Social Psychiatry and Psychiatric Epidemiology †Free Samples

Question: Examine about the Social Psychiatry and Psychiatric Epidemiology. Answer: Intrtoduction: This paper puts accentuation on the three parts of how mental issue are seen by the average folks, by their own and by the clinicians. Biogenetic portrayals are identified with demonizing perspective of the general public. Notwithstanding, the discoveries from the co-social just as the trial assessments proposes that biogenetics portrayals really partner to diminish the propensity to censure the people with mental disarranges for their own issues yet a growing inclination to see them as compromising and erratic. The blended endowments model has been portrayed which accentuation for the most part on the clarification of biogenetics and further branches to attribution of wildness and mental essentialism. Attribution of wildness was further clarifying the lessened fault and then again, mental essentialism clarifies want for social separation, prognostic cynicism and saw hazardousness for the intellectually disarranged. Along these lines on the off chance that the confinements are to be thought of, at that point it very well may be said that nobody can divert their back from confronting the symptoms of the biogenetic viewpoint to the psychopathology. What should be possible is to battle essentialist misinterpretations of neuroscience and mental hereditary qualities that can lead an approach to isolate the biogenetic depictions and the current disfavor. Finally, the unsuitable impacts of the biogenetic clarifications can be changed by basically teaching the general public on bioscience. To dispose of the pessimistic generalizations that the general public has for the individuals with emotional well-being issues both the particular results of biogenetic and psychosocial portrayals of mental manifestations are surveyed in this article. It was in New Zealand that the negative discernments were that are found somewhere else are reproduced here. In any case, it has been seen that the wellbeing experts of Australia are increasingly negative towards the intellectually sick then the regular open. Destigmatization crusades attempts to cause the general population to follow that individuals experiencing seriously troublesome mental issues are sick similarly as the person who is enduring with some ailment. The chose test for this specific investigation is undergrad science understudies from a college of New Zealand. Be that as it may, two surveys for every member were made before hand and they were made to watch a video where an intellectually hostility portray their indicatio ns. Not long when this video the members need to fill this survey, which will gauge their demeanor towards the intellectually debilitated. All things were scored so that the higher the quantity of score the portrayal of the negative demeanor will likewise be higher. Be that as it may, this investigation guarantees that New Zealand as scarcely any different Nationalities keep certain negative perspectives for the intellectually sick. In this article, it has been discovered that the shame identified with the dysfunctional behaviors deters the treatment utilized and this may additionally decline the effectively extensive social just as mental weight that has been forced by side effects of psychological instability. Despite the fact that there has been a tremendous rehashed endeavors that has been taken to diminish the disgrace of psychological instabilities, along these lines the negative demeanor has been proceeded or have intensify the cases over the most recent ten years of time. Surveys on this subject in the past has just evaluated that various legendary impediments are there that are seen as hosing the advancement in this circle. From this article, there are sure extra issues that are identified with costly shame diminishing viewpoints, heterogeneous foundations and excessively restricted inquiries identified with this examination has been talked about in a careful way. Notwithstanding, here are sure proposal s that are accommodated again centering this circle of work by broadening the inquiries identified with this exploration, starting obvious builds and by including certain desert yet significant examination from the populaces. The result of this article further tends to the calculated difficulties in the exploration of dysfunctional behavior shame that can assist with ad libbing the goals and in a superior manner serve the individuals experiencing mental anguish. The motivation behind this article it has been expected that the biogenetic arbitrary models can normally ad lib the open perspectives towards the people experiencing psychological sicknesses. It anyway analyzes that attributions of biogenetics are related decidedly with the grasping of those people who are enduring by these sorts of scatters. For this specific theme, there has been a review in the populace that was directed in two major urban areas of Germany. The respondents were offered with a portrayal of youthful females who are experiencing anorexia nervosa or bulimia nervosa that has been trailed by a full-sorted out meeting that remembers the inquiries for easygoing attributions, the enthusiastic responses of the members and the desire for social separation. The outcome further expresses that attribution to the genetic components shows barely any relationship with mentalities in regards to people who goes with the indications of dietary problem. Further expressing that the me mbers who are supporting cerebrum infections as a starting point that is tended more to grasp those distressed that are liable for the conditions. In any case, the members were seen as progressively inclined to negative feelings and have a more grounded preference for social separation. In this way, the thought has not been bolstered that biogenetic easygoing models of dietary issues to diminish the disgrace yet rather it can build the danger of involving it. References Angermeyer, M. C., Mnich, E., Daubmann, A., Herich, L., Wegscheider, K., Kofahl, C., von dem Knesebeck, O. (2013). Biogenetic clarifications and open acknowledgment of individuals with eating disorders.Social psychiatry and mental epidemiology,48(10), 1667-1673. Casados, A. T. (2017). Diminishing the Stigma of Mental Illness: Current Approaches and Future Directions.Clinical Psychology: Science and Practice. Haslam, N., Kvaale, E. P. (2015).Biogenetic clarifications of mental issue: The blended endowments model.Current Directions in Psychological Science,24(5), 399-404. Walker, I., Read, J. (2002).The differential adequacy of psychosocial and biogenetic causal clarifications in diminishing contrary perspectives toward mental illness.Psychiatry: Interpersonal and Biological Processes,65(4), 313-325.

Arthur Miller’s play ‘A View From The Bridge’ Essay

An engaging element of Arthur Miller’s play ‘A View From The Bridge’ is the author’s effective making of a world inside the play. Examine how Miller enlivens the universe of the late 1940’s Italian-American people group in Red Hook New York. Statement generously from the content to help your conversation. Arthur Miller was conceived on seventeenth October 1915 in New York. Both of his folks were Sicilian settlers searching for work and a superior life in North America. With guardians effectively engaged with garments produce, the family was entirely agreeable. He was blessed enough to have the option to go to Michigan University in 1934, which empowered him to accomplish his lifetime aspiration of turning into an effective play-compose. After graduation he worked during the Time World War in an all-Italian boat fitting business. This was the place he got his experience of the wealth of Sicilian life, joined with the Italian-American people group in New York. Miller’s first play The Man Who Had All The Luck was a disappointment, however All My Sons, written in 1947 was an extraordinary accomplishment just like his two after plays, Death of a Salesman and The Crucible. Following on from these A View from the Bridge was written in 1956, and was first performed at the Comedy Theater in London. The narrative of Rodolpho, Catherine, Eddie and Marco gets its underlying foundations from the late 1940’s, where the author’s interests lay in the lives and networks of the dockworkers and longshoremen of New York’s Brooklyn Harbor. Mill operator started conversing with a legal counselor about a specific case including two illicit workers. His observation was this was an existence of peril and riddle. A couple of years after the fact, Miller visited Sicily, and during his stay on this island he discovered his motivation for the play, and for the world around which it develops. Alluding back to the title of the piece, Arthur Miller has made a genuine feeling of a world inside the play. He has done this in three key manners. Right off the bat the feeling of family and network. The peruser feels that the firmly pressed network, similar to they are for the most part siblings, however this can so effectively be convoluted and bonds broken. Following on from that, we read about an Italian-American people group, where network laws and Government laws struggle. We see this is a different network, a partitioned world, with its own laws, its own convictions and its own way of life. At long last, between the different characters, the language utilized is various. The various accents unequivocally mirror the Sicilian foundation which brought back the Italian roots into the American people group in New York during the late 1940’s.

