Analysis Of Countess Elizabeth s Lady Dracula

Countess Elizabeth â€Å"Lady Dracula† Bathory de Ecsed was born on August 7, 1560 in Transylvania, Romania to George Bathory and Anna Bathory. She was born to a very wealthy family that contained powerful people such as cardinals, princes, kings, and prime ministers which gave her the privilege of living in the family castle, Esced. Through her childhood, she was very educated; she was able to learn a few languages such as greek, latin, hungarian, and German. Although she was highly educated, she was also taught false acts by her uncles and aunts. Her uncle taught her acts of satanism and her aunt taught her about sadomasochism, which is giving or receiving pleasure from acts involving infliction of pain. This possibly caused her problems†¦show more content†¦He forgave her though when he returned home. One day, while Elizabeth was getting ready for the homecoming of her husband, her maid had saw that something was wrong with her dress. As the maid went to fix it, El izabeth hit her with a brush so hard that blood was taken from the maid. As Elizabeth went to clean off the blood from her body, she noticed the pleasing effects that the blood had on her body. She believed that the blood made her skin look younger and more vibrant. In 1604, Ferencz died from unknown causes but when he did die, Ferencz mother took Elizabeth’s four kids which caused Elizabeth to try to banish her mother-in-law from the country. Ferencz death caused Elizabeth to torture and kill people more. Most of Bathory’s victims were young daughters of the local peasants. Many of them were lured into Elizabeth’s castle after she offered to pay them to work as maids/servant. She would then begin to torture them. She had many ways to do this such as an iron maiden, which was a coffin with spikes in it. The spike would cause significant bleeding and cause blindness due to the stabbing in the eyes. The victims would later bleed to death. She also had a cylindrical cage. This cage contained spikes and it was too small to sit or stand in. The cage was then raised and rocked which would stab the victim causing them to die. She would also raise a cage, poke the victims with a hot poker and stab them. She would lay under the cage

The Cult of Contemporary Celebrity Essay - 1367 Words

Celebrity: (noun) 1. A well known person. 2. Fame, being famous. No doubt every simian tribe of hunter-gatherers had their local celebrities: the woman who gave birth to quintuplets, the boy who swallowed a porcupine and survived, the man who wrestled with a tyrannosaurus and... well, he probably would have died, but celebrity status would have been applied posthumously. nbsp;If, however, the man wrestling with a Tyrannosaurus was a modern Hollywood celebrity, not only would he have lived, he would have pocketed something like $20 million for his efforts, and earned the adulation of several billion people. The global celebration of modern celebrity is partly a product of our pre-historic need for heroes. In a world where†¦show more content†¦Information on celebrities is not only very popular with the general public, it also popular with journalists. Interviewing a movie star requires almost no effort. The celebritys publicist will provide you with every significant and insignificant detail of the celebritys life. All you have to do is read this information, interview the subject, cut and paste what the celebrity says so the interview has a coherent structure, and `bang, there is your thousand or two thousand word article. Because of this modern media frenzy there are as many divisions of Hollywood celebrity as there are bird species in the Amazon. As the dim-witted, obtuse and lethargic stars of Big Brother proved last summer - you dont need any skills to become a celebrity these days, you just need to be in the media. In Hollywood there are A-list commercial celebrities like Tom Hanks, Tom Cruise and nbsp;Julia Roberts. There are your B-list celebrities like Ben Affleck, Kevin Kline and Uma Thurman (they might not have to audition for parts, but nor can they expect a fee any higher than a couple of million dollars.) There are struggling-in-the-grave celebrities like Mickey Rourke, reluctant celebrities like Kate Winslet, Lazarus celebrities like John Travolta, Art-house celebrities like Judy Davis, institutional celebrities like James Cann, BOB celebrities (Bottom of the Barrel) likeShow MoreRelatedThe Nightmare of the West Memphis Three800 Words   |  4 Pagescreated a scenario that aligned with t heir belief system at the time. Lastly, this paper highlights the influence of the media and celebrity in changing the course for these boys. The satanic cult panic in part contributed to the conviction of Misskelley, Echols and Baldwin. Baldwin himself describes this assumption; â€Å"I can see where they might think I was in a cult,† he said, in that 1993 interview, â€Å"because I wear Metallica T-shirts.† (Rich, 2013). The article goes on to explain that the crimeRead MoreWalter Benjamin The Work of Art in the Age of Mechanical Reproduction1450 Words   |  6 Pageschoice to support your argument. 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The show featured Andy interviewing what he thought was the next up-and-coming musical sensations about to get thei r fifteen minutes of fame. Two years later on a poster in theRead MoreWhat Is the Role of Fashion Promotion Within the Fashion Industry, and How Will It Develop in the Next Five Years?1862 Words   |  8 Pagesthe fashion industry and discuss how it might develop in the next five years. To do this I shall review what fashion promotion is by defining it and finding out how, when and where it started. To understand what fashion promotion really is in a contemporary context I shall broadly look at how it is used and what many forms it has taken since the beginning up until the present day. 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Great Gatsby (701 words) Essay Example For Students

Great Gatsby (701 words) Essay Great GatsbyWhy did Daisy choose Tom in the end? In the novel The Great Gatsby,Daisy Buchanan was faced with an enormous decision. She had to choose betweenTom; her husband and Jay Gatsby; her lover. Gatsby seemed to be the ideal man ofhis time. Fabulously wealthy, handsome, charismatic and intriguing, he seemed tobe able to offer everything a woman could want. All he wanted in return wasDaisys complete unconditional love. Tom, on the other hand could offer Daisymoney, security and freedom. Ultimately Daisy chose the latter. The roaring20s was an era of total decadence. The first World War had ended and industrywas booming. People were becoming millionaires overnight. There seemed to be noend in sight to the prosperity. Although people were becoming rich quickly, oldmoney provided more privilege than new money. Tom Buchanan came from old money. He was a Westerner who was renowned in college for both his football skills andhis supremely decadent lifestyle. The narrator states His family wereenormously wealthy, even in college his freedom with money was a matter forreproach-but now hed left Chicago and come East in a fashion that rather tookyour breath away: for instance, he brought down a string of polo ponies fromLake Forest. Daisy chose to marry Tom because of his wealth and power. Fitzgerald writes There was a wholesome bulkiness about his person and hisposition and Daisy was flattered. He could offer Daisy prestige inaddition to all the old money one could dream of. Gatsby had made his money byillegal means. He was a nobody from nowhere and although he was rich beyondbelief, he was one of the hundreds of nouveau riche who lacked the cache of theold money set. Although Gatsby could offer Daisy romance, love, excitement andintrigue, her need for security freedom and money made her eventually chooseTom. In terms of security, Tom could offer much more than Gatsby. Toms oldmoney could offer Daisy prestige and social position whereas Gatsbys moneywas quickly and somewhat questionably earned. Everyone including Daisy realizedthat it could be just as quickly lost. Tom states I found out what yourdrug-stores were. He and this Wolfshiem bought up a lot of side-streetdrug-stores here in Chicago and sold grain alcohol over the counter . Tomalso said That drug-store busin ess was just small change but youve gotsomething on now that Walters afraid to tell me about. This proves thatGatsbys money was achieved through corrupt means and his lack of positionwould leave him vulnerable to prosecution if he were to be caught. On the otherhand, Daisy and Toms elite position in society enabled them to get awaywith murder. They were able to move away and start anew after hittingMyrtle in the car. Due to the wealth and power of Tom and Daisy, they were ableto live with a substantial amount of freedom. They were able to tear apart thelives of people and move on without as much as a backward glance. Nicksjudgment of them was They were careless people, Tom and Daisy-they smashedup things and creatures and then retreated back into their money or their vastcarelessness, or whatever it was that kept them together, and let other peopleclean up the mess they had made. Daisys selection of Tom over Gatsbyafforded a somewhat unorthodox freedom. Tom had many mistresses but a lwaysreturned to Daisy. He said Once in a while I go off and make a fool ofmyself, but I always come back, and in my heart I love her all the time.Daisy also loved the luxury of having both a husband and a lover but Gatsbywould not allow it. He wanted all of her and she could not give that to him. Shesaid Oh, you want too much. I love you now- isnt that enough.Although Gatsby could have offered Daisy a variety of things such as romance,love and excitement, she ultimately chose Tom because of her selfishness. Shegrew up with old money, security and freedom and was not willing to give it allup for love. I believe that the author chose the name Daisy because Daisy inLatin means the days eye or the sun and everything revolves around the sun. .ub3b359cb42621cd44e4cb16623c44a44 , .ub3b359cb42621cd44e4cb16623c44a44 .postImageUrl , .ub3b359cb42621cd44e4cb16623c44a44 .centered-text-area { min-height: 80px; position: relative; } .ub3b359cb42621cd44e4cb16623c44a44 , .ub3b359cb42621cd44e4cb16623c44a44:hover , .ub3b359cb42621cd44e4cb16623c44a44:visited , .ub3b359cb42621cd44e4cb16623c44a44:active { border:0!important; } .ub3b359cb42621cd44e4cb16623c44a44 .clearfix:after { content: ""; display: table; clear: both; } .ub3b359cb42621cd44e4cb16623c44a44 { 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; } .ub3b359cb42621cd44e4cb16623c44a44:active , .ub3b359cb42621cd44e4cb16623c44a44:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub3b359cb42621cd44e4cb16623c44a44 .centered-text-area { width: 100%; position: relative ; } .ub3b359cb42621cd44e4cb16623c44a44 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub3b359cb42621cd44e4cb16623c44a44 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub3b359cb42621cd44e4cb16623c44a44 .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; } .ub3b359cb42621cd44e4cb16623c44a44:hover .ctaButton { background-color: #34495E!important; } .ub3b359cb42621cd44e4cb16623c44a44 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub3b359cb42621cd44e4cb16623c44a44 .ub3b359cb42621cd44e4cb16623c44a44-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub3b359cb42621cd44e4cb16623c44a44:after { content: ""; display: block; clear: both; } READ: My Family Structure Sample EssayDaisy does not care about anyone else and she believes that everything revolvesaround her!

