History and Importance of Sports amongs Ancient Civilizations

History and importance of sports amongst ancient civilizations Sports have been around for centuries, dating back to 776 BC with the first Olympic Games. Ancient civilizations like the Egyptian, Greeks and Mayans all had a sport they enjoyed taking part in. They were created to bring people together and help them settle disputes or conflicts in an organized manner. Great leaders of the ancient world saw a fascination in sports and made it part of their reign to promote the human’s natural competitiveness. Since then, new sports have emerged and also new reasons for one to play. New sports evolve every day all over the world. Everywhere in social media and magazines you will find images of famous athletes and their achievements. Not much history has been left behind by these famous civilizations except for some cave paintings and stories passed down through generations. However, these sports have helped new ones all over the world flourish and the competitive aspect has been kept intact with some modifications to minimize some of its hist orical brutality. Male or female, sports were often introduced to many at a young age. Some vigorously exercised from their childhood just to be physically prepared to endure the sport’s requirements. Winning at these games brought great honor to some families and some were disciplined to dedicate their whole lives learning the game. Many civilizations involved sports within their community as a form of entertainment and competition. EvenShow MoreRelatedThe Value of Physical Education to the Ancient Greeks and Romans1574 Words   |  7 Pagesof Physical Education to the Ancient Greeks and Romans Throughout history, society has placed a different value on physical education and sport. The purpose of physical education has changed over different time periods and as a result of ever-changing socio-cultural events. 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Nick vs Gatsby - 922 Words

The name of this novel is â€Å" The Great Gatsby† the author is F. Scott Fitzgerald. In 1920 F. Scott Fitzgerald married Zelda Sayre. Their traumatic marriage and subsequent breakdowns became the leading influence of this novel. In this novel Nick Carraway and Jay Gatsby were interesting characters. They are many differences between them. The most three differences between them are social status, lifestyles, and personality. First, the social status between Nick and Gatsby is completely different. Nick is a middle class man who lives in a small house. â€Å"My house was at the very tip of the egg, only fifty yards from the Sound, and squeezed between two huge places that rented for twelve or fifteen thousand a season†(Fitzgerald 10). He†¦show more content†¦In last Nick does not care about Jordan at all. In contrast Gatsby is not honest by Nick view. Nick views Gatsby as a deeply flawed man, dishonest and vulgar, whose extraordinary optimism and power to transform his dreams into reality make him â€Å"great† nonetheless. H e is values his love more than anything. He loves Daisy for all of his life. Every moment he is thinking about Daisy. He works hard for three years to make him be a high-class person, so that Daisy would come to him. Gatsby has literally created his own character, even changing his name from James Gatz to Jay Gatsby to represent his reinvention of himself. As his relentless quest for Daisy demonstrates, Gatsby has an extraordinary ability to transform his hopes and dreams into reality. Gatsby reveals himself to be an innocent, hopeful young man who stakes everything on his dreams, not realizing that his dreams are unworthy of him. Gatsby invests Daisy with an idealistic perfection that she cannot possibly attain in reality and pursues her with a passionate zeal that blinds him to her limitations. His dream of her disintegrates, revealing the corruption that wealth causes and the unworthiness of the goal. Overall, in this novel Nick Carraway and Jay Gatsby have many different between them. The three most differences between them are social status, lifestyles, and personality. Nick and Gatsby becomes good friend in the novel even that Gatsby is contrasted most consistently with Nick. Critics point outShow MoreRelated The Great Gatsby: Nick vs Gatsby Essay1001 Words   |  5 PagesThe Great Gatsby: Nick vs Gatsby Mainframe computers analyze information and present it so that the observer is able to make accurate observations. In The Great Gatsby, written by F. Scott Fitzgerald, the narrator, Nick Carraway, tells a story in which Jay Gatsby tries to attain happiness through wealth. Even though the novel is titled after Gatsby, Nick, just as a mainframe computer, analyzes the actions of others and presents the story so that the reader can comprehend the theme. Read MoreF. 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Characterization in the Great Gatsby provides how Fitzgerald contrasts an individual s hopes from his or her reality. Jay Gatsby, one of the main characters

Construct validity free essay sample

Most, but not all, tests are designed to measure skills, abilities, or traits that are and are not directly observable. The process of using a test score as a sample of behavior in order to draw conclusions about a larger domain of behaviors is characteristic of most educational and psychological tests (Miller, et. al., 2013). Responsible test developers and publishers must be able to demonstrate that it is possible to use the sample of behaviors measured by a test to make valid inferences about an examinees ability to perform tasks that represent the larger domain of interest. Construct validity pertains to the correspondence between your concepts and the actual measurements that you use (Miller, et. al., 2013). A measure with high construct validity accurately reflects the abstract concept that you are trying to study. Since we can only know about our concepts through the concrete measures that we use; you can see that construct validity is extremely important. It also becomes clear why it is so important to have very clear conceptual definitions of our variables. Only then can we begin to assess whether our measures, in fact, correspond to these concepts. This is why it is the most important thing a test can possess. Construct validity is often established through the use of a multi-trait, multi-method matrix (Miller, et. al. , 2013). At least two constructs are measured. Each construct is measured at least two different ways, and the type of measures is repeated across onstructs. Typically, under conditions of high construct validity, correlations are high for the same construct across a host of different measures (Miller, et. al. , 2013). Correlations are low across constructs that are different but measured using the same general technique. Under low construct validity, the reverse holds (Miller, et. al. , 2013). Correlations are high across traits using the same method but low for the same trait measured in different ways. Could a test be useful if it had reliability, and ither content/ criterion validity, but lacked construct validity? The answer for me is no. Reliability is not enough; a test must also be valid for its use. If test scores are to be used to make accurate inferences about an examinees ability, they must be both reliable and valid. Reliability is a prerequisite for validity and refers to the ability of a test to measure a particular trait or skill consistently. However, tests can be highly reliable and still not be valid for a particular purpose. I think that this holds true when it comes to construct validi y. I believe that this needs to be as important as reliability and content/criterion validity. In order to provide evidence that your measure has construct validity, a nomological network is needed for your measure. This network includes the theoretical framework for what you are trying to measure, an empirical framework for how you are going to measure it, and specification of the linkages among and between these two frameworks (Miller, et. al. , 2013). The nomological network consists of laws that relate attributes to one another and to bservable properties. These laws are tested empirically as hypotheses about the relationships of the attribute of interest with the other attributes in the network using test scores to represent each but also by testing group differences with respect to test scores, score change over time, and the internal structure of the items in the test (Miller, et. al. , 2013). So when combining these terms all together, you will make for a better research paper in general.

