The Neolithic Period Essay Example | Topics and Well Written Essays - 750 words

The Neolithic Period - Essay Example Also in a specific episode it can be noticed that people of that era were very superstitious believing and even making Uki to consider that the universe punished the village because of his deeds. With the development of irrigation, people started to realize that the more wealth they had the more powerful they became. Regrettably, this regular occurrence still takes place in our modern society. This means that Neolithic people began to comprehend some laws of nature and specific truths of life on the Earth. So it can be said that such new surge of perception and understanding in people’s mind was a great step forward in the development of personality and community in general. About nine thousand years ago people started to build their huts in a tight closeness to their neighbors. Hence the first towns commenced their existence. People stopped any kind of isolation and began to live in a community realizing its great benefits. Towns of the Neolithic can be compared to our modern cities which we call as small ones, however, back to the past such accumulation of families was considered to be an entire metropolis. Living in such town provided people with security and stability. The Neolithic people understood that the more homes they build and set together the fewer deaths they would have. The families that lived in a community could count on the help of neighbors in case of a danger and attacks of wild animals, so such people had more chances to save their lives than those who lived isolated from the villages. Such conclusion played a significant role in a provision of safety and gave a huge stimulus for people to widen their towns... About nine thousand years ago people started to build their huts in a tight closeness to their neighbors. Hence the first towns commenced their existence. People stopped any kind of isolation and began to live in a community realizing its great benefits. Towns of the Neolithic can be compared to our modern cities which we call as small ones, however, back to the past such accumulation of families was considered to be an entire metropolis. Living in such town provided people with security and stability. The Neolithic people understood that the more homes they build and set together with the fewer deaths they would have. The families that lived in a community could count on the help of neighbors in case of a danger and attacks of wild animals, so such people had more chances to save their lives than those who lived isolated from the villages. Such conclusion played a significant role in a provision of safety and gave a huge stimulus for people to widen their towns and create whole aggl omerations. Taking into consideration a history of tragic love that happened with Uki depicted in the mentioned film, we can see what a great power was produced by wealth. Hence, falling in love with Niki, the main hero wanted to trade so-called engagement gift for the girl, however, such deal was unsuccessful because someone else paid Niki’s father more than Uki suggested and the girl was given to another man, whom she never loved. This sad love story proves that at those times people did not care about personal feelings of each other.

The wealth of nations Essay Example | Topics and Well Written Essays - 1000 words

The wealth of nations - Essay Example The purpose of this article is to suggest certain solutions to do those countries so they can apply those principles and try to help themselves rise above the line of poverty. The language used is very simple and easy to understand which makes it a very popular article among the common masses. On the other hand it is not a fiction story it is a well-researched article with reference given at the end. The audience is certainly anyone who is interested in knowing about the economics of the developing countries. It will not be exaggeration that the policymakers of developing countries can also be and take guidance from this article. Relying only on a few products to sustain the whole economy of the country is a bad idea. The developed countries of the world have a huge range of products or services to offer the world on the contrary toward countries have either coffee or cocoa beans which is a very bad idea to rely solely on a few products to run the whole country. It is an unconventional introduction in the sense that it does not start with painting a rigid context for the article. The first paragraph is part of the 25 sections of the article that I did address the issue or provide solutions. Hence the introduction addresses the problem so that the reader understands what he can expect from the article. The thesis statement is also given in a very simple way that makes people understand complexly, concepts in digestible phrases. 5) â€Å"Traditionally, economists have tried to link a countrys commercial expansion to ‘factors of production’, such as a viable transportation infrastructure or the availability of skilled and unskilled labor explained Ricardo Hausmann and economist at Harvard University.† (p. 149) 15) â€Å"The rich countries of the industrialized world tend to have broad portfolios of industries, and accordingly occupy large areas of the product

