Tone and Point of View in William Faulkner’s The Unvanquished :: Unvanquished Essays

Tone and Point of View in William Faulkner’s The Unvanquished Everybody sooner or later in their lives have thought back upon their past and reviewed either a charming or despondent memory that carries tears to their eyes. In the novel â€Å" Unvanquished William Faulkner makes a character named Bayard who reviews when he was kid during the time of the common war. In spite of the fact that Faulkner gives perusers little data about Bayard we become familiar with a few things about his life during that time and about the individuals who were available in his life. Faulkner all through the tale of the Unvanquished utilized a few composing methods in permitting perusers to realize that the primary character is a developed man thinking back upon his youth. First by the tone he sets all through the story and last composing the story in the primary individual. Establishing the pace to a specific bit of composing can be a troublesome undertaking one which Faulkner never experiences a lot of difficulty with. While perusing the â€Å"Unvanquished† a peruser never dismisses the emotions and wants of the primary character present in this short story at some random time. Because of the way that this story is written in the principal individual perspective perusers are not given a lot of chance to genuinely know the musings and sentiments of different characters present in this story moreover. For instance, in the section named Ambuscade perusers are acquainted with Bayard father John Sartortis. Who has all the earmarks of being a sort, persevering man who satisfies the entirety of his masculine obligations as a dad, child and chief? Yet, upon closer assessment of the content the peruser find this portrayal to be to some degree bogus in light of the fact that in spite of the fact that Bayard see his dad as such one of his slaves doesn't. When leaving the Sartortis property Loosh a slave get some information about the whereabouts of her child and why he wasn’t around to give and deal with his family during when they required him most?

The Steel Pan Music History

The melodic conventions facilitated by Trinidad frequently mirror its complex political history. Certain patterns in melodic styles and kinds of instruments developed as an answer to the harsh governmental issues of European colonizers (Manuel, Bilby, Largey 240). One of the splendid instances of such imaginative and cunning reaction to the British social suppression is the development of steel drum, or skillet (Manuel et al. 240). The convention of steel container music epitomizes the key social patterns of Caribbean culture focused on social comprehensiveness (Johnson 206).Advertising We will compose a custom evaluation test on The Steel Pan Music History explicitly for you for just $16.05 $11/page Learn More The foundations of steel skillet groups can be followed back to the pioneer past, when captives of African starting point were not permitted to rehearse their social rituals and to communicate their national personality by means of playing drums (Pilgrim 427). Significantly af ter nullification of servitude in 1834, they had to move their conventional festivals of canboulay[1] to jubilee days, and those were the main occasions when they could work on playing independent percussion instruments (Pilgrim 427). From the outset those percussion troupes comprised of bamboo tubes which were hit by sticks and along these lines were called â€Å"tamboo-bamboo† after the material of instruments (Manuel et al. 240). Later on, the wooden subtleties were subbed with metal ones and by the mid 1940s metal drums assumed control over the conventional â€Å"tamboo-bamboo† instruments (Manuel et al. 240). At first, a steel band troupe included most crude items as its instruments: roll or paint tins, lamp oil holders, void oil drums †everything that had a specific pitch would be utilized for making rhythmical music (Pilgrim 427). Everything associated with steel band exercises procures a prefix ‘pan-‘: the instruments are called skillet, the ex hibition places are panyards, the entertainers are container blenders, and so forth. (Pioneer 426). As indicated by their range, skillet are characterized into five classifications, extending from tenor to bass container (Pilgrim 426). The bass, cello, and tenor container are utilized for agreement, while the more sharp-sounding ping-pong drums play the song (Manuel et al. 242). The collection performed by skillet groups is very differentiated: from conventional people tunes to soundtrack tunes to works of traditional music (Manuel et al. 242). The social essentialness of steel groups lays in the way that they permit incorporation of a wide scope of social layers in their exhibition practice. From one viewpoint, at first made as a method of music making for the most minimal and least fortunate classes of society, steel groups effectively permitted delegates of white collar class in their benevolent network (Johnson 206). Then again, steel groups included beginners who could peruse n o score, and in this manner they advanced the soul of shared spontaneous creation and collaboration between its individuals. Also, as steel groups delighted in increasingly more prevalence with the individuals, their serious nature rose as purported revving[2] which accentuated the individual abilities and solid purposes of each band (Johnson 208).Advertising Looking for appraisal on workmanship and plan? How about we check whether we can support you! Get your first paper with 15% OFF Learn More regarding political ramifications, steel groups uncovered their remarkable nature of advancing beginner culture. At first disliked by the British specialists, steel groups seemed to pull in such huge numbers of vacationers that they were bit by bit perceived as national social legacy and acknowledged as legitimate. In 1951 Trinidad All Steel Percussion Orchestra, TASPO, brought the specialty of steel container execution on a visit around England, and since 1963 a Panorama rivalry is held amo ng steel groups (Manuel et al. 242). The notoriety and the open acknowledgment steel groups have procured during the only remaining century shows this at first underground development has advanced into a full-blood pattern in novice music that carries satisfaction as well as assists with settling social and political pressures. Works Cited Johnson, Kim. â€Å"Notes on the Pan.† Carnival: Culture in real life: The Trinidad Experience. Ed. Milla Cozart Riggio. New York, NY: Routlege, 2004. 204â€212. Print. Manuel, Peter, Kenneth Bilby, and Michael Largey. Caribbean Currents: Caribbean Music from Rumba to Reggae. Philadelphia, PA: Temple University Press, 2006. Print. Pioneer, Scofield. â€Å"Steelband in Trinidad and Tobago, or, Trinidad Steelband.† Music in Latin America and the Caribbean: An Encyclopedic History. Ed. Malena Kuss. Vol. 2. Austin, TX: University of Texas Press, 2007. 425â€430. Print. Commentaries Canboulay is a conventional slave drum march that co mmends consuming the sugarcane before harvesting (Pilgrim 427). In this setting firing up implies expanding the serious soul between the artists by expanding the beat and virtuosity of execution. This evaluation on The Steel Pan Music History was composed and put together by client Rhett E. to help you with your own examinations. You are allowed to utilize it for research and reference purposes so as to compose your own paper; nonetheless, you should refer to it in like manner. You can give your paper here.

Dispelling the One-Page Resume Myth

Dispelling the One-Page Resume Myth Do You Believe the One-Page Resume Myth? I’ve been thinking about the one-page resume myth a lot lately, since it’s college, law school, and business school admissions season. Business school admissions clients have approached me asking if they need to have a one-page resume. My answer is always, “Read the instructions. Read the fine print.” Some business schools do request a one-page resume as part of their application. If they do, you must deliver. I took one client’s one-and-a-half-page resume and shrank it to one page so he could use it for his business school applications. The formatting tricks I employed did not include shrinking the font size or obliterating any white space on the resume. In general, however, there is no rule that a resume should be only one page. There are many instances when a two- or even three-page resume is not only appropriate, it’s expected. Yet the one-page resume myth persists. Job seekers are being misled that recruiters, hiring managers, and HR professionals won’t read a resume that is longer than one page. That’s simply not true. You Need a Longer Resume! It IS true that a recruiter or hiring manager will read your resume for just seconds when it is first screened. But this first review is only to determine if you are a match for the position. If you are considered a serious candidate, your resume will be read again. If you believe an HR professional won’t read a two-page resume, consider the resume screening process. The screener’s boss is asking him or her to come up with a handful of people to interview. If you try to condense 5-10 years of experience to fit an artificial one-page limit, your resume will not include sufficient information for the HR person to make an informed decision. Given a choice between a well-written two-page resume or a crammed one-page resume which omits notable accomplishments, the HR professional is likely to choose the longer one. If you submit a two-page resume, the worst that can happen is that the reader decides you’re not a match for the job. But if you do seem to fit the job requirements, that person will want to know even more about you. A well-organized two-page resume can actually make it easier for the screener to determine if you’re a good match for the position. Variations on the One-Page Resume Myth There is a specific myth circulating that if you apply for a job at Google, you need a one-page resume. This myth has been debunked by people with hiring power at Google itself, including Laszlo Bock, Senior VP, who believes that you need one page for every ten years of work experience. And since many applicants to Google are fairly new graduates or even students applying for internships, the 1-page guideline often applies. Some recruiters are vocal about their desire for a one-page resume. The great thing about recruiters, though, is that they’ll tell you what you want and you can always create a one-page resume from a longer one. Keep in mind, however, that recruiters are responsible for less than 25% of job placements, and not all recruiters even subscribe to the one-page limit. College Students and One-Page Resumes College professors also share some of the blame for perpetuating the one-page resume myth. Some professors â€" who have no connection to the employment world â€" believe “their way” is the right way to do things. They provide a template to their students and require advisees to use that format, even if the person is a non-traditional student who has an extensive work history or career path that sets them apart from other job candidates with similar educational backgrounds. While it is unusual for most 21-year-olds to need a two-page resume, some accomplished graduates have enough experience to warrant exceeding one page. When I worked with a Cornell student who was applying for jobs in finance, I quickly discovered that she had more information than I wanted to squeeze onto on one page. We gave her a 2-page resume, and she got a sought-after position at Burger King. She is now a Retail Channels Senior Analyst at UPS â€" and she got there with a 2-page resume. Online Resumes Resumes submitted online are less likely to be affected by the one-page resume myth. Resumes uploaded to company websites aren’t affected by page limits. And since approximately 30 percent of resumes are only stored electronically, the screener never even knows it’s more than one page. The Long and the Short of Resume Length Length does matter. Your resume should be exactly as long as necessary to communicate what the reader needs to know … and not one word more. When hiring managers and HR professionals are surveyed about resume length, the majority express a preference for resumes that are one OR two pages. The general consensus is “as long as needed to convey the applicant’s qualifications.” Here are some guidelines for deciding resume length: If your resume spills over onto a second page for only a few lines, it’s worth editing. Try shortening your bullets, or adjust the font, margins, and/or line spacing to fit it onto one page. Don’t bury key information on the second page. If the first page doesn’t hook the reader, he or she isn’t even going to make it to the second page. Don’t be afraid to go beyond two pages if your experience warrants it. Senior executives often require three- or four-page resumes. So do many physicians, lawyers, and professors who might be using a “CV” in lieu of a resume. Traditional college students and those with five years or less of experience can often fit their resumes onto one page. Most others can (and should) use one page OR two, unless specifically instructed by a school or company. Make sure that everything you include â€" regardless of length â€" is relevant to your job target! Don’t make your resume unnecessarily long with less relevant material. Are you looking for help to create a one-page, two-page, or even three-page resume? Need some input on how long your resume should be? The Essay Expert offers hourly and full-service resume services, or get started with  a 15-minute live resume review. A version of this article also appears in Executive Secretary Magazine, a global training publication and must read for any administrative professional. You can get a 30% discount when you subscribe through us. Visit the website at executivesecretary.com to find out more or to get your 30% discount, email subscriptions@executivesecretary.com and tell them we sent you.

