The Symbolism Behind Parents and Children in Mythology Essay

The bond between parents and children is something that was created soon after the first man was created. Unlike certain animals, whose children go off and fend for themselves right after birth, the care given to children by human parents is different. As humans, parents care and provide for their child until he/she is ready to live on their own. It is during this process of caring, that the true relationship between parents and their children form. The antiquity of parent child relationships is seen through Greek/Roman mythology. At first, myths seem to be an ordinary story, but when carefully looked at, they have a far deeper meaning. Understanding the deeper meaning of the myth is key in understanding the purpose of the myth. The†¦show more content†¦Demeter’s motherly love is tested when she realizes that Persephone has been taken away by someone. Once Demeter realizes that Persephone is gone she starts searching for her. Demeter’s deep desire to find Perse phone is illustrated when it mentions, â€Å"So that the darkness of night would not slow her search, the Great Goddess kindled two pine torches in the fiery crater of Mount Aetna† ( Homer 96). Demeter is determined to do whatever it takes to find Persephone. After Demeter’s failed attempt at searching for Persephone, she goes to Helios asking, â€Å"I heard my daughter scream as though someone had seized her against her will, and yet I have been unable to learn what hass happened to her. Since your chariot takes you high above the grain-giving land and the swift-flowing sea, did you see who took my child?† (Homer 96). Once again, this plea from Demeter to Helios shows Demeter’s love for Persephone because she is willing to ask another god for help in order to find her missing daughter. Demeter’s violent actions and thoughts in the story also show Demeter’s motherly love for Persephone. Demeter’s feelings are clearly seen once she fin ds out that Persephone and Hades are married, â€Å"Demeter’s heart now overflowed with a deeper and more savage sorrow. Torn between fury and anguish, the Great Goddess determined to punish Zeus and the other Olympians byShow MoreRelated Comparing the Salem Witch Trials and Modern Satanic Trials Essay2439 Words   |  10 PagesSalem to persecute us. . . (Mather 421). The Salem witch trials have become a part of American mythology which has been passed down to each succeeding generation for over 300 years after the village of Salem sent its last witch to the gallows. However, it is the witch trials relevance to modern society more than any other factor that has contributed to its legendary place in American history and mythology. The witch trials that occurred in Salem, Massachusetts, are the precursor to the modern trialsRead More Search for Innocence in American Modernism Essay1592 Words   |  7 PagesRobert Frost, Babylon Revisited by F. Scott Fitzgerald, and Hills Lik e White Elephants by Earnest Hemingway as will be shown in an analysis of the inhabitants of the wasteland and their search for innocence, the role of children and pregnancy in the wasteland, and the symbolism of water and rebirth.    But before I go on, I believe that I should first clarify what I mean by a return to innocence. First, there is some confusion between innocence and ignorance. They are often used interchangeablyRead MoreThe Importance Of Family And Their Legacy1754 Words   |  8 Pagesis an intimate moment shared between lovers, probably meant for personal use of the family, specifically the husband and wife to which it belonged. Through the addition of mythological references, the image helps to suggest a stronger message of symbolism for the specific individuals. The second item is the pseudo-group statue of Penmeru dating back to the Old Kingdom, specifically between the 5th and 6th dynasty in Egypt, at about 2465–2323 B.C. It was found at Giza, the location for the famousRead MoreCarl Jung s Theory Of Psychology2234 Words   |  9 Pagesundeniable religious nature. He theorized that people should be taught to consolidate the conscious mind and the unconscious with a process he termed individuation, for them to become whole. Jung had a wide knowledge of religion, mythology, and philosophy, and in particular the symbolism connected to the traditions such as Kabala, Alchemy, Hinduism, and Buddhism. Utilizing the vast knowledge, he believed that humans experience the unconscious through various aspects of life which include; art, dream and religionRead MoreThe Forest in Folk and Fairy-Tales3104 Words   |  13 Pagestales have become laden with cultural and psychological symbolism: The ancient trees in dark, uncharted places symbolise the refuge of magic and mystery beyond man’s dominion. They represent the unknowable dangers and challenges of life, a forbidden place that nevertheless yields up reward for the intrepid trespasser, a place where tests integral to personal growth are met and overcome. The fairy tale genre and cautionary folk tales allow children the thrill of experiencing the forest as a zone beyondRead MoreRitual Observation : A Young Person s Coming Of Age2835 Words   |  12 Pagesno longer a child but a man, and where they take all responsibility for their actions, ethically, and morally, whereas for a young girl the age is 12. In modern times a lot of time and preparation is put into this transition. Traditionally young children will attend Hebrew school to learn more about their culture, history and what it means to be a part of the Jewish community. However, they do not have to attend Hebrew School, it is not mandatory, the only necessity is that they get private lessonsRead MoreCont roversial Aspects of Waldorf School Education3625 Words   |  15 Pagesphenomenon in our country. They first appeared in our educational system in the school year1992/1993 and since their foundation have expanded. Nowadays, we can see a Waldorf school or at least its scion almost in every city. Their popularity among parents increases and although they struggle for their existence, they somehow manage to keep their status of a state school. To an uninitiated observer, such a school type seems very creative and child friendly. Many positive aspects cannot be denied butRead MoreKhasak14018 Words   |  57 Pagesliterature. Moving on to the third perspective, critical theory is an important tool in analysing literature. It has numerous branches out of which psychoanalytic criticism and mythological/archetypal criticism are best suited for the present study. Mythology and psychology, though appealing to far different aspects of the self, have a unique thread linking them in that both deal with the motives that underlie human behaviour. While psychology deals with the personal aspect of life, that is the behaviourRead MoreHow to Read Lit Like a Prof Notes3608 Words   |  15 PagesExamples: i. Hamlet: heroic character, revenge, indecision, melancholy nature ii. Henry IV—a young man who must grow up to become king, take on his responsibilities iii. Othello—jealousy iv. Merchant of Venice—justice vs. mercy v. King Lear—aging parent, greedy children, a wise fool 7. †¦Or the Bible a. Before the mid 20th century, writers could count on people being very familiar with Biblical stories, a common touchstone a writer can tap b. Common Biblical stories with symbolic implications i. Garden ofRead More Good and Evil in The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson4276 Words   |  18 Pagesin the Victorian times which people would be anxious about keeping to, because of the extreme risk of ruining their reputation. We see this in the first chapter of the story when Mr Jekyll tramples over a little girl and is threatened by her parents that they will ruin his reputation by telling all of his friends and family of the incident. Enfield says that they will â€Å"make his name stink from one end of London to the other† so Mr Hyde decides to write a cheque for  £100 to the family as he

Analysis on the Bride Comes to Yellow Sky Essay - 623 Words

Analysis of The Bride Comes to Yellow Sky Set on the Texas frontier, â€Å"The Bride Comes to Yellow Sky† is a short story in which the setting plays a major role in symbolizing the changes in western civilization, as the East flows into the old West. The theme of the story is that change is inevitable whether one likes it or not it is going to eventually happen. This story uses symbolism to put images in our minds of the old West and the new West as well as how the characters are portrayed throughout the story. In part one, Crain uses Jack Potter, the protagonist traveling from the old West, which is somewhat civilized, to meet and marry a woman that is older and more civilized from the East. The writer then uses their travels on a†¦show more content†¦Scratchy is also referred to as a â€Å"spectacle† (249) meaning he is similar to a child putting on a show. In part four the focus is on Jack and his new bride walking â€Å"sheepishly†(249) meaning that they both feel consciously at fault or embarrassed for their marriage. Scratchy is portrayed as having the attributes of a snake in the sentence â€Å"gazing at the apparitional snake† and as he â€Å"thrust his revolver venomously forward† (249). Through the marriage of Jack and his new bride Scratchy â€Å"was like a creature allowed a glimpse of another world† signifying that he can finally see civilization settling into the new West. Then Scratchy calls off the gun fight knowing there is nothing left for him in the old West and he must become more civilized. One can see that symbolism is strongly used throughout the story to represent eastern civilization approaching and enveloping the West as the West becomes more civilized. The symbolism is seen mainly through the setting of the story and the marriage of Jack and his new bride. We can also tell the character of the people in the story through visuals of their attire and how the narrator describes this in theShow MoreRelated Character and Setting Analysis of Bride Comes to Yellow Sky Essay729 Words   |  3 PagesCharacter and Setting Analysis of Bride Comes to Yellow Sky Setting and characters go hand in hand in The Bride Comes to Yellow Sky. With Each new setting there is at least one new character development. A new setting in each part of the story makes for diverse settings and characters. From a train leaving San Antonio to around the corner in a small town in Texas, a drunken gunslinger to negro waiters, this story has it all. This story begins on a train specifically in a parlor car. ThisRead MoreChanges Caused by the Passage of Time: Analysis of A Rose for Emily and The Bride Comes to Yellow Sky818 Words   |  3 Pagesï » ¿A Rose for Emily and The Bride Comes to Yellow Sky The short stories The Bride Comes to Yellow Sky by Stephen Crane and A Rose for Emily by William Falkner both examine the effects changes caused by the passage of time have on individuals and their society. Though the two stories are set in different centuries they are each about the end of a way of life. Cranes story takes place in Texas during the last half of the nineteenth century as civilization is encroaching on the rough and tumble periodRead MoreLiterary Analysis Of The Bride Comes Flies 1117 Words   |  5 PagesLiterary Analysis of â€Å"The Bride Comes to Yellow Sky† Shanda Back Galen College of Nursing Literary Analysis of The Bride Comes to Yellow Sky The Wild West impending transformation from being rough, rugged good guy and bad guy domain to a more cultivated world of advancements in the late 1800 s was brought on by the expansion of the East. Stephen Crane s The Bride Come to Yellow Sky Jack Potter, the town marshal and his new bride are returning back to Yellow Sky, Texas from San Antonio, TexasRead MoreDickens Creation of Sympathy for His Characters in Great Expectations2048 Words   |  9 Pagesbut the dark secret became a source of both creative energy and of the preoccupation with alienation and struggle which emerge throughout his work. Pips desire to become a respectable gentleman stems from Dickens own experience, having come from humble beginnings. Dickens wrote Great Expectations in 1860. The last half of the 19th Century was characterised by increasing poverty and social problems, especially in the cities and also by the beginnings of great movements Read MoreWays of Boring People2954 Words   |  12 Pages |j. the length of time people continue to buy a product | B. Complete these sentences with word partnerships from exercise A BRAND 1. the creation of Virgin Cola, Virgin Air, Virgin Rail and Virgin bride is an example of †¦brand streching†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2. Consumers who always buy Levi’s when they need a new pair of jeans are showing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3. not enough people recognize our logo; we need to spent a lot more on raising †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. PRODUCT 1. DavidRead MoreFactors Affecting the Cultural Beliefs of Tagakaulo Tribe in Southern Mindanao7929 Words   |  32 Pages124,698 based on 1987 census of Lumads in Mindanao (Santos, 2007). AFRIM (2007) conducted a census of the Tagakaolo in Soccsksargen last 2007 and come up with the total population of 12,336 while in Southern Mindanao, the population is 212,285. Santos (2007) elaborated that members of the tribe can be recognized by the close fitting suits of red and yellow striped cloth. The majority of them have hair curled in locks. The teeth are usually mutilated and blackened, while shaving of the eyebrows andRead MoreLiterary Analysis of No Name Woman6151 Words   |  25 PagesA short literary analysis of Maxine Kingstons classic â€Å"No Name Woman† As part of the first generation of Chinese-Americans, Maxine Hong Kingston writes about her struggle to distinguish her cultural identity through an impartial analysis of her aunt’s denied existence.   In â€Å"No Name Woman,† a chapter in her written memoirs, Kingston analyzes the possible reasons behind her disavowed aunt’s dishonorable pregnancy and her village’s subsequent raid upon her household.   And with a bold statementRead MoreThe Epithet in the Novel Jane Eyre18849 Words   |  76 Pagesaim. In our research we would like to concentrate our attention on â€Å"epithet†, a figure of speech which gives the opportunity to create the most expressive and vivid images. Despite the fact that there are many works devoted to the problem under analysis some important aspects such as structural - the lexical stylistic device the epithet as its component have not been fully investigated. This defines the actuality of the work and its theoretical value. The basic purpose of this course-paper is formulatedRead MoreRomanticism and Modernism as Strange Bedfellows: A Fresh Look at Jack Kerouacs On the Road12240 Words   |  49 Pages Bliss was it in that dawn to be alive, But to be young was very Heaven! O time In which the meagre, stale, forbidding ways Of custom, law and statute, took at once The attraction of a Country in Romance! The Prelude—William Wordsworth (Come in under the shadow of this rock), And I will show you something different from either Your shadow at morning striding behind you Or your shadow at evening striding to meet you; I will show you fear in a handful of dust. The Waste Land—TRead MoreEudora Welty a Worn Path12166 Words   |  49 PagesThe attendant assumes Phoenix is a charity case. The nurse replies that it is just old Aunt Phoenix who has come to get medicine for her grandson. Phoenix remains silent as the nurse asks her questions. The nurse eventually loses patience and urges the old woman to tell us quickly about your grandson, and get it over. Phoenix snaps out of her daze when a flame of comprehension comes to her. She explains what the nurse already knows, that her grandson swallowed lye and now needs medicine periodically

