The Perspective Of Reception Aesthetics English Language Essay

The Perspective Of Reception Esthetics English Language Essay Mao Zedong(1893-1976), who drove the Chinese individuals to have gotten freedom and autonomy and built up their own nation, is an extraordinary pioneer, a recognized legislator, an unmistakable mastermind and a celebrated tactician. He is cherished and regarded by the Chinese individuals. In any case, simultaneously, his acclaim as an artist is indisputable. Willis Barnstone, Professor of Comparative Literature at Indiana University in Bloomington, considers Mao Zedong a unique ace, one of Chinas most significant writers (He Qixin, 1992:8). His sonnets, a crystallization of governmental issues, history, military undertakings, theory and workmanship, maintains and speaks to the propelled Chinese culture. What's more, his sonnets are treasured as a glimmering pearl in Chinese contemporary writing. Zang Kejia once remarked on Maos sonnets this way, His sonnets open up another domain for Chinese old style verse and arrive at the pinnacle of current poetry.(Lv Zuyin, 2007) Considering the profoundly imaginative, hopeful and social estimation of Maos verse, it is of incredible importance to chip away at its interpretation and the investigation of existing interpretations in order to improve their quality, direct future interpretation and extend the impact of Chinese verse and culture. In any case, indeed, the investigation of English interpretation of Maos verse has falled a long ways behind the investigation of Maos verse itself. Furthermore, these examinations have for the most part centered around the jobs of the interpreter and the deciphered adaptations from the point of view of deconstruction. The previous investigation examines the interpreters jobs as a peruser, a chief and as an essayist during the time spent interpretation, and as a social go between in social turn. It shows the hugeness of interpreters jobs all the more obviously and commandingly. The last investigates the ideological substance in various English variants of Mao Zedongs sonnets. It uncovers that interpretation is a dynamic as opposed to a static procedure under the steady impact of various philosophies. Until late years, under the free climate in the scholastic examination, incredible changes have occurred in the investigation of Mao Zedongs verse. The stylish investigation has accomplished a large number outcomes from the staggered or multi-point angles, also, the semantic highlights or the tasteful highlights have been secured just as the humanistic examination. Nonetheless, the tasteful investigation of Mao Zedongs verse has less alluded from the formal and the talk point of view, subsequently this postulation is only an endeavor to the field. To introduce an away from of this exploration, here is the diagram of this proposition: The presentation briefs the composing intention of this postulation; Chapter Two audits Reception Esthetics hypothesis and its center ideas, just as achievability reads for the interpretations of Mao Zedongs sonnets with RA; Chapter Three recreates formal excellence and logical magnificence of Mao Zedongs sonnets; Chapter Four is a near investigation of how the development, rhymes, rhythms and talk of Maos sonnets are replicated and invigorated in the four English variants (Oxford form, The official rendition, Zhao Zhentaos adaptation and Xu Yuanchongs variant); Chapter Five makes a synopsis of the correlation and examines the misfortunes and gains in Maos verse interpretation and breaks down the reasons. The end summarizes the entire theory. Part One Introduction to Maos Poetry and Its Four Selected English Versions 1.1 Introduction to Mao Zedongs Poetry In Maos lifetime, he composed 67 sonnets inside and out. Among them, 42 sonnets were changed and concurred by him to distribute at last during his life. While another 25 sonnets were discharged to people in general after his demise. The composition of Maos verse is firmly related with his living foundation, just as the advanced history of China and the world. In this way, just cautiously study the history foundation and the solid procedures of numerous incredible occasions, just as Maos experience, contemplations, character and mindset, we can uncover the rich and profound meaning of Maos sonnets. Style of verse alludes to sonnets qualities and character of some artist. Every great sonnet have their own styles, and all sonnets by acclaimed writers have their own styles, so do Maos sonnets. Similarly as Mao Anqing had remarked his dad Father is a man of friendly nature. At the point when his feelings magnify to sonnets, his sonnets discover their lives. Regardless of despondency and delight, or vulgarism and polish, all lay his sentiments on poeple. Along these lines, to peruse his sonnets is to know him. (Xu Yuanchong, 1993:3). Therefore Mao created his sonnets with his entire heart and the living foundation. Also, Mao likes perusing and examining old style Chinese verse, talking about sonnets and expressions with artists and researchers, and appreciates summing up his sonnet imaginative experience to shape his one of a kind attributes. 1.1.1 Profound Ideological Contents As referenced over, the quantity of Maos sonnets is little. Be that as it may, every one of them is brimming with lush symbolism, significant importance and reasoning. In the interim, covering different subjects like nature, society and life, these sonnets are wealthy in epochal character and contentiousness, and consistently urge individuals to interest higher objective. So as to consider, the 42 sonnets can be separated into four gatherings as per diachronic: The principal bunch has 4 sonnets made from the establishing of the Chinese Communist Party to First Great Revolution (April 1918-July 1927). Changsha, tune: Spring in a Pleasure Garden'(㠣â‚ ¬Ã¥ 㠦⠲⠁㠥†ºÃ¢ ­Ã£ ¦Ã«Å"⠥⠷㠩†¢Ã¢ ¿Ã£ ¦Ã¢ ²Ã¢â€ž ¢Ã£ £Ã¢â€š ¬Ã¢â‚¬ ¹) is a genuine model. These sonnets are Maos youth work, which are marginally second rate compared to later ones. Be that as it may, they are additionally rousing for their grand spirits and taking off judgments. The subsequent gathering has 16 sonnets made from the Agrarian Revolution and the Anti-Japanese War ( August 1927-August 1945), like The Autumn Harvest Uprising, Tune: the Moon over the West River' (à £Ã¢â€š ¬Ã¥ 㠨⠥⠿㠦⠱å ¸Ã£ ¦Ã¥Ã«â€ Ã¢ ·Ã£ §Ã¢â‚¬ ¹Ã£ ¦Ã¢â‚¬ Ã¢ ¶Ã£ ¨Ã¢ µÃ¢ ·Ã£ ¤Ã¢ ¹Ã¢â‚¬ °Ã£ £Ã¢â€š ¬Ã¢â‚¬ ¹), Mount Jinggang, Tune: the Moon over the West River' (à £Ã¢â€š ¬Ã¥ 㠨⠥⠿㠦⠱å ¸Ã£ ¦Ã¥Ã«â€ Ã¢ ·Ã£ ¤Ã¢ ºÃ¢â‚¬ ¢Ã£ ¥Ã¢â‚¬ ë†ã ¥Ã¢ ±Ã¢ ±Ã£ £Ã¢â€š ¬Ã¢â‚¬ ¹)etc. This period is a productive period in Maos life. Recording the most troublesome chronicled time of the Chinese upset, the sonnets are cunningly considered with incredible subjetcs and brimming with grandiose progressive courage and hopeful spirits. The third gathering has 2 sonnets made during the War of Liberation (September 1945-September 1949), like Capture of Nanjing by the Peoples Liberation Army(㠣â‚ ¬Ã¥ 㠤⠸æ'㠥⠾†¹Ã¢ ·Ã£ ¤Ã¢ ºÃ¢ ºÃ£ ¦Ã¢ °Ã¢â‚¬ËœÃ£ ¨Ã¢ £Ã£ ¦Ã¢â‚¬ Ã¢ ¾Ã£ ¥Ã¢â‚¬ †ºÃ£ ¥Ã¢ Ã¢ 㠩⠢†㠥⠍-à ¤Ã¢ ºÃ¢ ¬Ã£ £Ã¢â€š ¬Ã¢â‚¬ ¹) and so on. In spite of the fact that the quantity of sonnets is little, they were composed before the triumph of the Chinese unrest, with solid reality, brilliant style and clear mentality. The last gathering has 20 sonnets made with the point of view in Maos sonnets from upset to communist change and development, after the establishing of Peoples Republic of China in 1949, such as Swimming, Tune: Prelude to the Melody of Water' (à £Ã¢â€š ¬Ã¥ 㠦⠰â'㠨⠰æ'㠦â ­Ã¥'㠥⠤â'⠷㠦⠸⠸㠦⠳⠳㠣â‚ ¬Ã¢â‚¬ ¹, etc. The sonnets have a significant new way to deal with the subjects with ambitious soul, more inferences and hilarious language, which are wealthy in sentimental shading and high creativity. Notwithstanding, as indicated by synchronism, Maos sonnets can be isolated into three gatherings: The principal bunch concentrates to portray common view, for example, Changsha, tune: Spring in a Pleasure Garden'(㠣â‚ ¬Ã¥ 㠦⠲⠁㠥†ºÃ¢ ­Ã£ ¦Ã«Å"⠥⠷㠩†¢Ã¢ ¿Ã£ ¦Ã¢ ²Ã¢â€ž ¢Ã£ £Ã¢â€š ¬Ã¢â‚¬ ¹), the Yellow Crane Tower, Tune: Buddhist Dancers' (à £Ã¢â€š ¬Ã¥ 㠨⠏⠩㠨⠐⠨㠨†ºÃ¢ ®Ã¢ ·Ã£ ©Ã¢ »Ã¢â‚¬Å¾Ã£ ©Ã¢ ¹Ã¢ ¤Ã£ ¦Ã¢ ¥Ã¢ ¼Ã£ £Ã¢â€š ¬Ã¢â‚¬ ¹) and so on. These sonnets show wonderfulness of regular scenes and praise the life of nature. The subsequent gathering fundamentally portrays society and history, for example, Mount Jinggang, Tune: the Moon over the West River' (à £Ã¢â€š ¬Ã¥ 㠨⠥⠿㠦⠱å ¸Ã£ ¦Ã¥Ã«â€ Ã¢ ·Ã£ ¤Ã¢ ºÃ¢â‚¬ ¢Ã£ ¥Ã¢â‚¬ ë†ã ¥Ã¢ ±Ã¢ ±Ã£ £Ã¢â€š ¬Ã¢â‚¬ ¹) and two tunes of Pride of Fishermen(㠣â‚ ¬Ã¥ 㠦⠸†Ã£ ¥Ã¢ ®Ã¢ ¶Ã£ ¥Ã¢â‚¬Å¡Ã¢ ²Ã£ £Ã¢â€š ¬Ã¢â‚¬ ¹, etc. These sonnets focus on portray the battling of people groups armed force and the authentic changes of entire society. Also, the last gathering primarily portrays life and love, for example, Seeing Luo Zhanglong off to Japan(㠣â‚ ¬Ã¥ 㠤⠸æ'㠥⠏⠤⠷㠩â‚ ¬Ã¢ Ã£ §Ã¢ ºÃ¢ µÃ£ ¥Ã¢ ®Ã¢â‚¬ ¡Ã£ ¤Ã¢ ¸Ã¢â€š ¬Ã£ ©Ã¦'Ã¥ ½Ã£ ¤Ã¢ ¸Ã¥Ã£ ¨Ã¢ ¡Ã¥'㠣â‚ ¬Ã¢â‚¬ ¹). These sonnets show the artist has the experience of death and separating, and even dejection as ordinary individuals. In a word, regardless of how order, regardless of how length it is, Maos sonnets make a retaining beautiful symbolism with great structure, rich thoughts and opinions, and are acceptable at communicating the confounded authentic causes with concise language. Unmistakable Artistic Style Style is the remarkable profound disposition and inventive character appeared in scholars own works without anyone else. It goes through all works of an author, just as each composing subject which forms the work, for example, rhyme, musicality, phrasing, explanatory gadgets, and content structure, etc. Accordingly, style is the author (Buffon⠼å'1753). Maos verse is brimming with real and overwhelming imaginative style. To start with, from the internality of verse, Mao likes Li Bai, Li He and Li Shangyin (known as Three Li) without question, and is in particular love of verse by Cao. Their sonnets are brimming with wide personalities and high desires, which inspire an emotional response in Mao Zedong, for energy is the passionate trademark in Maos life. Mao likewise said just composition out the journalists own chest and assessment in sonnets, it can strike a responsive harmony in perusers and make them energized. (à ¥Ã«â€ Ã«Å"㠦⠱†°Ã£ ¦Ã¢ °Ã¢â‚¬ï¿½