Gender Educational Performance

Gender Educational Performance Gender Educational Performance Does gender affect educational performance in the primary school? Gender has increasingly become a growing concern for educationalists especially since the Women’s Movement has become more prominent in our society. Gender has been considered in relation to many facets associated with education, ranging from examination results, subject choices to peer interaction. The research that has been conducted is not exhaustive and is very often open to criticism and review. This is primarily due to the fact that research into educational issues is regularly context specific and therefore, it is difficult to extract generalizations when there is little comparative data from related studies available. There is limited research on Faith Schools and Independent schools and not very much comparative data for analysis between co-educational schools and single-sex schools. This creates a very difficult situation when trying to ascertain whether gender affects educational performance as opposed to the type of educational experience (Delamont, 1992). There is a substantial amount of data and analysis that is accessible detailing the relative abilities of boys and girls across core subjects, year groups, classes and cohorts. In Key Stages One and Two, SATS are undertaken in Year 2 and 6, with schools opting to take optional QCA assessment tests in Years 3, 4, and 5. In addition data is available from the Fisher Family Trust, which provides value-added data of comparative gender achievements. Certainly, from studying performance profiles for boys and girls achievements in National Curriculum tests and GCSE results, it is evident that there is a gender gap in pupil’s results (Younger and Warrington). This gap is more pronounced at secondary school level. In Great Britain, the vast proportion of research that has been undertaken into gender and educational performance has been mainly concentrated in secondary schools; this my study will hope to rectify. I will be purposely researching a region that has received very little previous investigation so as to supply context specific data which can then be used for comparative analysis in future research studies. It is important to challenge what is meant by achievement. Not all pupils are able to attain the level that is expected of them according to their age. It is universally accepted that all children are able to make some progress and acknowledgement of this fact must be given. To this end, measures of absolute attainment must be balanced with a child’s contextual value added score. This is where each child’s starting point is taken into consideration when tracking their achievements. Other factors that the school has no control over, for example, gender, EAL, ethnicity, family circumstances are also taken into account because they have been found to have an influence on a child’s performance (DCSF, 2008). CVA scores will help allow make comparisons between schools more valid. My research will utilize Raise online to provide contextual data (OFSTED, 2008) My research intends to look outside the usual conditions of maintained schools in England and Wales to assess the affects that working in single gender contexts might have on learners. It is a study, where no residual hypotheses will be tested and no pre-conceived ideas implanted in the study. It will comprise one over-arching question what effects will a single sex cohort have on pupil performance at Primary School level? Whilst gender is different from the sex of a person, they are both linked closely together socially as well as psychologically and this implies that data in gender stereotyping is just as relevant in the analysis of test results which appear to confirm established gender roles, namely subjects such as Science are for boys; English is for girls. Sikes informs us that, ‘The independent, given view of reality might be that any differences in intellectual ability and aptitude between boys and girls†¦are mainly the result of natural, biological, physiological and hormonal causes†¦.A social constructivist view, however, might explain differences in terms of socialization, as the outcome of different expectations, experiences and ways of being treated†¦Ã¢â‚¬â„¢ (2004, pg 21). In the first instance it is important to indicate the role of this study, and what contribution it – and studies like it could make to better understanding of the needs of learners. Similarly, it will not be presumed that gender will make a difference to children’s attainment; for future comparative analysis, an insignificant effect is just as important as finding a large difference. The results from the research should be adaptable to enable the project to be beneficial to future researchers. What methodology is available? Research can be undertaken in a number of different formats. Cohen et al. consider that, ‘There is no single blueprint for planning research. Research design is governed by the notion of â€Å"fitness for purpose†Ã¢â‚¬â„¢ The purposes of the research determine the methodology and design of the research.’ (Cohen et al, 2007). A decision has to be made as to whether it is going to be a quantitative or qualitative research paradigm, (positivist or phenomenological). This does not mean that the two methods have to be in opposition and no prior assumptions as to the two approaches relative importance should be made. Muijs points out, ‘To ascribe radical subjectivist views to all quantitative researchers is a fallacy. To label all quantitative researchers positivists is equally inaccurate.’ (Muijs 2004) What are the strengths and limitations of the methods available? Consideration will be given to considering the strengths and weaknesses of different methods available in relation to the desired outcomes, which Cohen et al. characterize as ‘those decisions which set the boundaries of the research.’ (Cohen et al, 2007) Thought needs to be given to: what are the implications and consequences of a qualitative or quantitative approach for researching this topic? What form of enquiry should be used so that the relevant data is obtained, and draws attention to any issues? As previously mentioned results that can be measured quantitatively (for example, SAT’s results), are readily available, however, a chronological spread is required so that observable contrasts in attainment can be highlighted, or that they indicate that important modifications in teaching and learning are required. The research and methodology will concentrate on quantitative methods plus an attitudinal survey, with the proviso that positivist aspects could be included in a larger scale research study at a later date. It is now necessary to plan what format the questions will take, and determine what medium they will be transmitted in. Smith et al. disapprove of the ‘†¦.analysis of boys and girls as homogeneous groups†¦Ã¢â‚¬â„¢ (2007, pp.455-471). This view is reinforced by Cohen et al. when they draw attention to ‘representativeness and parameters of the sample’ as a major worry. (2007.pg 100)What methods will I choose and why? Will the methods be appropriate to the specific research questions asked? Data collection will mainly be by questionnaire and interview with differentiated weight attached to the responses as deemed appropriate. A variety of questions will be formulated so as to give an extensive range and quality of responses – they will be reflective by means of the questionnaires and discursive through the use of interviews. When deciding on the pupils who will be involved in the research, consideration needs to be given not only to their gender but their approach to learning in general. As previously mentioned it may be possible to explain gender achievement in relation to attitude, ability, English as an additional language, family circumstances or other reasons. These are all acceptable and valid considerations, but they could prove to be confounding variables in relation to this research. This means that each sample of children should be of a similar ability level, (within the level statements) and in addition they should have made comparable progress through value-added data. This should not automatically exclude SEN or EAL pupils but it is important that their profiles are as long as their profiles are consistent. Will the methods be realistic? Will they be managed? How long will it need? Will human and physical resources be required?) Firstly, it will be necessary to obtain the Headteacher’s permission and once this has been achieved a decision has to be made whether it is deemed necessary to get parental permission. Consent and communication between the researchers and subjects is of paramount importance to ensure that there are no ethical issues, especially if the study is going to be published at a later date. (Cohen et al, 1994, p.351, 375). Discussions and consultation will be made with the School Assessment coordinator, respective year group leaders, class teachers and the School special needs coordinator. It will be necessary to study statutory and school class records that have been collated. Once again, high ethical standards and levels of integrity are of paramount importance. This is reinforced by Cohen et al (2007), who believe that ethical practices must be adhered to. My research proposes to work with Year 5 pupils. The same Maths, Science and English lessons will be taught by the same teacher to two gendered groups of pupils over a term. Observations will be made as to how the pupils behave independently and how they interact and support others in group work. The pupils will be asked to reflect on their experience. Subsequently, and following the assigned medium term plan, the same sample of pupils will be split into two mixed gender classes where there are an equal number of girls to boys. Similarly, the same Maths, Science and English lesson will be taught by the same teacher to both groups, again for a term. The children will then answer a questionnaire about their experience as well as have an individual interview on the experience. To avoid leading questions and observer bias, the subject of gender will not be introduced. Instead the interviewee will concentrate on the quality of the learning experience that each child underwent. The questions will take the following format: Which lesson did you learn the most in? Which lesson did you enjoy most? What kind of lessons would you like have in the future? Did you achieve the Learning intention of the lesson? From these questions it is hoped that the children will refer to the gender issue. If so, it is thought that it will be more valid than if ‘guided’ questions were asked; guided questions could well lead to observer/response bias. The answers to the questions will also reveal approaches to teamwork, and the ability to interact and empathize. An informal interview can be constructive by bringing to light more understated influences, inferences and options that have not been considered (Cohen et al,2007). The personal contact between the researcher and subject is beneficial because any ambiguities can be clarified immediately and response is guaranteed which is not so when research methods involve such procedures as postal questionnaires. In the school environment, success revolves around respect, tolerance and helping others. This research aims to find out if single sex classes assist the learning process and aids pupil achievement. Conclusion This research proposes how I would conduct a research into how primary pupils perform in the altered contexts of single gender, or co-educational settings. It is primarily a study of how socialization affects learning according to gender. The results of this research obtained will be context specific. The choice of Maths, Science and English subjects to base the study on meant that a quantitative approach could be added through the use of end of term summative assessments. Also, they are subjects in which learning and ability are frequently considered to be related to gender. It is considered that this research will complement, stimulate and support future research in this area and will validate all costs and organisation deemed necessary. The research will develop our comprehension of how gender influences educational achievement, knowledge essential so that we can examine gender within the school environment but furthermore so that it can be used by the government if they feel there is a need to remedy any gender base disparities. The methodology that I have described will emphasize the subtle relations of gender stereotyping, gender and educational achievement. This research which will indicate if any future course of action is deemed necessary as a result of my findings. Bibliography Arnot, M., David, M. Weiner, G. (1996) Educational Reforms and Gender Equality in Schools. Manchester: Equal Opportunities Commission. Bell, J. (ed) (2005), Doing Your Research Project: A Guide for First-Time Researchers in Education, Health and Social Science. Maidenhead: Open University Press. Bryman, A. (1988) Quantity and Quality in Social Research (Contemporary Social Research.)London: Routledge. Centre for Longitudinal Studies (08/06/05) ‘Gender Mix Has No Exam Impact’ http://www.cls.ioe.ac.uk/text.asp?section=00010001000500150005 [Accessed on: 01/03/2008] Clark, L. (2007) ‘Four in Ten 11-Year-Olds Dont Make the Grade in Three Rs; Battling with the Basics: Crucial Skills Are Not Being Learned’, The Daily Mail (London: England), 8 August. Cohen, L., Manion, L. Morrison, K. (6th ed) (2007) Research Methods in Education, London: Routledge. Delamont, S (1992) Fieldwork in Educational Settings: Methods, pitfalls and Perspectives, London: The Falmer Press. Denscombe, M. (2003) ‘The Good Research Guide: For Small-scale Social Research Projects’ Open University Press; 2 edition. DCSF (2004) ‘Raising Boys’ Achievement’ http://www.dfes.gov.uk/research/data/uploadfiles/RR636.pdf [Accessed 28/02/2008] Hammersley, M., (ed), (1993), Educational Research: current issues. Open University: Paul Chapman, London. Hammersley, M., ‘Some Questions about Evidence-Based Practice’, in Thomas, G., and Pring, R., (eds), (2004), Evidence-Based Practice in Education, Open University Press, Maindenhead. Millard, E. (1997) ‘Differently Literate: gender identity and the construction of the developing reader.’ Gender and Education, Vol.9, No.1, pp.31-48. Muijs, D. (2004) Doing Quantitative Research. Sage: London. National Association for Single Sex Public Education: ‘Single-Sex vs. Coed: The Evidence’ http://www.singlesexschools.org/evidence.html [Accessed 29/02/2008] National Literacy Trust (26/11/99) ‘Single sex classes three year study in Scottish school’http://www.literacytrust.org.uk/Research/ressinglesex.html#motherwell [Accessed 28/02/2008] Opie, C. (2004) Doing Educational Research: A Guide to First Time Researchers. Sage: London. Oplatka, I. Atias, M. (2007) ‘Gendered views of managing discipline in school and classroom’, Gender and Education, Vol.19, No.1, Jan 2007, pp.41-61. Ringrose, J., (2007), ‘Successful Girls? Complicating post-feminist, neoliberal discourses of educational achievement and gender equality’, in Gender and Education, Vol.19, No.4 July 2007, pp.471-491. Salisbury, J., Riddell S. (2000) Gender, Policy, and Educational Change: Shifting Agendas in the UK and Europe. Routledge Secondary Schools (KS3) Achievement and Attainment Tables 2007 http://www.dcsf.gov.uk/performancetables/ks3_07/k3.shtml [Accessed 24/02/2008] Sikes, P., ‘Methodology, Procedures and Ethical Concerns’, in Opie, C. (2004), Doing Educational Research: A Guide to First Time Researchers. Sage: London. Single-sex education (2008) http://en.wikipedia.org/wiki/Single-sex_education [Accessed 24/02/2008] Smith, F., Hardman, F., Higgins, S. (2007), ‘Gender Inequality in the Primary Classroom: will interactive whiteboards help?’ in Gender and Education, Vol.19 No.4 July 2007, pp.455-471. Strauss, A.L. (1987) Qualitative Analysis for Social Scientists. Cambridge University Press. Thomas, G., and Pring, R., (eds), (2004), Evidence-Based Practice in Education, Open University Press, Maidenhead. Thomas, K. (1997) ‘In a Class of Their Own,’ New Statesman, Vol.126, 5 September Zechmeister, E. B. Shaughnessy, J.(1996) A Practical Introduction to Research Methods in Psychology. NY: Mc Graw-Hill Education. http://www.literacytrust.org.uk/research/classsinglesexabstracts.html ‘Boys v Girls: Separating Sexes Helps Boys Close Gap’, The Birmingham Post (England), August 19,2004 http://www.questia.com/read/5006729079 (accessed

Antigone, Empress of Byzantium, and My Aunt :: Antigone Essays

Antigone, Empress of Byzantium, and My Aunt I have very few heroes, but if I could pick three people who are heroic to me, I would have to choose Antigone from the tragic play Antigone by Sophocles, Theodora, Empress of Byzantium, and my own personal hero, my great aunt Alice. All of these women have had a profound effect on the world around them, and worked hard to shape the world as they saw fit, to protect their loved ones and those to whom they were and are loyal. My personal hero especially has had a profound effect on my upbringing and me. While I have few heroes, I will pick some people from the past, present, and literature to represent what I believe a hero should be. The first hero is Antigone from the well-known Greek tragedy Antigone, written by Sophocles of an older Greek myth. Antigone was not only a hero, but also a martyr. She died for her cause; she died to save the honor and soul of her brother Polynices, even though he was a traitor. She defied the order of the main antagonist Creon, or Kreon, whose edict was that no one should bury Polynices body, or even mourn his passing. (Antigone) On the other hand, her other brother who had seized the thrown after Oedipus's passing, was buried with honor and as a hero. Antigone would not stand for this, as both her mother and father were dead, and thusly she would never have any other brothers ever again. She did not want either of her brothers bodies to be, "left as a corpse eaten by birds and dogs and torn to pieces, shameful for everyone to see," because this would bring more shame to her family then had already been brought by her father, who had killed his own father unknowingly and married hi s own mother. This is one reason that Antigone is dangerous and heroic, she remembers the past, unlike Creon, who unwittingly begins to repeat the mistakes of Oedipus in his reign, and Antigone uses this information as well as any sword master as a weapon against Creon. She knows that she will be put to death, however she faces up to that and defends her brother anyway, and is unafraid of the consequences. She even makes Creons orders seem shameful, putting them up in a classic rivalry between divine and human law, making it clear that the will of her gods is more important then life or death.

