Evaluate the claim that modern political parties are failing to perform their traditional functions :: essays research papers

To answer this question, we most identify the find out roles of a political party in the political system. governmental Parties moldiness identify their leaders who in turn, become the offered leaders to take controller of the country. Skills of persuasion, organisation of support, public speaking, committee work, and public campaigning are totally essential qualities for leaders of political parties. Currently, the leaders of the Labour Party, Conservatives and Liberal Democrats represent a range of viewpoints, giving the UK voter a choice, depending upon their opinions. Political parties nominate individuals to important positions in public services e.g. infirmary trusts. They also choose the minister for that service e.g. Education minister Jane Davidson for the welsh Assembly. In general these choices are sensible and not overly radical. thusly we can see that this traditional function is being performed accurately. Political Parties also are responsible for creating legisl ation, a vital job involving producing coherent insurance policy programmes. A recent example of British Government doing this, is the 2001 Terrorism motivate and the soon to be announced 2005 terrorist legislation. Parties are creating necessary and modern legislation, so it cannot be said that they are failing in this aspect.Parties also deck up the timetable of Parliament whilst supplying members to the various committees, produced to reach decisions. Timetabling is obviously going ahead, or there would be no Parliament. The Neill committee, created in 1994 discusses the funding of political parties and the equality. Political Parties also scrutinise the other parties work in the Parliament successfully. By successful, I mean disputing other parties suggestions, arguing for changes in the law. Daily disputes rift out in the House of Commons between MPs, indicating a good scrutiny of legislation.

The great mortality

While there is much that is not k in a flashn around the great pestilence which struck atomic number 63 near savagely in 1348 to 1350, this much can be said in all of man history, there has never been a most ruin event. The young compendium of surviving records indicates that the mortality rate throughout Europe averaged at to the lowest degree 50 percent. In the course of three years, one of every dickens adult male beings died, victims of a molest for which there was no effective remedy.In most communities, the pestilence struck and killed within a few months while move on to other communities, making the impact of the staggering finis chime all the more devastating. . A good deal has been written near this pestilence, and John Aberth makes an admirable contribution with his small book, The drab Death The bully death rate of 1348-1350 A Brief History with Documents. Most of this book is documents from the decimal present of the great pestilence, and these give i nsight into the suffering that swept across Europe during this period.When Aberth does interject comments, his observations are brief but thoroughly prescient. star of Aberths finest pieces is his comment on one of the great mysteries of the disease which destroyed so much of Europe. (Aberth 23-27) We do not know what it was. As Aberth notes, the term now commonly used for this disease, the Black Death, was not used by contemporaries. It was prototypal coined in the sixteenth century. (Aberth 1) The modern reason for describing this disease as an volcanic eruption of the Bubonic Plague is the bam of a similar, if much less devastating pestilence in Asia in the late nineteenth and early 20th century.(Aberth 1, 23 Herlihy 20-21) During that harry, microbiologists isolated a bacterium as the cause of the outbreak, and given the similarity of symptoms, historians posit that the pestilence that devastated Europe in 1348 to 1350 was a alteration of the same plague. (Aberth 23-25) Aberth does a fine job of reviewing the strengths and the weaknesses of the modern discussion, including issues or so the temperature at which plague-bearing fleas flourish (Aberth 25-26), and also the strengths and weaknesses of his medieval sources (Aberth 24-27) .After all, knowing nothing of bacteriology and painfully teeny-weeny about the behavior of fleas and rats, medieval chroniclers were could hardly predict what modern scientists would akin to know about the details of the disease their forebears encountered. As Aberth concludes, there are several problems with the conclusion that the pestilence of 1348 was the bubonic plague, but there are even greater difficulties with any alternative explanation that has been offered. (Aberth 26-27)Part of the difficulty with the view that the pestilence was the bubonic plague lies with the fact that the flea which commonly carries the plague type B prefers to inhabit rats quite than humans, and will abandon the rat only when it dies of the plague and its body begins to cool. (ABerth 25-26 Herlihy 21-23) Reflecting this fact, modern outbreaks of the bubonic plague have been marked by the broadspread death of rats. Albert Camus mentions this occurrence as the early sign of the arrival of the pestilence in his novel, The Plague.While some medieval sources do mention the widespread death of rats, it is not widely mentioned. However, the failure of these sources to mention a ill-tempered occurrence is questionable evidence from which to argue that something did not occur. For a wide variety of reasons, medieval chroniclers may not have connected the death of rats with the outbreak of the plague. Aberth also mentions that fleas can hide for long periods of time in grain, one of the items frequently carried along the routes which the plague followed.(Aberth 25-27 Ziegler 16, Horrax 7-8), Another difficulty which modern scholars have encountered is that the symptoms of the plague as described in the medieval documents do not match closely the symptoms storied in early ordinal century victims of the plague. Here Aberth shows his understanding of the complex scientific literature in the field, noting that plague bacillus has been shown to have a remarkable capacity for mutation, so that it is quite possible that what swept through Europe wasa particularly acerb mutation of the plague, a blood line causing symptom somewhat unalike from those encountered in modern pandemics. (Aberth 26) The effects of the plague have been debated or so since they first occurred. Some historians contend that, especially in England, the plague so reduced that number of available laborers as to raise their standard of living as employers had to compete for their services.Here again, Aberth outdoes legion(predicate) other writers, by showing that variety and complexity of the economic responses to the devastating loss of population. In some areas, such as Egypt, the plague seems to have caused compara tively little change in economic relationships. (Aberth 67-70) In England, as noted, the condition of the lower classes gradually improved, and eventually, the true feudalistic system of serfs bond to the land fell a direction under the strain of the economic forces unleashed by the shift in the population.Aberth also acknowledges that the plague prompted many labor-saving inventions which helped improve the lot of the common folk, but adds a very locomote admonition any social or economic gain that hail the lives of half of the continents population must be hailed with colossal caution. (Aberth 68-70) In this analysis, Aberth again shows a good deal more shade and sophistication than many other historians who have tried to view the effects of the plague along more straightforward, if somewhat simplistic lines.In one of the noted revisionist essays, David Herlihy, for example, contended that Europe prior to the plague had reached a Malthusian breaking point the population had e xpanded to the point where it was exhausting nutriment production, and its continued geometric expansion versus the arithmetic expansion of the food supply had created a crisis. By greatly reducing the population, the plague alleviated this crisis while stimulating a wide range of inventions which eventually made much great food production possible.(Herlihy 31-39, 46-57) While not dismissing this interpretation, Aberth shows that it cannot explain the economic and social developments that occurred throughout Europe. These developments were sufficiently varied that no single supposition can systematically bind them all together. (Aberth 69-70 Zeigler 203-09) While economic developments in the wake of the plague might be classified as rational responses to the pestilence, Aberth allows dwells on the hysteric responses, which took two primary diversenesss pogroms against the Jews and the flagellants.These two phenomena sometimes were related, as the flagellants blamed Jews for the outbreak of the plague, but also finds the phenomena occurring separately. The flagellants marked a particularly strange form of hysteria, organizing themselves into bands of zealots who carried the mortification of the flesh to gruesome lengths. With their belief that they alone had found the way to satisfy a wrathful God, they represented a break with the confidence of the Catholic Church, something that led to their excommunication and their suppression by both ghostlike and secular authorities.(Aberth 117-20Zeigler 62-81) In a brief final chapter, Aberth considers how the plague neutered the European conception of death. Here he notes some of the artistic changes that came about in the wake of th plague, including the appearance of transi tombs, which he describes as a variation on tomb monuments by substituting or contrasting a skeletal and rotting cadaver to the idealized life-like portrait of the patron. (Aberth 169) One example of this is the tomb of Francois de la Sarra , on which the arms crossed over the chest are covered with worms and four frogs or toads sit on the face, covering the mouth and eyes. (Aberth 166, doc. 44) Another curious document that he presents is the Disputacioun betwyx the bole and Wormes, in which a noblewomans body argues with the worms that gnaw extraneous the flesh after her death. (Aberth 176-78, doc. 46) The great majority of this book is made up of documentary selections, and Aberth has chosen his sources well.His introductory comments show the significance of each document, . and he notes grimly that many of those who tried to chronicle the plague fell victim to its ravages. He also shows the sad state of knowledge, in which the great medical checkup exam faculty of the University of Paris, considered one of the leading centers of learning in its day, could find no better cause for the plague than the conjunction of the planets Jupiter, Saturn, and Mars in Aquarius in 1345.(Aberth 41-42) While many authorities, Christian and Muslim, agreed that the plague was highly contagious, medical science was several hundred years from advancing any theory which would explain contagion in any credible way, and even farther from effecting a cure. The contradictory advice, the irrelevance of many proposed cures, and the gruesome stress on blood-letting show the sad state of medical knowledge at that time. (Aberth 45-66) peradventure the grimmest aspect of these documents are the many comments showing the collapse of hope and human compassion during this terrible disease.Time and again, there is the repeated refrain of abandonment. With the disease almost invariably fatal, once a person was stricken, relatives and acquaintance would flee rather than risk being afflicted. Over and over, the documents reflect this in a litany of abandonment, (Aberth 33-34,54, 76) in that respect has been no later pandemic on the order of the pestilence of 1348 to 1350. By comparison, deaths due to AIDS/HIV would have to increase more than a thousandfold to equal the slaughter that the plague inflicted.One can only hope that no such pandemic recurs. SOURCES USED Aberth, John. The Black Death the Great Mortality of 1348-1350 (New York, New York Palgrave McMillion, 2005). Camus, Albert. The Plague. (New York, New York Vintage Books 1991). Herlihy, David. The Black Death and the Transformation of the West. (Cambridge, Massachusetts,L Harvard University Press, 1997). Horraxs, Rosemary. The Black Death (Manchester England Manchester University Press, 1994). Ziegler, Philip. The Black Death. (Thrupp, Gloucestershire, England Sutton Publishing 1969).

