Examining the Reasons for Changes in the Educational Attainment Essay

Inspecting the Reasons for Changes in the Educational Attainment In this exposition, the purposes behind the progressions that have happened in late years concerning the instructive fulfillment of guys and females will be taken a gander at. Proof implies that females outflank guys in schools. There are different purposes behind this, which will be inspected in the exposition. Mitsos and Browne are a couple of the numerous sociologists that accept that young men are underachieving more than young ladies, despite the fact that they likewise accept that young ladies are distraught. The way that young men are doing more awful than young men is appeared in the SATs results where young ladies are showing improvement over young men. Young ladies are additionally beating young men at each GCSE subject with the exception of for material science. Mitsos and Browne have distinguished five fundamental reasons of why young ladies have improved lately. One explanation is that women’s development and women's liberation have made progress in improving the rights and raising desire and confidence of ladies. Ladies are bound to try to top occupations that are generously compensated ...

Relationship is an exploratory journey Essay Example for Free

Relationship is an exploratory excursion Essay Janie grew up to end up through every one of her connections. Her quelled way of life with her grandma, her stifled and rather difficult presence with her first spouse Logan, her dissatisfaction after her underlying charm with her second husband Jody, and her grievous killing of the husband she so cherished, Tea Cake, all assistance her to see the truth about her and before the finish of the novel, she finds a sense of contentment with herself. This internal harmony occurs by a few exciting bends in the road. She perceives the different parts of her own character through her communications in every one of her connections. She starts to comprehend that she may be in excess of a little youngster whose duty must be moved from the motherly consideration of her grandma to marital attach to an unsympathetic spouse during her first marriage. She understands that she is in excess of a captivated lady who needs be in excess of a socially worthy ally to a driven and savage man during her subsequent marriage. In her last conjugal relationship she starts to comprehend and value her own should be vivacious, exuberant and have great occasions with great organization without the should be conciliatory or the should be ignorant of her partner’s weaknesses. In the demise of her last spouse Tea Cake at her own hand, she understands that Life doesn't offer any straight answers for the issues of connections. In addition, she additionally comprehends that as an individual she esteems her own individual endurance is essential for her quest for joy. Her certainty at having suffered life’s preliminaries and tests and having coming out not sound but rather with her distinction flawless is confused with standoffish quality by her townsfolk. At long last, her disclosures to her old companion Pheoby about her life at long last give her a feeling of satisfaction. Janie experiences childhood in life through her connections and that is the reason she has the certainty to disclose to her companion that â€Å"Ah been an agent to de big’ssociation of life. Yessuh! De Grand Lodge, de huge show of livin’ is exactly where Ah been†(10) Janie began in her adolescence with a visually impaired certainty that she was qualified for everything like every other person. She didn't understand she was shaded till she saw herself in a photo and couldn't perceive herself. At the point when, the remainder of the youngsters and the individuals of the house called attention to her in the photo, she shouted â€Å"Aw, aw! Ah’m hued! †(p. 13) She was instructed by her babysitter before she was hitched to Logan Killicks that â€Å"De nigger lady is de donkey uh de world so hide as Ah can see. †(p. 20) Her totally enslaved relationship with Logan who was far more established than her caused her to understand that maybe she needed progressively out of life. She needed to feel a needing in her heart and her body for a man, a genuine buddy. That is the thing that drove her into the arms of Jody, an aspiring, would-be government official. He was captivating and had a way that befitted his yet-to-gain status. What she didn't understand was Jody needed her to play out a specific job in his life. There was unpleasant in Jody since he generally took a gander at life as a strategic be practiced. She needed to reveal to Jody that he was unpleasant to be with â€Å"Everybody can’t be lak you, Jody. Someone is bound tuh need tuh giggle and play†(p. 76) She was so irritated by Jodie’s denying her entitlement to act naturally, which she started to acknowledge gradually with developing years and experience, she didn't want to be neighborly to a perishing man. Truth be told Jodie’s passing filled her with a liberating sensation. Her acknowledgment that any relationship can arrive at the finish of its utility and can fill an individual with an unmentionable requirement for it to end accompanied Jodie’s demise. After this developing removing from Jody and his loftiness, which forestalled Janie from carrying on with the life as a tribute to all chance of satisfaction, Tea Cake entered. â€Å"Janie looked down on him and felt a self-pounding love. So her spirit crept out from its covering up place† (p. 122) In spite of the fact that Tea Cake parted with her a short alarm by running from her with her cash, he came back to admit and start their new life. His vivaciousness and his affection forever was something that Janie had consistently needed. For her the sweet agony and the widely inclusive love she encountered under a pear tree were acknowledged in her years with Tea Cake. Be that as it may, as every beneficial thing it additionally needed to reach a conclusion. The fearsome tropical storm that they fled, the out of control hound that bit Tea Cake and its evil consequences for his character and character were all disclosures of the vulnerabilities of life. Janie needed to execute Tea Cake in self protection and was cleared in a preliminary comprising of all-male, all-white jury †one more certification that Life had its odd methods of showing its unlimited prospects. Presently, ladies overlook each one of those things they dont need to recall, and recollect all that they dont need to overlook. The fantasy is reality. At that point they act and do things in like manner. †(3) The last spot she returns to is her old neighborhood Eatonville. There, the demonstration of sharing her life’s story with her companion fills her with a feeling of fulfillment. Her relationship with her companion when she associates insignificantly with the townsfolk, permitting them to envision a wide range of negative things about her, is a last disclosure. The portrayal of the story was a need to herself as it was for Pheoby to know the realities. Her development as a lady and a person through her four significant connections in life is allowed to be encircled in context by her relationship with her companion â€somebody with whom she shares no weight of desire Works refered to Hurston, Zora Neale and Jerry Pinkney Their eyes were watching God. Chicago: University of Illinois Press, 1991

Venturing to far living groups

Venturing to far living groups Annie asked I was wondering if you could tell me which floors have cats and which floors are smoking floors in EC (ECs webpage doesnt seem to be working). One thing to remember is that just because a hall is smoking doesnt mean that youll be submerged in clouds of smoke. People are pretty polite about it. Cats, Smoking 4th West 5th East Cats, No Smoking 1st East 3rd East No Cats, No Smoking 1st West 2nd West 3rd West 5th West 2nd East 4th East And on to the point of the entry One concern I hear a lot from people who are not MIT students is Oh no, if theyre allowed to choose where they live, theyll only associate with their living group and not experience diversity! I have to say, if you only have friends in your living group, somethings wrong. Just because you love your living group doesnt mean you cant visit other people at other places. For example, over the weekend, I went to Random Hall for boffer combat on the roofdeck. Boffing is very popular at Random well, its popular other places too, but Id say most so at Random. You fight with swords or staves made of PVC pipe covered in foam, which is covered in duct tape, with airholes poked in the end to keep it soft. These guys were moving so fast that I could barely keep them in the picture. Dan 08 presses forward against Yoyo 07: But Yoyo regains the advantage, lunging at Dan, who backpedals. Oh look, its me, fighting Dan! I think I deliberately circled around here to make it easier for Yoyo to get a pic. Grrr! Dan and I in fierce concentration, swords locked together, as Andrea 07 wanders by to look at the sky and the neighboring rooftops: And last night, I went to dinner at pika. Whats pika? you might ask (I did the first time I heard of it). pika is an Independent Living Group, or ILG. An ILG is a non-dorm, MIT-affiliated living group. Sort of like a fraternity or sorority, but without a national organization. pika used to be a fraternity, Pi Kappa Alpha, but left its national when it went coed in the 70s. If I had to describe pika, I would describe it as a liberal, hippie-ish commune full of bright colors, carpentry, and cooking. The cooking is a big draw each night, two students prepare dinner for the house, with vegetarian and vegan dishes (probably half the house is vegetarian or vegan), and meat dishes if the cooks are omnivores. Non-pikans can purchase full or half meal plans for a sum of money and agreement to cook or clean once every couple of weeks, so there are often many non-pikans at dinner, both those on meal plans and those who go over to hang out once every few weeks, like me. The pikans live in this pretty house in Cambridgeport, only a few minutes farther from main campus than some of the dorms. My good friend Dave 06, who has been leaving snarky comments in this blog, lives at pika, but he wasnt at dinner for me to get a picture of. Too bad. Rod 08 and Noelle 08 eat dinner. And you probably thought by now that all my friends wore black! Noelle is a pikan, Rod lives on 3rd East. Rod isnt keen on having his photo taken, which is why hes glaring at the camera, but he figured that at least there will be a snarky comment from Dave. You can see the Doonesbury mural behind them. pika is very politically conscious. This normally means national politics, but they are always happy to discuss campus issues with me when I visit, and usually have insightful things to say. Maggie 07, pictured here, and fellow pikan Cassandra 07 are two of my oldest friends at MIT. I think I met them before we had our permanment housing assigments. Tucker 07 and Liz 08 are summer pikans. During term, Tucker lives at Random and Liz lives on 3rd East. Despite their similar looks, interests and personalities, they are not brother and sister (as so many people think upon meeting them), but a couple. They were responsible for the omnivore-friendly dinner, I believe. I mentioned before that pikans like carpentry, and hands-on things in general, as shown by this picture of the back of their house. They built the porches, stairs, and treehouse themselves. You know, every time someone tells me that its better and safer to require all freshmen to live in dorms (as has been done since 2002), I want to point to pika and say What could possibly be better or safer about not allowing freshmen to live in this place? Dave, Im waiting for the requisite snarky comment. *grin* Post Tagged #East Campus #pika #Random Hall

