Gender, Gender And Social Position For African American Women

Empowerment; the process in which a person makes themselves more stronger, confident and capable of controlling their own life. During the long history of marginalisation, patriarchal oppression, colonisation and the deep psychological damage of being demeaned, the road to empowerment for African American women has been fraught with a multitude of internalised negativity firstly regarding being an African American and secondly a woman. On one hand, a deeper desire for survival (both negative and otherwise) can be observed in Beloved and Push within female characters such as Sethe, Beloved and Precious in which they grasp at what is left of their womanhood. On the other, a naturalistic approach is taken by some characters- no matter how†¦show more content†¦With this craving comes a confusion of her role as a mother and rather than nurturing her daughter with the same love and attention she bestows on Carl, she enables the molestation of the ‘cradle’ (originally a safe place for a child) by not protesting when he â€Å"try to stick his thing in her† while excusing him as â€Å"jus’ a high natured man†. Her failure as a mother who is unable to protect her child from an abusive father leads to a warped state of denial in which she responds to the oppression of the cruel patriarchal figure, with her own maternal oppression, constantly abusing Precious both verbally and physi cally; â€Å"pushing her head down† does not only refer to the sexual abuse she subjects Precious to, it also highlights Mary’s unwillingness to attempt to get herself and her daughter away from the brutish man that causes both of them pain. In comparison to this passivity Mary displays, Sethe dips her brush into the paint of motherhood in order to provide herself with strength as in order to freely be a mother, in charge of another’s life/destiny, a woman would have to be in control of her life first. Initially, decision-making was left to the men in her life, however, the vigor motherhood provides is used as a key to empower herself enough to undertake the arduous

Leukemia And Its Effects On Cancer Development - 971 Words

Each year, it is estimated that approximately 50,000 people globally will be diagnosed with leukemia, and they will have a 58.5% chance of survival in the next 5 years (National Cancer Institute, 2015). Leukemia is a group of cancers that originate from bone marrow and create cancerous blood cells that overcrowd healthy blood cells within the bone marrow. (National Cancer Institute, 2014). Compared to other types of cancer, leukemia is considered to be relatively rare (National Cancer Institute, 2015). Despite this, leukemia is unlike other cancers due to the fact that there are over a dozen different types of leukemia (Swierzewski, 1999), with each type having specific symptoms depending on the type of blood cell that is cancerous. In response to this fact, identifying how leukemia is caused and how it affects cancer development has been a topic undergoing intense research. In regards to the cancer stem cell theory, studies have isolated potential leukemic stem cells which are sugge stive of why cancer cells proliferate (Reya et al. 2001). Subsequently, it is necessary to understand how leukemia is caused, the symptoms associated with this disease, and the potential treatments for those who are currently afflicted. There are many different types and variations of leukemia, and not all types have singular, concrete causes associated with them. One of the four most common types of leukemia, acute myeloid leukemia, is characterised by the unregulated growth of blasts whichShow MoreRelatedEssay about Leukemia668 Words   |  3 PagesLeukemia Leukemia is a cancer that has had a significant effect on our society and with the developments of new drugs it may become treatable. Leukemia originates in the blood-forming organs which may include the lymph tissue and bone cells. In a person with leukemia the rate and the number of cells produced is altered. This altering can become fatal, or with proper treatment it can be subdued. There are two main types of leukemia which include total and differential. These are mainlyRead MoreStem Cells And Its Effect On The Human Body1407 Words   |  6 Pagesthe potential of choosing whether to stay a stem cell or turn into any type of specialized such as: skin cells, neurons, muscle cells and many more. Stem cells have no specific function but are special in their own way. In the early stage of the development, stem cells have the extraordinary potential to develop into any type of cell in the human body. Unlike Specialized cells that have a specific function and cannot change into any other type of cells, stem cells have no specific function but areRead MoreEssay on Leukemia884 Words   |  4 PagesLeukemia Leukemia is a group of blood diseases characterized by cancer of the blood forming tissues. It was discovered in Europe during the XIX century when a group of doctors directed by John Hughes Bennett tested their patients and discovered theirRead MoreSymptoms And Treatment Of Leukemia Essay1060 Words   |  5 Pages Leukemia Tatum Thurston Dental Nutrition November 24, 2015 There are many systemic diseases that can affect the body in different ways. Diseases like Leukemia, affect the body while on treatment. There are multiple symptoms of how radiation treatment affects the body, and oral cavity. In addition, there are ways to maintain the health of the body and the oral cavity. â€Å"Each year in the United States alone, nearly 32,000 adults and more than 2,000 children develop leukemia, a cancer of theRead MoreCancer Pathogenesis Of Cancer1058 Words   |  5 Pagesthe pathogenesis of cancer over the last two decades. Even though there has been a significant success in the knowledge of tumor, there still a wide gap in the treatment of tumors. There is a little treatment information available on cancer making it difficult to control it. Chemotherapy remains the only effective treatment method used. This study aims at examining the possible roles of the p53 gene in leukemia and how that data can be utilized for diagnosis and treatment of cancer. Due to its potentRead MoreChronic Myeloid Leukemia ( Leukemia )1270 Words   |  6 PagesAbstract There are many types of leukemia that affect thousands of people each year and many do not survive this type of cancer. Yearly occurrences of new cases reach up to about 54,000 and almost half of this staggering number end fatally. The four types that are most common for this cancer are acute myeloid leukemia (AML), chronic myeloid leukemia (CML), acute lymphocytic leukemia (ALL), and chronic lymphocytic leukemia (CLL). Leukemia is a cancer of the blood cells where abnormally high countsRead MoreThe Epidemiology Of Leukemia And Advances1452 Words   |  6 PagesThe Epidemiology of Leukemia and Advances in Early Detection to Apply Chemotherapy I. Introduction II. Clinical Characteristics of Leukemia a. Overview the physiological stages of leukemia I. Acute lymphocytic leukemia II. Acute myelogenous leukemia III. Chronic lymphocytic leukemia IV. Chronic myelogenous leukemia b. Places of origin of leukemia I. Bone marrow II. Red blood cells III. Lymphatic tissue c. Early signs and the symptoms III. Tests are in use to diagnose and identify the explicitRead MoreInformative Speech About Leukemia1279 Words   |  6 PagesLymphoblastic Leukemia. Here is a question for you, how many people in the united states do you think get leukemia in a year? According to the American Cancer Society, 43,000 people in the united states are diagnosed with leukemia each year. After today, you will know more information about leukemia. The following content I will be discussing is leukemia, what it is and different treatments. Leukemia as a risk factor of death among children. What is Leukemia? Acute lymphoblastic leukemia also knownRead MoreWhat Does Turmeric Can Improve Liver Function?980 Words   |  4 Pageshappens, the risk of getting heart attack and atherosclerotic plaque build-up increases. According to The George Mateljan Foundation, a study published in the Indian Journal of Physiology and Pharmacology revealed several important things about the effect of curcumin in restoring cardiovascular function. Study volunteers who consumed 500mg of curcumin for a week experienced a drop of 33 percent in their blood levels of oxidized cholesterol. In addition, their total cholesterol levels dropped by 11Read MoreOrphan Drug Report627 Words   |  3 PagesDrug Act (ODA). This designation would qualify the sponsor of the drug for developmental incentives which includes waiving of regulator fees, faster or simpler clinical trial and approval process, tax credit or grants to offset research and development, and a period of marketing exclusivity which means no competition for many years. it does not mean that the FDA is less strict when it comes to safety and effectiveness. All of this is specified within the FDA’s implementing regulations at 21