Creative Thinking and Critical Thinking Essay

Throughout history, people with creative minds have created original ideas which have been useful in the fields of music, art, technology, medicine, and science. Most of these ideas were once branded as impossible and ridiculous, but as of today, their thinkers are considered to as individuals who achieved enormous breakthroughs which helped the world advance (Coon, 2006). Usually, problem-solving is done through mechanical and insightful means which are based on understanding; this kind of problem solving involves either deductive or inductive thinking in order to achieve solutions. Apart from these, problem-solving may also be done logically (based on previous information or rules) or illogically (based on intuition or personal associations and perceptions). However, such is not the way of creative thinking—creative thinking involves all of these different thinking styles, â€Å"plus fluency, flexibility, and originality† (Coon, 2006, p. 360). Fluency can be defined as the number of ideas or suggestions that an individual is able to make for a particular problem. Flexibility, on the other hand can be defined as the number of times an individual shifts from one class or type of possible ideas to another. As for originality, it is pertains to â€Å"how novel or unusual [the] ideas are† (Coon, 2006, p. 360). These can determine an individual’s creativity or his capacity for divergent thinking. Creative thinking or divergent thinking means thinking out of the box and developing possibilities. Usually, people tend to solve problems with tried solutions, but with creative thinking, individuals produce new and different ideas or answers in order to solve problems (Coon, 2006). Creative thinking is often seen in poems, essays, constructed objects, and drawings (Coon, 2006)—however, it can also be seen in everyday life. In fact, creative thinking can come in various forms, one example of creative thinking would be the ever-changing ideas when it comes to the automobile industry. Manufacturers are always developing new features and improving them based on the old ideas, thus, achieving innovation (Harris, 1998). Another example of creative thinking could involve combining two different ideas in order to come up with a new one which is more effective than the separate ideas, like introducing a dinner theater. Since a lot of people usually go on dates by going to dinner, then watching a film, perhaps, it would be creative to fuse these two concepts together to create a much more efficient one where people can eat dinner and attain entertainment at the same time (Harris, 1998). Critical thinking, on the other hand, is an entirely different concept from creative thinking. According to Austin Cline (2010), critical thinking involves developing a form of intellectual and emotional distance between one’s self and one’s ideas in order to be able to evaluate the validity, reasonableness, and truth of such ideas. If an individual engages in critical thinking, he should develop rational and reliable evaluations as to what is rational and logical. This simply means that if one engages in critical thinking, one must value skepticism, and engage in a search for the appropriate solution to problems. Critical thinking also involves open-mindedness, differentiating emotion from reason, arguing with the use of knowledge, being skeptical about probabilities, avoiding linguistic misunderstandings, avoid common fallacies, and most important, avoiding the temptation to jump to conclusions. An example of critical thinking would be carefully assessing situations in order to find the appropriate actions required; a critical thinker, if perhaps stuck in a situation wherein he is faced with numerous tasks at work, plus the obligation to attend his child’s softball game, would carefully evaluate the tasks at hand, produce a schedule by prioritizing and weighing risks and advantages in order to achieve all goals (Jackson, Ignatavivius, Case, ). Another example would be if an individual is part of a jury, and is listening to the witnesses and the defendant’s accounts of a murder; if the individual engages in critical thinking, then it follows that he should not readily believe either accounts just by taking their word for it. Perhaps the lawyer might call a witness which happens to be the child of the murdered person, and if the individual engages in critical thinking, he must not be swayed by the emotions which are shown by those in the stand, and should be critical in analyzing the facts which are presented in the case. Creative and Critical Thinking Using a Common Example Take for example the phrase speed kills; a lot of people have a general idea about this phrase, that which consists of the fact that it is related to motorists, stating that if they over-speed, they could get into an accident and be killed. If one is to use creative thinking in this particular phrase, the result would often involve creating new means to improve the campaign against over-speeding. Creative thinkers are often finding new means to look at things, as well as different means to present such things; therefore, these ideas would then be utilized into the development of a new, effective means to strengthen the campaign against over-speeding. Since creative thinking is all about finding new and different ideas in order to find solutions for different problems,which, in this case, is the supposed problem regarding over-speeding, which, presumably, can kill an individual if he gets in an accident, the creative thinker would perhaps develop innovative means of educating people about this particular statement, such as developing an integration off billboard advertising and traffic warnings. However, if one is to use critical thinking in this phrase, the result would be different. To a critical thinker, it is not possible to just agree with what the phrase implies and just accept it as it is. It is necessary to analyze what it means and analyze as to whether this assumption is valid. A critical thinker would then look into the scientific proof stating that speed, indeed, kills. Apart from this, the critical thinker would look into statistics, and derive from those statistics as to how reliable this particular statement is. While the critical thinker is not aiming to disprove the phrase which states speed kills, what he would be doing involves strengthen it with reliable sources in order to achieve a conclusion that the phrase speed kills is indeed valid and motorists everywhere should heed its implied advice. It is, of course, necessary to state that if the critical thinker does not find the phrase as valid and reliable, the phrase would then be rendered illogical and irrelevant. Summary As seen in the previous discussion, creative and critical thinking differ in many ways. However, while it cannot be denied that both have their differences when it comes to approaching problems, it must be understand that both have their merits and advantages. It is necessary to understand that neither can be considered better when it comes to finding solutions for life’s everyday problems. Instead, an integration of these thinking styles would be far more beneficial, for not all situations call for either creative or critical thinking only. There are those which call for creative thinking, and there are those which call for critical thinking. It is, therefore, necessary to familiarize one’s self with both styles, for being able to adapt one’s thinking style is essential to effective decision-making processes.

Heena Sidhu: Personal Life Essay

Heena Sidhu is an Indian shooter. She along with Annu Raj Singh won the gold medal in women’s Pairs 10 metre air pistol at the 2010 Commonwealth Games.[1] Heena (384) and Annu (375) won the 14th gold medal for India from the shooting range. She also won a silver medal in the singles event. Heena Sidhu| Personal life Heena is a Punjabi and was born in Ludhiana. Her home town is Patiala. She studies BDS (Dental Studies) and is quite fond of painting and sketching. Career Heena has been a practicing shooter since 2006 when she was in 12th standard and by the end of that year she made it into the National Junior Team. Although Sidhu started practicing shooting quite late but began participating in different competitions from 2007. She played for the Patiala Club and is right handed shooter with right being her dominant eye. Heena, along with Annu Raj Singh and Sonia Rai, won a silver medal in the Women’s 10m Air Pistol Team event at the 2010 Asian Games held in Guangzhou, China. Her other notable achievements include winning silver medal in ISSF World Cup 2009 at Beijing[2] and 1st position in the women’s 10m air pistol at the national championship 2009, Kerala. Sidhu made it to the Indian squad that represented the nation in the 2012 Summer Olympics in London. [3] She competed in the Women’s 10 metre air pistol event, finishing 12th in the qualification round. Freeman began athletics at a very young age. Her first coach was her stepfather, Bruce Barber. By her early teens she had a collection of regional and national titles, having competed in the 100 metres, 200 metres, high jump and long jump.[citation needed] In 1987, Freeman moved on to Kooralbyn International School to be coached professionally by Romanian Mike Danila, who became her first real coach and later a key influence throughout her career; he provided a strict training regime for the young athlete.[3][4][5] In 1988, she was awarded a scholarship to an exclusive girls’ school, Fairholme College in Toowoomba. In a competition in 1989, Freeman ran 11.67s in the 100 metres and Danila began to think about entering her in the Commonwealth Games Trials in Sydney. In 1990, Freeman was chosen as a member of Australia’s 4 Ãâ€" 100 m relay team for the Kooralbyn International School Romanian Mike Danila,, New Zealand. The team won the gold medal, making Freeman the first ever Aboriginal Commonwealth Games gold medallist, as well as one of the youngest, at 16 years old. She moved to Melbourne in 1990s after the Auckland Commonwealth Games. Shortly after moving to Melbourne, Bideau her manager introduced Freeman to athletics coach, Peter Fortune who would become Freeman’s coach for the rest of her career. She was then selected to represent Australia at the 1990 World Junior Championships in Athletics in Plovdiv, Bulgaria. There, she reached the semi-finals of the 100 m and placed fifth in the final of the 400 m. Freeman competed in her second World Junior Championships in Seoul, South Korea. She competed only in the 200 m, winning the silver medal behind China’s Hu Ling. Also in 1992, she travelled to her first Olympic Games, reaching the second round of her new specialty event; the 400 metres. At the 1993 World Championships in Athletics, Freeman competed in the 200 m, reaching the semi-finals. 1994 was Freeman’s breakthrough season, when she entered into the world’s elite for the first time. Competing at the 1994 Commonwealth Games in Canada, Freeman won gold in both the 200 m and 400 m. She also competed as a member of Australia’s 4Ãâ€"100 m squad, winning the silver medal and as a member of the 4Ãâ€"400 m team, who finished first but were later disqualified. During the 1994 season, Freeman took 1.3 seconds from her 400 m personal best, achieving 50.04 seconds. She also set all-time personal bests in the 100 m (11.24) and 200 m (22.25). Although a medal favourite at the 1995 World Championships in Athletics in Sweden, Freeman finished fourth. She also reached the semi-finals of the 200 m. Freeman made more progress during the 1996 season, setting many personal bests and Australian records. By this stage, she was the biggest challenger to France’s Marie-Josà © Pà ©rec at the 1996 Olympics.[citation needed] She eventually took the silver medal behind Pà ©rec, in an Australian record of 48.63 seconds. This is still the sixth fastest time ever and the second fastest since the world record was set in Canberra, Australia in 1985. Only Sanya Richards-Ross has come within a quarter of a second of Freeman’s time since.[6] Pà ©rec’s winning time of 48.25 is the Olympic record and the third fastest ever. In 1997, Freeman won the 400 m at the World Championships in Athens, with a time of 49.77 seconds. Her only loss in the 400 m that season was in Oslo where she injured her foot.[citation needed] Freeman took a break for the 1998 season, due to injury. Upon her return to the track in 1999, Freeman did not lose a single 400 m race, including at the World Championships.[7] ABC footage and interviews of crowds celebrating Freeman’s Olympics win. Her winning streak continued into the 2000 season, despite Pà ©rec’s return to the track. Freeman was the home favorite for the 400 m title at the 2000 Olympics in Sydney, where she was expected to face-off with rival Pà ©rec. This showdown never happened, as Pà ©rec left the Games after what she describes as harassment from strangers.[8] Freeman won the Olympic title in a time of 49.13 seconds, becoming only the second Australian Aboriginal Olympic champion (the first was Freeman’s 4Ãâ€"400 teammate Nova Peris-Kneebone who won for field hockey 4 years earlier in Atlanta). [9] After the race, Freeman took a victory lap, carrying both the Aboriginal and Australian flags. This was despite the fact that unofficial flags are banned at the Olympic Games and the Aboriginal flag, while recognized as official in Australia, is not a national flag, nor recognized by the International Olympic Committee.[10][11] Freeman also made the final of the 200 m, coming sixth.[12] In honour of her gold medal win in Sydney, she represented Oceania in carrying the Olympic flag at the opening ceremonies of the next Olympics, in Salt Lake City, joining Archbishop Desmond Tutu (Africa), John Glenn (The Americas), Kazuyoshi Funaki (Asia), Lech WaÅ‚Ä™sa (Europe), Jean-Michel Cousteau (Environment), Jean-Claude Killy (Sport), and Steven Spielberg (Culture).[citation needed] Throughout her career, Freeman regularly competed in the Victorian Athletic League where she won two 400 m races at the Stawell Gift Carnival.[13] Freeman did not compete during the 2001 season. In 2002, s he returned to the track to compete as a member of Australia’s victorious 4Ãâ€"400 m relay team at the 2002 Commonwealth Games. Freeman announced her retirement in 2003.[14] Since retiring from athletics Freeman has become involved in a range of community and charitable activities. She is an Ambassador of the Australian Indigenous Education Foundation.[15] Freeman was appointed as an Ambassador for Cottage by the Sea, alongside celebrity chef Curtis Stone and big wave surfer Jeff Rowley. Cottage by the Sea is one of Australia’s oldest charities and each year provides short-term beachside holidays and respite care for more than 900 children and families in need. [16] Personal life Freeman was born in 1973 at Slade Point, Mackay, Queensland to Norman Freeman and Cecelia. She and her brothers Gavin, Garth and Norman (who died after a motor vehicle accident on 16 September 2008) [17] were raised there and in other parts of Queensland. She also had a sister named Anne-Marie (1966–1990) who suffered from cerebral palsy and spent much of her life in a home for the disabled. Freeman attended several schools, but was mostly educated at Fairholme College, in Toowoomba.[citation needed] Her parents divorced in 1978.[18] Freeman has described how she has been influenced by early experiences with racism and also by her Bahà ¡Ã¢â‚¬â„¢Ãƒ ­ faith. [19] Freeman was raised a Baha’i, and says of her faith, â€Å"I’m not a devout Baha’i but I like the prayers and I appreciate their values about the equality of all human kind†.[20][21] Freeman’s mother Cecelia (nà ©e Sibley) was born in the Aboriginal community on Palm Island. Freeman’s father Norman’s father was Frank Fisher; Norman was raised by his mother Geraldine Roy and his stepfather Claude Freeman.[18] Freeman’s late grandfather, Frank Fisher was an outstanding rugby player.[22] Freeman had a long-term romantic relationship with Nic Bideau, her manager, that ended in acrimony and legal wranglings over Freeman’s endorsement earnings.[23][24] Freeman married Sandy Bodecker, a Nike executive and 20 years her senior, in 1999. After her success in Sydney she took an extended break from the track to nurse Bodecker through a bout of throat cancer between May–October 2002.[25] She announced their separation in February 2003. Later that year, Freeman began dating Australian actor Joel Edgerton whom she had initially met at the 2002 TV Week Logies. Their relationship ended in early 2005.[26] In October 2006 Freeman announced her engagement to Melbourne stockbroker James Murch.[27] They married at Spray Farm on the Bellarine Peninsula on 11 April 2009.[28] Freeman gave birth to Ruby Anne Susie Murch on 8 July 2011.[29] She joined with actress Deborah Mailman on a road trip+, a four-part television documentary series Going Bush (2006) where the pair set off on a journey from Broome to Arnhem Land spending time with Indigenous communities along the way. [30][31] In 2008, Freeman participated in Who Do You Think You Are? and discovered that her mother was of Chinese and English heritage as well as Aboriginal. As a result of a 1917 Queensland policy that Aborigines could serve in the military if they had a European parent, her paternal great grandfather On her right arm, the side closest to the spectators on an athletics track, she had the words â€Å"Cos I’m Free† tattooed, Frank Fisher served in the 11th Light Horse Regiment during WWI.[18][32] On her right arm, the side closest to the spectators on an athletics track, she had the words â€Å"Cos I’m Free† tattooed mid-way between her shoulder and elbow. [33] English textbook The story of Freeman and her accomplishments in the Olympics were used in an English book known as Sunshine in Japan. The book was used by Japanese junior high schools in their third year. It told of her winning the gold medal at the 2000 Olympics. It then goes on to talk about Australia’s Aborigines and then about her personal life. Her story is used as a means to teach relative pronouns to the students.