Determination of the Identity of an Unknown Liquid free essay sample

The purpose of this experiment is to identify an unknown substance by measuring the density and boiling point. I will be able to conclude which substance is my own from a list of known options stating what its real boiling point and density is. My given unknown liquid code is G9R. This liquid is clear, has a fluid consistency similar to water, and has a strong odour that reminds me of alcohol When I was reading the Trial 1 temperature on the thermometer I was looking at it from the side, not straight on. When I went to read my next trial I noticed that by viewing it from the front the degrees seemed to actually be a few lower than the optical illusion it gives you from the side. Therefore because my trial 1 is way off from the other two I am not going to count it in my average boiling point calculation. We will write a custom essay sample on Determination of the Identity of an Unknown Liquid or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page My procedure was not correct. I did not turn off the gas, and stir gently while I saw the stream of bubbles coming out of the capillary tube. I left it on until I saw the liquid already being sucked up into it. This may have altered the results of the boiling point to a higher degree than the actual boiling point. Average boiling point = (87.1ÌŠC + 86.6ÌŠC) / 2=  86.9ÌŠC Average density was the main indicator of my substance I feel because it was the more accurate of the two tests. Boiling point is a lousy indicator because of my incorrect procedure. However that doesn’t make boiling point totally useless. The only data that was useless was my trial 1 temperature of my boiling point because I was reading the thermometer wrong. 2. The graduated cylinder felt pretty accurate, but I have a steady hand so it may have been easier for me than most others, the literature describes this device as being accurate +/- 0.5 which I got within of very easily. The volumetric pipette was hard to get the meniscus of the solution exactly right to the 10.00mL line, although the text says it is accurate +/- 0.01, so after a few times of trying to get it as close as possible the solution does end up being very close. I felt the burette was the most accurate of the three tools because of how slowly the liquid dripped out and how the measurements were already at eye level so gauging the meniscus to the desired amount of solution was very easy. Its accuracy is +/- 0.04 which seems realistic and easy to get within that point. I would use the burette if I were to repeat this experiment. 3. I felt there were no sources of error in the accuracy of measuring my density. The only experimental error would have been the accuracy of the devices themselves. 4. N 5. I excluded my trial 1 temperature of boiling point for my unknown liquid because I was reading the temperature gauge of the thermometer from the side which I realized was creating an illusion of making the temperature look hotter than it actually revealed from the front of the thermometer. 6. I do not think my boiling point was very accurate because my procedure of the experiment was incorrect. I wrote down the boiling point to be the point when I saw the liquid draining from the test tube, and therefore I thought it must’ve been going into the capillary tube but I couldn’t see because it was clear liquid, going into a clear tube, in clear water and it was hard to differentiate. 7. My boiling point was not as accurate as my density measurements because I was unable to tell the exact boiling point at any given time during my experiment, whereas, I was able to measure the density, +/- the uncertainty in my measuring devices, perfectly. 8. In order confidently determine what substance my â€Å"G9R† was I would have to do over  the boiling point experiment a couple of more times. I would turn the gas off and take the Bunsen burner away from the apparatus when the stream of bubbles started coming out from the mouth of the capillary tube. This would allow me to correctly determine when the atmospheric pressure was equal to the vapour pressure. I can narrow down my unknown substance to either Ethanol or 2-proponal. Ethanol’s density is only 0.001g/mL higher than my own measurements, but its boiling point is 8.4ÌŠC lower than GNR’s. Whereas 2-proponal’s density is off by 0.003g/mL and its boiling point is only off by 4.5ÌŠC. If I were to make an educated guess I would lean more towards Ethanol. Both the precision and accuracy of my data was far greater in density than in boiling point and Ethanol’s density is closer to GNR’s than any other substance. Works Cited Olmsted, John III; Williams, Greg; Burk, Robert C. Chemistry, 1st Canadian ed.; John Wiley and Sons Ltd: Mississauga, Canada, 2010, pp 399 406 Koczanski, Krystyna; Xidos, James D. CHEM 1300 Laboratory Manual; UMSU Copy Centre: Winnipeg, MB, Canada, 2013, pp 16

Summary Of The Handmaids Tale Essay Example

Summary Of The Handmaids Tale Paper A?Serena sits while Offred kneels on the floor. Rita, Cora, and Nick stand behind Offred. Nick s shoe touches Offred s. She shifts her pes off, but he moves his pes so it touches hers once more. A?Serena starts watching Television while Offred starts to woolgather about how she and Luke purchased bogus passports when they decided to get away. A?They told their girl they were traveling on a field day and planned to give her a sleeping pill when they crossed the boundary line so that she would non be questioned or give them off. We will write a custom essay sample on Summary Of The Handmaids Tale specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Summary Of The Handmaids Tale specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Summary Of The Handmaids Tale specifically for you FOR ONLY $16.38 $13.9/page Hire Writer A?They packed nil in their auto because they did non desire to elicit intuition. Summery- Chapter 15 A?The Commander strike hard the door and comes into the sitting room without Serena Joy s permission. A?He unlocks the leather screen box, and lift out the Bible. A?Offred admirations what it is like to be a adult male like him, surrounded by adult females who watch his every move. A?The Commander begins reading the narratives of Noah and Adam and Rachel and Leah out of the Bible. A?Commander reads a transition that accent about kid, and her married woman started shouting quietly. A?Offred was familiar to these narratives from the ruddy centre, where she heard so every twenty-four hours during breakfast. A?Offred Remembers the clip she met Moira in the bathroom and Moira decide to forge unwellness in hope of flight. A?She failed to get away and was harshly tortured by the Angels. Summery- Chapter 16 A?The Ceremony Continues, after reading the Bible. A?Offred was in Serena Joy s sleeping room with to the full clothed except her healthy white cotton underclothes. A?She lies between Serena Joy s legs, caput on her tummy, and both keeping their manus while Serena Joy s rings excavation into Offred s custodies. A?Once the commanding officer is finished with his responsibility he leaves the room. A?Then, Serena lets travel of Offred custodies and asked her to go forth the room, without Giving Offred a remainder. A?Finally while go forthing the room Offred admirations which one of us is worse for the Commander. Summery- Chapter 17 A?After the ceremonial Offred goes to her room. A?She puts butter on her face and custodies that she hid in her shoe during the dinner to replace for lotion. A?Offred can t autumn asleep, so she decides to steal a Narcissus pseudonarcissus, a flower. A?She wants the flower to be the message to the following Handmaids, by concealing it under the mattress A?After stealing the flower she finds nick nowadays in the posing room. A?Offred thinks of Luke as she kisses Nick. She thinks that Luke would understand. A?Offred thinks that this is excessively unsafe and they both separate. A?Nick informs Offred that commanding officer wants to see her in his office tomorrow. Summery- Chapter 18 A?Offred returns to her room. A?She lies on the bed believing about Luke. A?Offred images Luke dead, his organic structure lying in the brushs where they had been caught seeking to get away. A?She imagines of a 2nd state of affairs where Luke is captured and imprisoned. A?She thinks of a 3rd state of affairs where he has escaped safely from the boundary lines and that one twenty-four hours she will have a message from him in an unexpected manner. A?Simultaneously, Offred believes in all three of these state of affairss, so that if any one of them was to go true she would non be surprised. Seminar III: Pages 97-131 A?This seminar will concentrate on the subjects of Oppression and Fertility through the usage of Elementss of Cognitive design. Oppression A?Shown through lSocial stratums created in Gilead society lUse of Handmaids as a natural resort lHandmaid s Inability to revenge Birthrate A?Shown through lHandmaid s ability to gestate lCommander s Wive s sterility Character- Aunt Lydia s remark A?Point: Through Offred s ideas it is emphasized that the exclusive intent of Handmaids is to engender citizens for Gilead. A?Proof: Remember, said Aunt Lydia. For our intents your pess and your custodies are non indispensable. ( Atwood 114 ) Analysis A?Aunt Lydia s remark is a apt representation of the Handmaid dystopia, which is emphasized through subjugation carried unfeelingly on Moira. Atwood shows to the reader that Aunts besides possess some sort of power even though adult females are already at a lower prestigiousness than work forces in the totalitarian society of Gilead. Atwood besides portrays Handmaids as a uterus with weaponries and legs ; even if their weaponries and legs were to be amputated Handmaids will still be able to function their exclusive intent of being babe vass. It is merely their birthrate which is valued in the Gileadean society. Secondary Beginning A? The Handmaid s ain narrative dressed ores on the destiny of adult females in Gilead who are seen and used as mere agencies of procreation. [ ] Handmaids are considered two-legged uterus ( 176 ) or stupid affair in the generative procedure which is, like everything else in this dystopia, dominated by work forces. Klarer, Mario. Orality and literacy as gender-supporting constructions in Margaret Atwood s The Handmaid s Tale. Winnipeg, MB: Mosaic, 1995. Character- Offred s remark A?Point: Offred high spots the commanding officers s subjugation on the Handmaids. A?Proof: I wait, for the family to piece. Family: that is what we are. The Commander is the caput of the family. The house is what he holds. To hold and to keep, till decease do us portion. ( Atwood 99 ) Analysis A?Men are superior to adult females is the cardinal foundation of the totalitarian society of Gilead. Commander is one of the most of import and elect work forces governing Gilead. Offred suffer from the subjugation in Gilead due to her being selected from the government to engender kids for the commanding officer. This is possibly the wages given to her for being fertile. Atwood gives the reader an overview at the significance of the commanding officer: if anything was to go on to the commanding officer the purported family will divide apart. For illustration, Sarena Joy will likely go a Martha, as marring once more is out. It can besides be speculated that sorrow and subjugation of Offred is due to the commanding officer. Tropology- Container A?Point: The writer uses tropology to stress the subject of birthrate and Offred s emotions. A?Proof: We are containers, it s merely the interiors of our organic structures that are of import. The outside can go difficult and wrinkled, for all they care, like the shell of a nut ( Atwood 119 ) . Analysis A?Metaphor: Offred s organic structure is compared with the container A?It is shown through this citation that the society of Gilead has used birthrate to make subjugation on adult females. A?Atwood claims that adult females are valued through their birthrate. This is a ground possibly for Offred to be alive. ( Basically it doesn t affair how a adult female is, the lone thing that affairs is her birthrate. ) A?Their organic structures are used to reap babes for the commanding officer and his married woman. A?She is besides compared to a shell, connoting to the reader that she is been used like an object. A?This is besides a ground for Offred s sadness as she has lost her ain household, while she is giving birth to a kid for a different household, alternatively of her ain. A?She is moving like a alternate. A?It is dry that the true value of birthrate is held by Offred, although she is been entreated by sterile adult female such as Serena Joy. So fundamentally, Serena Joy is commanding Offred s birthrate, although it s non her ain. Tropology- Rachel and Leah A?Point: Atwood uses a metaphor to stress that Offred s place in Gilead is similar to that of the amah, Bilhah. This Biblical mention is related to the current province of the society. A?Proof: Then comes the mouldy old Rachel and Leah material we had drummed into us at the Center. Give me kids, or else I die. Am I in God s position, who halts withheld from thee the fruit of the uterus? Behold my amah Bilhah. She shall bear upon my articulatio genuss, that I may besides hold kids by her ( Atwood 110 ) . Analysis A?This province of the Gilead Society is based on this scriptural mention and hence it is used as a literary component to pull a comparing. A?This helps the authorities to command the society because faith is used as a powerful tool to either unite or separate people in a society. A?Fertility is related closely to this quotation mark as birthrate is used as a tool to suppress the fertile adult females such as Offred and give power to the infertile. A? For this intent, the first-person storyteller has been assigned as a alleged Handmaid to a taking functionary ( Commander ) and his aging married woman in order to replace for the sterile married woman. Klarer, Mario. Orality and literacy as gender-supporting constructions in Margaret Atwood s The Handmaid s Tale. Winnipeg, MB: Mosaic, 1995. Location- Sitting room A?Point: Oppression diminishes the sense of authorization. A?Proof: I would wish to steal something from this room. [ aˆÂ ¦ ] It would do me experience that I have power. ( Atwood 99 ) Analysis A?Offred needed to steal to see independency and power. Oppression has robbed her of her rights, freedom and sense of authorization. She has to fall back to stealing to experience complete and powerful an act against her ain moralss. Location- Sitting room A?Point: One s security and life takes precedence over money and other secular things during times of subjugation. A?Proof: Money has trickled through this room for old ages and old ages, as if through an belowground cavern, crusting and indurating like stalactites ( Atwood 97-98 ) Analysis A?This quotation mark depicts a clip when money would be wholly worthless due to the isolation and subjugation environing one s life. It shows that the human inherent aptitude to last is more profound than one s demand or desire for wealth and luxury. A? The exigencies of Atwood s hereafter, nevertheless, brought about by utmost environmental pollution and a attendant drastic lessening in birthrate, necessitate and warrant a pattern like handmaidenry, criminal as it might be by today s fundamentalist canons. Beauchamp, Gorman. The Politics of The Handmaid s Tale. Pittsburgh, PA: The Midwest Quarterly, 2009. Discussion A?We read that the Commander takes the Bible out of the box, in which it was kept locked, before the ceremonial. What is the significance of this and what does it typify? Are all work forces allowed to possess the Bible or merely the elites? A?Which of us ( Offred or Serena Joy ) is worse for the Commander and why? A?Serena Joy allow other people watch Television with here, even though the segregation in that society is of the position of the people. Why would she make that? What is your sentiment about it? Would you hold done the same?