Mohori Bibee V Dharmodas Ghose free essay sample

Minors In  English contract law, a minor is any individual under the age of 18 years old. [3]  Historically, the age had been 21, until the  Family Law Reform Act 1969. [2]  As a general rule, a minor is not bound by contracts he makes, though the adult party whom he contracts with is. [3]  Once a minor reaches the age of majority however, he can elect to ratify a contract made as a minor in full capacity. 2]  This rule is subject to several types of contracts which a minor will be bound by, and his right to repudiate such contracts. [edit]Contracts for necessaries .. the classes being established, the subject-matter and extent of the contract may vary according to the state and condition of the infant himself. His clothes may be fine or coarse according to his rank; his education may vary according to the station he is to fill; and the medicines will depend on the illness with which he is afflicted, and the extent of his probable means when of age. We will write a custom essay sample on Mohori Bibee V Dharmodas Ghose or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page So, again, the nature and extent of the attendance will depend on his position in society. [6]| Alderson B, in  Chapple v Anne Cooper  (1834) 153 ER 105| Minors are legally bound where a contract supplies them with necessaries, or goods and services which are deemed necessary or beneficial to them. [3]  This obligation is codified in the  Sale of Goods Act 1979, in section 3, where it is stated: Where necessaries are sold and delivered to a minor he must pay a reasonable price for them. Whilst the onus of proof that a contract is for necessaries falls upon the supplier, contracts in this form have been found in a wide range of situations, including expensive and far reaching purchases. [7]  The definition of necessaries includes obvious purchases, such as food and clothing, but also services or goods which are in furtherance of education or apprenticeship. The necessaries of one minor will not necessarily reflect those of another. The particular circumstances, such as age and immediate needs, may lead to differing outcomes.

The Canterbury Tales Essays (835 words) - Kingdom Hearts Characters

The Canterbury Tales The Wife of Bath, Dame Alice is quite a spiteful woman even though she desires only a few simple things in life; power and control. Through her prologue and tale, she makes mirror images of herself , which reflects the person who she really is. Dame Alice desires the obvious in life, but what she most desires above all is being more powerful than her man, her spouse, and her lover. In a relationship, she wishes to be dominant, the one who has the last to say, the one who has control over all things in the relationship. This can be first seen in her prologue, I'll have a husband yet who shall be both my debtor and my slave and bear his tribulation to the grave upon his flesh, as long as I'm his wife. For mine shall be the power all his life over his proper body, and not he(55-59). It is then shown again in her tale when knight returns the castle and fulfills the task assigned by the queen, a woman wants the self-same sovereignty over her husband as over her lover, and master him; he m ust not be above her (174-176). Yet another example of Dame Alice's wish to be dominant is presented later in the tale told by her. The old hag, after marrying the knight, gives him a choice. It was either to have her old and ugly but faithful or young and pretty but wonder off. You have two choices; which one will you try? To have me old and ugly till I die, but still loyal, true, and humble wife that will never displease you all her life, or would you rather I were young and pretty and chance your arm what happens in the city where friends will visit you because of me, yes, and on other places too, maybe.(309-316) By comparing the Wife of Bath's prologue to her tale, it is quite obvious that Dame Alice wants to be the old hag. In some aspects, Dame Alice can be said to be jealous of the old hag. After all, the hag was given power and dominance over her husband. In Dame Alice's true life it was not completely true. The husbands that Dame Alice had, three of them were good and two w ere bad. (92) The three that she had were called 'good' because they were rich and old(93) Dame Alice had complete control over them. But for her fourth and fifth husband, there was another story. The fourth one cheated on her and the fifth one, Johnny, she loved most, the one I took for love and not for wealth(339) And it is because she loved him so that she gave up everything to Johnny. I handed him the money, lands, and all that ever had been given me before; this I repented later. . .(401-403) From this it can be seen that Johnny had the upper hand. And of course, this is not what Dame Alice desire. However, in her tale, the old hag has the power in the relationship. She is given the choice of what to do and when to do it, you make the choice yourself(322). Dame Alice had the option of choosing taken away from her when she gave everything to Johnny. The major similarity between Dame Alice and the old hag is the appearance. Both Dame Alice and the hag are not very attractive and both are old. Dame Alice is describes herself as I was forty then, to tell the truth. But still, I always had a coltish tooth. Yes, I'm gap toothed; it suits me well(394-396). The old hag is described by the knight in the tale as old, and so abnomably plain, so poor to start with, so low-bred to follow(236-237). The old hag is then described as being old and fouler then a fen(303). After Dame Alice's tale is told, it is simple to see that all she wants is what every woman wants in a relationship, the self-same sovereignty over her husband as over her lover, and master him; he must not be above her.(175,tale) And it is because of this desire for power that Dame