tempcolon The Theme of Colonization in The Tempest Essay example -- T

The Theme of Colonization in The Tempest   â â â â Colony-A part or occupant of a colony.â An assemblage of displaced people who settle in a remote district however stay heavily influenced by a parent country.â - Webster's Dictionary  Can Prospero be characterized as a sort of colonist?â He does, all things considered, force his quality onto an island previously possessed by another person, assume control over control and oppress his forerunner, while simultaneously as yet staying heavily influenced by his local land.â If Prospero speaks to the pioneer, or the white man, at that point Caliban fills in as his partner in this discussion.â Critics have contended in the past that The Tempest's portrayal of Caliban relates Caliban to the dark man, in light of the fact that Caliban, similar to African Americans of early occasions, is vanquished and constrained into subjugation against his will.â Caliban therefore turns into an agent of the colonized man.â Critics have called attention to that this gadget appears to possess all the necessary qualities due to the Caribbean like area of the play; it is remote and weird and not the local home of the white man who comes to find it and guarantee it as his own.â si multaneously, if the crowd takes this understanding to light, Prospero hence rises as the white man, or the colonist.â Caliban accordingly serves to speak to local societies, while Prospero serves to speak to colonizing societies, similar to the British of Shakespeare's time.â The equal of Prospero's mastery of Caliban when contrasted with the Europeans colonization of the Africans, which was a subject of Shakespeare's time, gets significant upon closer assessment.  This understanding can be found inside the reliable contentions among Prospero and Caliban.â Prospero feels the island is his; he legitimately won it fro... ... they were the first proprietors of the island, without the ability to recover the island or their local land, they will never be able to have the option to call the land exclusively their own again.  Works Cited Earthy colored, Paul.â This thing of murkiness I recognize mine: The Tempest and the talk of colonialism.â New York: Collimore and Sinfield, 1985.â pp. 48-71. Davis, Angela.â Women, Race and Class.â London: Women's Press, 1982. Fanon, Frantz.â Black Skins, White Masks.â London: Pluto Press, 1986. Griffiths, Trevor.â This current island's mine: Caliban and Colonialism.â Yearbook of English Studies 13.â New York: Harcourt Brace.â Pp. 159-80. Mannoni, O., Prospero and Caliban: The Psycholgoy of Colonization.â New York: Praeger, 1964. Nixon, Rob.â Caribbean and African assignments of The Tempest.â Critical Inquiry 13 Spring 1987 pp. 557-77.