Employee Motivational Theories and Concepts Essay

Numerous theories on the subject of employee need fall in been developed and published for the better part of this century. While early employers sight of their forgeers as just an other input into the production of goods and services (Lindner, 1998), employees were beseeming increasingly dissatisfied with working conditions and malevolent management. As post-war, labor tensions attach in the 1920s, employers conducted to change their approach to employee relations if they were to avoid costly, and sometimes violent, labor strikes. Early motivational theories set the foundation for the development of twentieth century beliefs, including the move to get Googled and motivational techniques based on production line strengths found in the corporate toolbox.Early Motivational TheoriesGeorge Elton Mayo, an Australian-born psychologist and Harvard Professor, began significant question in 1927 in an attempt to demonstrate that employees, if enamourly propel, atomic number 18 to a greater extent productive and can compass greater return with appropriate valet relationship management techniques (Trahair & Zaleznik, 2005). This research, referred to as the Hawthorne Studies, found that employees ar not only motivated by financial gain, but to a fault by the behaviour and attitude of their supervisors.During these studies, the employees responded corroboratoryly to the mere fact that they were receiving anxiety from their supervisor as a result of the experiment. In his article, Gordon Marshall (1998) say that the term Hawthorne effect is now widely used to refer to the behavior-modifying effect of being the subject of social investigation, regardless of the context of the investigation. More generally, the researchers reason that supervisory style greatly affected worker productivity (para. 1) and that heighten productivity therefore depends on management sensitivity to, and manipulation of, the humane relations of production (para. 2). This rep resented a dramatic paradigm evoke for employers and theorists alike.Subsequent to the conclusion of the infamous Hawthorne Studies, fiver primary motivational theories form developed that confine increased the understanding of what truly motivates employees. They be Mas execrables need-hierarchy, Hertzbergs two-factor system, howls expectancy theory, Adams legality theory, and Skinners rein fightment theory. Maslow identified that employees, in general, devour five primary levels of needs that include psycho sensible (e.g. air, food, shelter), safety (e.g. security, order, stability), belongingness (e.g. love, family, relationships), esteem (e.g. work, status, responsibility), and self-actualization (McLeod, 2007). Maslow upgrade noted that, in order to provide motivation, the lower levels would need to be satisfied before one progressed to the higher levels.Hertzberg classified motivation into two, decided factors. He believed that intrinsic factors (or motivators) prod uce hypothecate satisfaction through achievement and recognition while extrinsic (or hygiene) factors produce dissatisfaction. He identified extrinsic factors to be associated with compensation and perceived job security, or lack thereof. Vroom theorized that demonstrated effort would lead to performance which, in turn, would lead to settle with (either positive or negative). The more positive the reward the more passing motivated the employee would be. To the contrary, negative rewards would result in a lesser motivated employee.Adams found that employees want to ensure that there is a sense of pallidity and equity between themselves and their co-workers. He believed that equity is achieved when employees be change, in cost of input and output, at the aforementioned(prenominal) rate. Skinners theory was liable(predicate) the most simplistic, He established that employees will repeat behaviors that lead to positive outcomes and eliminate or minimize behaviors that lead to n egative outcomes. He conceived that, if managers positively reinforce desired behavior, it would lead to positive outcomes and that managers should negatively reinforce employee behavior that leads to negative outcomes (Lindner, 1998). crowd R. Lindner, Professor of Management and Research at Ohio posit University, has conducted extensive research on this topic. In his paper Understanding Employee Motivation, he further extrapolated on the five theories, providing a comparative analysis, and offering a summary definition that focuses on the psychological process and inner force associated with the accomplishment of personal and organizational goals (Lindner, 1998). 20th Century ConceptsIn accompaniment to studying popular theories associated with employee motivation, Lindner (1998) includes the methodology and outcomes of an independent study, conducted at Ohio State University, that seek to rank the importance of ten motivating factors. The results of this study were compelling with kindle work ranking as number one over other more commonly identified motivators, such as wages and job security. In comparing these results with Maslows hierarchy of needs, among others, he found that the results atomic number 18 mixed, with the highest ranked factor (interesting work) being one of self-actualization and contrary to Maslows findings (Lindner, 1998).This presents a divergent result that challenges Maslows assumption that the lower needs essential be satisfied before a person can achieve their potential and self-actualize (McLeod, 2007, para.16). This does not negate Maslows work, but rather demonstrates that a natural evolution whitethorn have taken institutionalize with the ripe workforce due to the progression of motivation strategies. This is a accredit to the work of early theorists, and a call to arms for those that continue this research. Get Googled however history has yet to definitively termination the question, what is the best method(s) to mo tivate employees? The imprecise answer continues to be it depends. Many successful organizations incorporate a variety of programs aimed at motivating their employees, based on their specific population. Google Inc., for example, is leading the way to restructure management so that employees can streamline creative ideas that produce megahit new products.They are rewarding employees with perks like onsite swimming pools, allowing employees to bring their pets to work, providing onsite electric shaver care, and all the free food employees want (How Google Inc. Rewards Its Employees, 2010, idea Leaders, para.1). While this may not be realistic for every organization, there is something to be state about the fact that Google, Inc. is consistently ranked by Fortune clip as the best place in the U.S. to work. However there are things that a company can do to motivate their employees that are low or no cost and likely already exist in their corporate toolbox.The Corporate ToolboxMost successful organizations pride themselves on their ability to promote their product or service to achieve the desired level of profitability. They develop strategic plans, set production goals and persuade their customers that they are best of the best in their field. They are advertisers and peddlers of wares. So what does this have to do with motivation? Robert Hershey, Director of James E. Rogers College of Law at the University of Arizona and contributing author to the diary of Managerial Psychology, contends that there is a significant correlation between an organizations ability to successfully promote their business line and thrive at motivating their employees. He notes that we do not need one more theory of motivation we need better sagacity into the psychology of advertising. We can take some tried-and-true product advertising techniques that have been found to be effective and use them in a human resources and management context.But before we do that, the point must b e made that, as a practical matter, our vocabulary and attention choose a shift from the motivation jargon of needs, expectancy, two-factor theories, etc., to an emphasis on dialogues practices, because persuasion requires the transmission of information (Hershey, 1993). If Hershey is correct, then an emphasis on communication and inclusion would create an environment ripe for employee motivation. One could also indicate that, if communication is key, allowing input and empowered decision fashioning is the next logical step to producing a motivated employee. Carolyn Wiley, Professor of Business at Roosevelt University, concurs with this imagination and provides the following supporting statements in her article Creating an Environment for Employee Motivation When employees have an opportunity to provide input, this increases their survival rate and their sense of commitment. In umpteen very small companies, a natural sense of ownership a lot develops among the employees.Howev er, as companies grow, feelings of ownership and commitment start to decline. To increase commitment as the organization grows, managers must change how they define who retains control. Shared decision making is essential both to company success and employee survival. Workers generally do not resist their own ideas and decisions. Rather, they are motivated to fulfill them. (Wiley, 1992, para.14) While this may seem threatening to traditional leaders, it should not be viewed as surrendering control. Employees that are empowered through inclusion are ambassadors for organizational success.It is only through mutual success that both the employee and company thrive. It seems so simple, but eludes fifty-fifty the most progressive of companies. Most organizations are more inclined to cut down thousands of dollars creating recognition programs, building home office environments, developing bonus structures and hosting employee handgrip events rather than recognizing that most employees are merely looking to be valued. The same attention that motivated the Hawthorne workers applies to the modern employee who just wants to contribute and receive credit for their effort.ConclusionThere is certainly compelling evidence to indicate that employee motivation comes in many forms. Whether one places their belief in the theoretical assumptions of a Maslow or Hertzberg, their financial backing in the creation of a Google-esque environment, or capitalize on their organizational strengths to communicate and persuade, there is clear engagement that the ability to successfully motivate employees is essential for corporate success and sustainability. The concept of positive human relation management has finally taken its place at the forefront of organizational strategies and, with it, the evolution of employee motivation.ReferencesTrahair, R. & Zaleznik, A. (2005). Elton Mayo The do-gooder Temper. New Brunswick, NJ Transaction PublishersMarshall, G. (1998). A Dictionary of Sociology Hawthorne Studies. Retrieved from Encyclopedia.com http//www.encyclopedia.com/doc/1O88-Hawthornestudies.html Lindner, James R. (1998). Journal of Extension Understanding Employee Motivation. Retrieved from http//www.joe.org/joe/1998june/rb3.phpMcLeod, S. A. (2007). Simply Psychology Maslow Hierarchy of Needs.Retrieved from http//www.simplypsychology.org/maslow.htmlHow Google Inc. rewards its employees. (2010). Retrieved from Thinking Leaders website http//www.thinkingleaders.com/archives/517Hershey, R. (1993). A practitioners view of motivation. Journal of Managerial Psychology, 8(3), 10-10. Retrieved from http//ezproxy.arbor.edu80/login?url=http//search.proquest. com/docview/ 215865845?accountid=13998 Wiley, C. (1992). Create an environment for employee motivation. HR Focus, 69(6), 14-14. Retrieved from http//ezproxy.arbor.edu80/login?url=http//search.proquest.com/ docview/206781828?ac countid=13998

Filipino Fashion Essay

Just when you think that Filipinas do non know how to strut on the catwalk, Filipinas do not fair(a) have the passion to wear designed clothes Filipinas are internal counterfeitistas.Tracing its origins, Filipinos had long since been very innovative and creative in the descriptor of clothes that they wear. The early settlers wore bahag, a loincloth commonly used by Filipino men before the European colonizers arrived. This is mostly used by indigenous tribes in the mountains, and until now, is still used in the Cordilllera Mountain. But this is not being looked down upon as a lowly garment as it is made of well-chosen materials, woven in intricate designs that are uncommon with each individual wearing it.The Barong Tagalog and Barot Saya are the countrys national costume. The barong is made of a variety of fabrics like the pia fabric, jusi, and banana fabric. This is worn by men during official and special person-to-person occasions. Nowadays, the barong has now been modernized with the polo barong, gusot-mayaman (gusot means wrinkled and mayaman means wealthy), linen paper barongs and shirt-jack barongs.Barong TagalogThe barot saya is the national dress and is worn by women. This is characterized by having a huge pauelo or shawl around the shoulders, and the terno, having the butterfly sleeves popularized by former First Lady Imelda Marcos. As the years passed, the make up ones mind of the West and the influence of the East on local fashion has made Filipino fashion an ecclectic one. Some of the popular Filipino fashion designers we have today involve Mich Dulce, Rafe Totengco, and Monique Lhuillier.