Free Essays on Environmental Justice

Environmental justice has been broadly defined as â€Å"the pursuit of equal justice and equal protection under the law for all environmental statutes and regulations without discrimination based on race, ethnicity, and /or socioeconomic status† and also as one of four related concepts including environmental equity, environmental racism, and environmental classism. Environmental justice seeks to protect minority and low-income communities from bearing a disproportionate share of pollution. Title VI of the Civil Rights Act of 1964 prohibits federally funded programs and activities from discriminating on the basis of race, color, or national origin. Because many state programs are delegated by federal law, Title VI complaints have been brought against some state environmental permitting decisions that involve pollution sources near minority and low-income communities. Environmental racism can be defined as the intentional sitting of hazardous waste sites, landfills, incinerators, and polluting industries in communities inhabited mainly by African-American, Hispanics, Native Americans, Asians, migrant farm workers, and the working poor. Minorities are particularly vulnerable because they are perceived as weak and passive citizens who will not fight back against the poisoning of their neighborhoods in fear that it may jeopardize jobs and economic survival. Studies The landmark study, Toxic Wastes and Race in the United States, described the extent of environmental racism and the consequences for those who are victims of polluted environments. The study revealed that: Race was the most significant variable associated with the location of hazardous waste sites. The greatest number of commercial hazardous facilities were located in communities with the highest composition of racial and ethnic minorities. The average minority population in communities with one commercial hazardous waste facility was twice the average minor... Free Essays on Environmental Justice Free Essays on Environmental Justice Environmental justice has been broadly defined as â€Å"the pursuit of equal justice and equal protection under the law for all environmental statutes and regulations without discrimination based on race, ethnicity, and /or socioeconomic status† and also as one of four related concepts including environmental equity, environmental racism, and environmental classism. Environmental justice seeks to protect minority and low-income communities from bearing a disproportionate share of pollution. Title VI of the Civil Rights Act of 1964 prohibits federally funded programs and activities from discriminating on the basis of race, color, or national origin. Because many state programs are delegated by federal law, Title VI complaints have been brought against some state environmental permitting decisions that involve pollution sources near minority and low-income communities. Environmental racism can be defined as the intentional sitting of hazardous waste sites, landfills, incinerators, and polluting industries in communities inhabited mainly by African-American, Hispanics, Native Americans, Asians, migrant farm workers, and the working poor. Minorities are particularly vulnerable because they are perceived as weak and passive citizens who will not fight back against the poisoning of their neighborhoods in fear that it may jeopardize jobs and economic survival. Studies The landmark study, Toxic Wastes and Race in the United States, described the extent of environmental racism and the consequences for those who are victims of polluted environments. The study revealed that: Race was the most significant variable associated with the location of hazardous waste sites. The greatest number of commercial hazardous facilities were located in communities with the highest composition of racial and ethnic minorities. The average minority population in communities with one commercial hazardous waste facility was twice the average minor...

The Difference Between Control Group and Experimental Group

The Difference Between Control Group and Experimental Group In an experiment, data from an experimental group is compared with data from a control group. These two groups should be identical in every respect except one: The difference between a control group and an experimental group is that the independent variable is changed for the experimental group, but is held constant in the control group. Key Takeaways: Control vs. Experimental Group The control group and experimental group are compared against each other in an experiment. The only difference between the two groups is that the independent variable is changed in the experimental group. The independent variable is controlled or held constant in the control group.A single experiment may include multiple experimental groups, which may all be compared against the control group.The purpose of having a control is to rule out other factors which may influence the results of an experiment. Not all experiments include a control group, but those that do are called controlled experiments.A placebo may also be used in an experiment. A placebo isnt a substitute for a control group because subjects exposed to a placebo may experience effects from the belief they are being tested. What Are Groups in Experiment Design? An experimental group is the group that receives an experimental procedure or a test sample. This group is exposed to changes in the independent variable being tested. The values of the independent variable and the result on the dependent variable are recorded. An experiment may include multiple experimental groups at one time. A control group is a group separated from the rest of the experiment such that the independent variable being tested cannot influence the results. This isolates the independent variables effects on the experiment and can help rule out alternative explanations of the experimental results. While all experiments have an experimental group, not all experiments require a control group. Controls are extremely useful where the experimental conditions are complex and difficult to isolate. Experiments that use control groups are called controlled experiments. A Simple Example of a Controlled Experiment A simple example of a controlled experiment may be used to determine whether or not plants need to be watered to live. The control group would be plants that are not watered. The experimental group would consist of plants that receive water. A clever scientist would wonder whether too much watering might kill the plants and would set up several experimental groups, each receiving a different amount of water. Sometimes setting up a controlled experiment can be confusing. For example, a scientist may wonder whether or not a species of bacteria needs oxygen in order to live. To test this, cultures of bacteria may be left in the air, while other cultures are placed in a sealed container of nitrogen (the most common component of air) or deoxygenated air (which likely contained extra carbon dioxide). Which container is the control? Which is the experimental group? Control Groups and Placebos The most common type of control group is one held at ordinary conditions so it doesnt experience a changing variable. For example, If you want to explore the effect of salt on plant growth, the control group would be a set of plants not exposed to salt, while the experimental group would receive the salt treatment. If you want to test whether the duration of light exposure affects fish reproduction, the control group would be exposed to a normal number of hours of light, while the duration would change for the experimental group. Experiments involving human subjects can be much more complex. If youre testing whether a drug is effective or not, for example, members of a control group may expect they will not unaffected. To prevent skewing the results, a placebo may be used. A placebo is a substance that doesnt contain an active therapeutic agent. If a control group takes a placebo, participants dont know whether they are being treated or not, so they have the same expectations as members of the experimental group. However, there is also the placebo effect to consider. Here, the recipient of the placebo experiences an effect or improvement because she believes there should be an effect. Another concern with a placebo is that its not always easy to formulate one that truly free of active ingredients. For example, if a sugar pill is given as a placebo, theres a chance the sugar will affect the outcome of the experiment. Positive and Negative Controls Positive and negative controls are two other types of control groups: Positive control groups are control groups in which the conditions guarantee a positive result. Positive control groups are effective to show the experiment is functioning as planned.Negative control groups are control groups in which conditions produce a negative outcome. Negative control groups help identify outside influences which may be present that were not unaccounted for, such as contaminants. Sources Bailey, R. A. (2008). Design of Comparative Experiments. Cambridge University Press. ISBN 978-0-521-68357-9.Chaplin, S. (2006). The placebo response: an important part of treatment. Prescriber: 16–22. doi:10.1002/psb.344Hinkelmann, Klaus; Kempthorne, Oscar (2008). Design and Analysis of Experiments, Volume I: Introduction to Experimental Design (2nd ed.). Wiley. ISBN 978-0-471-72756-9.