The Effect of Violence in Movies to the Society Free Essays

The last few years have seen an increase in violence in movies. Action movies seem to get more ‘exciting’ than the previous movies each year and therefore, more violence is shown. Many people complain that violence is influencing our country and it’s youths which causes many youths to fascinate about violence, eventually experience the fascination of violence for themselves and go crazy – go on a killing spree or something similar. We will write a custom essay sample on The Effect of Violence in Movies to the Society or any similar topic only for you Order Now Violence in movies do in some way affect youths and people in society. It affects people’s views of themselves, other people, the world and people’s thoughts on certain things. Beliefs or values and attitudes may be affected by violence in movies. For example, if a certain person is a racist and believes white people are superior to black people, they may watch a movie which displays racial discrimination, such as ‘American History X’, and after viewing violent action against blacks, the person may decide to take action and go out and kill black people. This is an example of someone’s beliefs/values and attitudes being affected by violence in movies. It is believed that whatever is seen at the movies, children will praise certain shows and characters featured and try to be like them. They look up to their hero and want to do everything that person does. In an action packed movie, the hero or the ‘good guy’ is loved by children and they may try to copy their actions, thus leading to violence. So it is believed that violence in movies will increase physical aggressiveness among children and violent criminal behavior. One method by which violent movies may promote criminal violence is simple imitation. Two surveys of young American male violent felons found that 22-34% had imitated crime techniques they watched on an action packed movie. On the questionnaire I conducted, 60% of the people who participated in the questionnaire said they have an urge to go fight, kill, save people, etc, after watching a movie full of violence and action. This is only an urge, but may still result in the action of violence taking place. Children do imitate the behavior of models such as those portrayed in movies and other things such as television. They do so because the ideas that are shown to them on television are more attractive to the viewer than those the viewer can think up him/herself. This can be seen with the advent of the Mighty Morphin Power Rangers. Young children cannot seem to get enough of these fictional characters and will portray them often. But it is Not only can violence in movies inspire children to take action, but can also inspire and empower potential criminals. Of course, not everyone who watches a Rambo or Terminator movie becomes a criminal. The harm of violent television is felt most by the already vulnerable segments of the population. Alfred Blumstein, dean of John Heinz School of Public Policy and Management at Carnegie-Mellon, notes that â€Å"the glorification of violence on television has little effect on most folks, but it has a powerful effect on kids who are poorly socialized †¦. It dehumanizes them and becomes a self-fulfilling process. † Repeated exposure to violence in movies may make violence seem ordinary or normal to these type of people. Perhaps all sides of the movies and violence debate can agree that reducing movie violence should be considered as efforts to change the conditions that make the children so vulnerable and dangerous in the first place. Maybe ratings of movies should be taken more seriously and be more strict so that children cannot view violence which would pollute their minds with violence and criminal behavior. In the questionnaire, the majority said that the movie ‘The Matrix’ entertained them. This is an action film, and when asked whether they have an urge to go fight, kill, save people, etc, after watching an action film contained with violence, 40% replied no. This may show that some people like to watch movies with violence – no matter how it is rated – purely for entertainment and that it would not effect their attitudes towards violence in a negative way. These days, violence in movies are seen to be very realistic. The fighting, the pain, the blood and guts are made to look real. These are all done through the use of computers and digital editing. So the violence in movies may seem real, but in fact it is all fake and have just been performed by the click of a mouse. The question is, why do filmmakers show violence as their main subject in movies and why do they want the violence to seem real? There are many reasons to this. One could be to impress audience, another could be the demand for more action films, or another could be that action movies seem to be more popular nowadays. But the main reason would be to make the movie full of excitement which would most probably make the movie become huge and popular, which would then result in a lot of money for the filmmaker. This is not right and portrays filmmakers as selfish people only looking for money, as they do not stop to think that the violence could pollute children’s minds. Filmmakers could say this could be prevented by making the ratings high, but that certainly does not stop children from watching the movie. They may be taken in to watch it with someone older for supervision, or simply view it on video once it is released. Fixing the problems of children and movie violence is not easy. There are many factors that have to be considered and people to be convinced. This problem will, no doubt, never go away and continue to get worse as the years go by. However, there are measures that can be taken to prevent the children from ever being exposed to such things. After all, what is the world going to be like when the people who are now children are running the world? How to cite The Effect of Violence in Movies to the Society, Essay examples