Essay about The Great Gatsby and The Sun Also Rises

Americans in the 1920s were fresh off of World War I and freshly into the Prohibition Era. The American Dream was well defined- a life of wealth, comfort, and exuberance. After a World War I victory, the Dream was thought to be in the near future for every American. The country was seen as a world superpower, wealthy after the devastation of a war fought entirely overseas and brimming with hope and possibility- at least on the surface. Despite the highs experienced by much of the country, it wasnt without its problems. Crime violence was benevolently running the streets and the Speakeasies beyond the reach of full Prohibition, the world was being set-up for The Great Depression, and America was brimming with members of the Lost†¦show more content†¦Because of this injury, Jake cannot be with the woman he loves- and this plot line serves as a catalyst for the larger and far more important theme about the American Dream - and chasing everything desired, but never truly being a ble to achieve these dreams to satiation. Hemingway portrays the Dream as both an overarching theme of the novel, but also shows us its failures and quirks through more minor means. Gender dynamics are broken and often swapped between characters- the protagonist, Jake Barnes, is unable to have sex or reproduce, putting him in a more effeminate role as a man who must remain celibate for the remainder of his life. To juxtapose this lack of masculine identity, Hemingway even places Jake opposite Lady Brett Ashley (Jakes love interest throughout the novel) who self-proclaims herself one of the chaps. She oftens exhibits what has traditionally been considered masculine behavior. Brett has a rebellious wild streak, smokes and drinks, lacks any religion or fully-formed moral beliefs. Shes promiscuous and soon to be a divorcee. Brett seems to emasculate many of the men around her; both because of her self-confident, almost aggressive mannerisms and because of her ability to collect and thro w away men at her slightest whim. Lady Brett is everything (or at least many aspects) of what Jake might have been- the strong, self-assured and self-satisfied macho man who believes everything is someShow MoreRelatedThe Great Gatsby Compared to The Sun Also Rises793 Words   |  3 Pagesthey have left is wild and free lifestyle and love. Author also did not leave out the meaningless relationships to the society and conventions. One of the main characters, Jay Gatsby, a mysterious, wealthy man living in luxurious mansion in Long Island, throwing parties almost every weekend for people he doesn’t even know – â€Å"This is an unusual party for me. I haven’t even seen the host.† sais one of the quest to Gatsby, the host. Gatsby is a perfect example of careless lifestyle. But these partiesRead MoreGender Roles In The Great Gatsby And The Sun Also Rises1657 Words   |  7 Pagescommon concepts that helps further the plot, also known as a theme. When reading all the literary works In all the literary works assigned to us in class, each having a different author, expresses a common theme.The authors force us to examine the limitation of conventional gender roles and how they express this in each story. The literary works that specifically include this theme of gender roles are,The Sun also Rises by Ernest Hemingway , The Great Gatsby by F.Scott Fitzgerald and Their Eyes WereRead MoreTh e Great Gatsby By F. Scott Fitzgerald And The Sun Also Rises1061 Words   |  5 Pages† the value of materialism is used in The Great Gatsby, by F. Scott Fitzgerald, and The Sun Also Rises, by Ernest Hemingway, to illustrate how collecting or consuming an excess is used in attempts to stave off regret. Characters in both novels show how far Americans take this, and help to perpetuate Kohls’ ideas regarding self-indulgence and its effect on people and their relations with others. In The Great Gatsby, the character of Jay Gatsby acts a great example of American acquisitiveness, dueRead More Comparing Barnes of The Sun Also Rises and Caraway of The Great Gatsby1531 Words   |  7 PagesSimilarities Between Barnes of The Sun Also Rises and Caraway of The Great Gatsby   Ã‚  Ã‚  Ã‚  Supported by Ten Quotes from   Sun Also Rises, No quotes from Gatsby  Ã‚  Ã‚  Ã‚   Jacob Barnes shares a personality quirk with Nick Caraway; both want to give the impression of being decent, honest men forced to endure the corruption and pettiness of those around them. â€Å"Whats not clear through most of The Sun Also Rises is whether or not Jake believes his own press†(Trilling, 34). Nick Caraway speaks openly of hisRead MoreLiterature And Art : The Sun Also Rises, The Great Gatsby, And Night1502 Words   |  7 Pagesreader or the observer to understand that the characters and the story they wrote or drew was based on their perspective of the era when their written books or painting. In this essay I will be talking about the events in literature (The Sun Also Rises, The Great Gatsby, and Night) and art (The Scream, and The Persistence of Memory). I will be showing you example indication what event which books and art came from by showing you quotes or explaining how it related to what event. The first piece of literatureRead More A Comparison of Biographic Features in The Sun Also Rises and The Great Gatsby2532 Words   |  11 PagesA Comparison of Biographic Features in The Sun Also Rises and The Great Gatsby The writers F. Scott Fitzgerald and Ernest Hemingway included biographical information in their novels The Great Gatsby and The Sun Also Rises that illuminated the meaning of the work. Although The Sun Also Rises is more closely related to actual events in Hemingways life than The Great Gatsby was to events in Fitzgeralds life, they both take the same approach. They both make use of non-judgemental narratorsRead More Parallels Between The Sun Also Rises by Hemingway and The Great Gatsby by Fitzgerald 1064 Words   |  5 PagesParallels Between The Sun Also Rises by Hemingway and The Great Gatsby by Fitzgerald  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   During the decade of the 1920s, America was going through many changes, evolving from the Victorian Period to the Jazz Age. Changing with the times, the young adults of the 1920s were considered the Lost Generation. The Great War was over in 1918. Men who returned from the war had the scars of war imprinted in their minds. The eighteenth amendment was ratified in 1919 which prohibitedRead More Comparing Daisy Buchanan of The Great Gatsby and Brett of The Sun Also Rises2630 Words   |  11 PagesDaisy Buchanan of The Great Gatsby and Brett Ashley of The Sun Also Rises      Ã‚  Ã‚  Ã‚   Written right after the publication of Fitzgerald’s The Great Gatsby, Hemingway’s The Sun Also Rises is apparently influenced in many ways.   The most obvious of Fitzgeralds influence is manifested in Hemingways portrayal of his heroine, Brett Ashley. Numerous critics have noted and discussed the similarities between Brett and Daisy Buchanan, and rightly so; but the two women also have fundamental differencesRead MoreThe Great Gatsby Modernism1513 Words   |  7 Pageswords, the pursuit of happiness. Two writers that illustrate this theme of modernism are F. Scott Fitzgerald, author of The Great Gatsby, and Ernest Hemingway, author of The Sun Also Rises. From the outside, one may think The Great Gatsby is a tragic love story. However, its overall theme is more about The American Dream and how people are unable to obtain it. The Great Gatsby took place in the 1920s, a time in which America’s economy was booming. At the same time prohibition that created an undergroundRead MoreEssay on With the setting of the sun1266 Words   |  6 PagesWith the setting of the sun In F. Scott Fitzgeralds novel, The Great Gatsby, there is a constant feeling of movement and the desire to get away. Nick, Gatsby, Wilson, Tom and Daisy all move, or have the intention of moving. Not only does this movement seem to foreshadow events in the book, but it also seems to lead to the conclusion that society as a whole in the 1920s was rather unstable and was undergoing constant change. Not all the characters move in the same way, and this shows how