The Narrative Of The Life Of Frederick Douglass T Essay Example For Students

The Narrative Of The Life Of Frederick Douglass: T Essay he Formation Of Iden The Narrative of the Life of Frederick Douglass: An Analysis of the Formation of Identity You have seen how a man was made a slave; you will now see how a slave was made a man. Frederick Douglass The Narrative of the Life of Frederick Douglass, An American Slave details the progression of a slave to a man, and thus, the formation of his identity. The narrative functions as a persuasive essay, written in the hopes that it would successfully lead to hastening the glad day of deliverance to the millions of his brethren in bonds (Douglass 331). As an institution, slavery endeavored to reduce the men, women, and children in bonds to a state less than human. The slave identity, according to the institution of slavery, was not to be that of a rational, self forming, equal human being, but rather, a human animal whose purpose is to work and obey the whims of their master. We will write a custom essay on The Narrative Of The Life Of Frederick Douglass: T specifically for you for only $16.38 $13.9/page Order now For these reasons, Douglass articulates a distinction between the terms man and slaves under the institution of slavery. In his narrative, Douglass describes the situations and conditions that portray the differences between the two terms. Douglass also depicts the progression he makes from internalizing the slaveholder viewpoints about what his identity should be to creating an identity of his own making. Thus, Douglass narrative depicts not simply a search for freedom, but also a search for himself through the abandonment of the slave/animal identity forced upon him by the institution of slavery. The reader is first introduced to the idea of Douglasss formation of identity outside the constraints of slavery before he or she even begins reading the narrative. By viewing the title page and reading the words The Narrative of the Life of Frederick Douglass, An American Slave, written by himself the reader sees the advancement Douglass made from a dependent slave to an independent author (Stone 134). As a slave, he was forbidden a voice with which he might speak out against slavery. Furthermore, the traditional roles of slavery would have had him uneducatedunable to read and incapable of writing. However, by examining the full meaning of the title page, the reader is introduced to Douglasss refusal to adhere to the slave role of uneducated and voiceless. Thus, even before reading the work, the reader knows that Douglass will show how a slave was made a man through speaking outthe symbolic act of self-definition (Stone 135). In the first chapter of the narrative, Douglass introduces the comparison between slaves and animals, writing that the larger part of the slaves know as little of their ages as horses know of theirsI do not remember to have ever met a slave who could tell of his birthday (Douglass 255). The effect of this passage, in addition to introducing the idea that slaves were considered to be no more civilized than animals, is an emphasis on Douglasss lack of a human identity. As a slave, his role was that of an animal whose purpose was to work for his master. This internalization of the animal/slave role is accentuated further when Douglass discusses the slaves notion of time as planting-time, harvest-time, cherry-time, spring-time, or fall-time (Douglass 255). The institution of slavery, which forced the comparison of slave to animal, required the slave to consider time in terms of his mastertime to work, time to plant, time to harvest. Thus, slaves were unable to utilize a concept of time of their own making to identify themselves because their concepts of time reflected what was important to their masters and not to themselves. By representing the slaves as relying on their masters wishes to identify themselves, Douglass emphasizes the comparison between slave and animals Not only does the slave concept of time reflect the desire of the masters to have the slaves view time in terms of work, but it also reflects the masters refusals to allow slaves to define themselves historically. Douglass writes that slaves were unable to articulate their ages, the dates of births and deaths of family members, and their lengths of service. .u455c89c6fa1a8645f60dacc65d4481e2 , .u455c89c6fa1a8645f60dacc65d4481e2 .postImageUrl , .u455c89c6fa1a8645f60dacc65d4481e2 .centered-text-area { min-height: 80px; position: relative; } .u455c89c6fa1a8645f60dacc65d4481e2 , .u455c89c6fa1a8645f60dacc65d4481e2:hover , .u455c89c6fa1a8645f60dacc65d4481e2:visited , .u455c89c6fa1a8645f60dacc65d4481e2:active { border:0!important; } .u455c89c6fa1a8645f60dacc65d4481e2 .clearfix:after { content: ""; display: table; clear: both; } .u455c89c6fa1a8645f60dacc65d4481e2 { 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; } .u455c89c6fa1a8645f60dacc65d4481e2:active , .u455c89c6fa1a8645f60dacc65d4481e2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u455c89c6fa1a8645f60dacc65d4481e2 .centered-text-area { width: 100%; position: relative ; } .u455c89c6fa1a8645f60dacc65d4481e2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u455c89c6fa1a8645f60dacc65d4481e2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u455c89c6fa1a8645f60dacc65d4481e2 .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; } .u455c89c6fa1a8645f60dacc65d4481e2:hover .ctaButton { background-color: #34495E!important; } .u455c89c6fa1a8645f60dacc65d4481e2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u455c89c6fa1a8645f60dacc65d4481e2 .u455c89c6fa1a8645f60dacc65d4481e2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u455c89c6fa1a8645f60dacc65d4481e2:after { content: ""; display: block; clear: both; } READ: A Self-Reflection of My Journey Essay He is also unable to form his identity based on familial relations. Suspecting only that . The Narrative Of The Life Of Frederick Douglass T Essay Example For Students The Narrative Of The Life Of Frederick Douglass: T Essay he Formation Of Iden The Narrative of the Life of Frederick Douglass: An Analysis of the Formation of Identity You have seen how a man was made a slave; you will now see how a slave was made a man. -Frederick Douglass We will write a custom essay on The Narrative Of The Life Of Frederick Douglass: T specifically for you for only $16.38 $13.9/page Order now The Narrative of the Life of Frederick Douglass, An American Slave details the progression of a slave to a man, and thus, the formation of his identity. The narrative functions as a persuasive essay, written in the hopes that it would successfully lead to hastening the glad day of deliverance to the millions of his brethren in bonds (Douglass 331). As an institution, slavery endeavored to reduce the men, women, and children in bonds to a state less than human. The slave identity, according to the institution of slavery, was not to be that of a rational, self forming, equal human being, but rather, a human animal whose purpose is to work and obey the whims of their master. For these reasons, Douglass articulates a distinction between the terms man and slaves under the institution of slavery. In his narrative, Douglass describes the situations and conditions that portray the differences between the two terms. Douglass also depicts the progression he makes from internalizing the slaveholder viewpoints about what his identity should be to creating an identity of his own making. Thus, Douglass narrative depicts not simply a search for freedom, but also a search for himself through the abandonment of the slave/animal identity forced upon him by the institution of slavery. The reader is first introduced to the idea of Douglasss formation of identity outside the constraints of slavery before he or she even begins reading the narrative. By viewing the title page and reading the words The Narrative of the Life of Frederick Douglass, An American Slave, written by himself the reader sees the advancement Douglass made from a dependent slave to an independent author (Stone 134). As a slave, he was forbidden a voice with which he might speak out against slavery. Furthermore, the traditional roles of slavery would have had him uneducatedunable to read and incapable of writing. However, by examining the full meaning of the title page, the reader is introduced to Douglasss refusal to adhere to the slave role of uneducated and voiceless. Thus, even before reading the work, the reader knows that Douglass will show how a slave was made a man through speaking outthe symbolic act of self-definition (Stone 135). In the first chapter of the narrative, Douglass introduces the comparison between slaves and animals, writing that the larger part of the slaves know as little of their ages as horses know of theirsI do not remember to have ever met a slave who could tell of his birthday (Douglass 255). The effect of this passage, in addition to introducing the idea that slaves were considered to be no more civilized than animals, is an emphasis on Douglasss lack of a human identity. As a slave, his role was that of an animal whose purpose was to work for his master. This internalization of the animal/slave role is accentuated further when Douglass discusses the slaves notion of time as planting-time, harvest-time, cherry-time, spring-time, or fall-time (Douglass 255). The institution of slavery, which forced the comparison of slave to animal, required the slave to consider time in terms of his mastertime to work, time to plant, time to harvest. Thus, slaves were unable to utilize a concept of time of their own making to identify themselves because their concepts of time reflected what was important to their masters and not to themselves. By representing the slaves as relying on their masters' wishes to identify themselves, Douglass emphasizes the comparison between slave and animals Not only does the slave concept of time reflect the desire of the masters' to have the slaves view time in terms of work, but it also reflects the masters' refusals to allow slaves to define themselves historically. Douglass writes that slaves were unable to articulate their ages, the dates of births and deaths of family members, and their lengths of service. .u3e063b599033812e7e5a14284e94b37d , .u3e063b599033812e7e5a14284e94b37d .postImageUrl , .u3e063b599033812e7e5a14284e94b37d .centered-text-area { min-height: 80px; position: relative; } .u3e063b599033812e7e5a14284e94b37d , .u3e063b599033812e7e5a14284e94b37d:hover , .u3e063b599033812e7e5a14284e94b37d:visited , .u3e063b599033812e7e5a14284e94b37d:active { border:0!important; } .u3e063b599033812e7e5a14284e94b37d .clearfix:after { content: ""; display: table; clear: both; } .u3e063b599033812e7e5a14284e94b37d { 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; } .u3e063b599033812e7e5a14284e94b37d:active , .u3e063b599033812e7e5a14284e94b37d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3e063b599033812e7e5a14284e94b37d .centered-text-area { width: 100%; position: relative ; } .u3e063b599033812e7e5a14284e94b37d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3e063b599033812e7e5a14284e94b37d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3e063b599033812e7e5a14284e94b37d .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; } .u3e063b599033812e7e5a14284e94b37d:hover .ctaButton { background-color: #34495E!important; } .u3e063b599033812e7e5a14284e94b37d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3e063b599033812e7e5a14284e94b37d .u3e063b599033812e7e5a14284e94b37d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3e063b599033812e7e5a14284e94b37d:after { content: ""; display: block; clear: both; } READ: Importance of Ethnic Culture Essay He is also unable to form his identity based on familial relations. Suspecting only that .