Team Dynamics Essay Example For Students

Team Dynamics Essay Team DynamicsWhen teams work, theres nothing like them for turbo charging productivityforget all the swooning over teams for a moment. Listen carefully and youll sense a growing unease, a worry that these things are more hassle than their fan let on-that they might even turn around and bite youthe most common trouble with teams: Many companies rush out and form the wrong kind for the job.(Dumaine, pg. 1)An effective team is the most productive force in an organization. The potential of the team is greater than the sum of its independent parts. Although teams are a common management strategy, it is important to recognize that not all situations are suited to the team approach. A team is best used when there is a situation that calls for a fix of a complex issue, and when there is no one person with all the expertise needed to solve the problem. Team The Merriam-Webster Dictionary states that the definition of a Team is, A number of persons associated together in work or activity: as a : a group on one side. (Morse Mish, 2003) In Tools for Teams they define team as; A group of people who are interdependent with respect to information resources and skills and who seek to combine their efforts to achieve a common goal.(Thompson, Aranda , Robbins, 2000, pgs. 9-10 chap. 1) In a team, members are fully committed to a common goal and mission they have developed, members are accountable to each other, and members all share in the leadership. Teams have become popular because they tend to produce quality solutions. If team members have a vested interest on a solution, the project is more likely to be implemented as planned. Peer pressure often makes team members more accountable than if they performed alone. Also being a member of a team benefits the individual by giving them an opportunity to learn from the other members. Teams may also present problems; the team rivalry. Everyone thinks that their specific task is the primary objective. The overall task can then become drastically delayed and progress reduced. This slows down the teams effectiveness. Teams are mostly task oriented; members often fail to make time to examine how to team on the whole operates. As a result, negative, non-productive behaviors, and attitudes come into play and have an adverse effect on the teams productivity. Types of Teams OrganizationsThere are four types of team organizations. Manage-led, this is the most common type of team organization. In the manage-led team, there is only one leader; leadership is not shared. They define the goals and function of the team. The advantage of this team is that the defined goals are managed by one person and the only task that the team has is to execute the goals that are outlined by the manager. This team is very efficient because everything is outlined for them and they know what their expectations are. There is also a very low start-up cost with this type of organization. The only disadvantage to this team is that everyone in the team must conform to the manager. There is no democracy; whatever the manager says goes. Morale can be low at times and member can turn on the manager. (Thompson et al., 2000, p. 15 chap. 1) This is the type of team that I am in. I like this type of organization because I am the type of person that likes to have defined goals. Everything is spelled out for me and I know what is expected. Self-managing team or self-regulating is another type of organization. There is only one manager or leader and they decided the focus or goal of the team and then team manage themselves but must achieve the goal according to the outline of what the manager wants. There are many pluses to this type of organization. For one there is more loyalty because people have more freedom to express themselves, and there is higher morale. The disadvantage is that it is harder to asses the progress of the team and less control. It might also take longer to achieve the final goal because of the freedom issue. (Thompson et al., 2000, pg. 16 chap. 1)Self-directing or self-designing is the third ty pe team organization. They determine their own goals and how to achieve them. The only part that a manager plays is the organizational contexts. The advantage of this type of organization is that this team has the most potential for innovation, morale, and motivation. The disadvantage of this team is that there is a high start up cost and there is a big potential for conflict. The progress is near impossible to monitor and there is a possibility of loathing and slacking. (Thompson et al., 2000, pgs.16-17 chap. 1) Self-governing team is the fourth organizational team. They are the ones that execute the goals; they manage their own performance process. They are the ones that give the guidelines for they come up with the organizational context. The control and responsibilities are well defined and are taken to the extreme. This team organization requires total commitment and full participation. The major disadvantage of this type of organization is that it is at the greatest risk of mi sdirection because they call all the shots. (Thompson et al., 2000, pgs. 17-18 chap. 1)Types of TeamsThere are three types of teams that most organizations use. Work teams, task teams, and management teams. Each has its specific task and takes care and attention to become successful. The first team that I am going to talk about is the work team. Problems and SolutionsVarious problems can upset team dynamics. It is virtually impossible to predict every potential problem, and even if we could, it would be just as impossible to anticipate every solution. Here are some problems that typically occur with a team; and some suggested solutions. .u2b8b42ba43949fda65dcbf075ef8f59c , .u2b8b42ba43949fda65dcbf075ef8f59c .postImageUrl , .u2b8b42ba43949fda65dcbf075ef8f59c .centered-text-area { min-height: 80px; position: relative; } .u2b8b42ba43949fda65dcbf075ef8f59c , .u2b8b42ba43949fda65dcbf075ef8f59c:hover , .u2b8b42ba43949fda65dcbf075ef8f59c:visited , .u2b8b42ba43949fda65dcbf075ef8f59c:active { border:0!important; } .u2b8b42ba43949fda65dcbf075ef8f59c .clearfix:after { content: ""; display: table; clear: both; } .u2b8b42ba43949fda65dcbf075ef8f59c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2b8b42ba43949fda65dcbf075ef8f59c:active , .u2b8b42ba43949fda65dcbf075ef8f59c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2b8b42ba43949fda65dcbf075ef8f59c .centered-text-area { width: 100%; position: relative ; } .u2b8b42ba43949fda65dcbf075ef8f59c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2b8b42ba43949fda65dcbf075ef8f59c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2b8b42ba43949fda65dcbf075ef8f59c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2b8b42ba43949fda65dcbf075ef8f59c:hover .ctaButton { background-color: #34495E!important; } .u2b8b42ba43949fda65dcbf075ef8f59c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2b8b42ba43949fda65dcbf075ef8f59c .u2b8b42ba43949fda65dcbf075ef8f59c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2b8b42ba43949fda65dcbf075ef8f59c:after { content: ""; display: block; clear: both; } READ: Going Essay1.Problem-some members dominate. Solution- assign them to take notes. 2.Problem-there is side conversation. Solution-ask those members to tell the team what they are discussing. 3.Problem-non-participating team members. Solution-ask them for their input. 4.Problem-too much rambling. Solution-follow the meeting agenda more closely. 5.Problem-people loathing or slacking. Solution-publicly call attention to each persons responsibility. 6.Problem-members not doing what were assigned. Solution-assign those people to non-critical tasks. 7.Problem-interpersonal conflictsSolutions-explain how it hurts the team, have a mediator, or have them problem individual(s) removed from the team. ReferencesClemmer, J. (). Matching Team Types and Focus. Retrieved May 20, 2003, http://www.clemmer.netDumaine, B. (). The Trouble with Teams. Retrieved May 20, 2003, Morse, J. ; Mish, F. C. (2003, 2003). Merriam-Websters Dictionary. Merriam-Websters Dictionary, Online, Retrieved May 19, 2003, http://www.m-w.com/cgi-bin/dictionaryThompson, L. Aranda, E. ; Robbins, S. P. (2000). What is a Team? In C. Swenson (Ed.), Tools for Teams (Special Edition ed., pp. 9-10). Boston, MA. Pearson Custom Publishing.

Mean Girls Personality Theory Paper Essay Example

Mean Girls Personality Theory Paper Paper The movie that I decided to watch was mean girls. This movie is about a teenage girl who lived in Africa because her parents were doing research and then they had all moved to America. The girl’s name in the movie was Cady and she had never been home schooled before she moved to the United States of America. Her first couple of days was rocky but she eventually made friends with two art students by the name of Janis Ian and Damien, her new friends told her to be careful around the popular girls in school known as the plastics. One day while Cady was looking for her friends, a girl by the name of Regina George the main leader of the plastics wanted her to join their group because she thought she was really pretty. Cady becomes a part of the group, but Janis convinces her to get revenge on Regina George because of Janis’s personal experience with Regina. Cady declines on getting revenge until Regina George gets back with her ex-boyfriend Aaron Samuels who Cady liked and Regina claimed she would put in a good word for Cady. Cady then decided that she would get revenge on Regina, so the movie is basically showing how Cady evolved from a sweet girl into a typical teenage girl. The three theories that I decided to pick for this movie were Social Learning theory and Behaviorism. I chose social learning theory because the theory stated that an individual’s behavior will be influenced by the environment around them, and since Cady was around the plastics that always spread mean and vicious rumors she became one of them. We will write a custom essay sample on Mean Girls Personality Theory Paper specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Mean Girls Personality Theory Paper specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Mean Girls Personality Theory Paper specifically for you FOR ONLY $16.38 $13.9/page Hire Writer I chose behaviorism because Skinner stated behavior is a response to the environment which would explain why Cady decided to get even with Regina because that is what Regina George would do. Another theory that I thought that was displayed in the movie would be Dollard and Miller’s learning process which consisted of five steps, those four steps would be drive, cue, response, reinforcement effect. Drive is defined as a promotion of a specific action. Social learning theory was a theory that Albert Bandura developed which explained how an individual’s behavior is influenced by the environment around them. There are four steps in the social learning theory. There are four ways that social learning can be developed and those four are attentional processes, retention processes, motor production, and motivational processes. The attention process just states that people are more likely to direct their attention on charismatic attractive models, to repeat the behavior. The retention process is remembering schemas for later to put into use. Motor production is a convert, abstract idea to appropriate action. The motivational processes just states that there is an acquisition process which is what people learn to do, and performance would be when a person actually performed. The experiment that Bandura performed to prove this theory was the Bobo doll study. The study consisted of three groups of children. One group was shown an aggressive adult model and was asked to physically and verbally attack the doll. The second group was shown a passive adult model and was told to ask passively, and the control group did not have an adult model. When the children were sent in a playroom to play with multiple toys that including the Bobo doll. The children that were shown the aggressive adult model appeared to be more aggressive towards the doll, and hit it with various objects such as pots, pans and dolls. There were various scenes in mean girls that displayed the social learning theory. One of the examples would be when Janis Ian cut out the breast part out of Regina’s George’s tank top, Regina George noticed that she was wearing a shirt with the breasts cut out, but she didn’t care and went around the school that way, the whole school seen her and began to duplicate her style because they seen that an attractive model was wearing her tank top that way. This is part of the social learning theory because it states that there are four characteristics and one of them was attentional which just stated that people are more likely to copy other’s actions because they are attractive models. There were several examples of this throughout the movie, at one point during the movie a girl said she had seen Regina George wearing army pants and flip flops so she went to get the exact outfit that Regina George had. Another one of the attention model would be when Regina George’s little sister was in the living room listening to milkshake and watching girls gone wild, and a girl on the television lifted up her shirt, so Regina George’s sister lifted her shirt up as if she was one of the girls in the girls gone wild video. There were two examples of motivation models in the movie. One example would be when Cady skipped health class on her second day with Janis and Ian because they told her too, and that Cady was their friend. This is an example because while narrating the movie she stated that the reason that she stayed with them and skipped class was because Janis said that they were friends and she was in no position to pass up friends. Another one of the same would be when Cady was a nice girl at the beginning f the film and did not understand why everybody disliked the plastics until her supposed friend, Regina George was kissing Aaron Samuels the guy that Cady liked, after this happened Cady decided that she would be catty just like Regina George and use similar tactics to get even with her for that. It was acquired when the plastics asked Cady to sit with them, but it was carried out (performance) when she actually did stuff to sabotage Regina George. Skinner’s definition of behavior state d that behavior is a response to the environment. Skinner also stated the two types of behavior which are operant and respondent. Operant is when behavior is elicited by a person, it is not an automatic response and it is not learned. Behavior can be altered but it depends on the consequences. Respondent behavior is when behavior is elicited by stimulus, it is an automatic response, and is a behavior that people cannot learn. Respondent behavior can be altered through conditioning. In the movie mean girls this was displayed when Cady finally went to school, so that she could make friends. She was a nice and respecting young lady until she became a part of the popular girls. Cady’s behavior throughout the movie changed because she learned the behavior by hanging out with the popular girls. Cady was not interested in getting revenge on Regina George until she told Regina George that she liked Aaron Samuels and Regina George decided that she wanted to resume their relationship. So, when Cady saw that Regina George took Aaron Samuels back, Cady decided that she would join Janis in getting revenge. She learned her behavior from the plastics and Janis Ian. But at the end her behavior changed back to how it was in the beginning when she was a nice respectable girl. Cady’s behavior changing throughout the movie is described as operant behavior. Since Cady was punished toward the end of the movie for claiming that she was responsible for writing the burn book she was grounded by her parents, and her teacher made her join Mathletes because she was failing her math class. Her parents were provided her with a punishment because she was misbehaving and was trying to correct her behavior so that she could be similar to the girl that they know before she started high school.