A Student, A Professor, An Alum

A Student, A Professor, An Alum Today, three very cool articles about MIT people. First, an article about Dheera 06 MEng 07, who, um, upgraded his door lock. Next, US News World Report profiled 20 people as Americas Top Leaders, including Prof. Eric Lander, who teaches Introductory Biology. Finally, USA Today does a cool piece on Helen Greiner 89 SM 90, founder of iRobot, and her path to success. MIT student hacks his dorm room door lock Dheera Venkatraman, a crafty MIT student, has just completed the latest iteration in a series of upgrades to his dorm room door lock. Now because MITs administration doesnt like it if you hack the door locks or the strike plates, Dheera needed an innovative way to enter his own room without using a key. Hes gone through a series of various door-opening mechanisms over the last couple of years our favorite one required scanning a barcode on a box of EZ Mac to gain entry but hes finally settled on the simplest design, a computer-less setup that involves a microcontroller, a motor, and a PS/2 (waterproof) keyboard. (Hes got a much more technical explanation, including a circuit diagram and drivers on his website, in case your SO / parents / kids also have rules about messing with your house). Were now taking bets on how long it takes his MIT classmates to crack his password. Americas Best Leaders: ERIC LANDER Science Across the Borders The Eric Lander-led Human Genome Project learned more about human beings than anyone thought possible. Lander accomplished that feat by tapping into what he already knew about humans, like how to make them collaborate. Now, at the new Broad Institute in Cambridge, Mass., hes trying to learn even more. Eric Landers name is familiar to anyone who has kept an eye on scientific breakthroughs of the past decade or so: As a member of the Whitehead Institute for Biomedical Research, he played a key role in steering the Human Genome Project to completion. Heading up the Broad Institute of Harvard and MIT, hes got a hand in most of the things that are possible now that the human genome is sequenced. The challenge for biology, he says, is no less than to reveal the molecular basis of human disease. His to do list includes discovering the mechanisms of cancer, decoding the signals that cells use to communicate, and laying bare the sources of genetic variation. Hes equally enthusiastic about developing the technology and techniques needed to do that work. But Lander is not one of those researchers more comfortable dealing with lab rats than people. His multifaceted background (he was trained in mathematics and taught economics before going into biology) helps him talk across scientific borders and steer notoriously individualistic scientists to work together. With his easy metaphors, he can get even lay audiences excited about concepts that otherwise would sail over their heads. Co-founder of iRobot was told thats too science-fiction When Helen Greiner saw Star Wars as a child, she was captivated by the 1977 films legendary robot, R2D2, but disillusioned to learn the droid was actually animated by a tiny man inside. So Greiner set about making her own robots. Today, her company, iRobot, produces the award-winning Roomba, the first automatic vacuum, as well as a suite of military robots that dispose of bombs and clear caves in war zones such as Afghanistan and Iraq. But coaxing venture capitalists to shell out millions for a kids science-fiction fantasy wasnt easy. After earning a masters in computer science from the Massachusetts Institute of Technology in 1990, Greiner founded iRobot with a classmate, Colin Angle, and an MIT professor, Rodney Brooks. To pay for research, the start-up sold robots to colleges, research labs and government agencies for eight years. By the late 1990s, the company needed venture money as it had designed prototype military robots and was developing automatic cleaning devices. Although robots were common in factories, none were going out on their own into unstructured environments, says Greiner, 38, who is company chairman and was responsible for pitching the idea to venture capital firms. Although the company rounded up $15 million from 1998 to 2002, Greiner had to approach dozens of firms. I was turned down by most of the major VCs in the country, she says. One guy said to me, Thats too science-fiction.' You can read the entire articles here: MIT student hacks his dorm room door lock: Engadget Americas Best Leaders: Science Across the Borders: US News World Report Co-founder of iRobot was told thats too science-fiction: USA Today

The Evaluation of the Foreign Currency Regimes Utilised by Hong Kong, China and Malaysia Free Essay Example, 3000 words

The Malaysian Ringgit has recently become a managed float after removing its peg to the US Dollar in July 2005. It will now be trade-weighted to a basket of currencies (Economist Intelligence Unit 2005). Malaysia made this move the same day that China un-pegged its currency since then the ringgit has appreciated (Arnold 2005). Malaysia uses a currency basket that is made up of its major trading partners, most of which are in the Asian region. The central bank feels that this will help to keep their currency stable in the world market. This requires constant monitoring by the bank to ensure that the currency maintains its value. The system employed is similar to that of China where a currency board at the central bank monitors the rate. Indonesia has had 3 different exchange rate policies over the course of the last 30 years. From 1970-1978 they operated on a fixed exchange rate policy, then switched over to a managed float in 1978 and finally since 1999 have been operating on a free -floating exchange rate system (Bank Indonesia, 2006). Since they have implemented a free-floating system the value of the Rupiah is determined by the market. We will write a custom essay sample on The Evaluation of the Foreign Currency Regimes Utilised by Hong Kong, China and Malaysia or any topic specifically for you Only $17.96 $11.86/page However, there are strengths and weaknesses associated with using this kind of exchange rate system. The main strengths associated with this system are that a country is not necessarily affected by the problems of other countries; examples include unemployment and inflation (Madura 2006, 176-177).

Literary Analysis Of Persimmons - 1341 Words

A bildungsroman is a story showing the evolution of a character from an innocent childhood to a greater understanding of life that comes with adulthood. In Li-Young Lee’s poem, Persimmons, he tells the story of the speaker in an episodic manner to convey how the chapters of life are intertwined and the impact they all have on one another. This is a free verse poem and lends itself to the assumption of being autobiographical. It begins with the speaker in sixth grade being lectured by his teacher for not knowing the difference between â€Å"persimmon† and â€Å"precision.† It sharply transitions into discussing the art of eating a persimmon. The poem then flashes forward to a more mature memory where we are introduced to a euphemistic portrayal of†¦show more content†¦This is clear in that a disproportionate amount of his poems from the Rose collection as well as The Winged Seed: A Remembrance collection drew from these two categories of his life. While it is uncertain when exactly Li-Young Lee wrote this poem, it can be deducted that it was written sometime in the early eighties or late seventies. The exact date cannot be confirmed since it was published along with many of his other works in Rose, which was published in 1986. This year was full of tragedy with the Challenger explosion on live TV and the Chernobyl Nuclear Power Plant explosion. The years leading up to 1986 and following it were full of rising political tensions between the Soviet Union and the United States. Amidst all this darkness, Lee takes the time to reflect upon his own life and the simple pleasures within it, focusing on the individual human experience as opposed to societies faults. The initial analysis of the poem begins with investigation of the title, Persimmons. The poem gives an informational description about how to eat a persimmon in second half of the first stanza, so from this it is inferred that a persimmon is a fruit that is delicate and has savory meat on the inside. Also the speaker tells the story of when he was a kid in class and his teacher brought in a persimmon and he refused toShow MoreRelatedEssay about African American Male Feminist2019 Words   |  9 Pagesthe importance, relevance and substance of what it is to be not only a successful male feminist but a universally accepted male feminist, I will first lay the foundation of what a feminist is from the ground up. In this paper I will construct an analysis of African American male feminist thought using pieces of literature such as Fredrick Douglass’s â€Å"The Rights of Women†, Alexander Crummell’s â€Å"The Black Woman of the South: Her Neglects Her Needs† and Langston Hughes’s â€Å"Madam Poems† along with someRead MoreConfucianism in Journey to the West31834 Words   |  128 PagesUniversity of Leiden 14 June 2012 Department: Language and Culture of China Course: Visual Political Communication (BA3) Semester: Summer Semester 2011/2012 Lecturer: Florian Schneider Journey to the West A Textual-Visual Discourse Analysis Name: Stefan Ruijsch (Student No. 0620203) Major: Chinese Studies, BA 3 E-mail: s.ruijsch@umail.leidenuniv.nl Phone: 06-48369645 Address: Vrijheidslaan 256, 2321 DP Leiden Word Count: 9,387 Table of Contents pageRead MoreInternal Revenue Code 1939278050 Words   |  1113 Pagesarrangement of the same, and, therefore, no inference, implication or presumption of legislative construction shall be drawn or made by reason of the location or grouping of any particular section or provision or portion thereof, nor shall any outline, analysis, cross reference, or descriptive matter relating to the contents of said Title be given any legal effect. SEC. 7. EFFECT UPON SUBSEQUENT LEGISLATION.—The enactment of this act shall not repeal nor affect any act of Congress passed since the 2d day