Religion Tradition Depth Study Essay

Religion Tradition Depth Study Essay Religion Tradition Depth Study Essay â€Å"Christianity is not the faith of the complacent, the comfortable or of the timid. It is a set of rituals, beliefs (and most importantly) a way of living that creates heroic souls like Wesley, Wilberforce, Bonhoeffer, John Paul II, and Billy Graham. Each showed, in their own way, the relentless and powerful influence of the message of Jesus Christ.† – Mitt Romney With reference to the quote explain how Christianity is a living religious tradition in the life of its adherents. The quote from Mitt Romney is based around evangelists who, from Christianity gained their strength to overcome oppression and enact the word of Jesus Christ from the beliefs and rituals based around Christianity. To followers of Jesus Christ, this quote proves Jesus’s relentless and powerful message towards his adherents. This is symbolic as it shows followers of Jesus Christ to understand his message, which is central in Christian beliefs. As a result of this Christianity has proved not to be static, but rather living religious traditions in the life of its adherents. This is evident through many factors such as rituals, ethical teachings, and significant leaders within Christianity that have stood the test of time. The quote highlights that although Jesus is not with us, through his relentless and powerful message. His presence is still felt by all his adherents. This highlights that in order for Christianity to be living religious tradition adherents must practise the rituals set in place. Baptism is the Christian rite of admission, celebrating the initiation of an individual into the Christian community. Within Christianity there are many denominations where baptism has a different meaning. Such as in Catholism for means of salvation, baptism is received in order for original sin to be lost and regained penance. In Anglicanism it involves the turning from all that is evil and repenting towards Christ. Fundamentally as Christ has been resurrected, his life is significant and Christian adherents are baptised to show their following of God. In John 3:5 it states â€Å"Unless a person is born through water and the Holy Spirit, he cannot enter the kingdom of God†. This ritual is practised differently throughout denominations in Christianity. In many protestant Churches such as Lutheran and Anglicanism baptism by immersion is common. This is where the whole body is submerged in water and scripture is recited â€Å"Baptise in the name of the Father and the Son and Holy Spirit†, this ritual recognises the dying of your old self like Jesus Christ and rising up again like Jesus Christ. Through this practise an individual is able to live out the message of Christ in everyday life through the release of original sin and the transcending of God’s Holy Spirit on the adherent’s heart in which allows the Holy Spirit to be real in their life. This shows how Christianity is a living religious tradition because of the Holy Spirit’s everlasting presence in an individual’s life. In Catholism, Infant baptism is the most common, it is done by the aspersion or sprinkling of water over an infant. In Romans 4:25, it states â€Å"He was delivered up for trespasses and raised for our justifications† this confirms the resurrection of Christ. This also recognises that if Christ had not been resurrected therefore sin would still be prevalent in the world and Christians would not be able to actively worship God. However Jesus Christ did rise from the dead and in whom Catholics believe that through infant baptism original sin is taken away, validating that Christianity is a living religious tradition. Additionally for baptism there are elements which are needed for this ritual to place, such as the use of white garments which represent purity and innocence, baptismal candle representing the eternal light of Christ, anointing oil which marks the candidate as a child of Christ as oil cannot be washed off by water, and the use of readings from the Gospel throughout the

Glow in the Dark Duck Tape Triboluminescence

Glow in the Dark Duck Tape Triboluminescence You can use duck tape to see an example of triboluminescence, the glow given off when some materials are subjected to mechanical stress or friction. The duck tape (or duct tape) triboluminescence project is extremely easy and only take a few seconds to try. It doesnt matter whether you call the tape duck tape or duct tape, but your results seem to depend partially on the brand you use: Henkelâ„ ¢ works well. What You Do Tear off two strips of tape. Stick the pieces together with the sticky sides facing each other, leaving enough tape so that you can pull the strips apart. Turn out the lights. Give your eyes a minute or two to adjust to the dark. Pull the strips of tape apart. How It Works Did you see the blue line where the tape separated? This is triboluminescence, which is a type of luminescence triggered by mechanical energy or electrical energy from an action such as friction. You can get the same effect from other types of tape as well. A good one to try is transparent Scotchâ„ ¢ tape. If you have a hard time separating strips of tape with their sticky sides together, you can see the triboluminescent glow simply by pulling the tape (quickly) off of the roll, though the light will not be quite as bright.

A path is made by walking on it. Mart.coms plan for implementation of Essay

A path is made by walking on it. Mart.coms plan for implementation of Category Management - Essay Example In recent years both large and small organizations are seeking to define an appropriate operating model, to establish a strong foundation for execution. The two key dimensions in defining an operating model are process standardization and process integration. As described in Ross et al (Ross 2006), 4 general types of operating models are 1. Diversification (low process standardization, low process integration) 2. Coordination (low process standardization, high process integration) 3. Replication (high process standardization, low process integration) 4. Unification (high process standardization, high process integration) Mart.com’s decision to implement Category Management reflects a significant organizational change in its Procurement process, a strategic decision made by Senior Management, to effectively compete in global market. The focus of this paper is on organizational change and management of the same, when a business undergoes, a significant process change as a result of corporate strategic decision (in our case Category Management). In this paper, we define ‘Category Management’, and its impact on Procurement in the organization’s Supply Chain Management (SCM) process. We briefly define and describe what is under the scope of this study and what primary processes and activities are of importance. We conclude this paper by defining the fundamental principles behind effective Category Management practice, and the process Mart.com need to undergo.... the fundamental principles behind effective Category Management practice, and the process Mart.com need to undergo, considering its current state and what management expects by implementation of Category Management process. Category Management In the overall Source To Pay process, Sourcing has two components – Category Management RFP and contracting In the context of this paper our focus is on Category Management, and what its impact on contracting. RFP process is not in scope for this discussion. As organizations have grown in scale and have become more global, need for Category Management arose from repetitive purchase of products and services with common characteristics. Category Management was introduced as part of strategic procurement needs for the global organization to remove inefficiencies from tactical procurement done by local divisions of an organization. The basic motivation for implementing global sourcing is to achieve synergy in purchasing. This synergy is achi eved when two or more business units combine their buying of similar items to gain higher purchase volumes, better prices and, as a result, competitive advantage through cost efficiency. Synergy is realized as business units exploit their interrelationships, share know-how and resources, coordinate strategies and pool negotiating power (Faes et. al. 2000, Vizjak 1994). The main question in achieving purchasing synergy is how to manage and organize purchases on a corporate level, without losing the proximity benefits of decentralized purchasing. There is a need for balanced approach which takes into consideration the need for having problem-solving capabilities close to where problems occur, cost containment in profit centers, and close relationships in selected collaborative supplier

Critique 2 research papers Essay Example | Topics and Well Written Essays - 3000 words

Critique 2 research papers - Essay Example It has been my opinion that the lesbian, gay and bisexual populations likely suffer from a greater level of depression and other mental health disorders because of their position in society. Society has a dim view of this, because for many people homosexuality is seen as either wrong, or the people who have this sexuality are ill. Article Choice The strategy that I used in the discovery of these two articles was very decisive and simple. I was searching through my university’s online library database, EBCOHOST, using search terms of ‘mental health gay’, ‘mental health lesbian‘, ‘mental health bisexual’ and ‘suicide’ in the same contexts. I found a plethora of articles, so I did some skimming of each one to find the two that I would like to use for this paper. Upon further reading of each article, I was especially intrigued by these two because they two claimed to be the first of their kind, given the body of research that the authors of these articles were aware of. This piqued my interest further, and found within them many similarities in the methodology of the analyses, which will be discussed. They both covered within limitations the differences of age, gender and race within their samples. The findings of each article had some discrepancies, but also had certain key points that were similar. Critical Summation First, I am going to explore the article written by Brian S. Mustanski, et al. In this article, it is put forth that among lesbian, gay, bisexual and transgender (LGBT) youth aged 16 to 20 years in Chicago, the prevalence of a mental health disorder is higher than that of heterosexual youth. Other sample studies have shown few LGB identified respondents, due to the combining of disproportionate representation. This allows for major inconsistencies in the study and findings previous concerning the gender differences and the individual’s sexual orientation. Most studies that are similar i n nature also did not allow for transgender participants. This understudied population was found in one small study to have an elevated level of substance abuse and victimization, but there was little to no evidence to support findings of higher than normal depression levels. There are many theories that warrant mental health disparities among LGB youth, namely minority stress. This theory simply states that racial or ethnical minorities are more likely to have a mental disorder resulting from prejudicial discrimination from their communities. This assessment covered posttraumatic stress disorder, anorexia, bulimia, depression, conduct disorder and suicidality. In a sampling of 246 youth with ethnic diversity were used in this study to prove this hypothesis. Using the DSM-IV via the Diagnostic Interview Schedule for Children (DISC, Shaffer et al., 2000) allowed the researchers to use strictly specific diagnoses among the adolescent sample group. Along with the DSM-IV and DISC, this study used the Brief Symptom Inventory (BSI 18, Derogatis, 2000) to measure the levels of psychological stress within the prior week. In testing of the hypotheses in reference to demographic differences, anorexia and bulimia were excluded. Another group, non-LGB, were used as a model to avoid further discrepancy. It was found that racial or et