No Same Love By Macklemore - 959 Words

Show Some Love We live in a world full of hate, the world today people are afraid of being themselves. People today rather conform to the social norm, instead we the people should stand up and fight for what believe, because our beliefs makes us who we are. This song â€Å"Same Love† by Macklemore is about a gay who’s gay and has to fight for what he believes in and he did not let anyone get in the way of what he loved. In the song â€Å"Same Love† by Macklemore, Macklemore successfully shows his support and acceptance for homosexuality and their equal rights by using strong visual and lyrical elements. In the song â€Å"Same Love† he uses strong lyrics to voice his message. People hear and feel music differently, this is how I interpret and analyzed the lyrics what they meant when I listened the lyrics. In one of Macklemore verses he states â€Å"Have you read the YouTube comments lately? â€Å"Man, that’s gay† gets dropped on the daily we become so numb to what we’re saying†(line 33-35). These lyrics show that Macklemore is not gay, but he still recognizes the animosity that homosexuals receive on a daily base. Not only in public homosexual get ridicule also on social networks where everyone could see. People use the word, gay without think what the words means. People don’t think how if you keep using the word gay as a derogatory term how might that affect someone that is gay or homosexual. In another part of macklemore lyrics he says â€Å"Gay is synonymous with the lesser† (40). People use theShow MoreRelatedMacklemore s Same L ove: The Breakdown816 Words   |  3 Pageschance that you have been able to catch â€Å"Thrift Shop† by Macklemore. It is currently run on several radio stations and has over 100 million views on YouTube. I wouldnt say it is the best song out there, but it sure is catchy. Due to its â€Å"catchyness† I decided to check out other work by Macklemore. In doing this I discovered his song â€Å"Same Love† featuring Mary Lambert. Upon hearing this song, it really made me think about the world today. Macklemore (Ben Haggerty), Ryan Lewis, and Mary Lambert wroteRead MoreThe, Same Love, By Macklemore, Ryan Lewis, And Mary Lambert1254 Words   |  6 Pagessomething sinful or awful. The music video, â€Å"Same Love† by Macklemore, Ryan Lewis, and Mary Lambert attempts to change the part of society that believes being gay is a choice. Macklemore is known best for his hip-hop and rapping style music, and while he keeps the rapping aspect in this music video, this is the first time he delves into deeper social issues. â€Å"Same Love† seeks to portrays one man’s life journey dealing with his homosexuali-ty, while at the same time challenging viewers to understand thatRead MoreHomosexuality in Same Love by Macklemore with Ryan Lewis and Mary Lambert1006 Words   |  5 Pagesâ€Å"My love, she keeps me warm.† Without context, these song lyrics have no impact or power behind them. However, if told that these words were sung by a female vocalist, and preceded by the lyrics â€Å"I can’t change, even if it tried, even if I wanted to,† suddenly the words have meaning as a woman sings of her love for another woman (Haggerty, Lewis, Lambert, 2102). These lyrics come from the 2012 song â€Å"Same Love† by Macklemore with Ryan Lewis and featuring Mary Lambert. In the song â€Å"Same Love,† MacklemoreRead MoreThe Song, By Ryan Lewis And Featuring Mary Lambert Essay1147 Words   |  5 PagesHaggerty, better known as Macklemore, is one of the most popular artists in the hip hop industry. He is best known for recognizing issues within society and using his influence to make a difference. The hip-hop industry has a huge impact on the youth. It influences the way people speak, act, and think. Constant discrimination towards race, gender and sexual orientation takes place among popular songs which encourages audiences to also act in discriminatory ways. â€Å"Same Love† was released in 2012 asRead MoreSame Sex, Sam e Love910 Words   |  4 PagesSame sex, Same love Homosexuality is the â€Å"same† kind of love as heterosexuality. Same-sex couples should have access to the same benefits enjoyed as any other couples since it’s recognize as a human right. Macklemore and Ryan Lewis made a song for supporters in reference to the February 2012 bill that would legalize same-sex marriage in the state(s). Same Love by Macklemore and Ryan Lewis portray a rap song that explicitly defends same-sex love by calling out hip-hop’s history of homophobia andRead MoreCritical Analysis Of Same Love By Mackkleore Ryan Lewis827 Words   |  4 Pagesabout time that we ask the same question with the music that we call our â€Å"jam†. The purpose of this paper is to critically analyze Macklemore Ryan Lewis’s single â€Å"Same Love†, a song with one of the best stories about same-sex marriage. Influential hip-hop artist Macklemore, who has gained a strong base through his hit songs, made his strongest stance yet through his song â€Å"Same Love†. Using his popularity to further the dialogue regarding same-sex marriage, â€Å"Same Love† is the most influential proRead MoreMacklemore s Stand For Homosexual Equality1416 Words   |  6 Pagesknown as his stage name Macklemore, from Seattle, Washington took this global conflict and created the very popular music video â€Å"Same Love† which has over 126 million views on YouTube. Around the world, homosexuals are looked down upon, discriminated and are left feeling ashamed. The LGBT community wants equality therefore, supporter of gay rights, Macklemore took action into his own hands to spread the word by creating the song â€Å"Same love†. Throughout the music video, Macklemore presents today’s gayRead MoreEssay About Same Love977 Words   |  4 Pagesbe judged and categorised based on it. The theme of identity in Same Love touches on struggling to fit into our judgmental and discriminating society, which can not only re late to homosexuals in our generation but to anyone having a hard time fitting in. Macklemore encourages embracing your differences and accepting who you are, as he says â€Å"Its human rights for everybody, there is no difference†¦ Live on and be yourself.† Macklemore proves a point about just how hard it is for us to accept ourselvesRead MoreAnalysis Of Pope Francis And Macklemore891 Words   |  4 PagesPeople, One Meaning Love; it is a very common subject among couples, families, and the general public. Love can be viewed in many different ways with the same meaning. Just like Ben Haggerty, commonly known as Macklemore, his song â€Å"Same Love† sung words about love and equality. Not only Macklemore, but Pope Francis also expressed his own way to spread his message of love. They are the two highest prestige bodies that would be less likely to be compared. Pope Francis and Macklemore share uniquely similarRead MoreSame Sex Marriage Should Be Legalized898 Words   |  4 PagesFinally, in 2015 same sex marriage was legalized in all fifty states. Many arguments have come around about if homosexuality is genetic or if its chosen. Many people think either way and there aren’t many people who are in between thinking that homosexuality is chosen or not. The song â€Å"Same Love† by Macklemore was released in 2015 when all of the media slowed down about homosexuality and after same sex marriage was legalized. So when Macklemore released this song more attention came to same sex marriage

Discipline in Secondary Schools Free Essays

string(149) " some point more affected by the elements of change that they encounter in dealing with other people especially with their peers \(Coon, 1999, 90\)\." Section 1: Introduction 1. 1 Background of the Study The schools and other educational institutions today are facing large problems regarding the issue on the students’ lack of self discipline resulting to under-achievements of the students in the school as well as violence within the school premises. How close are these two issues related to each other? Mostly, the age-stage of which the student enters when he attends secondary school is ranged as the puberty stage of an individual’s growth. We will write a custom essay sample on Discipline in Secondary Schools or any similar topic only for you Order Now According to psychologists, this particular stage of growth introduces an individual to several major decisions that he has to face along the way towards his maturity. Hence, confusion of priorities and aggravation of depression through the environment occurs (Coon, 1999, 88). As reports could attest to this fact, it is not that hard to understand that there is an essential need of restructuring the procedures of the school when it comes to disciplining students who are attending secondary education. This is the reason why the researcher of this paper opted to discuss the issue mentioned. The timeliness of the research would indeed help in solving the problems at present especially with regards the issues of education, discipline and student achievements. 1. 2 Significance of the Problem The problem as mentioned earlier directly affects the achievements of the students in their schools. This means that because of the lack of discipline, the students of the secondary school level face the challenges of being misaligned when it comes to their focus and at some point become highly attracted to drugs and violence. This is the fact when it comes to school procedures. The actual reports that pertain to the said issue are indeed much disturbing and further more alarming to the institutional boards. As most of the schools affected by this dilemma are public educational institutions at [79%] whilst Private schools are affected by at least [45%], it is indeed necessary to identify the reasons behind the incidents that lead to students’ lesser interest in school and a higher rate of attraction towards drugs and violence. Through the proceedings of this particular research, it is expected that the reasons behind the ongoing issue in schools would be further regulated and controlled by institutional administrations through the use of psychological and psychosocial motivation. 1. 3 Research Questions To be bale to attend to the most important issues related to this particular problem, the researcher decided to use the following questions as guidelines for the completion of this particular study: †¢ What are the primary sources of the discipline of the students? Do those sources pertain to the personal or the social connection of the students to the society? †¢ How are students reacting to the discipline that they learn from their homes and from their environment? What are the elements that are so far affecting the vision of the students towards their achievements in school as well as towards their future? †¢ How are drugs and violence related to the effects of lack of discipline among students? These particular questions shall serve as the primary foundation of the study. These questions shall be the settling ground of the researcher in finding the right sources for the completion of this paper as well as deciding on the right method to be used to collect actual data for the validation of this study. 1. 4 Purpose of the Study To add up to the stress that this study places on the topic to be discussed in this paper, the following presentation of the purposes would primarily support the existing statements of the problem to assist in the validation of the facts that are to be presented. The purposes of this study are: †¢ TO assist the ongoing researches on school students’ discipline issues and help the institutions solve the impending results of the said problems. †¢ To make assessments on how the issues could be investigated through the use of psychological assessments and actual-report-based evaluations of the situation. †¢ To strengthen the procedures of student motivation that is already currently used in schools in the society today. The utilization of these purposes within the completion of this study certainly helps in aligning the focus of the researcher. Hence, by doing so, the researcher expects that the focus would be on the cycle of events that involve The source of discipline, the results of the influential elements of the environment to the discipline of the students and the future of the students afterwards. Section 2: Literature Review 2. 1 What Psychology Says and how Anthropology Relates Both psychology and anthropology concentrate on the behavioral study of humans. Through the use of the said studies, the reasons behind the occurring behaviors of students in secondary school could be well identified. With regards the issue on discipline and how it affects the students, Psychologists claim that the situation is much controlled by the upbringing of the students. The original discipline that they receive from their homes are supposed to be the basis of why they act the way they do when they are already mingling with their peers or with the society as it is. (Coon, 1999, 89) Moreover, girls of the same age are differently reacting to the discipline that they receive from their homes compared to that of the boys. Anthropological studies attest to the claims of psychology as the said field of human understanding particularly points out the instance by which the discipline received by students from their homes are directly affected by the elements of the environment when they already begin to mingle with their peers or the society. As mentioned earlier, the effects vary. To young girls, the discipline that they receive from their homes are more likely more evident in their system of dealing with others as young girls are expected to be more emotionally and personally attached to the their families compare to that of the boys who are at some point more affected by the elements of change that they encounter in dealing with other people especially with their peers (Coon, 1999, 90). You read "Discipline in Secondary Schools" in category "Papers" Knowing the sources of the discipline, it is essential to evaluate the claims of both psychology and anthropology through the use of the actual reports that are further presented for better understanding of the readers. . 2 What Actual Reports Say Discipline is one primary element that is highly needed in schools, however, the irony pertains to the fact that it is also the primary element that is lacking in the said system of social connection at present. According to William, of Kenya, things have changed in this regard in Africa too. He said: â€Å"Discipline among the children is on the decline. When I was growing up [he is now in his 40’s], teachers ranked among the most respected people in African society. The teacher was always seen by young and old as a role model. This respect is on the decline. Western culture is slowly influencing young ones, even in rural Africa. Movies, videos, and literature depict lack of respect for authority as something heroic. † (Awake! 1999, 25) Giuliano, who teaches in Italy, laments: â€Å"Children are affected by the spirit of rebellion, insubordination, and disobedience that permeates the whole of society. † (Awake! 1999, 29) Sad to say, drugs have also become a problem in schools—so much so that U. S. teacher and author LouAnne Johnson writes: â€Å"Drug-abuse prevention is part of nearly every school curriculum, starting in kindergarten. Italics ours. ] Children know much more about drugs . . . than most adults do. † She adds: â€Å"Students who feel lost, unloved, lonely, bored, or insecure are most likely to experiment with drugs. †(2002, 51) Amira teaches in Guanajuato State, Mexico. She admits: â€Å"We face problems of violence and drug addiction in the family that directly affect the children. They are immersed in an environment in which they learn foul language and other vices. Another big problem is poverty. Although schooling here is free, the parents have to buy the notebooks, pens, and other materials. But food must come first. † (Johnson, 2002, 59) In the United States, recent shooting incidents at schools have highlighted that gun-related violence is not a minor problem in that land. One report states: â€Å"It is estimated that 135,000 guns are brought to the nation’s 87,125 public schools each day. To reduce the number of guns in schools, officials are using metal detectors, surveillance cameras, specially trained dogs to sniff out guns, locker sweeps, identification tags, and a prohibition against bringing book bags to school. (Teaching in America) Such security measures make one ask, Are we talking of schools or prisons? The report adds that more than 6,000 students have been expelled for taking guns to school. (Johnson, 2002, 29) 2. 3 Impact of the Reports and the Experts’ Claims As it could be noted above, the claims of the experts with regards the behavioral disposition of students in secondary schools are directly connected with the actual results of the reports that have been presented herein. The usage of this researches and reports within this study shall indeed help the researcher find the link between the experts’ analysis of the issue and further more relating it to how and why the actual reports on lack of discipline and violence in secondary schools occur. Section 3: Methodology The researches, reports and literatures that have been pre-reviewed in section two are among the primary sources of the informations that are to be found in this paper. Aside form this; the said researches would also be the primary basis of the methodology that shall be utilized by the researcher to validate the facts that have been presented earlier. As for this matter, the researcher opts to choose survey analysis as an effective source of information on actual evaluation of students that could support both the psychological and anthropological studies that pertain to problem being tackled. 3. 1 Instrumentation and design The questionnaire prepared by the researcher is composed of 50 items that are subdivided into three subsections. The first section which would be 15 items, pertain to the family background of the students. This section shall help the researcher measure the discipline that the students receive from their parents and how that particular discipline impacted their lives in school as they grew older until reaching secondary school level. The second section is composed of 30 questions that are focused upon the social connection of the students with their peers, their teachers and other elemental factors in the society that may affect their behaviors towards their studies and their dealings in school. The third part is composed of five personal questions that asks the students how they view discipline and how they would react to certain situations in school. This section would require the students to answer in paragraphs; while the other sections are multiple choices between (first section) frequently, seldom, never and the choices yes and no for the second part. 3. 2 Respondents The questionnaires are to ask for the gender of the respondents to be able to separate the results. The respondents are expected to be in their secondary school levels and the choosing of the said respondents is random. Whereas, the result would be a collection of opinions from students who are studying in different schools, making the study more factual and general in terms of population sampling. 2. 3 Gathering and Presenting Results To present the data collected through the survey, the results of are to be divided according to the gender of the respondents. The results are then to be calculated and evaluated through averaging method and shall be presented in tables and charts as well as diagrams followed by the explanations and analysis of the figures presented. Through this presentation, the researcher would be able to validate the results in a more effective manner for the completion of this proposed study. 2. 4 Expected Results It is expected that through the implementation and commencement of this study, a deeper understanding of the situation within secondary school level learning, would be derived. By being able to do so, it is also expected that the implementation of the suggested solution to the problems discussed through the context of this study be further applied in educational institutions. Section 4: Conclusion To be able to end the presentation of the problem being discussed in this paper, the researcher plans to present a five-point based summary that would help the readers understand the study deeply after reading the whole context of the research. From the said summarization of the whole idea that the paper deals with, the researcher further plans to give suggestions by which the school administrators could help motivate their students into becoming better individuals who are disciplined to reach their dreams towards the future. Through this study, the researcher further aims to establish a strong conclusion that validates the claim of psychological and anthropological studies that pertain to the reason behind the behavioral disorientation among students at their secondary level of learning. By doing so, the researcher plans to make the readers realize that the importance of discipline in keeping up with the changes of the society is indeed essentially factual for the students who are still attending secondary school as this will set the grounds for them, enabling them of reaching their dreams towards a brighter future for the said young learners. How to cite Discipline in Secondary Schools, Papers