Mayan Calendar Free Essays

The Mayan Calendar is a manifold system of time-tracking developed by the Mayan civilization of Mesoamerica. The calendar was developed using several different mechanisms of tracking time according to the astronomic or mythic events. The Mayans had many different â€Å"calendars† by the time of the ancient civilizations of Central and South America, however, the Mayan Calendar was to be considered the most accelerate. We will write a custom essay sample on Mayan Calendar or any similar topic only for you Order Now It is known as a clear indication of the educated significance in Mayan culture. There are three different types of dating systems used in conjunction with the Mayan Calendar. The Long Count, The Tzolkin, and the Haab. The Long Count calendar identifies a date by counting the number of days from the Mayan creation date. Long count days were tallied in a modified 20-base scheme. For periods that are meant to be longer than 52 years the Long Count Calendar was used. There is no evidence that the Long Count Calendar is meant to be repeating. This type of calendar can be found carved on Mayan Monuments. The Tzolkin calendar is the sacred moon calendar for the Mayans. The calendar consists of 20 day signs combined with 13 numbers. The 13 numbers tell how many days it takes for the moon to go from new to full and another 13 from full to new. The 260 day calendar is believed to be tied to the woman’s birth cycle. The Tzolkin calendar has also been used for agricultural planning in determining the length of time between planting crops and harvesting. Tzolkin calendar was considered to be the most important of the calendar systems. The Haab calendar is comprised of 18 months of 20 days each. It is preceded by five extra days known as Uayeb thus giving the years length of 365 days. Uayeb was considered to be â€Å"the unlucky period†. The persons born on these days were â€Å"doomed to a miserable life†. The days in of the month used in Haab were numbered 0 to 19 rather than 1 to 20. The use of the 0th day has significance due to the fact that it is believed Mayan’s discovered the number zero centuries before it was discovered in Europe or Asia. The years of the Haab calendar are not counted. The system of the Mayan calendar ended with the fall of the Mayan civilization. The majority of the remaining knowledge of it was destroyed by he Spanish during the overthrow. It wasn’t until the 1990’s that archeologists discovered more extensive knowledge of the Mayan civilization regarding the calendrical system. The Mayans were believed to be skilled mathematicians and astronomers far beyond their time. They had a firm understanding of modular arithmetic. In conclusion, for us the Mayan calendar is a glimpse into the ancient world and how they viewed astronomy, time and dates. The ramification of the Mayan calendar tells experts a substantial amount about their culture or way of life. Due to the Long Count calendar the Mayans believed they would be around for many years. Though pre-Columbian Mesoamerica remains concealed in conundrum, we continuously unveil discoveries and artifacts throughout the years. The discoveries lead us to more knowledgeable understanding of the Mayan calendar. It is considered to be a precious piece of information. Many archeologists and anthropologists proclaim that it is worth the study and pursuit. It is viewed as an open door into a buried history that experts still valiantly try to understand. www. webexhibits. org www. mayancountdown. net How to cite Mayan Calendar, Essay examples

Winners Mindset free essay sample

When my father first told me that he had signed up to be a soccer coach, I was not surprised. He had religiously attended all of my games, even sacrificing his work time. Saturday mornings were always the same in my house, the family gathered around the television in the family room and watching the English Premier League soccer games. But now he could be in the game, instead of shouting at the television when something went wrong. This was more than a dream, as my dad had one functioning leg, and had not played sports in years. With my passionate interest in soccer, I made a point to attend the first practice, to help coach with my dad. After playing name games and meeting everyone, I knew our team was destined to succeed.During our first game, I helped the girls warm up in the bitter cold by leading stretches and making some jokes to lessen their nerves. We will write a custom essay sample on Winners Mindset or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Since I was currently playing goalie for my high school varsity soccer team, I took a special interest in our young goalkeeper. She was decent for her age, and she hoped to be a highschool goalkeeper. At the time I was the varsity keeper for our school. Therefore we never ran out of topics to discuss. I told her everything I knew about the high school team, something that I wish someone had told me. Coming into a high school team without any knowledge, I was met with a harsh, unfair coach with a very niche strategy. Only until my junior year did I really feel like a part of the team.My dad and I were overjoyed to hear that our team would be participating in the championship. The night of the game, my dad was equipped with his lucky hat and was in â€Å"super serious coach mode† as our family had joked. At the half, the game was tied at 0-0, and tensions were high. I noticed that our team was struggling to score, which was unusual. In response, my dad made a lineup change to see if we could spark some offense. His change seemed to have allowed us to win. When the final whistle blew, for the first time ever, I witnessed my dad jump in the air with a huge smile on his face. The kids swarmed him, excited for their trophies and bragging rights at school.As we lined up to thank the officials, our team’s goalkeeper tapped me on the shoulder. â€Å"I can’t wait to play in highschool† she told me, â€Å"I want to be just like you.† I smiled and repeated the same words my dad said to me when I first became a goalkeeper, â€Å"you can do anything you set your mind to.†