Average ACT Score for 2018, 2017, 2016, and Earlier Years

Average ACT Score for 2018, 2017, 2016, and Earlier Years SAT / ACT Prep Online Guides and Tips In recent years, more and more students have been taking the ACT than ever before. But what does this change in participation rate mean for the average ACT score? As you'll learn in this article, while ACT scores have been fairly stable in the last few years, there have been some dips and peaks in scores in the last 25 years. Let’s take a look at what’s happening. Average ACT Scores for Past Years Let's look at some charts for average ACT scores over the past couple of decades. These will show us some trends in the ACT world that have led to recent changes in the test. Average ACT Scores 1992-1996 Year # of Test Takers English Math Reading Science Composite 1992-1993 875,603 20.3 20.1 21.2 20.8 20.7 1994 891,714 20.3 20.2 21.2 20.9 20.8 1995 945,369 20.3 20.2 21.3 21 20.8 1996 924,663 20.3 20.2 21.3 21.1 20.9 Source: NCES Average ACT Scores 1970-1998 In the 1992-1996 ACT scores, there was a general increase in Math, Reading, and Science scores. Average ACT Scores 1997-2001 Year # of Test Takers English Math Reading Science Composite 1997 959,301 20.3 20.6 21.3 21.1 21 1998 995,039 20.4 20.8 21.4 21.1 21 1999 1,019,053 20.5 20.7 21.4 21 21 2000 1,065,138 20.5 20.7 21.4 21 21 2001 1,069,772 20.5 20.7 21.3 21 21 Source: NCES Average ACT Scores 1970-2001 In the 1997-2001 ACT scores, there was an increase in English and Math and a decline in Science and Reading. Also, in 1999, theACT broke the one million test-taker ceiling for the first time. Average ACT Scores 2002-2005 Year # of Test Takers English Math Reading Science Composite 2002 1,6,082 20.2 20.6 21.1 20.8 20.8 2003 1,175,059 20.3 20.6 21.2 20.8 20.8 2004 1,171,460 20.4 20.6 21.3 20.9 20.9 2005 1,186,251 20.4 20.7 21.3 20.9 20.9 Source: NCES Average ACT Scores 1995-2010 From 2002 to 2005, we see a slight but steady rise in all scores across the board. Average ACT Scores 2006-20 Year # of Test Takers English Math Reading Science Writing Composite 2006 1,206,455 20.6 20.7 21.4 20.9 7.7 21.1 2007 1,300,599 20.7 20.8 21.5 21 7.6 21.2 2008 1,421,941 20.6 21 21.4 20.8 7.3 21.1 2009 1,480,469 20.6 21 21.4 20.9 7.2 21.1 2010 1,568,835 20.5 21 21.3 20.9 7.1 21 20 1,623,2 20.6 21 21.3 20.9 7.1 21.1 Source: NCES Average ACT Scores 1995-2010, 20 Profile Report As you can see, ACT scores kept increasing until 2007, when there was an all-time composite score high of 21.2. After that, however, all subscores except English and Science consistently declined. Average ACT Scores 2012-2018 Year # of Test Takers English Math Reading Science Writing Composite 2012 1,666,017 20.5 21.1 21.3 20.9 7.1 21.1 2013 1,799,243 20.2 20.9 21.1 20.7 7 20.9 2014 1,845,787 20.3 20.9 21.3 20.8 7.1 21.0 2015 1,924,436 20.4 20.8 21.4 20.9 6.9 21.0 2016 2,090,342 20.1 20.6 21.3 20.8 19.3* 20.8 2017 2,030,038 20.3 20.7 21.4 21.0 6.5 21.0 2018 1,914,817 20.2 20.5 21.3 20.8 - ** 20.8 Sources: 2012 Profile Report, 2013 Profile Report, 2014 Profile Report, 2015 Profile Report, 2016 Profile Report,2017 Profile Report, 2018 Profile Report*2016 Writing results are based on ACT Writing from September 2015 to August 2016, when the test was scored on a scale of 1-36. **As of 2018 ACT seems to have opted to no longer provide information about Writing score averages (except indirectly through ELA scores). After 2007's peak, there is a general decline in scores across the board for nearly a decade. In 2013, ACT, Inc. instituted changes to the ACT to better reflect national curricula, which is possibly reflected in the general stability of composites and subscores from 2013 onwards (with the exception of Math, which has steadily decreased since then). Average ACT Score Trends: What Do the Numbers Mean? As the charts above indicate, there wasa moderate and gradual increase in average ACT scores until they peaked in 2007. After,average scores began to decline until 2014 when they increased slightly before settling to the same level they are at as of 2018. There has been discussion that the downward trend in average ACT scores could be a result of the No Child Left Behind Act and the test-based teaching style in US schools. This slight increase in ACT scores in 2014 could be attributed to the changes ACT, Inc. made to the ACT so that it could better align with high school curricula.Overall, though, average ACT scores have remained relatively stable. For a long while it was predominantly students in the Midwest that took the ACT, but lately the test has begun to spread to the rest of the US as more and more states are requiring students to take it. Consequently, more students have been taking the ACT each year over the past decade. Even with more students taking the ACT, however, the data shows that students generally do better on the ACT than they do on the SAT- for which there has been a steady, stronger decline in scores. (However, the long-term results of the 2016 SAT redesign aren't yet known.) One thing to note, though, is that just like with the SAT, the ACT shows a disparity in scores based on ethnicity and, very likely, income level. The following chart clarifies these differences between average ACT scores based on ethnicity from 1997 to 2018: 1997 2001 2005 2009 2013 2016 2017 2018 Black or African American 17.9 16.9 17 16.9 17 17 17.1 16.9 American Indian or Alaska Native 20.4 18.8 18.7 18.9 18 17.7 17.5 17.3 White 22.8 21.8 21.9 22.2 22.1 22.2 22.4 22.2 Hispanic or Latinx 19.9 18.5 18.4 18.7 18.8 18.7 18.9 18.8 Asian 22.5* 21.7 22.1 23.2 23.6 24 24.3 24.5 Pacific Islander - - - - 19.4 18.6 18.4** 18.2 Two or More Races - - - - 21.1 21 21.2 21.1 No Responses - - - - 20.8 20.1 20.3 19.8 Sources: NCES Average ACT Scores 1995-2014, 2016 Profile Report, 2017 Profile Report, 2018 Profile Report *Averages for Asian and Pacific Islander students were combined until 20**Averages for Native Hawaiian students folded into averages for Pacific Islander students starting 2017 Overall, the white, Asian, and two or more races subgroups have the highest ACT score averages,with Asian scores consistently increasing. By contrast, African American and Native American subgroups have the lowest ACT averages, likely because they are typically the most disenfranchised groups. What’s Next? Now that you know about the average ACT scores, it's time to figure out what a good ACT score is for you specifically. If you're definitely decided on the ACT,read our in-depth guides to prepping for the ACT. If you don't have a lot of time left, use ourlast-minute ACT cramming tips. Got time? Then learnhow to come up with your own ACT study schedule. Not sure whether you should take the ACT or SAT?Take a look at our article onthe differences between the ACT and SAT to help you determine which test is right for you. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Water Crisis in the Middle East Research Paper Example | Topics and Well Written Essays - 750 words