Sports And Aggressiveness Essay Example For Students

Sports And Aggressiveness Essay Sport and aggressive behavior, Do sports create aggressive behavior, or simplyattract people who are already aggressive? Aggression and sport have gonetogether as long as sports have been around, be it the players themselves, tothe parents, coaches, or spectators, they just seem to be an inseparable part ofeach other. The term violence is defined as physical assault based on totaldisregard for the well being of self and others, or the intent to injure anotherperson ( 2. Coakley). Intimidation usually does not cause physical harm, butoften is designed to produce psychological consequences, enabling one person tophysically over power or dominate another. These statements as defined by theauthor, Jay J. Coakley, is what people today have made a must part on sport. We will write a custom essay on Sports And Aggressiveness specifically for you for only $16.38 $13.9/page Order now Pleasure and participation sports absolutely cannot be grouped with power andperformance sports when in relation to aggression.Pleasure sports are simplyplayed for pleasure. Score is usually not kept. The athletes participating areusually on occasion doing it for fun and exercise. A majority of athletes whohave been playing sports since they were little, have probably been pounded intotheir heads that to be successful in sport, you need to be aggressive, and atsome times, unnecessary. Also that to get what you want, you have to go at itwith all force. Not that this is wrong but, this attitude in todays societyhas been a major problem factor to the athletes when they get older, to get intotrouble with the law. Those long-term effects of so called discipline, patternsdevelops these destructive behaviors. (9. Montague) Although some people arestill in belief that aggressive behaviors in all forms, are grounded intoinstincts, but they also relate these actions to sports. Their parents pl ayed,who were known for their aggressive behavior, so the child feels that they haveto live up to that expectation.( 6. Storr) Athletes do have to be aggressive toa point, so that the team can form a strategy to win. There is also a limit toaggression when it turns into violence. People might say that its notaggression or violence, its just adrenaline pumping. Adrenaline isnt evensimilar to violence. Aggression, maybe, but nothing that would be harmful toanyone else. This might be a factor to why contact sports are so popular. Forexample, football, hockey, rugby, wrestling, and boxing. Contrary to predictionsof instinct theory, several studies show that contact sports exist and thrive inthe same societies that have high rates of aggression and violence. Unfortunately, another belief is that contact sports teach discipline,self-respect, and self-defense. (8. May ) Contact sports arent a positive wayto teach these things. Being physically tough helps, but it also needs to beleft on the field when the game is over. This can also lead to the abuse offamily, girlfriends, boyfriends, friends, and any other person who gets in theirway, because athletes use these sports as a way to get their aggressionand angers out. ( 10. Hauser, Powers, Noam ) Others might argue that itsskill, and not in the least way violent. Although we really cant give astraight and to the point answer to the question Is aggression anInstinct? We can say that in man, as in other animals, there exists aphysiological mechanism, when stimulated, it rises both subjective feelings ofanger and to physical changes, which relate to fighting. This is easily set off,and like other emotional responses, it is very stereotyped, and instinctive. Just like one person is like a very angry person; they resemble one another atthe psychological level. The way in which humans adapt to and control theirfeelings of rage. ( 5. Toch) The mechanisms in which these body changes, thefunctions that come about is still completely misunderstood. ( 5. Toch)Experiments from animals show that it appears that there is a small area fromthe base of the brain in which the feeling of anger starts. This, from which issent to the nervous impulses that cause the blood pressure to rise. This area iscalled the hypothalamus. Its function is to coordinate responses like anger. ( 3Diamond) The relationship between anger, rage, and violence, and psychopathologythat is abnormal, or unnatural in human behavior and experience. Peopledemonstrate their anger reactions in different ways. Similar to most humanbehavior, violence has a meaning that it only seems senseless ormeaningless to the extent that we are unable to understand it. Mostviolence starts the fiery human emotions of anger and rage. Not all violentbehavior has its origins in anger and rage; some of it is learned, as mentionedbefore. Some violence is driven primarily by as Friedrich Nietzsche referred asthe will to power. In other words, rage. ( 3. Diamond) Rage is aninstinctual and defensive reaction to severe stress, or physical threat. This isan automatic reflex that people share with animals. This response to seriousthreat is referred to by Walter Cannon as the fight or flight response. Its the first defense for the survival of the species. Any other threat tothe continued physical existence, a person would have the instinct to try toleave, or if they cant, then physically defend them by attacking the sourceof the threat. ( 7 . Hawkins, Fredman ) Relating to the fact that men are moreaggressive than women are, studies shown in several cases those testosteronelevels in young men especially are. The high levels of endogenous testosteroneseem to encourage behavior apparently intended to dominate, to enhance onesstatus over other people. ( 9. Montague) Sometimes aggressive behavior isaggressive, its apparent intent being to inflict harm on another person, butoften dominance is expressed nonaggressively. Measurement of testosterone at asingle point in time presumably indicator of a mans basal testosterone level,predicts many of these dominant behaviors. Numerous animal experiments, this oneparticular to rodents, show that raising testosterone increases aggressiveness. .uc2897206090d1bb9463e198bf4ea0e28 , .uc2897206090d1bb9463e198bf4ea0e28 .postImageUrl , .uc2897206090d1bb9463e198bf4ea0e28 .centered-text-area { min-height: 80px; position: relative; } .uc2897206090d1bb9463e198bf4ea0e28 , .uc2897206090d1bb9463e198bf4ea0e28:hover , .uc2897206090d1bb9463e198bf4ea0e28:visited , .uc2897206090d1bb9463e198bf4ea0e28:active { border:0!important; } .uc2897206090d1bb9463e198bf4ea0e28 .clearfix:after { content: ""; display: table; clear: both; } .uc2897206090d1bb9463e198bf4ea0e28 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc2897206090d1bb9463e198bf4ea0e28:active , .uc2897206090d1bb9463e198bf4ea0e28:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc2897206090d1bb9463e198bf4ea0e28 .centered-text-area { width: 100%; position: relative ; } .uc2897206090d1bb9463e198bf4ea0e28 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc2897206090d1bb9463e198bf4ea0e28 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc2897206090d1bb9463e198bf4ea0e28 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc2897206090d1bb9463e198bf4ea0e28:hover .ctaButton { background-color: #34495E!important; } .uc2897206090d1bb9463e198bf4ea0e28 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc2897206090d1bb9463e198bf4ea0e28 .uc2897206090d1bb9463e198bf4ea0e28-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc2897206090d1bb9463e198bf4ea0e28:after { content: ""; display: block; clear: both; } READ: Greek Gods EssayThis is in relation to the dominance and antisocial behavior related to theindividuals. An individual can be said to act dominantly if its apparentintent is to achieve or maintain high status, to obtain power influence, orvalued prerogatives. Rodents do typically dominate aggressively, but it isnttrue of humans. Much of interpersonal behavior is overtly or subtly concernedwith managing dominance and subordination without causing physical harm. It isharder to identify instances of aggression of a dominating motives, thingsrelated to religious sacrifices. It is understood that motivations are differentfrom different situations for dominance and aggression. ( 1. Felson, Tedeschi)Clinical science assumes that all men are capable of bloody destructiveness. Itmaintains that image with most people who do away with their hatreds and, andalthough There are some instances where this effort fails. Some people are soshy about their aggressiveness that when they are provoked in the least littleway, they become so violent that they are unbearable. Even a slight review ofviolent conduct suggests that violence isnt blind, and random. Members offighting gangs are frequently nonviolent when separated from their members. Manyextremely dangerous people seem to specialize in certain areas of victims. Thisis in relation to taking the aggressiveness off the field. There is sometimes arelationship between being violent and being socially improper. Violence usuallytakes place in certain circles, certain settings, and on certain occasions. Ifviolence is really blind and random, its hard to understand why we shouldfind so much in specific situations. Does a man assault his wife rather than theathlete who messed up simply because shes available? Violence cant beassociated with angry explosions. There is shape and form to violence. Patternsof destructiveness show consistently, and they relay from person to person. Asfor each of us, violence seems to be tied to a restricted range of lifesituations. It seems to reflect purpose, and implies the presence of hiddenmeanings. So, how do we satisfy it? How is it provoked? How do violent peoplefunction? (4. Stepansky) The level of testosterone circulating in thebloodstream may affect dominating or aggressive behavior by activating receptorsin organs or the nervous system. Focusing on young males who have passed throughpuberty. There are associated reports that show a relatively high level oftestosterone with dominant, aggressive, or antisocial actors including severalstudies of men in jail. The scientists found that no significant testosteronedifference between those who fought in prison, and those who did not, betweenthe ages of 18 to 35. However, prisoners with a prior record of violence andaggression related crimes, they had a significantly higher testosterone levelthan those without a history. In the age group of 18to 45, sorted into the samegroups, those with chronic aggressive behavior, those socially dominant withoutphysical aggressiveness, and those who were neither aggressive or dominant,their testosterone levels were not significantly different between theaggressive and dominant groups, but they also had significantly highertestosterone than the group that was either aggressive or dominant. (7. Hawkins,Fredman) A similar study was tested on college hockey players. ( 1. Felson ,Tedeschi) They studied 14 male college players ages 18 to 23, and found asignificant correlation between testosterone and coach ratings of playersaggressiveness in respond to threat. Another study was done on four malephysicians. Ranging from ages to 23 to 38, they were confined on a boat for a two week holidaycruise. The testosterone level to be correlated with thephysicians assertiveness and dominant behavior, as ranked by three women onthe boat. Overall, there is considerable evidence from a variety of settingsthat in men, circulating testosterone is correlated