The Great Gatsby by F.Scott Fitzgerald. Essay - 1313 Words

The Great Gatsby by F.Scott Fitzgerald. F. Scott Fitzgerald aims to show that the myth of the American dream is fading away. The American values of brotherhood and peace have been eradicated and replaced with ideas of immediate prosperity and wealth. Fitzgerald feels that the dream is no longer experienced and that the dream has been perverted with greed and malice. The Great Gatsby parallels the dreams of America with the dream of Jay Gatsby in order to show the fallacies that lie in both of them. Fitzgerald reveals that both dreams are complete illusions. Those who follow the dream are manipulated into believing that they lead to true happiness when in fact they are lead to their demise. Throughout the novel, Fitzgerald†¦show more content†¦You [Daisy Buchanan] always have a green light that burns all night at the end of your dock. The idea of Gatsbys love for Daisy is perpetually indicated through the use of the color green. Gatsbys entire life had a sole purpose which was to obtain Daisy and to have his love returned. Gatsbys desire and love had hypnotized him into believing an illusion of Daisy that he had concocted in his mind, in which she was portrayed as innocent, virginal, and loving person which was far from reality. There must have been momentsà ¢Ã¢â€š ¬Ã‚ ¦when Daisy tumbled short of his dreams - not through her own fault but because of the colossal vitality of his illusion. In order to reach the light, Gatsby had to acquire a respected position in society and also he had to acquire money in order to satisfy Daisys shallowness and greed. Rich girls dont marry poor boys. Her [Daisy] voice is full of money. The color green is also open to represent the money and prosperity, which Gatsby has obtained over the years in order to finally reunite himself with Daisy and win her love, finally fulfilling his life-long agenda. Money rules the lives of all the characters in the story, and more importantly, Fitzgerald also shows money is the sole motivation for the American society during the 1920s. Throughout the novel Fitzgerald uses many other images or symbols. At first, it may seem very basic,Show MoreRelatedThe Great Gatsby by F.Scott Fitzgerald 1249 Words   |  5 PagesThe Great Gatsby-one of the most interesting books that describes American life and society in the 1920s.Novel was written by F. Scott Fitzgerald in 1925. Story primarily describes the young, mysterious millionaire Jay Gatsby and his passion for the beautiful Daisy Buchanan. Novel includes themes of idealism, resistance to change, social differences, American dream, Injustice, power, betrayal, Importance of money, careless, callousness. Scott Fitzgerald sets up his novel into separate social groupsRead MoreThe Great Gatsby by F.Scott Fitzgerald1280 Words   |  5 Pagesto showcase her innocence. When Nick meets Daisy in the beginning of the novel he notices her and Jordan Baker on the couch saying, â€Å"Daisy and Jordan lay upon an enormous couch, like silver idols weighing down their own white dresses†(122). While Gatsby does not represent purity because of his adulterous and illegal lifestyle, white represents purity because it is clean and unaltered. Daisy is again seen laying on the â€Å"enormous couch† waiting for something to occur. She acts like she cannot doRead MoreThe Great Gatsby by F.Scott Fitzgerald726 Words   |  3 PagesF. Scott Fitzgerald showcases characters illusions in the novel The Great Gatsby. Each of the characters gets wrapped up in the dream that they all wanted to live. The Great Gatsby is a novel about the American dream and the illusion is that one can be happy through wealth, power or fame. Gatsby, Myrtle, and George all had an illusion thinking they can live the american dream. Fitzgerald shows many illusions in the Great Gatsby. Throughout the novel Gatsby always wanted to be wealthy, thinking thatRead MoreThe Great Gatsby by F.Scott Fitzgerald559 Words   |  2 Pages Purity The Great Gatsby, a novel written in the 1920’s by F. Scott Fitzgerald, generates symbolism of characters through the use of simple diction to create a wild romance built on the past, deceit, mischief, and fraud of personality. Moreover, the setting and its different locations, signifies two distinct ways of life: East, old money, and West, new money. Although the locations are judged by material wealth, the people and their behavior are quite alike. Myrtle Wilson, Daisy Buchanan, purityRead MoreThe Great Gatsby by F.Scott Fitzgerald574 Words   |  2 PagesTake a look around you, and you will find a myriad of different colors in which you might not think much of, but in The Great Gatsby by F. Scott Fitzgerald colors represent different ideas. Fitzgerald utilizes symbolism in the colors of certain objects throughout the novel to reveal a deeper meanings and to enhance the reader’s experience. Fitzgerald introduces Gatsby while he is reaching his hand out to a green li ght across the bay; the color green stands for something unattainable yet desirableRead MoreThe Great Gatsby by F.Scott Fitzgerald768 Words   |  3 Pageswith your life and most importantly, yourself. In the fictitious novel, The Great Gatsby by F. Scott Fitzgerald, the characters who have money at their disposal are constantly looking for something else to fulfill their longing to have a meaningful life. Despite it’s problem-solving reputation, money isn’t what it’s chalked up to be, the characters with excessive money aren’t sincerely happy with their lives. Jay Gatsby, Tom Buchanan, Daisy Buchanan, and Jordan Baker and never satisfied with theirRead MoreThe Great Gatsby by F.Scott Fitzgerald1695 Words   |  7 Pagespeople and events, or even to be deliberately misleading the reader.† (Margree par. 1). The well-known novel The Great Gatsby by Scott Fitzgerald, introduces readers to a story where everything may not be necessarily true. The beau ty of this novel is that the readers actually get to decide what they want or do not want to believe. This is all due to Nick Carraway, the narrator of The Great Gatsby. Nick is prejudice and has various faults like dishonesty and being oblivious to himself. A character/narratorRead MoreThe Character of Daisy Buchanan in The Great Gatsby by F.Scott Fitzgerald928 Words   |  4 PagesThe Character of Daisy Buchanan in the novel - The Great Gatsby - by F.Scott Fitzgerald Daisy is The Great Gatsby’s most enigmatic, and perhaps most disappointing, character. Although Fitzgerald does much to make her a character worthy of Gatsby’s unlimited devotion, in the end she reveals herself for what she really is. Despite her beauty and charm, Daisy is merely a selfish, shallow, and in fact, hurtful, woman. Gatsby loves her (or at least the idea of her) with such vitality and determinationRead MoreFailure to Achieve the American Dream in The Great Gatsby by F.Scott Fitzgerald1020 Words   |  4 Pages Failure to Achieve the American Dream in The Great Gatsby The American dream is the idea that was presented through American literature. The Dreamer aspires to rise from rags to riches, while engrossing in such things as wealth, love on his way to the top and to West Egg. In 1920’s early settler’s rooted to the United States Declaration of Independence who demonstrates that â€Å"All men are equal†. The dream of a land that life can be better place that is richer and fuller for every man that givesRead MoreDepicting the Difference Between Reality and Illusion in ‘A Streetcar named Desire’ by Tennessee Williams and ‘The Great Gatsby’ by F.Scott Fitzgerald1740 Words   |  7 Pageswhich both texts portray individuals in the grip of dreams and illusions ‘A Streetcar named Desire’ by Tennessee Williams and ‘The Great Gatsby’ by F.Scott Fitzgerald both depict the conflict between reality and illusion centring on the desire to achieve the ‘American dream,’ which causes many characters in the texts to become engulfed in dreams and fantasy. Gatsby and Blanche are the protagonists of the texts not only due to their central role in the plots, but also that they are characters who

Pure Substance Definition and Examples

In chemistry, a pure substance is a sample of matter with both definite and constant composition and distinct chemical properties. To avoid confusion, a pure substance is often referred to as a chemical substance. Examples of Pure Substances Examples of pure substances include chemical elements and compounds. Alloys and other solutions may also be considered pure if they have a constant composition. WaterDiamondGoldTable salt (sodium chloride)EthanolBrassBronzeSaline solution Examples of Substances That Are Not Pure In general, any heterogeneous mixture is not a pure substance. If you can see differences in the composition of a material, its impure, at least as far as chemistry is concerned. RocksOrangesWheatLight bulbsShoesSandwiches Common Definition of a Pure Substance To a non-chemist, a pure substance is anything composed of a single type of material. In other words, it is free of contaminants. So, in addition to elements, compounds, and alloys, a pure substance might include honey, even though it consists of many different types of molecules.  If you add corn syrup to the honey, you no longer have pure honey. Pure alcohol could be ethanol, methanol, or a mixture of different alcohols, but as soon as you add water (which is not an alcohol), you no longer have a pure substance. Which Definition to Use For the most part, it does not matter which definition you use, but if you are asked to give examples of pure substances as part of a homework assignment, go with examples that meet the narrow chemical definition: gold, silver, water, salt, etc.