Engage In Personal Development Essay Example for Free

Engage In Personal Development Essay 1.1 Describe the duties and responsibilities of own work role Job description 1.2 And 3.1 Explain expectations about own work role as expressed in relevant standards. Evaluate own knowledge, performance and understanding against relevant standards. A day in the life at my setting. Arriving at my setting each day I am required to sign in and note down the time. I put my bag in a safe and secure place so children cannot access. I check the message board and liaise with other staff members for any important updates. We have a child with a food intolerance so I informed the cook to make them aware the child was catered for at all meals during the day. My 1st hour was spent upstairs with the toddlers aged between 2 and 3 years. I then checked the planner to see what activities we had for that day. Today I set up the drawing table ensuring there was enough paper, crayons and chairs available for all the children present. I sat with the children whilst they joined in with the activity. Talking to the children about what they were doing and describing all the different colours, sizes, shapes etc. This was promoting their speech and language development and using creative skills too. Whilst supervising this activity I decided to complete a short observation on one of the children as she began to count and sing. I was interacting with all of the children trying to maintain interest. After a short while it was then time to tidy away all the equipment from the actives in which we encourage the children to help too. Once the room was tidy we decided to take the children outside in to the garden. Most of our toddlers are able to collect and put on their coats which we also encourage to do but some children are unable to achieve this at the moment. I helped to escort the children safely down the stairs ensuring they hold on to the rail and do a head count to make sure all children were present. I performed the outdoor risk assessment using the  daily check list. The children then are supervised using the toilet and washing their hands ready for lunch. I seat the children down at the tables ensuring they have cleaned their hands and they have adequate space to eat. I supply them all with a drink and we sing songs whilst the food is being dished out. I have prepared the child’s food separately who has the food intolerance ensuring they receive the correct meal . The child is also supervised eating to ensure they do not mix foods with the other children. Some children have not developed the skills to cut their own food so I will assist with helping them to do that. Ensuring the meals are cool enough I then give each child a meal and always remind them of good manners by saying â€Å"please† and â€Å"thank you†. If children do not like the meal or try to refuse it I will always encourage them to try it. If I am working alongside the babies the above applies except some of the babies are too young to feed themselves and have not yet developed those skills. Babies will also need help with bottle feeding. I would also prepare the bottle feeds following the nursery policy. Ensuring correct formula is mixed and all bottles have been sterilised. Back in the toddler room, a child was struggling with their food and looked like they was choking. I immediately helped the child by taking the food out of their mouth with my little finger. The child became distressed so I comforted them until they were able to return to their meal. Meal times are always supervised by all members of staff to help with any incidents like this. All meal times are recorded in the daily chart. This is where we write down what the child has eaten so we can relay this back to the parents/carers. When the children have finished their meal I help to clean the children up and get them ready for their afternoon sleep. I assist with the toileting and other members of staff will go through the nappy change routine. The children in the toddler room go to find their own sleep mats with the aid of their name and picture tag. Most children will remove their own footwear but again some have not yet developed those skills, so I will help. Some children have their own comforters which I put out for them and I help to get them off to sleep with gentle patting. Once the children are asleep, I ensure the room monitors are on and working, make sure the room temperature is ok and all the children have their own blankets and they are safe. I then record each child in the daily sleep chart. This chart is for ours and parents benefits. We record when they sleep and when they wake up. As some children are only allowed a certain amount of sleep, this will help us to know when we have to wake them up. I then check on the children in the sleep room every 10 minutes with the aid of a timer. When children wake from their afternoon sleep they are always asked to use the toilet. Some children are upset when they awake so I will always comfort them. The afternoon usually consists of taking the children outside for free play. I get all their coats bags etc together and help to put their coats on. On this occasion it was a nice sunny day so I applied their own sun cream following the nursery sun cream policy. I ensure they have sun hats and the sun cream is applied liberally. Before we go outside I take 4 children at a time down the stair and reiterate the importance of holding the hand rail. A head count is once again recorded and an outdoor check is done following the outdoor risk assessment. The toddlers are escorted outsi de counting each child as they go. They are shortly followed by the children/babies from the tiny room downstairs and they all play in the same garden. The children are supervised with in ratio. As its free play time, I leave the children to play but some children like me to join in with what they are playing with. Child A is playing with a dolls pram and child B is trying to take that away from them. I intervene and explain to child B â€Å"we do not take toys from our friends when they are playing with them, it’s not very kind†. Child B is upset so I took the child away and provided them with another toy to distract them from child A. This works very well and child B goes off playing happily alone with the other toy. Child A is also happy and also continues to play. Shortly after another incident happened where a child has fallen and bumped their head. As I comfort the child I asked another staff member to get a cold compress. This is applied to the child for 10 minutes whilst still trying to comfort the child. The head bump is not too bad and the child soon calms down and returns playing. I then completed an accident form following nursery policy. This is then signed by the parent when the child is collected. During the afternoon, parents/carers come to collect their children. I greet the parents and explain what their child has been doing throughout the day, taking the information off the daily record sheet. We usually have a short chat with the parents/carers about the child’s day and will also take interest in their day too. We have a good  relationship with our parents/carers and this also helps us to get to know the parents/carers and children too. After all the children have gone home, we tidy round and ensure the nursery is ready for the next day ahead. 2.1 Explain the importance of reflective practice in continuously improving the quality of service provided. The nursery setting is always changing is so many different ways. We have new children being welcomed in to the setting and then we have children going through different types of transitions. The service we provide must reflect the needs of the children and by constantly improving our services we can better meet the need of the children and support their development. By constantly reflecting on out practice we can assess where we may be lacking in skills or knowledge and we can update these regularly to keep our services up to date and as supportive to the children as possible. A good example on reflective practice is, we have a child that has developed an intolerance to milk, dairy products etc. We have briefed all staff members with information regarding lactose free diet for this child. We have a couple of children who have turned 2 years and have completed the transition u pstairs to the toddler room. This meant we have more babies downstairs in our tiny room and the room has been slightly equipped with more age relevant toys and equipment. If we did not reflect on this, it could hinder the development of the younger babies. Everyone makes mistakes – they are one way of learning. It is important not to waste your mistakes, so if something has gone wrong, make sure you learn from it. Discuss problems and mistakes with your supervisor, and work out how to do things differently next time. You can use reflective skills in order to learn from situations that have not worked out the way you planned. It is important that you consider carefully why things turned out the way they did and think about how you will ensure that they go according to plan next time. Talking to colleagues and supervisors is equally useful when things work out really well, as it is important to reflect on success as well as failure. If you reflect on why something worked, this will make it more likely that you can repeat it. Information taken from http://www.pearsonschoolsandfecolleges.co.uk/ 2.3 Describe how own values, belief systems and experiences may affect  working practices What we believe in, what we see as important and what we see as acceptable or desirable is an essential part of who we are. The way in which we respond to people is linked to what we believe in, what we consider important and what interests us. We may find we react positively to people who share our values and less warmly to people who have different priorities. As a professionals, we are required to provide the same quality of support for all, not just for those who share our views and beliefs. The key term here is Diversity – being different; people are unique according to their own background, culture, personality, race, any disability, gender, religion/belief, sexual orientation and age. 4.1 Identify sources of support for planning and reviewing own development. Personal development is to do with developing the personal qualities and skills that everyone needs in order to live and work with others, such as understanding, empathy, patience, communication and relationship-building. It is also to do with the development of self-confidence, self-esteem and self-respect. In my setting there is always support for planning and reviewing my own development. I have already opted to improve my skills and development with a couple of course due to start in December 2014. You need to have these goals in mind; †¢ What you are trying to achieve? †¢ How you are you going to achieve it? †¢ How you will be able to tell when you have achieved it? It’s also helpful to further your development by asking other team members, duty manager and managers. We have a fantastic team who are very helpful and are ready to give any help and advice to anyone who needs it. At my setting there are many text books, magazines and brochures with vital information I can look through if I feel need some extra information in a certain topic of interest to further my development. We also have regular appraisals to guide and encourage further development and to also discuss current work practice. I feel this is extremely important. This not only boosts self-esteem but also gives management a chance to reflect on your work practice and if there is any further development training needed. Ref: http://www.pearsonschoolsandfecolleges.co.uk

Fate in Medea Essay -- Classics Medea Greek Essays

Observation and Interpretation: Throughout the text, fate and the gods are blamed for the cause of the problems, however subsequent choices made later on by the characters appear to be free will, however are actually influenced by fate and the gods. So what?: This makes the audience blame the gods for the overall out come, but still blame the main character for her choices. Quotes: P48 l. 1014-1015 â€Å"The gods/ And my evil-hearted plots have led to this.† P39 l. 717 â€Å"What good luck chance has brought you.† P61 l. 1416-1419 â€Å"Many matters the gods bring to surprising ends./ The things we thought would happen do not happen;/ The unexpected God makes possible;/ And such is the conclusion of this story.† To an ancient Greek, fate was thought of as the power that determined all of our destinies, although a person could make choices along their life to change small outcomes, which was the extent of free will. In the play Medea, fate is used as a scapegoat to blame some of the problems happening to the characters, despite the fact that most of the characters had free will. In some instances the characters are not even aware of the causes behind the causes of their problems. Therefore, throughout the text, fate and the gods are blamed for the cause of the problems, however subsequent choices made later on by the characters appear to be free will, however are actually influenced by fate and the gods. The characters in the play make many references to...