The Challenge Of Defining Media And Technology In Teaching

Media has many definitions runing from a cookingosterous signifier of communicating as in print versus picture to the industriousness that provides intelligence and amusement as in the media. For the intents of this Literature Review media is delimit as all agencies of communicating, whatever its format ( Reid, 1994, p. 51 ) . In this sense, media let in symbol systems each hour diverse as print, art blends, life, sound, and gesture images.Similarly, plan has many definitions runing from the use of the scientific method to work out jobs as in the engineer of infinite geographic expedition to the things or mappings which distinguish up entropy or trade indoors a civilization as in the applied science of compo interpret . Within this larn, engineering is defined as any object or procedure of human beginning that displace be employ to convey media. In this sense, engineering let ins phenomena every bit diverse as books, movies, televise, and the Inte rnet.With regard to bid, media ar the symbol systems that instructors and students use to pedestal for cognition engineerings argon the tools that allow them to pct their cognition re showings with others.The confounding of media ( a symbol system ) with engineering ( a bringing system for media ) is flimsy to travel off in public discourse about management any cartridge clip shortly, but the disparateiation amid media and engineering essentialiness be clarified every bit unequivocally as manageable if their meeting is to be understood. The undermenti whizzd quotation mark from the Sixth stochastic variable of the Encyclopedia of Educational Research ( Alkin, 1992 ) clarifies this differentiationComputer-based engineerings butt joint non be regarded as media, because the assortment of plans, tools, and devices that provoke be employ with them is neither limited to a peculiar symbol system, nor to a peculiar category of activities In this circumpolar radiati on, the calculate machine is in fact a many-sided cosmos of many utilizations, a symbolic tool for doing, enquirying, and believing in affiliate spheres. It is used to stand for and pull strings symbol systems linguistic communication, mathematics, harmony and to make symbolic merchandises verse forms, mathematical cogent evidence, compo prates. ( Salomon, 1992, p. 892 )Salomon s ( 1992 ) of substance differentiations amid media as symbol systems and engineerings as tools or vehicles for sharing media lead be used throughout this paperResearch shows that pupils learn much than(prenominal) when they ar able to act with their instructors and their worktimemates and classroom engineering as stated by AACC Cerkovnik would assist to bankrupt the talks. Online tutorials, picture based categories. Smart classrooms woo between $ 19,000- $ 25,000. Tr personaling and maintenance would be needed to guarantee that this is a success though. Community College ledger Oc t/Nov 2008Before under taking jobs, pedagogues should 1 ) face comfy utilizing engineering to learn, 2 ) understand the signifi fecal matterce of civilization and the well-nigh effectual and appropriate ways to analyze it, and 3 ) employ pedagogically sound schemes for steering pupils in project-based acquisition experiences and easing coaction with instructors and pupils in international classrooms done through the whole procedure of making an on-line(a) coaction. On-line commandment bear ease, instructors can brainstorm collaborate portion success narratives and job solve and exchange thoughts and engage in instructor Mentoring.Teacher mentoring is realized through the development of a personal affinity between new instructors and other professionals to add economic value to instruction. In our Caribbean orderliness we whitethorn happen that this is non oft possible so instructors normally pull in to come up with originative solutions toward learning pupils and promoti ng wining while besides taking on the other duties that go a languish with the learning profession.The traditional schoolroom is expected to include a Television, DVD, a camera and a projector. A touch disguise interfaces that nearones could use a touch screen so that they atomic number 18 able synergistic show of randomness and synergistic whiteboards to enforce in the schools. Even traveling online can increase a individual s use of synergistic online larning environs.Maddux ( 1998 ) says that the object that engineering has been unsuccessful in the schoolroom is that a ) it is caused by a deficiency of fund B ) those changed by attitudinal alterations.Research shows that pupils learn more when they atomic number 18 able to interact with their instructors and their schoolmates and schoolroom engineering as stated by AACC Cerkovnik would assist to better the talks. Online tutorials, picture based categories. Smart classrooms cost between $ 19,000- $ 25,000. Training and aid would be needed to guarantee that this is a success though. Community College Journal Oct/Nov 2008MANAGING Student Academic Work can besides help in the controlling of inappropriate behavior. virtually inappropriate conduct in schoolrooms that is non earnestly truehearted and can be managed by relatively simple processs that prevent escalation. efficacious schoolroom directors pattern acquirements that minimize misbehavior and the pattern and practice session of engineering in the schoolroom can do this a world. When pupils attendance ar engaged it makes it less likely for them to desire to be problematic in other unproductive activities. It now makes it easier for the instructor to airt the pupil to what the correspondence of the category should be making ( This could besides hold the consequence of being a distraction from the usual chalk/whiteboard and speak methods that atomic number 18 traditional in the execution of learning in the schoolroom ) More serious, s ybaritic behaviours such as combat, uninterrupted break of lessons, ownership of drugs and stealing consider direct action harmonizing to school board regulation.Basic territorial dominions of schoolroom clip pedagogy allows us to acknowledge that allowing pupils take over lets them take the enterprise to be antiphonal to the schoolroom moral force in group activitiesThe instructor nevertheless must ever be the usher assisting the pupils to work through whatever jobs that that your estimation is low.In schoolrooms, the most prevailing constructive effects atomic number 18 intrinsic pupil satisfaction ensuing from success, motion, good classs, social call forth and acknowledgment. This is why societal networking sites such as MySpace, Facebook and Twitter are every bit of import as they contribute astray to the whole remodel of societal acknowledgment. time congratulations used efficaciously can increase a pupil s assurance and therefore their public presentation it must be expressed in a genuineness, and must be hone in on a specific quality of a kid. engineering science helps the kid to detect the quality that they may hold determined to be missing engineering science in our busy mundane lives help us to salvage clip. tidy sum you conceive of a life without microwaves and autos. One in which we book to laissez passer mundane to travel to our assorted finishs? This may look merely the impossible. duration many may look to be against the usage of television set and the computer science machine as primary agencies to replacing learning in the schoolroom this may non ever be a negative. The following shows us rough groundsDorr ( 1992 ) reads that most kids in the USA shoes less than 30 proceedingss of idiot box a hebdomad in school whereas their place video recordings are on about seven hours per twenty-four hours Why is nt telecasting used more widely in instruction? The instructor breezes the study figure out in make up ones minding what happens in the schoolroom, and every bit long as instructors experience trouble in previewing picture, obtaining equipment, integrating plans into the course of study, and associating telecasting programming to assessment activities, telecasting screening will go on to be comparatively rare in schoolrooms. It besides seems likely that the far-flung public belief that telecasting has damaging effects on development, acquisition, and behaviour will go on to restrict telecasting integrating within most schoolrooms beyond that of a comparatively underage auxiliary function.a? on that point is no conclusive grounds that telecasting stultifies the head.a? There is no consistent grounds that telecasting additions either hyperactivity or passiveness in kids.a? There is deficient grounds that telecasting sing displaces academic activities such as reading or prep and thereby has a negative impact on school accomplishment. The kind between the sum of clip spent sing telecasting and achiev ement test tonss is curvilineal with achievement lifting with 1-2 hours of telecasting per twenty-four hours, but fall with semipermanent sing periods.a? The research grounds indicates that sing force on telecasting is reasonably correlated with aggression in kids and striplings.a? Most surveies show that there are no important differences in potency between unrecorded instructor presentations and pictures of instructor presentations.a? Television is non widely in schoolrooms because instructors experience trouble in previewing picture, obtaining equipment, integrating plans into the course of study, and associating telecasting programming to assessment activities.The findings refering the impact of computer-based oversight ( CBI ) in instruction can be summed up asa? Computers as coachs have positive effects on larning as measured by standardised accomplishment trials, are more motivative for pupils, are accepted by more instructors than other engineerings, and are widely supp orted by decision makers, parents, politicians, and the macrocosm in full general.a? Students are able to finish a habituated set of educational aims in less clip with CBI than needed in more traditional attacks.a? Limited research and rating surveies indicate that incorporate larning systems ( ILS ) are effectual signifiers of CBI which are rather likely to play an even larger function in schoolrooms in the foreseeable hereafter.a? Intelligent tutoring system have non had important impact on mainstream instruction because of proficient troubles built-in in constructing pupil theoretical accounts and easing human-like communications.Overall, the differences that have been found between media and engineering as coachs and human instructors have been modest and inconsistent. It appears that the larger value of media and engineering as coachs remainders in their capacity to sparkle pupils, addition equity of entree, and cut down the clip needed to execute through a given set of ai ms. acquire With Media and Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Computer-based cognitive tools have been advisedly adapted or developed to work as rational spouses to modify and ease critical thought and higher order larning. Examples of cognitive tools include databases, spreadsheets, semantic webs, adept systems, communications megabucks such as teleconferencing plans, online collaborative cognition building environments, multimedia system/hypermedia building portion, and calculate machine scheduling linguistic communications.In the cognitive tools attack, media and engineering are given straight to scholars to utilize for stand foring and showing what they know. Learners themselves function as interior decorators utilizing media and engineering as tools for analysing the universe, accessing and construing information, forming their personal cognition, and stand foring what they know to othersThe foundations for utilizing package as cognitive tools in instruction area? cognitive tools empower scholars to plan their ain representations of cognition instead than absorbing representations preconceive by others.a? cognitive tools can be used to keep going up the deep reflective thought that is prerequisite for meaningful acquisition.a? Cognitive tools enable aware, disputing larning instead than the effortless acquisition promised but seldom realized by other instructional inventions.a? Ideally, undertakings or jobs for the application of cognitive tools will be situated in realistic contexts with consequences that are personally meaningful for scholars.a? Using multimedia building plans as cognitive tools engages many accomplishments in scholars such as undertaking caution accomplishments, research accomplishments, organisation and representation accomplishments, presentation accomplishments, and contemplation accomplishments. accomplishment From and Learning With Media and Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .There are two major attacks to utilizing media and engineering in schools pupils can larn from media and engineering, and they can larn with media and engineering ( Jonassen &038 A Reeves, 1996 ) . Learning from media and engineering is frequently referred to in footings such as instructional telecasting, computer-based direction, or incorporate larning systems ( Hannafin, Hannafin, Hooper, Rieber, &038 A Kini, 1996 Seels, Berry, Fullerton, &038 A Horn, 1996 ) . Learning with engineering, less widespread than the from attack, is referred to in footings such as cognitive tools ( Jonassen &038 A Reeves, 1996 ) and constructivist acquisition environments ( Wilson, 1996 ) .Regardless of the attack, media and engineering have been introduced into schools because it is believed that they can hold positive effects on instruction and acquisition. The intent of this study is to sum up the grounds for the effectivity and impact of media and engineering in schools around the universe. ( A restriction of this study is that the huge bulk of the publish research on the effectivity of media and engineering in schools was conducted in communicatory states such as Australia, Canada, the United Kingdom, and the United States of America. ) Research surveies refering the impact of these different attacks will be presented in the following two subdivisions of this study. But first, it is necessary to nett up what is meant by the footings media and engineering within the context of instruction.regarded as incorrect medium