Introduction to the I.B. Diploma Programme

Hello, Magooshers. Mr. B here. Today I’m writing an article about a topic close to my heart: The International Baccalaureate (I.B.) Diploma Programme. Many years ago I was an I.B. student. In fact, I was one of the first 10 students in Tennessee to earn the I.B. Diploma. To say the least, it was an interesting experience. Sometimes it was interesting in a fun and exciting way. Other times it was interesting like that old Chinese curse, â€Å"May you live in interesting times.† In this article, I’ll tackle some of the biggest questions students (and their parents) have about the I.B. Diploma Programme. This article is comprehensive, so its loooooong. Heres a table of contents to help you navigate it: Part I: What is the I.B. Diploma Programme? The Curriculum I.B. Courses Creativity, Action, Service (CAS) Extended Essay (EE) Theory of Knowledge (ToK) Part II: How hard is the I.B. Diploma Programme? Creativity, Action, Service (CAS) Hours Extended Essay (EE) I.B. Exams Everything Else Part III: How will an I.B. Diploma help me after high school? College Applications College Post-College Well, get comfy and buckle up. It’s time to learn all about the most rigorous, challenging, frustrating, and rewarding high school experience yet devised by man. Cue the music! Part I: What is the I.B. Diploma Programme? A long time ago (1968), in a country far, far away (Switzerland), a group of educators came together to create a new kind of high school experience. With a little seed money from the Ford Foundation and the United Nations Educational, Scientific and Cultural Organization (UNESCO), the first 12 I.B. schools opened in 1968. The original goal of the I.B. Programme was to give the children of diplomats and other professionals a standardized education no matter where they moved in Europe or America’s big east coast cities. Over time, the number of I.B. schools grew. With growth came change. As I.B. spread to more countries, I.B. students could choose to learn different languages as part of their curriculum. Also, more colleges began accepting I.B. Diplomas in lieu of a traditional high school diploma. By the late 1980s, I.B. had spread just about all over the world. Today, many countries (especially those in Europe) regard an I.B. Diploma as equivalent to their own country’s secondary school diploma. This is a great advantage to American I.B. students thinking about going to college oversees. I.B. hasn’t been free of controversy during its 48 years of existence. Every few years a group or individual starts complaining about the I.B. Programme. Why? Well, they think I.B. is ‘Communist,’ ‘anti-American,’ or ‘anti-Christian’ because of its United Nations roots and focus on international education. To each their own, I guess. Actually, Kim Jong-Un never earned his I.B. Diploma. Look what kind of a person he turned into. Okay, now that you know a little bit about I.B., let’s get to the good stuff. The Curriculum First thing I want to mention is that there is a big difference between Pre-I.B. and I.B. Pre-I.B. is your freshman and sophomore years of high school. It’s a time when students learn a lot about what I.B. expects of them and take many challenging classes, including AP courses, to prepare themselves for I.B. When sophomore year ends, literally the moment the last day of school ends, I.B. begins. Why such a specific time? I’ll get to that in a bit. Or if you’re the impatient type, skip ahead to ‘Community, Action Service (CAS)’ to find out. Okay, so it’s junior year. What can you expect? I.B. Courses The bulk of I.B. revolves around six classes you take during your junior and senior years of high school. Each class is chosen from a group. Selections may vary considering what your high school’s I.B. Programme offers. Also, courses are split into Standard Level (SL) or Higher Level (HL). I.B. recommends that a student takes 150 hours of instruction in an SL course and 240 hours of instruction in an HL course. In most American I.B. schools, HL courses are spread over two years to allow time for adequate instruction. For the purposes of this article, I am relating the bare bones information about SL courses. HL courses require roughly 30% more work. Don’t take my work for it: discover the official HL numbers for yourself. One thing to note is that for all I.B. courses, the final exam is a combination of work you produce in class and the exam itself at the end of the year. Group 1: Studies in Language and Literature This is your I.B. English course. Throughout the course, you are expected to read and analyze 10 major works (aka novels), and write a variety of essays/responses. The final exam includes not only writing but also oral presentations. Group 2: Language Acquisition This is your I.B. foreign language course. It is equivalent to a 4th or 5th year foreign language course. The final exam is a combination of oral presentations and essays which ask you to produce various types of formal and informal writing. Group 3: Individuals and Societies This is your I.B. history/social sciences course. There are a variety of choices, so I won’t go into all of them. Expect college-level textbooks and frequent essays. Group 4: Experimental Sciences This is your I.B. science course. Most likely you will have a choice between Chemistry, Biology, and Physics. Expect college-level textbooks, frequent research essays, and research projects that you design and implement. Group 5: Mathematics This is your I.B. Math course. At SL, this course is a combination of second-year algebra, trigonometry, geometry, statistics, and introduction to calculus. Group 6: The Arts This is your I.B. elective course. Depending on what’s offered at your school, you can take an I.B. music, theater, visual arts, or film course. Throughout the course, expect projects along with maintaining a portfolio of relevant work. If your school does not offer these courses (this was my situation), you can substitute a Group 6 course with an I.B. course from any other group. At this point, you’re probably thinking, â€Å"Wow, that sure sounds like a lot of work. Is this really† Creativity, Action, Service (CAS) Ah yes, CAS, the ‘get your nose out of a book and do stuff’ part of I.B. In short, CAS requires you to do (and document) 150 hours of activity. How does it all break down? Let’s take a look. Creativity (50 hours): These are your creative endeavors, such as playing music, painting, writing short stories, etc. It’s a fairly open-ended subject, so you’ll need to get approval from your school’s I.B. coordinator before starting your hours. Action (50 hours): Things are going to get physical. Play a sport? That takes care of your 50 hours. Anything else? See your I.B. coordinator for guidance. Service (50 hours): As the name implies, it’s time to get out there and help your community. If I had to do it all over again, I’d go straight to my local food bank and volunteer. Seriously, food banks are a great way to help people. So does organizing a blood drive at your school. Remember when I wrote earlier that I.B. begins the second your sophomore year ends? You see, the moment summer break before junior year starts, you can begin working on CAS hours. Though filling up your usually lazy summer days this way may not seem too appealing, trust me on this one. Get your CAS hours done ASAP. Extended Essay (EE) Every I.B. class requires a ton of writing, yet I.B. has one more big curve ball to throw at you. The EE is a 4,000-word research essay based on a topic from one of your Group 1-6 courses. Just like in college, your teachers are ‘hands off’ as you work on this essay. Even so, you do get support from your I.B. coordinator, who provides guidance throughout the research, writing, and editing process. Theory of Knowledge (ToK) A long time ago philosophers like Socrates and Plato sat around all day and talked about life, the universe, and everything. In Theory of Knowledge you’re basically doing the same thing. Throughout your senior year, you get to sit with all the other I.B. students (and most likely your I.B. coordinator) and discuss the ‘big questions.’ Yes, there are a few papers to write, and a mandatory presentation. Yet considering everything else you’re required to do in I.B., ToK is small potatoes. And if your teachers into it, it can be a pretty fun class. Part II: How hard is the I.B. Diploma Programme? I once heard this great story about how people perceive difficulty. We go through our lives thinking everything is really hard. And it is. But after enough time, we start to look back and regard our worst trials as teens as ‘not that bad.’ Why does this happen? Over time, we become more competent, more resourceful. Of course, at 30-years-old, I think I.B. wasn’t so bad. I’ve had a lot of time to grow. But I just can’t pass on that confidence, those skills that they don’t (and can’t) teach in school. So for you, all I can offer are the facts of my experience, and a few tidbits of advice along the way. Haymitch knows whats up. But yeah, I.B. is hardreally hard. I.B. Courses As touched upon in Part I, SL HL courses are college-level courses. Think of them as AP courses with some key differences. The first is that some of the work you do throughout the year will be graded as part of your final exam. This score plus that from the exam at the end of the year determine your final score. The final score is awarded on a 1-7-point scale. Also, I.B. courses aren’t ‘stand alone;’ the score you earn in each course influences whether or not you earn the I.B. Diploma. Every score is weighted equally, so you are going to have to work your hardest to improve your weaknesses. Classwork: Let’s start with some good news. Unlike regular or even honors high school classes, I.B. courses more closely resemble what you would find in a college seminar class. There’s a lot of discussion and sharing of ideas. This privilege has a trade-off. Much of the traditional ‘work’ you’d do in class gets shifted onto you as homework. We’ll get to homework in just a bit. Organization: Does your teacher want you to organize your work a certain way? If so, do it and don’t look back. Trust me, they know a lot more about organization than you. Also, in their careers they’ve dealt with plenty of students whose backpacks look like a bomb went off inside. Homework: Just like in AP, I.B. courses have a lot of reading. Whether its a novel for I.B. English or 50 pages of a textbook for I.B. Economics, reading and taking notes will be the majority of your homework. If you want to be ready to participate in discussions, you need to know your stuff. Homework Pro-Tip: If you have the chance your junior or senior year, sign up for a study hall. Honestly, it was the best decision I ever made as a high school senior. And when you get in there, don’t let a thing distract you from your work. Bring ear plugs if necessary. That may seem a little extreme, but using this time to finish a chunk of homework every day was a godsend. Projects/Essays: There are a lot of them. Its very likely, too, that you will have 2-3 projects going on at the same time for different classes. Here’s where having a planner will save your life. Write down everything in it, and get some different colored highlighters to mark key due dates. Planner Pro-Tip: Planners can be used for more than just writing down due dates. Have a big project or paper? For each day leading up to the due date, set a completion goal. Doing this will help you make sure that nothing sneaks up on you. Also, by breaking up big projects, they will become more manageable and your stress level should stay at a low roar. Expect the Unexpected: Things come up, whether in your personal life or something at school. For example, one of my I.B. teachers once sprung a seven-page paper on us simply because she forgot it was a requirement for our final score. Also, we had four days to write it. Hopefully nothing like will happen to you, but don’t be surprised if you have a few late nights doing work that you didn’t plan on. A disclaimer: if you’ve taken Pre-I.B. courses in your freshman and sophomore years of high school, the increasing difficulty level has prepared you for I.B. Did you maintain good grades during this time? If so, you’re on the path to I.B. Diploma success. Creativity, Action, Service (CAS) Hours This is something you don’t want falling through the cracks. There is no worse feeling in the world than starting your senior year of I.B. and having  zero CAS hours logged (this wasn’t me, but I knew a guy). As I mentioned in Part I, the sooner you get cracking on CAS, the sooner it will be over. Kill Two Birds with One Stone: Believe it or not, there are plenty of activities that can count for two or all three categories. Let’s say you spent 70 hours total planning a blood drive at your school. You might believe that all that work only counts for 50 service hours. Not necessarily true! Let’s say you spent 20 of those hours designing a series of posters advertising the blood drive. There’s 20 creativity hours right there. Go you! This is only one of many possible combinations you can try. If your school has had I.B. for a while, ask your I.B. coordinator and older I.B. students for ideas. Extended Essay (EE) In all, the EE takes about 75-100 hours to research, write, and edit. Something my school did was that when I was a junior, we chose our EE topic, researched, and wrote our first draft. This first draft was only 2,000 words, but it created a skeleton essay. During my senior year, I fleshed out my EE to 4,000 words through more research, writing, and editing. That final draft was the one that my I.B. coordinator mailed to Malawi for grading. (I had to look Malawi up on a map, but that’s where it went.) EE Pro-Tip: Choose a subject that truly interests you. After all, that’s why you get a choice. If the topic had just been handed to me, I wouldn’t have put nearly as much work into it. Having choice can be a scary thing, but the rewards outweigh the risks when it comes to the EE. I.B. Exams I.B. exams are long tests. My last four I.B. exams lasted a cumulative 990 minutes. Theyre difficult, too. I mentioned in one of my previous blog posts that the hardest test question I ever encountered was an I.B. exam question. Now, I’m not saying this to dissuade you from doing I.B. If you’ve done the work and maintained your grades, you are prepared to take these exams at the end of the year. So dont freak out. Everything Else If you’re an I.B. student, it sometimes seems that the I.B. Diploma Programme is your life. But even for I.B. students, there is still the SAT/ACT, college applications, and asking your crush to the prom. And yes, you will have to make time for all of this as you tackle I.B. Not Going Insane Pro-Tip: This is where family, friends, teachers, and even high school counselors come in handy. No man (or woman) is an island, and you need a support network. There will be times that you feel that all is lost, that you won’t get an essay done on time, or that your teacher will drown it in red ink. When you feel this way, find someone to talk to, say what you have to say, and listen to their advice. Part III: How will an I.B. Diploma help me after high school? For me, life after I.B. began in the summer of 2004. High school graduation had come and gone, but I, along with nine other I.B. students, were still waiting on the results of our I.B. exams. Then, one a day in late June, our I.B. coordinator called us to meet that eveningat the Sonic drive-thru next to our high school. At twilight we gathered under the Sonic’s fluorescent lights. The diners around us were no doubt unaware of the momentous event that was about to happen. Our I.B. coordinator was last to arrive. In his hand he held a big manila envelope. â€Å"First of all,† he said, holding up the envelope, â€Å"you all got the diploma.† We had done it! We felt more relief than excitement that evening. For me, it was a better moment than graduating high school. 12 years have passed since that night, and I think I’m finally ready to answer a key question held by I.B. students and their parents. Before I get into the specifics, you should know that the long-term benefits of earning an I.B. Diploma aren’t things you can touch, see, hear, smell, or even taste. Unfortunately, there’s no secret handshake, no I.B. Club Card that gets you free upgrades on airline seats. Oh well. But there are benefits. Lets talk about them. College Applications Thinking about life after I.B. begins when you’re still in I.B. Like just about every other high school student, you’re going on college tours and making big decisions about where you want to spend the next four years of your life. One advantage I.B. will give you during this crucial time is making you a better writer. College application essays will definitely look a lot easier if you’re cranking out essays every week for your classes. Also, with your enhanced organizational skills, keeping track of applications, and their respective due dates will seem much more manageable. Working towards the I.B. Diploma has one other big advantage in the college admissions game. College admissions counselors love grit, and I.B. demands a ton of grit. Those two little letters say a lot of about you as a potential college student. A disclaimer (This one is HUGE): The following isn’t meant to burst anyone’s bubble, but it’s worth stating upfront that being in the I.B. Diploma Programme doesn’t entitle you to anything. At 18, not getting into my 1st and 2nd choice colleges were nothing less than devastating. At the time, I really doubted that all my work and sacrifice had been worth it. It took a long time, and a lot of experience, to realize that my doubts were completely unfounded. College When I arrived at Vanderbilt University in the fall of 2004, I came in with a lot of earned hours from my I.B. and AP classes. It was really nice to skip the survey courses (imagine 300 students in a lecture hall) and jump into the ones that really interested me. It was a bit intimidating to be seated around a bunch of juniors and seniors, but really cool nonetheless. If you should earn your I.B. Diploma, I think you’ll find, like I did, that that transitioning into college is much more manageable. Too many students completely bomb their first semester (or first year) of college because they can’t balance their work load with the freedom that comes with a college environment. I had plenty of fun in college, but work came first. That’s why I was there. Don’ t get me wrong; I still struggled my first semester. I nearly failed Chemistry 101. But that experience taught me a lot about what I really wanted out of college. The next semester, I took courses that were a more natural fit with my interests. After that, all was well. I believe that the skills I learned in I.B. kept me level-headed during this time of transition. If I hadn’t done I.B., who knows what might have happened. Post-College Remember how I said that I.B. doesn’t entitle you to anything? Well, for me that was certainly the case when I graduated college in May 2008. At first everything seemed to be going well. I had a great internship overseas. About two weeks after I came home, though, the Great Recession happened. Over the next six months, I sent out about 150 job applications with zero replies. And when my dream job finally seemed within my grasp, I blew the second interview. What was your dream job, you ask? Wellall I can say is, â€Å"And ye shall know the truth, and the truth shall make you free.† Anyway, it is my honest belief that I.B. saved me in this tumultuous time. I.B. equals grit, and I still had tons of it. I reevaluated my options, completed a two-year M.A. in Teaching program in 11 months, and went to work as a teacher for four years. In the classroom grit saved me yet again. Even now, the grit I developed in I.B. helps me every day as I write blog posts, workbooks, and travel itineraries for a living. Final Thoughts By telling you my story, I’m trying to convey the idea that what you get out of I.B. isn’t tangible. The best way I can describe it is the feeling that there isn’t a set of problems you cant solve. No matter the curve balls life throws at you, you got this. That mindset is nothing short of priceless. It is my sincere hope that by reading this article you’ve gained a little insight into I.B. Diploma Programme, the work involved, and the long-term benefits. If you are a Pre-I.B. student about to start I.B., there is a lot of work in your future. That’s just the way it is. But how you approach the work, your mental mindset, is real determining factor in whether or not you earn the I.B. Diploma. In fact, it all boils down to a simple question: Do you feel up for it? It’s been a pleasure sharing my story with everyone. Till next time, Magooshers.