Night World : Huntress Chapter 14

Did you have trouble getting away?† Hugh said It was the next morning, a very different sort of day from yesterday. The sky was overcast and the air was heavy. Everyone Jez had passed at the Concord BART station looked a little depressed. â€Å"Eh, a little,† she said, and sat down by Hugh on the platform. They were at the far end of the station, beyond the covered area with benches, beside a little concrete security house. It was a safe and private meeting place since the station was almost deserted after the morning commute. â€Å"They chained up my bike with this huge chain. Claire drove me to school-she's been watching me like a werewolf guarding dinner. And Aunt Nan called the office to make sure I didn't cut† Hugh shifted in concern. There was a tiny breath of warm wind, and it stirred his fair hair. â€Å"So what did you do?† Jez grinned. â€Å"I cut.† She shrugged and added, â€Å"I got a guy from my auto shop class to drive me here. It wasn't hard.† He smiled at her sadly, his gray eyes distant. â€Å"But they're going to find out. Jez, I'm really sorry for completely messing up your life.† She shrugged again. â€Å"Yeah, but if I don't do it, everybody's life is going to be even more completely messed up. Every human's.† â€Å"I know.† He shivered slightly. Then he drew up his legs, clasping his arms around them. He looked at her with his chin on his knees. â€Å"So what did you find out?† â€Å"That the girl Morgead thought was the Wild Power isn't.† He looks so cute that way, Jez thought helplessly. So-compact. Morgead would never sit like that. Hugh winced. â€Å"Great. You're sure?† â€Å"Yeah. It was a little kid, eight years old, and she was something special-but not that. She was†¦Ã¢â‚¬  Jez tried to think of a way to describe it. Hugh watched her with eyes that were clear and fathomless, sad and wry and gentle all at once. And suddenly Jez got it. She gasped. â€Å"Goddess-I know! She was like you. That kid was an Old Soul.† Hugh's eyebrows went up. â€Å"You think?† â€Å"I'm sure of it. She had that same way of looking at you as if she's seen all of history and she knows that you're just a little part. That†¦ trig picture' look. As if she were beyond stupid human things.† â€Å"But not a Wild Power,† Hugh said softly. He looked half discouraged and half relieved. â€Å"So then the Morgead connection is useless.† â€Å"Actually, no. Because he's got evidence for the Wild Power on videotape.† Jez explained about the movie and the fire and the blue flash. â€Å"So somebody around that kid is probably it. I know that area and so does Morgead. We may be able to find out who.† Hugh chewed his lip. Then he looked directly at her. â€Å"It sounds dangerous. Just how is Morgead taking tins-you coming back and all?† Jez stared out across the BART tracks. They looked like regular train tracks, except for the big one labeled danger electric third rah.. There was a sound like faraway thunder, and then a train came whizzing up like a sleek futuristic white dragon. It stopped and a few people got on and off in the distance. She waited until it left again to answer. â€Å"He†¦ wasn't very happy at first. But then he kind of got used to it. I don't think he's going to make any trouble-unless he finds out, you know.† She wasn't sure what else to say. She didn't want to talk to Hugh about Morgead-and she certainly didn't want to explain what had happened. Especially not when she was so confused about it all herself. â€Å"You still think he'd hate you if he found out you were half human?† Hugh's voice was quiet. Jez laughed shortly. â€Å"Believe it. He would.† There was a silence, while Hugh looked at her. Suddenly Jez found her mind posing an odd question. If it were Hugh or Morgead, which would she take? Of course, it was a completely ridiculous question. She couldn't have either of them. Hugh was an Old Soul, and beyond her reach. Not to mention that he only thought of her as a friend. And Morgead might be her soulmate, but he would murder her if he ever discovered the truth. But still, if she did have a choice†¦ Hugh or Morgead? A day ago she'd have said Hugh without question. How strange that now it came up the other way. Because, impossible as it was, deadly as she knew it to be, it was Morgead she was in love with. And she had only just understood that this moment. What a pity that there was no hope in the world for them. Jez found herself giving another short laugh- and then she realized that Hugh was still looking at her. She could feel color rise to her cheeks. â€Å"You were miles away again.† Tm just foggy. Not enough sleep, I guess.† Plus all that fun yesterday. She was still sore from the stick fight and the fall with Iona. But that wasn't Hugh's problem. She took a breath, groping for another subject. â€Å"You know, there was something I wanted to ask you. Morgead said the Council had dug up another prophecy-about where each of the Wild Powers is from. Have you heard it?† When he shook his head, she quoted: â€Å"One from the land of kings long forgotten; One from the hearth which still holds the spark; One from the Day World where two eyes are watching; One from the twilight to be one with the dark.† â€Å"Interesting.† Hugh's gray eyes had lit up. † ‘One from the hearth'†¦ that's got to be the Harman witches. Their last name was originally ‘Hearth-Woman.' â€Å" â€Å"Yeah. But the line about the one from the Day World-that one's a human, right?† â€Å"It sounds like it.† â€Å"That's what Morgead thought-that's why he thought the little girl might be a Wild Power even though she was human. But what I can't figure out is what it means by ‘where two eyes are watching.'† â€Å"Mmm†¦Ã¢â‚¬  Hugh gazed into the distance, as if he liked the challenge. â€Å"The only thing I can think of that combines the idea of ‘Day* and ‘eyes' is a poem. It goes something like ‘The Night has a thousand eyes, and the Day only one.' The one eye being the sun, you know, and the thousand eyes the stars at night.† â€Å"Hmpf. What about the moon?† Hugh grinned. ‘I don't know. Maybe the author wasn't good at astronomy.† â€Å"Well-that doesn't help much. I thought it might be a clue. But the truth is that we don't even know if it's the human Wild Power we're after.† Hugh put his chin on his knees again. â€Å"True. But I'll let Circle Daybreak know about that prophecy. It might help eventually.† He was silent a moment, then added, â€Å"You know, they dug up something interesting, too. Apparently the Hopi Tribe predicted the end of the world pretty accurately.† â€Å"The Hopi?† â€Å"I should say, the ends of the worlds. They knew that it had happened before their time, and that it would happen again. Their legend says that the first world was destroyed by fire. The second world was destroyed by ice. The third world ended in water- a universal flood. And the fourth world-well, that's ours. It's supposed to end in blood and darkness- and end soon.† Jez murmured, â€Å"The first world-?† â€Å"Don't remember your Night World history?† He tched at her, with a smile that didn't reach his eyes. â€Å"The first civilization was the shapeshifters'. Back when humans were scared to go out of their caves, the shapeshifters ruled and the humans thought of them as gods. Animal spirits, totems. It was Shapeshifter World. That lasted for about ten thousand years, until a bunch of volcanoes suddenly became active-â€Å" â€Å"Fire.† â€Å"Yeah. The weather changed, people migrated, and the shapeshifters lost control. After that it was really Witch World. The witches did better than everybody else for ten thousand years, but then there was an Ice Age-â€Å" â€Å"And the Night Wars,† Jez said, remembering. â€Å"When the vampires fought the witches.† â€Å"Right. And after all that, the vampires were in control; it was Vampire World. Which lasted about another ten thousand years, until the flood. And after the flood, human civilization really started. It was Human World, and it has been for a long time. The Night People have just been hanging on around the edges, hiding. But. . .† He paused and straightened. â€Å"That started about eight thousand B.C.† â€Å"Oh.† â€Å"Yeah. The millennium marks the end of our ten thousand years.† He gave his gentle, half-mocking smile. â€Å"We humans are about to lose our lease. Something's going to happen to bring blood and darkness and then there'll be a whole new world.† â€Å"Only if we don't stop it,† Jez said. â€Å"And we will- because we have to.† Hugh's smiled changed, softening. â€Å"I think we're lucky to have people like you trying.† Then he lost the smile completely. He looked uncertain. â€Å"Jez- you know, Old Souls aren't really beyond ‘stupid human things.' We're as human as anybody. And we †¦ I mean, and I†¦Ã¢â‚¬  Jez's heart was beating uncomfortably fast. The way he was looking at her-she'd never seen Hugh look like that at anything or anyone. Another rumble in the distance, and then a train came rushing in. Hugh blinked, glanced up at the digital clock display above the platform, then checked his watch. He cursed. Tm supposed to be somewhere. I'm late.† Jez's heart gave a strange thump. But not of disappointment. Weirdly, it was more like relief. â€Å"Me, too,† she said. â€Å"I'm supposed to meet Morgead before everybody else gets out of school. I ought to take the next train to San Francisco.† He still hesitated. â€Å"Jez-â€Å" â€Å"Go on,† she said, standing up. â€Å"Ill call you if I turn up anything. Wish me luck.† â€Å"Be careful,† he said instead, and then he was hurrying away. Jez watched him go. She couldn't help wondering what he had been about to say. Then she turned to walk back to the central part of the station. She was partway around the concrete guardhouse when she heard a noise on the other side. A stealthy, sneaking noise. Not the kind a security guard would make. Jez didn't hesitate. Smoothly, completely soundless herself, she changed course, turning back and going around the structure the other way to get behind the sneaker. The instant she had a clear view of the intruder's back, she jumped. She landed on top of her quarry, with a control hold on the person's wrist. But she already knew that this wasn't going to be a fight to the death. â€Å"Jez-ow-it's me!