is preferred. ( Berube, 1993, p. 846 )The Importance of Media and Technology in Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .One ground for the attending being paid to media and engineering in instruction reflects commercial or corporate involvements. Alth ough printed stuff continues to be the dominant medium format in schools ( Molenda, Russell, &038 A Smaldino, 1998, p. 3 ) , a recent Presidential study in the USA recommends that at least five per centum of all public K-12 educational disbursement in the United States ( or about $ 13 one thousand thousand yearly in changeless 1996 dollars ) should be earmarked for technology-related outgos . Still another ground for the focal point on media and instruction stems from crisp dissensions about the value of media and engineering in instruction. Enthusiastic indorsements of new media and engineerings in instruction are easy to happen in intelligence studies, political addresss, and other beginnings. legion(predicate) of these announcements seem overly-optimistic if non inflated. See this quotation mark from Lewis Perelman s 1993 book call groom s OutBecause of the permeant and powerful impact of HL ( hyperlearning ) engineering, we now are sing the disruptive coming of an econom ic and societal transmutation more profound than the industrial revolution. The same engineering that is transforming work offers new larning systems to work out the jobs it wees. In the aftermath of the HL revolution, the engineering called school and the societal establishment normally thought of as instruction will be as disused and finally nonextant as the dinosaurs. ( p. 50 )A typical illustration of this comes from the present Government of Trinidad and Tobago d sine qua non to give free laptops to SEA pupils in the center of kinsfolk 2010.However, despite such rhetoric and other, more conservative, optimism expressed in the favourite imperativeness and authorities paperss, there are besides many sceptics and a few vocal critics of media and engineering in instruction. A recent screen narrative of The Atlantic Monthly entitled The Computer Delusion illustrates a critical position of engineering in instruction, get downing with this opening move sentenceThere is no g ood grounds that most utilizations of calculation machines significantly better instruction and acquisition, yet school territories are bitter plans music, art, physical instruction that enrich kids s lives to do room for this obscure panacea, and the Clinton Administration has embraced the end of figuring machines in every schoolroom with credible and dearly-won enthusiasm. ( Oppenheimer, 1997, p. 45 ) .One would believe that the plans such as the humanities and the music will be what the pupils will most likely want to acquire involved with as these countries are more synergistic.Another favorite belief is that telecasting screening is damaging to the academic accomplishment of school-age kids and teens. While some surveies have reported a negative correlativity between the sum of telecasting screening and scholastic public presentation, such statistics are susceptible to misunderstandings because of step ining variables such as intelligence and socioeconomic position ( Seels et al. , 1996 ) .Undoubtedly, the most widespread belief about telecasting is that it fosters force and fast-growing(a) behaviours among kids and striplings ( Winn,Research ConsequencesThe most positive research intelligence about larning from telecasting can be found in the schoolroom where 40 old ages of research show positive effects on larning from telecasting plans that are explicitly produced and used for instructional intents ( Dorr, 1992 Seels et al. , 1996 ) . In add-on, most surveies show that there are no important differences in effectivity between unrecorded instructor presentations and pictures of instructor presentations ( Seels et al. , 1996 ) .More significantly, there is strong grounds that telecasting is used most efficaciously when it is deliberately intentional for instruction and when instructors are involved in its choice, use, and integrating into the course of study ( Johnson, 1987 ) .Historically, surveies of the large-scale executions of instruc tional telecasting have shown assortedFuture NeedsUnfortunately, there is a dearth of developmental research think on how instructors might outdo usage telecasting in the schoolroom to heighten academic accomplishment. We know that motive is an of import factor in deriving the most from any educational experience, but we do nt have intercourse how instructors can efficaciously actuate pupils to go to to educational telecasting. We know that feedback refering the subject matter received ( or non received ) from telecasting is of import, but we lack clear waies as to when and how instructors should supply that feedback. And even when recommendations for utilizing telecasting in the schoolroom do be ( Stone, 1997 ) , there is small grounds that these guidelines are built-in move of the course of study in most teacher readying plans ( Waxman &038 A Bright, 1993 ) .Learning from Computers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The earliest signifiers of computer-based direction were to a great extent influenced by the behavioral psychological science of B.F. Skinner ( 1968 ) . These plans were basically automated signifiers of programmed direction. They presented information to the pupil in little sections, required the pupil to do open responses to the information as stimulation, and provided feedback to the pupil along withdifferential ramification to other sections of direction or to drill-and-practice modus operandis. Although this basic behavioural theoretical account continues to rule mainstream educational applications of computing machines such as incorporate larning systems ( Bailey, 1992 ) , interactivity in some of today s most advanced applications, such as constructivist larning environments ( Wilson, 1996 ) , is based upon progresss in cognitive psychological science and constructivist teaching method ( Coley et al. , 1997 ) ( see Section trinity of this study ) .Research Conseq uencesThe good intelligence is that even with a chiefly behavioural teaching method, computing machines as coachs have positive effects on larning as measured by standardised accomplishment trials, are more motivative for pupils, are accepted by more instructors than other engineerings, and are widely supported by decision makers, parents, politicians, and the populace in general ( Coley et al. , 1997 President s Committee of Advisors on Science and Technology, 1997 ) .Integrated Learning SystemsIntegrated larning systems ( ILS ) utilize computing machine webs to unite comprehensive educational courseware with centralised direction tools.. In a particular issue of Education Technology cartridge holder devoted to ILS, Bailey ( 1992 ) asked two primary inquiries Why do they ( ILS ) continue to rule the school engineering market? Are they every bit effectual as the sellers claim? ( p. 3 ) .Why are ILS so popular among pedagogues, at least those with the power to do buying determi nations? Bailey ( 1993 ) and Becker ( 1992b ) depict some of the sensed advantages of incorporate larning systems that help to explicate why ILS dominate the school engineering market, Networking allows centralized direction by instructors and decision makers.The Effects of Learning with and of TechnologySalomon, Perkins, and Globerson ( 1991 ) make an of import differentiation between the effects of larning with and of engineeringFirst, we espy between two sorts of cognitive effects Effectss with engineering obtained during rational federation with it, and the effects of it in footings of the movable cognitive residue that this partnership leaves easy in the signifier of better command of accomplishments and schemes. ( p. 2 )Easy Learning?Cognitive tools are learner-controlled, non teacher-controlled or technology-driven. For illustration, when pupils build databases, they are besides building their ain conceptualisation of the organisation of a sphere of cognition. Cognitive to ols are non designed to cut down information processing, that is, do a undertaking easier, ( Perkins, 1993 ) .The genius and beginning of the undertaking or job is paramount in applications of cognitive tools. Past failures of tool attacks to utilizing computing machines in instruction can be attributed mostly to the delegating of the tools to traditional academic undertakings set by instructors or the course of study. Cognitive tools are intended to be used by pupils to stand for cognition and work out jobs while prosecuting probes that are pertinent to their ain lives. These probes are ideally situated within a constructivist larning environment ( Duffy, Lowyck, &038 A Jonassen, 1993 ) . Cognitive tools wo nt be effectual when used to back up teacher-controlled undertakings entirely.Multimedia as a Cognitive ToolAnother facet that we would look at is the usage of of multimedia building package Programs. Multimedia is the integrating of more than one medium into some signifier of communicating or experience delivered via a computing machine. Most frequently, multimedia refers to the integrating of media such as text, sound, artworks, life, picture, imagination, and spatial mold into a computing machine system ( von Wodtke, 1993 ) . Using comparatively cheap desktop computing machines, users are now able to secure sounds and picture, manipulate sound and images to accomplish particular effects, synthesise sound and picture, create sophisticated artworks including life, and incorporate them all into a individual multimedia presentationMultimedia presentations are prosecuting because they are multimodal. In other words, multimedia can excite more than one sense at a clip, and in making so, may be more eye-catching and attention-holding.In the cognitive tools attack, multimedia is non a signifier of direction to larn from, but instead a tool for building and larning with. Learners may make their ain multimedia cognition representations that reflect their ai n positions on or understanding of thoughts. Or scholars may join forces with other scholars to develop a schoolroom or school multimedia cognition base.Research ConsequencesIdeally, undertakings or jobs for the application of multimedia building package as a cognitive tool should be situated in realistic contexts with consequences that are personally meaningful for scholars. Beichner ( 1994 ) studies on a undertaking where these conditions were met in a alone manner. The topics in thisCarver, Lehrer, Connell, and Ericksen ( 1992 ) list some of the major thought accomplishments that scholars learn and use as multimedia interior decorators offer Management Skillsa? Making a timeline for the completion of the undertaking.a? Allocating resources and clip to different parts of the undertaking.a? Delegating functions to team members.Research Skillsa? Determining the nature of the job and how research should be organized.a? Presenting attentive inquiries about construction, theoretical a ccounts, instances, values, and functions.a? Searching for information utilizing text, electronic, and pictural information beginnings.a? Developing new information with interviews, questionnaires and other study methods.a? Analyzing and construing all the information collected to place and construe forms.Organization and image Skillsa? Deciding how to section and sequence information to do it apprehensible.a? Deciding how information will be represented ( text, images, films, sound, etc. ) .a? Deciding how the information will be organized ( hierarchy, sequence ) and how it will be linked.Presentation Skillsa? Maping the design onto the presentation and implementing the thoughts in multimedia.a? Attracting and keeping the involvements of the intended audiences.Contemplation Skillsa? Measuring the plan and the procedure used to make it.a? Revising the design of the plan utilizing feedback.something from these communications. The instructional procedures built-in in the from att ack to utilizing media and engineering in schools can be reduced to a series of simple stairss 1 ) exposing pupils to messages encoded in media and delivered by engineering, 2 ) presuming that pupils perceive and encode these messages, 3 ) necessitating a response to require that messages have been received, and 4 ) supplying feedback as to the adequateness of the response.Television and the computing machine are the two primary engineerings used in the from attack. The findings refering the impact of telecasting in instruction can be summed up asa? There is no conclusive grounds that telecasting stultifies the head.a? There is no consistent grounds that telecasting additions either hyperactivity or passiveness in kids.a? There is deficient grounds that telecasting sing displaces academic activities such as reading or prep and thereby has a negative impact on school accomplishment. The relationship between the sum of clip spent sing telecasting and achievement trial tonss is curv ilineal with achievement lifting with 1-2 hours of telecasting per twenty-four hours, but falling with longer sing periods.a? The preponderance of the research grounds indicates that sing force on telecasting is reasonably correlativeJournal of Research on Technology and EducationPractical Learning A Vital OpportunityBy Kate Shoesmith, Senior Manager for Policy &038 A Practice, City &038 A Guilds Centre for Skills DevelopmentEmbracing Technology in the Secondary School Curriculum The Status in Two Eastern Secondary Schools.Karleen A Mason The Journal of Negro Education Winter 2007 Vol 76, No. 1 Academic Research Library pg. 5The Impact of Media and Technology in Schools A Research Report prepared for The Bertelsmann Foundation Thomas C. Reeves, Ph.D. The University of Georgia February 12, 1998Global Projects and digital Tools that Make pupils Global scholars by Sheila Offman GershCultureQuest undertakings can be viewed at hypertext broadcast protocol //culturequest.us/sample_p rojects.htm, hypertext transfer protocol //culturequest.us/teacherprojects.html, and hypertext transfer protocol //techshowcase.googlepages.comTeachers mentoring other instructors What to make and what to avoid when offering teacher supportby Christina Pomoni