Christmas Tongue Twisters Alliteration Lesson Plan

Christmas Tongue Twisters Alliteration Lesson Plan Everyone knows the popular tongue twister She sells seashells on the sea shore. This Christmas, teach your students about alliteration and let them try and create a few fun holiday tongue twisters of their own. Heres how. Explaining Alliteration Start your lesson by saying the popular tongue twister mentioned above. Then, ask students if they have ever heard of this saying before. Discuss that this play on words is called alliteration, which is a literary element. Ask them if they can guess from your example what alliteration might mean. Try and get students to work towards a definition like this: Alliteration is defined as the repetition of consonants at the beginning of words in any piece of writing. Make sure that students understand that alliterative words do not have to start with same letter or letters but it can be like ( i.e. chilly and silly). You can give students the example below. The pots and pans were Peters prized possessions. Next, have students try and brainstorm some words. Write the letter H on the front board and ask students to try and think of names, place, animals, or food that begins with the same sound of that letter. Let them try and come up with at least five words for each category. Then, as a class try and come up with a tongue twister using the words from the categories. Tongue Twisters Once they have gotten the hang of what alliteration is and how it works, then you can let them loose to try and create festive tongue twisters on their own. Extend the lesson by asking your students to illustrate a tongue twister or two. Let them use a dictionary and/or thesaurus to kick their twisters up to the next level of complexity. Here are a few Christmas tongue twisters to get you started: Crazy kids clamor for candy canes and Christmas cookies.Toy trains travel and toot along the track.Hal had happy holiday holly.Prancer presents pumpkin pies and presents.Chilly children cheer and chant on chilly nights.Santa sings silly songs about sleighs slipping supper fast in the sun.Tiny Tim trims the tallest tree with tons of terrific tinsel.Red-nosed Rudolph romps readily round ruby wreaths.Blitzer bobbles a billion brilliant bells.Santas super sleigh slips so swiftly through the snow.Shiny stars sparkle on silver sleighs.Ten tiny toy soldiers tinker with twenty toy trains.Santas stuffed sack sags and slumps. Edited by: Janelle Cox

Best Man Wedding Speech Essay -- Wedding Toasts Roasts Speeches

Good Evening everybody...I hope you are all enjoying everything so far...My name is Frank Levy, and I am Rick's Best Man for the evening. I happened to find out that there was a pool going on as to how long my Best Man's speech was going to be, and I was the only one who bought in at 60 minutes, so you might as well all just relax, sit back and enjoy the ride. When Rick first asked me to be a "Best Man", I wasn't really sure what my responsibilities were suppossed to be. I asked around, and was told that my main duties for today were: To ensure that the groom arrives on time, To make sure he is sober, And to make sure he is looking good. Well 2 out of 3 isn?t bad... After all I?m best man, not a plastic surgeon! I was also worried about how long... Best Man Wedding Speech Essay -- Wedding Toasts Roasts Speeches Good evening Ladies and Gentlemen – I'd like to start by saying that what a genuine honor it is to be part of Rick's wedding. Rick certainly is handsome tonight, with his fine rented tux and shoes. On a gala evening such as this, you may find it hard to believe that Rick has not always been so handsome. The truth is, Rick was so ugly at birth, the doctor slapped his mother! The nurses were no more sympathetic, they diapered poor little Rick’s face. The fact is, his parents were so embarrassed of Rick that they borrowed another baby for the baptism ceremony. When little Rick went to school, the situation didn’t improve at all. Yes, it is true that Rick was the teacher’s pet – but that was just because the teacher couldn’t afford a dog! Rick's appearance b... Best Man Wedding Speech Essay -- Wedding Toasts Roasts Speeches Well to be honest Steven I thought you would have spoken for longer today†¦.. as that was probably your last opportunity to speak for any length of time without interruption. Not that I’m saying Ellen talks a lot! Afternoon everybody†¦..or is it evening†¦.. seems so long ago that we started these proceedings†¦. For those of you that do not know me my name is Mark Although I’m sure you’ll have a few other names for me after I’ve finished this†¦. Although BIG NOSE is a little obvious! Also just a little soundcheck†¦.Can hear me at the back Good then put a bottle aside for me!!!! Well†¦I hope you’ve all been having a good time and enjoyed yourselves so far†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Good †¦..but as they say †¦.. every silver lining has a cloud†¦.. and I’m afraid it’s just got overcast! I must thank Ellen’s parents for their hospitality today and that really did look like a splendid meal†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. although I’m afraid mine should be just be hitting the city sewer system around †¦. About†¦.. now†¦ Response to Steven’s Toast To Bridesmaid First of all may I re-iterate and thank Steven for his complementary comments to the Bridesmaids, who have done a splendid job today at looking wonderful. Although†¦.. No-doubt my sister has already told you this†¦Ã¢â‚¬ ¦ Read CARDS / TELEGRAMS here! â€Å"Don’t forget dear †¦.. the slightest ill treatment and you come home to Mother! Closer Look†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Oh!! Its for m service lady will of course be puzzled by this request and ask him whether Mrs Scott might want something more substantial To which Steven will probably reply ‘No that’s ok I'm conducting an experiment to see if she eats like a rabbit as well!" Ladies and Gentlemen please†¦.. settle down†¦ Could you please stand now and join me in a toast to the bride’s parents for this special day. Thank you. And while you are all standing I’ve just got a few last things to say†¦.. Steven you are an excellent friend and it’s been an honour to be your best man. I wish you and Ellen all the very best for the future. If everyone could now join me in a toast to Mr and Mrs Steven and Ellen Scott. Congratulations!!!

Technological Advancements in Historic Preservation Research Paper

Technological Advancements in Historic Preservation - Research Paper Example Historic buildings have been designed with sustainable features that respond to both site and prevailing climate (WBDG). The effectiveness of sustainable features used to preserve traditional buildings and, when incorporated in modern buildings, those features can result in substantial energy savings. The current technologically improved sustainable preservation of buildings has, therefore, been derived and adapted to supplement the inherent sustainable features in many historical buildings without compromising the unique and historic character of such buildings. For example, the Adobe houses or those made of dried bricks are among the oldest buildings made of the most common materials that are known to man today (Old House Web). The adobe bricks were not fired initially but were sun-baked first and only then used in the construction process. These bricks consist of sand, clay, water, gravel and straw or grass that are mixed with hands in wooden moulds and then are being dried in the sun (Old House Web). As the adobe bricks are not fired in a kiln, the bricks never harden permanently but remain unstable during their life time. These bricks are, therefore, prone to shrinking as water content changes with their strength fluctuating over time: the higher the water content, the lower the strength (Old House Web). The adobe bricks, though having been successfully used in the buildings, cannot bond to metal, wood or stone as they exhibit greater movements than these materials. Attempts to bond these materials resulted in cracking, separating or twisting at the interfaces, which led to cracking and failure of the buildings in most of cases. This prejudiced the preservation of these buildings. In the majority of cases, where traditional methods may not present enough strength in buildings, other technologies in the modern building construction are used to reinforce these traditional buildings to ensure sustainability and preservation of a historic fabric (Fischetti, 42 ). The early adobe building foundations varied greatly according to their differences in local building construction and available materials, which resulted in great variability in these buildings, including their sustainability (Old House Web). Lack of professionals at planning or preservation stage of a huge number of traditional buildings has had a bad effect on those buildings, thus, numerous efforts to innovate and elaborate plans for preservation in these buildings have been made recently; though there has been a growing belief in the inclusion of planning and growth management in preservation of these buildings (WBDG). Though preserving a building has been recognized as an ultimate recycling of projects, the majority of preservationists in most of cases fight the stigma of historic buildings being inefficient and stress on the need to take daunting corrective measures in order to retrofit for energy saving devices and systems with the green sustainable design being increasing ly popular in both construction and preservation of new industries (WBDG). These shortcomings in the traditional buildings and preservation approaches are continuously being reviewed though the improved technologies in both preservation of buildings and documentation of building projects so that to enhance effective preservation. The growing technological advances have made it possible to improve building preservation efficiency and accuracy with record keeping in architectural and construction projects being enhanced to

MARKETING RESEARCH FOR A NEW MATERNITY CARE PRODUCT LINE NORTON Essay

MARKETING RESEARCH FOR A NEW MATERNITY CARE PRODUCT LINE NORTON CHILDRENS HOSPITAL - Essay Example Along this line, a marketing research is required to produce the needed information. (Please see Appendix B.) As far as identifying the problem, there is actually none. This is being stated because the hospital has the capabilities to introduce and establish the proposed maternity care unit. It is only as to how extensive the new product line should be to capitalize on the local market, which indeed appears to be a captured market, and to therefore maximize the earnings of the hospital. The concern of the top hospital men is therefore more on the leverage of answers rather than of a problem. There are no problems. Instead, there are answers that must be sought in making the final decision on whether or not to push the project. The aims of the research is (1) to obtain as much information on the reaction of the local market to the idea of establishing a full-service maternity care department or division in the children's hospital, and (2) to document all these information and data to become the basis of management on whether or not to so push through with the introduction and establishment of the new product line. The research design uses statistical data gathering with 270 responde... Aims of the Research The aims of the research is (1) to obtain as much information on the reaction of the local market to the idea of establishing a full-service maternity care department or division in the children's hospital, and (2) to document all these information and data to become the basis of management on whether or not to so push through with the introduction and establishment of the new product line. Research Design and Procedures The research design uses statistical data gathering with 270 respondents in the local community. The demographical spreads are divided into age, gender, marital status, education and income. Upon the other hand, the questions regarding preference have been anchored on the reputation of the hospital, quality of care, distance from home, advice from doctor, advice from friends, advertisements, friendliness of the staff, maternity facilities, nursery facilities and maternity insurance. In the end, the results will be quantified as to maximum, minimum, median and mean. The survey taking is to be done directly on a person-to-person basis for each respondent as this is the most effective approach. In sum, statistics will be the prime source of information and data that will serve as the main tool in the decision making process as envisioned by the management of the hospital.2 Results of the Samples 1. Overall demographics Among the respondents, the most come from females, married, aged 26 to 40, have obtained some college education, and with income range from 70,000 to 99,000, while the least come from males, never married, aged 41 to 55, high school graduates, and those with income less than 20,000. (Please refer to Appendix E.) 2. Interest in the Idea of a Children's Hospital For those