† Claire spluttered. â€Å"I know it's you, Claire.† â€Å"Let go of my arm!† â€Å"I don't think so, Claire. You having an interesting morning? Hear any good jokes?† â€Å"Jez!† Claire struggled, hurting herself, then got mad and hurt herself more trying to hit Jez. Jez allowed her to sit up, still keeping hold of her. Claire's face was flushed and wrathful, her dark hair sticking in strands to her cheeks. Her eyes were shooting sparks. â€Å"Okay, so I'm sorry for eavesdropping. I followed you when Greg Ludlum drove you here. I wanted to know what you were doing. I didn't know that you were completely freaking insane!† â€Å"Well, it's too bad you didn't figure it out earlier. Because unfortunately I have to kill you now to keep you from talking.† Claire's eyes widened and she choked. Jez suddenly realized that underneath all the sparks and the yelling her cousin was terrified. She let go of Claire's arm and Claire slumped away from her, rubbing it. â€Å"You-you are insane, aren't you?† Claire looked at her sideways, through clinging strands of hair. â€Å"I mean, all that stuff about the world ending-it's some kind of bizarre game you're playing with your weird friends, isn't it? Some kind of Dungeons and Dragons stuff†¦Ã¢â‚¬  â€Å"What do you think, Claire?† Jez stood up and offered Claire a hand, worried that someone might notice them. She kept that hand on Claire as she herded Claire back behind the guard house. The truth was that this situation wasn't funny. Claire really was in trouble-because Jez was in trouble. Her entire cover was blown. Everything she'd worked for in the past year-Claire could destroy it all. Claire knew way too much, and Claire hated her enough to use it. â€Å"I think †¦ I don't know what to think.† Claire swallowed. â€Å"Who was that guy?† â€Å"One of my weird friends. Right?† â€Å"He didn't seem so weird. When he said things- I don't know. They sounded†¦Ã¢â‚¬  Claire's voice trailed off. Finally it came back, almost inaudibly. â€Å"Real.† â€Å"Great.† I am going to have to kill her. What else can I do? â€Å"It's not a game, is it?† Claire said, looking at her. All the anger was gone from the dark eyes now. They were simply bewildered and frightened. Then Claire shook her head. â€Å"But, I mean, it's impossible. Vampires and shapeshifters and witches-it's all just†¦Ã¢â‚¬  Her voice trailed off again. Jez was simply looking at her, with eyes that might be less silvery than a year ago, but that she knew were still pretty strange. And after a few moments Claire's gaze lost its focus and her whole body seemed to fall in on itself, as if it had lost something vital. Innocence maybe, Jez thought grimly. â€Å"Oh, God, it is true,† Claire whispered. ‘I mean, it's really true. That's why you're gone all the time, isn't it? You're off-doing something.† Jez said, â€Å"Yeah.† Claire sagged against the guardhouse. â€Å"Oh, God. I †¦ God. I feel so strange. It's like-nothing is what I thought.† Yeah, I know the feeling, Jez thought. When the whole world turns around and you have to adjust in two seconds flat. It happened to me, too, a year ago. But none of that was going to help Claire. All she could say was â€Å"I'm sorry.† Claire didn't seem to hear her. She was speaking in a voice that was just a breath. â€Å"That's why†¦ that's why all that weird stuff with your father. Nobody knowing anything about his family and all. I knew from the beginning that there was something about you; I just couldn't tell what it was.† Oh, great, Jez thought. Here it comes. She tried to keep her face impassive as Claire faced her squarely, raising her eyes with a look somewhere between wonder and dread. â€Å"That guy-he said you were only half human. Which means you're half†¦ something else?† â€Å"I'm half human and half vampire,† Jez said quietly. The interesting thing was that it was so easy to get out. She'd only ever spoken the words aloud to one person before: Hugh. Now she looked to see if Claire would actually faint or just fall down. Claire did neither. She just shut her eyes. â€Å"You know the really insane thing? I believe that.† She opened her eyes again. â€Å"But-I didn't know you could be. Half and half.† â€Å"Neither did anybody else, till I was born. I'm the only one.† Jez examined her cousin, realized that she really wasn't going to faint. When she spoke again, her voice came out more challenging than she meant it to. â€Å"So now that you know, Claire, what are you going to do about it?† â€Å"What do you mean, what am I going to do?† Claire glanced around, then her voice dropped as her eyes glinted with interest. â€Å"Look-do you, like, have to drink blood and everything?† â€Å"Not anymore,† Jez said shortly. What was this? Who would have thought that studious, straitlaced Claire would have such an interest in vampires? â€Å"But you mean you used to?† â€Å"Before I came to live with you guys. I thought I was a full vampire then. But I found out that I could live without it, as long as I didn't use my powers.† â€Å"You've got powers? Really? What kind?† â€Å"No kind. Look, enough with the questions. I told you, I'm not a vampire anymore.† â€Å"And you're not evil.† Claire said it flatly. Jez looked at her, startled. â€Å"What makes you say that?† â€Å"I heard what you were talking about, saving the world and all. I didn't understand it, but it sounded like you were on the right side. And-† Claire hesitated, then shrugged. â€Å"And I know you, okay? I mean, you're arrogant and stubborn and you never explain anything, but you're not evil. You just aren't-inside. I can tell.† Jez laughed. A real laugh. She couldn't help it. Of all people, Claire. She'd misjudged this girl who was her own age but had nothing else in common with her. Her cousin had unexpected depths. â€Å"Well, thanks,† she said. â€Å"I try not to be too evil- these days.† Then she sobered. â€Å"Look, Claire, if you really think that, and if you really believe that the stuff you heard was true-â€Å" â€Å"About the end of the world? I don't believe it. I mean, I heard it, and I believe you believe it-and when I first heard it I kind of believed it, but-â€Å" â€Å"Just-skip the rest and plain believe it, Claire. It happens to be the truth. And I'm trying to do something about it.† â€Å"Something about a Wild Power, right?† Claire wasn't sagging anymore. She looked almost excited. â€Å"But what's a-â€Å" â€Å"You don't need to know. The point is that if you want to, you can help me.† â€Å"I can? Really?† â€Å"You can help me by going back to school and forgetting that this ever happened. You can help me by keeping my secret and not ever saying a word about this to anybody. And, incidentally, you'll be keeping your family safe at the same time.† Claire looked away, worked her jaw. â€Å"This stuff you're doing is pretty dangerous.† It wasn't a question. â€Å"Very dangerous.† Jez stepped back. â€Å"And I'm late for it right now. So do we have a deal? Will you help me or not? Can I trust you?† â€Å"Or otherwise you're gonna kill me, right?† Claire looked at her sarcastically. Jez rolled her eyes. â€Å"Don't tempt me. Seriously, are you going to help?† â€Å"No.† Jez froze, looking down at the shorter girl. â€Å"What?† â€Å"Jez-don't get mad, but I don't think I can. Not that way.† Claire was looking back up steadily, her small face serious and surprisingly determined. ‘I mean how can I possibly just walk away, after hearing all that? If everything you said is true, how can I forget?† â€Å"You can because you have to. We all do what we have to do.† Jez looked around the station. Another train should be coming any minute. She simply didn't have time to spend convincing a human to stay out of business that would kill her. To properly explain it to Claire would take days. All she could do was ask for something she never would have imagined Claire could give her. â€Å"Claire†¦ there's no way I can convince you or make you do what I want. But I'm asking you-† She let out her breath and went on: â€Å"I'm asking you to trust me. I'm asking you to walk away and at least try to forget this. And to believe that I'm trying the best I can to do the right thing.† Claire kept looking at her steadily for a moment. Then, all at once, the dark eyes filled. They turned away, and Claire's throat moved once as she swallowed. Then, slowly, she nodded. â€Å"Okay,† she whispered. â€Å"I mean-it's okay for now. I mean, I guess I can talk to you later about it.† Jez let out her breath. â€Å"That's right.† Claire stood there for another second, then straightened her shoulders and turned away. But just as suddenly she turned back, looking tense and almost explosive. â€Å"There's something I have to say to you.† Jez glanced down the tracks. No train. â€Å"Okay.† â€Å"It's-it's†¦ that I'm sorry. I'm sorry I bugged you and tried to get Mom mad at you and everything. I was just-I was jealous because they let you get away with anything, and†¦Ã¢â‚¬  She shook her head fiercely and then went on, shrugging grimly as if she hated to admit it. â€Å"And, yeah, because you're so gorgeous and confident and everything. It made me feel bad and I wanted to hurt you. So. Anyway. There. I'm sorry.† She started to walk away, wobbling a little. â€Å"Claire.† Claire paused, then turned around. Jez spoke a little hesitantly around the obstruction in her throat. â€Å"It's okay. And thank you.† â€Å"Yeah.† Claire grinned and gave a little shrug. â€Å"See ya later.† She turned around and started walking again. See ya, Jez thought. She felt suddenly tired and strangely emotional. There was too much inside hen sadness and relief and worry and a new feeling for Claire. She crossed her arms and looked around the station, trying to relax, taking deep, even breaths. And saw two werewolves coming straight for Claire.