Douglas SBD Dauntless Divebomber in World War II

The Douglas SBD Dauntless was the mainstay of the US Navys dive bomber fleet for much of World War II (1939-1945). Produced between 1940 and 1944, the aircraft was adored by its flight crews which praised its ruggedness, dive performance, maneuverability, and heavy armament. Flown from both carriers and land bases, the Slow but Deadly Dauntless played key roles at the decisive Battle of Midway and during the campaign to capture Guadalcanal. Also an excellent scout aircraft, the Dauntless remained in frontline use until 1944 when most US Navy squadrons began transitioning to the more powerful, but less popular Curtiss SB2C Helldiver.      Design Development: Following the US Navys introduction of the Northrop BT-1 dive bomber in 1938, designers at Douglas began working on an improved version of the aircraft. Using the BT-1 as a template, the Douglas team, led by designer Ed Heinemann, produced a prototype which was dubbed the XBT-2. Centered on the 1,000 hp Wright Cyclone engine, the new aircraft featured a 2,250 lb. bomb load and a speed of 255 mph. Two forward firing .30 cal. machine guns and one rear-facing .30 cal. were provided for defense.   Featuring all metal construction (except for fabric covered control surfaces), the XBT-2 utilized a low-wing cantilever configuration and included  hydraulically actuated, perforated split dive-brakes. Another change from the BT-1 saw the landing gear shift from retracting backwards to closing laterally into recessed wheel wells in the wing. Re-designated the SBD (Scout Bomber Douglas) following Douglas purchase of Northrop, the Dauntless was selected by the US Navy and Marine Corps to replace their existing dive bomber fleets. Production and Variants: In April 1939, the first orders were placed with the USMC opting for the SBD-1 and the Navy selecting the SBD-2. While similar, the SBD-2 possessed a greater fuel capacity and a slightly different armament. The first generation of Dauntlesses reached operational units in late 1940 and early 1941. As the sea services were transitioning to the SBD, the US Army placed an order for the aircraft in 1941, designating it the A-24 Banshee. In March 1941, the Navy took possession of the improved SBD-3 which featured self-sealing fuel tanks, enhanced armor protection, and an expanded array of weapons including an upgrade to two forward-firing .50 cal. machine guns in the cowling and twin .30 cal. machine guns on a flexible mount for the rear gunner. The SBD-3 also saw a switch to the more powerful Wright R-1820-52 engine. Subsequent variants included the SBD-4, with an enhanced 24-volt electrical system, and the definitive SBD-5. The most produced of all SBD types, the SBD-5 was powered by a 1,200 hp R-1820-60 engine and had a larger ammunition capacity than its predecessors. Over 2,900 SBD-5s were built, mostly at Douglas Tulsa, OK plant. A SBD-6 was designed, but it was not produced in large numbers (450 total) as Dauntless production was ended in 1944, in favor of the new Curtiss SB2C Helldiver. A total of 5,936 SBDs were built during its production run. Specifications (SBD-5) General Length: 33 ft. 1 in.Wingspan: 41 ft. 6 in.Height: 13 ft. 7 in.Wing Area: 325 sq. ft.Empty Weight: 6,404 lbs.Loaded Weight: 10,676 lbs.Crew: 2 Performance Power Plant: 1 Ãâ€" Wright R-1820-60 radial engine, 1,200 hpRange: 773 milesMax Speed: 255 mphCeiling: 25,530 ft. Armament Guns: 2 x .50 cal. machine guns (mounted in cowling), 1 x (later 2 x) flexible-mounted .30 cal. machine gun(s) in rearBombs/Rockets: 2,250 lbs. of bombs Operational History The backbone of the US Navys dive bomber fleet at the outbreak of World War II, the SBD Dauntless saw immediate action around the Pacific. Flying from American carriers, SBDs aided in sinking the Japanese carrier Shoho at the Battle of the Coral Sea (May 4-8, 1942). A month later, the Dauntless proved vital in turning the tide of the war at the Battle of Midway (June 4-7, 1942). Launching from the carriers USS Yorktown (CV-5), USS Enterprise (CV-6), and USS Hornet (CV-8), SBDs successfully attacked and sank four Japanese carriers. The aircraft next saw service during the battles for Guadalcanal. Flying from carriers and Guadalcanals Henderson Field, SBDs provided support for the Marines on the island as well as flew strike missions against the Imperial Japanese Navy.  Though slow by the standards of the day, the SBD proved a rugged aircraft and was beloved by its pilots. Due to its relatively heavy armament for a dive bomber (2 forward .50 cal. machine guns, 1-2 flex-mounted, rear-facing .30 cal. machine guns) the SBD proved surprisingly effective in dealing with Japanese fighters such as the A6M Zero. Some authors have even argued that the SBD finished the conflict with a plus score against enemy aircraft. The Dauntless last major action came in June 1944, at the Battle of Philippine Sea (June 19-20, 1944). Following the battle, most SBD squadrons were transitioned to the new SB2C Helldiver, though several US Marine Corps units continued to fly the Dauntless for the remainder of the war. Many SBD flight crews made the transition to the new SB2C Helldiver with great reluctance. Though bigger and faster than the SBD, the Helldiver was plagued by production and electrical problems that made it unpopular with its crews. Many reflected that they wanted to continue flying the Slow but Deadly Dauntless rather than the new Son of a Bitch 2nd Class Helldiver. The SBD was fully retired at the end of the war. A-24 Banshee in Army Service While the aircraft proved highly effective for the US Navy, it was less so for the US Army Air Forces. Though it saw combat over Bali, Java, and New Guinea during the early days of the war, it was not well received and squadrons suffered heavy casualties. Relegated to non-combat missions, the aircraft did not see action again until an improved version, the A-24B, entered service later in the war. The USAAFs complaints about the aircraft tended to cite its short range (by their standards) and slow speed.

William Shakespeare s Queen Elizabeth - 1598 Words

Outline Shakespeare, Queen Elizabeth, Christianity, tea, all those things are closely related to Scotland and England. However, like all the other things in the world, England and Scotland are not perfect nor ideal. They also have their own dark and bloody history, and one of the most important part of that history is the origin of witch-hunt, or in other words, the execution of witches. Witchcraft was treated as the craft of wise at the very beginning. However, as the following behind witchcraft grew stronger, the conflict between the Christian religious and witchcraft finally lead to the bloody witch-hunt; but witch-hunt is not as simple as a conflict between two beliefs, in fact, the cause behind witch-hunt is the characteristic inside us. Witch-hunt represents not only the fear of witchcraft itself, but also the fear of the unknown and the unstability. Paragraph one: Most people lived in medieval Europe blamed death, accident and other unfortunate things on the witchcraft. 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International Marketing Made Group