Water Crisis in the Middle East - Research Paper Example According to the World Health Organization, every individual requires 1000 cubic meters of water annually for proper health but many countries in the world cannot fulfill these requirements of water for its residents. The Middle East Countries lie top amongst this list (Sivakumar 2010, p25). An article published in the Gulf News in the year 2011 and written by Samihah Zaman further sheds light upon this crisis. The article explains that the water crisis would surge to greater levels and cause more trouble in the coming years and thus steps should be taken at the national and international levels to curb this problem and solve the situation (Zaman 2011). The Middle East Countries are in the center of a crisis of water shortage owing to the increased demand and reduced reserves and this should be tackled effectively to prevent the worsening of the situation. The gravity of the water crisis in the Middle East can be understood with the example of many countries in the region. The popula tion of Egypt is increasing at a fast pace and there is a rise of one million people in the country within every nine months. This raises the demand of water in the country. In Jordan, the situation has aggravated to a level where many towns in the country receive water only on one day in a week. Furthermore, the situation in the country is further worsened by the 60 percent loss of paper from the water pipes. Israel which has already levied taxes upon water consumption is also facing pressure owing to the increase in immigrants in the country. In Syria, the Euphrates River has been contaminated with pollutants and there has been a drop in the level of the river which has led the authorities to take measures like reducing the electrical supply and water to drink in major cities including Damascus and Aleppo. Thus, the scarcity of water in the countries of the Middle East has escalated (Inbar 1995, p234,235). The water crisis in the Middle East exists due to several reasons. The dry climatic conditions and the barren lands in most of the countries is one of the natural causes of the reduced amount of water resources. The other environmental cause is the climatic changes around the globe which have resulted in droughts and have made the scarcity in the region even worse. This has been accompanied with the boom in the growth rate of the population leading to a rise in the demand of water. Not only this, there has been an increase in the agricultural activities in the region as well as a surge in the tourism industry. Thus, the demand for water has greatly increased. Along with this, pollution has also increased in the Middle East and reduced regulations and checks have led to the contamination of water resources with pollutants coming from industries and agricultural sites. Thus, these factors have not only accounted for reduced quantity of water but the quality of the water supply has also been compromised (Selby 2003, p 25; Hamdy and Liuzzi 2005, p16). The wate r crisis in the Middle East is worsening and strategies should be implemented to overcome this grave problem. The most important measure which needs to be understood is the achievement of control over the growth rate of the population. This is because the natural supply of water in the region will not increase and the population rise would put further pressure. Thus it should be reduced. The next step should be the proper management of water through the building of reservoirs like dams, desalination plants and new pipelines so that the leakage is reduced (Selby 2003, p 26,27). Lastly, political stability is

Wal-Mart A Progressive Success Story Essay Example | Topics and Well Written Essays - 1250 words - 2

Wal-Mart A Progressive Success Story - Essay Example The assignment therefore greatly enhanced my prior knowledge of diverse economic terms and models, thus ensuring there is more deeply entrenched in my mind. The assignment has, therefore, made me better comprehend the classroom learning to a more practical level. the research made me come to term with the real meaning of strategic management in regards to marketing strategies as well as being able to adequately read financial data to ascertain a company’s performance indexes both in the short term (quarterly or annually) and long-term (five years). The study was, therefore, a veritable learning curve for me. The study has mostly enhanced my problem-solving skills including sharpening my analytical skills as previously formidable financial terms like strategic management, turnkey ventures, franchising, comparative industrial analysis and performance indicators as well as other diverse financial terms like earnings ratios started to make sense. The module has also enhanced my communication and team building as I realized that the success of the firm is augmented by acquiring strategic advantages embodied by skilled human resources and efficient supply chain management. Bolles (1996) describes transferable skills as, ‘skills developed in one situation which can be transferred to another situation’. This module has just as the case study firm, transferred ‘core competencies to foreign markets’, likewise imparted these same competencies in my mind.

US presidency Essay Example | Topics and Well Written Essays - 3500 words

US presidency - Essay Example president was George Washington, "the father of all Americans," who ruled the country from 1789 to 1797, that the current State President, Barack Hussein Obama, was elected in 2009 from the Democratic Party and is the 44th the president, in general, and the first black leader in the states’ history. The past twentieth century presented the United States with Vivid, unforgettable leaders. In the face of the presidents of the twentieth century, from William McKinley and Theodore Roosevelt, at the beginning of last century, to George Herbert Walker Bush (1989-1993) and William Jefferson Clinton (1993-2001) at the end, the state had talented, intelligent, energetic leaders. However, their acts were not always beneficial for the state and sometimes brought evil and suffering to peoples all over the world. This paper will discuss two leaders of the American people, who were destined to govern the largest state in the world in a bygone age, democrat Lyndon Baines Johnson (1963-1969) and republican Richard Milhous Nixon (1969-1974). Lyndon Baines Johnson (1908-1973) began his political career in 1931 as secretary of Congressman R. Kleberg. By 1948, held the chair of senator and in 1955, he became the first leader of the Democratic Party. In 1960, Johnson decided to run for president. However, an election victory in 1960 was won by John Fitzgerald Kennedy (1961-1963), and Johnson preceded the powers of the Vice President on January 20, 1961. In 1963, Kennedy was assassinated on the 22 of November, and since that day Johnson began to serve as president. The end of the presidency of Lyndon Johnson was the 20th of January, 1969, when Nixon was inaugurated. After this event, the 36th U.S. President Lyndon Baines Johnson went to his ranch in Texas. He dropped out of high policy, wrote memoirs, and occasionally lectured at the University of Texas. He died on January 22, 1973, in his hometown of Stonewall of a third heart attack,