Turfgrass Extension Program Essay Example for Free

Turfgrass Extension Program Essay I have spent many fruitful years amassing experience in the turfgrass industry and have developed an immense interest in and respect for this field of inquiry. In keeping with this, I have been involved in research and extension activities supporting the turfgrass industry both as a student member of the Ohio Turfgrass Foundation—to which I gave five years of service—and as an active team member of Turfgrass Extension Program at University of Wisconsin and University of Massachusetts—where I served for two years. In addition to this, I have approached research and extension from the standpoint of stakeholders for whom I serve as a provider of information and technology within the turfgrass industry. I have also operated in the office of facilitator of continuing education for turfgrass growers and managers, upon whom I have striven to impress the value that turfgrass clientele deserve individualized service in a timely manner. It is my belief that any successful turfgrass pathology program must retain its relevance to pique and enhance users’ interest. Furthermore, such a program must also convey information in layperson terms in order to facilitate comprehension by diverse audiences, which will aid in the application of this information to their specific situations. I also strongly believe that the provided information will be more meaningful when it is based on solid research and evaluated under similar local environmental conditions. Wisconsin boasts unique and interesting climate conditions, having hot and humid summers but cold and snowy winters. This makes it therefore necessary that turfgrass grown in this state to be sustained and managed in two very extreme weather conditions. Consequently, such turfgrass needs to be protected from both summer and winter pathogens. The primary foci of my research are in two areas: on the â€Å"dollar spot† caused by Sclerotinia homoeocarpa and on the snow molds caused by Microdochium nivale, Typhula incarnata, and Typhula ishikariensis (Abernathy, et al., 2001). Dollar spot and snow molds are the most economically important fungal diseases on highly-cared-for turfgrass in Wisconsin, and they respectively occur during the summer and winter. Although with a proper fertility program along with sound cultural practices does succeed in alleviating some of the disease pressure, management of these diseases on manicured turfgrass heavily relies on fungicide. Various fungicides, or often tank-mixtures of fungicides, are commonly applied preventatively and/or curatively. Recently, however, turfgrass managers have been left with fewer options as it regards fungicides. Fungicide use has become stricter due to concerns related to environmental, human, and animal health. Old chemistry (e.g., PCNB and anilazine) widely used for turfgrass diseases was requested due to regulatory or voluntary cancellation of re-registration. In addition, the release of new fungicides now decreases due to low margin of profit, considering the cost of development and registration. In addition, intensively managed fungal pathogens have been reported to develop insensitivity to fungicide, causing reduction of fungicide efficacy in the field. Development of management strategies to use fungicides more effectively with a minimal risk of causing fungicide insensitivity is now a critical and urgent need for the current turfgrass industry. The achievement of this goal depends on specific factors. A population instead of an individual must be the target of control strategies, because it is the fungal population that evolves to survive in an environment that is experiences constant changes as a result of agricultural practices. Therefore, the primary interest of my research is aimed at gaining a better understanding of the pathogen population and its dynamics in the turfgrass agrosystem. This research is also directly linked to the extension of the new practical knowledge about disease management toward stakeholders in the state. For the comprehensive study about fungal population, I have developed three key assay tools for S. homoeocarpa. The first (1st) is the in vitro fungicide sensitivity assay using predetermined discriminatory concentrations; the second (2nd) is the PCR-based DNA fingerprinting technique; and the third (3rd) is the vegetative compatibility assay using nitrate non-utilizing (nit) mutants. Based on this technique and methodology, I have conducted research and compiled data on the structure and dynamics of S. homoeocarpa field populations in Wisconsin and Massachusetts since 2005 up to the present. S. homoeocarpa populations on turfgrass where different management practices had been applied has been shown to be significantly different in term of genetic variability and fungicide sensitivity. For example, the population on the fairway was very different from one on the adjacent rough or putting green. In addition, the dollar-spot population changed relatively fast in response to fungicide application. Particularly, benzimidazole fungicide thiophanate-methyl caused the fungal population to rapidly shift to fungicide insensitivity. Various unique cultural and fungicide practices used on turfgrass surely affect the fungal population, and this proves to be critical information for developing and implementing effective dollar-spot control measures. My future research will focus on investigating how the fungal population changes in response to different agricultural input as well as environmental factors on turfgrass, and these activities include mowing, irrigation, and the use of fertilizers and fungicides. Further long-term research on the S. homoeocarpa population will increase knowledge about the population dynamics of phytopathogenic fungi on perennial gramineous plants, where few or no previous studies have been conducted. My extension in Wisconsin will be geared to augment the outstanding efforts of the current turfgrass extension program. First of all, the Turfgrass Diagnostic Lab (TDL) will be used as a pipeline for getting information to the clientele in the state. Fast and accurate disease diagnosis is the key to successful disease control. Timely diagnosis of turfgrass samples and recommendation of proper treatments is recognized to be of utmost importance, and will therefore be promptly and directly offered for the benefit of the turfgrass industry. Communication with the clientele via phone, site visits and consultations also provides critical feedback to identify imminent problems and needs faced by the turfgrass industry. The key element of extension project is that proper fungicide programs will be developed and provided to the turfgrass industry as an important element of integrated pest management (IPM). The use of fungicide is requisite for managing turfgrass diseases below the tolerance level, which is usually very low on intensively managed turfgrass. At the same time, fungicide must be used with a minimal number of applications and at a proper concentration to minimize its destructive effect on the environment. Therefore the most effective fungicides must first be selected for targeted pathogen species. For example, for three major fungal species causing snow molds, certain fungicides provided better control for certain species but not for other species. Such distinctions would lead to the choice of the most effective fungicide(s) for each species. Second, the fungicide sensitivity level of the local pathogen population should also precede fungicide selection. At the location where insensitive fungal isolates are found, corresponding fungicides must be avoided or carefully used in combination with other effective fungicides. In order to make the consultation of effective fungicide programs informative and accessible to the public, the TDL service will be supplemented with the following: The in vitro fungicide sensitivity assay for major systemic fungicides (e.g., benzimidazole and demethylation inhibitor) to which insensitivity is commonly found in turfgrass pathogens Molecular diagnosis for snow mold fungi using DNA fingerprinting technology as well as phenotypic characteristics to achieve accurate identification of causal agents. In the future, my extension program will design and provide customized fungicide programs for individual locations based on more comprehensive information about the pathogen population. Abernathy, S.D., R.H. White, P.F. Colbaugh, M.C. Engelke, G.R. Taylor, II and T.C. Hale   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (2001). â€Å"Dollar Spot Resistance among Blends of Creeping Bentgrass Cultivars.† Crop    Science. 31: 806-809.

foolear Role of the Fool in William Shakespeares King Lear Essay

The Role of the Fool in William Shakespeare's King Lear In the play King Lear, by William Shakespeare, there are many intriguing characters. Perhaps the most intriguing of them all is the fool. The fool seems to exist outside the play appearing and disappearing without warning. The fool is, however, a necessary character to the evolution of Lear's character, since he is the personification of truth and reason. The fool serves to show Lear how he is going insane, as well as to attempt to delay this inevitability. The fool also demonstrates to Lear the truths about people around him, and tries to point out what treachery and deceit they wish upon him. When Lear is too far-gone to heed the advice and knowledge of the fool, he vanishes without a trace no longer useful, or needed. Right from the beginning of the play Lear shows sings of insanity. Dividing up his kingdom, for the reasons he stated, may seem to be a wise thing to do. Not trusting Cordelia, however, is a sing of insanity, as she is the only daughter who truly loved him. The fool, throughout the entire time he is i...

Mentorship through Maslow’s Self-actualisation: Teaching, Learning and Assessment Theories