with dominant or aggressivebehavior, and antisocial norm breaking. Correlation doesnt imply any reason,and the question is still being pondered, Is high testosterone a cause ofdominant and antisocial behavior? ( 9. Montague) There has also been argumentwhether or not that women can be as aggressive and dominant as men. Despiteconsiderable speculation that testosterone is associated with aggression orstatus in women, the literature is few and far between. Scientists report thattestosterone levels in 55 women increased the status of their occupations. Another study was done with women who were patients in a neurological clinic,found significantly higher testosterone levels among relatively aggressivepatients compared to less aggressive ones, but they also differed in diagnois,and making the comparison suspect. ( 5. Toch) The issue of sex differences hasbeen addressed by asking how men and women respond to an identical competitivesituation. Testosterone was given by saliva to young men and women before,during, and after competing with a same sex partner in a video game. Thehormonal response to the competition was different in each sex. Males showed theusual pre contest rise in testosterone, but females did not. Males did notshow the usual result that testosterone levels of winners is higher than that oflosers, apparently because the video game produced no mood difference betweenmale winners and losers. A mood difference was produced between female winnersand losers, but the female showed no specific response to the competition. The seresults show that the outcome of the competition on testosterone specific tomen. (7. Hawkins, Fredman) From laboratory results and athletic studies, thetestosterone level rises in men awaiting a contest, regardless of the eventualoutcome contest. Generalizing to the street, hormone levels should be elevatedin young men who are constantly against assaults on their reputations. Ofcourse, testosterone level is also affected by the outcome of the contest, sopersistent losers might be hormonally depressed, but most men, those with mixedoutcome or better, should have elevated testosterone level. ( 3. Diamond)Leaving behind the historic roots of the South, there may be a generalhypersensitivity to insult in any subculture that is, or once was organizedaround young men who are constantly constrained by traditional community agentsof social control, as after occurs in frontier countries, gangs, amongbohemians, and after social breakdown or natural diseases. When young men placespecial emph asis on protecting their images and reputations, and they are notrestrained from doing so, dominance contests become necessary, the hallmark ofmale to male interaction. ( 5. Toch) To interpret racial differences intestosterone, a comparison of black and white boys ages 6 to 18 years, mostlypreteens, showed no significant race different in testosterone. By adulthood,black males do have significantly higher testosterone levels than white males,possibly reflecting the higher defensive demands on black men during adulthood. .uc3457fd124c3820f6c1df9b8bd0becd1 , .uc3457fd124c3820f6c1df9b8bd0becd1 .postImageUrl , .uc3457fd124c3820f6c1df9b8bd0becd1 .centered-text-area { min-height: 80px; position: relative; } .uc3457fd124c3820f6c1df9b8bd0becd1 , .uc3457fd124c3820f6c1df9b8bd0becd1:hover , .uc3457fd124c3820f6c1df9b8bd0becd1:visited , .uc3457fd124c3820f6c1df9b8bd0becd1:active { border:0!important; } .uc3457fd124c3820f6c1df9b8bd0becd1 .clearfix:after { content: ""; display: table; clear: both; } .uc3457fd124c3820f6c1df9b8bd0becd1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc3457fd124c3820f6c1df9b8bd0becd1:active , .uc3457fd124c3820f6c1df9b8bd0becd1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc3457fd124c3820f6c1df9b8bd0becd1 .centered-text-area { width: 100%; position: relative ; } .uc3457fd124c3820f6c1df9b8bd0becd1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc3457fd124c3820f6c1df9b8bd0becd1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc3457fd124c3820f6c1df9b8bd0becd1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc3457fd124c3820f6c1df9b8bd0becd1:hover .ctaButton { background-color: #34495E!important; } .uc3457fd124c3820f6c1df9b8bd0becd1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc3457fd124c3820f6c1df9b8bd0becd1 .uc3457fd124c3820f6c1df9b8bd0becd1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc3457fd124c3820f6c1df9b8bd0becd1:after { content: ""; display: block; clear: both; } READ: Macbeth 2 Persuasive Essay( 10. Hauser, Powers, Noam) The reciprocal linkage between hormones and behaviorsuggests that if testosterone levels among young men in the inner city arehighlighted by their constant defensive posture against challenge and these highhormone levels in turn encourage further dominance contests. Feedback betweenchallenge and testosterone may create a various circle, sometimes with lethaleffects.(7. Hawkins, Fredman) During puberty, the effects of testosterone onbehavior appear to work primarily through long term reorganizations of the bodyand neurohormanal system, and only secondary through short term activation. Bythe end of puberty, usually around 16 years, the body is nearly at its adultform so behavior is affected primarily by the level of testosterone circulatingin the blood stream, which can activate steroid receptors. (10. Hauser, Powers,Noam) There is a string correlation and experimental evidence that testosteronelevels respond in predictable ways both before and after competitions forstatus. First, testosterone rises shortly before a competitive event, as ifanticipating the challenge. Second, after the conclusion of competition,testosterone levels in winners rises relative to that of losers. Testosteronealso rises after status evaluations, and it falls after status demotions, Theseeffects require the presence of appropriate mood changes. Limited evidencesuggests that this pattern of testosterone responses is specific to men. ( 4. Stepansky) As these studies have suggested, aggression in sport is there, butthe men mainly showcase it. Aggressive people are attracted to contact violentsport competitions, to where they can fit in while being violent. On the otherhand, sports can create aggressive behaviors that could lead to worse things. Women can and will showcase this, but as said before, men show a stronger caseof it. Things of this nature have been going on for centuries, every since thebeginning of sport, unfortunately, if these behaviors arent controlled, theyoung children might be the ones to suffer by an outcome that nobody wants tosee, doing away with sports in general. 1977 5. Violent Men; an inquiry into thepychology of violence, Hans Toch 1969 6. Human Aggression, Anthony Storr 1968Bibliography1. Aggression and Violence, social interactionists perspectives. , Richard B. Felson and James T. Tedeschi 1993 2. Sport in Society, Issues and Controversies6th edition, Jay J. Coakley 1998 3. Anger, Madness, and the Daimaonic; thepyschologists genesis of Violence, evil and creativitiy. Stephen A. Diamond 19964. A History of Aggression Freud, Paul E. Stepansky 1977 5. Violent Men; aninquiry into the pychology of violence, Hans Toch 1969 6. Human Aggression,Anthony Storr 1968 7. The Creation of Deviance, Interpersonal and organizeddeterminants, Richard Hawkins, Gary Fredman, 1975 8. Power and Innocence, RolloMay 1972 9. Man and Aggression, Ashley Montague 1968 10. Adolescents and theirFamilies , Paths of Ego Development, Stuart T. Hauser, Sally I. Powers, Gil G. Noam 1991Sports and Games

Free Essays on Disney Co

Euro Disney’ marketer’s before entering a market as in this case has been the European market should have scanned the environment. By scanning the environment they should analyze the mega-environment as well as the task environment for possible opportunities and threats . Yet, a close attention could have been paid to their strength and weaknesses inside the company. Indeed, the consideration about any trends should have been incorporated in their environment analysis. In this case there has been a recognition of a trend, which is the trend of people going to theme parks during the weekends for entertainment of them as well as their children. Also here is an existing need for entertainment of this kind. Therefore, an opportunity exists in the European market that Euro Disney could have taken advantage of. However, their failure to pick up signals from the macro environment and microenvironment as well as to position their product accordingly, had negative effects on their operations. A further analysis of their macro and micro environment highlights their malfunction. MACRO ENVIRONMENT (P.E.S.T) The components of the macro environment are the political-legal environment, the economic environment, the socio-cultural environment, and the technological environment in which Euro Disney operates. Political-legal environment: Euro Disney’s decision to open its Theme Park near Paris has caused a negative publicity in the sight of many French politicians. In fact, they have objected the existence of Theme Parks in the center of their French culture since the park has been viewed as a visible symbol of the U.S. culture. Although Euro Disney marketers probably choose this location, in particularly France, due to the fact that is the center of Europe and could most probably be the most convenient place for people to arrive and settle in their hotel to be entertained. For instance, people from all over Europe could travel quickly t... Free Essays on Disney Co Free Essays on Disney Co Euro Disney’ marketer’s before entering a market as in this case has been the European market should have scanned the environment. By scanning the environment they should analyze the mega-environment as well as the task environment for possible opportunities and threats . Yet, a close attention could have been paid to their strength and weaknesses inside the company. Indeed, the consideration about any trends should have been incorporated in their environment analysis. In this case there has been a recognition of a trend, which is the trend of people going to theme parks during the weekends for entertainment of them as well as their children. Also here is an existing need for entertainment of this kind. Therefore, an opportunity exists in the European market that Euro Disney could have taken advantage of. However, their failure to pick up signals from the macro environment and microenvironment as well as to position their product accordingly, had negative effects on their operations. A further analysis of their macro and micro environment highlights their malfunction. MACRO ENVIRONMENT (P.E.S.T) The components of the macro environment are the political-legal environment, the economic environment, the socio-cultural environment, and the technological environment in which Euro Disney operates. Political-legal environment: Euro Disney’s decision to open its Theme Park near Paris has caused a negative publicity in the sight of many French politicians. In fact, they have objected the existence of Theme Parks in the center of their French culture since the park has been viewed as a visible symbol of the U.S. culture. Although Euro Disney marketers probably choose this location, in particularly France, due to the fact that is the center of Europe and could most probably be the most convenient place for people to arrive and settle in their hotel to be entertained. For instance, people from all over Europe could travel quickly t...