Gender Differences in Classroom Behaviour

Gender Differences in Classroom Behaviour Investigating the differences in classroom behaviour across the genders Introduction: In recent decades there has been an increasing focus on gender differences in an educational context. During the 1970s and 1980s, feminist research on gender and education was motivated by concern at the underachievement, and marginalization, of girls (Francis and Skelton, 2001, p.1). This had been largely due to the different subjects that boys and girls studied, and it was not until the introduction of the National Curriculum which saw boys and girls studying the same subjects for the first time, that the extent of girls’ relative success was revealed (Arnot et al., 1999). Recent years have seen something of a pendulum swing with boys now being a focus for concern. Younger et al. observed in key stage two children a ‘marked disparity between the attainment of boys and girls in English’ with 83 % of girls attaining level 4 in 2004 compared with 72% of boys (Younger et al., 2005, p.20). There is, however inconsistency in the research with Myhill suggesting that not all boys are underachieving and neither are all girls academic success stories (Myhill, 2002). The nature of gender in the education is a difficult effect to isolate since class, race and gender are inevitably interrelated and it is difficult to disentangle the individual effect (MacGilchrist, et al., 2006, p.62) and therefore say conclusively that differences in attainment levels are due to gender alone. The aim of this paper is to investigate the differences in behaviour in respect of gender in the school setting, by looking at the nature of the differences, possible explanations and strategies which teachers can use in the classroom to address these problems, particularly in respect of boys’ underachievement. Theories of Gender Development: That there are patterns of behaviour and social organisation that differ according to sex/gender is not in doubt (Francis, 2006, p.8). There are many theories as to why this is the case, some regarding differences as due to the different biological nature of men and women while others argue that there are environmental reasons for the differences, the dichotomy of nature versus nurture (Rose, 2001, p.256). The idea of gender differences has been taken up by feminist theorists who have argued that that femininity is culturally constructed (Weiner, 1994), as is masculinity (Mac an Ghaill, 1994). Innate Differences: This is the belief that the sexes are inherently different. Evolutionary biologists see differences in gender as having their roots in our genetic make up, stretching back for many generations. Findings from research by Professor John Stein in connection with his work in the context of dyslexia, indicates that boys brains are generally slower to develop. It is therefore not logical to have the same expectations from boys and girls when they come to school for the first time (Scott, 2003, p.84). In recent years many biologists and neuroscientist have been critical of the evolutionary approach (Francis, 2006, p.9), leading to the idea that gender specific behaviour is socially constructed, shaped by a number of factors including culture and the environment. Role Theories: Role theories suggest that gender characteristics are constructed by observing the ways in which other people adopt typical gender roles, being rewarded for engaging in appropriate behaviour and punished in some way when they do not (Gregory, 1969). Proponents of these theories suggest that girls learn how to be girls by watching demure, feminine behaviour, characteristic of girls, while boys learn to be boisterous and tough. These are images that are portrayed to children by a variety of people in their lives, their parents and carers, their teachers, their siblings and reinforced through the media. School is an important arena for the observation of roles and a school policy concerning equal opportunities must reflect an awareness of this. Views on Children’s Acquisition of Gender Knowledge: Skelton and Francis have identified two views on how children acquire their knowledge about gender: Social learning theories which propose that gender identity is learned by children modelling their behaviour on same sex members of their family, peer group, local community as well as the gender stereotypes seen on books and on television; Cognitive development theorists, such as Lawrence Kohlberg, who suggest that a child’s understanding of their gender identity as opposed to their biological sex depends on their stage of cognitive development, their intellectual age. (Skelton and Francis, 2003, p.12). Environmental Factors: It has been suggested that boys and girls are shaped differently by their environment because of the different ways in which they respond to it. Gilligan proposes that girls tend to analyse situations before coming to decisions whereas boys are more likely to stick to rules that they have applied in previous situations. Gilligan suggests that these differences in reaction are as a result of differences in cognitive styles rather than abilities (Gilligan, 1982), but can impact on outcomes in respect of attainment. Environmental factors have been shown to have an effect on children’s attitudes to and performance at school. Home background and parental levels of educational attainment and expectation have been shown to be factors in the different levels of attainment of boys and girls in school. Research presented by Brooker showed that, while boys and girls did not have any marked differences in ability levels on entry to school, over the course of a year girls made more progress than boys. She found that the most successful group were those who came from large families where they had a lot of home support from their siblings (Brooker, 2002, p. 159). Girls typically work more collaboratively, engaging in more socially constructed activities, enhancing learning in the process. Boys from some ethnic minorities have been shown to be under performing against all other educational groups. This has been attributed to peer group pressure, with an anti achievement culture believed to be operating among some black teenage boys. This manifests itself in their disrupting schoolwork and generating a low level of expectation among themselves (Aslop and Hicks, 2001, p.148). The school environment plays an important part in the development of gender attitudes. While it was thought that gender stereotypes would be reinforced by single sex schools, research has shown this not to be the case. When brought together in co educational settings, both boys and girls made more sex stereotypical choices despite a greater variety of facilities. It would therefore appear that co education increases differentiation between the sexes (Leonard, 2006, p.194). Gender Differences in School: With an increasing belief that gender is socially constructed, has come an awareness that school is one of the social contexts in which gender appropriate behaviour is defined and constructed (Myhill and Jones, 2006, p.100). The most prominent area for concern has been the development of gendered behaviour leading to the disengaged or alienated male in school. His behaviour, general unruliness and lack of interest are seen as dominating classroom life (Gray and McLellan, 2006, p.652). Many teachers show a strong belief in gender differences, believing them to influence attitudes to school, motivation, maturity, responsibility, behaviour and identification with the school ethos (Arnot and Gubb, 2001). It has been shown that because so many primary school teachers are female, they have not been trained in how boys and girls learn differently (Gurian, 2002, p.126) and traditional teaching styles adopted may favour the learning dispositions of girls. Expectations: Teacher expectations are an important factor in achievement. If teachers have high expectations, pupils will be highly motivated to learn and succeed (Aslop and Hicks, 2001, p.148). In respect of boys’ underachievement, evidence has tended to note that teachers have low expectations about boys’ levels of academic achievement (Myhill and Jones, 2006, p.101), research supported in a study by Younger and Warrington that demonstrated that teachers tended to underestimate boys’ achievement at GCSE level, while girls’ achievement tended to be overestimated (Younger and Warrington, 1996). Teachers have been shown, in addition to having low expectations of boys, to take advantage of girls, enlisting them as allies in the battle to â€Å"police, teach, control and civilise boys† (Epstein et al., 1998). It is incumbent on schools therefore to have high expectations for boys and to have mechanisms for transmitting this information to the students and developing high expectations. They must also have a focus on not using girls a pseudo teachers, allowing them to develop an appropriate role in the classroom in the context of their peers. Perceptions of Boys and Girls: In studies of primary schools differences have been shown in the ways in which teachers perceived boys and girls. Girls have traditionally been viewed as co operative and conscientious workers with boys being viewed as dominant, demanding but rewarding to teach. Boys have traditionally been viewed as requiring more effort to teach but at the same time having more ability (Skelton and Francis, 2003, p.8). Boys and Underachievement: Changes in educational policy in recent years can lead to boys feeling devalued because, in the early years, especially, they find themselves in a world of learning lacking in masculine figures. Research has also shown that girls have a lack of confidence, even when performing well in comparison with boys (Gray and McLellan, 2006, p.653). The challenge is therefore to re-engage boys in the learning process through appropriate activities and motivation and to develop greater degrees of self esteem in girls. The extraordinary academic progress of girls in recent years has been associated with two features; girls’ continuing advantage in English and their improvement in mathematics and science (Arnot et al., 1999, p.16). As noted above, Gilligan has presented evidence that boys and girls may react to their environment in different ways, but what causes concern for teachers and educators is that maths and science have traditionally been male domains, which now boys are not performing as well in as they have done in the past. Gipps and Murphy expand on this point by suggesting that this should be borne in mind by those who set and mark test papers in order to take into account the different approaches students may adopt when answering questions (Gipps and Murphy, 1994). Schools must give consideration to the strategies being employed to facilitate boys’ learning. Research carried out by Daniels et al. in the context of special education suggests that girls give each other a great deal of help and support, not something often seen in boys. They speculate that this may have at least three important consequences: It can help reduce the amount of extra support required by girls from their teachers as they are getting a lot of this from their peers; The support is likely to be appropriate because the peers know exactly what type of ‘scaffold’ is needed to facilitate learning; The person giving the support can consolidate their own learning by giving support and teaching someone else. (Daniels et al., 1996). Girls have also been shown to give considerable help and attention to boys, helping them by providing equipment and helping them with their homework (Thorne, 1993), reiterating the idea of girls acting as pseudo teachers in the class. Although there is a lot of individual variation amongst males and females, male students of all ages tend to dominate discussions, to make more direct and directive comments to their partners and generally to adopt more ‘executive’ roles in problem solving (Mercer, 2001, p.196). Working with Boys in the Classroom: While girls have been perceived as being hard working in the class, it has been argued that peer group pressure among boys makes it difficult for them to slot into this role. Popularity among ones peers and working hard at school can be seen as mutually incompatible and may result in boys being bullied or excluded from friendship groups (Frosh et al., 2002). The issue in respect of how boys behave in the classroom has been a further area of controversy with arguments ranging from boys being treated less favourably than girls through to boys causing disruption to a degree that hampers learning for other children, but there is evidence to suggest that, regardless of the nature of the interaction, whether positive or negative, teachers do engage more with boys than they do with girls (La France, 1991). Some of the reasoning behind boys underachievement has been questioned. Biddulph, (1998, cited in MacNaughton, 2006, p.140) has suggested that while boys are often accused of not listening in class, the reality is that they suffer from growing spurts that have an adverse affect on their ear canals. MacNaughton questions the fact that if this is the case for boys, then surely the same must be true for girls (MacNaughton, 2006, p.141), suggesting that the physiological explanations do not provide an adequate explanation. There has been a great deal of concern for many years about boys’ behaviour in schools, having been expressed as early as 1930 by Brerton who commented â€Å"Many girls will work at a subject they dislike. No healthy boy ever does!† (Brerton, 1930, p.95). A major factor that has come to light in a great deal of the research concerning boy’s disaffection with school is that fact that it is multifaceted in its nature, with gender being only one of a number of factors. Bob Connell is among a number of researchers who ahs pointed this out writing, â€Å"The making of masculinities in schools is far from the simple learning of norms. It is a process of multiple pathways, shaped by class and ethnicity, producing diverse outcomes.