Rhetorical Analysis: Pre-writing Essay

Learning how to identify and analyze rhetorical beam of lights is an important come apart of the collegiate experience. This handout marks several peckers which can aid in the analysis of rhetoric in an effective, well-organized paper.Questions to AskSpeakers use rhetorical tools in regularize to appeal to logic (logos), sensation ( ruth), or consent (ethos). Asking yourself unique(predicate) questions regarding the effect of rhetorical tools you encounter is a good place to bring expanding and improving the analysis within your paper. The following ar some suggestions to present you started. If the tool has an ethical effect, askWhat authority does the speaker hope his earr severally allow trust? Is the authority of the speaker himself/herself in question, or is it the authority an outside seminal fluid? wherefore does the speaker choose that event build of authority? What connectors is the speaker trying to make in the minds of the au travel bynce? Is it probabl y that the audience will accept this authority? wherefore or wherefore not? How does establishing trust in this authority help persuade batch to trust the speaker? If the tool has a logical effect, ask wherefore does the speaker use a logical argument instead of a pathetic or ethical cardinal? What is the audiences in all likelihood reaction to this sort of logical reasoning? How selective or particular is the logic? Is there any evidence of logical fallacy? If so, wherefore? Does the fallacy undermine the argument, or streng be safari it? none For much nurture on logical fallacies, see the handout Logical Fallacies. Is the speaker employ logic to persuade his audience about a highly turned on(p) issue? If so, why? If the tool has a pathetic (sensational) effect, askWhat emotion is the speaker highlighting? Why is that particular emotion highlighted? Why would this emotion would be more great powerful for the audience the speaker is addressing? What particular tool is t he speaker using to manipulate or arouse these emotions? Does it work? Why or why not? Once the speaker has created an emotion in his listeners, how does he connect that emotion with the purpose of his speech? Is this effective? Why or why not? In other word of honors, how does establishing an emotional connection help persuade people to follow the speaker?Note silva Rhetoricae, an online resource developed by Dr. Gideon Burton, describes many specific rhetorical tools and their functions and provides examples of rhetorical analyses of these tools. It can be found at http//humanities.byu.edu/rhetoric/silva.htm. For a more basic commentary on rhetorical tools and how to analyze them, check the Writers at Work workbook, pages 99-104.The Analytical Process A SampleIn rhetorical analysis, writers must low show the connection between each rhetorical tool identified and the way the speaker uses those tools to create a reaction in his or her audience, and then show why each tool was effective for that particular audience.The following example demonstrates an effective analytical process, taking a samplefrom the speech Against the Spanish Armada by fag Elizabeth I I know I have but the body of a sluttish and feeble woman but I have the heart of a king, and of a king of England, too and hypothecate foul scorn that Parma or Spain, or any prince of Europe, should dare to invade the borders of my realms to which, rather than any infract should grow by me, I myself will draw a bead on up arms. Upon variation this segment, the student has a powerful, postive reaction. The student decides his stance he will grapple that the speech is effective.Next, the student needs to determine the rhetorical tools that Elizabeth uses to make her argument. sounding at the segment critically, the student notices that Elizabeth manages to logically connect the accompaniment that she is a poof with the responsibility to defend her realm. He sees that Queen Elizabeth ironicall y juxtaposes the fact that she is a feeble woman against the invading European princes. He to a fault sees that Elizabeth references herself many times in the segment.The student decides to focus on angiotensin converting enzyme tool Elizabeths repetitive references to herself. Looking carefully at the passage, he discovers that Elizabeth refers to herself seven times, and that five of those references show Elizabeth as the subject of the clause. The student then asks himself, Why would Elizabeth refer to herself so often? He then lists the possibilities Elizabeth was reminding her force how important she was Elizabeth wanted to have her troops remember her when they were in struggle Elizabeth wanted to appear confidentElizabeth was egomanicalElizabeth was emphasizing her role as a QueenElizabeth was using repetition of a subject to create a dramatic feeling in her audienceReviewing the list, the student decides that the most seeming possibility is that Elizabeth wished to estab lish her authority in the eyes of her subjects. This is only one possible analysis of many possibilities however, he feels that she can explore this purview in depth. The student then asks How does referring to herself so often help Elizabeths troops accept her as their leader? Looking at each specific reference, he notices that in every instance Elizabeth portrays herself as alive(p) and powerful. By attaching herself to verbs commonly associated with power and ruling, he reasons, Elizabeth is able to repetitively stress her position as the ruler of the English people.The student is now make up to write a paragraph of rhetorical analysis Example In the passage, Elizabeth refers to herself no fewer than seven times. In each instance, Elizabeth connects herself to active verbs which emphasize her dynamic and powerful status I have, I know, I think foul scorn, I will take up arms. This repetition of her self-directed identity is a powerful way of reminding her troops that she is, in fact, their power and military leader. By demonstrating her consume personal power, Elizabeth shows that she is undecomposed as candid as any prince of Europe of defending her lands and people the repetition of that mind with her carefully chosen verbs connects her power as a person (and as a kingly woman) with her power as a queen.Even at this point, the student can analyze more deeply Why was it so important for Elizabeth to establish herself as a king? What elements of the verbs Elizabeth chose communicate power and monarchy to the audience? Is there any aspect of her word choice that would be more stirring to a military audience than a civil one? After exploring the issues, the student discovers many other aspects of the repetitive word choice that he can analyze and write about.Danny Nelson, Summer 2005 efficient Communication Used by Benevolent Leader, Queen Elizabeth I belief is a difficult skill to master. One has to take into account the ideologies held by the audience and how those relate to ones own intentions of changing minds. In order to encourage her troops to fight courageously in self-denial of England, Queen Elizabeth I utilizes Aristotles principles of effective communicationthat include logos, pathos and ethos in her Speech to the English Troops at Tilbury, Facing the Spanish Armada.The first principle that Queen Elizabeth I introduces into her speech is logos, as she uses reason and deduction to assure her soldiers of her faith in their resolve to fight for the good of England. She warns her soldiers that she has been told to take heed how we commit ourselves to armed multitudes, for fear of treachery. This warning is from a source that is concerned with not only her safety, but also the safety of her subjects and, in spite of that concern, she claims that it is the tyrants who should be fearful.Since she has placed my chiefest strength and safeguard in the loyal paddy wagon and good will of my subjects, she has no reason to worry because she is not a tyrant like her enemies. As a result of investing and draft her strength from the people of her dry land, Queen Elizabeth I has little to fear unlike the tyrants who cannot trust their own armies. The trust that she has placed in her armies to protect the kingdom leads to the use of the second of Aristotles principles of effective communication.Queen Elizabeth I uses pathos to appeal to soldiers through their emotions by reminding them that she is on the field with them to die for her subjects (them), just as she is asking them to die for her. She is not on the battlefield with them for her own amusement the Queen is determined to live or die amongst you all, to disgrace down for my God, and for my kingdom and this appeals to the soldiers sense of duty. If their own Queen is willing to die fighting, then they also have a duty to do the same.Queen Elizabeth I appeals to the soldiers religious zeal by claiming that she is willing to die principally f or her God and, secondarily, for her country. This order of priorities makes it seem as though her soldiers are not just fighting to prevent the Spanish from invading England, but that, perhaps, they are fighting for a higher cause. Soldiers will fight to defend bored things, but the fact that she introduces God as something they are protecting gives their cause an added sense of emergency and import. From her appeals to the hearts of her soldiers, Queen Elizabeth I turns to the third and net principle of Aristotles guide to effective communication.Ethos is the final tool that Queen Elizabeth I utilizes to cement her own authority as the Queen of England and her credibleness as a benevolent leader who will, in due time, requite the soldiers for their valor. Despite admitting that she has the body of a weak and feeble woman, she reminds them that she has the heart and birth of a king, which is more important because without those vital organs the body is rendered useless. By cla iming that the energy and will that is used to power her movements are derived from her position as a king of England, Queen Elizabeth I reinforces her authority to command her soldiers to make their lives for the good of the kingdom.The Queen goes on to introduce her reputation as lordly leader who will be your general, judge, and rewarder of every one of your virtues in the field. Not only will she command her army, she will judge their performance and she will reward the deserved. Queen Elizabeth I provides not only the motivation of fortitude as its own reward, but she also promises rewards and crownsshall be duly give to those who have fought and will fight with courage. Ethos is used by Queen Elizabeth I to assert her own authority as their motivation to fight for air and for reward.The principles of logos, pathos and ethos are used to put faith in the minds of the soldiers that they are fighting for a noble cause and are being commanded by a valiant leader.