Question: Discuss about theInternational Marketingfor Made Group. Answer: Company and Product Analysis: Made Group is vertically integrated and independent Australian beverage company. It was founded in 2005 by former Brighton Grammar mates Matthew Dennis, Luke Marget, and Brad Wilson. Made groups head office is located in Melbourne, Australia (Made, 2016). Moreover, its product range includes sports drinks, iced teas, juice smoothies milk, flavoured water juices, and flavoured milk beverages. The objective of company is to make innovative products that are good for health. Another objective of Made group is to reduce its negative impact on environment in order to achieve sustainable competitive advantage. Its aim is to achieve highest quality and safety standards in its operations and the products it provides to its end consumers. Instead of focusing on the broad category of consumers, the company believes in blue ocean strategy. It identifies niche categories for food and beverages that are not available in market and develops it into mainstream business category (Mitchell, 2016). An example of it can be seen in the recent products launched by the company like fruit flavoured range of coconut water. Further, it tries to achieve its corporate objectives by creating unique processes and techniques in developing beverages that allow it to charge premium pricing for its products. These strategies used by MADE allow it gain market share by creating and addressing the needs of niche market segments. MADE Group has made various improvements and achievements in the last three years. The investment of more than $20 million is made by company towards ultra-clean processing technology that is effective in extending the shelf life of milk and cold pressed juices from around 30 days to 100 days. This helps company to gain large market share that in turn leads to increase in its competitiveness in the market place. In addition to this, the revenues of MADE have grown 50% a year for the past three years to $65 million. Along with, MADE has generate a retail sales of $120 million with the help of its four brands including Cocobella, Rokeby farms, Nutrient water and Impressed. Moreover, it is considered as one of the biggest strength of company that is has on-site storage and logistics located at point of manufacturing that helps to reduce freight cost of company (Made, 2016). The product of Made group that is considered is fresh long life milk. It contains extended fresh shelf life capability which is unique among companys competitors. In addition to this, it also contains effective nutritional benefits; taste and great mouth-feel which makes it stand out better than its competitors. It also helps to meet out the needs of customers successfully. However, through diverging from its niche market category, the company is trying to consider broader market segment. It is because long life milk can be preferred and used by each and every consumer from childrens to young adults, working womens and old age group persons. MADE Group is engaged in international marketing and it is operating in Singapore, Hong Kong and Taiwan. In addition to this, the entry strategy of MADE includes making of effective partnership with export partners and international retailers and distributors. The countries include Malaysia, Hong Kong, China, Singapore, Indonesia, Taiwan, Middle East and Philippines (Herald Sun, 2016). For the expansion of business into overseas, there is requirement of adequate funds, effective and experienced human resources, tools and equipments. Successful global expansion can effectively help company to extend sales potential of existing products. This will effectively help company to gain global market share. Analysis of Japan Country: Macro Environment: Macro environment is a circumstance that exists in an economy with uncontrolled and external factors (Laasch and Conaway, 2014). The factors included in macro environment are discussed as below: Political factors: The political factors include different areas such as labour law, environmental law, tax policy, tariffs, trade restriction, political stability, safety, and corruption that affect an economy. In this country, the political environment is stable which provides support to its economy (GAN, 2016). Moreover, the political environment of Japan is least corrupted in the world. The organizations in the country face very low risk of the corruption and feel safety by stable environment in the country. Foreign relations/trade: Japan is greatly influenced by trade, investment, and international economic issues (Patrick, 2010). In Japan mostly goods are not required any importing license or trade barriers to trade in the country. But the government prohibits importing some items such as firearms, narcotics, pornography, explosives, and products that are volatile to intellectual property laws. For the regional economic treaties Japan follows free trade agreement. Social and cultural environment: The people of Japan historically controlled by the nature and formed in groups with minimum functioning of social units. In Japan, different religious people live but particularly everyone speak Japanese language. The lifestyle and culture of the Japanese people is very high because the economy of the country is stable and developed. Economic factors: The economy of Japan is much strong and stable because the export of this country is strongly depended. The GDP value of Japan in world economy is 7.42 percent. The GDP per capita of this country is very high which presents that the purchasing power of this countrys people is also high with great prosperity. Japan is highly industrialized and developed country therefore the agricultural environment is suitable for the farming of the pack milk products. Technological factors: Japan is probably known as advance technological country. It is an important factor that affects to the Japans economy. The technology plays an important role in development of its infrastructure and industrialization. The development and manufacturing level of the country is very which is affected by the technology. Mainly the technology of this country belongs to the implementations of telecom and electrical equipments. Similarities and differences between the companys origin country (Australia) and Japan: In terms of macro environmental factors both countrys GDP is based upon service sector and are same in composition by industry sector but the agricultural sector of Australia is 3% in GDP and 1.4% of Japan. So, the macro environment of Australia has more opportunities in compare of Japan. Micro Environment: Micro environment refers to those factors that have impact on a business activities and objectives. In business corporate strategy it is essential to analyze micro environment of the country. Traditionally, the dairy products are not a large part of Japanese diet, but in recent years the market of these products has increased and gain popularity in the country. The market size of Japan is EUR 1252 million which is increased 41.6 percent in 2015. There are clear and distinct segments within the market of milk products. In relation of product life cycle, the market of beverage industry in Japan at growth phase. Moreover, the sources of foreign supply are sipping and air freight in Japan. But the major forms of marketing channels in Japan for this product are road and rail transportation that are relatively used for the transportation. Additionally, there is high competition in beverage sector but the company is capable to compete in the market. Analysis of Thailand Country: Macro Environment: The economy of Thailand is upper class economy in the world. The competitive analysis of Thailand is conducted through its political, economic, social, technological, legal, and environmental conditions that are discussed as below: Political factors: Politically the country is instable and deals with a cycle of anti- government remonstrations. The political instability proves major threats to the company and other investments. But the large and expand market attracts to multinational companies, allows domestic producers to attain economic scale, encourages local investors, and permits to agglomerations that creates competitive advantages in the economy (lucintel, 2012). Foreign relation/Trade: The foreign relations of Thailand are remarkably adaptive that manage its foreign issues flexibly and relatively creative by interference of most important foreign powers. The country Thailand almost aligned with its dominant power in region due to its efforts of security, preserve national sovereignty, and increase trade. Social and cultural factors: The big part of Thailand culture is connected to Buddhism religion. The people of the country do not on system nut they are encouraged to think themselves. The society of the country follows tradition beliefs. Although, there are used many language but mostly the Thai family language is mostly spoken language in Thailand. Economic factors: The economic analysis presents that the manufacturing sector is an important contributor for the companys growth. The economy of Thailand depends on exports, which is 60 percent of GDP. It is the second largest economy in South Asia. The GDP per capita of Thailand is 5774 US dollar which is equivalent to 46 % worlds average (Trading Economics, 2016). Technological factors: Countrys technology and productivity is limited because Thailand is facing shortage of skilled workers. In tertiary education its ratio is only 45 percent which is low and needs to improve in order to skilled workforce. Therefore the level of developing technology and infrastructure of the country is low. Agricultural factors: Agricultural sector is an essential source in Thailand to reduce the poverty and contributes in economic growth (Singhapreecha, 2014). Therefore, the environment of Thailand is favorable for the company. Micro Environment: The political environment of Thailand is unstable but the beverage market is attractive and competitive. The milk cooperatives of Thailand are varying in size and growing continuously with more opportunities for beverage companies. The milk cooperative encourages to farmers by procuring milk from farmers. In relation of product life cycle the market of Thailand at growing phase that provides the opportunities to beverage companies (Valencia, 2013). The dairy industry in the country is highly competitive as other Asian countries. Mostly, the dairy farms are small in size which is supported by dairy cooperatives. In other words small dairy farms are competitors in Thailand. In these competitors, the position of the company low but the future of the company in Thailand is bright because the products of the company comparatively superior with better services. References: GAN (2016) Japan Corruption Report. [Online]. Available at: https://www.business-anti-corruption.com/country-profiles/japan (Accessed: 10 October 2016). Lucintel (2012) PESTLE Analysis of Thailand 2012. [Online]. Available at: https://www.lucintel.com/pestle_of_thailand_2012.aspx (Accessed: 10 October 2016). Trading Economics (2016) Thailand GDP per capita. [Online]. Available at: https://www.tradingeconomics.com/thailand/gdp-per-capita (Accessed: 10 October 2016). Singhapreecha, C. (2014) Economy and Agriculture in Thailand. [Online]. Available at: https://ap.fftc.agnet.org/ap_db.php?id=246print=1 (Accessed: 10 October 2016). Valencia, C. (2013) The power of cooperatives in the Thai dairy industry. [Online]. Available at: https://www.philstar.com/agriculture/2013/07/07/962397/power-cooperatives-thai-dairy-industry (Accessed: 10 October 2016). Patrick, H. (2010) Japans foreign economic relations. [Online]. Available at: https://www.eastasiaforum.org/2010/10/31/japans-foreign-economic-relations/ (Accessed: 10 October 2016). Laasch, O. and Conaway, R. (2014) Principles of Responsible Management: Global Sustainability, Responsibility, and Ethics. USA: Cengage Learning. Mitchell, S. (2016) Nutrient Water and Cocobella maker MADE to ship bottled milk to Asia, The Sydney Morning Herald. [Online]. Available at: https://www.smh.com.au/business/nutrient-water-and-cocobella-maker-made-to-ship-bottled-milk-to-asia-20160509-gopu72.html (Accessed: 10th October 2016). Made (2016) Made Impact. [Online]. Available at: https://madegroup.com/made-for-you/made-impact/ (Accessed: 10th October 2016). Herald Sun (2016) Melbourne beverage company made signs $2 million fresh milk export deals with Malaysia. [Online]. Available at: https://www.heraldsun.com.au/business/melbourne-beverage-company-made-signs-2-million-fresh-milk-export-deal-with-malaysia/news-story/ba63579949eba38d2cbb127926d9e5a5 (Accessed: 10th O Kim, W. and Mauborgne, R. (2013) Blue Ocean Strategy: How To Create Uncontested Market Space And Make The Competiti ctober 2016). on Irrelevant. US: Harvard Business Review Press. Made (2016) About Made. [Online] Available at: https://madegroup.com/about-made/ (Accessed: 10th October 2016).

The Little Girl and the Wolf Essay Example

The Little Girl and the Wolf Essay James Thurbers story, The Little Girl and the Wolf starts off with, One afternoon a big wolf waited in a dark forest for a little girl to come along carrying a basket of food to her grandmother. (Elements of Literature, p.203) This first sentence tells us quite clearly that neither the situation nor the little girl are very safe; in other words, something terrible is waiting to happen.The little girl comes along and runs into the wolf, who asks her for directions to her grandmothers house. After receiving the directions the wolf takes off. Although its not mentioned in the story, the reader automatically knows that the wolf is headed for the grandmothers house, and that even more danger awaits the little girl.The little girl reaches her grandmothers house sometime later and walks in. She notices someone in the bed and quite calmy and humorously (or possibly even sarcastically) comes to the conclusion that the person in the bed is not her grandmother. Without any emotion or expression she pulls a gun out of her basket and kills the wolf.The story ends with the moral: It is not so easy to fool little girls nowadays as it used to be. (Elements of Literature, p. 203) This may be true enough to justify the unusual change of events in the story.At the beginning of James Thurburs other story, The Princess and the Tin Box, the princesss beauty and wealth are described in detail, giving the reader a picture of the life that she has in the palace. Her beautiful features are compared to a cornflower, hyacinth and a swan. Her toys were all made of gold or platinum or diamonds or emeralds. (Elements of Literature, p. 204) She was pampered with the best of gifts and pleasures at all times.On the princesss 18th birthday, her father sent a message to five neighboring kings telling them he would give his daughters hand in marriage to the prince that brought her the gift she liked most.The first prince brought her an enormous golden apple; the second arrived with a nightingale o f a thousand diamonds; the third presented her with a jewel box made of platinum and sapphire, and the fourth gave her a heart made of rubies and pierced by an emerald arrow. The fifth prince was handsome but quite poor and had nothing of great value to give the princess. He brought her a small tin box filled with ordinary rocks. The other princes laughed at him, but the princess was quite delighted at the sight of something that she was never allowed to see or play with before.The gifts were set on a long table, and the princess chose the gift she liked best the jewel box given to her by the third prince. Her explanation for her choice was that since she was to get married, she would be meeting many admirers who would bring her many gifts; therefore she needed the jewel box to keep all these gifts in. She married the third prince that same day and had a lovely wedding.Evidently the princess had been raised exactly as her father had wanted, with no taste for ordinary things (althou gh she did seem interested in them earlier). If this story were like every other fairy tale, the princess would have married the fifth prince and lived happily ever after. Thurber, however, has a way of turning sweet fairy tales into writings with hints of sarcasm in them. The ending of this story was no surprise after reading Thurbers first story. In modern days, no girl in her right mind would choose the fifth prince, no matter what. Thurber has shown this characteristic in an old-fashioned setting, making it seem ironic and unusual whereas it wouldnt be at all unusual to people nowadays.