Introduction The past decades has seen the rise in mentorship programmes targeting individuals and groups. Interest in mentoring programmes has been fuelled in part by the increased recognition that mentorship results into positive relationships between the mentored and the adult mentors, which have been noted to promote resilience among youths (Wilson and Peterson, 2006). In other words, mentoring is a critical aspect of human growth with the ability to transform an individual’s hidden ability into an elite performer. However, it should never be assumed that the essential features of the natural association between an adult mentor and a young mentee is enough to influence the process of mentorship leading to satisfactory results. Moreover, most research studies have mainly focused on mentee benefits, while ignoring their motivation and interests. Because of its multidisciplinary nature, mentorship requires a multidimensional approach to issues. As such, various theories have been proposed to enhance mentorship programme’s effectiveness. Maslow’s humanistic theory is based on the notion that experience is the basic phenomenon in the study and understanding of human learning behaviour (Kenrick, 2010). Maslow emphasises on the importance of choice, creativity, values and self-actualisation as distinctive human qualities, indicating that meaningfulness and subjectivity are more significant than objectivity. In other words, Maslow rejects the behaviourism and psychoanalysis because of the belief that it leads to over-reliance on human frailty at the expense of human strengths. This paper expounds on how a mentor can use Maslow’s theory of self-actualisation to facilitate mentorship success, through the theories of teaching, learning and assessments. Maslow’s hierarchy of needs It’s prudent to highlight the Maslow’s five hierarchy of needs and what these needs stand for, before delving into how the last need, self-actualisation, is essential for a successful mentorship programme. Maslow developed hierarchy of needs, which is based on the study of psychology focusing on the subjective experiences and freewill. In other words, human needs do change through a person’s lifespan (Kenrick, et al., 2010). Maslow, thus, ranks the human needs from most basic physical needs to the most advanced self-actualisation. These ranks, which are often referred to as Maslow’s hierarchy of needs are: psychological needs, safety, belongingness, esteem, and self-actualisation. While physiological needs include essential things like food, air, water and any other factor that contribute to the human survival, the need for safety include issues to do with environmental security, job security, resource availability, healthcare and property ownership among others. In many instances, the loss for safety is experienced during economic crisis or a country experiencing a disaster. The sense of belonging, as another need, includes love, sense of friendship, intimacy, and family belonging among other needs. Belongingness is thus established after safety and physiological needs have been assured. But there is exception to this rule particularly where peer pressure is involved, which may lead an individual to solicit for belongingness to satisfy a societal standards. Then there esteem, a need that include issues such as confidence, self-esteem, and respect among others. This level of need builds on the need for interpersonal elements of need such as love and belonging through the elements of being accepted and valued. It may lead to a close interaction between a mentor and a mentee, which often results to development of strong interpersonal and communication skills to the latter (Lunsford, 2011). Lastly is the self-actualisation, which includes factors such as moral behaviour, creative thinking, and problem solving abilities. Self-actualisation, considered the most significant of all needs, is the driver of every other aspect of human need (McGuire, 2011). The theory of teaching, learning and assessment In order to facilitate the impact of mentorship, a mentor may use various approaches of teaching, learning and assessment. Individuals have their own specific way of learning and to recognise that everyone does not learn the same way. As such, the contemporary concept of learning views it as a process of active engagement (Craig, 2013; Wilson and Peterson, 2006). A mentor influences a mentee through provision of appropriate structure, expression of positive expectation, advocating and explaining, administering challenges to learners, provision of vision that is able to sustain the interests of the learners. According to Feeney (2007), for mentorship to be effective, mentees must be guided on a journey at the end of which the mentee develops into a different and become more accomplished. In the perspective of Maslow’s theory, a mentee is more likely to develop better career path if their interactions with their mentors is holistic. That is, mentees’ specific needs may directly influence their relationships with their mentors. For a mentorship programme to success, a mentor can focus on giving greater consideration in mentoring practice. Mentorship as processes of active engagement One of the most critical aspects of education and learning over the past few decades is the move away from the concept that â€Å"learner is a sponge† toward an image of â€Å"learner as active constructor of meaning† (Israel et al., 2014: 954). The contemporary theory of learning focuses on behaviour. In this aspect a particular behaviour will lead to another and that when a mentor act in a certain way, the mentee will also act in a certain way as well. The reasons why modern teaching, learning and assessment theories go hand-in-hand with Maslow’s theory, is that teachers hardly have control over the students’ ability to learn. This may also be replicated in mentoring, with a form of teaching that encourages mentors to facilitate learning process both within and outside their scope of control. Some of the things a mentor needs to observe is whether the mentee is motivated, comfortable with the learning methods employed, interested, and whether the learning environment encourages interactions. These requirements are all contained in the Maslow’s theory of self-actualisation. Holistic learning theory provides the basic premise of mentorship as it gives individual personality, which is comprised of elements such as intellect, emotions, desire, intuition and imagination (Lunsford, 2011). For learning to take place and be effective, all these elements must be activated. This is in line with Maslow’s theory that is based on the perspective that a person’s drive to learn is intrinsic, and is purposefully meant to achieve self-actualisation. In essence, the goal of a mentor should include the process of helping the mentee to achieve the desired self-actualisation of a mentee. In order to achieve the desired outcomes, it is necessary for mentors to establish relationships between mentors and mentees, which encourage patterns of regular contact over a significant period of time. Mentorship as a social phenomenon: the social theory of learning Another significant shift in the mentorship field is the growing awareness among mentorship theorists is that learners and mentees need social environment to facilitate learning and enhance the full benefit of mentorship. While previous learning theorists put more emphasis on individual learning, the current work places more emphasis on the critical role of social groups in the development of understanding and enhancement of mentorship success. Even though solitude and silent background provide good opportunities that are likely to favour learning process, the social occasions involved in various discussions, conversations, debate and partnership or group working equally play a critical role in the learning outcome. For example, small children may refer to everything with four legs as â€Å"dog†, but learn to separate a dog from a cat with time as they pronounce the names publicly and an adult gently amend their pronunciation. This kind of approach to learning sometimes is ref erred to as ‘activity theory’, which can be traced psychologist Vygotsky, 1981 (cited in Lunsford, 2011: 479), who theorised that social world has a strong influence on individual’s development. Self-actualisation, as one of Maslow’s five hierarchies of needs, deals with the idea of setting a sense of problem solving. A mentor can use the social interaction to enhance their mentees develop more problem- solving skills. The common concept about self-actualisation is that knowledge and practice is inseparable, because humans learn or know by doing (McGuire, 2011; Wilkes, 2006). This means that a mentor can look at mentees as they are doing something meaningful, such as solving an authentic problem, in case they want to understand what the mentees’ level of understanding. Learner difference as a resource Another significant shift that people have adopted is the value placed on individual and group differences. Quinn and Hughes (2007) observe that one of the self-evident truths of schooling is that learners come with varied experiences, capabilities, understandings, and backgrounds. As a person seeks mentorship to achieve high-quality of what they value most in their lives, the differences between individuals continue to widen. For example, as school environments become more democratic, teachers/ mentors are forced to learn to deal with the inherent differences that exist between the students/mentees. While in the traditional model of teaching, teachers often used the â€Å"deficit model† of students to draw and plan the learning process, modern teaching, based on mentorship, emphasises that the difference between mentees should be treated as a resource. This approach is in line with Maslow’s self-actualisation, which embraces the difference between individuals’ growth, which is treated as personal and fulfillment of one’s own potentials. A mentor, using this perspective, will focus on the difference between individual mentees as strength rather than a weakness, by focusing on each mentee’s own volition of success. In essence, a mentor should not use a standardised approach to building individual mentee’s personality. According to Maslow (1987, cited in Kenrick, 2010, p.4), a self-actualised person has a great sense of awareness, which allow them to maintain a near constant enjoyment of life. They often engage in activities that facilitate the feeling of unity with possible meaningful outcome. They also tend to develop some degree of acceptance for all that seem unchangeable as well as level of spontaneous and stamina to work on what is changeable (Kenrick, 2010). In essence, a self-actualised indiv idual has developed a complete and coherent personality that enables them to dictate their life’s direction. A mentor can use this approach by applying theories of learning to help them: Utilise and provide value to the contribution that a mentee brings to the table during the assessment process; Undertake, facilitate and act upon feedback from a mentee with regard to effectiveness of the learning environment; Allow the mentee to have some personal time for reflection of their personal as well as professional development; Provide value-oriented and timely feedback and evaluation of individual mentee’s level of proficiency (Gopee, 2011). The Theory of teaching for understanding The other shift that mentors have redirect their concern is based on assumptions that knowledge is based on what a mentee is to learn. Nicklin and Kenworthy (eds) (2003) state that this theory is no longer based on what mentees quietly master or learn, but is based on the contemporary educational reform that demands that students possess more flexible comprehension of issues in a broader concept. In other words, learners must not only know the basics but also how to use those basic skills to identify and solve non-traditional problems. Alternatively, the use of critical thinking is meant to emphasise teaching for understanding. This theory has specific underlying assumptions that to be considered competent in a specific field, one must master core ideas, concepts and facts, and more importantly, its processes of inquiry and arguments. Conclusion Although critics of Maslow’s self-actualisation believe that this approach of teaching and learning oversimplifies complicated ideas, it may not be right to suggest that ideas about learning, learners, and knowing are either mutually exclusive or monolithic. If anything, the compatibility of these ideas is one of the reasons for their popularity in the last three decades. The idea of developing skills needs to be holistic, and mentors need to adopt methods that would embrace the contemporary theories of teaching, learning and assessments to increase the effectiveness of mentorship. A mentor’s role in practice placement is critical helping a mentee go through successful learning and assessment process. Although the relationship that may develop between a mentor and a mentee is quite complicated, it is essential to establish certain form of association that allows a mentor to provide support while at the same time remain objective and analytical as well. From the perspective of a mentee, a good mentor is teacher who nurtures, while at the same time remains a ‘knowledgeable friend’ (Wikes, 2006). Maslow’s self- actualisation need can guide a mentor through identification of essential factors that would lead to a mentee becoming self-actualised. A mentor can facilitate the success of a mentorship process by jointly defining realistic expectations of their relationship with a mentee, to increase opportunities for understanding and trust. References Craig, C.A., Allen, M.W., Reid, M.F. Riemenschneider, C.K., and Armstrong, D.J. (2013) The impact of career mentoring and psychological mentoring on affective organisational commitment, job involvement, and turnover intention. Administration & Society, 45 (8): 949-973. Feeney, M.K. (2007) Toward a useful theory of mentoring: a conceptual analysis and critique. Administration & Society, 39 (6): 719-739. Gopee, N. (2011) Mentoring and Supervision in Healthcare. London: SAGE. Israel, M., Kamman, M.L., McCray, E.D., and Sindelar, P.T. (2014). Mentoring in action: The interplay among professional assistance, emotional support, and evaluation. Exceptional Children, 81 (1): 45-63. Kenrick, D. (2010) Rebuilding Maslow’s pyramid on an evolutionary foundation. Psychologytoday: Health, Help, Happiness + Find a therapist. Retrieved July 16, 2010 from http:/www.psycologytoday.com/blog/sec-murder-and-the-meaning-life/201005/rebuilding maslow-s-pyramid-evolutionary-foundation. Kenrick, D.T., GrisKevicius, v., Neuburg, S.L., and Schaller, M. (2010). Renovating the pyramidof needs: Contemporary extensions built upon ancient foundations. Perspectives onPsychological Science, from http://www.csom.umn.edu/assets/144040.pdf. Lunsford, L.G. (2011). Psychology of mentoring: The case of talented college students. Journal of Advanced Academics, 22 (3): 474-498. McGuire, K.J. (2011). Maslow’s hierarchy of needs. Munich, GRIN Publishing GmbH. ISBN 978-3656-23495-1. Nicklin, N. and Kenworthy, N. (eds) (2003) Teaching and assessing in Nursing Practice: An Experimental Approach. London: Bailliere Tindall. Quinn, F.M. and Hughes, S.J. (2007) Quinn’s principles and Practice of Nurse Education (5th edition). Cheltenham: Nelson Thornes. Wilkes, Z (2006) The Student-Mentor relationship: a review of the literature. Nursing Standard. 20 (37). 42-47. Wilson, S., and Peterson, P.L. (2006) Theories of learning and teaching: what do they mean for educatorsWorking Paper. Available: http://files.eric.ed.gov/fulltext/ED495823.pdf [Accessed 12/12/2014].

How Significant was the Vietnam War in Stimulating the Protest Culture of the 1960’s?