The Whole Language Approach To Learning

The Whole Language Approach To Learning There are a lot of specific methods and approaches to teaching. There is no one particular method affirmed by all the teachers, therefore the vast majority of ideas exists. The differences in perception of the ways for teaching lead to the presence of various methods to learning.Advertising We will write a custom essay sample on The Whole Language Approach To Learning specifically for you for only $16.05 $11/page Learn More The Whole Language ideology is a particular method for teaching which deserves attention due to its peculiarity. The main purpose of this discussion is to consider the problem of the Whole Language in detail, referring to the system of reading as the particular method for helping students understand the nature of language as a whole. Considering the approach under discussion, it may be stated that it is based on the idea that the language is a whole and it should be taught as a whole. Traditional system of teaching presupposes division of the learning procedure into several segments which are given to children separately. The peculiarity of the Whole Language approach is that students are offered knowledge into one specific approach which combines necessary items that help students obtain necessary knowledge (Çekià § 223). The whole language approach is based on a number of particular principles which help many students learn languages as a system of knowledge. Thus, the main principles of the whole language instructions are as follows, (1) the lessons are run from the whole to the pieces, (2) lessons are learner-oriented, (3) the lessons are meaningful and purposeful for students, (4) students are involved into social interaction, (5) simultaneous development of receptive and generative competencies is observed, (6) in case a foreign language is taught, native language should be used for instruction, and (7) â€Å"teachers should help second language learners decrease their affective filters† (Adunyarit tigun n.p.). Much research has been conducted in the sphere of whole language study system and the results are rather impressive. Those who were offered this particular system made remarkable process in their education. Therefore, Ahmed is sure that writing skills are developed better if this complex system is used. Many scholars point at the fact that students express interest in studying foreign languages if this particular approach is implemented. One of the main problems in learning a foreign language is the inability to use this language.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Students are to study different aspects of language and after these boring exercises students may be able to talk. The whole language approach states that students will have an opportunity to become interested in language earlier before they will be able to talk (Schwarzer and Luke 87). Theme studies, pr ocess writing and literature-based breading combine the whole language approach. It means that performing a particular task students are involved several processes which help them learn information faster and better (Lamme and Beckett n.p.). Having considered the main idea of the whole language approach to the education, it is possible to point at the advantages and disadvantages of this system. As it has already been mentioned, the difference between the traditional education and teaching children with the help of the whole language may perfectly underline the pros and cons for using the whole languages. First of all, it should be stated that while writing students just see the graphical correspondence of the letters, while reading aloud they do not involve thinking and creativity and while thinking and answering the question students are unable to apply their writing skills. The whole language approach is the only educational instruction which is ready to combine all of these comp etences. This is one of the main values of the system and the reasons why it is better from the traditional one (LeDoux n.p.). One of the main disadvantages of the whole language approach is the absence of the sufficient explicit phonics instruction. Being apparently new system which is not involved largely, many teachers do not want to be bothered with the innovation. However, referring to Schwarzer and Luke’s point of view in the relation to the whole language systems implementation, the following principles should be considered.Advertising We will write a custom essay sample on The Whole Language Approach To Learning specifically for you for only $16.05 $11/page Learn More Language arts should be integrated, â€Å"language is not an end in itself, but a means to an end† (Schwarzer and Luke 95), students should take part in literacy events and be circled with authentic print, students learn new information by doing a complex of activities an d they are personally responsible for the knowledge they will obtain. Assessment is an inevitable part of the whole language system (Schwarzer and Luke 95). Additionally, traditional system of education is based on teaching students literacy and language. The Whole Language approach is much broader in this concept as depending on the books accepted for reading, students are taught social justice and other particular notions. Using the whole language approach, students are taught â€Å"a range of social and cultural practices which assist students to question the truth of texts, to ask different questions about texts, and indeed to seek out conflicting texts† (Taylor and Otinsky 71). Ethical and moral issues should be met while implementing the whole language approach (Taylor 106). Therefore, it may be concluded that the choice of the books for reading should be appropriate. To help teachers understand what kind of books should be used, this list of the books for reading for t he sixth grade should be checked. The selection of the books for reading is based on the principles of the whole language learning approach and the peculiarity of teaching students. It is important to remember that the support of speech, language and communication are the central goals for teaching students at the sixth grade and the use of the whole language approach may be an ideal method (Leyden, Stackhouse and Szczerbinski 207; Jones n.p.).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The following list of books is provided with the purpose to inform teachers which books should be covered in the program. The choice of the books is based on their usefulness in the whole language approach. Therefore, the following sources should be considered: The Golden Dream of Carlo Chuchio by Lloyd Alexander, No Castles Here by A. C. E. Bauer, Getting to first base with Danalda Chase by Matt Beam, My name is Henry Bibb: a story of slavery and freedom by Afua Cooper, The Million Dollar Putt by Dan Gutman, A Taste for Red by Lewis Harris, The Genie Scheme by Kimberly K. Jones, Lost Time by Susan Maupin Schmid Its Only Temporary by Sally Warne Closed for the Season by Mary Downing Hahn. These books should be read by the sixth grade students as the part of their whole language approach as there is much to discuss in these novels and stories. Adunyarittigun, Dumrong. Whole language: A whole new world for ESL programs. (1993): ERIC. Web. Ahmed, Abdelhamid Mohamed Abdelhamid. The E ffect of using the whole language approach on developing some composition writing skills in English for experimental secondary students In Egypt. Online Submission (2006): ERIC. Web. Çekià §, Ahmet. The basis and applications of the whole language approach to ELT. Educational Sciences Series 62.1A (2010): 223-229. Print. Jones, Jeffrey M. Learning to read and whole language ideology. Web. Lamme, Linda Leonard and Cecilia Beckett. (1992). â€Å"Whole language in an elementary school library media center.† ERIC Digest. Web. LeDoux, Amanda. Investigating the implementation of whole language: Strengths and weaknesses. Online Submission (2007). ERIC. Web. Leyden, Jenny, Stackhouse, Joy and Marcin Szczerbinski. Implementing a whole school approach to support speech, language and communication: Perceptions of key staff. Child Language Teaching and Therapy 27.2 (2011): 203-222. Schwarzer, David and Chris Luke. Inquiry cycles in a whole language foreign language class: some theor etical and practical insights. Texas Papers In Foreign Language Education 6.1 (2001): 83-99. Taylor, Monica, and Gennifer Otinsky. Becoming whole language teachers and social justice agents: Pre-service teachers inquire with sixth graders. International Journal of Progressive Education 3.2 (2007): 68-82. Taylor, Monica. Whole language teaching, whole-hearted practice: looking back, looking forward. New York: Peter Lang, 2007.