Real School Issues That Negatively Impact Learning

Real School Issues That Negatively Impact Learning Schools face several issues daily that negatively impact student learning. Administrators and teachers work hard to overcome these challenges, but it is often difficult. Regardless of the strategies schools implement, there are some factors that will likely never be eliminated. However, schools must do their best to minimize the impact these issues have while maximizing student learning. Educating students is a difficult challenge because there are so many natural obstacles that hinder learning.   Not every school will face all of the challenges discussed, though the majority of schools across the country face more than one of these issues. The overall makeup of the community surrounding the school has a significant impact on the school itself. Schools facing a large portion of these issues will not see significant internal changes until external issues are addressed and changed within the community. Many of these issues can be deemed as societal issues, which can be nearly impossible for schools to overcome. Bad Teachers The vast majority of teachers are effective at their job, sandwiched in between the great teachers and the bad teachers. While bad teachers represent a small percentage of educators, they are often the ones who generate the most publicity. For the majority of teachers, this is frustrating because most work hard every day to ensure that their students receive a quality education with little fanfare. A bad teacher can set a student or group of students back considerably. They can create significant learning gaps making the next teacher’s job that much harder. A bad teacher can foster an atmosphere full of discipline issues and chaos establishing a pattern that is extremely difficult to break. Finally and perhaps most devastatingly, they can shatter a student’s confidence and overall morale. The effects can be disastrous and nearly impossible to reverse. This is the reason that administrators must ensure that they make smart hiring decisions. These decisions must not be taken lightly. Of equal importance is the teacher evaluation process. Administrators must use the evaluation system to make informed decisions when retaining teachers year after year. They cannot be afraid to put in the necessary work required to dismiss a bad teacher who will damage students in the district. Discipline Issues Discipline issues cause distractions, and distractions add up and limit learning time. Every time a teacher has to handle a discipline issue, she loses valuable instructional time. In addition, each time a student is sent to the office on a discipline referral that student loses valuable instruction time. Any discipline issue will result in the loss of instruction time, which limits a student’s learning potential. Teachers and administrators must be able to minimize these disruptions. Teachers can do this by providing a structured learning environment and engaging students in exciting, dynamic lessons that captivate them and keep them from being bored. Administrators must create well-written policies that hold students accountable. They should educate parents and students on these policies. Administrators must be firm, fair, and consistent when dealing with any student discipline issue. Lack of Funding Funding has a significant impact on student performance. A lack of funding typically leads to larger class sizes and less technology and curriculum materials, and the more students a teacher has, the less attention he can pay to individual students. This can become significant when you have a class full of 30 to 40 students at varying academic levels. Teachers must be equipped with engaging tools covering the standards they are required to teach. Technology is a tremendous academic tool, but it is also pricey to purchase, maintain, and upgrade. The curriculum in general continuously changes and needs to be updated, but most states curriculum adoption runs in five-year cycles. At the end of each five-year cycle, the curriculum is totally outdated and physically worn out. Lack of Student Motivation Many students simply do not care about attending school or putting in the effort necessary to maintain their grades. It is extremely frustrating to have a pool of students who are only there because they have to be. An unmotivated student may initially be on grade level, but she will fall behind only to wake up one day and realize it is too late to catch up. A teacher or administrator can only do so much to motivate a student: Ultimately, it is up to the student as to whether she decides to change. Unfortunately, there are many students in schools nationally with tremendous potential who choose not to live up to that standard. Over Mandating Federal and state mandates are taking their tolls on school districts across the country. There are so many new requirements each year that schools do not have the time or resources to implement and maintain them all successfully. Most of the mandates are passed with good intentions, but the spacing of these mandates puts schools in a bind. They are often underfunded or unfunded and require a lot of extra time that could be spent in other critical areas.  Schools do not have enough time and resources to fulfill many of these new mandates. Poor Attendance Students cant learn if they arent at school.  Missing just 10 days of school each year from kindergarten to 12th grade adds up to missing almost an entire school year by the time they graduate. Some students have the ability to overcome poor attendance, but many who have a chronic attendance problem fall behind and stay behind. Schools must hold students and parents accountable for consistent excessive absences and should have a solid attendance policy in place that specifically addresses excessive absences. Teachers cannot do their jobs if students are not required to show up every day. Poor Parental Support Parents are typically the most influential people in every aspect of a child’s life. This is especially true when it comes to education. Typically, if the parents value education, their children will be academically successful. Parental involvement is essential to educational success. Parents who provide their children with a solid foundation before school begins and stay involved throughout the school year will reap the benefits as their children become successful. By contrast, parents who are minimally involved with their child’s education have a significant negative impact. This can be extremely frustrating for teachers and makes for a  continuous uphill battle. Many times, these students are behind when they start school due to a lack of exposure, and it is extremely difficult for them to catch up. These parents believe it is the school’s job to educate and not theirs when in actuality there needs to be a dual partnership for the child to be successful Poverty Poverty has a significant impact on student learning. There has been much research to support this premise. Students living in affluent, well-educated homes and communities are far more academically successful, while those living in poverty are typically behind academically. Poverty is a difficult obstacle to overcome. It follows generation after generation and becomes the accepted norm, which makes it almost impossible to break. Though education is a significant part of breaking the grip of poverty, most of these students are so far behind academically that they will never get that opportunity. Shift in Instructional Focus When schools fail, administrators and teachers almost always take the brunt of the blame. This is somewhat understandable, but the responsibility of educating should not fall solely on the school. This deferred shift in educational responsibility is one of the greatest reasons for a perceived decline in public schools across the United States. Teachers are doing a far superior job of educating their students today than they ever have been. However, the time spent teaching the basics of reading, writing, and arithmetic has been significantly decreased due to increased demands and responsibilities to teach many things that used to be taught at home. Any time you add new instructional requirements you take away time spent on something else. The time spent in school has rarely increased, yet the burden has fallen to schools to add courses such as sex education and personal financial literacy into their daily schedule without an increase in time to do so. As a result, schools have been forced to sacrifice critical time in the core subjects to ensure that their students are being exposed to these other life skills.

The propensity of people to steal items from hotel rooms linked to Dissertation

The propensity of people to steal items from hotel rooms linked to cost of room, education level or age of guests Why do people - Dissertation Example The objectives have been achieved based on qualitative primary data gathered through survey of consumers from two different cultures – The Turkish and the British. While studies have been conducted on consumer stealing habits in the western countries, no study has been found that compares the consumer behaviour of the Turks with the consumer behaviour in the West. Literature review (McGregor, 2000) suggests that culture has very little impact on consumer behaviour primarily because social and consumption values are different. The only noticeable difference that culture has an impact on is on the items that are stolen from hotel rooms. Economic background of the residents and the category of hotels in which the guests stay, make a difference in consumer theft. However, this too cannot be generalized because the emotional state of consumers also influences behaviour. Consumers may not even be aware that removing some items are considered theft or consumers who steal consciously may not be conscious of the implications of their action. The study highlights the limitations of the study and makes recommendations for further study based on the subject. Table of Contents Chapter I Introduction 1.1 Background 1 1.2 Rationale for the Study 2 1.3 Research Aims & Objectives 2 1.4 Structure of the Study 3 Chapter II Literature Review 2.1 Consumer Behaviour 4 2.2 Personality of Guests 5 2.3 Types of Consumer Misbehaviour 6 2.4 Consumer Behaviour and Emotional State 7 2.5 Consumer Behaviour and Morality 7 2.6 Consumer Behaviour and Technology 9 Chapter III Methodology 3.1 Research Philosophy 11 3.2 Research Design 11 3.3 Choice of Method 11 3.4 Research Approach 12 3.5 Data Collection 12 3.6 Sampling 13 3.7 Data Analysis 14 3.8 Ethical concerns 14 Chapter IV Findings & Discussions 4.1 Findings Overview 15 4.2 Findings from Primary Data 16 4.3 Discussion 19 Chapter V Conclusion & Recommendations 5.1 Conclusion 23 5.2 Recommendations for Hotels to reduce theft 24 5.3 Li mitations of the Study 24 5.4 Recommendation for further research on the subject 25 References 26 Appendix 29 Charts Chart 4.1 Demographics of the Respondents 16 Chart 4.2 Hotel rates in ? 16 Chart 4.3 Most Stolen Items 17 Chart 4.4 Items taken away but not considered stolen 18 Chart 4.5 Motive for theft from hotel rooms 19 Chapter I Introduction 1.1 Background Consumer behaviour has been of immense interest to marketers because it has been associated with how consumers make decision to spend their valuable resources such as time, money and effort on consumption related items (Schiffman and Kanuk, 1997 cited in Abdallat & El-Emam, 2005). However, the field of consumer behaviour stretches beyond purchase decisions. For instance, it is also the study of processes involved when individuals or groups have to select, purchase, use, or dispose of products, services, ideas, or experiences to satisfy needs and desires. As Abdallat and El-Emam, citing Belch (1998), explained it also involves disposing of products and services and is not limited to purchase of goods and services. While the hospitality industry places consumers at a pedestal and all services geared towards his satisfaction (Harris & Reynolds, 2004; Aslan & Kozak, 2012), not all customers are functional and some behave in a dysfunctional manner to customer-oriented initiatives (Harris & Reynold

Spectator Management Plan (Event Managment) Case Study

Spectator Management Plan (Event Managment) - Case Study Example Women would watch the games from a far of which still was wrong and if they were found they paid dearly for disobeying. This in real sense was a way of managing the spectators. The Type of Event and the Venue of the Event The type of event that we are going to deal with is a sport event taking place at the National Stadium at 4: 00pm in the evening till 9:00pm.This stadium has a capacity of holding more than five thousand spectators. We considered the national stadium because there are few potential hazards that can take place there. This venue is near the general hospital where we can get medical help whenever we need it. The area is not so crowded and there is a super highway which will check traffic jams and overcrowding of people. The venue is also well installed with fire extinguishers which will help in case of fire outbreak. It is also well lit to provide light at the dark hours of the night. According to Labtrobe Council. (www.latrobe.tas.gov.au), the stadium has well shelter ed areas for the patrons, staffs and the volunteers incase weather conditions are harsh. These areas that have been set up include transport pick up and set down joints, spectator and official viewing points, seating and eating areas, first aid areas and event management areas, entrance and ticketing areas and competitor and official viewing areas. ... As we move forward we are going to discuss on how each stake holder is going to take up his role in spectator management. Crowd Management Strategies (1997-2000) To plan effectively for an event there are several things that a facility management must take into account. Technology and Equipment. Technology and equipment includes surveillance cameras, onsite monitoring and effective communication. Surveillance cameras are going to be installed at every entrance of the stadium. These cameras will help in monitoring the proceedings of the event at hand. Communication radios will be a vital need for ever officer and they should be in good condition with no disappointments. This will make it easy to track any risk. Obtainance of Permits. This was done at the local council where we were issued with a written document to show the time, venue, activity and laws that are to be followed during the running of the event. Obtainance of road closures and permits to sell alcohol was given to us by the local authority. First aid is not an exception especially in this stadium where the event is going to take place. Not only did we need a first aid kit, but we also needed experienced people as well in the field of the same and we got them. Emergency outs are available in case there is an incident and the spectators need to escape through another outlet. For example, in case of a fire break out. Behavior Of The Crowd Involved. Three important categories of personnel are involved here. We have the operator, security (in this case the police force) and the event promoter. These people will know the behavior of the crowd at the stadium so that they can plan well. Crowd Management Strategies (1997-2000) we noted four types of conditions that can create