What is the Cold War (1917-1991) Discuss its cultural, economic, Essay

What is the Cold War (1917-1991) Discuss its cultural, economic, political, religious, and social dimensions - Essay Example between the two power blocs, which led to an international power struggle with both parties vying for control and dominance, exploiting every chance for expansion anywhere in the world. This supremacy battle led to the Cold War, which was a state of military and political tension after World War II between the Western bloc and the Eastern bloc. This paper discusses how the cold war shaped the socio-political and economic landscape of the U.S. As the cold war came to dominance, most of American policies toward the rest of the world, attitudes about immigration and immigration policies began to change. â€Å"The increasing prevalence of an internationalist ideology led to the passage and implementation of the Displaced Persons Acts of 1948 and 1950, which brought more than 400,000 European refugees into the US...†( McLaughlin & Mary, 15). By the early 1960s, calls to reform U.S immigration policy had increased, majorly because of the growing strength of the civil rights movement. The focus of civil rights movement was the importance of equal treatment regardless of nationality or race; this led many to view the quota system that was in place since 1920 as backward and discriminatory. The Congress debated and eventually passed the Immigration and Naturalization Act of 1965(McLaughlin & Mary, 76).This Act greatly changed the face of the American population. The US has been involved in many wars with different objectives and results. However, one thing stands out from the wars that the U.S has been involved in, that is, the wars have served as crusades of political instruments. The only war that was exception to these objectives was the Korean and Vietnam wars. The war was a cold war-era proxy war that started in November 1955 and lasted for 20 years. The war had far-reaching consequences for the US. Many lives were lost; â€Å"†¦.US lost more than 58,000 soldiers while more than 150,000 soldiers were wounded† (Hosch, 43). These harsh consequences led the Congress to

Human resource management Essay Example | Topics and Well Written Essays - 500 words - 3

Human resource management - Essay Example The participants in the organization will be particularly asked for the pay increase which would satisfy them the most. Then based on the feedback the management could arrive at a decision which would at most satisfy the majority of the employees. This is very vital because this way JVA Crop can save hundreds of thousands of dollars by holding back the talent that is working at present for the company. In addition to this performance of the same persons can be increased and thus the company’s goals can be achieved easily (Katkowski et al, 2002). If the employee feels that his present position at the company will benefit them personally then it is obvious that production activity of the company increases and also such staff is far less probable to look for employment elsewhere Mitra et al. (1997). Also Lagging Indicator and Leading Indicator mode of appraisal will be introduced. This means that the lag performance of an employee will indicate the achievements of the employee for a particular period after which his performance will be evaluated and he will be rewarded or punished accordingly. Lead Indicator is an activity which indicates the supposed to-be-done activity for his goals to be achieved (Transparent HR processeshttp: //www.infosys.com/HCM/case-studies/telenet-case-study.asp retrieved on 4th October 2009). The entire above said mode can be effectively applied to JVA Corp to bring the organization back on the track where it was before the terrorist attack of 2001. Not only this, the company will be benefited and will be able to retain its present employees who are star performers. Katkowski, D. A., Medsker, G. J., Pritchard, K. H. (2002). Literature review of â€Å"acceptable† or â€Å"just noticeable different† pay increases. Poster presented at the 17th annual meeting of the Society for Industrial and Organizational Psychology, April, 2002, Toronto,