U.S. Teens Obesity Rate Worst in 15-Nation Study †Health Article

U.S. Teens Obesity Rate Worst in 15-Nation Study – Health Article Free Online Research Papers U.S. Teens Obesity Rate Worst in 15-Nation Study Health Article The article I chose to review an article about teen obesity. This article speaks of how teenagers in the United States have higher rates of obesity than those in 14 other countries, such as France and Germany. A study of nearly 30,000 youngsters ages 13 and 15 found 15 percent of girls and nearly 14 percent of boys were obese, and 31 percent of girls and 28 percent of boys were more modestly overweight. These findings are based on school surveys given to teenagers in the 15 countries in 1997 and 1998. The study was led by Inge Lissau, a researcher at the National Institute of Public Health in Copenhagen, Denmark, and was published in the January issue of Archives of Pediatrics Adolescent Medicine. The heaviest countries, based on info from 15-year-olds, included Greece, Portugal, Israel, Ireland and Denmark. This article also contained other various facts about obesity. Obesity is an important topic in America right now. Some researchers call it a epidemic and a disease. I feel it is important but they are slightly exaggerating the seriousness. I know its really serious when your highly obese but not so much when its not so bad. I my self used to be obese but if it was a disease I probably wouldn’t have lost so much weight. Sometimes I think they hype it up to have more news, because on fast news days they don’t talk about it as much. Altogether I feel this article is useful in informing people about obesity in youths. This article could have talked about the health precautions of obesity. It would to been nice to hear about the children that have high blood pressure do to being over weight. Asthma is another serious illness caused by obesity that could have been discussed in the article. They also could have added percentages for the amount of children with these health precautions. It also wouldn’t have hurt if they added ways to fight obesity. Such as different types of exercise programs and diets. With a few slight changes this article could really be a help to someone. agecon.purdue.edu/academic/agec220/CurrentEvents.html Research Papers on U.S. Teens' Obesity Rate Worst in 15-Nation Study - Health ArticleEffects of Television Violence on ChildrenNever Been Kicked Out of a Place This NiceInfluences of Socio-Economic Status of Married MalesThe Effects of Illegal ImmigrationThe Relationship Between Delinquency and Drug UseAssess the importance of Nationalism 1815-1850 EuropeTwilight of the UAWMarketing of Lifeboy Soap A Unilever ProductBringing Democracy to AfricaHip-Hop is Art

When It Rains It Pours Essays - When It Rains, It Pours, Shine

When It Rains It Pours Essays - When It Rains, It Pours, Shine When It Rains It Pours As I sit here listening to it fall on my window sill I feel a shade of darkness come over me. I walk outside to feel it falling on me. As I life my face towards the heavens to feel it falling on me I have this dark feeling of dred. For me, rainy days and nights make me feel sad inside. I get depressed and want to stay in the house in bed. Whenever it rains I usually come downstairs and look out the window, only to see if my car is still in front of my door. As I stare at the sky, I think to myself, it's going to rain all day. But still, I thought, the sun could shine anyway, bringing with it the spring flowers that smell so lovely, the green grass, the blue sky, and the white clouds. Oh well, just a thought. I close my curtains and go back upstairs, I get back into bed and try to sleep. Sleep eludes me because I am thinking about things like life death, and money. It begins to pour and as the rain falls harder and hevier, I feel myself begining to fall asleep. Rain is like life, it comes and stays a while. Rain is like death, when it's time to stop it knows. Rain is also like money, when you have a lot of it, it pours. I dream of the day when the rain will go away, but until that day, I will listen to its drops on my window pane. Bibliography None needed