Best Summary and Analysis The Great Gatsby, Chapter 6

Best Summary and Analysis The Great Gatsby, Chapter 6 SAT / ACT Prep Online Guides and Tips Chapter 6 of The Great Gasbyis a major turning point in the novel:after themagical happiness of Gatsby and Daisy's reunion ins Chapter 5, we start too see the cracks that will unravel the whole story. Possibly because of this shift in tone from buildup to letdown, this chapter underwent substantial rewrites late in the editing process, meaning Fitzgerald worked really hard to get it just right because of how key this part of the book is. So read on to see how it all starts to fall apart in our full The Great Gatsby Chapter 6 summary. Gatsby and Daisy each try to integrate into the other one’s life, and both attempts go terribly. Gatsby can’t hang with the upper crust because he doesn’t understand how to behave despite his years crewing a millionaire’s yacht, and Daisy is repulsed by the vulgar rabble at Gatsby’s latest party. Recipe for eventual disaster? Absolutely. Quick Note on Our Citations Our citation format in this guide is (chapter.paragraph). We're using this system since there are many editions of Gatsby, so using page numbers would only work for students with our copy of the book. To find a quotation we cite via chapter and paragraph in your book, you can either eyeball it (Paragraph 1-50: beginning of chapter; 50-100: middle of chapter; 100-on: end of chapter), or use the search function if you're using an online or eReader version of the text. The Great Gatsby: Chapter 6Summary A reporter shows up to interview Gatsby. He is becoming well known enough (and there are enough rumors swirling around him) to become newsworthy. The rumors are now even crazier: that he is involved with a liquor pipeline to Canada, that his mansion is actually a boat. The narrative suddenly shifts timeframes, and future book-writingNick interrupts the storyto give us some new background details about Gatsby. Jay Gatsby’s real name is James Gatz. His parents were failed farmers. He is an entirely self-made man, so ambitious and convinced of his own success that he transformed himself into his version of the perfect man: Jay Gatsby. Before any of his eventual social and financial success, he spent his nights fantasizing about his future. James Gatz met Dan Cody, a copper and silver mine millionaire, on Cody’s yacht on Lake Superior. Cody seemed glamorous, and Cody liked Gatz enough to hire him as a kind of jack-of-all-trades for five years. They sailed around, indulged Cody’s alcoholism, and Gatz learned how to be Jay Gatsby. Cody tried to leave him money in his will, but an estranged wife claimed it instead.Nick tells us that Gatsby told him all of these details later, but he wants to dispel the crazy rumors. The narrative flips back to the summer of 1922. After a few weeks of trying to make nice with Jordan’s aunt (who controls her money and directs her life), Nick returns to Gatsby’s house. Tom Buchanan and an East Egg couple who has met Gatsby before stop by while horseback riding. It’s unclear why – for a quick drink maybe?Tom has no idea who Gatsby is, but Gatsby goes out of his way to remind him that they met ata restaurant a few weeks ago (in Chapter 4), and to tell him that he knows Daisy. Gatsby invites them to stay for supper. The lady of the couple disingenuously invites him over to her dinner party instead. Gatsby agrees. Nick follows the guests out and overhears Tom complaining that Gatsby has clearly misread the social cues – the woman wasn’t really inviting him for real, and in any case, Gatsby doesn’t have a horse to ride. Tom also wonders how on earth Daisy could have met Gatsby.The three leave without Gatsby, despite the fact that he accepted the invitation to go with them. The next Saturday, Tom comes with Daisy to Gatsby’s party.Nick notes that with them there, the party suddenly seems oppressive and unpleasant. Gatsby takes them around and shows them the various celebrities and movie stars that are there. Tom and especially Daisy are somewhat star-struck, but it’s clear that to them this party is like a freak show – where they are coming to stare at the circus, and where they are above what they are looking at. Gatsby and Daisy dance and talk. Tom makes see-through excuses to pursue other women at the party. Daisy is clearly miserable. While Gatsby takes a phone call, Daisy and Nick sit at a table of drunk people squabbling about their drunkenness.Daisy is clearly grossed out by the party and the people there. When the Buchanans are leaving, Tom guesses that Gatsby is a bootlegger, since where else could his money be coming from? Daisy tries to stick up for Gatsby, saying that most of the guests are just party crashers that he is too polite to turn away. Nick tells Tom that Gatsby’s money comes from a chain of drug stores. Daisy seems reluctant to go, worried that some magical party guest will sweep Gatsby off his feet while she’s not there. Later that night, Gatsby worries that Daisy didn’t like the party. His worry makes him tell Nick his ultimate desire: Gatsby would like to recreatethe past heand Daisy had together fiveyears ago.Gatsby is an absolutist about Daisy: he wants her to say that she never loved Tom, to erase her emotional history with him (and with their daughter, probably!). Nick doesn't think that this is possible. Gatsbytells Nicksabout the magical past that hewants to recreate. It was encapsulated in the moment of Gatsby and Daisy’s first kiss. As soon as Gatsby kissed Daisy, all of his fantasies about himself and his future fixated solely on her. Hearing this description of Gatsby’s love, Nick is close to remembering some related phrase or song, but he can’t quite reach the memory. The intense, overly romantic way Gatsby describes his first kiss with Daisy is a solid clue into his over-idealization of her as almost a fairy tale figure of perfection. It’s totally fair to expect her to live up to that, right? Key Chapter 6 Quotes The truth was that Jay Gatsby, of West Egg, Long Island, sprang from his Platonic conception of himself. He was a son of Goda phrase which, if it means anything, means just thatand he must be about His Father's Business, the service of a vast, vulgar and meretricious beauty. (6.7) Here is the clearest connection of Gatsby and the ideal of the independent, individualistic, self-made man – the ultimate symbol of the American Dream. It’s telling that in describing Gatsby this way, Nick also links him to other ideas of perfection. First, he references Plato’s philosophical construct of the ideal form – a completely inaccessible perfect object that exists outside of our real existence. Second, Nick references various Biblical luminaries like Adam and Jesus who are called â€Å"son of God† in the New Testament – again, linking Gatsby to mythic and larger than life beings who are far removed from lived experience. Gatsby’s self-mythologizing is in this way part of a grander tradition of myth-making. Tom was evidently perturbed at Daisy's running around alone, for on the following Saturday night he came with her to Gatsby's party. Perhaps his presence gave the evening its peculiar quality of oppressivenessit stands out in my memory from Gatsby's other parties that summer. There were the same people, or at least the same sort of people, the same profusion of champagne, the same many-colored, many-keyed commotion, but I felt an unpleasantness in the air, a pervading harshness that hadn't been there before. Or perhaps I had merely grown used to it, grown to accept West Egg as a world complete in itself, with its own standards and its own great figures, second to nothing because it had no consciousness of being so, and now I was looking at it again, through Daisy's eyes. It is invariably saddening to look through new eyes at things upon which you have expended your own powers of adjustment. (6.60) What for Nick had been a center of excitement, celebrity, and luxuryis now suddenly a depressing spectacle. It’s interesting that partly this is because Daisy and Tom are in some sense invaders – their presence disturbs the enclosed world of West Egg because it reminds Nick of West Egg’s lower social standing. It’s also key to see that having Tom and Daisy there makes Nick self-aware of the psychic work he has had to do to â€Å"adjust† to the vulgarity and different â€Å"standards† of behavior he’s been around. Remember that he entered the novel on a social footing similar to that of Tom and Daisy. Now he’s suddenly reminded that by hanging around with Gatsby, he has debased himself. But the rest offended herand inarguably, because it wasn't a gesture but an emotion. She was appalled by West Egg, this unprecedented "place" that Broadway had begotten upon a Long Island fishing villageappalled by its raw vigor that chafed under the old euphemisms and by the too obtrusive fate that herded its inhabitants along a short cut from nothing to nothing. She saw something awful in the very simplicity she failed to understand. (6.96) Just as earlier we were treated to Jordan as a narrator stand-in, now we have a new set of eyes through which to view the story – Daisy’s. Her snobbery is deeply ingrained, and she doesn’t do anything to hide it or overcome it (unlike Nick, for example). Like Jordan, Daisy is judgmental and critical. Unlike Jordan, Daisy expresses this through â€Å"emotion† rather than cynical mockery. Either way, what Daisydoesn’t like is that the nouveau riche haven’t learned to hide their wealth under a veneer of gentility – full of the â€Å"raw vigor† that has very recently gotten them to this station in life, they are too obviously materialistic. Their â€Å"simplicity† is their single-minded devotion to money and status, which in her mind makes the journey from birth to death (â€Å"from nothing to nothing†) meaningless. He wanted nothing less of Daisy than that she should go to Tom and say: "I never loved you." (6.125) Hang on to this piece of information – it will be important later. This is really symptomatic of Gatsby’s absolutist feelings towards Daisy. It’s not enough for her to leave Tom. Instead, Gatsby expects Daisyto repudiate herentire relationship with Tom in order to show that she has always been just as monomaniacally obsessed with him as he has been with her. The problem is that this robs her of her humanity and personhood – she is not exactly like him, and it’s unhealthy that he demands for her to be an identical reflection of his mindset. "I wouldn't ask too much of her," I ventured. "You can't repeat the past." "Can't repeat the past?" he cried incredulously. "Why of course you can!" He looked around him wildly, as if the past were lurking here in the shadow of his house, just out of reach of his hand. "I'm going to fix everything just the way it was before," he said, nodding determinedly. "She'll see." He talked a lot about the past and I gathered that he wanted to recover something, some idea of himself perhaps, that had gone into loving Daisy. His life had been confused and disordered since then, but if he could once return to a certain starting place and go over it all slowly, he could find out what that thing was. . . (6.128-132) This is one of the most famous quotations from the novel. Gatsby’s blind faith in his ability to recreate some quasi-fictional past that he’s been dwelling on for five years is both a tribute to his romantic and idealistic nature (the thing that Nick eventually decides makes him â€Å"great†) and a clear indication that he just might be a completely delusional fantasist. So far in his life, everything that he’s fantasized about when he first imagined himself as Jay Gatsby has come true. But in that transformation, Gatsby now feels like he has lost a fundamental piece of himself – the thing he â€Å"wanted to recover.† Through all he said, even through his appalling sentimentality, I was reminded of somethingan elusive rhythm, a fragment of lost words, that I had heard somewhere a long time ago. For a moment a phrase tried to take shape in my mouth and my lips parted like a dumb man's, as though there was more struggling upon them than a wisp of startled air. But they made no sound and what I had almost remembered was uncommunicable forever. (6.135) Just as Gatsby is searching for an unrecoverable piece of himself, so Nick also has a moment of wanting to connect with something that seems familiar but is out of reach. In a nice bit of subtle snobbery, Nick dismisses Gatsby’s description of his love for Daisy as treacly nonsense (â€Å"appalling sentimentality†), but finds his own attempt to remember a snippet of a love song or poem as a mystically tragic bit of disconnection. This gives us a quick glimpse into Nick the character - a pragmatic man who is quick to judge others (much quicker than his self-assessment as an objective observer would have us believe) and who is far more self-centered than he realizes. Just what is Nick’s missing â€Å"fragment†? Is there an emotional part of him that is fundamentally lacking? Chapter 6 Analysis Let's work to connect this chapter to the largerstrands of meaning in the novel as a whole. Overarching Themes The American Dream. It’s not a coincidence that in the same chapter where we learn about James Gatz’s rebirth as Jay Gatsby, we see several other versions of the same kind of ambition that propelled him: A reporter on the make follows a hunch that Gatsby might turn out to be a story. Nick spends weeks courting the aunt that controls Jordan’s life and money. And in the deep background of the party, a movie star’s producer tries to take their relationship from a professional to a personal level. Everyone in the world of the novel is out to climb higher, to get more, to reach further. Plus, we see the people at the very top of the social hierarchy (Tom and Daisy) repeatedly look down their noses at this social climbing and generally act petty and miserable - which creates that sense that even for those at the top, happiness and fulfillment are elusive. Motifs: Alcohol. Despite his idolizing of Dan Cody, Gatsby learns from his mentor’s alcoholism to stay away from drinking – this is why, to this day, he doesn’t participate in his own parties. For him, alcohol is a tool for making money and displaying his wealth and standing. Society and Class. A very awkward encounter between a couple of West Egg, Tom, and Gatsby highlights the disparity between West Egg money and East Egg money. To Nick, the East Eggers are fundamentally different and mostly terrible: For fun, they ride horses, while Gatsby’s main vehicle is a car. They issue invitations that they hope will get declined, while Gatsby not only welcomes them into his home, but allows people to crash his parties and stay in his house indefinitely. They accept hospitality without so much as a thank you, while Gatsby feels such a sense of gratitude that his thanks are overwhelming (for example, when he offers to go into business with Nick when Nick agreed to ask Daisy to tea). This also demonstrates the fundamental inability to read people and situations correctly that plagues Gatsby throughout the novel - he can never quite learn how to behave and react correctly. Immutability of Identity. However far Gatsby has come from the 17-year-old James Gatz, his only way of hanging on to a coherent sense of self has been to fixate on his love for Daisy. Now that he has reached the pinnacle of realizing all his fantasies, Gatsby wants to recapture that past self – the one Daisy was in love with. Love, Desire, Relationships.No real life relationship could ever live up to Gatsby’s unrealistic, stylized, ultra-romantic, and absolutist conception of love in general, and his love of Daisy, in particular. Not only that, but he demands nothing less of Daisy as well. His condition for her to be with him is to entirely disavow Tom and any feelings she may have ever had for him. It’s this aspect of their affair that is used to defend Daisyfrom the generally negative attitude most readers have towards her character. Daisy Buchanan's Motivations. Daisy’s reaction to Gatsby’s party is fascinating - especially if we think that Gatsby has been trying to be the â€Å"gold-hatted bouncing lover†for her. She is appalled by the empty, meaningless circus of luxury, snobbishly disgusted by the vulgarity of the people, and worried that Gatsby could be attracted to someone else there. Daisyenjoyed being alone in his mansion with him, but the more he displays what he has attained, the more she is repelled. The gold-hatted routine simply won’t work with her when the Gatsby she fell in love with was an idealistic dreamer who was overwhelmed by simply kissing her - not the seen-it-all keeper of a menagerie of celebrities and weirdos. Listen, you either love the circus, or you hate the circus - but the circus is what you’re getting with Gatsby. Crucial Character Beats We find out Gatsby’s real origin story! He was born James Gatz and created a whole new persona for the future successful version of himself. When he was 17, Gatsby met a millionaire named Dan Cody, who taught him how to actually be Jay Gatsby. Tom and Gatsby exchange words for the first time (they met once for a hot second in Chapter 3, but didn’t speak)! They meet by coincidence when Tom’s friends bring him to Gatsby’s house in the middle of a horseback ride. Tom and Daisy come to one of Gatsby’s parties, where Daisy is disgusted by the vulgar excess and Tom goes off to womanize. Gatsby and Nick discuss the possibility of recreating the past, which Gatsby is apparently trying to do in order to be with Daisy. Gatsby thinks that reliving the past is definitely a completely real thing that normal people are able to do. What’s Next? Compare the description of this downer of a party with the much more fun-sounding one in Chapter 3, and think about what changes when the party is seen through Daisy’s eyes rather than Nick and Jordan’s. Check outthe novel’s timelineto get thehang of what happens when inthis chapter’s flashback. Evaluate the Tom and Gatsby face to face matchup by contrasting these two seemingly opposite characters. Move on to the summary of Chapter 7, or revisit the summary of Chapter 5. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