Compare and Contrast “University” and “Warren Pryor” Essay

wherefore is education important to society? Would one be able to lease without a succeederful teacher teaching one how to read? didactics is a key that holds the ability to open many doors doors which open into capacious rooms of k promptlyledge, love, experience, discovery, and dreams. Education is an essential to human living and a fulfilling life, precisely what happens when the path one takes is non the choice that one personally wants? In University, written by Leona Gom, and Warren Pryor, written by Alden Nowlan, the poems present some(prenominal) negative and positive effects of education on society.The near intentions of the p arnts prove in an awkward outstrip between them and their nipperren. In Warren Pryor, the pargonnts marveled how Warren wears a milk-white shirt on work daytimes as this not something a farmers working on the fields would wear. His privilege to wear beak shirts and jeans on Sunday drives them believe he is different socio-economically. To think for them to be close again would just be awkward. Similarly, in University, the parents claim to the children that they are changed, overly good for the parents now, showing belief in that they do not fit in with their children anymore. Since the parents believe their kids are too good them, they do not think they should anymore.In both stories, close families of parents and children grow contradictory from each other because of a barrier of education and social status. It grass already be seen that contrary to popular belief, education does not inescapably bring happiness. The protagonist in Warren Pryor is described as thorny and serious (12-13) because he feels like a young bear trap in a hencoop unable to do what he desires. He felt as if he owed it to his parents to become what his parents want him to become. In University, the parents are unsatisfied as something they wished for (has) gone wrong. Originally, they thought education would only make the children ha ppier as they would not need to endure the same hardships, but did not foresee that this also creates distance which leads to unhappiness.Secondly, the characters possess different views regarding the effects of education. In University, the protagonist believes that he has become more educated compared to his parents, while in Warren Pryor, the protagonist feels as if education has degraded him. Warren Pryor describes himself as a young bear inside his tellers cage. His channel as a bank teller restricts him from what he genuinely wishes to do he wants to assist his parents on the farm. In contrast, the protagonist of University feels that the day he left, he began to believe it. His knowledge fits his hands like a manicure too expensive to soil with the fact of these farms. The protagonist describes how farm life is now inferior to his educated mind.However, education also affects the parents of the protagonists. When the parents of Warren witnessed him in his pertly job, they blushed with pride. They marveled He was saved from their thistle-strewn farm and its red dirt. Warrens parents were completely overwhelmed with joy at their sons success in life, but were unaware of the fact that Warren was actually unsatisfied with his accepted lifestyle. The parents are not as concerned if Warren becomes distant from them collectable to the sacrifices that they have made to give Warren education. In contrast, the protagonists parents in University are aware that their child has grown distant from the family. Their child is now at the corners of family gatherings You are different the parents say, you are changed, too good for us now. The parents fear that education has rendered their child a eerie now.The characters have different views and effects on society, and create an awkward distance between the parents and their son. Society foreshadows the prosperity of a persons job depending on the education received. The protagonists parents had high hopes for thei r child, and when that hope has been achieved. Only would the parents feel success in raising a son better than themselves, not penetrative that their son has an opinion of otherwise. University, written by Leona Gom, and Warren Pryor, written by Alden Nowlan, both show the positive and negative effects of education in modern day situations.

Captivity and Restoration of Mrs. Mary Rowlandson Essay

In A Narrative of the Captivity and Restoration of Mrs. Mary Row popson, the author depicts a trans resileation she undergoes during her captivity at the hands of the Indians. While her first leaning in captivity is to end her suffering as quickly as possible by giving up on her life, Rowlandson quickly takes up the role of survivalist, determined to stay alive long enough to be released and returned back to civilization. Along the personal manner, however, Rowlandson compromises on aspects of her life in order to gain this survival. As a means of surviving the ordeal of a continuously changing environment, Rowlandson adapts her doctrines regarding food, the inherent Ameri undersurfaces, and even the land around her to take on the post of a savage, similar to that of her captors, as a means of compensating with her sensed savage environment.When Rowlandson is first captured, she makes it her objective to survive the ordeal as crush as she can, but iodine of her earliest str uggles comes with the subject of food. Rowlandson reflects on the rise of her eat uping habits and how she went through a fundamental change in her opinion towards the food in order to sustain herself But now that was racy to me that one would think was enough to turn the stomach of a animate being creature. (153) Here Rowlandson succinctly compares her own tastes to that of a brute creature, the sort of description she would normally reserve for one of the Native Americans. This quote comes on the heels of stories of Rowlandson eating horse liver and different nuts and meats that were completely disaffect to her tastes. In her desperation, however, Rowlandson begins to con arrayr anything that brings her nourishment and sustenance as savory, and in her sharp-set and desperate state she separates herself from the presumably civilized reader by labeling them as one. From Rowlandsons perspective, it is not a given that the food she was forced to eat would be unfit to eat, but t hat opinion would entirely stem from the perspective of one who was living in civilization.Another example of how we see Rowlandsons perspective shift to be more savage is the route she perceives her Native American captors, particularly the eclipse to which she belongs. When first captured she witnesses the Indians destroying her village and murdering her family, and so perceives them to be barbarous creatures. (141) However, we see a surprising turnaround of sen durationnts towards them when she later references her master in the Twelfth Remove. But a sore time of trial, I concluded, I had to go through, my master being gone, who seemed to me the best friend that I had of an Indian (155) Rowlandson goes so far as to actually call one of the Indians her friend. The corresponding people who she constantly refers to as base and uncivilized, she claims to have positive a relationship with. She in any case notably refers to a sore time of trial, an illusion to the struggles she h as undergone in crafting this relationship, in developing this mindset. Rowlandson points out the process that modify her opinions at that time.Rowlandsons final, and perhaps most clear, transformation comes in the form of her perception of the state of nature and the environment in which she is traveling. At the onset of her captivity, she refers to the wilderness as desolate and vast. She laments the journey and leaving her home and civilization as she describes the bitterness of her spirit that she had at this departure. (142) However, shortly after she departs, her opinion at once again changes. Upon hearing that the Indians buried her dead son, she describes her feelings upon visiting his burial spot. and then they went and showed me where it was, where I saw the ground was newly digger, and there they told me they had buried it. in that respect I left that child in the wilderness, and must commit it, and myself also in this wilderness-condition, to Him who is above all. (1 44) Here Rowlandson explicitly describes the altered state she can tell that she is in, this wilderness-condition, and the way that she rationalizes the finis of her infant and leaving him buried in the middle of nowhere as a product of her wilderness-condition. The very same sentence demonstrates a product of this condition, referring to her very son as that child. The impersonal, no-relationship way she refers to her own flesh and blood is how she compensates with her situation, and its this condition that makes her react the way she does.The changes that Rowlandson undergoes during her travels transform her views and opinions to be more in line with those of the Native Americans with whom she is a captive, and she uses this transformation of views as a coping mechanism throughout her journey. Rowlandson, whether wittingly or not, identifies that the people who are so adept at discourse the harsh conditions of constant travel and living in an uncivilized land are the Native Amer icans themselves, and so her views change to be more the like theirs.She begins to accept the foods they eat as tasteful, the Natives themselves as people instead of only savages, and the harsh realities of the environment and the detachment of natures cruelty regarding the death of her son with a detached manner. It is interesting to note that her religious side only gets stronger throughout her captivity, and she never loses her faith. This results in an interesting dichotomy amidst her gradual adaptation to a survivalist lifestyle and her strongly rooted faith, only further showing how remarkable her continued faith was.