† (Connell, 2000, p.164). Research presented by Marland suggested that teachers treated boys and girls differently and in doing so amplified society’s stereotypes (Marland, 1983). Research in gender and education has highlighted the negative consequences of the construction of masculinity for many boys in education, with many boys coming into conflict with teachers and other authorities (Skelton, 2001). Some theorists have suggested that this could be addressed by having greater concentrations of male teachers in schools. Thornton and Bricheno have countered this, presenting evidence that greater concentrations of male teachers actually leads to poorer discipline in schools (Thornton and Bricheno, 2002, cited in Skelton and Francis, 2003, p.7). Assessing Children’s Perceptions: As with all other teaching and learning that goes on in the school setting, schools must begin the development of the equal opportunity policy in respect of gender by ascertaining the views that the children have, addressing misconceptions, planning what they want to achieve and developing a programme to facilitate this. Skelton suggests that in order to do this the school should begin by asking the following four questions: What images of masculinity and femininity are the children bringing with them into school and what types are they acting out in the classroom and playground? What are the dominant images of masculinity and femininity that the school itself reflects to the children and are these what the school wishes to present? What kinds of role model does the school want and expect of its teachers? What kinds of initiatives/strategies/projects should teachers be undertaking with children to question gender categories? (Skelton, 2001). A Europe wide study carried out by Smith and Gorard revealed that boys in several European countries in general felt that they were treated less favourably than girls but the feelings were strongest among boys in the United Kingdom (Smith and Gorard, 2002, cited in Myhill and Jones, 2006, p.102). This is a finding that is echoed throughout the research literature (Wing, 1999; Francis, 2000). Gender and Mathematics: Recent decades have seen a shift in emphasis from the focus on girls’ underachievement in mathematics, towards generic ideas concerning mathematics and gender. Research has been carried out by the Girls and Mathematics Unit (Lucey et al., 2003, p.55) has proposed that the characteristics of an ideal mathematics learner is a child who is active, keen to explore and investigate new challenges, ideas central to constructivist theories of learning where learners build on what they know already to assimilate new concepts. It has been argued that these are in fact characteristics more often associated with boys, rather then being gender neutral, suggesting that the ideal child is, in fact an ideal boy (Adams and Walderdine, 1986). Concerns in respect of a general decline in mathematics led to the adoption of a National Numeracy Strategy. Research has suggested that girls like to work in an investigative way, keen to learn about new things rather than just getting the correct answer, skills that are fostered by the move towards an approach which focuses on learning about learning and developing strategies for developing mathematical skills and explanations. Clark argues that boys and girls have different ways of exerting their power in the classroom, boys using direct methods such as dominating the classroom dynamics and interacting to a greater degree with the teacher, while girls employ more subtle methods for asserting themselves through working hard and being co operative (Clark 1990), which in turn helps their attainment (Walden and Walkerdine, 1986, p.125), a consequence of their spending more time directly on task. Lucey at al. suggest, that in the context of whole class teaching, in order for all children to experience success, teachers need to avoid lessons becoming an arena for confident children. They argue that a better use of lesson time is to allow children to work at their own pace, in group or pair contexts, where pupils are allowed to develop their own skills, explore a variety of strategies, and at the same time, develop confidence and self esteem. Gender and Literacy: As mentioned above, girls have been performing better than boys in respect of literacy, giving it a central role in the debate about gender and schooling in recent years. Boys’ underachievement in this area has been well documented. In her book Differently Literate, Millard proposed reasons for this, citing one of the main ones as the fact that bots and girls have interests in different aspects of literacy. She argued that boys were largely discriminated against in the school setting where many of the texts available are not related to boys’ interests. The National Literacy Strategy was introduced in 1998, one of the main ideas of which was critical literacy, an idea that texts do not stand alone, but that they are socially constructed making them useful in developing critical literacy skills in respect of gender roles (Marsh, 2003, p. 73). The fact that gender roles are embedded in many of these texts provides opportunities for the challenge of stereotypes by children. This is essential in developing the understanding necessary for overcoming them. Gender and Science: The 1990s saw science become one of the success stories in the primary curriculum, following a number of attempts to reduce sex specific behaviours in science and technology. The research concerning children’s perceptions in science has been mixed. Drawing a scientist has been employed as way of ascertaining children’s perceptions. Some studies have shown that children have developed less gendered ideas about scientists and therefore science while other research has suggested that children’s attitudes have not really changed very much (Reiss, 2003, p.82). The nature of science and its subject matter has been the subject of debate in the gender context. While single and mixed sex groupings have both been shown to be effective in teaching and learning in science in some respects, what has been identified as more important is the teacher’s attitudes in respect of gender equity, preferably in the context of a whole school approach to gender issues in science. It is important to facilitate the development of diverse ideas with respect to scientific concepts and to have assessment systems which are fair. Addressing the Issues: Head states the implication of gender research for teachers is that if girls and boys: â€Å"prefer different learning procedures then teachers should be flexible in their choice of teaching and assessment methods. But these gender differences are not absolute, there is considerable overlap between the two sexes and considerable variation within one group. A flexible approach to pedagogy should therefore be of general benefit to the school population.† (Head, 1996, p.68). It has been recognised that children work hard to demonstrate their gender identity, not being easily swayed by alternative images (Francis, 1998). Schools do have a responsibility to ensure that they have a policy on sex discrimination, and must ensure that it is being properly implemented. In the light of the evidence presented by Francis (above) and others, it is not sufficient for teachers to present alternative views for children. The approach must be more proactive with children being given opportunities to actively challenge stereotypical views that they may hold. The role of the teacher in facilitating gender awareness and equality in the classroom cannot be overestimated. Teachers should avoid using stereo typical language pertaining to gender, should use reading and teaching materials which can be interrogated in respect of gender, and should foster attitudes pertaining to equal opportunities and inclusion in the classroom. Skelton and Francis suggest that this can be achieved in the primary classroom through an active challenge of gender stereotypes, including the following activities: Teachers should ensure that they are involved in a full range of activities in the classroom, paying particular attention that they are not avoiding areas in the classroom traditionally associated with the opposite sex, such as male teachers avoiding the home corner and female teachers avoiding the construction toys; Children should be presented with a range of play and learning activities in which they can be encouraged to challenge gender stereotypes; Teachers should take opportunities, as and when they arise, to discuss issues pertaining to gender, through the use of appropriate materials; When boys or girls are dominating particular play areas or activities, that can be challenged through the use of circle time or class discussion. The teacher can play a role in challenging behaviour through the use of open ended questioning such as â€Å"can boys and girls play together with blocks, do you think that of you worked together you could make something better than you can on your own?† In this way the teacher can be encouraging children to be reflective about their roles in the class and in society generally; Teachers need to help children in the development of skills with which they may not normally associate themselves. (Skelton and Francis, 2003, p.17-18). Conclusion: The growing body of literature on masculinities and femininities in education has advanced our understandings of the complex ways in which boys and girls construct and negotiate their identities within schools (Jackson, 2006, p.xiv). Research supports the view that pupils take up various positions with respect to attitudes to schooling but, while identifying the existence of clearly gendered pupil types, it challenges the simplistic notions about how boys and girls may differ (Gray and McLellan, 2006, p.654). Many of the practices recommended in schools’ equal opportunities policies to redress gender inequalities have done little, if anything, to change the way in which boyhood and girlhood is perceived and judged by adults as well as acted out by children in the primary classroom (Francis and Skelton, 2003, p.13). Research has demonstrated that, despite their improved achievement, many facets of girls’ educational experience remain negatively affected by the masculine values and expectations reflected in educational institutions (Francis and Skelton, 2001, p.3). Evidence that has been presented in respect of girls outstripping boys in terms of school achievement has not gone unchallenged, with Gorard et al. suggesting that data presented masks the fact that exam performance has increased for both boys and girls on a yearly basis, and the statistical information has, in any case, been misinterpreted (Gorard et al., 1999). The boys’ underachievement debate has been cri ticised because of the narrow parameters of the argument where it has been suggested that all boys, irrespective of social class, ethnicity and so on are underachieving (Francis and Skelton, 2001, p.165). It is essential that schools develop policies which take a holistic view of inclusion and equal opportunities in respect of gender. These must be implemented and their success evaluated, and efforts made to re-engage boys in the education process. References: Adams, C. and Walkerdine, V. (1986) Investigating Gender in the Primary School. London: ILEA. Alsop, S. and Hicks, K. (2001) Teaching Science: A Handbook for Primary and Secondary School Teachers. London: Kogan Page. Arnot, M., David, M. and Weiner, G. (1999) Closing the Gender Gap. Cambridge: Polity Press. Arnot, M. and Gubb, J. (2001) Adding value to boys’ and girls’ education. A gender and achievement project in West Sussex. Chichester: West Sussex County Council. Brerton, C. (1930) Modern Language in Day and Evening Schools. London: University of London. Brooker, L. (2002) Starting School: Young Children Learning Cultures. Buckingham: Open University Press. Clark, M. (1990)The Great Gender divide: Gender in the Primary School. Melbourne: Curriculum Corporation. Connell, B. (2000) The Men and the Boys. Cambridge: Polity Press. Daniels, H., Hey, V., Leonard, D. and Smith, M. (1996) Gender and Special Needs Provision in Mainstream Schools. ESRC Report no. R000235059. Epstein, D., Elwood, J., Hey, V. and Maw, J. (1998) Failing Boys? Issues in Gender and Achievement. Buckingham: Open University Press. Francis, B. (2006) The Nature of Gender in C. Skelton, B. Francis, and L. Smulyan, (2006) The SAGE Handbook of Gender and Education. London: Sage. Francis, B. (2000) Boys, Girls and Achievement: Addressing the Classroom Issues. London: RoutledgeFalmer. Francis, B. (1998) Power Plays. Stoke-on-Trent: Trentham Books. Francis, B. and Skelton, C. (Eds)(2001) Investigating Gender: Contemporary Perspectives in Education. Buckingham: Open University Press. Frosh, S., Phoenix, A. and Patman, R. (2002) Young Masculinities. Basingstoke: Palgrove. Gilligan, C. (1982) In a Different Voice. Cambridge, MA: Harvard University Press. Gipps, C. and Murphy, P. (1994) A Fair Test? Assessment, Achievement and Equity. Buckingham: Open University Press. Gorard, S., Rees, G. and Salisbury, J. (1999) Reappraising the apparent underachievement of boys at school. Gender and Education, 11, 4, 391-400. Gray, J. and McLellan, R. (2006) A matter of attitude? Developing a profile of boys’ and girls’ responses to primary schooling. Gender and Education, 18, 6, 651-672. Gregory, R. (1969) A Shorter Textbook of Human Development. Maidenhead: McGraw-Hill. Gurian, M. (2002) Boys and Girls Learn Differently! San Francisco, CA: Jossey Bass. Head, J. (1996) Gender identity and cognitive style in P. Murphy and C.Gipps (Eds) Equity in the Classroom: Towards an Effective Pedagogy for Girls and Boys. London: Falmer Publishing. Jackson, C. (2006) Lads and Ladettes in Schools. Oxford: Oxford University Press. LaFrance, M. (1991) School for scandal: differential experiences for females and males. Gender and Education, 3, 1, 3-13. Leonard, D. (2006) Single-Sex Schooling in C. Skelton, B. Francis and L. Smulyan, (Eds)(2006) The SAGE Handbook of Gender and Education. London: Sage. Lucey, H., Brown., Denvir, H., Askew,M. and Rhodes, V. (2003) Girls and boys in the primary maths classroom in C. Skelton and B. Francis (Eds) Boys and Girls in the Primary Classroom. Buckingham: Open University Press. Mac an Ghaill, M. (1994) The Making of Men: Masculinities, Sexualities and Schooling. Buckingham: Open University Press. MacGilchrist, B., Myers, K. and Reed, J. (2006) The Intelligent School. London: Sage Publications. MacNaughton, G. (2006) Constructing gender in the early years education in C. Skelton, B. Francis and L. Smulyan, (Eds)(2006) The SAGE Handbook of Gender and Education. London: Sage. Marsh, M. (2003) Superhero stories: Literacy, gender and popular culture in C. Skelton and B. Francis (Eds) Boys and Girls in the Primary Classroom. Buckingham: Open University Press. Mercer, N. (2001) Talking and working together in J. Wearmouth (Ed) Special Educational Provision in the Context of Inclusion. London: David Fulton Publishers. Millard, E. (1997) Differently Literate: Boys, Girls and the Schooling of Literacy. London: Falmer Press. Myhill, D. and Jones, S. (2006) â€Å"She doesn’t shot at no girls†: pupils’ perceptions of gender equity in the classroom. Cambridge Journal of Education, 39, 1, 99-113. Myhill, D. (2002) Bad boys and good girls? Patterns of interaction and response in whole class teaching. British Educational Research Journal, 28, 3, 339-352. Reiss, M. (2003) Gender equity in primary science in C. Skelton and B. Francis (Eds) Boys and Girls in the Primary Classroom. Buckingham: Open University Press. Rose, S. (2001) Escaping evolutionary psychology in H. Rose and S. Rose (Eds) Alas Poor Darwin: Arguments Against Evolutionary Psychology. London: Vintage. Scott, W. (2003) Making meaningful connections in early learning in J. Fisher (Ed) The Foundations of Learning. Buckingham: Open University Press. Skelton, C. (2001) Schooling the Boys: Masculinities and Primary Education. Buckingham: Open University Press. Skelton, C. and Francis, B. (2003) Boys and Girls in the Primary Classroom. Buckingham: Open University Press. Skelton, C., Francis, B. and Smulyan, L. (2006) The SAGE Handbook of Gender and Education. London: Sage. Thorne, B. (1993) Gender Play: Girls and Boys in School. Buckingham: Open University Press. Walden, R. and Walkerdine, V. (1986) Characteristics. Views and relationships in the classroomin L.Burton (Ed) Girl