What do you think are some of the most important events of the 20th Assignment

What do you think are some of the most important events of the 20th century that have changed the shape of human development, and why - Assignment Example This later culminated to the development of Microsoft in the year 1996. Computer invention has played significant roles in the development of humans in a number of ways. Computers have facilitated information discovery and enhanced communication. The First World War took place between 1914 and 1918 while the Second World War took place between 1939 and 1945. These two wars presented the biggest military conflicts in the history of humans. Additionally, great military alliances involving different groups of countries were formed during this time. The First World War pitied the allied powers against the central powers. Apparently, the Allied powers include France, Britain, Japan and Russia while the central powers were Germany, turkey, Bulgaria and Austria-Hungary. Conversely, the Second World War was the most heinous given the genocide against the people of Jewish orientation orchestrated by the Nazis. These two wars provided perfect opportunities for humanity to invent and display their weapons. The Second World War will be specifically be remembered because of the atomic bomb Hiroshima atomic bomb dropped in Japan by the United States (United Nations / Development Pro, 1996, p. 31). Although there have been several inventions before, the invention of the internet has had the most significant revolutions in communication and information like never before. Apparently, the internet has provided widespread information infrastructure based on its initial prototype. Its contribution to human development transcends through all the sectors of the society. The internet provides communication throughout the society by making use of online computer tools for the electronic commerce accomplishment. It also contributes to acquisition of information and several other operations within the community (United Nations / Development Pro, 1996, p. 46). The atomic bomb was the product of the invention of Otto Frisch and Professor Rudolph Peierls from the University

Carriage trade medicine case Study Example | Topics and Well Written Essays - 500 words

Carriage trade medicine - Case Study Example The solution of her problem lies either with the Government sponsored health care programme or the HMO package since both the plans are much cheaper than the other plans, therefore, she can afford it and pay it easily. It transpired from the above contents that the scope of health care facilities in the USA is limited and it varies from segment to segment of the income group. The decision making process is limited. Answer: After a thorough study of available health care options, she come close to engage one out of the doctors Smith, Jones, Williams and Connors in line with the criterion mentioned at Table-A. In spite of that she could not decide which option she should adopt best suited for her health care. The reason being she developed her mind to allocate 100 points as per the criteria at cited table but could get only 45 points out of it. She can have HMO affiliation or state owned health care facilities being cheaper as compared to the other available options. In fact, she wanted to have two things a) best medical facilities b) best doctors to treat her. The mentioned two can be available provided her wallet size permits her to do so which is not possible due to her low income. In my opinion she should go for state sponsored medical facilities. She considered and reconsidered the options available which includes free health care state plan wherein all contributions covered by the state, contrary to that HMO required monthly contribution from Charlotte, Plan ‘A’ requires monthly contribution 32.75 USD and Plan ‘B’ requires 41.05 USD. After a thorough study of the available health care options, she comes close to Plan ‘B’. In spite of that she could not decide which option she should adopt best suited to her health care. Answer: Yes, Charlotte should opt for the compensatory decision rule keeping in mind the manifold expenses on this count. She