The popular protest culture that formed within the 1960's, that rebelled against the American traditional system arguably occurred because of the involvement in the Vietnam war from the federal government. Many young student and black Americans specifically, were highly against American intervention, prompting the protest culture.However, other reasons could have prompted this too, like the assassination of Kennedy, more political interest and involvement from young radicals now favouring communist and socialist ideas, and also, arguably the increase in education meaning young adults now didn't have to earn their livings as early on in their lives. Firstly, the Vietnam war was undoubtedly a very significant factor in the increased protests during the 60's.For example, the excessive bombing of North Vietnam lead in 1965 lead to many student protests, as so many civilians including women and children were being purposefully killed in order to ultimately, win the was by flattening Vietn am. This caused outrage amongst the student rebels. In particular, the student rebel group called Students for Democratic Society (SDS) used the Vietnam war to suggest that the US government was corrupt. The cause struck a chord with those at university more so than other groups of people due to the immense number of students that were made to go and fight.The average age of soldiers fighting the Vietnam war for America was 19, meaning almost every student knew someone that had been killed or injured due to the combat they were being forced to take part in. This lead to not only resentment for the war, but also fear that they would be called up to fight, and therefore even more resistance and protesting towards continuing the fight. The war faced huge resistance, and in a way gave the rebels a force and action to fight against. This could be argued as the stimulant for the protests, as they could now use the ideas of the racist, corrupt government with evidence.Many said the Vietnam war was a racist war, and that white America wanted to conquer Asia, as well as attack the gaining black equality within America. This was because in order to avoid ‘the draft' (being called up to fight once a month), many wealthy white Americans would enrol in universities or colleges. This would excuse them from having to fight, unlike other working classes and black Americans, who could simply not afford this escape route as they could not manipulate the system as easily, leading to a hugely disproportionate number fighting being black or working class.This figure was around 80%, increasing the ominous fear in students as the news of the deaths returned. Over 11000 were killed in 67, increasing to 16500 in 68. The many reasons for why the Vietnam war was so hated by many of the protests suggests its significance and its undoubtable impact on the Student Rebels. Although many argue the Vietnam war was the reason for the protests, it could be said that the protest culture wo uld not have happened without a big spark effecting the nation. This was the assassination of president J F Kennedy, who was shot in November 1963 causing deep sadness in much of the population.There were many theories concerning his death that spread around the youths of America, leading to further diminished trust amongst young people. Before the assassination, America was a different place; despite the Vietnam war, many said there was hope in this period, but the hope shattered when he was killed. Questions were raised about US society, as the civil rights movement took over encouraging civil disobedience as they said Kennedy would have wanted this because of his backing of the Freedom Rides.The shock of his death was overwhelming and arguably this caused the most fuel for the counter culture emerging than anything else. Along with the assassination of Martin Luther King and Kennedy, followed by the involvement in the Vietnam war, the impact upon the public was huge, and arguably , it was those drug crazed, protest evolved and in some cases, politically aware teenagers that came from this. However, this is not the only reason for the now more rebellious teenagers of America.As education became increased within a pupils lifetime and schooling lasting longer, many students were turning towards the SDS, who particularly focused on political issues and and came up with ideas for change within America. Many were becoming fed up with the untrustworthy American Federal government,and as this view became wider spread and more popular within the youth culture, many began favouring the idea of communism or a socialist movement. This new left group were key in organising protests and became more and more influential as numbers increased.In October 1963, their total membership was 610, however, after protests of Vietnam they became even more influential and an even more recognisable and known group. Those involved were still in education at various Universities and coll eges, meaning this age when previously they would have to go our and find a job and work to make a living was gone, and instead they could still afford to live off parents money. This split teenagers, some taking a political route, while others became more interested in ‘finding themselves' within the flower power movement.The opportunities for young people opened up within the 60s,and they were no longer held to finding a job and starting the typical American family lifestyle. They now had a time in their life that they could experiment with – possibly with various drugs – and this new sense of freedom and flexibility allowed more time for those wanting to reject the ‘too good' American society have the opportunity to protest. In conclusion, I think the main reason for the sudden development of the protest culture was the Vietnam war, as it gave students a cause to fight because of genuine opposition as well as the opportunity.It was incredibly significant in stimulating the protest culture as they faced the fear of being called up to fight themselves, causing incredible resentment of the war, as well as the arguments the students proposed that the war was indeed racist and the government corrupt. This alone was undoubtedly the most significant factor, although without events like the assassination of JF Kennedy, I do not think the movement would have been so big and influential, as there would have been less people backing the cause.

Mirror Neurons essays

Mirror Neurons essays The phrase, "Monkey See, Monkey Do!" takes on connotations of reality with the discovery (or at least, the conjecture) of mirror neurons. Mirror neurons were first identified in the frontal lobes (pre-motor cortex area or Broca's area) in monkeys. Broca's area is the center in the brain associated with the expressive and syntactic aspects of language in humans. Giaccamo Rizzollati and co-workers made the discovery of mirror neurons. Mirror neurons are identified as potentially important from an evolutionary standpoint. Scientists have identified them as the key to the evolution of our cognitive and language abilities. The problem as it exists is that the human (or primate) brain attained its size with all the attendant genetics more than 250,000 years ago. However, our ability to create language, music and establish evolved cultures have come after our brains were fully developed. This means that the above-mentioned abilities were present in the human brain, but were latent. This would go against Darwin's theory of evolution, which suggests that only expressed genes (and not latent ones) evolve. V. S. Ramachandran suggests that a specific facility was expressed in a specific direction by accident. Then mirror neurons took over and that particular facility was "nurtured," it evolved and developed, and became commonplace (Ramachandran, 2003). Mirror neurons were discovered when these neurons were shown to fire not only when monkeys performed a specific activity (grasping, tugging, pulling and holding) but also fired when the monkey, not performing that activity, watched another monkey performed it. The functioning of mirror neurons indicates that it could explain why the human cognitive ability works. The most important function of mirror neurons is therefore in the ...

Letter of Reconsideration for Employment Essay Example | Topics and Well Written Essays - 250 words

Letter of Reconsideration for Employment - Essay Example My training was an educative experience where I grew to be a more dependable and hardworking employee. In my two months as a temporary employee, I have never missed a day of work nor have I been late. I was also always willing to take on overtime work without hesitation. My supervisor and co-workers have given me great feedbacks for my job. I was able to implement a ‘process improvement’ plan that increases production line efficiency. This only improved my confidence that allowed me to realize my potentials and creativity. For these reasons alone, I wish to continue on to be an asset to the company. Each of us has done something we are not proud of but I refuse to accept that my future should be determined by a juvenile mistake I earnestly regret. There is nothing else I could do to change the past except to be able to grow from it to be better. Please reconsider my application base on what I was able to accomplish and what I will be able to put in as part of the dynamic

International Trade Simulation Essay Example | Topics and Well Written Essays - 1000 words

International Trade Simulation - Essay Example Say for example, a country that has fertile soil and a climate that is beneficial to agriculture can specialize in agricultural products. They can export the agricultural products and import products that are products more efficiently by other countries. By using this advantage, both countries will be able to increase their wealth by specializing products they products efficiently and export them, then import the ones they don’t produce so well. The Trade Representative Office of Rodamia would like to give the Hon. Michael Jacobs, President of Rodamia, some recommendations for the scenarios in the international trade we will encounter. Lisa Drake, Chairman of the Trade Commission, gave expert advice to formulate sound international trade policies and Walter Barnes, Deputy Trade Representative, assisted in handling negotiations with neighbouring countries. Rodamia has three neighbouring countries: Uthania, Alfazia, and Suntize. And each of them has their own resource of special ization. It is also of absolute importance to know the rationale of each recommendation, its advantages and disadvantages. Understanding Opportunity Costs and the Production Possibility Frontier In the first scenario, the opportunities for trade in Uthania, Alfazia and Suntize should be explored. In this case, we need to decide which products should be exported to which country and which to be imported to which country. ... To better understand the comparative and absolute advantages of Rodamia, the opportunity costs for each product of each country are shown in the tables below: Table 1. Opportunity cost comparison for countries producing agricultural products Corn (units: 000 tons) Cheese (units: Mn Pounds) Rodamia 1 2 Uthania 1 1 Alfazia 2 3 Table 2. Opportunity cost comparison for countries producing electronics DVD Players (units: Mn pieces) Watches (units, Mn Pieces) Rodamia 2 3 Uthania 1 2 Suntize 2 5 The opportunity cost described here is the value of what is given up. Before we set to trade, it is important to understand the Production Possibility Frontier (PPF) and the opportunity cost for each decision we take. PPF measures the maximum combination of outputs you can get from a given number of inputs, For example, the PPF of corn and cheese in Rodamia shows the maximum amounts of two goods that can be produced from the given resources and technology. In Table 1, the opportunity costs for corn and cheese were presented. If you produce no cheese, then all resources can be used to produce 4000 tons of corn. For every 1 unit of corn produced in Rodamia, 2 units of cheese are equivalent. Walter Barnes discussed Rodamia’s comparative advantage that lies in corn production since it has a lower opportunity cost compared to cheese. In the scenario of corn vs. cheese, it is highly recommended to export corn and import cheese. Now the next step is to determine which country to import cheese. We can import cheese from Uthania since the cheese production has a lower opportunity cost compared to Alfazia. Though Alfazia has an absolute advantage in producing

Media and National Identity. What particular significance do media Assignment

Media and National Identity. What particular significance do media systems have for the construction of national identities - Assignment Example Experts have been debating for a long period about the role that media plays in the creation and promotion of national identity. The paper briefly discusses the question and examines the possibility that whether or not the sense of national identity could exist in the absence of media. In the process, the paper will start with defining the concepts and terms of â€Å"nation† and â€Å"national identity†. Discussion According to the Oxford dictionary, the concept of Nation could be defined as a â€Å"large body of people united by common descent, history, culture, or language, inhabiting a particular state or territory† (Martin-Jones, 2006). On the other hand, the Cambridge dictionary believes that nation can be defined as â€Å"an independent country, especially when thought of as consisting of a single large group of people all sharing the same language, traditions and history† (Inthorn, 2007). One of the most important and influential ideas presented in an attempt to define nation was put forward by the French philosopher Ernest Renan in the year 1882 with his book â€Å"Qu'est-ce qu'une nation? ("What is a Nation?"). ... tion has its roots in the desire of the people to â€Å"avoir fait de grandes choses ensemble, vouloir en faire encore" (having done great things together and wishing to do more) (Dornfeld, 1998). Like the definition of nation, national identity is also a disputed and debated concept with little disagreements amongst the experts and writers. Some have rejected the existence of such a concept and they label it as fallacy or illusion for the masses created by the governments and the people in power to exert their force. This allows them to maintain the status quo and thus their position in the society (Price, 1995). As John Pilger writes about the concept of national identity that â€Å"National identity ... becomes ... the often elegant collection of images that the government (or a series of interest groups) manufactures or encourages to keep itself in power" (McCauley, Peterson, & Artz, 2003). Price (2004) believes that the concept of national identity can be defined with three di fferent models or approaches, which are instrumental, essential, and pluralistic models. The instrumental model implies that national identity is â€Å"the collection of myths, ideas, and narratives used by a dominant group or coalition to maintain power in society†. The essential model believes that the American-ness, Scottish-ness, British-ness, Russian-ness, and others have their roots in the national identities and more importantly, all of them have historical essence. Symbols, music, colors and flags are tools, which reinforce this identity, there their protection and promotion is the most important job of the public institutions (Tomlinson & Young, 2006; Martin-Jones, 2006). The pluralistic model refers to the practice in certain countries where national identity is the product of efforts of