The education in Britain and China Free Essays

The Education in Britain and China Abstract: Education plays an important role all over the world. A highly developed nation depends on educated professionals and a skilled workforce. Education is an absolute necessity for economic and social development. We will write a custom essay sample on The education in Britain and China or any similar topic only for you Order Now UK and China, sharing different culture, have two typically different education systems. This essay pays more attention to the diversity of two education systems. Some similarities and differences can be found, which can be classified as the comparison in eastern and western education. Key Words: Education; Britain; China; Introduction: The education system of the I-JK is quite special and has an old history of evolution. It differs from that of China, but there are also some connections and differences between two countries. As for which one is better, it depends. Just as a coin has two sides, both are better than each other in some areas. Body: 1 . Education System Education is a vital concern throughout Britain. The Britain education system is divided into early years, primary education, secondary education and tertiary education. While in China the public education is run by the Ministry of Education. All citizens must attend school for at least nine years. The government provides free primary education and secondary education for the teenagers. And there is also pre- school education, higher education and other educations. 1 Pre- school Education Up to age 5, children in Britain may have some pre-schooling in nursery schools, day care or play groups. The government has no obligation to provide such facilities, so many schools are private enterprise arrangement. The condition is similar in China. While the government also provides some financial support for parents in Britain, hat we don’t have in China. Primary School In Britain, primary education is given for the students aging from 5 to 11. In this period, students learn to read and write. It is similar to the educational system in China. 3 Secondary Education In Britain, students from 11 to 16 years old receive secondary education. They follow a general syllabus which leads to the GCSE (General Certificate of Secondary Education). After passing this exam, there is a selection of subjects. Lessons are given together with assignments which need to be completed in order to pass this level. While in China, the aim of three-year middle education is to enter into a better high school. High school is essential for Chinese students to get into a better university. So it is necessary for Chinese students to study hard. 4 Higher Education After further studies in the I-JK, students can accept higher studies. There are about 90 universities, including the Open University, Oxford, and Cambridge, that were established in the 13th Century. Universities are funded indirectly by central government grants. They enjoy complete academic freedom, appoint their own staff, ecide what kind of students to admit, provide their own courses and award their own degrees. Admission is by selection, which is on the basis of A- level results, school reterences and an interview. Older students may quality tor admission through different examinations provided by fundamental courses of further education at colleges. Degrees are awarded after successful continuous work assessment and final examinations. The higher education in China is obviously different from I-JK. In China, it is commonly considered that public universities, especially those national universities are better than private ones, under great nfluence by the Soviet Union’s higher education system. Universities in China generally select their students based on students’ performances in the College Entrance Examinations; the entrance scores required by public universities are typically much higher than those of private ones. 2. Teaching Mode On the whole, we may use â€Å"flexibility’ to describe British mode and â€Å"formality’ to outline Chinese mode. This kind of mode is typical in the universities. In British, there is no fixed text books or bibliography, your texts are in the library and in every aspects of social life related to your specialty. The professor will choose his content of teaching in accordance with the latest trends and requirements of society. Apart from traditional classes and lectures, informal group work, presentation and manual practices also abound, which improve students’ ability to pose new points as well as to analysis and solve practical problems. All of these make them more competitive in the Job market. In contrast, Chinese pattern of teaching is more systematic and rigorous, inheriting the legacy of feudal times. The majesty of teacher prevailing, few disciples dare to defer the supreme authority of their hierophant. This sort of manner ensures the accurate and effective inform of knowledge, while hampers the spirit of innovation. Despite new systems of appraisal of pupils imported from the west, exams still retains its dominant place in evaluating how a student is getting on. That is probably why Chinese â€Å"geniuses† sweep almost all the gold medals of ‘MO, but none manage to get a Nobel Prize in science technology. 3. Conclusion The British school children are not designed for the future to impart certain specialized knowledge, but the key to expand children’s horizons, to develop good abits, for future acceptance of high level education. Children in the classroom learn what they want and how to learn. The class atmosphere is free with no unified regulations or formal syllabus, but with children’s love to move, easy to transfer the characteristics of interest, whenever and wherever possible to replace the teaching content. In addition to simple reading, writing, calculating, music, dancing, painting, and handmade, they also carry out various activities whatever children like. â€Å"Open education† is the biggest characteristic of British school children. This kind of eaching method is used in both group activities and individual activities. A flexible schedule and many self-education materials are used to cultivate children’s independence and creativity. The Chinese education is a little bit different from Britain’s. Children in China are a little more stressed than those in Britain. China’s exam-oriented education is a huge burden for today’s children. Designed to give the students hardly any time to breath, the Chinese education system is adept in teaching the children â€Å"summaries†, also teaching that it’s perfectly acceptable not to uestion the status quo. (A Chinese Teacher’s Perspective: China and the U. S. Education Systems Compared) In conclusion, the differences between Britain and China result from the culture differences. The western education puts emphasis on diversi ty, tree learning atmosphere and the lite principle ot playing, learning and growing. It is something that we lack and need to modestly study. While there is no strict core system in the content of the curriculum, happy growth reduces to follow one’s own inclination. Each has its own merits. All we need to do is that†learn from ach other, take the essence and discard the dregs, and grow together. How to cite The education in Britain and China, Papers