Biography of Genghis Khan, Founder of the Mongol Empire

Biography of Genghis Khan, Founder of the Mongol Empire Genghis Khan (c. 1162–August 18, 1227) was the legendary founder and leader of the Mongol Empire. In a span of just 25 years, his horsemen conquered a larger area and greater population than the Romans did in four centuries. To the millions of people conquered by his hordes, Genghis Khan was evil incarnate; in Mongolia and Central Asia, however, he was widely revered. Fast Facts: Genghis Khan Known For: Khan was the founder and leader of the Mongol Empire.Also Known As: TemujinBorn: c. 1162 in Delun-Boldog, MongoliaDied: August 18, 1227, in Yinchuan,  Western XiaSpouse(s): Borje, Khulan, Yesugen, Yesulun (plus others)Children: Jochi, Chagatai, Ogedei, Tolui (plus others) Early Life Records of the Great Khans early life are sparse and contradictory. He was likely born in 1162, though some sources say 1155 or 1165. We know that the boy was given the name Temujin. His father Yesukhei was the chief of the minor Borijin clan of nomadic Mongols, who lived by hunting rather than herding or farming. Yesukhei had kidnapped Temujins young mother, Hoelun, as she and her first husband were riding home from their wedding. She became Yesukheis second wife; Temujin was his second son by just a few months. Mongol legend claims that the baby was born with a blood clot in his fist, a sign that he would be a great warrior. Hardship and Captivity When Temujin was nine, his father took him to a neighboring tribe to work for several years and earn a bride. His intended wife was a slightly older girl named Borje. On the way home, Yesukhei was poisoned by rivals and died. Temujin returned to his mother, but the clan expelled Yesukheis two widows and seven children, leaving them to die. The family survived by eating roots, rodents, and fish. Young Temujin and his full brother Khasar grew to resent their eldest half-brother Begter. They killed him and as punishment for the crime, Temujin was seized as a slave. His captivity may have lasted for more than five years. Youth Set free at age 16, Temujin went to find Borje again. She was still waiting for him and they soon married. The couple used her dowry, a fine sable-fur coat, to make an alliance with Ong Khan of the powerful Kereyid clan. Ong Khan accepted Temujin as a foster son. This alliance proved key, as Hoeluns Merkid clan decided to avenge her long-ago kidnapping by stealing Borje. With the Kereyid army, Temujin raided the Merkids, looting their camp and reclaiming Borje.  Temujin also had help in the raid from his childhood blood-brother Jamuka, who would later become a rival. Borjes first son Jochi was born nine months later. Consolidation of Power After rescuing Borje, Temujins small band stayed with Jamukas group for several years. Jamuka soon asserted his authority, rather than treating Temujin as a brother, which started a two-decade feud between the 19-year-olds. Temujin left the camp, along with many of Jamukas followers and livestock. At the age of 27, Temujin held a kurultai (tribal council) among the Mongols, who elected him khan. The Mongols were only a Kereyid sub-clan, however, and Ong Khan played Jamuka and Temujin off one another. As Khan, Temujin awarded high office not just to his relatives, but to those followers who were most loyal to him. Unification of the Mongols In 1190, Jamuka raided Temujins camp, cruelly horse-dragging and even boiling alive his captives, which turned many of his followers against him.  The united Mongols soon defeated the neighboring Tatars and Jurchens, and Temujin Khan assimilated their people rather than follow the steppe custom of looting them and leaving. Jamuka attacked Ong Khan and Temujin in 1201. Despite suffering an arrow shot to the neck, Temujin defeated and assimilated Jamukas remaining warriors. Ong Khan then treacherously tried to ambush Temujin at a wedding ceremony for Ongs daughter and Jochi, but the Mongols escaped and returned to conquer the Kereyids. Early Conquests The unification of Mongolia ended in 1204 when Temujin defeated the powerful Naiman clan. Two years later, another kurultai confirmed him as Genghis Khan or universal leader of all Mongolia.  Within five years, the Mongols had annexed much of Siberia and what is today the modern Chinese Xinjiang province. The Jurched Dynasty, ruling northern China from Zhongdu (Beijing), noticed the upstart Mongol khan and demanded that he kowtow to its Golden Khan. In reply, Genghis Khan spat on the ground.  He then defeated their tributaries, the Tangut, and in 1214 he conquered the Jurchens and their 50 million citizens. The Mongol army numbered just 100,000. Conquests of Central Asia, the Middle East, and the Caucasus Tribes as far away as Kazakhstan and Kyrgyzstan heard about the Great Khan and overthrew their Buddhist rulers in order to join his growing empire. By 1219, Genghis Khan ruled from northern China to the Afghan border  and from Siberia to the border of Tibet. He sought a trade alliance with the powerful Khwarizm Empire, which controlled Central Asia from Afghanistan to the Black Sea. Sultan Muhammad II agreed, but then murdered the first Mongol trade convoy of 450 merchants, stealing their goods. Before the end of that year, the wrathful Khan had captured every Khwarizm city, adding lands from Turkey to Russia to his realm. Death In 1222, the 61-year-old Khan called a family kurultai to discuss the matter of succession. His four sons disagreed over which should become the Great Khan. Jochi, the eldest, was born soon after Borjes kidnapping and might not have been Genghis Khans son, so the second son Chagatai challenged his right to the title. As a compromise, the third son Ogodei became the successor. Jochi died in February 1227, six months before his father, who passed away on August 18, 1227. Ogodei took East Asia, which would become Yuan China. Chagatai claimed Central Asia. Tolui, the youngest, took Mongolia proper. Jochis sons controlled Russia and Eastern Europe. Legacy After Genghis Khans secret burial on the steppes of Mongolia, his sons and grandsons continued to expand the Mongol Empire. Ogodeis son Kublai Khan defeated the Song rulers of China in 1279 and established the Mongol Yuan Dynasty. The Yuan would rule all of China until 1368. Meanwhile, Chagatai pushed south from his Central Asian holdings, conquering Persia. Within Mongolia, Genghis Khan revolutionized the social structure and reformed traditional law. His was an egalitarian society, in which the humblest slave could rise to be an army commander if he showed skill or bravery. War booty was divided evenly among all warriors, regardless of social status. Unlike most rulers of the time, Genghis Khan trusted loyal followers above his own family members- which contributed to the difficult succession as he aged. The Great Khan forbade the kidnapping of women, probably due in part to his wifes experience, but also because it led to warfare among different Mongol groups. He outlawed livestock rustling for the same reason and established a winter-only hunting season to preserve game for the hardest of times. Contrary to his ruthless and barbaric reputation in the west, Genghis Khan promulgated several enlightened policies that would not become common practice in Europe until centuries later. He guaranteed freedom of religion, protecting the rights of Buddhists, Muslims, Christians, and Hindus alike. Genghis Khan himself worshiped the sky, but he forbade the killing of priests, monks, nuns, mullahs, and other holy people. A 2003 DNA study revealed that about 16 million men in the former Mongol Empire, about 8% of the male population, carry a genetic marker that developed in one family in Mongolia about 1,000 years ago. The most likely explanation is that they are descended from Genghis Khan or his brothers. Sources Craughwell, Thomas. The Rise and Fall of the Second Largest Empire in History: How Genghis Khans Mongols Almost Conquered the World. Fair Winds Press, 2010.Djang, Sam. Genghis Khan: World Conqueror, Vols. I and II. New Horizon Books, 2011.Weatherford, Jack. Genghis Khan and the Making of the Modern World. Three Rivers Press, 2004.

Advocacy organization Essay Example | Topics and Well Written Essays - 250 words

Advocacy organization - Essay Example The new judges have given the award new look, improved the credibility, and exhilarated it from blames and perceived as bias. Innovation in reading price is one of their best programs where prize where outstanding individuals or organizations whose literature inspires readers and new audiences receive awards. The Pulitzer Prize website awards outstanding newspaper and online journalism, musical composition and literature in the United States. Established in 1917, Prizes gives annual awards to twenty-one categories where the overall winner in public service journalism receives a gold medal. This site advocates for the award journalists based on excellence therefore promoting originality and quality work amongst journalists. The PEN American site has given the every member of the society freedom of literature where people can convey information, ideas, and other forms of literature without fear. By extension, it has broadened freedom of speech and expression in an accessible platform for everybody. By targeting mainly the international writers, PEN America has expanded its boundary of ideas to defend writers restricted by culture, traditions or political situations of their countries. These websites serve a great role in recognition and appreciation of the literature, its value and importance to an individual and the society as a whole. PEN supports and gives confidence to the downtrodden writers with suppressed freedom of expression by political obligations while Pulitzer Prize and the National Book Foundation awards outstanding journalists and writers for their sterling

Impact of Guilds on Medieval Life Research Paper

Impact of Guilds on Medieval Life - Research Paper Example Guilds were the early associations of skilled workers that originated in the European countries – mostly, France, Germany, England and Italy – which had the written consent of the authority of their region to manage the workforce relevant to the requirements of job owners. Guilds had their advantages of working as collective union whereby ensuring employment opportunities to all the members with reasonable wages and social respect. They held high regards from the monarchs and clergymen for the unique knowledge they possessed for accomplishing the required merits at their desired fields of work. This essay focuses on the influence of guilds in industry, trade and economy across the world during the medieval period. Origin and Extend Guilds were probably the first organized group of individuals set for contributing money and effort towards a common goal in the history of mankind. They comprised the involvement of people from all walks of life which had the original root f rom the Anglo-Saxon civilization throughout Europe. According to Staley, as early as the period of Roman Empire, trade unions were formed with the association of men of similar age, interests, instincts and employment skills and trained for the purpose of the wellbeing and the moral guidance of the society (33). Early guilds were effectively trained by the trade schools for the military purposes and for the constructive requirements of kingdoms. Trained guilds were able to handle jobs in organized sectors, and most of them provided employment to individuals working from their homes. Organized activities of guilds had their influence greatly on the administrative sectors of revenue and merchandise in the early European economy. Since the ancient trade involved international transport of commodities, merchants had formed guilds that operated their business mainly through sea-routes. These trade gilds were the founders of sub-classes of business processes like wholesalers, retailers an d business agents in their domestic as well as international commerce. The foremost of all their achievements was the formation of colonies in foreign countries for the easy access to international business. A clear reference of the proceedings of the early merchant guilds focus the light to the centralized business management applications they employed in the international commerce. Some studies like that of Richardson show that these guilds had a strict regulation of a contractual relationship among members by which they were collectively responsible for the default of each member; and in case of the goods being forfeited at a foreign port for alleviating bad debts, the owner could claim for compensation from the actual defaulter at his home country. Craft guilds, on the other hand, focused on the promotion of particular trades and owned small work units that usually operated from home. Their basic segment of work related to conversion of agricultural commodities to consumable goo ds and their sales in the open market. Bakers, butchers and brewers were the most important category that held the profession in the consumer goods trade. More durable goods were the elements of manufacture guilds that produced goods and sold them in distant markets besides meeting the demands of the local buyers. Under the durable’

PTC PAPER Lab Report Example | Topics and Well Written Essays - 750 words

PTC PAPER - Lab Report Example arbitrated by specialized cells which communicate with brain cells through sensory neurons (Williams, Peter & Glyns 18).The perception involves one binding of the taste molecule to a receptor which is particular on taste cell surface then, a generation of nerve impulse by the taste cell which is then interpreted by the brain. This was shown when strips containing coffee without sugar, and with the addition of sugar were tested. Ability of tasting PTC is influenced by an inherited component. A single gene which codes for the receptor taste on the tongue influences the ability to feel or not to taste PTC. The gene is called PTC gene or the TAS2R38 and is mapped to q- arm that is chromosome 7 in man, and its discovery was in 2003 (Leguebe 970). In existence, there are two main alleles of PTC gene and rare ones are five in number. The alleles are tasting allele and none tasting allele which both code for taste bitter receptor protein. The shape of protein receptor determines the strength it binds to PTC. Bumps called papillae covers the entire tongue, and each papillae have numerous taste buds, which are filled by gustatory cells that are responsible for tasting. Each tip of the gustatory cell is significantly covered with assortments of receptors called bitter tastes and obtrudes through pore on the tongue surface. Stimulation of the receptors leads to the perception of signals. The signals are then carried to the brain by special nerves. The three samples of coffee of different concentrations; one without any addition of sugar, another one with addition of two spoons of sugar and the third one with three spoons of sugar added were dipped in PTC paper and test conducted to determine the level of taste as either very bitter or very sweet and in a scale of between 1 to 5, the results were noted in small tables. The experiment was repeated severally to determine the exactitude and also to show results among different individuals. From the experiment, we were able to