Oscar ceremony Essay Example for Free

Oscar ceremony Essay An informative speech is strictly regulated. It should meet certain norms of presentation: 1) A model length of an informative speech is up to 7 minutes; 2) Visual aids are welcome but their role is limited to illustrating the verbal message; 3) The speech should be based upon credible sources which should be cited during the presentation; 4) Using notes is acceptable but a fluent memorized presentation is ideal. 5) An excessive use of emotions is prohibited whereas the use of non-verbal communicative means (confident posture, measured gestures, stable eye-contact) is highly praised; 6) The language of an informative speech should be simple, logical, and laconic. Bright imagery can somewhat embellish the speech when used appropriately. Topics/basic concepts Although it impossible to enumerate all the topics that can be suitable for an informative speech, it is generally accepted that an informative speech should be dedicated to some recent technical or medical investigations, unexpected facts and unusual events. This is a sample list of themes for an informative speech: famous lives, glorious deeds, history of creating a book, etc Outline An informative speech should be carefully structured so that such elements as introduction, body and conclusion could be clearly identified. Specific for an informative speech structure are a thesis statement and an organizational preview in the introduction. A generalized outline of an informative speech includes parts as follows: 1) Introduction: Declaring the speech topic; Attracting the attention of your listeners to the problem you are going to reveal; Making a thesis statement; Providing a brief preview of aspects of the problem that will be illuminated in the speech; 2) Body: giving a point-by-point revelation of the speech topic. 3) Conclusion: Making a cumulative review of the information provided; Referring to the introduction and ending the speech up with a startling conclusion. ++ Samples /while browsing through these, make sure you identify the structure/ Oscar ceremony The grandeur of the Oscar ceremony is well predicted, as well as an Oscar earned or an Oscar managed celebrity-chic that can be a great illusion of our time. Extravagant gowns, expensive jewelry, fantastic makeup, and all teeth smiles this years glamorously floating celebrities lightly touch the red carpet with their expensive footwear, later to worship, with all Academy voters, Slumdog, a tear shedding rags-to-riches saga that squeezed eight Oscars, including best director and best picture. The Oscar ceremony is endangered by commercialization. In the past it used to reward talent and art. Now, it is a well established tradition, a show of its own right. Yet, repeated over eighty times, this ceremony is unlikely to turn into a routine event. It sticks to the rules of the game with all the fever of a hot entertaining event. I have watched the TV version of the ceremony, so the following are my first-hand impressions. I would like to admit that nothing special was noticeable during the ceremony. Standout moments were Sean Penns calling the academy a bunch of commie homo-loving sons of guns and Dustin Lance Blacks address to the gay audience. Kate Winslet had proved that patience (five previous nominations) would bear fruit. Her Titanic never sank. Woody Allen had  prepared the fifth supporting acting Oscar, this time it was Penelope whose surname means in Spanish Saint. The evenings screw up was an innovative technique used while handling an annual favorite. It was a recognized failure. The ceremony was reviewed from different angles. A big fashion trend glorified red, white, and black one-shouldered gowns. Marisa Tomeis pale gray Versace, Kate Winslets Yves Saint Laurent one-shoulder slate blue and black gown, Anne Hathaways strapless silver beaded Armani Prove gown or Penelope Cruz fairy-tale white gown from Pierre Balmain were in contrast with the slum scenes from the best picture. The Oscar ceremony, almost perfect, is over. Everything is glamorous, gorgeous, and traditionally well staged. The reporters doubt that all fuss about the best picture opened new horizons in cinematography. The Oscar ceremony is still a great event, pompous and costly. It is about fashion and success, good fun and commercialized entertainment. I wish it were more about the art of cinematography. Coping with depression Depression is a psychological state that is hard to cure, hard to live with, and hard to endure. A depressed person lives in a nightmarish world, darkened by pessimism and dulled by unwillingness to act. This devastating and destructive state has a negative impact on the individual. It drains energy, evaporates optimism and enthusiasm, and paralyzes hope. It distorts the world and substantially reduces the pleasure of living. It may lead to repetitive suicidal thoughts that can end in self-destruction. I have consulted psychological literature to give you some tips how develop a step-by-step program to overcome depression. People suffer from depression for many reasons. They become depressed when all they do seems to become a failure. They get worried about their inability to realize their plans. They get shelled in loneliness. They get nervous and easily irritated. They find their lives unstable and hopeless. They lack safety and become vulnerable to outside influences. Depression is  a hazardous state, especially when you allow it to invade your body and mind. As soon as you realize that something is wrong with your state of mind, turn to help without hesitation. Now, I will give you some anti-depression tips. First of all, stay focused on what you are doing. Start with a small goal and fulfill it: go to a shop, take a short walk, or make a telephone call. Just start taking action and stick to doing it. Second, develop supportive relationship, turning to people who love you and whom you love. Refrain from retreating into yourself, sharing a meal, emailing, accompanying your friend to the movies, confide in a counselor or clergy member. Third, get interested in your own life. For this, have eight hours of sleep, practice relaxation techniques, and go easy on yourself. Why not to practice yoga or tai chi? Why not to introduce a meditative element to your life? Fourth, get regular exercise. Fifth, eat healthy food. Sixth, avoid negative thinking and negative emotions. Finally, ask for help if you cannot overcome your depression without outside aid. Now, you must embark on the road to depression recovery. Remember: action is the best anti-depressant for you. Look at the world from a new perspective: integrate into it on equal terms. Life is given only once, and you have no time to waste it. Not a single moment to spare! As soon as the world starts changing, you will keep a stronger touch with it. You will realize that inward problems are mainly our own creations, our own illusions, our own misunderstandings. Share your doubts with the world, and you be understood in return. It is easiest to shut your heart and pretend that loneliness is desirable. A white lie! Out of depression to communicate with people to establish relationships and depression will quietly go away! I do not think it will be welcomed again! How to build a happy marriage A clear-cut tendency is observed today: neither men nor women are in a hurry to marry. The growing independence of women, reluctant to do all housework and bear the main burden of childrens upbringing, sacrificing career growth, is one of the causes of the changes in family formation. A happy  marriage may be built only on love, tolerance, mutual understanding, equality, and respect. The problem is important because materially both husband and wife are now in many cases on equal terms. More and more women demonstrate higher levels of education than men, More and more women compete with men, holding leadership positions in business, politics and social life. As the result, women become materially independent. They are not materially tied to a family anymore. When they marry, they enrich their world that is now built on kinship, love, safety, quality leisure time activities in which all family members are involved. A family develops a collective feeling of interconnectedness, which is opposed to loneliness. Joy and duty, love and care, discipline and kindness all these are taken together in a family as a pillar of stable social development. I have talked to married people in search of a happy family recipe. I want to share some of my findings with you. A happy marriage is based on intimacy and commitment. It is a bond that outgrows passion as the feature of romantic love. It is a bond that is based on mutual respect and the feeling as if both husband and wife were in many respects one. It is a way of constructing lifestyle, emphasizing intimate relationship and devotion to a person of your choice. It is confidence in the stable character of marriage, reinforced by having kids. Although even happy marriages tend to undergo changes, they never change the high quality of relating to each other. People are happy to be together, to share opinions, to spend time together, to make plans, which is inherent in their attitudes to each other. Happy marriages are tested, like others, by time, material difficulties, hardships, deteriorating health, fluctuations of mood, identity development, and the like. Happy marriages, unlike others, never ruin fundamentals of relationship: commitment is so deep that no difficulty can destroy it, since both spouses know how to help and support each other. Happy marriages cherish happy memories, and they cannot destroy these memories when one of the spouses has a temporary temptation to experience something new. On the contrary, happy marriages are full of wisdom, consensus, and their happiness is rooted in a unique feeling of freedom that ties up to a happy marriage experience more than anything else. They cultivate universal love, which is care, understanding, and tolerance  to human weaknesses. Happy marriages are built by people who worship communication, interaction, and cannot live without sharing all they have in their hearts and souls. There is no couple that would not like to create a happy marriage. Only very few families can build long-term relationships that stick to happiness even under unfavorable circumstances. I have talked to married people who are happy in their own way. They feel the aura of happiness and advise others to be tolerant. A happy marriage is an ideal construct that is like a dream that cannot be realized without hard work, creating a relationship and being happy in the process of its creation. I wish you thought over my information. Do not waste your time. Test your own willingness to be perfect in your relationship. Prove that a happy marriage may be a reality. How to improve your conversational skills The feeling of being tongue-tied is familiar to many of us. We admire people who can express their thoughts with fluency and confidence. Some people think that a conversational skill is a gift, while others believe that this is the result of training. A blabbermouth monopolizes the conversation, turning it into a monologue. I have known a person who was able to talk to anybody with invariable energy and interest. He impressed people by his conversational eloquence. In business communication, conversational skills are an asset to a persons ability to persuade and negotiate the meaning. Conversational skills are necessary for successful career growth and our pleasant interaction with other people. Commitment and consistency are fundamental to improving conversational skills. People with conversational skills have more friends and better chances in life, for they know how to promote their ideas and establish relationships. I am going to inform you about the nature of conversational skil ls, and then I will give you some practical tips that you may find useful. Conversational skills are special tools that make a conversation go. They are learned and trained to become automatic. They control questions, control feedback; help break the ice during unwanted pauses, give an idea of open-ended questions that drive a conversation, elaborate a theme. They are  about shifts to another theme, the use of semantic means, combined body language and verbal speech. Conversational skills make people comfortable while talking to each other. Now, I will give you five ways to improve your conversational techniques. First of all, the speakers should show interest in each other. Healthy curiosity heats up interest. When you ask questions, you intend to be given a response that can drive the conversation. Second, remember that a conversation is a dialogue with well-balanced talking and listening. Skilful speakers monitor themselves, taking control over taking turns. If you get skilled in taking turns, even talking a little, you will perfect your conversational skills. Third, give genuine compliments for the actions the person who you are talking to has done. This appraisal must be specific and will do wonders if followed by a tag question. Fourth, your paralanguage may speak louder than words. Bodily expressions have a meaning of their own. Fifth, a skilful speaker employs What, where, when, who, how, and if questions. Conversational skills are acquired through special training. They help master the art of conversation as a meaning exchange of human thoughts. People are often clumsy and tongue-tied when expressing their thoughts and feelings. They need conversational eloquence, which may be achieved by using conversational techniques. Practice conversational skills with a smile, and this learned art will be yours at the moment when you need it most. London fashion week Fashion has become a large part of identity making in the post-human world in which people play dress-up with their clothing. Fashionable clothes reinvent people as sexual, desirable, and enigmatic. We care about what we wear a great deal because our culture emphasizes an outward appearance. Fashion changes every season, squeezing our wallets. A gorgeous event London fashion week attracts all lovers of fashion from all over the world. It was held in March, using the official London Fashion Week Catwalk. This 450-seater catwalk celebrates the best of the best British  designers of clothes. The event was well advertised. You can surf this events Internet page to enjoy beautiful pictures that covered it up. It was the embodiment of luxury and power, having proved again and again that fashion is in a constant state of flux, generating fantastic new styles and new feelings. Demonstrations of fashionable trends are amusing and inviting to copy trendy features, visible to an eye. First, I will inform you what hot trends London fashion week has promoted. Second, I will inform you why London Fashion Week is so popular. This seasons trends are inspired by cinema, popular culture, and religious icons, with glamour, creativity, and modest beauty combined. Domestic goddess, African Queen or Ethereal Nude, inspires SS/09 wardrobe. All the freshest trends, hot off the catwalk of London, are enjoyable. It is not only a pleasure of renovating your image and counting the money to be spent on the fashionable trendy designer clothes but also a mission to introduce others, less fussy about trendy things, to a new fashionable trend that every show promises. London Fashion Weekend is a single event that gives access to a large number of London Fashion Week designers, classic labels, and the hottest trendy garments. 150 designers are not only showing their newest designs but also selling ready-to-wear pieces at a bargain (at least it is advertised so) price. You may choose from Christopher Fischer, Collado Garcia, Crumpet, Belle Bunty, Ben de Lisi, Alice McCall, Garguz, Inexcess Dashion, Janet Reger, John Smedley, Karl Doroghue, Sass Bide, Nicky Dupont, Madeleine Press, My Lovely Jeans, and some others. This years new designers are Luella, Richard Nicoll, Emma Cook, and Eley Kishimota. All of them pursue their philosophy of fashion that can be made out only when all is seen as one trendy entity in color, cut, and accessories. You may not be chasing fashion but you cant be indifferent because fashion is inherent in our culture and people are always impressed by those who know the taste of trendiest trends. Our appearance depends on what we are wrapped in; fashion is about our social status, success, individualism, and good taste. We like clothes that wear well. We dream of clothes that impress. We desire clothes that make us aggressively gorgeous