Diction, Syntax and Imagery Essay

Have you ever listened to a young child talk? I mean really listened? They don’t sound like a teenager or an adult, do they? In Eleven, Sandra Cisneros uses different techniques to help Rachel’s age come out in her speech and thoughts. Diction, syntax and imagery help the reader to better interpret Rachel’s youthful thoughts and feelings. Sandra’s use of diction helps the reader understand how Rachel is feeling when she is accused of the sweater belonging to her. â€Å"†¦She sees I’ve shoved the red sweater to the tippy-tip corner of my desk†¦all over the edge like a waterfall†¦Ã¢â‚¬  (Cisneros 20) Not many adults would say â€Å"tippy-tip†, so the use of the phrase helps get Rachel’s point across. Rachel’s youthful tone is shown through this choice of words. â€Å"†¦The sweater is still sitting there like a big red mountain†¦not mine, not mine, not mine.† Cisneros’s use of repetition here helps show how upset Rachel actually is. This helps show the youthful tone in her sadness. The use of diction throughout the story helps the reader comprehend Rachel’s sadness and embarrassment when the sweater is put onto her desk. The use of syntax in Eleven helps you see the youthful voice in Rachel’s thoughts. â€Å"Not mine, not mine, not mine, not mine.† (Cisneros 20) The short, repetitiveness shows the quick thinking of a child. It’s easy to see this small argumentative line coming from an eleven year old in comparison to a fifteen year old or a thirty year old even. â€Å" – Ten, nine, eight, seven, six, five, four, three, two, and one -†¦Ã¢â‚¬  (Cisneros 20) The continuous counting could be seen as a child counting down on its fingers. This is a way of showing the youthfulness in Rachel’s thoughts. Sandra Cisneros’s uses of syntax make it easier for you to notice Rachel’s youthfulness throughout the story. Sandra’s use of imagery also helps you see the youthful tone throughout Eleven. â€Å"My face all hot and spit coming out of my mouth because I can’t stop the little animal noises from coming out of my mouth†¦Ã¢â‚¬  (Cisneros 21) This example from the text makes it easy to picture a young girl being this  flustered. It makes it makes it easier to see Rachel sitting there becoming more and more overwhelmed and upset. â€Å"†¦And it’s hanging all over the edge like a waterfall, but I don’t care.† (Cisneros 20) Cisneros’s use of imagery here helps the reader see just how far Rachel is going to prove that the sweater isn’t hers. It gives a more youthful vibe to the story with this use of imagery to help show the reader how she is feeling. There are several examples of imagery throughout Eleven that help show a more youthful tone. Age is very important in stories, and how the author presents the age is important as well. Young children and adults have such different opinions and vocabularies and ideas. Using different techniques such as proper diction, syntax and imagery help define a characters youthful voice, and help the reader have a better understanding of what is going through a character’s mind.

Ethnic Nationalism and Social Mobilisation in a Globalising World †Anthropology Research Paper