Gender And Gender Norm Communications Essay

Gender And Gender Norm Communications Essay The aim of this essay is to analyse how gender norms shape performances of attractiveness and how physical norms and performances of attractiveness are related to the construction of gender and gender norms. In the first section, definition of gender and gender norms will be provided and reference is made to theories put forward by academics in the field of gender studies. Following this, attractiveness in terms of the body as a form of capital will be evaluated with a particular focus on physical attractiveness. In the third section, this paper will produce some insight into how masculinity and femininity are represented in the media and the impact of media on the construction of gender and gender norms as well as performances of attractiveness. Finally, the concept of â€Å"metrosexual† and â€Å"tomboy† will be presented as a primary example of new tendencies to challenge traditional gender norms in order to support the idea that gender norms are not fixed and subje cted to be changed over time. 1. Gender and gender norm To begin with, it is essential to consider what is meant by gender and gender norms. This section will explore the definition of gender and gender norms and reference is made to the works of academics in the field of gender studies. Gender, in Hermess words, â€Å"is the cultural significance given to biological difference of reproductive organs. It refers to men and women, as well as to appropriate ways to be a man or a woman (masculinity and femininity)† (Hermes,2007,p.190). It can be seen that, in Hermess account, peoples gender are socially constructed , are culturally built upon male or female bodies. This notion of gender is widely accepted in our society and many feminists defined ‘gender in relation to ‘sex. Feminists assume that sex is biological given and gender is cultural or social construction of this given sex (Gauntlett , 2002). When it comes to gender, it not only means that one is man or woman, â€Å"but rather a set of meanings that sexes assume in particular societies. The operation of gender in our society takes up these sets of meaning, organizes them as masculinity or femininity, and matches or line them up with male and female bodies† (Cranny-Francis et al, 2003, p.3). In other words, feminists argued that people will have certain kinds of identity or role due to the fact that they are ‘male or ‘female in terms of biology (Gauntlett, 2002). In 1987, West and Zimmerman conceptualise ‘gender not â€Å"as set of traits, nor variable, nor a role† but as something people ‘do recurrently in their interactions with others in social life. They stated that: â€Å"Doing gender involves a complex of socially guided perceptual, interactional, and micropolitical activities that cast particular pursuits as expression of masculine and feminine ‘natures† (West and Zimmerman,1987,p.14). For instance, when a man hold a womans hand and guide her across the street, he â€Å"does† being masculine and his partner â€Å"does† being feminine when she allows to be guided (West and Zimmerman,1987). In West and Zimmermans account, â€Å"doing gender is unadvoidable† because societys structure is based on the â€Å"essential† differences between male and female. In other words, individuals just can make their activity accountable by performing it as a woman or a man. Butler: â€Å"the binary divide between masculinity and femininity is a social construction built on the binary divide between men and women which is also a social construction (Gauntlett,2002,pp.135)†. No distinction btw sex and gender A person has a masculine gender not really base on he has a male body or not. Gender is socially constructed and is performed by the individual subject through the repetition of à   through the process of social construction(butler) Gender is a performance -> link: the performance of attractiveness is the performance of gender, people express their masculinity or femininity through their performance of attractiveness. So, what is the embodiment of masculinity and femininity? How can we assess the masculinity or femininity of a person? It depends on gender norms. Gender is a performance, therefore, gender norm can be understood as the social expectation of people to perform their gender in everyday life. Gender norm is a set of rules of social order (gender is the repetition of acts -> people everydays actions reinforce and reproduce a set of expectations -> a kind of social structure -> its varied in different context such as history or culture and flexible, can be changed over time) (see Giddens in Gauntlett) In our society, gender norms seem to be established base on how people look in term of physical appearance due to the fact that they are male or female , how they present their self, what kind of activities they take part in. Gender as a social structure: Giddens (1998) notes that: â€Å" Society only has form, and that form only has effect on people, in so far as structure is produced and reproduced in what people do† (quoted in Gauntlett, 2002,p.95). It can be implied that 2. Attractiveness in term of body as a form of capital 3. Attractive men and women and the representation of gender in the media ( Masculine and feminine gender norms) Who can be seen as attractive (discuss about traditional gender norms) Masculinity and femininity in media Media change gender norms In summary, gender is unstable and subject to change in different context and in different time. As Hermes (2007†,p.191) put it: â€Å"Gender does not assume the same cultural significance everywhere, and gender codes have changed significantly over time†. 4. ‘Metrosexual and ‘tomboy: against the traditional norms In an attempt to demonstrate the idea that gender norms are flexible and can be changed, this section will produce some insight into the concept of ‘metrosexual and ‘tomboy which can be seen as against the traditional masculine and feminine norms. â€Å"By understanding gender as the crucially important difference between men and women, heterosexuality maintain itself as absolute norm†. or â€Å"we understand the difference btw men and women as fundamental and as the norm† (Hermes, 2007,p.197) -> masculinity in many ways is defined as how not to appear to be effeminate , femininity is meant not to be masculine -> link to â€Å"metrosexual†and â€Å"tomboy†-> challenge the traditional norms. ‘Metrosexual Conclusion To bring this paper to a close, I summarise the main points here: gender norms shape performances of attractiveness, at the same time are changed and reconstructed by the way individuals perform their gender. Media as a guidance has exerted far reaching influence on peoples perception of gender norms and performances of attractiveness. Moreover, by representing counter-hegemonic images such as ‘metrosexual man, media has played a vital role in the reconstruction of gender and gender norms. This paper set out to examine how gender norms shape performance of attractiveness. Firstly, in order to define gender and gender norms, a literature review was presented. Secondly, this essay produced some insight into how attractiveness in terms of the body as a form of capital and discussed how physical norms and performances of attractiveness are related to the construction of gender and gender norms. In the third section, the effect of the media on peoples performances of attractiveness was considered through the way masculinity and femininity are represented in advertising, magazine, and television. In attempt to demonstrate the idea that gender norms are flexible and can be changed, evidence was presented in relation to the concept of ‘metrosexual and ‘tomboy. In conclusion, this assignment suggested that gender norms remain crucial to performances of attractiveness in our society and varied in different context such as history or culture. It could be argued that by the way people choose to perform their gender as well as perform their attractiveness, they are simultaneously reinforcing and changing gender norms.