Poetry Analysis Essay Example for Free

Poetry Analysis Essay Introduction Name of poem Home Burial Name of poet Robert Frost Date of publication 1915 Other relevant background info This poem talks about Living, Death, sorrow and grieving, Relationships and Familly And ancestors. It is full of sadness and grief. During it’s publication it is presented as a whole new genre of poetry. Two deaths were depicted in the poem, that of a child and an end up of marriage. The poem deals with essential loneliness. This poem is brought up by his experience of losing his two children at a very young age. One of his son, committed suicide. Form of poem It is a free verse; Dramatic Lyric Structure of poem The Poem has no rhyme scheme yet it have noticeable number of stresses per lines. Lines spoken by people are enclosed in quotation marks and thus recognized as such. It also used emotional or tense form of words Rhyme scheme No rhyme scheme Meaning Overall Meaning Each of us has its own destiny. Decision making takes a big role in human life as such it will dictate the future of a person. Though we may not have the privilege or the ability to see our future, we can rely that in every action there is a reaction. It is said that Frost took the road less taken but in reality all of us travel in this very road and that is life, the run of life. All fo us run the same cycle. How the poem relates to life in general, and/or my life In decision making, we should take into consideration the effects it will burst forth and that what ever the result, I must be ready to embrace the consequence whether good or bad. Alliteration ‘I shall laugh the worst laugh I ever laughed To give of the best. To perform as if it will be the last. To smile at least there’s no tomorrow.

Feminist Art Movement: Overview and Analysis

Feminist Art Movement: Overview and Analysis The feminist art movement that officially began in the 1960s- refers to the efforts and accomplishments of feminists who made art reflecting womens lives and experiences. In doing so, it brought more visibility to female artists, and was a very influential political statement in itself. It was a movement that consisted of various artists and general public alike, who all fought for the same things, equality, womens liberation and womens rights. Artists that made more than their fair share of political statements through their art were the likes Ghada Amer and Barbara Kruger. The issues that they addressed were ideologies commonly held in society, and were issues that they intended to change. In this case, the challenging task that the artists dealt with in the following works, is the issue of equality between males and females, through examining the issue of the predominant male gaze -acknowledged all throughout Feminist art history. In La Jaune, 1999, Ghada Amer addresses the idea of the male gaze, and the representation of the female identity. With We Wont Play Nature to Your Culture, 1983, Barbara Kruger uses direct address exploring the gendering way of looking, and focusing on the predominant male gaze and works to favor the female gaze. Most Feminist Political theory, in contrast, sees women and their situation as central to political analysis; it asks why it is that in virtually all known societies men appear to have more power and privilege than women, and how this can be changed. The issues that feminist artists fight for have been around for many centuries, but only up until the 1960s had it truly been acknowledged. Although during the years 1850 to 1914 had the first official wave of feminism occurred, the feminist movement gave way to several woman activists part taking in the political actions performed by all female organizations scanning across the globe, that also gave way to the three -then- newly founded, very influential groups of woman who protested and demanded there be equality between men and woman in all aspects of life. First to be acknowledged are the Suffragettes, who triggered off other woman movements campaigning for womens suffrage, namely the National Union of Womans Suffrage Societies (NUWSS), and from the rights movement in 1848, the Womans Social and Political Union (WSPU), (McQuiston, 1997, p. 18). These political groups utilize manual mass production of political posters in order to spread their messages, and like the discussed work s of Amer and Kruger, their artworks addressed the gendering way of looking, (King, 1992, p. 135). In saying that, these are works of the two artists that are primarily concerned with patriarchy in the viewing of their artworks to do with the representation of the female identity, and what they can do to change this gendering way of looking. It wasnt until the social revolution of the 1960s occurred, and within it the second wave of feminism, that woman themselves once again used communication media and other innovative formats to produce their own visual and verbal messages for womens liberation. (McQuiston, 1997, p. 19) Barbara Kruger is one of the more acknowledged female artists that do this; use visual, and verbal messages to communicate their ideas. All throughout the three waves of feminism, the male gaze has remained a dominant universal issue, intensifying through out the years through that of bold statements made by artists like Barbara Kruger herself. The concept of the gendering way of looking became a visual construct through the way the male visual ideology treats woman as an object of art to secure the artist as primarily male (King, 1992, p. 135). Whilst some feminists have argued to be included in malestream ideologies, many have also long argued that women are in important respects both different from and superior to men, and that the problem they face is not discrimination or capitalism but male power. (Bryson, 2003, p. 3) Through the artwork, We Wont Play Nature to your Culture, 1983, Barbara Kruger directly approaches the concept of the dominant male power and redirects this power to favor the female audience. She communicates her belief in refuting the idea of men being the producer of culture, and women merely being a product of nature. This is exactly what the visually imagery and text in this work demands, and her direct approach in attempting to do so will let us assume that Jacques Ranciere would agree -that Krugers use of text would be effective in this situation- as he once stated: One must recognize that the first tool used to subjugate another is also the first great equalizer: Language. (Chan, 2007, p. 260). Put simply, Krugers approach to reach equality in the gendering way of looking has placed both male and female viewers in a place of lesser patriarchy, but further favors the female gaze through her bold statement We -meaning women- Wont Play Nature to your Culture. The fact that [m]en still [had] greater power to look (Allen, 1992, p.5), had Kruger responding with We Wont Play Nature to your Culture, directly addressing the female audience, instilling the female point of view with more validation in comparison to that of the male gaze. This then shows the attempt that Kruger is making to change the concept of the gendering way of looking, and instead of catering to male gaze, she indirectly does this, but in favor of that of the female gaze, thus giving females the dominance in spectatorship. [] It has an immediate, emotional impact. It can be interpreted as holding a complex comment on the place of scenario and representation in male-female relations under patriarchy. She builds on the feminist analysis of representation as political [] (Mulvey, 2009, p. 134). In saying that, Krugers use of the female figure in this work embodies very strong political statements, as stated by Catherine King -in other words, but to the same effect-, where although Kruger is directly addressing the male audience, in We Wont Play Nature to your Culture, she has in turn privileged the female audience and given them primacy of spectatorship, whom presumably share the same views as the artist herself (King, 1992, p. 187). Therefore, directly approaching the concept of patriarchy, and reverses its place in the viewing of this work. In doing so, also addresses the way in which male representations of women, to stand for nature; take away womens ability to see in their own right. [This image reverses] the advertising tricks used in designs [that are aimed at the female] consumer. and as a result, now favors the female gaze (King, 1992, p. 187). One of womens greatest instruments for visual shock has been the female body itself, assigned political status for the first time by the Womens Liberation Movement in the 1960s. As the female body had been so often stigmatized, exploited in the misogyny, women suddenly took a firm stand and began to use their bodies to make political statements. (McQuiston, 1997, p. 14) Although she wasnt a feminist artist so to speak, Ghada Amers work, La Jaune, 1999, speaks loudly to the ideologies that feminist artists held, namely the concept of addressing the male gaze. Through this work, she works to communicate, and challenges us to rethink the way in which women are represented in society. Amer asks us to rethink the issue of presenting female sexuality in the media by focusing on a cultural aspect of the Western world -extracting pornographic imagery from sex industry magazines and representing them in copied and traced images (Aurricchio, 2001, p. 27). By doing this, Amer directly addresses the idea of the male gaze through presenting women as sexual objects, as [m]en still [had] greater power to look (Allen, 1992, p.5). The 1990s have witnessed an ongoing battle against oppressive representations of women in the media, as well as new examples of women using their bodies to create their own power-messages for political causes. (McQuiston, 1997, p. 172) In response to the degradation of the representation of females as sexual objects, Amer is concerned with this being an issue in dire need of recovery. The idea that women, and the images of women, are constructed in order to be looked at by men -and was constructed with theories in art history, especially those about the female nude- was an idea that Amer sought to change (Allen, 1992, p. 4). So in saying that, Amers work is a direct attempt at making women prime viewers, and make it impossible for the dominant ideologies -such as the male gaze- of feminism to recuperate. [] figures are repeated [of a female in a provocatively arousing position as if to show that a] typically female pastime was literally playing with itself. An endless chain of masturbating women, veiled by a mass of cotton as if attempting to evade the viewers voyeuristic gaze. (Grosenick, 2001, p.30) Amers work slowly manifests itself and comes into being when you as the viewer come to the realization that the art works is not just tangled colored cotton, but that youre staring at a painting of embroidered provocative female figures. It comes in and out of being as its cotton veil brings our perspectives as the audience, in and out of focus, acknowledging the expertise of the maker in the application of the materials evident in the work, then to acknowledge the imagery. Thus, instead of submitting to the male gaze, our attention as the viewer is redirected and aimed at acknowledging the making of the work itself and the craftsmanship of the artist. Amers approach to the idea of reclaiming female pleasure- and in turn, intending to change the idea of the predominant male gaze- prevents the viewer from subjecting to the common ideologies that this work was intended to change, the ideology that [w]omen are suppose to make themselves passively receptive, and men are supposed to seek out their pleasures. (King, 1992, p. 136). The idea of reclaiming female pleasure embeds itself in La Jaune, and the two levels on which Amer interprets pleasure help to convey this concept. As seen evident in the work is the physical pleasure, which is made to appeal to the male gaze, and reclaiming the feminine activity of sewing through the embroidery also evident in La Jaune. Although the representation of the female figure is displayed as an erotic object of desire (Grosenick, 2001, p.35), the veil of cotton that partially hides the imagery helps to guide the viewers attention evade the concept of sexuality and the work becomes a purely busy, colourful painting. Politically speaking, the works by these two very different influential female artists speak to the universally held ideology of the predominant gendering way of looking, addressing the concept of the male gaze through the representation of the female identity. The concept of giving female perspective dominance over that of the male gaze is the main objective of the selected works that have been discussed in this essay. Through Ghada Amers, La Jaune, 1999, she reclaimed the idea of female pleasure, acknowledged the male gaze and commented on the degradation of the female identity through her attempt to recover it. Barbara Kruger, We Wont Play Nature to Your Culture, 1983, did what all feminists tried to accomplish, she created art that directly addressed the issue of the gendering way of looking, and gave privilege to the female gaze above the validation of the predominant male gaze.