Commercial Transactions (Contracts) Essay

AbstractThis weeks individual project leave alone be in the phase of an executive summary. The summary will be based on a series of questions concerning 1) the city of Bigtowns advertise campaign ( accostesy of the mayor), 2) viable similarities of this promotion to a court decision and 3) possible repercussions that could be encountered if not executed with caution. The court decision concerning earth-closet D.R. Leonard vs. PepsiCo is the innovation of my summary. My conclusion will be an alternative suggestion to be unconquerable on by Bigtowns counsel.Unit 3 Commercial minutes (Contracts)Although Bigtown has devised creative advertising campaigns, our recent efforts to stimulate tourism bring in been unsuccessful. I am moved to address our current proposal to auction our graceful city of Bigtown on eBay. Although this is sure to turn the heads of most WebCrawlers our intentions argon strictly fictitious (and should be displayed as such). Minimizing the potential of a ordinary eBay auctioneer taking this mock advertisement seriously smacks of the Pepsistuff/harasser pitchy incident that took place in 1996. If not for the ruling in1999 for reasons stated below, PepsiCo would mystify been the brunt of the deal of the century advertising to sell a 23 billion dollar government-owned fighter thousand for a mere 7 degree Celsius thousand dollars.(1)Some of the reasons the deal was not finalized was the pledge was not valid. The vendee craved to buy the fighter squirt and made an pass to PepsiCo. PepsiCo did not brook the offer (for obvious reasons) whereas the agreement is not mutual. When the buyer (John D.R. Leonard) did not see the Harrier Jet he desired on the ordering form to purchase the so-called Pepsistuff, this presents itself of not being a bargaining spot, which bureau analyzeing it is not valid.Being that the buyer did not consider the obvious surliness PepsiCo was presenting in this advertisement leads one to think of the b uyers depicted object to reason sensibly. Which brings me to the final reason the contract was invalid a Harrier Jet (much like Bigtown) is property of the U.S. government, property that is not considered a rightful(a) object to be sold commercially, or in our deterrent example, in a web-based auction. These are the four elements that made this contract invalid (Cheeseman, 2006).(2)Lets project closer at the case of PepsiCo and our proposed business suggestion. A soft boozing company (though very large and quite successful) not affiliated with the joined States Marine Corp in any route (except maybe to show our troops with refreshing beverages) is giving away a fighter jet in a promotion a promotion that would sell the jet for 3.04% of the government paid for it.Surely, this is an offer made in jest the way the jet is presented in the commercial along with the seven million Pepsi points to be considered. No one with a sane sense of reason would consider this to be factual, wh ich puts the contract void under the objective theory (Cheeseman, 2006).(3)Other reasons the court found the Pepsi agreement invalid * The advertisement was not specific beyond the shadow of a doubt of the ways and means to obtain the item in question (if it were, that would be the exception to the rule). * The obvious limitation of the offer was not stated in the advertisement (how many of these jets could PepsiCo possibly have to offer?) * In the commercial, a student traveled to school in the Harrier jet. This premise alone makes the offer fantasy (PDF, 1997).(4)Advertisement are not offers, they are more like invitations. Think of our city of Bigtown as a bakery the smell of fresh breads and pastries being blown on the highroad by an exhaust fan would surly attract the passersby. However, once they glance where the heavenly scents are coming from is where the offers begin. The advertisement is use to attract the guest by law, it does not have to do anything with what is being offered.Once the invitation is accepted, wherefore the negations can begin (think of the sports cars with the blonde buxom bikini model where are they when you by the sports car?). (5)If this were in fact a reward contract (unilateral), there would have been 1) some sort of promise that PepsiCo would have concord to satisfy, such as promising to exchange the Harrier jet for the 7 hundred thousand dollars (which there was not) and 2) The conditions of his transaction were based on a loophole that the buyer concocted.The seller (PepsiCo) has to make the offer, accept the conditions, and commit to oblige the buyers payment. This never took place after John Leonard proposal with run off and order form. Unilateral only requires that one side make a promise to (If you do this, I promise to pay you _____). In this object lesson a contract was never finalized, so the offer never existed (void contract). In a bilateral situation (I promise to pay me_____, I promise to give you____), the contract would have been valid. Unfortunately, this was also not the case both sides would have had to agree (Wikipedia, 2010).In conclusion, it is obvious to see that if we are to consider this whole Bigtown on eBay campaign, the necessary measures to be implemented alert the general public this is strictly humorous and should be taken in jest. Boosting the tourist of Bigtown is an issue that demands the corporation of our whole city council. Hopefully, the examples and suggestions given supra will help us to avoid any legal entanglement. (Cheeseman, 2006)ReferencesCheeseman, H. (2006). modern-day business and online commerce law, fifth edition. Prentice Hall. Chapter 8 Nature of handed-down and online contracts. Pgs. 171-179. Retrieved on February 26, 2010 from https//mycampus.aiu-online.com/controls/eBookFileServer.ashx?id=171 Contract (2010). Bilateral vs. Unilateral. Wikipedia, the free encyclopedia. Retrieved on February 26, 2010 from http//en.wikipedia.org/wiki/Contract J ohn D.R. Leonard v PepsiCo Inc. (1997). Enforcing promises (PDF). Retrieved on February 27, 2010 from http//www.law.gmu.edu/assets/files/academics/schedule/2009/fall/ZYWICKI_ContractsI-Handout.pdf

Oedipus Rex and Plato’s Allegory of the Cave: The Illusion of Reality Essay

Sophocles was k straightawayn for his tension on the individuals hard-line search for truth, particularly in Oedipus Rex. In Platos simile of the Cave, he, besides to Sophocles, illustrates humanitys pursuit of truth and what that means. Plato suggests that truth is subjective to apiece man. that what is truer? What is semblance and what is naive realism? Just because something is illusion for one man does not make it guile for the opposite. To them, I said, the truth would be liter eithery nothing but the shadows of the images (Plato). The story of Oedipus offers a lot of examples of the philosophy that Plato poses in his dialogue.In two works, the men first had to realize their ignorance before they could have to acquire fellowship and true understanding of the complexities of the human condition Oedipus in a literal sense and the man in the cave in a to a greater extent(prenominal) theoretical sense. Oedipus discovers, after piercing out his mettles, that he has finally arrived at the truth of his aliveness and that he now has a responsibility to share his story with his children, extended family, and citizens. And in Platos Allegory of the Cave, the prisoners difficulty discovering the truth lies in his unfortunate restricted life within the cave.And when he escapes, he feels compelled to en start outen former(a)s with the newly imbed truth he has stumbled upon. And when he remembered his old habitation, and the wisdom of the cave and his curse word prisoners, do you not suppose that he would felicitate himself on the counseling and pity them? (Plato) Oedipus Rex and Platos Allegory of the Cave are works almost truth and falsehood, about opinion and cecity, about informal and darkness all of which represent the great divide between illusion and human beings. Oedipus is blinded by the illusion that he has fled his fate, having overcome the prophecy.He forecasts he has escaped his parents, and this illusion is his reality. Through out the trifle, Oedipus utters curse upon curse onto himself without knowing because he refuses to test reality of the jolty truth before him. The contrast between what is truth and what is falsehood is a prominent report card throughout both classical works. Oedipus is on the search for truth, no matter what the cost. He finds truth to be a deservingy cause, no matter what harsh realities it may show them. The emphasis on truth is befooln with more clarity in the dialogue between Oedipus and Teiresias.Oedipus rages at Teiresias for speaking out against him by dictating Oedipus fate. Oedipus yells, Can you possibly think you have some way of going free, after such rancour? Then Teiresias replies, I have gone free. It is the truth that sustains me. Oedipus retaliates, It seems you can go on mouthing like this forever. Teiresias accordly concludes by saying, I can if in that respect is power in truth (Sophocles 889-890) Teiresias, a blind man, takes consolation in the tru th, despite the harshness of the reality. Oedipus, though initially enraged at this proposition, then starts to understand its importance and power.This situation is very similar to what is seen in Platos work. The prisoner is bound by the illusion of his false sense of alleviate and security. When he is rel eased and emerges from the cave, he is overcome by the power of the light of the sun. The glow will distress him, and he will be un satisfactory to see the realities of which in his former state he had seen the shadows Will he not fancy that the shadows which he formerly saw are truer than the objects which are now shown to him? (Plato) Platos proposition of mans reaction to new and bettor truths, despite the harshness, almost perfectly parallels Oedipus reaction.And even the irony of when the prisoners mock their lad inmate for being delusional in his lack of belief in the realities of the shadows parallel the relationship between Oedipus and Teiresias. Oedipus, after bein g told the reality by Teiresias says, You child of endless night You cannot hurt me or any other man who sees the sun (890 lines 156-157) Oedipus is blinded by his illusions and perception of what is reality. There is unconcealed irony in the contrast of show and blindness in Sophocles play. Oedipus, musical composition being able to physically see, is indeed blinded to reality.Teiresias, who is physically blind, sees the reality and accepts it and attempts to spread that reality to Oedipus who is obstinate to see. Teiresias rebukes Oedipus in his mockery saying, You call me unfeeling, if totally you could see the nature of your own feelings Listen to me. You mock my blindness, do you? But I say that you, with both your eyes, are blind. You cannot see the wretchedness of your life (Sophocles 890-891). This chaw of the reality, the truth, is represented in Platos piece by the uphill out of the cave into the knowledge domain.Obtaining sight happens, as Plato borders it, with th e minds eye and the sensible eye. But this conversion from being blind to being able to see does not happen to everyone and not very easily. Plato argues that the capacity of sight is in the soul already, the eyes of the mind just need to gimmick from darkness to light in order to see the human being. the instrument of knowledge can only by the movement of the whole soul be turned from the world of becoming into that of being, and of learn by degrees to endure the sight of being, and of the brightest and best of being, or in other words, of the good (Plato).The transition from blindness to sight, darkness into light, is not a quick or easy process. It is harsh and requires determination and a strong, intellectual mind. After Oedipus is brought into the light of reality, he longs for the m he was not burdened with the harshness and misery reality brings he wants to return to darkness, returning to the security of his illusion. If I could have stifled my auditory sense at its s ource, I would have done it and made all this embody a tight cell of misery, blank to light and sound so I should have been safe in a dark paroxysm beyond all recollection (lines 159-163).The darkness of the cave and the power of the light outside of it is the most vivid picture painted by Plato in his allegory. He then continues, taking the allegory to the next level the prison-house cave is the world of sight, the light of the fire of the sun, and you will not misapprehend me if you interpret the tour upwards to be the ascent of the soul into the intellectual world correspond to my poor belief (Plato) Plato is saying that the material world we live in is not the fullest reality.We live in a world that is but shadows of the chuck-full reality we cannot see. In the context of Platos world, Oedipus, then, at the end of the play is still stuck in the next level of illusion. That is why he is so depressed. He has lost all of his sensual pleasures that Plato warns humanity about, a nd Oedipus is thus left-hand(a) feeling hopeless and lost in darkness. The complexity of these two works is enormous and poses questions which seem almost unanswerable. Yet they complement each other very well, as you would expect given their mutual classical background.They both address the same characteristics of life and human nature truth and falsehood, sight and blindness, and light and darkness, all tied together by a theme of the seemingly relative divide of illusion and reality. Both works put an emphasis on the importance of truth and its always worth it, no matter what the cost. There are different types of sight natural and mental. It seems that in order to have stronger mental sight, it is better to be bodily blind as seen with Oedipus and Teiresias.Escaping from the darkness into the light is escaping the illusions that the world and you yourself have created. The individual, according to Plato, must have his eye fixed, so that he may, in the world of knowledge, see the idea of good, which is seen only with effort and with a wisdom which more than anything else contains a divine element which always remains Sophocles and Plato both see there is something missing in the reality of our world.There has to be more to this reality, we, therefore, must be living illusory lives and we need to emerge from the cave. If we do not, we are confined to a life lacking of meaning, true knowledge, and purpose. therefore the picture we have of Oedipus at the end of the play stuck in a life which is full of falsehood, blindness, darkness, and is an illusion? Alas for the seed of men. What measure shall I give these generations that breathe on the void and are void and make up and do not exist?Who bears more weight of joy than survey of sunlight shifting in images, or who shall make his thought cover on that down time drifts away? Your splendor is all go O Oedipus, most royal one The great door that expelled you to the light gave at night ah, gave night to your glory as to the father, to the fathering son. All mum too late For I weep the worlds outcast. I was blind, and now I can tell why asleep, for you had given ease of breath to Thebes, while the false years went by. (911-13 lines 1-9 32-36 49-53)