Art As A Reflection Of Anciant Civilization free essay sample

Essay, Research Paper Art as Reflection of Anciant Civilization Ancient Egytian and Greek sociaties both made important parts to western civilisation, specificaly in the countries of political relations and societal construction. The political system of antient Egypt was chiefly based on the religios belife that the Pharoah was a godly entity, while Grecian political relations were based in a democratic system that valued persons in a alone manner. The poitical and societal advancments of both Greek and Egyption civilisations are best reflected in the promotion of each civilizations artwork. In the early land of the Egyption civilisation the Pharoah rulled as a God-King and dictated the faith and Torahs of the land. He promoted a polytheistic faith that was used to explicate natural phinaminans and life after decease. Accourding to this faith all Egyptions non merely the opinion category were offered the hope of endurance in the following universe, as a wages for a good life in the present universe. The thought of a good life is defined by the fans accomplisments in the eyes of Osiris? the justice of the dead? . Funeral services were divised to exeplify these belifes and aid to guid the spirit of the dead into the hereafter ( Cunningham and Reich, 6 ) . The carinate construction of this Thocracy greatly limited individuality in all facet of life, but most significantly art. The art of the Early land was prodominetly bassed on the deity of the Pharoh, and his statuse in sociaty. The most famuse illustration of the Theocracies influance on art would be the Great Spinx and the Pyramids of Chefren. These emence plants of art were created to demo the importance and godly power of the Pharoah, every bit good as, to function as a burial grave. The Sphix itself is sculped with great percisian and close attension was paid to the basic anatimy of the human face, but the fetures of the Pharoah are idialize. ? It is a portiat non of an single but of the construct of deity? ( Cunningham and Reich, 9 ) . The king of beasts organic structure, falcon headgear and transendental stare of the Sphinx shows a certain composure and enigma, that encapsalates the ideal flawlessness of the ideal flawlessness of the Pharoah. In the Middle Kindom Akhenaton came to power and changed the religius construction of Egypt. He belived in a monotheistic system that placed all religion in one God, Aton-Ra. Akhenaton did non dipict himself as an all powerfull God-King, but a courier through which Aton-Ra radius ( qtd. Picco ) . The alterations in the function of the Pharoah, dramaticaly changed the art of the clip. Art began to dipict more physical homo features, and less godly idialism. A rock relife that shows the royal twosome and their three kids sitting under the rise of the Sun God is a good illustration of this alteration. No thirster is the Pharoah dipicted as the most of import figure in Egyption art, and for the first clip other people are shown on the same degree as the Pharoah ( qtd. Picco ) . This monothiestic reign strongly conflicted with the involvement of the priests, ? who had a vested involvement in continuing the old polytheistic traditions? ( Conningham and Reich, 11 ) . Directly following his decease Akhenatons seccessors eched his name from the historical memorials and brought back the traditional polytheistic faith ( Conningham and Reich, 11 ) . By the terminal of the New Kingdom art was back to the criterions of the Old Kingdom. Large pyramids and high relife sculpture that idialized the deity and illustriousness of the Pharoahs were one time angain built, and the monotheistic art of the late Middle Kingdom was forgotten. The influance of this poleithistic rleigion became so strong, that even direct contact with busying civilizations did non consequence the art of the New Kingdom ( Conningham and Reich, 12 ) . Grecian civilisation placed much more importance on persons, instead than on a individual male monarch or God. Greace was broken up into City States and ruled by a figure of politision, much like our present consept of democrocy. The faith of the clip was poleithistic, but because of the seperation of the City States, it neer developed the construction of the preceading Egyptian faith. The Greaks? used their faith to light their ain lives, instead than to give them divine guidance. ? ? They turned to art and literiture, instead than supplication, as a agency of seeking to detect themselves? ( Conningham and Reich, 36-37 ) . This enphicis on ego spawned new beliefs about adult males order in the existence. Contrairy to Egyptian belifes, the Greeks did non see their Supreme beings as the centre existence, and belived that they as worlds had some controle over their ain fate ( Conningham and Reich, 39 ) . The freedom to research the ego allowed the Greeks to do progresss in mathmatics, doctrine, and art. The progresss in doctrine and mathematics had direct influance on the art of the clip. This is first seen in the Protogeometric and Geometric art of the first three centuries of Grecian civilisations. These alone manners show a meticuluse order and persion that was non seen in any preciading period. As the domanint manner changed from Protogeometric to Geometric this order and persion was aplified. The populare? circle and semicirlce paterns were replaced by additive disigns, zigzags, trigons, diamonds, and meanders? ( Conningham and Reich, 40 ) . The increased involvement in order, seems to hold been a relfection of the Grecian captivation with nature, and adult males relationship to nature. This involvement in the order of nature, eventualy evolved into a fasonation with the human signifier and the thought of human flawlessness. Although early Grecian sculpture extremely resembled Egyptian cult statues, distict diferaces in design made Grecian sculpture unusually alone, and in consiquence showed a major difference in the Grecian societal stucture, and thier position the adult male. The first and likely most improtant diference of the Grecian sculptural disign was that the figures were chiefly shown as nude ( Conningham and Reich, 44 ) . This fluctuation on the basic Egyption sculpture shows a definet seperation from the stiff category system of Egypt. By taking apparels from the human figure the pure and true individuality of the topic is revealed. The topic is no longer seen as a merchandise of sociaty but as a creative activity of nature. This position of adult male was futher explored as Grecian idea continude to come on. This advancement is best shown by examing the alteration in stile from the Kouros, signifier Attica to the Kritios Boy, from Acropolis. The Kouros, from Attica showed a difinet atempt to revele the true human signifier. Although the sculpter put great attempt into portraing the existent musculus and bone construction to the topic, he still uses the transendental stare that was so popular in Egyption relife. As Grecian doctrine progressed, the thought the human flawlessness was farther explored in the humanistic disciplines. By 490 B.C. the Kritios Boy, from Acropolis was created and the perfect human signifier was found. The extemely accurate portrail of human anatimy and the pragmatism of the facial expretion, are exeplified by the relaxed stance of the figure. ? For the first clip in ancient art the figure is no longer looking or walking stright in front? ( Conningham and Reich, 44 ) . His caput a nd sholders are shifted to one side while his hips are shifted to the opposit side, and his wieght is placed on one leg. This was the most advanced and realistic portrail of a human figure in the history of anchient art, and is a direct contemplation of the Grecian involvement in the true nature of adult male. The alterations in art from the begining of Egyptian civilisation to the early phases of Grecian civilisation reflect the development of human idea and societal construction. The Egyption art of the Old Kindom portrade a carinate and powerful Theocracy that gave small room for personal interpritation of art. In the Middle Kingdom Akhenaton lead the first artistic revolution by presenting a new religius system. But after his decease, faith and art both reterned to the tradisional manner of the Old Kingdom. The Greeks nevertheless took on a new position of the celestial spheres in wich they put less accent on the Gods and more accent on the human spirit. This new belife system allowed the Greeks to interrupt away from a stiff societal construction and research the human signifier in it? s most pure province. Bibliography Culture and Valuess Lawrence Cunnincham, John Reich

4 Tips On Making Your Movie Review from EssaySupply.com

4 Tips On Making Your Movie Review How to write a movie review For many people, a review can be the making or breaking point of a movie as it is used to help the reader, or in other terms, a potential audience member gains insight about the film. Even the simplest phrase such as "The best" or "The worst" can be the words that help the potential viewer and audience member decide whether or not they will see the film. As a review writer or reviewer, your job is to give your opinion, as well as help the reader decide whether or not they should see the movie for themselves. These are a few tips on how to write an insightful movie review with many high-quality details. Always watch the film first We've all seen this at least once. An article stating that a film that hasn't even come out yet is saying the movie is one of the best films ever to be produced. Or they use phrases and keywords that make it obvious they had never even watched the movie. This can be a huge turn off to an audience as they want to feel as though the opinion is honest about the film they want to watch. So don't base your opinions on what you hear, instead, take a couple of hours to watch the movie once for entertainment, and if you need to get once again a better opinion of it. Find out who your audience is All films are made with a different audience in mind, some differing with only minor details while others differ majorly. For example, you may write a movie review about "300" from an entirely different standpoint if your audience was a group of theater arts students instead of history students. A simple change can completely switch your mindset, and instead of thinking along the terms of "Is this historically accurate" or "did they dress that way." By changing the audience to theater students you begin to think in terms such as "Why did they choose to film there" or "why did they choose to kill those characters, but not those characters." Don't criticize or praise without detail We can all say whether or not a movie is good or bad. However, the reviewer wants to know why. Instead of saying "This movie was too long." Say something along the lines of, "There were too many subplots that pulled away from the actual story" or "Much of the dialogue could have been cut out and it wouldn't have made much of a difference." Even praise shouldn't exist without particular reason or insight. If you find a movie to be wonderfully entertaining, you may be tempted to write how great it was with no hesitation. However, you should still review it from a critique from a standpoint. Instead of saying something along the lines of "This movie was so fantastic, everyone should see it." You may want to say something like, "I enjoyed this film, it was quick to pull me into the story and kept me on the edge of my seat." to give your audience a more exact reason to see the film. Research the filmmaker Find out what other films they have made, take in the details of each film and how they improved with each film. Even use comparisons, by using phrases such as "One of the best films since his last feature presentation hit." or "The film was obviously an attempted repeat of their classic film" to allow the audience to derive a particular viewpoint on the movie based on the words you give them. Following these easy steps allows to learn fast how to make a movie review, or a small reminder for those who alraedy familiar with the assignment.

Mercantalism essays

Mercantalism essays The Spanish, the Dutch, the French, and the English all practiced mercantilism. A term meaning that the worlds wealth was finite and that only one nation could grow rich if another one failed. A nation had to extract more gold from a foreign land and export as little as possible to other nations. But there were significant differences that existed in the colonies established in the New World by the Spanish, the Dutch, the French, and the English. In 1580, Spain came under control of Brazil. This colony was substantially different from the English colonies that were to be established later in the 17th century. The monarchy extended its authority power the entire way to the local communities in the colonies. The colonists didnt have much opportunity to establish political institutions separate from the mother country. Also, the Spanish were much more successful in extracting the silver and gold compared to the British. However, while the extraction of the riches was taking place, agriculture and trade was not being tended to. Another significant dissimilarity is that while the English, Dutch and French yearned to established fixed colonies for family life, the Spanish did the opposite by ruling the colony but not providing or encourage people from Spain to move and live there. The British believed in the principals of mercantilism as much as the French, the Dutch and the Spanish did and Englands mercantilistic program was its successful wool trade which lasted until around 1550 where the its market failed. The forming of new colonies was their solution to that problem. The colonies that were established by the British were a place to create markets for goods and also to settle disputes with the growing poverty and unemployment rate because of the population boom. Besides the economic motives that existed in the colonies, there was also religion in the colonies. The colonies that the British formed w...