SAT Literature Subject Test Information

SAT Literature Subject Test Information    When some people hear the word, Literature, they cringe out of habit. Literature makes things like movies, magazines, books and plays – stuff you actually want to enjoy – seem stuffy or out of date. But, if youll remember that the term is just a fancy way of saying, entertainment it wont be so daunting when its time to be tested on something like the SAT Literature Subject Test. Note: The SAT Literature Subject Test is not part of the SAT Reasoning Test, the popular college admissions exam. Its one of the many SAT Subject Tests, which are also offered by the College Board. SAT Literature Subject Test Basics So, what should you expect when you register for this SAT Subject Test? Here are the basics: 60 minutes60 multiple-choice questions based on 6 to 8 different literary passages200-800 points possible SAT Literature Subject Test Passages The SAT Literature Subject Test is very narrow in its scope. Remember, this is a Literature test, not a reading test, which is quite different. You will not be reading nonfiction like excerpts from memoirs, passages from biographies or samples from textbook. Nope! These six to eight passages of literature excerpts will look like this: The Genres: Approximately 3-4 of the passages will be prose (excerpts from novels, short stories, and essays).Approximately 3-4 of the passages will be poetry (either complete or shortened if the poem is long).Approximately 0-1 of the passages could be drama or other forms of literature (legends, fables, myths, etc.). The Sources: Approximately 3-4 of the passages will come from American Literature.Approximately 3-4 of the passages will come from British Literature.Approximately 0-1 of the passages could come from literature from other countries. (Indian, Caribbean, and Canadian excerpts have been used in the past.) The Age of the Passages: 30% of the passages will come from the Renaissance or 17th century.30% of the passages will come from the 18th or 19th century.40% of the passages will come from the 20th century. SAT Literature Subject Test Skills Since this is a Literature test, and not merely your average reading exam, youll be required to do a lot of analytical thinking about the passages youre reading. Youll also be expected to understand the basics about literature, itself. Heres what you should brush up on: Common Literary and Poetic TermsNarrators and Authors ToneMeaning and Vocabulary in Context Word Choice, Imagery, MetaphorThemeCharacterizationBasic Plot Structures Why Take the SAT Literature Subject Test? In some cases, it wont be a matter of choice; youll have to take the SAT Literature Subject Test based on the requirements of the program in which youre choosing to apply. You must check with your programs requirements to see if youre one of the lucky applicants that must sit for the test. If a particular program doesnt require the test, then some people choose to take the exam to show off their skills if theyre masters in Literature. It can really give your application score a boost if your SAT Lit score is through the roof. How to Prepare for the SAT Literature Subject Test Mostly, if youve done really well in your 3-4 years of Literature-based classes in high school, love to read outside of class, and can usually understand and analyze whats going on in various literary passages, you should do just fine on this exam. For those of you who have to take the test and Literature isnt your strongest suit, then Id definitely recommend hitting up your English teacher for some extra assignments to help you get better at analyzing the material. Good Luck!

Formation of International contract in the ( CISG ) under actical Essay

Formation of International contract in the ( CISG ) under actical 1224,8,9,11,29 - Essay Example It may be noted that a contract essentially contains two elements: Agreement and enforceability by law. An agreement is defined as 'every promise and every set of promises forming consideration for other.' This essentially means that there should be an offer and acceptance to form an agreement. It is important that before an agreement is finalized there should be a Consensus ad idem (Consensus to the matter) between the two parties. Both the contracting parties should 'say and mean the same' without which there cannot be a contract (Bharadwaj). The other element of contract, enforceability by law, emphasizes the importance of intention to create a legal obligation or duty to perform or abstain from performing certain act(s). These acts could relate to social or legal matters. The initial efforts to develop a uniform law of international sales began in 1930 under the auspices of the International Institute for the Unification of Private Law (UNIDROIT). UNIDROIT submitted two draft conventions: the Convention Relating to a Uniform Law on the International Sale of Goods (ULISG or ULIS) and the Convention Relating to a Uniform Law on the Formation of Contracts for the International Sale of Goods (ULFC or ULF). ... Although both draft conventions were adopted at a 1964 Diplomatic Conference in The Hague, many states, including the United States, did not ratify them. Some of the criticisms expressed were that the provisions primarily reflected the legal traditions and economic realities of continental Western Europe (Germain). There is a distinction between a sale and an agreement to sell. This distinction between a sale and an agreement to sell can be summarized as follows: 1. A contract which contemplates transfer of title to goods to the buyer immediately is a sale while a contract which does not contemplate a transfer of title to goods immediately is an agreement to sell. 2. A contract of sale is an executed contract. It involves a contract plus a conveyance of the property. When the property is transferred, the rights and liabilities attached to the goods are also transferred. An agreement to sell, on the other hand, is an executor contract. The property in the goods does not pass until a certain time has lapsed or until a certain condition is fulfilled. 3. In an agreement to sell, the seller remains the owner of the property until it is actually transferred to the buyer at a future point of time. However, in a contract of sale, the buyer becomes the owner immediately and all the risks attached to the goods are passed on to him irrespective of the fact whether the goods are delivered to him or not and whether the price is paid or not. 4. In an agreement to sell, the seller agrees to sell the goods for a price and the buyer agrees to buy the goods for a price. In a contract of sale, the seller sells the goods to the buyer for a price. 5. The consequences of a breach of an agreement to sell is as follows: a. In case the buyer defaults, the seller may sue for

Civil and Environmental Engineering Essay Example | Topics and Well Written Essays - 2000 words

Civil and Environmental Engineering - Essay Example This is trend going to be more so in the future and civil engineers need to know how to deal with this issue (Seracino, 2006). Apparently, the trend is familiar in the modern world as can be seen in Dubai. Dubai, one of the most popular emirates of the United Arabs Emirates has set the trend where buildings are not built to only serve a technical function, but are also a cultural statement (McCuen, Ezzell & Wong, 2011). This aspect of civil engineering has brought with it more challenges to the civil engineers who in the modern world have to execute civil engineering projects that are far more complex than the technical aspects. This trend might not disappear soon. As such, civil engineers in future will be required to be more creative and more resourceful in executing their projects. Civil engineering is going to take a new turn where it will have a more social and cultural aspect. Architects are forever coming up with more complex designs which the civil engineers will have to impl ement and that are becoming a challenge. Modern civil engineers also have to be able to look at the ways they have to control the budget. As a matter of facts, numerous issues make the modern civil engineer to be good financial manager. To begin with, as Fellin (2004) modern customers are more aware of the cost of construction and are likely to offer fewer funds than it was in the early years. When a modern civil engineer gets a project, whether from the government, a firm or an individual, they are likely to get more resistance when asking for the funding of the project. In this regard, the civil engineer must be a good negotiator in order to get things done Hansen and Zenobia (2011). He or she must be able to negotiate with the financiers of the project and must also be able to negotiate with other stakeholders in the industry. Where the civil engineer is involved in the procurement of materials and other resources such