Analysis paper 2 Essay Example | Topics and Well Written Essays - 1000 words

Analysis paper 2 - Essay Example Though born and raised as a girl, her sexual orientation started changing when she was in high school, always opting to express masculine characteristics, despite the fact that she had male testosterone hormones that would make her sexually function as a man. At birth, she was given a female name, Teena Brandon, which she reversed later on, to adapt the name Brandon Teena, which would display her as a man. However, a brother of a woman she once dated discovered that she was anatomically female, an incident that forces her to run away from her childhood neighborhood, to Falls City, Nebraska where she forges friendship with an ex-convict male John Lotter and his friends Nissen, Candace and Lana, a woman with whom Brandon later establishes a romantic relationship (Shamir and Jennifer, 59). Lana is unaware of the biological sex and the female anatomical body characteristics of Brandon, until Brandon is arrested and charged in a court of law, for some crime she had previously committed. T his presents the perfect opportunity for the biological sex of Brandon to be revealed, since she is placed in a female prison section, and identified by her female birth name, Teena Brandon (Shamir and Jennifer, 21). Lana bails Brandon out and on questioning her why she had been placed in the female section of the cell, she lies to her that she was a hermaphrodite, and was in the process of securing a Sex reassignment surgery, would leave her as a man. However, the media reporting through a newspaper publishes the case of Brandon arrest, incidentally identifying her by her female birth name. This raises suspicion amongst her male friends, who then seizes an opportunity to force her to undress and showcase her real sex even to her girlfriend, Lana (Shamir and Jennifer, 77). The two male friends; Lotter and Nissen subsequently forces her into a car and take her to a secluded place, where they raped her and threatened her not to raise the issue with the police. However, her girlfriend implored on her to file a report with the police, something that she does. Eventually the two friends who had raped her realize it, and make a plan to murder her. They eventually execute the plan and shot her and her friend Candace, while Lana is left crying over her dead body, having been unable to protect them from killing her friends. Analysis The film, Boys Don't Cry (1999), is a wholesomely gendered piece, revolving around the life of a female, who is uncomfortable with her biological sex status, and is striving to forge a different identity as a male, an attempt that finally leads to her loss of life. In this film, the position of the female is a subordinate to that of the female, and the male dominates the society, through doing everything as they please, while the female gender must conform to a certain social path. The problem in this case is that Brandon, the main character in the film is dominated by the estrogen Hormone, which makes her a non-operative transgendered fema le-to-male individual. Through the dominance of the estrogen Hormone, Brandon is anatomically female, and she struggles very

History of Ireland Essay Example | Topics and Well Written Essays - 2750 words

History of Ireland - Essay Example In 1973 Ireland became a member of the European Union. [01] The heart of the country is limestone- floored lowland bounded on the south by the Armorican ridges and on the north and west by the Caledonian mountains. This lowland is open to the Irish Sea for a distance of 90 km between the Wicklow Mountains and the Carling ford peninsula, giving easy access to the country from the east. It also extends westwards to reach the Atlantic Ocean along the Shannon Estuary, in Galway Bay, in Clew Bay and again in Donegal Bay. Numerous hills break the monotony of the lowland which rises westward towards the coast in County Clare where it terminates in the cliffs of Moher, one of the finest lines of cliff scenery in Western Europe. [02] Much of Ireland was covered by ice during the Pleistocene period. This ice finally melted away about twelve thousand years ago, leaving behind evidence of its former presence in most of the minor physical features of the landscape. Throughout the greater part of the lowland the bedrock is hidden by glacial deposits which, in the north central part of the country, form a broad belt of small hills (drumlins). The glacial cover also modified the early drainage pattern and in places created groundwater conditions which facilitated the growth of peat bogs. [02] Caught in the recede and flow of the last Ice Ages over the last ... The sea level dropped 130 m (426 feet) or more during the interval from around 30,000 to 15,000 years ago, when Ireland became part of continental Europe [again], and sea levels have been generally rising ever since, albeit at a much slower rate. The image to the left represents the land mass of Europe near the time of the last glacial maximum (minus the ice sheets and the ocean water). Take a close look at the "British peninsula" and the outline of Ireland and Great Britain upon it. [05] In and around 20,000 years ago the area that would later reform the British Isles was mainly covered by a thick sheet of ice. This was during the last maximum expansion of the polar ice caps when sea levels were about 120 meters lower than today. To get another view of the British Isles when they were not islands, see this Pleistocene age reconstruction (circa 18000 radiocarbon years ago) of the outline of the European continent, or also see here. After about 9000 BC, the climate again warmed, the juniper spread, and the birch appeared in large numbers for the first time. Pine, elm and other forest trees also appeared, and Ireland began a long-term process of forestation. Other plants and animals crossed the land bridges as well. Red deer, wild boar, possibly bears, red squirrels, pine-martens, Wolves, foxes, stoats, and eagles and other birds of prey took up residence. Fish and game birds were soon present in abundance. [05] The first definite evidence of human settlement in Ireland dates from 8000 to 7000 BC. They are known from early archaeological findings to have made an appearance in the far north in the lower Bann valley near present-day Coleraine and in the southwest in the Shannon estuary. Later they are thought to spread northeast along the coast of

Contemporary issue in the Economic and Political Environment of the UK Essay

Contemporary issue in the Economic and Political Environment of the UK Britain and the Euro Should we join or not - Essay Example And now I will try to give you an accurate account of the economic situation in the United Kingdom. (Minford) Chancellor of the Exchequer of the UK thinks that the country is not ready to join the European currency. Tony Bluer is of the some opinion. He is known to be a supporter of the European fusion, but he has not made the official statement yet. But still the decision has not been taken. (Minford) Observers say that Chancellor of the Exchequer isn't eager to introduce the country into the European zone. Prime Minister and the whole Labour party like the idea of the economical reunion with the continental Europe. There are some reasons for it. Firstly, Britain wants to be the leader of the EU, and for it the country should have the same currency as the whole organization has. (Marsday) Secondly, there is a probability of split between the members of the Labour party. And it is not profitable for the Prime Minister. Thirdly, the Conservative party can use antagonisms among the Labour party leaders which exist. From the economic point of view it is profitable for Britain to join the Euro. But the most suitable moment for it is when the Pound will be a bit closer to the Euro. In such a way the economy of the country will not feel a big strike. Otherwise, there will be a recession of the economy. But still, the nation won't feel it, because of the high development of the social pr ogram in the country. But the competing the Conservative party is strongly against it. They lost the trust of people, because of being against joining Britain the EU. Their most influential argument is the historical currency of the country. (Marsday) Their motto is: Let's preserve the Pound. Almost half of the country supports this idea. (Minford) The Conservative Party says that people must decide whether to change the national currency or not. A national referendum must show what to do with the problem which exists. The leader of the Party is sure that the country can successfully do without the Euro. He says that British people do not want to join the Euro. People know that it is a political decision, and the economic policy is not related to it. He adds that Tony Bluer just wants to choose the suitable moment and win the referendum. The Head of the Chamber of the Commerce, David Frost, says that the Government will decide whether to join the Euro or not, but later. However the Government should denote their actions for investors to know what to do with their capital formations and what to do next. The striking example of it is the Japanese corporation Toyota. It is one of the biggest foreign investors in Britain. (Marsday) At first, Toyota and almost all the other Japanese companies wanted Britain to introduce a new European currency. They were alarmed what would be with their investment. (Minford) However, now the Head of the Japanese corporation says that Toyota has a stable position in the country, and is not going to enlarge their capital investment. The corporation is not troubled

History of Ireland Essay Example | Topics and Well Written Essays - 2750 words

History of Ireland - Essay Example In 1973 Ireland became a member of the European Union. [01] The heart of the country is limestone- floored lowland bounded on the south by the Armorican ridges and on the north and west by the Caledonian mountains. This lowland is open to the Irish Sea for a distance of 90 km between the Wicklow Mountains and the Carling ford peninsula, giving easy access to the country from the east. It also extends westwards to reach the Atlantic Ocean along the Shannon Estuary, in Galway Bay, in Clew Bay and again in Donegal Bay. Numerous hills break the monotony of the lowland which rises westward towards the coast in County Clare where it terminates in the cliffs of Moher, one of the finest lines of cliff scenery in Western Europe. [02] Much of Ireland was covered by ice during the Pleistocene period. This ice finally melted away about twelve thousand years ago, leaving behind evidence of its former presence in most of the minor physical features of the landscape. Throughout the greater part of the lowland the bedrock is hidden by glacial deposits which, in the north central part of the country, form a broad belt of small hills (drumlins). The glacial cover also modified the early drainage pattern and in places created groundwater conditions which facilitated the growth of peat bogs. [02] Caught in the recede and flow of the last Ice Ages over the last ... The sea level dropped 130 m (426 feet) or more during the interval from around 30,000 to 15,000 years ago, when Ireland became part of continental Europe [again], and sea levels have been generally rising ever since, albeit at a much slower rate. The image to the left represents the land mass of Europe near the time of the last glacial maximum (minus the ice sheets and the ocean water). Take a close look at the "British peninsula" and the outline of Ireland and Great Britain upon it. [05] In and around 20,000 years ago the area that would later reform the British Isles was mainly covered by a thick sheet of ice. This was during the last maximum expansion of the polar ice caps when sea levels were about 120 meters lower than today. To get another view of the British Isles when they were not islands, see this Pleistocene age reconstruction (circa 18000 radiocarbon years ago) of the outline of the European continent, or also see here. After about 9000 BC, the climate again warmed, the juniper spread, and the birch appeared in large numbers for the first time. Pine, elm and other forest trees also appeared, and Ireland began a long-term process of forestation. Other plants and animals crossed the land bridges as well. Red deer, wild boar, possibly bears, red squirrels, pine-martens, Wolves, foxes, stoats, and eagles and other birds of prey took up residence. Fish and game birds were soon present in abundance. [05] The first definite evidence of human settlement in Ireland dates from 8000 to 7000 BC. They are known from early archaeological findings to have made an appearance in the far north in the lower Bann valley near present-day Coleraine and in the southwest in the Shannon estuary. Later they are thought to spread northeast along the coast of