Psychoanalytic Criticism Essay -- Psychology Freud Psychological Paper

Psychoanalytic Criticism Introduction The psychoanalyst Sigmund Freud spent much of his life exploring the workings of the unconscious. Freud's work has influenced society in ways which we take for granted. When we speak of Freudian slips or look for hidden causes behind irrational behavior, we are using aspects of Freudian analysis. Many literary critics have also adopted Freud's various theories and methods. In order to define Freudian literary criticism, we will examine how various critics approach Freud's work. We will pay special attention to issues of creativity , author psychology , and psycho-biography . Creativity and neurosis Many of us may be familiar with the notion that creativity is intertwined with repression and pain. We may look at the paintings of Van Gogh as a recording of his descent into madness. Both the literary critic Lionel Trilling and Freud have written on the connection between the unconscious and artistic production. In The Liberal Imagination, Trilling writes of the "mechanisms by which art makes its effects" (53). Trilling suggests that these "mechanisms" make the thoughts of the unconscious more acceptable to the conscious, and he refers to "mechanisms" such as the "condensations of meanings and the displacement of accent" (53). The processes of "condensation" and "displacement" are both described by Freud in The Interpretation of Dreams: thoughts and images in dreams may have more than one meaning, Freud says, and one thought or image may be transferred onto another one, possibly because the mind finds the second thought or image more acceptable than the first one. Freud labels the former process "condensation" and the latter one "displacement." Freud devised these terms for hi... ... by the roles and portrayals of women in society. Works Cited Freud, Sigmund. The Interpretation of Dreams. Ed. and trans. James Strachey. New York: Basic Books, 1965. Irigaray, Luce. "Another 'Cause'--Castration." Feminisms. Ed. Robyn R. Warhol and Diane Price Herndl. New Brunswick: Rutgers Univ. Press, 1991. 404-12. Frederick, Karl. "Introduction to the Danse Macabre: Conrad's Heart of Darkness." Heart of Darkness: A Case Study in Contemporary Criticism. Ed. Ross C. Murfin. New York: St. Martin's Press, 1989. 123-138. Murfin, Ross C. "Psychoanalytic Criticism and Heart of Darkness." Heart of Darkness: A Case Study in Contemporary Criticism. Ed. Ross C. Murfin. New York: St. Martin's Press, 1989. 113- 123. Trilling, Lionel. The Liberal Imagination. New York: Viking, 1950. Wilson, Edmund. The Wound and the Bow. New York: Oxford UP, 1947.

Luxor Cosmetics Executive Summary Essay

Question 1 2008Variable manufacturing cost as a percentage of selling price Product(Variable manufacturing cost/WSP Production)Mark up Lipstick16.8/2180%(21/16.8)-125% Nail polish10.5/1570%(15/10.5)-143% Creams2.8/5.650%(5.6/2.8)-1100% 2010 Product Lipstick15.3/1885%(18/15.3)-118% Nail polish9.3/11.680%(11.6/9.3)-125% Creams3.3/6.650%(6.6/3.3)+1100% *Note that these calculations are done for goods produced in the year in question Question 2 (cost of goods manufactured in 2008/ sales value for units produced in 2008) * ending inventory 2008 (16.8/21) * 11.5 9.748million Question 3 Luxor uses a FIFO inventory system, so the inventory that is sold first actually may come from prior years. Because of this, goods that are sold in each year need to be separated into goods produced in that year and goods produced in prior years. This is necessary to do because the percentage of the COGS that is variable is slightly different from year to year. 2009 Cost of Goods Sold: 6.3M from inventory on hand at beginning of year (produced in 2008 under FIFO) 2.3M from inventory produced in 2009  2010 Cost of Goods Sold:  8.2M from inventory on hand at beginning of year (produced in 2009 under FIFO) 0.3M from inventory produced in 2010  We now must determine the percentage of COGS that is variable for goods produced in 2008, 2009 and 2010: 2008 10.5M/(10.5M+0.7M) =93.75% 2009 9.8M/(9.8M+0.7M) = 93.333333% 2010 9.3M/(9.3M+0.6M) =93.939393% We now apply these percentages to the COGS for 2009 and 2010 to determine the total variable cost for each year. 2009 Variable COGS = (6.3M * .9375) + (2.3M * .93333333) = $8.0529M 2010 Variable COGS = (8.2M * .93333333) + (0.3M * .9393939393) = $7.9352M Assuming the variable manufacturing cost per unit was the same in 2009 and 2010, a higher variable cost of goods sold means that more units were sold. Since the variable COGS in 2009 is higher in 2009 than it is in 2010, we can conclude that the sales volume of nail polish decreased in 2010. Question 4 Let x = Break Even SalesF = Marketing & Promotion + General Administration + Interest + Fixed Manufacturing Costs Let F = Total Fixed CostsF = 3.4 + 1.3 + 1.8 + 1 Let V = Variable Costs Per Dollar of Sales7.5 V is easily estimated by (COGS-Fixed Costs) /Sales There is a small amount of fixed costs in COGS which means that it is not strictly variable, but for our purposes that makes a very small, immaterial difference and the question only requires an approximation. V = (27.7-1)/33.5 0.7970 x = F + Vx x = 7.5 + 0.7970x 0.2030x = 7.5 x = 36.95 Break even sales are approximately $36.95 Million Question 5 Let x = Break Even SalesF = Marketing & Promotion + General Administration + Interest Let F = Total Fixed CostsF = 3.3 + 1.3 + 1.1 + 1 Let V = COGS Per Dollar of Sales6.7 Again, V is easily estimated by COGS/Sales There is a small amount of fixed costs in COGS which means that it is not strictly variable, but for our purposes that makes a very small, immaterial difference and the question only requires an approximation. V = (27.7-1)/33.5 0.7970 x = 33.00 x = F + Vx x = 6.7 + 0.7970x 0.2030x = 6.7 The new breakeven sales for 2012 would be approximately 33.00, given that 2012 is approximately similar to 2011. The firm is more likely to breakeven than the previous year if they can keep their sales constant and do not produce more than they can sell. Although with current trends of sales over the past few years, it could be estimated that breakeven is not likely. With the current trends sales could be estimated somewhere around 32 million, in which case the firm would not breakeven in 2012. Question 6 Inventory Schedule – 2011 Budget InventoryLipstickNail PolishCreams Inventory (12/31 2010 Actual)15.011.41.2 Planned Production * 19.013.08.0 Goods Available for Sale34.024.49.2 Budgeted Sales19.013.08.0 Ending Inventory (12/31/2011 Budget)15.011.41.2 * Planned production is to produce the same amount as the planned sales, as per sales manager Budgeted Cost of Goods Manufactured and Sold – 2011 Budget Variable Manufacturing Cost (Budget)0.90.90.6 17.911.74.4 Fixed Manufacturing Cost (Budget)0.80.60.6 Cost of Goods Manufactured18.712.35.0 Inventory (12/31/2010 Actual) 13.69.60.7 Goods Available for Sale32.321.95.7 Inventory (12/31/2011 Budget)0.90.90.6 14.110.40.7 Budgeted Cost of Goods Sold 18.211.45.1 MARGINS1.01.11.6 0.00.10.6 Variable Manufacturing Cost – First, find the factor of Variable Manufacturing cost to planned production, less fixed manufacturing cost i.e. – 6.8/(8.0-.0.8) = 0.9 (From Exhibit 2) Inventory – Find the factor of budgeted ending inventory cost to budget inventory value i.e. – 6.6/7.0 = 0.9 (from Exhibit 2) Margins – (Budgeted Sales/Budgeted Cost of Goods Sold) – 1 i.e. – (19.0/18.2) – 1 = 1.0 (rounded) Income Statement – 2011 BudgetCash Flow – 2011 Budget Sales40.0Cash Receipts From Customers40.0 Cost of Goods Sold34.7 Gross Margin5.3Cash disbursements Marketing & Promotion3.6Variable Manufacturing34.1 General Administration1.3Fixed Manufacturing1.0 Interest1.8Marketing and Promotion3.6 Pretax Income-1.4General Administration1.3 Interest1.8 Pro-Forma Year-End Balance Sheet – 2011 BudgetTotal Disbursements41.8 Assets Cash0.0Beginning Cash5.5 Miscellaneous Current Assets3.0+ Receipts40.0 Inventory0.0- Disbursements41.8 Property & Equipment11.2- Loan Repayment10.0 Goodwill9.3Ending Cash (Budgeted)-6.3 Total Assets23.5 Equities Bank Loan16.3 Miscellaneous Current Liabilities4.0 Common Stock12.5 Retained Earnings *9.7 Total Equities42.5 * The Retained Earnings are 9.7 in this budget, which is adjusted from the previous budget to account for an additional $0.7 M loss i.e. – 10.4 – 0.7 = 9.7 Question 7 Through the implementation of the suggested changes in allocation, more of the fixed costs will be allocated to the cream products because this product line has the highest margin (as shown in the budgeted Cost of Goods Manufactured above), even though creams have the lowest total sales value. This will lead to more of the fixed costs being incorporated into the Cost of Goods sold, and not into the ending inventory numbers, therefore decreasing pre-tax income even further. Allocating the fixed costs in this manner would not affect the Cash Flow Statement in any way, as the fixed costs would still lead to a cash disbursement of an equal value regardless of which product line they are allocated to. Question 8 Luxor Cosmetics is a company that is stuck in a dying market because most of their customers that buy the lipstick and nail polish are women aged 45 to 75 who are in the lower income group. As that group gets older and older they have less need for cosmetics so they buy less and less. The sales will continue to drop and we will get less and less profitable. A way to combat this is to reposition ourselves in the market. We need to find a way to get ourselves into a better market that is more eager to buy cosmetics. One way of doing this would be to start targeting a new demographic of women who will buy our products. We could also avoid the non-wholesale market because that way we would get bigger orders and be able to budget better. However if we do this we will have to consider the possibility that we will have to lower our prices and we will have less profits in the end but we will have more sales. We should reinvest in the company that we purchased in the 1990s. We had a product t hat we were going to aim at teenagers but we abandoned the company due to the dotcom crash; we should look at getting that company running. We should reinvest in the company that we abandoned because the market has recovered now. We would get a brand new customer base and we could have increased sales. Plus we already own the company and it does no benefit to us just sitting on the books not generating any profits. It is an environmentally friendly product and environmentally friendly products are becoming more and more popular today. We could make the company seem very socially responsible and that would build us a better reputation and may make our sales in our existing company increase substantially. The goodwill that is on the books today was acquired when we bought the environmentally friendly company in the 1990’s and yet we have not revalued it since then. The asset impairment test should be done on goodwill to see how much of the goodwill exists anymore. It is possible that the asset of goodwill should not exist on the books for Luxor at all anymore. And it is just making our financial statements misleading for investors. If we adjust this properly we will have a more realistic picture of our company as it stands now. This way we will not have misleading financial statements anymore. There are a few ethical issues in the case. The first is that there is pressure for the numbers to be fudged, but as a  professional accountant that cannot be done. We do not want to make the statements misleading so that the bank is coaxed into giving us a loan that we cannot afford. We cannot fudge the statements to meet our needs because someone would figure it out and we would not get away with it and overall it is highly unethical. The other is following the policy that is set in place for how to account for certain things. If our inventory is not usable anymore we should not be keeping it on the books hoping it will make us look better. This is not appropriate and should be written off and adjusted for the fact that it is now obsolete.