The relationship between leadership and management Essay

The relationship between leadership and management - Essay Example Dissimilarity between leader and leadership is important and confusing since the leader is an individual as leadership is the function that an individual performs. A leader or a manager are two words that are used interchangeably to describe individuals holding formal authorities in organizations irrespective of their behavior in such positions. A manager does not necessarily exercise leadership in positions in which they are appointed even though leadership is just part of management. Generally, there are skills or traits that an effective leader is required to have as explained by various theories both old and contemporary theories. Some of the main traits that appear in leaders are ambition, zeal, intelligence, self-directive, and self-confidence. At times, physical characteristics, capability, and persona may be important aspects used to summarize what a leader is. There are six distinct characters that popular effective leaders have such as honesty and integrity. In addition, dr ive, motivation, cognitive ability, and business knowledge are also other characteristics of leaders. These traits would definitely distinguish whether a manager will be an effective leader or not. ... Leaders are emotionally stable, intelligent, discerning, and theoretically skilled who are able to show analytical ability, good ruling, and the capability to think strategically. Leadership requirements may vary with the situations of a workplace hence the need of researchers to concentrate on what effective leaders do rather than what effective leaders are (Nixon, Megan & Parker 205-207). Leadership skills, which are the knowledge, abilities, and competencies, are very essential in leadership. Nevertheless, the competencies depend on various factors such as the leader’s basic nature and values, the number of followers and the extent of leadership skills of a leader. The organization’s background and the values and associated behaviors of whoever is being led are in fact imperative while considering the leaders skills. Managers are usually needed to use these skills, which may be improved in training courses such as guidelines for decision-making, problem solving metho ds as well as appropriate use of power and influence without forgetting building trust to enable smooth and effective running of an organization (Shahmandi, Silong & Ismail 65-67). Effective leaders are always consistence in their operations and posses abilities based on hard work. Effectual leadership earns and keep others trust, have personal integrity, inspires trust among their followers, and ensures steadiness with what they promise their hanger-on. Nice leaders define and set a sense of mission by setting goals, priorities, and standards and ensuring the communication and implementation of the objectives set for smooth running of the organization (Shahmandi, Silong & Ismail 65-67). Moreover, good and

The Black Cat - Abnormal Madness :: Poe The Black Cat Essays

The   Black Cat - Abnormal Madness It seems that almost every Edgar Allen Poe story ever written has a much deeper and darker meaning hidden inside its lines. Many of these pieces are demented enough even if the reader does not read "between the lines." "The Black Cat" is an example of this kind of story. In this morbid look into the narrator's mind, the reader follows the narrator as he does many disturbing things in his household. This story, like many of Poe's other pieces, is a venture into abnormal psychology where the narrator is completely insane, not only because of the horrible things he does to his cat and his wife, but   because of his state of mind that he shows the reader throughout the story. At the beginning of the story, the narrator makes the writing out to be "plainly, succinctly, and without comment, a series of mere household events"   (p. 1495). As the story progresses, the reader finds out that this is > clearly not at all the case. The events within the text of this account are unmistakably the ramblings of a madman who cannot seem to control his actions and keeps drifting deeper and deeper into insanity. In the first paragraph of the story, the narrator begins to defend himself by saying that he is not mad. This definitely seems like he is trying to reassure himself more than the reader of his state of mind. This seems to be Poe's way of gradually   easing into showing the reader that this story is, in fact, an exploration   into the abnormal psychology of the human mind. The narrator says that from his childhood, he has been considered a very   docile person. He also mentions in the first part of the story that his "My tenderness of heart was even so conspicuous as to make me the jest of my   companions" (p. 1495). At the point in the story when he says all this, it seems fairly feasible. However, as the reader goes on to read, the rest of the story, they find out that this is not the narrator's present demeanor in the least. Just from seeing what is obvious about the narrator and not even reading deeper into his mindset, the reader can gather that the man is   probably not a reliable source for correct information.