History and Development of Robotics Essay -- Robotics Robot

Robotics ABSTRACT This paper discusses three aspects of the field of robotics The first is the history of where the ideas of robotics originated. Second, what was the effect that these ideas had on society? Finally, what developments in the field have proved to be useful to society? INTRODUCTION "Klatuu verita nicto!" These are the words spoken to turn away the robot that would destroy the earth in the movie The Day the Earth Stood Still. Hollywood has portrayed the robot as both a friend and an enemy. In many instances, such as in The Day the Earth Stood Still, they can be controlled, but if one gets loose it will cause great destruction. In the Star Wars trilogy their are three robotic characters that play large roles. Two of the robots, C3PO and R2D2, are friendly and harmless. They are both on the side of good. However, they are contrasted by Darth Vader, who being partially man, but mostly robot, is portrayed as the antagonist of all that is good. Not only Hollywood, but also science fiction literature has helped to produce certain expectations concerning what a robot should look like and how it should act. The result of these expectations has not always been good for the field of robotics. Some would say the attempt to make a robot is an attempt to 'play god' and to recreate man. Others would argue that robots might become so intelligent that they would take over and replace humans. There is no better example of this than the movie Terminator, which begins with a world ruled by machines who are trying to kill the remaining human population. The actual field of robotics however, has produced many products which we take for granted. The clock is a household item that was developed in the beginning stages of machine ... ...ics and we have only begun to see what they are. Precautions must be taken for the future, but the developments already made have produced great benefit and far outweigh any fearful expectations about the dangers of robotics. 1. Bonnett, Kendra, and Gene Oldfield. Everyone Can Build a Robot. New York: Simon & Schuster, Inc, 1984. p 2. 2. Asimov, Isaac, and Karen A. Frankel. ROBOTS: Machines in Man's Image. New York: Harmony Books, 1985. p 2. 3. Ibid. p 4. 4. Ibid. p 1 - 2. 5. Ibid. p 1 - 2. 6. Aleksander, Igor, and Piers Burnett. REINVENTING MAN: The Robot Becomes Reality. New York: Holt, Rinehart and Winston, 1983. p 25. 7. Asimov and Frankel, p 12. 8. Ibid. p 19. 9. Aleksander and Burnett, p 19 - 20. 10. 10. Ibid. p 19 - 20. 11. http:www.kipr.org 12. Ibid. 13. http://mpfwww.jpl.nasa.gov/rovercom/rovintrot.html 14. Ibid.