A Doll's House by Henrik Ibsen Research Paper Example | Topics and Well Written Essays - 1250 words

A Doll's House by Henrik Ibsen - Research Paper Example Consequently, it is via these events where people while mingling embrace their effective roles based on genders evident in the play. In this play, the author significantly explores the aspect of feminism in the society with intention of creating senses of social equality in regards to both genders. In this play, act as recipients of both oppression and unfair treatment that makes them appear as men’s play objects. Ibsen illustrates an aspect of mistreatment of women through one of the character Nora, where the male individual oppresses the female especially at the family level (Ibsen 24). Henrik exemplifies oppression on women in the society quite evident at various social, economic and political avenues. However, his focus is at family level where the male gender seems to assumes the top rank whereas are subjects almost close to the children they have given birth. Oppression against the female gender is also evident globally whereby despite the level of development of that given region women end up not receiving economic support. As a result, they have no mediums to air the grievances that can help them to demand liberation or champion the colleagues to embrace liberation. The play thus reveals oppression against women by illustrating the societal perception of women. For instance, the society perceives women as the secondary citizen according to the play, as she depends mostly on a man for her survival and existence. According to the play, a woman should be inferior to a man, and her actions should not override the males’ decisions and actions. Parents play an important role in establishing the inferiority complex in the female’s childhood exposure. Nora’s father is an essential initiator of Nora’s perception of the male superiority since her childhood, thus she grew up with the knowledge that the female has to be a male’s subject (Ibsen 104).  Ã‚  

The Love Song of J. Alfred Prufrock Essay Example | Topics and Well Written Essays - 1000 words - 4

The Love Song of J. Alfred Prufrock - Essay Example Elliot has used his poetic skill to create a complex character study. He also creates an image of the period with ladies in long skirts; tea rooms; smoke from chimneys; smoggy evenings; a man in a morning suit with a high collar cutting into his chin. To some extent though the poem reflects, not just the society of the time, but also Elliot’s own place in it and his rather pessimistic view of his own situation. In this essay the poem will be considered as to how it reflects his life. Poetry Genius (2014) describes it as being :- The lines at the beginning are taken from Dante’s ‘Divine Comedy’ and are spoken by one of the damned souls in hell, Count Guido da Montefeltro, who describes how nobody ever returns from this dead state. Prufrock in this poem may be walking and talking in an earthly city, but in some senses he too is one of the living dead, observing society, yet not quite part of it. Prufrock has a companion, a listener to whom he says (line1) ‘Let us go then, you and I.’ It is unclear whether or not this listener is a real companion, or just Prufrock talking to his inner self as an internal monologue in which he describes himself in both negative and positive terms as when he says :- So he sees himself as a lesser figure, an attendant upon society, an extra in a film set perhaps, but with a role nevertheless. He then acts this out, by moving only on the very edges of society, in this case at the head of the stairs, rather in the room with the women talking about Michelangelo. They are interested in a great and admired artist, so why should women even notice him? Even the soot from the many chimneys falls upon him, making him even more invisible (line 19). The original title for the poem was ’Prufrock among the women’ (Cummings, undated). He isn’t interacting with them, and seems totally unable to. He is just there at the same time. Time seems to have stood still for him,