Sorrow of Love Essay Example for Free

Sorrow of Love Essay In the rural south in the years 1880- 1995, women worked with the new hope that their sons and daughters would one day escape from the southern staple-crop economy, with its connected hardships and saddened opportunities. Maud Lee Bryant whom was a farm wife from North Carolina stated: â€Å"My main object of working was wanting the children to have a better way of living, that the world might be just a little better because the Lord had me here for something, and I tried to make good out of it, that was my aim†. Although in these woman’s words I find a great amount of pain, her strength is very visible. It is obvious that no matter how hard her life is, she tries to see her hardships as opportunities instead of feeling sorry for herself. A large amount of sharecroppers rarely stayed on the same plantation for more than a year or two for the reason being that their quest for household and group anatomy represented the tangible legacy of slavery. Although black families worked large amounts of hours they achieved neither consumer status nor total self-sufficiency due to the repressive labor system they worked for. It is right to say that black women were living a life of irony, although black women would pick cotton all day, they were never able to wear a cotton dress because of their low income and although they would work in agriculture as well, they barely survived on inadequate protein-deficient diets. Although blacks represented one-third of the southern population and 40 percent of its farmers and farm laborers, they were by no means the only penniless agricultural group. In 1910, nine-tenths of all southern black who made their living from the soil worked as tenants, sharecroppers, or contract laborers and most barely eked out enough in cotton to pay for rent, food, and supplies. During these years, a system by which a dominant group, whites, passed laws that were designed to humiliate a subordinate group, blacks, in public ways and in public places including: schools, parks, theaters, and public transportation. These new ideals of separation, combined with the systematic disfranchisement of black en, were enforced with state-sanctioned terrorism. By the late nineteenth century, whites of all classes had joined together to demonize black men as a group, and label all black women as immoral and sexually promiscuous. Between 1879 and 1881 as many as twenty thousand rural blacks fled the â€Å"young hell† of the lower South in search of the â€Å"promised land† of Kansas. The Kansas-fever exodus consisted primarily of families headed by former slaves desperate to escape neoslavery. Although granted relatively more overall freedom than their enslaved parents, black men and women in the late nineteenth century had only a limited ability to make crucial decisions related to household and farm management. A white employer controlled not only a family’s labor, but also its furnishings and food. In this book Jones offers a thorough analysis of black women, as the title suggests, from the times of slavery through to present day. The book was originally written in 1985 but the author updated the book and it was released in a second edition in 2009. I love studies that look at the intersection of various topics rather than examining one and ignoring the rest, because life doesn’t happen in a vacuum like that. Jones does that in a way that few do. This book is a true examination of race and gender, as well as class, and we study all of these as they interact with each other throughout the years. Starting with slavery Jones talks about how both black men and black women were affected, but she highlights the ways in which women experienced slavery in such a different manner. Throughout history, from slavery and until present day, women have been responsible for work in and outside of the home. In this way they do more than and experience different and additional issues to those of men. For example in the time of slavery women were usually expected to work as hard or almost as hard as men, but were also responsible for bearing and raising children, and keeping a home – cooking, sewing, cleaning, and more. White women, however, were not expected to do any work outside of the home at this time and also had the black slaves to help them in the house. For this reason examining history through the lens of only race or only gender does not give the true picture of life for black women. One of the themes that was highlighted most often through the book was that of family. Black women were forced to toil long hours for meager pay throughout history and until the present, and still expected to do most of the work at home as well. Jones talks about how work at home was prized and worth doing, often times, compared to work for whites, and how they would always try their best to find jobs with as much time with their family as they could.