The Reasons Why You Need to Study Global Business

The Reasons Why You Need to Study Global Business Global business is a term used to describe both international trade and the act of a company doing business in more than one area (i.e. country) of the world. Some examples of well-known global businesses include Google, Apple, and eBay. All of these companies were founded in America, but have since expanded to other areas of the world. In academics, global business encompasses the study of international business. Students learn how to think about business in a global context, meaning that they learn about everything from different cultures to the management of multinational businesses and expansion into international territory. Reasons to Study Global Business There are lots of different reasons to study global business, but there is one primary reason that stands out among all of the others: business has become globalized. Economies and marketplaces around the world are interconnected and more interdependent than ever before. Thanks, in part, to the internet, the transfer of capital, goods, and services knows almost no boundaries. Even the smallest companies are shipping goods from one country to another. This level of integration requires professionals who are knowledgeable about multiple cultures and able to apply this knowledge to selling products and promoting services around the world. Ways to Study Global Business The most obvious way to study global business is through a global business education program at a college, university, or business school. There are a number of academic institutions that offer programs focused specifically on global leadership and international business and management. It is also becoming more common for degree programs to offer global business experiences as part of the curriculum even for students who are majoring in something like accounting or marketing rather than international business. These experiences may be known as global business, experiential, or study abroad experiences. For example, University of Virginias Darden School of Business provides MBA students with the opportunity to take a 1 to 2 week themed course that combines structured classes with visits to government agencies, businesses, and cultural sites. International internships or training programs can also provide a unique way to immerse yourself in global business. The Anheuser-Busch company, for example, offers a 10-month Global Management Trainee Program that is designed to immerse bachelor degree holders in global business and allow them to learn from the inside out. Top-Notch Global Business Programs There are literally hundreds of business schools that offer global business programs. If you are studying at the graduate level, and youre interested in attending a top-tier program, you may want to start your search for the perfect school with this list of high-ranking programs with global experiences: Stanford Graduate School of Business - At Stanford, every MBA student is required to participate in global experiences to increase their knowledge of international business and management. While participating in the schools Global Management Immersion Experience (GMIX), students live and work in another country and learn about global business through complete immersion.Harvard Business School - Harvard curriculum combines the case method with the field method. Part of the field method involves global intelligence, which requires students to gain real-world experience by developing a new product or service for one of Harvards global partner organizations.Kellogg School of Management at Northwest University - Kelloggs global MBA curriculum requires students to partner with other international students to gain an understanding of international markets and develop market-based growth strategies for international organizations.

Character analyses essay on emma bovary, in the story Madame Bovary.

Character analyses essay on emma bovary, in the story Madame Bovary. Emma BovaryEmma Bovary is the heroine of the book Madame Bovary. Emma story begins off as a young girl and the daughter of Monsieur Rouault a farmer in the town of Les Bertaux. In her earlier age, Emma, was in the convent with Ursuline nuns. Emma had received a fine education, she learned dancing, geography, drawing, needlework and a little piano. Emma is implied to be an extremely pretty girl, having very white almond shaped fingernails. Her skin has a rosy color over her cheek bones. Emma's hands were a little pale and also had rough knuckles. Emma has brown eyes but seems black because of her long eyelashes. Emma's lips were full and her hair was fine and black; her hair was pulled down from the center that followed the curve of her skull. Emma early in the story marries a man named Charles Bovary in search of a passionate and romantic life in which she wants to get married "at midnight, by torchlight" (1102).Franà §ais : Illustration de Charles Là ©andre pour ...In the beginnin g, the reader sees Emma as a young and innocent girl who "blushing crimson" (1097) at Charles seems like a very lovely and beautiful person. This is because the reader sees Emma through the eyes of Charles, and later after she marries Charles the reader soon realizes that her character is different than what is expected because now we see the true Emma in the narrator's point of view. Emma dreams of the rich, and lavish fantasy world and realizes the reality of her own in which the conflicts between the two cause chaos in her life. Emma is a person who is so engulfed in reading love stories and romance novels, that she does not appreciate the reality of her own life and family.Emma finds the reality of...

Analyze a Sociological Issue Assignment Example | Topics and Well Written Essays - 1750 words

Analyze a Sociological Issue - Assignment Example can Culture: How Prejudice and Discrimination Have Colored Culture) The South African governments were controlled by the white people till Nelson Mandela successfully led the agitations against them and dethroned their ruling and became the first elected president of South Africa in 1994. Till then the black South African people were victims of discrimination and prejudices even thought they were the largest community in South Africa. Coloureds are a mix of Black Africans and (British) Whites. They are so named because of the apartheid regime, as a way a labeling them; however, since then they have developed their own distinct culture. They reside mostly in the Northern and Western Cape. About 80% speak Afrikaans and 20% speak English. (South African Culture: How Prejudice and Discrimination Have Colored Culture) The colored people are a mixed race with its ancestors belongs to Europe, Indonesia, India, Madagascar, Malaya, Mozambique, and Mauritius like countries. The South African society were divided four main racial groups during the apartheid era; Blacks, Whites, Coloureds and Indians. Based on the color of the people the political rights were also varied among these groups. The whites enjoyed supremacy in every field of life like political cultural and religious things. Even the people from the same religion experienced discrimination because of their skin color. Earlier the political rights of the coloreds were similar to that of the whites though their rights to earn income and property were limited by the law. Prejudice is the positive or negative evaluation of a social group and its members. It differs from stereotyping in that the emphasis with prejudice focuses more on emotional than cognitive factors. Prejudice is largely an attitude. (Prejudice and discrimination) Historical, cultural, and socio-economic factors all contribute to prejudice. In South Africa, the minority white people controlled the entire process of ruling of the country. They have