Importance of foreign language

Importance of foreign language 1. Introduction It is known to all that language and culture are inseparable. Language itself makes no sense and has no meaning outside the cultural setting in which it is spoken. They are intricately interwoven with each other. Some people believe that the knowledge of other cultures is as important as proficiency in using their language. In the EFL (English as a foreign language) teaching, great attention should be paid to teaching culture of the target language as well as to teaching linguistic knowledge. Culture introduction should be integrated with language teaching in many aspects and at multiple levels so that learners intercultural communicative skills can be enhanced. Byram (1989) states: as learners learn about language, they learn about culture and as they learn to use a new language, they learn to communicate with other individuals from a new culture. The problem is that the mastery of vocabulary and structures does not necessarily ensure a persons communicative competence. What the students really need is to be taught directly what people say in particular situations in the English culture. The knowledge of culture has a great impact on learners language use and sometimes directly influences the outcome of communication with native speakers. Most language teachers would agree that in order to apply language skills fruitfully and effectively, the knowledge of cultural environment is essential. So it is not difficult to understand why the culture component is so crucial in foreign language teaching. First, successful intercultural communication entails a great deal that is more than language skills, understanding a second language does not ensure understanding the speakers intentions. That is to say, the ability to communicate successfully with native speakers depends not only on language skills but also on comprehension of cultural habits and expectations. Second, another principal reason for the inclusion of culture in the second language curriculum is cross-cultural understanding. International understanding is seen as one of the basic goals of language education. It is equally important to understand the differences among the various subcultures within which people of different races, religions, and political beliefs live together peacefully. Peace and progress in a world of diverse elements no doubt depend upon understanding, tolerance, exchange and cooperation. Foreign language study is one of the core educational components for achieving this widely recognized aim. Whether or not the foreign language learning and teaching are successful counts on how much cultural and linguistic information the students can get. The third reason deals with the students themselves. On one hand, curious students may be extremely interested in the people who speak English, they want to know about these people-what they are like, how they live and ho w they are different from themselves. On the other hand, students knowledge of the basic aspects of target culture tends to be inexplicit and incomprehensive if they have not been provided with systematic knowledge in schools. And language teachers have to admit that many students are not gaining a basic familiarity with the English culture, because even though language and culture go hand in hand in a classroom, some teachers choose to neglect culture and students scarcely pay due attention to it since they do not have to take a test of culture. Overall, foreign language teaching should help students lay a solid foundation of language, grasp good learning techniques, cultivate their cultural awareness so as to meet the needs of social development and economic construction. English as the foremost medium of international communication at present, is called upon to mediate a whole range of cultural, cross-cultural concepts thus make English language teaching a potentially more and more significant role than ever before and English culture teaching is coming or will come to the foreground. 2. Definition of Culture Then what is culture? Duranti defined as something learned, transmitted, passed down from one generation to the next, through human actions, often in the form of face-to-face interaction and, of course, through linguistic communication. According to Sapirs view, culture may be defined as what a society does and thinks. On a general level, anthropologists define culture as the whole way of life of a people or group. In this context, culture includes all the social practices that bond a group of people together and distinguish them from others. It is that fact of human life learned by, people as a result of belonging to some particular group; it is that part of learned behavior shared with others. Not only does this concept include a groups way of thinking, feeling, and acting, but internalized patterns for doing certain things in certain ways. not just the doing of them. Goodenough (1981) summarizes the contents of culture briefly quoted below: The ways in which people have organized their experience of the real world so as to give it structure as a phenomenal world of forms, their percepts and concepts. The ways in which people have organized their experience of their phenomenal world so as to give it structure as a system of cause and effect relationships, that is, the propositions and beliefs by which they explain events and accomplish their purposes. The ways in which people have organized their experience of their past efforts to accomplish recurring purposes into operational procedures for accomplishing these purposes in the future, that is, a set of grammatical principles of action and a series of recipes for accomplishing particular ends. 3. Language and Culture A language is a system of verbal and in many cases, written symbols, with standardized meanings. Language is the outward manifestation of the spirit of people: their language is their spirit, and their spirit is their language; it is difficult to imagine any two things more identical. It enables people to store meanings and experiences and to pass this heritage on to new generations. Through words, we are able to learn about and from the experiences of others. In addition, language enables us to transcend the here and now, preserving the past and imaging the future; to communicate with others and formulate complex plans; to integrate different kinds of experiences; and to develop abstract ideas. However, it is impossible to overestimate the importance of language in the development, elaboration, and transmission of culture. 4. The Relationship between Culture and Language It is generally accepted that language and culture are related to each other. Language is not only for communication between people who have their own cultural norms, but as a mirror to reflect the world and peoples view of the world. Because of the need of international communication for economic technological development among various countries, English is more and more used in different countries and cultures for exchanging information. Culture and language are related to each other, which is strongly advocated by Byram, who has contended that cultural learning and language learning cannot take place independent of each other (Byram, 1994). Culture is a complex concept that includes language. Many theorists have expressed this point of view from various perspectives. For example, Kramsch has made the point that the purpose for learning a foreign language is a way of making cultural statement as well as learning a new way of making communication (Kramsch, 1993) while other theorists have attached great importance to culture for language understanding. For instance, Byram has argued that only when the cultural context is understood can the language rooted in the context be thoroughly comprehensible (Byram 1994).This point has found an echo with Brown: Misunderstandings are likely to occur between members of different cultures; differences are real and we must learn to deal with them in any situation in which two cultures come into contact. Language is an important part of culture as well. Byram has elaborated this idea in one of his books: Cultural studies in foreign language education as language preeminently embodies the values and meanings of a culture, refers to cultural artifacts and signal peoples cultural identity. (Byram, 1989) Other theorists have defined culture in such a way that language is put at the center of an account of a particular culture. Brown has provided another such definition in which he describes language as the most visible and available expression of a particular culture. (Brown, 1987) In sum, culture is related to language and vice versa. Culture would be difficult to be transmitted from place to place and from generation to generation if there were no languages, the principal carrier of values and meanings of a culture. Language would be impossible to be understood without constant reference to the cultural context, which has produced it. It may, therefore, be argued that culture and language cannot be treated exclusive of each other in language teaching program. In other words, it is necessary and more proper to teach both language and culture in an integrated way. It is worthy of noting here that one of the practices of integrating the two is to use the target language as the medium of instruction in culture teaching. Goodenough states the relationship between language and culture in his book Culture and Linguistic. He argued language in a society is one aspect of the societys culture. The relationship between them is the part and the whole. As a component part of culture, the particularities of language show that it is a main tool of learning culture during the process of learning and using (Goodenough, 1981). 5. The Relationship between Language Learning and Culture Just as there is not a single thing in the world without a dual nature, so is language teaching. Language teaching and culture teaching have a dual nature. In order to conduct language teaching well, one must take up the teaching of culture and the teaching of language at the same time. When we learn a foreign language, we do more than learn a linguistic system. We acquire some degree of familiarity with the foreign cultural system. It is now broadly accepted in most parts of the world that learning a foreign language is not simply mastering the grammar, the vocabulary, etc, but more appropriately focuses on learning a means of communication. Communication in real situations is never out of context, and because culture is part of most contexts, communication is rarely culture-free. The same word, if used in different culture, would get different psychological response. When reading the sentence Its morally hard to turn her away as it is a lost dog, most students put a lost dog into literal meaning which totally shows our feeling of disgust and dislike for the dog. But it is not the case in western countries. In the western culture, dogs are regarded as faithful friends and companions. So the actual meaning of the lost dog here means something precious, valuable and favorite is lost. If you know the actual implication of it, your sympathy can be aroused. Its obvious that neglecting the cultural difference results in the misunderstanding. Therefore, it is necessary to learn how to understand and create language that is in accordance with the sociocultural parameters of the specific situation, because failure to do so may cause users to miss key points that are being communicated in either the written or the oral language and have their messages misunderstood. 6. Language Teaching and Intercultural Communication Samovar, Porter Jain(1981) observe: Culture and communication are inseparable because culture not only dictates who talks to whom, about what and how the communication proceeds, it also helps to determine how people encode messages, the meanings they have for messages, and the conditions and circumstances under which various messages may or may not be sent, noticed, or interpreted Culture is the foundation of communication. The term intercultural is generally used to describe comparative data and studies of a large number of cultures, or studies that try to identify dimensions that are not culture specific. Intercultural is also used to describe interactional data from members of different cultural backgrounds (normally more than two). Then whats the meaning of intercultural communication? Maureen Guirdham points out that intercultural communication is communication across cultures, it describes cultural dimensions applicable for all cultures. She believes that Intercultural Communication skills may well hold the key to solving many of the current global conflicts. In a speech at the Luton Intercultural Forum, she outlined her views as to how people trained in Intercultural Communication could help to resolve current conflicts such as the Balkan conflict, the Middle East crisis and many more. In her speech, she outlined that most modem conflictssuch as IsraelPalestine conflict, the conflict between Pakistan and India and othersare essentially intercultural conflicts and that conflict resolution mainly is a communication activity. Lets come to some key points of intercultural communication: When communications cause conflict, be aware that problems might have more to do with style or process than with content or motives. Learn to understand different communication stylesyou could even benefit through expanding your repertoire. Communicating across cultures requires extra effort. Good communication requires commitment and concentration. Although culture affects differences in communication patterns, there are many exceptions within each group depending on class, age, education, experience, and personality. Remember that communication is a process and the process varies among cultures. Look at what might be getting in the way of understanding. Constantly ask, Whats going on here? and check your assumptions. Avoid jokes, words or expressions that are hot button, such as those that are based on ethnicity, race or gender. Use language that fosters trust and alliance. Respect differences; dont judge people because of the way they speak. 7. Intercultural Communication A simple way to define the term intercultural communication is to use the definition of communication that was provided in the previous section and insert the phrase from different cultures. This addition would yield the following definition: Intercultural communication is a symbolic process in which people from different cultures create shared meanings. This definition, although accurate, is difficult to apply. To foreground the importance of interpersonal communication in intercultural exchanges, we prefer the following definition: Intercultural communication is concerned with unmediated communication between people from different cultural backgrounds. Differences in interpersonal perception and attitudes to social involvement are also important factors in intercultural communication. Intercultural communication: Face-to-face communication between people from different cultural backgrounds. As inhabitants of the 21st century, we no longer have a choice about whether to live and communicate in a world of many cultures. The forces that bring other cultures into our life are dynamic, potent, and ever present. What does this great cultural mixing mean to EFL teaching? What competence should foreign language learners have to meet the need of communicating appropriately and effectively in such a world? The answer is that EFL teaching should cultivate learners intercultural communicative competence. 