Origins of Sexism

How is it that the word defined as the attitudes or behavior based on traditional stereotypes of sexual roles somehow became synonymous with en discriminating against women? 1 When did this term adopt a negative connotation? The dictionary continues to describe the noun as discrimination or devaluation based on a person's sex. 2 The definition implies that the discrimination applies to both sexes, not that one is the victim of the other. However, it is clear: women are perceived as the inferior sex in our society, and apparently always have been.Yet, although sexism is a relatively modern word, the idea was created by power-hungry men and spread by biblical writers. In the way that a table is unstable if just one leg is fractionally horror, the way patriarchy and matriarchy are understood affects how sexism is viewed. If you were to reference a dictionary in search of definitions, you would find almost mirror images- only, in a matriarchy it is the mother who is head of the clan, not the father. However, Cynthia Leer, author of The Myth of Matriarchal Prehistory has a different take on this.She says, â€Å"Matriarchy should be understood instead as the [mastery] of the Mother's way,† or as, â€Å"a realm where female thing are valued and where power is exerted in non-possessive, non-controlling and organic ways that are ruinous with nature. â€Å"3 Matriarchy has gotten a bad reputation through the years for being a term open to interpretation due to its many meanings. The pure purpose of the word, in its simplest form, is to describe a time in which men were not the dominant sex. Another phrase greatly misunderstood is gender roles.First, please disregard memories of your first grade teacher using the word ‘gender' instead of ‘sex' in order to keep laughter under control. Second, the two words are utterly different – apples and oranges. Gender is a not a biological characteristic; it is not the label to explain which reproductive or gans a person may have. Instead, gender is a social characteristic that a society attaches to a biological sex to explain the expectations of behavioral norms and cultural significance. In today's colloquial language, ‘gender roles' and ‘sexism' seem to be interchangeable. In actuality, gender roles serve as a mask for the greater travesty Of our time: sexism. The argument goes something like this: â€Å"Sexism has always existed! Women never hunted, because they were women and they were always confined to their homes. † For the sake of argument, let's pretend this is an curate statement. Even then, if women everywhere were confined to doing only ‘feminine† tasks and chores, the whole argument is still completely backwards – sexism has not always existed.In fact, it is quite ignorant to believe that very early societies would have been able to arrive at the mentality that one sex is superior to the other when every person was valuable to the cla n – they all relied on each other to survive. There is no reason to believe that a matriarchal society ever existed, that an entire clan was ruled by a woman. But similar to chimpanzee communities that we study today, it is very probable many hominids (two-footed primates) lived in a maternity; essentially, women were central to the society. Families were formed around the mother figure – the only known piece to the puzzle of childbearing in prehistory. When children were born, they were automatically accepted into their mothers clan, named after her, and no sense of illegitimacy lingered. 6 The mothers in prehistoric time were inclined to share provisions with their children and family members, and in time began feeding the entire clan – solidifying the idea that women Were important to the arrival of a civilization.Females sustained the clan by gathering fruits, vegetables and grains – males gathered as well, but only enough to feed themselves and possi bly a close male relative. Both sexes hunted small game and male-female groups hunted together with nets and spears. It is widely accepted, though, that only men hunted large game. When horticulture became prevalent, (some time later- around 10,000 BCC) it is said to be the work of women. 7 Aside from gathering food, providing about eighty percent of the nutrition received in a clan, women took on jobs that have advanced onto a stereotype that lingers in contemporary societies.Because early societies had yet to discover the link between sex and pregnancy, and because fatherhood was not a recognized position, men did not take on the responsibility of rearing children. Until relatively recently in the spectrum of humanity, every child demanded two to three years of their mother's time to breastfeed, and many women had multiple children within this age group at one given time. Regarding the aforementioned idea that every able body was necessary to the success of a developing clan, wome n could not afford to be del during childbearing years. It was in order to maintain society that women had to be carefully tasked with chores. The main concern was that every chore was â€Å"compatible with simultaneous child watching. † Specifically women were given, assignments that did not require severe concentration, were easily interruptible, and most importantly, did not put children in danger, in a way that hunting would. 9 This is how women fell into step with chores such as preparing daily food and spinning, weaving, and sewing clothes.It takes several hours of spinning yarn to create enough to weave in n hour, so women spun while they watched children and young girls spun while they tended to livestock. 1 0 With menstruation and pregnancy constantly present in these civilizations, and with game meat only sporadically appearing meat was very valuable to the women, who were always on the verge of anemia. 1 1 The anemia created another barrier between women and huntin g in addition to the already-present complications of hunting during pregnancy or with children. Their bodies were too physically weak.Also, female bodily fluids are more potent to an animal; therefore the women would be more easily sensed by their prey, making it almost counterproductive for a female to go on a hunt. 12 Some may argue that it still is indeed the femaleness of a woman that prevents her from a hunt. It IS not her designation as a woman that keeps her from participating in â€Å"male† activities, it is the fact that a woman's body has different functions, abilities, and limits than a man's. In a functional society every person plays a specific role and no role is more important than another; every single role is required for the society to thrive. Asking a man to breastfeed so that a woman could attempt to cut down a tree was – and still IS – irrational. ) It is to sexist for communities to fall into a way of life that allows every individual to c ontribute to their fullest potential, thus creating a highly productive and efficient society. There was a time when the femaleness of a woman was not seen as a disadvantage by men, but rather it was revered and honored. Forty thousand years ago, before words could be written down, prehistoric peoples represented concerns, rituals, sacrifices, and more with cave art and carvings.It comes as no surprise that many of the oldest carved figurines found show admiration for a woman's body: her fertility and ability to produce and feed hillier. 13 These figurines, called Venues, typically depict women who are â€Å"fat, healthy, with giant breasts†. 14 It might seem strange to a present-day woman how carving women as fat could possibly be flattering, let alone venerating. But a thin figure, something many women strive for today, would have been very troubling: her children would have gone hungry. We also kick to old preserved cave paintings for ideas of what culture was like before writing.In a remote part of central India, paintings of South Briar tribes from 8000 BCC to 2500 BCC were found on rock shelters. Like many others, they epic animals, hunting, dancing, and symbolic designs. 1 5 In these specific paintings, there are more women drawn, and they are more detailed than the stick figure men. The women are painted as strong and capable women – hunting and taking care of children all the while. To keep the traditions alive, South Briar women still partake in ritual hunting. 16 Sir Leonard Woolly called Cretan art the most inspired in the ancient world. 6 Paintings always show priestesses in the foreground with men behind them. Women in Crete were portrayed as merchants, farmers, chariot drivers, and hunters. Wall paintings show the women performing religious rituals. It does not appear that Crete was an equal society -? in a painted scene Of female dancers, the males and females have segregated seats, but the women had better accommodations. 17 Seve ral tombs that belonged to women were filled with riches such as jewelry, gold, and precious stones. In comparison, no male grave has been found with equal value.The Cretan world seems to have been able to develop and advance as a female-centered community without abandoning peace and pleasure-18 There is some scholarly inquiry as to whether there were female-centered clans in the Neolithic ere as well. There are very few images of males from this time period and the few that have been uncovered show men in situations inferior to women. 19 This leads to the theory women in Neolithic times held a higher status than women of later generations. The corpses found in Neolithic graves were buried with shells and paint arranged in a way to resemble female reproductive organs. 0 It is believed these art works indicate worship or glorification of the females in their clans. Fertility seems to be the basis of their worship and it often reinstated into prayer for healthy crops and animals. Doe s this mean goddess worship appeared in Neolithic culture, or did they only worship females? Was their worship equivalent to women having social power and dominance? As many myths rarely offer facts, they cannot be used to set history' in stone; however, they do shed light On what might have been happening during the time periods in which they were created.Several myths show warring between men and women in which the men always take over power from the defeated females. 21 These motifs appear in Central and Western Desert Australian Aborigine, Panda of New Guiana, Sumerian, and Greek mythology . 22 â€Å"Social charter† myths appear to justify why men took over female ruling, suggesting women committed some sort of sin or were naturally weak. If men had always existed as the controlling power, myths of former female powers would not exist. If men had always restrained women, their dominance would seem natural and it would be unnecessary for them to write explanations.Powerful women in mythologies are astoundingly universal . 23 patriarchy was an avalanche started by one meager realization: men had a role in procreation. Suddenly, their female-driven jealousy was uprooted. By giving the children their fathers' clan name instead of their mothers', the men had proof of â€Å"ownership†. With offspring essentially attached to the men of the clan, labor was also controlled by the men-24 Anthropologists insist that when large game hunting began during the Stone Age, men felt that hunting was their natural function in society. 5 With this new sense of identity came power- their dangerous work gave them status. It also created a sort of club or community between the male members of a tribe or clan . 26 Hunting required great teamwork, cooperation, ND lack of competition- these men had to work together. Most likely, men felt legitimated by their â€Å"exclusiveness† and their â€Å"us-versus-them pride† . 27 Of course, women hunted small gam e, but more in a means of ‘opportunistic kills'. Indeed, many ritualistic tools used during hunts were forbidden for women to see. 8 So when horticulture, a practice mainly performed by women, became popular around 5000 BCC, and large game began to disappear in populated civilizations, men had to jump on the band wagon and begin farming as well. 29 With men farming – a very isolated activity in imprison to hunting – they felt they lost everything fundamentally male. Young boys were not being taught the solidarity that came with hunting, so the men of the clan developed a new idea of group puberty rites. 30 These ceremonies did not occur before a horticultural society was established.The men began reinforcing gender roles in their society by teaching their sons what it took to be a â€Å"man†, something they felt should have been natural. Marilyn French, author of From Eve to Dawn: a History of Women in the World, explains, â€Å"Male solidarity was and re mains a manipulation against women. The first political movement, it arose, like all solidarity movements, to counter a sense of powerlessness and oppression,† that had dissipated with the loss of a hunter-gatherer society. 31 The main push of these puberty rites was to abnegate their mothers which led the oppression of women, including emotions they associate with them.Soon boys were taught disdain towards ‘feminine' emotions like love, compassion, and softness. Feelings were replaced with a hard, cool attitude and submission to elder males. 32 Thus, a form a sexism that still exists today (and many people ignore) was created: en are not to show â€Å"feminine† qualities. Dominance over children created another form of sexism. Now that males were aware of their part in procreation, they had to assure that the children their mates produced were theirs. In order to do this, they had to keep women under strict surveillance.Many women were captives from other village s, raped so as to be claimed as a mate, and given no rights; they were virtually slaves. 33 To bolster men's paternity roles, rules and laws were created that only applied to women. Females were the first criminals – adultery suddenly became a crime. Even Hough men always had the right to infanticide, women were not allowed to abort their children. Paternalism groups were founded on this domination. At this point, females were considered an object of the male's possession. Contrary to matrilineal, potentiality required force, and brutality towards women was often encouraged in their society. S When dominance started to shift towards the males, clans left their matriarchal marriages and began existing in parasitical marriages – women were no longer surrounded by male kin (stronger than she) and lost their protection. In a patriarchal marriage, the omen were taken and forced to live with their husbands' families who very likely did not speak the same language. 36 In some patriarchal communities women were allowed to leave. However, due to the fact that children were property of men, the women had no right to take children with them, and many stayed. 37 Without women protesting, patriarchy was born.Another vessel for both patriarchy and the idea of sexism was religion. Even in the beginning Of the Old Testament, the Bible provides very different roles for men and women. When God punishes Adam and Eve in Genesis, he describes Adam (man) as the breadwinner, and Eve (woman) as someone who needed a tight leash . 38 This tight leash takes the form of her husband and uterus. Women were limited by this elemental plot for centuries after – both Judaism and Christianity enforce further constraints on women. In Leviticus, it claims that everything a woman touches while she is â€Å"unclean† from menstruation is impure. 9 Taken out of context, this can be seen as a terrible sexist act, but there are also conditions in which a man is unclean. Even so, women cannot control what makes them unclean while men can. The biblical impurity of a woman outlasts her menstruation, even during childbirth-40 The women were secluded from the group for two weeks while they were impure and usually stayed with other women in â€Å"menstrual huts†. When they were allowed to grace the sanctuary and men again, they fulfilled their marital duties (the two weeks in which they saw their husbands they were most likely to conceive). 1 When a woman gave birth she had to seclude herself for seven days as if she were menstruating. Fifth baby was a male, she could return to the group on the eighth day for the baby's circumcision and tribal ironies before completing her thirty-three days of blood purifying. If the baby was a female, there Was no ceremony to welcome her arrival and her mother was required to purify for sixty-six days. 42 Consider this: if a woman is in constant impurity, constantly forbidden from the sanctuary, how often could a Heb rew wife appear in public?A scarce rabbi or community leader does not make for a good one – how would she be able to fulfill the responsibilities? In addition to underlining the uncleanness of a women, the Old Testament shows violent themes against women. In Deuteron 22:13 t shows that if a bride's virginity is challenged by the groom, the whole community plays a part in verifying the speculation through the custom of bloody sheets. If their suspicion is true (or they agree she did not bleed enough) the male population is permitted to stone her to death.Later in Deuteron, there are examples of rape and abuse with only small monetary penalties. 43 Even though religion is not to blame for men first seeking control over women, it plays a large role in the spread of sexual discrimination because many people looked to these ancient scriptures as a guide for their lives. It is believed by some biblical scholars that Yeah was originally conceived as androgynous. 44 He is characteriz ed by the word ‘compassion', which in the Hebrew language is rooted in the word ‘womb'. He is described as â€Å"giving birth† to Israel, â€Å"suckling' and watching over his children. 5 But as the Bible transitions into the book of Numbers, Yeah is not only male but patriarchal. In Numbers 12, God punishes only Miriam and not her brothers for the same act- the story teaches that women shall not challenge men. 46 Some argue that it is difficult to accuse the Bible of sexism hen several other verses describe such different ideas. For example, Galatians 3:38 adequately removes all justification for discrimination Of any kind by saying, â€Å"There is no longer Jew or Gentile, slave or free, male and female. For you are all one in Christ Jesus. Pay close attention to the wording: there is no longer male and female. Moreover, religion is described as a specific fundamental set of beliefs and practices generally agreed upon by a number of persons or sects. 47 The Bi ble (and the religion that follows it) is a text assembled by men and was prone to their social biases of the time period. Sexism very well did exist in the Hebrew Bible and it is impossible to erase history. It is not universally accepted that fertility held more weight and value in society before the Bible was written.Cynthia Leer, shares her view on the idea of matrilineal societies and goddess worship (something that dissipated long before the Bible): Prior to the Neolithic revolution, we have every reason to believe that prehistoric peoples, like contemporary hunting and gathering peoples, were more interested in restricting their fertility than enhancing it. Contraception, abortion, and infanticide are all practiced in uniting and gathering groups, and in horticulture societies as well, with infanticide rates ranging from 1 5 to 50 percent.Skeletal evidence suggests that childbirth was dangerous for mothers and children alike. Infant mortality rates were high at Actual ¶y;k, for example, and women there and elsewhere died very young by our standards (on average in their late twenties, earlier than men) in part because of high maternal mortality. It seems unlikely under these conditions that pregnancy and childbirth we invariably regarded as miraculous and welcomed as the gift of a munificent goddess. 48 Leer also geared the Venus figurines and points out the biggest dispute with establishing them as worship of fertility.The figures rarely show signs of pregnancy, lactation, or childbirth. 49 If Paleolithic artists were concerned in depicting pregnancy and fertility there are many ways to have done that – but these figures lack evidence of childbearing and most are simply voluptuous. They could show the clan's concern regarding hunger, which explains why they have fuller shapes – communities valued healthy and full bodies. 50 However, if you were to drop the notion that Venus figures represented omen and their fertility and ability to repr oduce, why are there only women figures?The complication with pinpointing the origins of sexism is the underlying question: which came first? Gender or sexism? Returning to overburdened language, it is because gender exists that sexism exists. Gender allows men to dominate women – it provides a biological excuse. Unfortunately many feminist matriarchies suggest that women are women because we hold secondary status to men. The designation ‘Woven† is neither a gender, nor a biological sex, but a category that people are placed into.This category seems to form the parameters in which women have experiences, yet women are only the byproduct of the category existence (in the same way my mother insists I had a bad time because my attitude was terrible to begin with, and not that my attitude was terrible because I had a bad time). 65 So long as this omnipresent category exists, sexism will exist. The femaleness of a woman is defined by Leer as the experience of being per ceived to be a woman and being treated as women are treated. This extends to any specific way women were treated in different cultures whether good or bad. The only femaleness that can be attached to any woman of any time period in any place of the world is this: ‘woman'. It is hard to speak for the men and women from a time before they themselves could speak, but don't believe it was ever intended for footmen in the kitchen† to be a derogatory term. The mentality that one biological sex is of higher-rank than another is derived from the simple fact that certain bodies are more able for specific tasks. Intended or not, men felt oppressed. This sparked a very deliberate and violent revolution. Men stole control and power long before rating was established and history was preserved.Indeed it was history; looking back to biblical times, the pictures that stories paint of their communities and culture show male-dominance. With the spread of Christianity, the secret of a more peaceful and equal past was locked up and it became widely accepted that the husbands and fathers should be the head of the household. Christianity and the men in the Bible certainly did not initiate all of the suffering and abuse against women that appears today – but they did Set the precedent that has seemed to excuse men for centuries. Bibliography Advisor, J. M. , Olga Softer, and Jake Page.