Bilingualism and the effects of third language acquisition

Bilingualism and the effects of third language acquisition Since the early 1920s, much research has been done on bilingualism, with the earliest investigations finding mainly negative cognitive effects attributed to bilingualism (Pintner Keller, 1922; Saer, 1923). However, ever since Peal Lambert (1962) counter-claimed that bilinguals actually do perform better in certain cognitive tasks (e.g. symbolic manipulation types of non-verbal tasks), more recent studies have solidified the current view that bilingualism enhances ones cognitive flexibility and metalinguistic awareness. Yet, most research on language acquisition only focuses on one target language and neglects other languages already acquired or are being acquired by the learner. Research on third language acquisition (TLA) or the acquisition of additional languages (AAL), which attempts to fill this gap by bringing together the two traditionally detached fields of bilingualism and language acquisition, has only begun to accelerate during the late 1990s (Cenoz, 2008; Falk Bardel 20 10). The effect of bilingualism on TLA is one of the main areas of interest in research concerning third language (L3) studies. In order to sufficiently answer this question, we would have to define what we mean by bilingualism and third language acquisition. Different linguists define bilingualism differently over a broad spectrum, from the maximalist view of equal native-like competency in two languages to the minimalist interpretation of a minimal competency in two languages. For the purpose of this paper, we will define bilingualism as the ability to communicate effectively in two languages. Similarly, henceforth, third language acquisition will be defined as the process of learning and acquiring of a non-native language in a secondary context (i.e. language is acquired in a structured setting) by a learner who have already acquired two other languages previously. General consensus today prescribes to the notion that bilingualism brings about various cognitive benefits. It can be postulated that third language learners have a distinct advantage over second language learners due to their enhanced cognitive capabilities brought about by their bilingualism. Hakuta Bialystok (1994) wrote that the knowledge of two languages is greater than the sum of its parts. Most studies tend to indicate advantages in bilinguals over monolinguals in language acquisition, especially when the learners bilingualism is additive rather than subtractive (Cenoz, 2003). While there are numerous other factors affecting TLA including language similarity, L1/L2 influences, L1/L2 proficiency, recency of use, language status, role of Universal Grammar, cross-linguistic influences, early multilingualism and age of TLA (De Angelis 2007; Cenoz, 2008), we will be focusing solely on the effects of bilingualism on TLA. In particular, we will be discussing the effects of meta-ling uistic and meta-procedural gains on TLA due to bilingualism. Bilinguals have shown to display cognitive flexibility and enhanced metalinguistic awareness over monolinguals, and this in turn enhances bilinguals TLA (McLaughlin Nayak, 1989; Cenoz, 2003). Studies of bilingual children have shown bilinguals to have higher scores in tests targeting creative or divergent thinking. Research has also shown bilinguals to possess better abilities to control and utilise linguistic knowledge and to have an overall predisposition in word awareness tasks (Cummins, 1991; Bialystok, 2001). Furthermore, in Cummins (1991), the interdependence hypothesis was proposed which suggested that skill transfers take place from a bilinguals L1 into L2. One can only assume that these enhanced cognitive and metalinguistic abilities would have a positive effect in a bilinguals acquisition of a L3. It can also be logically deduced that the skill transfers from L1 into L2 based on the interdependence hypothesis can also occur from a L3 learners L1 and L2 into the L3. In an e ffort to further this hypothesis, De Angelis (2007) wrote that TLA differ significantly from second language acquisition (SLA) due to the fact that L3 learners can transfer linguistic elements from their prior knowledge in both L1 and L2, and this gives L3 learners an advantage over L2 learners. Studies have also shown that L3 learners often leverage upon their access to two different linguistic systems during the process of TLA (Herdina Jessner, 2002). All these suggested that the enhanced cognitive and metalinguistic abilities a bilingual possesses positively affects the acquisition of a L3. Enhanced cognitive abilities are not the only skills transferable during TLA. Syntactic transfers have also been shown to occur in L3 leaners. Different languages have different syntactic rules, and most bilinguals would have had access to the different syntactic rules governing the different languages they know (assuming that the two languages are syntactically dissimilar). This knowledge of two different sets of syntactic rules would assist a bilingual in the learning of a L3. Flynn, Foley Vinnitskaya (2004) proposed that language learning is cumulative in the Cumulative-Enhancement Model, suggesting that each language learned previously influences and enhances subsequent language learning, adding to a cumulative advantage for third and additional language learners. However, a more recent study by Bardel Falk (2007) on Swedish and Dutch L3 learners found only positive transfers of syntactic properties from L2 but not L1 in the learning of a L3. It was additionally proposed that i n L3 acquisition, the L2 acts like a filter, making the L1 inaccessible. If the above researches holds true, bilingualism could have either a positive or negative effect on third language acquisition depending on the learners L2. If the L2 is syntactically similar to the L3, the L3 learner would experience positive transfers of the syntactic properties of L2 into L3, aiding the learners acquisition of L3. Conversely, if the L1 but not the L2 is syntactically similar to the L3, the L3 learner would not be able to access the benefits of his knowledge in his L1 that he would otherwise have been able to reap had there not existed an L2 to act as a filter. Nevertheless, both studies while disagreeing on the existence of syntactic transfer from a L3 learners L1, agreed that they both found no negative (only positive or neutral) transfers regardless of the similarity or dissimilarity of the L3 learners L2. Therefore, irrespective of the fact that syntactic transfer from L1 occurs or not, bilinguals would have an advantage (or at least no disadvantage) in languag e learning as compared to monolinguals. Similarly, studies have also proved that transfers in the bilinguals knowledge of different orthographic systems give the bilingual an advantage in TLA. While numerous languages in the world are similar orthographically, many written languages have vastly different orthographic systems. In many cases, a learner of an additional language would need to learn a new orthographic system. Abu-Rabia Sanitsky (2010) compared students with knowledge in two orthographies (Hebrew and Russian) against students with knowledge in only one (Hebrew) in the acquisition of English as an additional language. While the results found that transfers of orthographic skills occurred in both groups of students, the learners who were familiar with two orthographic types outperformed those with knowledge in only one type of orthography. It was also noted that the rich orthographic experience in different orthographies is an advantage for trilingual speakers. However, numerous studies have found limited orthog raphic transfers when two vastly different orthographic systems were involved (e.g. Wang, Perfetti Liu, 2005 on Chinese-English; Wang, Park Lee, 2006 on Korean-English). In particular, Bialystok, Luk Kwan (2005) compared Spanish-English, Hebrew-English and Chinese-English bilinguals with monolinguals, and found that all three groups of bilinguals obtained higher levels of literacy than the monolinguals. They also found that Spanish-English and Hebrew-English bilinguals had a greater advantage than Chinese-English bilinguals (Spanish and Hebrew are both written alphabetically albeit in different scripts; Chinese is written logographically). While evidence shows that bilinguals would have an advantage in TLA due to orthographic transfers, the magnitude of such gains would be dependent on the similarities (if any) of the orthographies involved. It can be assumed that as the benefits of orthographic transfers exist due to the bilinguals enhanced awareness of different orthographic and script systems, bilinguals who use the same orthography and script in both L1 and L2 would find little or no advantage over monolinguals in the acquisition of an additional language which uses a different orthographic system. The same bilingual would however experience benefits in learning a L3 which uses the same or similar orthography and script as both the L1 and L2. However, what remains to be researched is the amount of orthographic transfer when the L3 is orthographically similar to either but not both the L1 and L2. It would also be interesting to find out if the filtering effect as proposed earlier by Bardel Falk (2007) on blocking o f syntactic transfers from the L1 by the L2 likewise holds true for orthographic transfers. TLA is similar to SLA in many ways, but yet it has been reported that language learners benefit from not only meta-linguistic gains but also from meta-procedural gains from prior language learning experiences. A study by McLaughin Nayak (1989) speculated that expert learners use different information-processing strategies and techniques than do more novice learners, and noted that multilinguals use a wider range of strategies and are more flexible in language learning than monolinguals. Similarly, Kemp (2007) showed that multilinguals experience in language learning helps them formulate better learning strategies which speeds acquisition through freeing up working memory. Kemp further noted that the number and frequency of strategies used in language learning is positively related to the number of languages the language learner already knows. From this, we can conclude that the more languages a person knows, the easier it will be for him to acquire an additional language. We can thu s deduce that bilingualism gives the bilingual an advantage in L3 acquisition brought about by the prior language learning experience. However, most studies on L3 learners meta-procedural gains have compared L3 learners with L2 learners, neglecting the differences between L3 learners who are simultaneous or sequential bilinguals. For L3 learners to reap the benefits from meta-procedural gains, logically, the learner must have had prior textbook learning of a language. Simultaneous bilinguals who grew up learning two languages simultaneously in a naturalist setting would not have had prior language learning experiences to tap upon. Further studies on TLA comparing simultaneous and sequential bilinguals would fill this gap and offer additional evidence of such meta-procedural gains if results prove that sequential bilinguals perform better in TLA over simultaneous bilinguals. During the course of this paper, we have discussed how, more often than not, bilingualism has shown to exhibit positive effects on the acquisition of a L3 be it meta-linguistically or meta-procedurally. It has to be noted that while most studies conducted on the effects of bilingualism on TLA tend to claim advantages for bilinguals, not all reports on the effects of bilingualism on third language acquisition is positive. Some studies have instead shown no significant advantages in TLA by bilinguals (Soler, 2008). Cenoz (2003) further pointed out that even if bilingualism has an effect on third language acquisition, it does not have to affect all aspects of third language proficiency in the same way, and different conclusions can be drawn depending on the dimension of language proficiency taken into consideration. Moreover, in Del Puerto (2007), it was pointed out that balanced bilinguals tend to perform better than less balanced bilinguals in third language learning. In other words, the degree of proficiency in L1 and L2 must also be taken into account when evaluating the effects of bilingualism on third language acquisition. Logical reasoning would direct that a bilingual who is less proficient in or is suffering from language attrition in either of his languages would perform less impressively than a balanced bilingual. As Del Puerto (2007) aptly sums it, third language acquisition is an exceedingly complex process and a multicausal phenomenon than can be affected by multifarious factors. We have but discussed some of the effects of bilingualism on third language acquisition, but the multitude of causal factors involved in third language acquisition means that much more can be discussed on this subject.

Analyses of ‘Thank You M’am’ Essay

‘Thank You M’am’ is a short story which is written by Langston Hughes. The story takes place in the USA, in the street and in the woman house, where we meet Mrs Luella and Roger. In this article I am going to analyse this short story. At first I will summarise its plot, then I will discuss the main theme on it, and comment on the main characters and some literary devices. ‘Thank You M’am’ is about a boy called Roger and a large woman Mrs Luella Bates Washington Jones. At eleven o’clock at night, the boy tries to snatch the woman’s pocketbook. But as he grabs the purse behind, the strap brakes, he loses his balance and fall son his back on the sidewalk. Mrs Luella simply turns and kicks him, while he lies down. She shakes roger and commands him to pick up her purse. After having a little talk with him, she decides to take him home to her house by dragging him. She gets him washed and fed. Then he admits that he wants to steal money , so he could by a pair of blue suede shoes. Afterwards they have a conversation about her job. Right before Roger leaves, Mrs Luella gives him ten dollars. Roger wants to say something other than Thank you madam, while he tries to find the right words, she shut the door. The story stretches over a few hours, and it is set in a big city in America, most likely New York according picture’s information on p. 163 and the currency dollars are mention too. I will also say that it is probably in the late 1950s or in the beginning of the 1960s, because this story is from a book which was published in 1963, the suede shoes indicate that it was at that period, since they were very popular then. In my view, the main them of the story is life lessons and mentors. The message is treat others the way you want to be treated. In this story Mrs Luella Bates Washington Jones is a mentor; she wants to teach and provides advice in a kind manner that he can learn from his mistakes. She takes the role as his mother ‘you aught o be my s on. I will teach you right from wrong’. They had something in common, she understands him and she actually admits to a stranger that she also did things when she was young, and she is not proud of ‘I have done things, too, which I would never tell you, son-neither tell God, if he did not already know’. The main characters, as we see, are Roger and Mrs Luella Bates Washington. On the first paragraph we get to know Roger, he is obviously not a very large or a strong man, nor very skilled in the art of stealing purses. This depicts his size and inexperience as a criminal. He lives along as we know, when he replays Mrs Luella that he gets nobody home. A dirty boy dressed in blue jeans and tennis shoes. An honest person he answers â€Å"Yes†, when Mrs Luella asks him if he is going to run, and that he needs money to buy a pair of blue suede shoes. He wants to be trusted, when he sits away from the purse (p. 165 the second paragraph). Mrs Luella Bates Washington Jones, we get closer her in the beginning of the story, especially in the first paragraph, when the author gives a description which makes her seems strong, confident and unafraid of the night, not only a large woman. She lives in a flat with other roomers, but we do not know about her family. She works late in a hotel’s beauty shop. Mrs Luella shows the compassion for the boy, she does not take him to the police, even though he attempts her purse. She is presented as an active and dominant character. The story is told by the third person, a person who observes and describes all things happen in the story. We know just what the protagonists say to each other, no one’s thoughts are declared. The author uses non-standard English in the story to get it more living and more reliable. It is a kind of slang that Americans use especially African American. In my point of view, the climax is in the end of the text, when Mrs Luella Bates gives Roger ten dollars. He simply shocks and gets other thoughts about her. He feels guilty for trying to steal her pocketbook, he apologizes ‘Lady, I am sorry’. She cares and feels sorry about him, although she does not know him. She leads him down the hall and opens the door for him, then she says ’God night, behave yourself, boy.’ In the end, I will simply say that this story is relevant nowadays, because some countries still have this problem. Some people steal to satisfy their needs only. So therefore this story is a good example to these people. It teaches how they can fulfil their wishes without stealing.