Impact Of Higher Level Teaching Assistant Education Essay

Impact Of Higher Level Teaching Assistant Education Essay In 2003, there has been a reform that was signed in order to reform the school workforce. Sets of National Standards were produced in order to reflect the production of Higher Level Teaching Assistants (HLTA). The main purpose of posting HLTAs is to provide a high level of classroom support to help ensure that teachers can focus on their teaching role. A HLTA post-holder will be expected to take on more involved roles in support of teaching and learning and may line manage other support staff (e.g. TAs, LSAs). The precise details of the role will be determined by the school/college. HLTAs work strictly under the direction and guidance of a teacher, within the framework of management and supervision of their school/college. Responsibility for teaching and learning remains with the teacher (and ultimately the head/principal), who will exercise their professional judgment based on what is best for pupils. The distinction between HLTAs and TAs is that HLTAs take on higher level roles than other TAs, including planning their own role within the classroom (in support of the teachers planning) and undertaking some teaching activities within an appropriate system of supervision provided by a teacher. HLTAs may line manage other support staff, including TAs. This paper shall discuss the impact made by HLTAs on teaching and learning. This shall also look into the cost being incurred by posting HLTAs as well as supply rates as opposed to covering of teaching assistants. Impact of HLTA in Teaching Practice The NfER 2007 report Deployment and impact of support staffà ¢Ã¢â€š ¬Ã‚ ¦ cited in the cwd council e-bulletin no.06 August 2007 revealed more than 90% of the senior leaders who responded believe Higher Level Teaching Assistants are having a positive effect within schools and on pupil performance. In some school localities the opportunity to use able TAs in community liaison and fund raising has been a real bonus, bringing very diverse communities closer together. Equally comments such as C. contributes to the School Improvement Plan and represents TAs and chairs TA meetings every two weeks, clearly demonstrates how the role of the TA can be moved forward to the benefit of a whole setting particularly as many settings now have a considerable number of TAs. One setting had twenty three TAs, all of whom need managing and timetabling. She (the HLTA) has a base room and allocates other TAs to specific classes, were the words from one setting. TAs also need to be kept informed of happenings and discussions within settings thus a HLTA representative at meetings has aided the ability to keep TAs informed as they cascade information. It also means that TAs do not all need to attend meetings and yet are all kept informed. This means that numbers at meetings are more manageable and it means TAs who are paid less do not need to give up more unpaid time. There is also the security of knowing that the person covering a class understands and works to the standards but there are difficulties if the HLTA is absent as there are no HLTA supplies currently and so frequently a supply teacher has to be brought in to cover the absent HLTA. In fact there is no insurance to cover the supply when covering for a HLTA. This also raises the issue of pay as the supply would earn more than the TA. There was however one school which had Level two TAs taking classes during PPA time this was questionable as neither wished to undertake HLTA but it is not known if these two had other qualifications that would make this more acceptable. Webb (2010) however argued that while teachers acknowledge the expertise of the assigned HLTAs, as well as the contribution that they are making, most of the teachers believe that their professionalism are being compromised. According to Webbs study, this is because of the HLTAs lack of teaching qualifications. Stewart (2009) shares this same argument. On his study, teachers viewed that the creation of HLTAs is a threat for their professional status. Moreover, a review of Childrens Services Scrutiny Committee was conducted in Oxfordshire County Council with regards to the impact of having support staff in classes. In summary, there have been varied response with regards to the advantages and disadvantages of such. The impact on teachers workload and morale has been positive, though many teachers report that workload continues to increase. Some head teachers, especially, suggest that many teachers have become less flexible. The impact on head teachers workload has been considerable, notably in small schools, especially where they have taken on the responsibility for the details of organization and additional teaching commitments. This has had a negative effect on morale. The impact on support staff has been extremely varied. Some, especially those training to be teachers or HLTAs have greatly welcomed the increased responsibility of leading classes. Of those teaching assistants leading classes without additional training, some enj oy the additional responsibility, but most feel that they do not have the necessary skills, expertise and experience, especially those working with older children. Support staff are often treated with less respect than teachers. Most planning takes account of the medium-term plan, but the responsibility for planning sessions varies widely. Those releasing teachers unwillingly are often concerned about the quality of lessons and sometimes about the health and safety implications. Most support staff have little or no timetabled time to prepare. Much the most common concern, even from those who welcomed the new opportunities, is that any increased levels of pay, by no means universal, in no way matches the additional responsibility. The benefits for teachers workload and morale are perceived to be mainly at the expense of head teachers and support staff who do not wish to lead classes but are doing so. Impact of HLTA in Learning The main benefits for learning are raised standards and support for the students and greater ability to monitor childrens progress. There is also greater continuity and one person questioned said, we are able to deliver sessions more effectively as they (TAs) know the expectations. The TAs also support booster groups, reading, and extends the gifted and talented, and writes reports. According to Walker (2010), there are positive impacts of HLTAs especially those assigned in mathematics and the sciences. According to the students that was interviewed in his case study, the HLTAs made it easier for them to concentrate and stay focused on their tasks; HLTAs also made them feel comfortable, confident and allows them to ask questions; and made the learning experience fun and also HLTAs have helped them to recognize the importance of the subject matter. Moreover, a review of Childrens Services Scrutiny Committee was conducted in Oxfordshire County Council with regards to the impact of having support staff in classes in terms of the students learning and progress. During PPA time, some schools continue with the usual curriculum, especially for children in the Foundation Stage and nursery schools. A changed curriculum is more usual, with PE, Art/Design Technology and a modern foreign language being the most common subjects covered by specialists. Where teaching assistants lead sessions, spelling, handwriting, guided reading and math practice were popular, with other aspects of literacy and numeracy rarely covered. ICT, PSHCE and RE were less frequently mentioned science, history and geography only occasionally. The impact on the quality of the curriculum during PPA time depends very substantially on the quality of the staff leading classes. Where these are specialist teachers or coaches, most schools thought the curriculum was enriche d. Unchallenging lessons result in lessons less well differentiated for those of different abilities. This often leads to poor behavior where staff leading a class were not well qualified and familiar with the children, especially with older children in Key Stage 2. Children who find change difficult were reported as finding a range of adults difficult, but the Review Group believes it is good for children to learn to relate to different adults, as long as this change is not too frequent. The range of the curriculum was usually thought in schools where specialists are used to have been broadened, sometimes in the subjects covered, sometimes in extending provision to a wider age range. The evidence suggests that the quality of teaching and learning has improved in the rest of the week, particularly because of improved planning and assessment. However, time for curriculum coordinators has been reduced. Though many support staff, especially, are concerned about reduced targeted support for children with special educational needs, the evidence on the overall impact on this group is not conclusive. The use of outside specialists runs the risk of reducing opportunities for cross curricular links and, unless the National Curriculum is closely followed, not providing full curriculum coverage and appropriate progression within a subject. Monitoring both at class and at whole-school level of the impact of PPA time on the curriculum has mostly been informal. Impact of HLTA in Engagement The feedback from one setting with regard to engagement was using TAs has engaged the children and given a sense of purpose. Another setting remarked that there was now very good constant contact with all the staff and children, which is clear evidence of good practice. Overall the engagement appeared to be better or what we already do or just reinforced or brilliant as one setting put it. The feedback to Have HLTAs had an impact in the workplace was generally positive, HLTAs have undertaken PPA, they have covered a range of subjects, some of the OFSTED reports have commented on the good work of the TAs and evidence was in raised standards in some subjects. They had enriched practice as a direct result of their personal and varied experience. One head-teacher even went so far as to say that experience has more of an impact than the qualification/ status, but as another head remarked an unqualified set of staff is a mums army. Generally only those HLTAs who could manage the children were given extended roles as no setting wishes to create further problems. The skills and strengths of the TA were always taken into consideration. The tracking of children had been developed in some settings. One setting said they had fewer problems as it is a familiar adult. Overall the engagement of children was very positive but the HLTA had to be competent as the classes need to see them as the teachers equal. Another setting said that children are open minded to any engaging teacher or TA, thus where the HLTA demonstrates this, the outcome is positive. Positives in Achieving HLTA A study conducted by the Derby City Local Authority have results regarding the positive advantages of having TAs in attaining HLTA. This new knowledge in turn makes the person feel more confident which in turn develops their sense of self and thus raises their own and others perception of themselves. The NfER report 2007 cited in the cwdcouncil e-bulletin no.06 August 2007 claimed that 74% of HLTAs said their status had led to increased confidence and over half cited greater job satisfaction. 73% of TAs agreed that they would recommend HLTA to other TAs clearly demonstrating a positive view of the achievement. 75% believed HLTA had opened up new opportunities for them. 92% felt HLTA was the best way forward in terms of professional development. Currently the TAs are not convinced that HLTA has helped them to progress but there is still a slight increase in those who think it has as the following demonstrates. The question did not really apply to those who had not yet achieved HLTA. 31% said HLTA had helped them to progress professionally whilst only 15% said that HLTA had not helped them to progress professionally. Overall those who had achieved HLTA were fairly positive and the results demonstrated that remodeling has had an impact but there is less clarity as to the role HLTA has played in this. 35% felt positive about achieving HLTA whilst only 4% were negative about achieving HLTA. Conclusion There was quite clearly a role in most settings for a HLTA or equivalent and this person usually had effective interpersonal skills, was good at time management and planning, they frequently had an additional skill such as art or music and as one Head teacher put it, they need to prove themselves as all employed people have to. The organisation of a setting often had an impact on the number of HLTAs or equivalents as some settings developed one TAs role whilst others split the extended role between two or more TAs. This could also reflect the number of TAs who are ready and experienced sufficiently for such a role as HLTA. Deployment of HLTAs needs to be more attractive with remuneration but once this is achieved HLTAs can make a significant contribution to the management of other TAs, to scaffolding information and representing TAs at meetings. The TAs are interested in further training with a small per cent age of TAs seeking HLTA or teaching and some TAs still requiring Key Skills. There needs to be a relevant professional development route for aspiring TAs with more recognition of the different routes. The HLTA status training needs to include a direct observation of the potential HLTA working with a large group or class as happens to all NQTs and other adults working with classes. TAs are making a considerable contribution to our schools and this research so far seems to demonstrate their distinct contribution as stated in the TDA (2006:3)HLTA Training pack but they are by their continued professional development also helping to create the World-class workforce for children, young people and families, that is the Childrens Workforce Development Councils vision. However as one TA remarked, I would not be interested in the HLTA as I feel that the work involved is far greater than the recognition and pay. This needs to be addressed if we wish to encourage TAs to embrace the changes further. Yet 75% of TAs would still recommend HLTA to other TAs. Overall, the presented literature show that in terms of HLTAs impact on teaching, there are two opposing views. Some of the teachers view that HLTAs are a threat to their profession. In spite of the contributions that HLTAs are giving, it is believed that their professionalism are being compromised because of the lack of teaching experience of HLTAs. On the other hand, other teachers reported that HLTAs have positive contributions for the improvement of their teachings quality. Many teachers still believe that the support that these HLTAs are giving helped them in reducing their workloads and stress. In terms of learning, HLTAs support has contributed in the improvement of the students understanding of the subject matter. Also, they have helped in the improvement of of the students achievement and opportunities for their personalized learning. Finally, in spite of varying opinions regarding the impact of HLTA, it is very important to note that these higher level teaching assistants are doing their best to aid the teachers. It is recommended that their skills should be monitored and upgraded periodically so that their outputs could be exceptional as well.

The Great Gatsby :: essays research papers

Theodore Roethek once wrote â€Å"In a dark time, the eye begins to see†¦Ã¢â‚¬  This means that in times of great trials and tribulations, when all seems lost; an inner sense of motivation kicks in. You get a new sense of direction and something is keeping you guided. F. Scott Fitzgerald’s novel The Great Gatsby illustrates this quote perfectly. In this novel, the characters, the conflicts, and everything in between are all intertwined through characterazation and symbolism. Jay Gatz made something of himself from starting with nothing, and in a time when he met so many new people and reunited with the love of his life, there seemed to be a tremendous â€Å"heat wave†.  Ã‚  Ã‚  Ã‚  Ã‚  From humble beginnings a man was able to elevate himself into the upper echelons of society and take back the only thing he ever loved, just to have it torn from him again; this is the life of The Great Gatsby   Ã‚  Ã‚  Ã‚  Ã‚  Could you imagine a wonderful, rich, and famous life from a poor and wretched boyhood? If you could, Jason Gatz would be the man. Growing up, he was not â€Å"well off†, not even able to make ends meet. He however, had all the tools for success, he was bright, skilled, and perhaps a little to motivated. He enlisted in the army and even became a gentleman, much different than a poor country boy. He found a girl and fell in love†¦he was almost threatening with his love; he loved her perhaps a bit too much. He was a terrible liar too, he lied even to her to make her think he was rich, and when he came back home, he found out that she was gone and married. Jason Gatz was a man of commitment. He got a real job, changed his name to the more fashionable Jay Gatsby, and made millions. The house he bought was â€Å"coincidentally† right across the Bay from Daisy (his ex-love) and her husband Tom Buchannon. He was a desperate romantic, he threw tons of pa rties just hoping that she would show up at one, but she never did. All Gatsby could do, was stare out into the sound, looking at the green light on Daisy’s house. Go! He thought, now is the time to start things fresh, if only him and Nick could go get some lunch, then go get coffee, then they would go home and Gatsby would make his proposal.

Dystopai Society :: essays research papers

The Government and Total Human Control   Ã‚  Ã‚  Ã‚  Ã‚  In Ray Bradbury’s novel Fahrenheit 451, in George Orwell’s 1984, and in Aldous Huxley’s Brave New World a unifying thread is present—the government must have total control of all aspects of society. It must control thought, it must control media, and it must control one’s usefulness to the totalitarian society.   Ã‚  Ã‚  Ã‚  Ã‚  In Fahrenheit 451, the government assumes total control by banning all books and other reading material. By banning and burning the contraband if necessary, the government can prevent philosophical thought. The government can also guarantee this by getting people to buy giant televisions, the size of walls, which play television sitcoms in which the family can star. Not only do the pointless programs discourage intellectual thought, but they also entertain the family enough so that the family has no reasons to read and/or think deeply about the meaning of the world around them.   Ã‚  Ã‚  Ã‚  Ã‚  In 1984, the government is a bit more lenient as they will let everyone read, but they edit all reading material so that the materials favor the Party. For the party, revising old articles and other media will ensure that no one will revolt since the rewritten material always favors the Party. Even if a proletariat were to revolt, the Party could eliminate his existence from all forms of media. The Party vaporizes people’s existence to a point where most people do not even think about the vaporized person. By always making sure written history is pro-Party, the Party can ensure its totalitarian government.   Ã‚  Ã‚  Ã‚  Ã‚  In A Brave New World, the government not only controls how one thinks, but it also controls one’s physical usefulness to his society. By genetically engineering one’s body, the government can make it infinitely useful to itself. To make that one body feel no pain, to make the soul feel like it belongs to the society, and to make the mind open to any ideas is a vital asset for this government. The people are not always worried about death and can always relax in this utopian society since other people pleasure them, and with a society of happy people, the government never fears a revolt.   Ã‚  Ã‚  Ã‚  Ã‚  By controlling what an individual thinks, does, or feels, the government always prospers.