Love and Human Person Essay

1. Phenomenology is a way of seeing, of grasping the world from one’s lived experience, and as a method makes much use of epochà © and the phenomenological reductions to describe man’s experiences. 2. Using secondary reflection on my lived experience, I discover the inescapable fact of my existence: I exist as a being-in-the-world-with others, and this is because of the datum called my body. My body encroaches upon both being and having. * 3. As an embodied spirit, I am facticity-transcendence, temporality and historicity. All these are manifested in my being a homo faber. Work is a way for me to express and liberate myself, and to humanize the world. 4. Consciousness is intentional. Human knowing is a dialectical unity of the subject’s openness to reality and the self-givenness of reality in an endless series of profiles against a horizon of other possible objects. 5. At first glance, freedom and responsibility mean the capacity to choose, to act on my own, to be the source of my concrete actions and to be accountable for them. But as I gradually unfold in the world, I become free and â€Å"response-able.† Authentic freedom then develops into a â€Å"self-possession with an objectively directed project of life.† 6. Dialogue is not identical with love but it is required in love. The obstacles to dialogue are seeming, speechifying and imposition. 7. Love is the unconditional giving of oneself to the other as other. Love of the other as other does not run counter to self-love but presupposes it. Love is â€Å"essentially a movement tending to the enhancement of value.† (Scheler) 8. Justice is the minimum demand of love rooted in the inviolability of the human person. 9. The socius exists as a dialectic to the neighbor. The neighbor passes through the socius, expresses itself on the fringes of the socius or rises against the socius. 10. The family is not a problem but a mystery, a value and a presence, the incarnation of the pact between the human persons and life, rooted in creative fidelity and hope. 11. The state exists to provide the external conditions and structure for the human person’s being-with-others. The principles of solidarity and subsidiary are important to counteract the totalitarian tendency of the state and to promote the value of democracy. As a political being, the human person has a double-duty towards the state. 12. Civil society, as distinct from the state, the economy and political parties, offers an alternative framework for sustainable societal development, and resolves the contradictions of elite versus participative democracy, rights-oriented liberalism versus communitarianism, and welfare state versus neoconservative antistatism. 13. In being-towards-death, one’s existence can be either inauthentic or authentic (Heidegger). Death is a test of love and the condition of freedom (Troisfontaines). 14. Human love in itself, which is the crowning point of all of my activities, does not guarantee my total fulfillment as a person but fails short of my search for authenticity. Thus reflecting on my historicity, and facing the inescapable fact of death, I long for the Absolute Thou who is the Horizon and Ground of my earthly existence.

William Jennings Bryan

Much like the Republican problems during the 1892 election, in which Grover Cleveland won his second term of office, the Democratic Party faced problems in the 1896 election. Cleveland, who had won on the strength of labor unions and his policy on monetary policy, lost on both of his signature issues. His use of the military during a railroad strike in 1894 and his comment that he would he would commission the military to do government services if the postal service struck did not endear himself to the growing labor movement within the Democratic Party. These blunders caused the Republicans to gain over 100 House seats and control over the Senate in the 1894 midterm elections. The Populist Party reached a critical juncture in 1896. At the 1896 Democratic nominating convention, the more progressive aspects of the party rallied behind Nebraskan politician William Jennings Bryan. Bryan, a proponent of silver currency, gave a speech now referred to as the â€Å"Cross of Gold† speech in which he derided the Republican administration of monetary policy in the past and hoped for a more populist approach to government in the future. The Democrats rallied behind Bryan and the platform reflected not only his populist agenda but their future fusion with the People’s Party to create a more progressive and rural party. The Democratic platform included advocacy for free silver and the possibility of international bimetallism, a federal income tax, statehood for Western territories, and a decreased tariff. When the People’s Party met at their nominating convention, they voted to fuse their candidates to the Democratic Party and pool resources with the more organized Democrats. The Republican Party, resurgent with their congressional success in 1894, rallied around Ohio governor William McKinley, the namesake of the 1890 tariff bill that was hotly contested in this decade. McKinley and the Republicans shaped a platform around the gold standard, an increase in protective tariffs more vigorous navy, increased standards for immigration, the acquisition of Hawaii, and an opposition to the idea of bimetallism. His monetary policy shifted miners and the lower class towards Bryan, but his measured platform managed to keep labor and business happy. The two campaigns had contrasting styles. William Jennings Bryan crisscrossed the nation giving stump speeches that were both fiery and inspiring to Democratic activists. However, Bryan lost gold Democrats and progressives who were turned off by his policy towards the economy and towards his focus on rural populations. The McKinley campaign, managed by Republican operative Mark Hanna, received several million dollars in donations to aid in the Republican campaign. For the most part, Hanna got these donations out of businesses and the wealthy that were afraid of a Bryan presidency and agrarian revolt. McKinley ran a front porch campaign while 1400 plus Republican speakers went around the nation stumping against the â€Å"radical† William Jennings Bryan. While Bryan did well in the West and the South, the more densely populated industrial North and Midwest went to McKinley who was able to win the election. If Bryan had won the election, things would have been vastly different. â€Å"No one can make a million dollars honestly. † – Bryan was widely regarded as a prominent spokesman for millions of rural Americans who were suffering from the economic depression following the Panic of 1893. William Jennings Bryan believed in free and unlimited coinage of silver, which he thought would remedy the economic ills then plaguing farmers and industrial workers. This inflationary measure would have increased the amount of money in circulation and aided cash-poor and debt-burdened farmers. He blamed big business for the economic depression that was present. If elected President of the United States, he would have advanced his idea for free coinage of silver. Although this would have been beneficial for the majority of farmers, many of the rest of the population would have been extremely unhappy. The big business partners would have gotten together and plotted for the assignation for William Jennings Bryan; which would have been successful. Bryan should have never messed with big business because, they mean business. â€Å"Destiny is no matter of chance. It is a matter of choice. It is not a thing to be waited for, it is a thing to be achieved. † I believe that it was William Jennings Bryan’s destiny to lose the election of 1896 so that he would not be assassinated. It was for the better of the country that he had not won the election. The economic strategy of farming for the country was coming to an end regardless.