Ethnic Nationalism and Social Mobilisation in a Globalising World – Anthropology Research Paper Free Online Research Papers The rapid expansion of institutions of global capital, coupled with the spread of neoliberal democracy throughout the nations of the so-called Third World present a number of problems for discussion. The process of globalisation has resulted in massive changes to social, economic and cultural norms in developing countries and has consequently encountered significant resistance from peoples increasingly concerned with the present and future ramifications of this form of globalisation. It is my contention that the rise or resurgence of nationalism in countries experiencing the effects of development programs and economic globalisation is directly linked to these factors. This essay will discuss how and why nationalism has become so prominent in â€Å"modernising† states, as well as the implications of increased nationalist identification on other forms of social mobilisation. I will first outline the scope of this essay. Nationalism as a movement and ideology has been subject to considerable criticism – many have pointed to the justification that nationalism has historically provided for genocide, in Germany, Turkey and Israel for example. The history of the nation as an instrument of social organisation is in fact characterised by violent conflict, between and particularly within states. This essay will not, however, dedicate any substantial space to the ideological or moral problems that surround nationalism. The aim of this essay is not to point out the â€Å"folly† of developing countries adopting such a potentially problematic form of identity building, instead it is to discuss the role of culture in the creation of the nation and relate this to processes of globalisation. From a functional-analytical perspective then, we can avoid the potential problems inherent to rationalism and cross-cultural criticism, namely ethnocentricity and un iversalism. One further difficulty in writing this essay involves the use of terminology. Though extremely prevalent in the discourse, â€Å"development†, â€Å"modernisation†, â€Å"third world† and variants of these terms create the implication that non- or partially industrialised countries of the South are backward, or inferior to the (post) industrial North. Indeed, these terms articulate an idea of historical and cultural linearity; i.e. that these backwards nations must inevitably undergo the same processes of industrial development experienced by the North in order to modernise their economic and social institutions. This idea is fundamentally refuted by the majority of anthropologists. To Franz Boas, for example, all cultures are equally developed according to their own priorities and values; none is better, more advanced, or less primitive than any other. Despite the importance of this notion of cultural relativism, I will persist with the (albeit cautious) use of these terms. When discussing â€Å"developing† or â€Å"modernising† nations, my usage will not be normative; instead I will simply be referring to the processes of top-down industrialisation that are being undertaken in a given country. The rise of nationalism Nationalism and the nation, as contested concepts prove difficult to define. As previously mentioned, nationalism can be viewed as the cause of hugely destructive wars, the justification for racial hatred – an intrinsically irrational movement that has created irrational, illiberal and oppressive political regimes. Yet the nation-state system; a conceptualisation of the world as divided geographically on the basis of national identity in order to bring about and maintain peace and democracy, is also a crucial fundament of liberal-rationalist thought. The origins of the nation are also contested, with nationalists and perennialists arguing that nationalism is a universal, naturally occurring, timeless human characteristic, while others posit the nation as a relatively recent, culturally constructed entity. Indeed, it has been suggested that there are different types of nationalisms; for example distinctions have been made between â€Å"Western† and â€Å"Eastern† , â€Å"good† and â€Å"evil† , â€Å"civic† and â€Å"ethnic† nationalisms, while others maintain that there is only one set of nationalist modular forms originating primarily in Western Europe, which have been appropriated by nationalist elites in Africa, Asia and Latin America. On top of this, there is debate between the modernist and post-modernist camps over how much analytical weight should be placed on ethnicity and primordial factors – i.e. the past – when looking at nation-building and nationalist movements. An excellent starting point for any discussion of the nation is Benedict Anderson’s characterisation of â€Å"imagined political communit[ies]†. In this sense, the nation is not a historical given; instead it is the product of socio-historical processes. The very fact that though the vast majority of members of a nation will experience no direct – or even indirect – contact with one another, that they feel a consciousness of kinship with their national fellows highlights the imagined, constructed nature of national identity. This is not to say that the community of nation is false, or fabricated in comparison to other, â€Å"real† communities – indeed the notion of community can be seen as essentially imagined itself; that communal identity itself only exists in the mind. Despite its fundamentally imagined, constructed nature, the nation has proven to be a powerful force in constructing collective identity and social mobilisation. How, then , can we come to terms with the power that this constructed identity exerts over the citizens of a nation, such that they would be willing to die in order to protect their imagined community from an external threat? A historical perspective will perhaps prove enlightening. If we are to accept that the nation and nationalism are the result of socio-historical circumstances, rather than part of the immutable human condition, then one must be able to trace the roots of this construction. Nationalism as an ideology, whereby the world is considered as already divided into independent nations; where an individual’s first loyalty is to the nation; where belonging to a nation is a prerequisite for freedom; and the autonomy of nations is the only path to peace, can be traced to eighteenth century Europe. The first modern mass nations formed later, in the nineteenth century. This sits comfortably with Gellner’s view, that nations are constructed from the top down, whereby elites manipulate mythic history in order to further their own interests – to him â€Å"it is nationalism that engenders nations, and not the other way round.† This modernist perspective suggests that nation building is purely a result of nationalist thought, which in turn stems from facets of modern industrial society (i.e. the creation of the nation-state system) and can be achieved independently of cultural or ethnic pasts. When looking at early Western nations, this view may hold true – the formation of Great Britain, as well as the French and American republics, it is argued, were achieved through a focus on civic structures, that is, the rule of law and shared political practices and values (i.e. neoliberal democracy). In this sense the ethnic and cultural heritage of these nations played only a peripheral role in their proactive construction. This, however, does not explain later forms of nationalism which are undoubtedly ethnic in origin. It is difficult to suggest that the Mayan neo-nationalist movement for example results purely from an elitist manipulation of the masses – there is undoubtedly a preexisting communal worldview which is shared by the movement’s leaders and the Mayan people. Though this shared cultural connection is constructed, imaginary, it provides a definite framework upon which a nation can be constituted. According to Clifford Geertz, kin connection, being born into a particular religious community, speaking a particular language or dialect, and the following of particular social practices are primordial, or deep cultural meanings upon which nationalism is built. Furthermore, these meanings represent a more convincing basis for the creation of neo-nationalisms than the economic and social factors presented by modernists. Though these play a considerable role, the fact that the rise of â€Å"ethnic† nationalisms does not strongly correlate with economic trends suggests a deeper cultural basis. So too, the suggestion that early Western nationalisms were voluntarily adopted and civic in nature and transgressed ethnic or religious backgrounds is dubious at best – American nationalism for example began with a racially and religiously restricted core community of white Catholics, and then proceeded to expand to the civic structures now apparent. Clearly the perennialist viewpoint, that nations are immutable entities that have existed forever in various forms is not particularly useful in understanding the formation of new nationalisms, particularly given the focus on â€Å"medieval† history as it informs the present. Nations, as cultural constructs are clearly able to be both manipulated, and to naturally change –just as history itself is capable. The modernist viewpoint, though it may (or may not) account for nationalisms of the nineteenth century, is also limited as it tends to ignore the cultural basis of new nationalisms and fails to adequately explain the resurgence of nationalism in developing nations. The postmodern explanation of nation building, where existing cultural (primordial) elements are used to construct collective identity is perhaps the best equipped to deal with neo-nationalisms, though it may tend to exaggerate the control that is exercised by elites in selecting and constructing history. It would appear that there is a clear distinction between new nationalisms, which are primarily ethnic in origin, and old nationalisms which are based on civic and political structures. This idea has been articulated by many, including Kohn who equates â€Å"civic† with â€Å"Western† and later with â€Å"good† forms of nationalism, as opposed to its â€Å"ethnic†, â€Å"non-Western†, â€Å"evil† opposite. This ethnocentric conception of nationalism is flawed insofar as it ignores the history of modern civic states and ascribes normative values through othering non-Western forms; an idea which can be seen to stem from a â€Å"liberal-rationalist dilemma† whereby a fundamentally â€Å"good† idea (nationalism) can create illiberal movements and regimes. However from an analytical or functional perspective, it is clear that many of the new nationalist movements are primarily ethnic in nature, and in fact are more about creating i dentity than manufacturing a civic nation state. And even though it is arguable that Western nations do not solely exhibit the characteristics of purely civic nationalism, there is a clear emphasis on the state and its political apparatus in the loyalties of civic nationals. Thus, we may use this ethnic-civic opposition – not to criticise ethnic nationalisms or to celebrate civic nationalism – but to understand their creation. Globalisation and the new nationalism Having looked at the rise of nationalism, we will turn to the effects of globalisation in developing countries and how these effects have contributed to the new nationalist revival. In particular, I would like to focus on Latin America, the countries within which have experienced recent nationalist ascendancies. While it is well beyond the scope of this essay to explore globalisation or its impacts in any significant way, I will briefly address a few of the key concerns as they relate to the neo-nationalist movements. As global capitalism spreads via supranational organisations like the Bretton Woods institutions (the neoliberal economic policies of which are adopted by national leaders in the South), the social, cultural and economic conventions of traditional societies are uprooted. The dislocation of peasant communities to urban areas as a result of increased competition requirements and susceptibility to fluctuations in the market, as well as reductions in peasant land rights has resulted in a changed social base in Latin America. On top of this, peasants are able to observe changing (Westernising) values in their communities. For example: kinsmen and neighbours may be less likely to extend help to one another; traditional behavioural practices may disappear; the rewards for traditional social participation may be discarded in favour of monetary reimbursement. This change in peasants’ identity and communal relationships contributes to a sense of helplessness, a lack of control of thei r own identity. Overall, globalisation – particularly in the rapidly expanding form that we have observed through the 1990s – has contributed substantially to the loss of cultural and social individual identity in peasant communities, which has been supplanted by nationalist communal identity. Nationalism and social mobilisation Given the fundamental importance of identity in affecting social mobilisation Manuel Castells provides an excellent framework for interpreting identity. Of three types of collective identity creation, he locates ethnic nationalism (though he prefers the term â€Å"cultural nationalism†) as a resistance identity. In this sense identity is generated by people experiencing domination and lack of agency, where an oppositional paradigm is created to resist this domination. In the case of nationalism, and given what has been discussed prior, we can see that it is the rapidly changing cultural, as well as social and economic factors being imposed on these countries as they are dragged into â€Å"modernity† that are seen as repressive. As Western elites push for internationalisation and the expansion of global capitalism, and elites in developing nations (as per resource mobilisation theory ) create national identity based on – and often exaggerating – existing cultural traditions, Western capitalist hegemony is in a sense resisted. The cr eation of communes of homogenous resistance based on previously existing, though often latent cultural identities is, however, a defensive strategy that seeks to preserve a sense of the status quo by embellishing upon cultural and ethnic heritage, not an active resistance that seeks to affect systemic and political change. The actual process of mobilisation is not as clear-cut as highlighted above, though this conception of it will suffice given the scope of this essay. As suggested earlier, the postmodern conception of nation building as elites â€Å"picking and choosing† from history to construct mass national identity is an oversimplification, and does not account for the variations between different nationalist movements in terms of elite-mass relationships and interaction, or for the â€Å"uneven ethno-histories† articulated by Anthony Smith. In terms of understanding the role of the nation and nationalism in social mobilisation, though, it affords us the ability to contrast this reactive, reactionary form of identity with the more progressive form described by Castell as â€Å"project identity†. Project identity involves a redefinition of a group’s position in society in order to achieve societal change – specifically through challenging the overarching systems of dominance (i.e. capitalism). To Castells, given the primacy of identification in social mobilisation, nationalist identity serves to diminish the potential for project identity creation, although this is not to say that a resistance identity like that created through cultural nationalism cannot transform into a positive project-based identity. Conclusions Though the nation is a culturally constructed phenomenon it provides its members with a powerful source of identity and as a result is a potent instrument of social mobilisation. The contemporary nationalist movements in developing nations are not the result of top-down elitist manipulation, nor are they simply appropriations of Western nationalisms. When analysing the causation and construction of new nationalisms, the distinction between civic and ethnic nationalism is a useful, though problematic one. Ethnic or cultural nationalism is a reactive form of collective identity-building, where the creation of cultural communities (trenches) is essentially a resistance to changing social, cultural and economic systems. These changes are a direct result of economic globalisation, particularly the development and modernisation processes imposed by elites upon peasants. Finally, the formation of national identity as a comfort zone for disenfranchised peasants can be seen to inhibit the cre ation of more progressive or proactive social movements which would seek to transform overall social structures, and therefore address the problems associated with the spread of global capitalism. Bibliography Anderson, Benedict (1993) Imagined Communities: Reflections on the Origin and Spread of Nationalism. 2nd Revised Edition ed. London: Verso Boas, Franz (1948). The Mind of Primitive Man. New York, Macmillan, p. 52 Castells, Manuel. (1996) The Power of Identity. Oxford: Blackwell, p.29 Chatterjee, Partha (1986) â€Å"Nationalism as a Problem in the History of Political Ideas†. Nationalist Thought and the Colonial World. London: Zed Books, p.2 Eckstein, Susan (2001) â€Å"Where Have All the Movements Gone? Latin American Social Movements at the New Millennium.† Power and Popular Protest. California: UCP, pp. 351-407 Geertz, Clifford (1973) The Interpretation of Cultures. New York: Basic Books, p. 14 Gellner, Ernest. (1983) Nations and Nationalism. Ithaca: Cornell University Press, pp. 6-7. c.f. Smith, Anthony D. (1995) op. cit, pp. 2-8 Ignatieff, Michael (1994) Blood and Belonging: Journeys into the New Nationalism. New York: Norton Kohn, Hans (1946) The Idea of Nationalism. New York: Macmillan Robbins, Richard (1999) Global Problems and the Culture of Capitalism. MA: Allyn and Bacon, ch. 4 Smith, Anthony D. (1994) â€Å"Gastronomy or geology? The role of nationalism in the reconstruction of nations.† Nations and Nationalism 1, no. 1: 3-23. pp. 18-19 Smith, Anthony D. (1995) Nations and Nationalism in a Global Era. Oxford: Blackwell, p.52 Wickham-Crowley, Timothy (1989) â€Å"Winners, Losers and Also-Rans: Toward a Comparative Sociology of Latin American Guerrilla Movements† in Susan Eckstein ed. Power and Popular Protest: Latin American Social Movements Berkely, CA: University of California Press Wolf, Eric (2002) â€Å"Peasants and Revolution† in Pathways of Power. 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