8. Intercultural Communicative Competence Intercultural communicative competence (ICC) is defined in a great number of studies as the competence to obtain effective outcomes in intercultural communication situations. In the past few decades, ICC has become an important research area in intercultural communication studies, and produced a considerable amount of literature. ICC is related to such competence as distinguishing the cultural factors, because these things will surely have their reflections in a practical communicative situation and thereby exert much influence upon the understandings. With the gradual awareness of the importance of the communicative competence, we are sure that in EFL, more and more teachers will place their emphasis upon the improvement of ICC, and develop their students intercultural communicative competence as well as the linguistic competence at the same time, In the paragraphs above, we have introduced the definition of Intercultural Communicative Competence. Quite often, we know that studies on ICC are driven by practical needs such as sending personnel abroad to perform political and commercial tasks. Thus ICC is defined by the outcomes, or the effectiveness of achieving these goals, the main purpose of ICC studies, therefore, is to identify components of effectiveness on the one hand, and its predictors on the other, Two major effectiveness components are task performance and appropriateness of behavior in the target culture. The predictors of effectiveness identified include ambiguity tolerance, cognitive complexity, good conversation skills, intercultural training, etc. In sum, the current ICC studies are characterized by the centrality of effectiveness goal-attainment, and individual control. Underlying this package of practice is the assumption that communication is under the control of the individual; if he or she has the necessary personal dispositions and skills, then the pre-determined goals of communication will be achieved. The above view holds the idea that ICC is within the individual. Competence will develop or occur in relational contexts, yet without the internal potential of the individual, there is no relationship. But this view has perhaps to some extent overlooked the internal qualities of the communicators. Maybe task-performance takes the essential position in most models. Other factors such as appropriateness or individual cultural adjustment all pave the way for task performance. As a matter of fact, the primacy of task performance is evident in the very definition of ICC. Intercultural communicative competence deals with questions related to an issue often characterized by the terms culture-specific, context-specific, and culture-general, which are the various approaches to the study of intercultural communicative competence. The culture-specific, method assumes that the most effective way to improve intercultural communication is to study that culture. For example, if you were going to Japan, you might benefit from advice about gift giving, the use of first names, greeting behavior, indirect speech, politeness, the use of business cards, the importance of group harmony, social stability, and the like. In a practical intercultural communication, the only way of culture-specific is not enough, people should know what to do and how to do in a real situation, then context-specific is also needed. In recent years scholars have begun to talk about not only the specific cultures, but also the context or setting of the intercultural encounters. Studies have been made to explore the business, educational, and health care settings as a way of assessing the impact of the environment on communication in a broad way. The third approach is culture-general. What has been suggested here is that regardless of the culture you are encountering, it is important to have knowledge of the persons culture and try to adapt whenever possible. What we have discussed can be found in most intercultural experiences. This is what we mean by culture-general. That is to say, look at universal skills that can be used in all cultures. How to improve intercultural communicative competence? According to Samovar Porter (1988), that is to know yourself. Although the idea of knowing yourself is common. while knowing yourself is crucial to improve intercultural communication. We know we can write the words know yourself with ease, but it will take a great deal of effort to translate this assignment into practice. The application of knowing yourself covers three directions: first, know your culture_ because everyone is the product of their culture, people are cultural beings and must be ever vigilant to the impact of ones own cultural. Second, know your perceptions. Knowing your likes and dislikes, the degrees of personal ethnocentrism enables you to detect the ways in which these attitudes influence communication. And third, know how you act on those perceptions. The third step in knowing yourself is to know your communication style, which is somewhat more difficult, because it involves discovering the kind of image yo u portray to the rest of the world. If you are to improve your communication, you must, therefore, have some idea of how you present yourself, since it will take a hard time understanding why people respond as they do, and peoples most take-for-granted behaviors are often hidden behind their consciousness. (Samovar Porter, 1988) 8. Cultural Knowledge and Cultural Competence Knowing the contents of cultivating ICC, we need to discuss the concept of cultural knowledge. It includes two parts: cultural competence (belonging to the category of proficiency objectives) and conceptual knowledge (belonging to the category of cognitive objectives) about the target culture. The conceptual knowledge about the target culture refers to the systematic conceptual knowledge about the target culture and society and it should include the target societys geography, history, institutions, religions, economy, education and arts and so on. This conceptual knowledge about the target culture is often referred to as the general knowledge of the target culture. Cultural competence refers to implicit mastery of the norms of a society, the unspoken rules of conduct, values, and orientation that make up the cultural fabric of a society. It also includes the ability to recognize culturally significant facts, and knowledge of the parameters within which behavior is acceptable or unacceptable. Cultural competence does not necessarily mean conformity to these norms and rules. Cultural competence is the same as communicative competence in many aspects. Communicative competence (the term discussed before) also implies knowledge of many aspects of society and culture: forms of address, choices of register and style, differences between social and regional dialects, and the social values attached to these differences. These items refer to characteristic features of the culture. In language teaching, for instance, communicative competence includes certain aspects of sociocultural information. To a certain extent, however, cultural competence is different from communicative competence in that it refers mainly to social and cultural behavior and facts, and less to their linguistic manifestations. To be successful in the intercultural communication, both linguistic competence and cultural competence are needed. The appearance of disharmony, misunderstandings and even conflicts in communication is largely due to a lack of cultural competence. In the century of the global intercultural communication, the goal of foreign language teaching has to be changed. A shift should be made to the cultivation of intercultural communication competence. 9. Arousing Students Cultural Awareness Cultural awareness is the term used to describe sensitivity to the impact of culturally induced behavior on language use and communication. It refers to an understanding of ones own and others cultures that affect how people think and behave. It deals with geographical knowledge, the knowledge about the contributions of the target culture to world civilization, the knowledge about differences in the ways of life as well as an understanding of values and attitudes in the second language community. Cultural awareness includes understanding commonalities of human behavior and differences in cultural patterns. It must be viewed both as enabling language proficiency and as being the outcome of reflection on language proficiency. Intercultural communicative awareness means the sensibility to the impact of culturally induced behavior in communications across cultures. It involves the ability to identify cultural diversity and develop empathy (to see things from the point of view of others). On a less transparent level, intercultural awareness might be as simple as becoming aware of cultural differences as they apply to the use of yes or no. For instance,, knowing that in the American culture, people tend to be more direct and avoid roundabout answers, we would not make a reply like Please dont bother, to the hosts question Do you like some more potato soup? instead, we would respond by saying Yes, please. if we really want some, or No, thank. you. if we think we have had enough of it. A persons socio-cultural knowledge restricts how he exploits his linguistic potential. It is generally believed that if a person lacks socio-cultural knowledge relevant to the target language, a person can hardly use a language accurately and appropriately and be an effective intercultural communicator. Cultural awareness teaching should be involved with viewpoints, and with allowing students to gain a perspective through comparison which is neither entirely one nor the other. In the process of comparison from two viewpoints there lies the possibility of attaining leverage on both cultures, and thereby acquiring an intercultural communicative competence. With the coming of more chance for Chinese to interact with English native-speakers, a fund of knowledge about target culture can to a large extent, guarantee an effective intercultural communication. Therefore, arousing cultural awareness becomes an indispensable part in foreign language teaching and learning. In teaching cultural awareness, Ned Seelye provides a framework for facilitating the development of cross-cultural communication skills. The following goals are a modification of his seven goals of cultural instruction. 1) To help students to develop an understanding of the fact that all people exhibit culturally-conditioned behaviors. 2) To help students to develop an understanding of social variables such as age, sex, social class, and place of residence, the ways in which people speak and behavior. 3) To help students to become more aware of conventional behavior in common situations in the target language. 4) To help students to increase their awareness of the cultural connotations of words and phrases in the target language. 5) To help students to develop the ability to evaluate and refine generalizations about the target culture, in terms of supporting evidence. 6) To help students to develop the necessary skills to locate and organize information about the target culture. 7) To stimulate students intellectual curiosity about the target culture, and to encourage empathy towards its people. In integrating English culture awareness into teaching, there are two problems we need to consider, the first problem to be tackled is how to provide the cultural information needed. The point regarding this problem is that second-language teachers may attempt to teach culture when they are not equipped to do so through no fault of their own. The other point is that even if they know how to teach (through various techniques of presenting culture), without a definite knowledge of what to teach (the culture content), they can hardly incorporate various activities geared toward the culture objectives into their classes. For one thing, teachers need assistance in overcoming their lack of knowledge about the second culture; for another, in the preparation and selection of teaching materials, the culture content selected may sometimes be concentrated on the unusual, the bizarre and the exotic characteristics of the culture. In order to avoid confusion and misunderstanding, the teacher is a dvised to describe all aspects of the situation instead of treating the cultural phenomenon in isolation, and present culture content at a level or in a manner to which the students can attach some relationship between the information and their own background experiences. Even if teachers know what to teach and how to teach, there is still a problem concerning finding time in the class period to include culture. The class time is limited, so how much time should be spent teaching culture? Dwelling too much on culture is not only a waste of time but also of no help to the students. The second problem is that though most foreign language teachers do not deny the importance of teaching culture, few teachers actively test whether students are attaining their cultural goals. Teachers may incidentally attend to culture by inserting ideas during the class period and subsequently fail to check students comprehension of the context. Often students do not realize that the teacher is attempting to teach aspects of the second language culture. One of the reasons for this lack of awareness is that culture usually is not considered a fundamental component of the class content. If culture is to be an important goal in the second language class, it must be taught and tested systematically. Currently, the most practical approach to testing culture is to test the facts. Objective tests and essay tests may be used to test knowledge of facts and insight into cultural behavior. The problems mentioned above mean a lot to second language teachers and learners. Undertaking the teaching of culture is far from being simple. In accomplishing this task, the teacher has to be a generous knowledge imparter, an efficient time finder, an amiable activity designer, a protean actor and an assiduous learner as well. As for students, in the long run, they will benefit a lot from the culture learning experience that helps them become successful cross-cultural communicators. Undoubtedly, being a successful cross-cultural communicator is an exciting, enjoyable and enriching experience that will open the doors to both personal development and satisfaction. Therefore, the integration of English culture awareness into teaching in China means a demanding and challenging task both for English teachers and learners. 10. Developing Intercultural Understanding Cultural understanding is the main part of cultural studies. It demands a detailed analysis of cultures. The teaching of culture should lead students to experience directly through contact with native speakers and through developing some sorts of personal relationship with the target language community. In other words, culture understanding involves, besides the cognitive, a social and affective component. The main content of cultural understanding covers: 1) Understanding of daily life, including unfamiliar conventions, such as writing a check or reading a timetable. 2) Knowledge of cultural connotations of words and phrases. The students should indicate awareness that culturally conditioned images are associated with even the most common target words and phrase