Discuss the Techniques Used by Shakespeare to Present Othello’s Transformation

Discuss the Techniques Used by Shakespeare to Present Othello’s Transformation The transforming of Othello is perhaps one of the most important parts to the play. Shakespeare uses a number of techniques to get across the monumental change in Othello and to dramatically present both the characters and the story. Perhaps the most climatic of all the approaches is Othello’s given state of mind. To begin with, he is calm, reserved and commanding, knowing what he wants and how he is to get it.Shakespeare consigned Othello short, impressive imperatives like ‘stand there’ to demonstrate his amount of control. Othello continues to use majestic language throughout the beginning of the play: ‘but look’ and ‘keep up’. As most of his orders are realized, again it indicates Othello’s ability to obtain all he desires and his assertive stride. Othello’s vocalization style immediately evokes a loud and proud man, standing before us w ith great authority, whilst also holding his own and without revealing his purpose.He says ‘most potent, grave, and reverend signiors’ to display the amount of respect he has for those above him, lavishing them in glorifying adjectives: ‘noble and approved good masters’ and ‘gracious patience’, flattering them to acquire all he wishes. Othello continues to appear humble and reserved, ‘rude am I in my speech†¦ little bless’d with the soft phrase of peace’, when covertly he knows and understands he has an ulterior motive, and understands how to proceed to succeed in this motive.Othello has been given an ability to be sycophantic, in order for those listening to be taken in by his sweet flattery, so he can get in their head, and make them conceive to his demands. Othello does, after all, still remain with his confident and unflappable manner: ‘I have ta’en away this old man’s daughter’, is just o ne is the few examples of the audacious and defiant demeanour he pronounces us with. Othello’s character is not distressed when clarifying the obvious, and is not afraid to express it in such a style that could be portrayed as abrupt and ungracious.However, due to the earlier honeying of his words, Othello can get away with saying such things in a comparable scheme. Essentially, he knows what he is doing. Othello displays an ability to use staggering poetic images: ‘Keep up your bright swords, for the dew will rust them. ’ This shows a lyrical side to him and is just another way he expresses his assurance. It is delicate language, and is said in a dignified fashion, flaunting his unobtrusive authority and his dexterity to remain unruffled.Othello could be powerful, persuasive and emphatic, simply by becoming a profitable raconteur, and drawing his listeners into the tale. The story of Othello and Desdemona’s love (act 1, scene 3), was told so one could see how impressive Othello could be; he could stand in front of a court, confidently and surely, divulge an account, and use elaborate images, captivating all around him completely, when the person he is challenging is one of higher authority. To the audience we view him as an intimidating person, making us quiver in our seats and look to him as one that can hold himself no matter what.Later on, however, Othello changes the manner in which he speaks ‘– Handkerchief — confessions’. He changes to prose, signifying numerous things. Perhaps it is announcing to us that he is now a puppet, a minion, rather than a high general; also that he has lost all his earlier fluency and rhythm. His language is broken and erratic, much like the way he is thinking. When once Othello used the imperatives, by the end of the play, he is succumbing to the orders given by others. ‘Do it not with poison, strangle her’ Iago tells Othello, and Othello is very easily swayed : becoming the passive one.He not only has no control over those around him, but cannot even control his own actions and his own mind. Previously, Othello could stand in front of the Venetian Court and persuade them to listen to his version of events, giving him extravagant respect, whereas the later on in the play one reads, we see him transformed to the afore mentioned minion characteristics. If one was respected by others, they would not say ‘Damn her, lewd minx! ’ and ‘O damn her! ’ It is aggressive and emotive, bordering out of control, and is a complete contrast to his previous, calm self.Othello would not return to that sturdy, serene and placid man he once was. When he uses base language (‘damn’ and ‘lewd’), this again, shows us his metamorphosis to one who has become far more moronic, and lower in the hierarchy. ‘Keep up your bright swords, for the dew will rust them’ is a demonstration of the imagery that Sha kespeare presents Othello with. The majority of his imagery is fairly theatrical, establishing his assurance, as he can execute such extravagant mental images, and carry them off.It also shows that his mind is in a harmonious situation, and is not poisoned, giving him the ability to elect images that would be effective in the circumstances: ‘of moving accidents by flood and field, of hair-breadth escapes ‘ the imminent deadly breach’. Thereafter, we see all his images transforming to become grotesque and incongruous, ‘rather be a toad’. Toads are slimy, unbecoming animals, and Shakespeare is giving us perception to what Othello has been corrupted to adorn. ‘Vapour of a dungeon’ is just another example of the putrid imagery Othello is given.His change in images (both what we acknowledge, and the thoughts of Othello) is monumental, and therefore disturbing. When Othello is speaking to others, we can observe his reaction to what is said. At the beginning, this would not help us perceive much, as he may be thinking one thing, but say another in an entirely believable manner. This was when Othello’s soliquies mattered. Nearer the end, however, Othello was in such a predicament that he always said what he was thinking, and all his emotions were displayed.He is ruled now by what he feels, not by what is right, not what would make sense to the man he once was. In one soliquy he says ‘for I am black’ which indicates insecurity, something that would not have bothered him before. Othello is also feeling sexually insecure, ‘I am abused’, thus feeling sorry for himself. However the earlier Othello would have no reason to be, because he had everything he wanted: ‘boasting is an honour’. Not only is he insecure, he also starts to hold an inability to keep his anger under control.This, in turn, represents a lack of power. ‘Think, my lord! ’ shows his frustration, and the pa ssage that follows unveils a simmering exasperation. This creates tension, as we are waiting for Othello to pronounce us with an unleashed fury. In contrast, when Othello would get angry beforehand, a dignified response was ensued, ‘Good signoir, you shall more command with years than with your weapons’. Even in the face of danger, Othello used to manage keeping control of both himself, and the situation.The change in punctuation is significant to the change in Othello, as it gives us an insight as to how he is reacting, and his state of mind. In the first instance, Shakespeare does not render Othello with too many questions or exclamations, revealing his capacity to remain unruffled and collected. The lack of questions signifies that Othello knows all, and does not question situations or people. Later on, we see the transformation, as Othello is seen to use many more exclamations: ‘not their appetites! ’, ‘the tranquil mind! ’, ‘content! , ‘ambition virtue! ’, ‘glorious war! ’†¦ The list goes on. This implies excitement, anger and perturbation. Before he may not have needed to become animated; if he did, he could keep it under control; perhaps so he could manipulate others. Now, however, he is emotive and dramatic, contrasting his earlier emotions. The new use of question marks expresses Othello’s stupidity and confusion: ‘what didst not like? ’ Not only does this verify his turmoil, but he is also questioning himself. It’s another example of his new found insecurity: ‘is’t possible? Shakespeare has made it as such Othello cannot understand what is going on around him, making him an easier target to wield. Othello’s ‘Love’ for Desdemona was so powerful and passionate, ‘that I love the gentle Desdemona’. Othello wished to marry her, even though it will cause an inimitable eruption. ‘I loved her’ again shows that is his Love was influential (much like him). Othello loves Desdemona so much that he was prepared to ruin his hard-earned career for her, ‘I would not my un-housed free condition put into circumscription and confine for the sea’s worth’.He talks about her countless times throughout the first part of the play and it demonstrates how dominant she has been in his life. Then, however, he goes on to describe her as ‘lewd minx’ disclosing to us that he holds an unaccustomed hatred toward her; he uses ‘fair devil’ at one point, an oxymoron, establishing two things: he is confused, and he loves Desdemona, but hates her also. Moreover, Othello rarely uses her name, when nearing the end of the play: ‘with her, lest her body’, ‘lie with her’ etc, which shows us that he cannot bear to say it.To begin with, however, he would use ‘Desdemona’ regularly, as though by saying her name, it would bring him closer to her, and that’s all he wanted. ‘If I do prove’ discloses the fact that he doth endeavour to believe that Desdemona still Loves him, perhaps because he couldn’t imagine it any other way. Not merely this, but again it is demonstrates his freshly found insecurity and vacillation. Perhaps the most dramatic of the changes presented when looking at Othello’s bestowed behaviour towards Desdemona, is when he hits her.He strikes her accompanied with ‘devil’. Desdemona is simply perplexed, and responds, ‘I have not deserved this’. Her retort explains that what he has done is unconventional for him, and that there is no reason behind the attack. Lodovico plays a vital part when noticing the change between the lovers. He saw how in love they were since the rudiments of the play, and how that has modified. He goes from one extreme to the next, so we see the monumental adaptation between their love through Lodovico’s eye s.He reacts to Othello hitting Desdemona as such: ‘would not have been believed in Venice’, whereas earlier he could see that they were in love. Cassio used to be Othello’s lieutenant, and was when Othello had his own state of mind, his own sense of morals, indicating Cassio was of the correct calibre when it comes to his job. After Othello had been poisoned, however, ‘now art thou my lieutenant’, Othello promotes Iago. It demonstrates his conversion in trust, and reveals that he has almost been twisted to the maximum. It is as though he must have Iago there to endure ‘if thou dost love me, show me thy thought’.He is insecure and paranoid, and must know what Iago is thinking. Dramatic irony also comes into the equation here, as we know Cassio is the one that Othello should accredit, but Iago is the one he believes. Ultimately, this creates tension in the audience. Again, Othello’s soliquies elucidate a great deal when it comes to how he is thinking. ‘O curse of marriage’ tells us that Othello no longer appreciates the idea of marriage, and ‘had rather be a toad, and live upon a vapour of a dungeon, than keep a corner in the thing I love’.Before, we knew that he held certain adoration for marriage, as he decided to espouse Desdemona although it would cause havoc. This soliquy also deduces a great deal about his sentiments, as we see him with pessimistic view-points: ‘Tis destiny unshunnable, like death: even then this forked plague is fated to us’. Finally, Othello returns to his imperturbable self, opening with imperatives on his last speech: ‘soft you’. He is confident again ‘I have done the state some service, and they know’t’. Othello goes on to realise he has been ‘wrought’ by Iago, and ‘perplex’d in the extreme’.He describes Desdemona as a ‘pearl, richer than all his tribe’ and discerns that he threw away something beautiful and vulnerable, due to Iago’s cunningness. Othello finishes with ‘I took by the throat the circumcised dog, and smote him, thus’ indirectly calling himself the enemy, as he stabs himself after the last word. Othello’s veil that was put there by Iago was ripped away and he must have feel satisfaction from realising the truth; however we know he loves Desdemona, as he ends his life because of what he has done, and what he believed to be true.

I Have a Dream vs. The Unknown Citizen - 1444 Words

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Women And Women s Rights Essay - 1219 Words

Today we are launching a campaign called HeForShe. I am reaching out to you because we need your help. We want to end gender inequality, and to do this, we need everyone involved. This is the first campaign of its kind at the UN. We want to try to mobilize as many men and boys as possible to be advocates for change. And, we don’t just want to talk about it. We want to try and make sure that it’s tangible. I was appointed as Goodwill Ambassador for UN Women six months ago. And, the more I spoke about feminism, the more I realized that fighting for women’s rights has too often become synonymous with man-hating. If there is one thing I know for certain, it is that this has to stop. For the record, feminism by definition is the belief that men and women should have equal rights and opportunities. It is the theory of political, economic and social equality of the sexes. I started questioning gender-based assumptions a long time ago. 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