How to Distinguish Female Lobsters From Males

Want to know the sex of a lobster you have caught or are about to eat? Here are several ways to tell: Lobster Anatomy Lobsters have feathery appendages called swimmerets, or pleopods, underneath their tails. These swimmerets help a lobster swim and are also where a female lobster  (sometimes called a hen)  carries her eggs. Swimmerets also can clue you in to the sex of a lobster. The first pair of swimmerets (the pair closest to the head) just behind the walking legs point up toward the head. They are thin, feathery, and soft on a female  but hard and bony on a male. Also, the female has a rectangular shield between her second pair of walking legs, which she uses to store sperm after mating with a male. This is where the male inserts those hard swimmerets during mating, releasing sperm that the female stores. When its time to release her eggs, they flow past the sperm and are fertilized. The female stores these eggs under her abdomen (tail) for 10 to 11 months.   Because they carry eggs, females tend to have a wider tail than males. Females carrying fertilized eggs arent usually harvested, but inside a female lobster you might find unfertilized eggs, or roe. They are green when fresh and bright red after the lobster is cooked. (They are also called coral because of the color.) These can be eaten.  Females can carry up to 80,000 eggs at one time.   Courting Ritual Despite their ferocious appearance, lobsters have a complex courtship ritual that is often described as touching.  Males and females mate after the female molts. The males live in caves or dens, and as her molting time draws near, a female visits the dens and wafts a pheromone toward the male via her urine, which is released from openings near her antennae. The male energetically beats his swimmerets. Over a few days, the female approaches the den and checks out the male. They eventually initiate a mock boxing match and the female enters the den. During molting the female is vulnerable—she is very soft and takes at least half an hour to be able to stand—so the male protects her. At this point the male rolls the female over onto her back and transfers the sperm packet, or spermatophore, to the females seminal receptacle. The female holds her eggs until she is ready to fertilize them.   Spiny Lobster Sexing Spiny lobsters (rock lobsters) are usually sold as tails, rather than live, so you might not get a chance to try out your lobster sexing skills at a market that sells spiny lobsters.  However, these lobsters also can be sexed using the swimmerets on the underside of their tails.   In females, the swimmerets on one side might overlap those on the other. You might also see a dark patch, where the spermatophore is located at the base of her last pair of walking legs. They might also have claw-shaped pincers at the end of their fifth pair of walking legs that help hold the eggs.  Roe mmight be found inside whole spiny lobsters. Sources: Lobsters, Gulf of Maine Research Institute Lobster 101: Reproduction and Life Cycle, Maine Lobstermens Community AllianceHow to Determine the Sex of Regulated Invertebrates, State of Hawaii Division of Aquatic Resources Lobster Biology, The Lobster Conservancy

Karl Marx And Marxism - 1229 Words

Karl Marx’s ideology was established to show what would happen if the social classes struggled with each other. Vladimir Lenin however, was more practical in that his ideology carried the changes needed to fit into the country itself. Marx anticipated that his concept would come to carry out a more advanced capitalist state because is where he thought the revolution he talked about would take place. Still, Leninism took place in a country that was not as advanced as Mr. Marx would have imagined. During this time Russia was not economically advanced and had many farmers. Lenin felt he had to change the aspects of Marxism to fit Russia Lenin argued that the capitalists in European countries engaged in a policy of imperialism, or empire†¦show more content†¦In fact, the philosophical basis of the communist movements and regimes of the 20th century, ranging from the Soviet Union to Latin America to China and North Korea, is largely based on Marxism. However, its important to note that while Marxism supports a form of socialism, not all forms of socialism are Marxist in nature. Lenin, developed a Marxist political economy, enhanced by capitalism, imperialism, and of the general crisis of capitalism. It popularized the idea of the socialist revolution, the concept of the possibility of the victory of socialism first in a few countries or even in one country alone. The significance of Marx’s theory of liberty is that the rank and file must be directly involved in the socialist revolution against capitalism. â€Å"The proletarian movement is the self-conscious, independent movement of the immense majority in the interest of the immense majority†.1 The Bolsheviks subsequently assumed authority before the working class had prepared for Socialism, all the Bolshevik government could do at this point, was to install state capitalism in Russia. while at the same time imposing their own dictatorship over the proletariat. Distaste for the intellectual capabilities of the proletariat led to their demand that the leading party should rule on their behalf, much against theirShow MoreRelatedKarl Marx and Marxism Essay727 Words   |  3 PagesKarl Marx and Marxism Karl Marx set the wheels of modern Communism and Socialism in motion with his writings in the late nineteenth century. In collaboration with his friend, Heinrich Engels, he produced the The Communist Manifesto, written in 1848. Many failed countries political and socio-economic structures have been based on Marxs theories, for example the USSR, East Germany etc. Many people believe that Marxism is not applicable to todays society, as Karl Marx put forward his ideas notRead MoreEssay on Karl Marx And Marxism710 Words   |  3 PagesKarl Marx and Marxism nbsp;nbsp;nbsp;nbsp;nbsp;Karl Marx set the wheels of modern Communism and Socialism in motion with his writings in the late nineteenth century. In collaboration with his friend, Heinrich Engels, he produced the The Communist Manifesto, written in 1848. Many failed countries political and socio-economic structures have been based on Marxs theories, for example the USSR, East Germany etc. Many people believe that Marxism is not applicable to todays society, as Karl MarxRead MoreKarl Marx And The History Of Marxism2056 Words   |  9 Pages Chapter 1: In this chapter I’m going to explain a brief introduction to Karl Marx and the history of Marxism. Karl Marx, who was a German philosopher, economist, sociologist, journalist and revolutionary socialist created the theory of Marxism. Marx was born in Trier, Germany in 1818 and died in London in 1883. The social struggles in Marxs’ family were apparent before he was even born, ancestrally Jewish, he came from a long line rabbis on both sides of his family. His father, who was a lawyerRead MoreMarxism : An Idea Developed By Karl Marx2210 Words   |  9 PagesGwyneth Lavery AP Literature Ms. Errico 12 September 2016 Marxism is an idea developed by Karl Marx, a nineteenth-century German philosopher. It explains the political, economic, and social relationship between the working class and those holding the means of production. In literature, Marxist criticism is used to find fault in a story s social hierarchy. Shakespeare’s King Lear takes place in England, presumably sometime in the eighth century. At this point in time, traditional absolute monarchiesRead MoreMarxism And The Marxist Theory Of Karl Marx1300 Words   |  6 PagesIntro – Karl Marx, born 1818, a founder of sociology and famous for writings such as The Communist Manifesto, was an influential ideologist during the 1800’s whose ideas focused on historical materialism and whose philosophy tended to focus on the understanding of a capitalist society, he aimed to create a materialist analysis, being a historical account, which examines the means in which humans collectively produce the necessities for life. Class- One of the main focuses of Marx’s ideology was classRead MoreMarxism Is Based On The Social Theories Of Karl Marx And Friederich Engels1445 Words   |  6 PagesMarxism is based on the social theories of Karl Marx and Friederich Engels and has evolved and adapted to take into account the way that society functions today. It states that social change is determined by the economy and describes the relationship and the conflict between the ruling class (the Bourgeoisie) and the working class (the Proletariat). Marxism describes how society is biased purely to benefit of the ruling class and examines the exploitation of the working class. There are lots ofRead MoreKarl Marx And Its Impact On Society1306 Words   |  6 Pagesand services. Karl Marx believed in a utopian society where there isn’t a private ownership of production, where the state owns the means of production and the society would be classless. Although Marx did not believe in religion, parts of his theory can compare to certain ideas in the Bible. However, the eventual Communism that Marxism led to does not agree with God’s word. Influences of Marxism Karl Marx was born into a Jewish family in Trier, Germany in the year 1818. When Marx was a child, hisRead MoreThe Contribution Of Karl Marx Essay1337 Words   |  6 Pagescontribution of Karl Marx to the study of sociology, throughout this essay I will be discussing what Marxism is, how Marxism has affected today’s society as well as academics that did not agree with Marx’s theories. Marxism is the social and economic system based on the theories of Karl Marx and Freidrich Engels. Karl Marx was born in Trier, Germany in 1818, Marx studied law and Berlin University but later changed to philosophy until finally perusing his interest in journalism. When Marx finished hisRead MoreEssay on Biography of Karl Marx787 Words   |  4 PagesKarl Marx is the revolutionary founding father of communism and Marxism, while Niccolo Machiavelli expounded upon the concept of realism through his work The Prince. These two concepts have been the foundations that various countries and governments have tried to utilize in hopes of constructing a utopian society. Karl Marx was born in 1818 in Trier Germany, studying history, philosophy, and law at the universities of Berlin, Jena, and Bonn. Karl Marx did not like the production portion of Capitalism;Read MoreExpository Essay on Left of Karl Marx896 Words   |  4 Pageshighly associated with philosophies of Karl Marx and Vladimir Lenin. She is remembered for her political contribution to the Caribbean community in Britain. Claudia Jones is depicted as a communist and a feminist in all the metaphors that she is prone to using. In her works, Claudia Jones is inclined to metaphors and theories of prominent theorist Karl Marx. She greatly utilizes the Marx’s theories and ideologies such that, she is referred to as the ‘left of Karl Marx’. Some of the activities that