A Visit to Toys’ R Us

A Visit to Toys R US How Toys atomic number 18 Affecting Gender Roles in Growing Children Ji-Young Kim 2012-05-21 straight offs toy hold on is the Mecca for children. Although many traditionalistic toy stores bedevil died out(a) due to the advent of electronic toys, big stores worry Toys R US sop up survived by flexibly by absorbing its hot adversaries. Now, they sell a very wide arrange of toys, from orthodox toys corresponding dolls and put to death figures to toys that followed technologys evolution, like electronic book readers and of course, telly games.However, while toys have evolved, it became clear from my observation that the buyers attitudes nigh what toys argon appropriate for each come alive has non changed oftentimes. Also, although many antecedent manly themed toys have become sexuality-neutral, still many more gender- predetermineed toys hire messages of what boys and girls are expected to grow up. Still, I could see signs of improve custodyt overall, and recall that as long as in that respect is room for improvement, gender bias amongst children give gradually disappear.As I coursed through the aisles, I observe that the store divided itself into several parts boys, girls, electronic games, and gender neutral. I order it amusing that the section for the girls toys was in the very back of the store. I assumed that this would result in girls getting a peck of the boys toys, but not vice versa. It would be lucrative for the toy store to place the girls section in the front, because ignored products are often placed in the most cute spots (e. g. shelves that meets eyelevel), but I guessed that the toy store assumed that it would try out complaints from the parents if they decided to place toys that way.The front of the store, excluding the girls section, was divided into half by gender-neutral toys and toys for boys. Interestingly, the section for boys and gender-neutral sections were not marked boys but only the types of the toys (e. g. action figures), but the section for girls was clearly marked as girls. Firstly what I see was the gender-neutral area contained mainly storybooks, board games, Lego, sports and musical instruments. I noticed that many toys that were traditionally dish outed masculine, like drums and skateboards, were now in the gender-neutral area.However, whatever toys we consider traditionally gender-neutral like sports equipments, had no pink colored items (lacrosse sticks), while some other equipments, like tennis rackets, which were placed right next to the lacrosse sticks, came out in both pink and blue. I assumed that there was no market for pink lacrosse sticks, or it wasnt signifi targett enough to pop off into a toy store. Board games almost always showed ageism and fortify sex stereotypes on their cover when picture men or women. It is in like manner worth noting that toys that are completely free of gender bias are based on themes completely unrelated to social activities (e. . rubber dinosaur models). unity interesting board game for secondary children, named Battle of the Sexes by Imagination, was somewhat testing the opposite sex about the interests of the players sex (e. g. The number of football players in a team). Outwardly, this seems like an excellent game which allows you to get to know what the opposite sex is like, but is in point reinforcing psyches about the norms of the opposite sex into children. The gender-neutral section also include the closely-known(a) Lego series.Although I call this a gender-neutral toy, it is only so because it has a small amount of pink-colored sets containing pieces that are mostly women. Despite the Lego series seemingly gender-neutral innovation of building blocks, most of the toys are themed around mostly masculine activities. Many, if not most, depict warfare, a theme based on violence, which is mostly considered masculine. jeopardize themed Lego toys have no women characters in volved it always depicted men who are digging up a desolate landscape and fighting mummies with, of course, pistols and swords.Maybe, as shown in a word-painting Different but Equal, boys provide have a better initial ability to construct Lego blocks creatively due to their superior space recognition skills, but they will be able to further reinforce their abilities by playing with the blocks frequently, and finally resulting in reinforcing the idea that this ability is male-oriented. However, as recent studies show, women have just as a good deal potential to do as well as men do on those areas. Sadly, parents who have daughters whitethorn be ignorant of these facts and may be intent on getting their daughters dolls rather than block toys.Still, the fact that there are Lego toys aimed for girls can mean things have improved such as Lego Friends, for only a decade ago it was even spartan to find women figures in Lego products. It may be that some parents are faulting their pa radigms and starting to get children what they wish for. The electronics corner was filled with toys that included characters stand for the peak of masculinity. For instance, the famous Super Mario series from Nintendo that has lasted for more than 30 years as a bestseller series, almost always depicts Mario, the main hero of the series, rescuing Princess Peach, the traditional missed princess from danger.Mario has mustaches and grows in size and power when he consumes mushrooms, symbolizing the masculine features of a man, while Princess Peach wears pink frilly dresses, is always attendless and carries an umbrella, not to mention corrosion paper and jewelry. I retrieve that the video game company is unwilling to discard this facet of the game, because it has sold well for more than 30 years by creating games that live up to gender stereotypes.In rare cases the main character was a heroine, the female is either wearing a robotic outfit that covers the entire body and has a gu n in the place of her hand (Metroid, Nintendo) or dressed up in testis dresses (The Island Princess, Nintendo). It was clear that the former was meant for boys and the latter for girls. Most video games for boys were about destroying or somehow vanquishing the opponent, reinforcing the idea of control and power, and ultimately in hard-hitting behavior.The section with toys for boys was filled with items that emphasize masculinity, especially action figures. Figures of men (especially superheroes and professed(prenominal) wrestlers with bulging muscles and tattoos) show boys from an early age how an ideal man should figure like. These toys will very likely lead to respect of power from a very early age, and will affect their speech style and ultimately reinforce differences in gender roles. Other than action figures, other celebrated toys were run forcars and other automobiles, especially fighter planes.These toys would most probably give boys the idea of what would be cool or what a cool job looks like. These jobs have a thing in common they are all risk-taking, and thence toys are teaching boys to be risk-takers from an early point of their lives, as describe in the video Different but Equal, although we have outlived the gem age. On the other hand, the girls toy section was the polar opposite the on the whole area was an oversized dollhouse covered from start to end with pink. Merchandises included basic make-up, small frilly dresses for children and of course, dolls.All dolls were very slim and tall, and mostly had makeup on their faces, showing contrast to the tattooed and muscular action figures. These dolls will help keep future women in line by building an learn of an ideal woman within a girls head, from a very early age. One interesting feature was that while there were Caucasian and African American dolls, there were none depicting Asiatics, possibly because Asians have a longing for whiter skin, and prefer Caucasian over Asian dolls. It explicitly shows the place of Asians in American society a race that aspires to become Caucasians, both in and outwardly.That clearly affects Asian girls, or Asian mothers, as there seems to be no market for Asian dolls, and thusly reinforces the traditional female sex behaviors white girls are often further to follow (Lips, 203). On the day of May 19th, 2012, I got a meet to converse Berj, one of the managers of the store. He had short black hair, dark glistening eyes, and was wearing a uniform of white pants and a habilitate with the ToysRUS logo stitched into it. Every time before he started to speak, he cleaned his throat with a weird sound. Our short ten-minute interview began in a small managers room at the corner of the store.The interview with Berj revealed that the directions for the arrangement of the toys came from higher up, specifically from a manual distributed from the main company. This showed that the positioning of toys were carefully planned to make the most profit possible, and was considered a study factor in profit-making. Such remainsatic planning showed that the company was much more willing to cope and follow the current set system of sexual assignment, rather than challenge it. I could not fault them much companies are profit-driven, and it is only natural and easier to follow the ules rather than challenge them. In the toy store I could see a whole generation reiterateing the footsteps of its former. Parents will buy for their children what they think is right and appropriate, and will administer those regulations on them if necessary. And so, children who grow up accustomed to those restrictions and bonds will naturally repeat the former generation. Most, if not all boys will play with action figures depicting machismo men, and most girls will always prefer dolls over toys. It was like eyesight a never-ending cycle in Buddhist terms, samsara. Fortunately though, I could see signs of hope.By the works of countless feminist s beforehand, we can see childrens movies like Mulan, where the heroine actually takes his fathers place in war, or skateboards created for girls. Although these examples arent completely free of gender bias in that Mulan is still a slim and beautiful girl and those skateboards come in pink, I believe that girls (and boys) who grow up experiencing these new changes will become adults who wont enforce their views as strongly as their parents did, and maybe someday Americans will be able to overcome this typical bias as we can never imagine.It wont be anytime soon, but someday they will. graphic symbol The Human Sexes (Part One) Different But Equal. The Human Sexes (Part One) Different But Equal. Web. 20 May 2012. <http//video. google. com/videoplay? docid=-6539484611803108670>. Hillary Lips, Gender role socialization Lessons in femininity. Pp. 197-216 in Jo freewoman (ed. ),Women A Feminist Perspective. Mountain View, CA Mayfield, 1989.