Developing countries Essay

In this essay I’m going to talk about this question. Since this is a very wide subject I could talk about only a single country or a single issue, but I will try to discuss about the whole aggregate. Some of the main points are starvation, education, child labor, safety and human rights. These issues are very different in developed and developing countries. I’m also going to tell why these things are happening and how they could be improved. Probably the most important issue is starvation; the result of a serious, or total, lack of nutrients needed for the maintenance of life. First of all it is one of the few words in the English language with no synonyms. It is a word that stands alone. It should be fixed first. â€Å"Why?† You might think. â€Å"Why starvation, not for example education.† This is because, what is the point of building schools if the kids die because of hunger? There is no point. Starvation is the most important issue of all the developing countries. Of course if a country does not have this problem, it will try to fix the next problem. The next problem depends on the seriousness of the issues. Starvation is also a part of a developed country. If a country has starvation it is a developing country. This is one answer to the big question. But, if a country does not suffer from starvation it doesn’t mean it cannot be a developing country. There are developing countries without starvation. Their problems are, education, human rights etc. Some children are not strong enough  to eat by themselves. The facts about starvation in today’s world are shocking; today, there are some 800 million people who do not have access to sufficient food to meet  their needs. Nearly 12 million children under five years old die each year because of malnutrition in developing countries of the world. The two main questions about starvation are: why is it happening and how could it be stopped. Well, there are lots of answers because all the developing countries are different. Some have wars and some bad climate but the common thing is: they all have problems. This causes starvation. One source that I found even said that governments have the money and the abilities to get food for all the people, but they will get a great control by not giving the people food. â€Å"Many diseases, foods and medicines are deliberately made to weaken and control people. Starvation, death and poverty, deliberately caused to billions of people will also give the powerful, greater control† I don’t believe this, but you never know. The solutions to the starvation are actually pretty simple. Developed countries could send food and other products. But this is not so easy since nothing is actually free. Of course developing countries could loan money but then they have debts to pay. How are they going to do that? In 1997 the foreign debts of developing countries were more than two trillion (million million) US dollars and still growing. The result is a debt of $400 for every man, woman and child in the developing world – where average income in the very poorest countries is less than a dollar a day. Another way is that the food among the people in the country could be shared equally to all the people. Rich people could give money to poor people. Good example of this is Bill Gates. He is the richest person in the world and is giving constantly food to charity. All these factors are solutions to the problem called, starvation. Education is another very important issue in developing countries. The more people getting educated, the more people solving problems. The wise man that said that was not Mark Twain, but me. Education is very difficult to get because books cost, schools have to be build, no one knows how to teach and families need kids to work and to get food for the family. If they go to school their parents might die of starvation. So these two problems are  linked. Another reason for so many girls not going to school is that they are pregnant and no longer allowed there. Education needs money but by only money it cannot be solved. There needs to be teachers who are willing to leave their homes and risk their health by moving to a developing country to teach. This is why there is so little education in developing countries. Education is very important to human future. People should get more educated. Education is really needed; there are about 132 million people today in developing countries that are not in school. But the fact is that you cannot just give the people computers and other technology. You need to help people to help themselves. This has been proved at several studies. For example one study was made when certain group of people in a University realized that people in developing countries don’t cook their food well enough. So they started importing high tech sun panel cookers to the country. This caused that people did not gather around the fire like usually. More people got killed by wild animals because the fire was not there to keep them away. All these things happened and it was because of too high technology. So the group was trying the quick way which does not work. Almost all the developing countries have a huge problem in human rights. This includes child labor and position of the women. Child labor is unfortunately very common in developing countries. Kids work all day and get really tired. If there would be good schools they would go to them instead of working. But what if the family will die because of hunger if the kid does not work? This links to starvation. All the problems are linked. The solution is that there should be help from better countries so that they won’t die of starvation, kids should go to school and when they grow up they would be educated and could get a job. So until every human in the country is educated and can earn the money to live for their family, the country needs help from rich people, wealthy countries, their own government etc. Public safety as a problem is not as big as starvation or education but, this is the problem that anyone can have. Even in developed country public safety can be very low. It is difficult to get because you can’t get it neither with money nor political power. There needs to be more police and laws, but that does not solve the whole problem. If a person wants to start killing people on the street and does not tell anyone, who can stop him? No matter how fast a police officer shoots him, the safety is bad. As a conclusion to â€Å"the big question† I could say that the definition of a â€Å"developed country† is in everyone’s own mind. The differences between developed and developing countries are for example starvation, human rights, public safety and education. All these except education are the basic needs of a person to survive. If person’s main needs are not satisfied that person is living in developed country. What comes to education, it is in between of a basic need and a luxury. A person can live without it, but with education he/she can go further and help their own country to develop.

Emperor’s Club Essay

English question 5 â€Å"It is not living that is important, but living rightly and honestly. † The definition of success varies depending on who is defining it. By the end of the novel, Hundert and Sedgewick Bell each believe that they have reached success in their own lives. Sedgewick, following in his Dad’s footsteps of using and manipulating every situation and opportunity in order to advance his selfish goals, feels successful as a wealthy and powerful businessman. Sedgewick by the example, set by his distant, judgmental, and uncompromising father has learned that being honorable and having good character are qualities that are unimportant when measuring a man’s success. Just like his father who did not see the merit of developing a moral conscience, Sedgewick Bell rejects the moral guidance of his caring teacher, choosing instead to cultivate the cut-throat tactics his father instilled in him as necessary to achieve the fame and fortune vital for success. In contrast, Hundert is only able to feel successful when he has regained his dignity and honor by confessing his breach of trust and asking for forgiveness from the student he betrayed. Once Hundert does the honorable thing and tells Blythe about Hundert’s cheating during the selection of the contestants for the Emperor’s Club competition, Hundert is able to reset his moral compass, and move on with his life. Hundert comes to understand that it was his selfish desire to see Bell succeed that drove Hundert to disregard what he knew was right in order to avoid the truth – that Sedgewick Bell had no desire to become the honest and hardworking student Hundert â€Å"willed† him to be. Through this realization Hundert is able to see that even though he may not have succeeded with Bell, this one â€Å"failure† does not minimize the positive contribution he has made to the lives of his many other students. Hundert’s success is evidenced by the fact that even after 25 years, Hundert’s students throw him a party to show their appreciation of the advice, instruction, interest and guidance he gave them when they were students at St. Benedict’s. Hundert is considered by the majority of his students to be a mentor, and positive role model. It is this realization that helps Hundert see that his success lies in the fact that his students have taken his message of living a moral, and honest life with them into their world and used his words to help shape their own productive lives . s well as, that of their children. Hundert realizes that success should be measured not by the money in a man’s pocket, or the job he has, but by the positive impact he has in the world and on the lives of others. As the film progresses Hundert comes to terms with the fact that no matter how hard he tried he could never compete with the powerful negative influences that were present in the Bell home. Sedgewick was raised to view a successful man as being self-serving, untrusting, insensitive, and controlling. It was when Humdert tried to set a new moral example of success for Sedgewick that Humbert was driven to compromise his own beliefs. Hundert learned that when one compromises him for the sake of another the relationship is doomed to fail. It is when Hundert is able to accept that he is not responsible for the selfish, immoral man Sedgewick has become that he can rid himself of the feelings of failure that resulted in him leaving the profession he loved. When Hundert is rewarded by the positive comments of his students he understands that his success is in the fact that he has made the world a better place because he has educated a generation of kind, caring and moral men and fathers who will pass on his appreciation of honor, dignity, kindness, sensitivity, creativity and integrity to future generations. Hundert and Sedgewick each define â€Å"success† differently and it is up to each individual viewer to watch and listen to the movie carefully in order to decide which definition he/she will use to evaluate the â€Å"success â€Å" of his/her life.

Case Study Nike - 765 Words

Amanda Merkatz Management 301-02 Case Study 11 11252895 1. How does Nike’s decision to retain an in-house arm of ad agency Wieden Kennedy exemplify the concept of organizational design? The decision to retain an in-house arm of ad agency exemplify the concept of organizational design, makes you look at how both companies interpret organizational design. Organizational design is the process of creating structures that accomplish the company’s missions and objectives. First looking at the text, you interpret the Nike’s mission is to design products that will have an outcome of a positive image and that positive image will encourage consumers to purchase Nike products. This shows you that Nike’s image is one of the most viable and†¦show more content†¦A way they could implement this in there current situation would be appointing Hannah Jones a Nike executive to watch over the efforts of improvements in the factories working and labor conditions. She could do this by simply appointing a position below hers to watch over a specific issue at a time and report back to her. This would give her department power of what is occurring in these manufacturing companies that Nike as a whole has decided to outsource to. The manufacturing companies involved with Nike’s brand image and business, as a whole should be required to follow Nike’s standards of ethics. When referring back to organizational design, extreme use of supervision is key. Even if Nike were to implement the idea of taking action of supervising every factory to focus of labor issues alone, it would give them the information needed to know if they should be outsourci ng with those manufacturing departments. 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