Using the Spanish Verb Decir

Using the Spanish Verb Decir Decir is the is one of the most commonly used verbs in Spanish; it typically is the equivalent of to say or to tell in English. Examples of Using Decir Usage of decir is straightforward for English speakers. Context will tell you whether say or tell is the better translation.  ¿Quà © dices? (What do you say?)Ella me dijo que iba a volver. (She told me she was going to return.)El presidente dice que su misià ³n central es relanzar la economà ­a. (The president says his prime mission is to relaunch the economy.)Yo digo que nuestro sistema de justicia es un cachondeo. (I say that our justice system is a joke.)A decir verdad no me gusta. (To tell the truth, I dont like it.)Nos decimos que nos amamos. (Were telling ourselves we love each other.) ¿Cà ³mo se dice airport en espaà ±ol? (How do you say airport in Spanish?) ¿Por quà © decimos sà ­ cuando queremos decir no? (Why do we say yes when we want to say no?) Grammar Involving Decir When someone is told something, the person to whom something is told is represented by an indirect-object pronoun. The logic behind this is that the thing being said is the direct object, while an indirect object represents the person affected by what is said. Le dije adià ³s. (I told him goodbye.) ¿Quà © le vamos a decir a la gente? (What are we going to tell the people?)Les decimos que no estn solos. (Were telling them that they are not alone.) In general, decir que (to say that) is followed by a verb in the indicative mood, but no decir que is followed by a verb in the subjunctive. Dije que somos amigos. (I said that we are friends.)No dije que seamos amigos. (I did not say that we are friends.)Decimos que nuestro paà ­s tiene futuro. (We are saying that our country has a future.)No decimos que nuestro paà ­s tenga futuro. (We arent saying that our country has a future.) Common Expressions Using Decir Se dice que or dicen que can be used for the equivalent of it is said that or they say that: Dicen que nadie es perfecto. (They say nobodys perfect.) ¿Por quà © se dice que el mezcal es una bebida mgica? (Why do they say that mezcal is a magic drink?)Se dice que hay hadas en este bosque. (It is said that there are fairies in this forest.) Es decir can translate phrases such as in other words, that is to say, and meaning. Los espacios blancos dan la perspectiva de mas espacio es decir dan la sensacià ³n de ampliacion de los espacios. (The white spaces give the perspective of more space. In other words, they give the feeling of the spaces being expanded.)Hay muchos usuarios de Linux, es decir Ubuntu, Fedora, etc. (There are many users of Linux, that is to say Ubuntu, Fedora, and so on.)Machu Picchu recibià ³ a 1419,507 visitantes en 2016, es decir 3889 por dà ­a. (Machu Picchu hosted 1,419,507 visitors in 2016, meaning 3,878 daily.) Conjugation of Decir The conjugation of decir is highly irregular; it is irregular in every tense except for the imperfect. Changes are made to both the stem and the ending. Also, the present participle and past participles are diciendo and dicho, respectively. Here are the conjugations in the present, preterite, and future indicative tenses: Present: Yo digo, tà º dices, usted/à ©l/ella dice, nosotros/nosotras decimos, vosotros decà ­s, ustedes/ellos/ellas dicen (I say, you say, you/he/she says, etc.) Preterite: Yo dije, tà º dijiste, usted/à ©l/ella dijo, nosotros/nosotras dijimos, vosotros dijisteis, ustedes/ellos/ellas dijeron (I said, you said, you/he/she said, etc.) Future: Yo dirà ©, tà º dirs, usted/à ©l/ella dir, nosotros/nosotras diremos, vosotros dirà ©is, ustedes/ellos/ellas dirn (I will say, you will say, you/he/she will say, etc.) Spanish has several verbs based on decir that are conjugated in the same way. Among the most common are contradecir (to contract) and bendecir (to bless). Key Takeaways Decir is a common verb that means to do or to say.Decir is conjugated irregularly in most of its forms.Se dice que is a popular say of saying they say that.

How to Read and Write Files in Perl

How to Read and Write Files in Perl Perl is an ideal language for working with files. It has the basic capability of any shell script and advanced tools, such as regular expressions, that make it useful. In order to work with Perl files, you first need to learn how to read and write to them. Reading a file is done in Perl by opening a filehandle to a specific resource. Reading a File in Perl In order to work with the example in this article, youll need a file for the Perl script to read. Create a new text document called  data.txt  and place it in the same directory as the Perl program below. In the file itself, just type in a few names - one per line: When you run the script, the output should be the same as the file itself. The script is simply opening the specified file and looping through it line by line, printing each line as it goes. Next, create a filehandle called MYFILE, open it, and point it at the  data.txt file. Then use a simple while loop to automatically read each line of the data file one at a time. This places the value of each line in the temporary variable $_ for one loop. Inside the loop, use the chomp function to clear off the newlines from the end of each line and then print the value of $_ to show that it was read. Finally, close the filehandle to finish out the program. Writing to a File in Perl Take the same data file you worked with while learning to read a file in Perl. This time, you will write to it. To write to a file in Perl, you must open a filehandle and point it at the file youre writing. If youre using Unix, Linux or a Mac, you might also need to double-check your file permissions to see if your Perl script is allowed to write to the data file. If you run this program and then run the program from the previous section on reading a file in Perl, youll see that it added one more name to the list. In fact, every time you run the program, it adds another Bob to the end of the file. This is happening because the file was opened in  append  mode. To open a file in append mode, just prefix the filename with the  Ã‚  symbol. This tells the open function that you want to write to the file by tacking more onto the end of it. If  instead,  you want to overwrite the existing file with a new one, you use the  Ã‚  single greater than symbol to tell the open function that you want a fresh file each time. Try replacing the with a and you see that the data.txt file is cut down to a single name - Bob - each time you run the program. Next, use the print function to print the new name to the file. You print to a filehandle by following the print statement with the filehandle. Finally, close the filehandle to finish out the program.

The Divine Feminine in Buddhist Art Essay Example | Topics and Well Written Essays - 500 words

The Divine Feminine in Buddhist Art - Essay Example It was therefore enlightening to note that under Buddhism as practiced in the land of ancient China, women have traditionally been accorded a position not only of respect but even reverence. Case in point is Kuan Yin, the divine feminine, goddess of healing and compassion and a bodhisattva which meant enlightened (bodhi) existence (sattva). A bodhisattva is a being who foregoes or postpones entering Nirvana in order to come to the aid of others. Kuan Yin was encountered during the Module 4 cyberjourney to the video on the Thousand Hand Buddha Chinese dance (also entitled Thousand Hand Guan Yin). The dance itself was highly inspirational and embodies both spectacle and symbolism; the thousand hands represented the ready and willing help that arrives when one individual is in need of assistance, and the readiness of that individual to come to the help of others who may be in need. Other than the technical exquisiteness of the dance, the allure of the beautiful young Chinese womanâ€⠄¢s face at the head of the line of dancers was exceedingly serene, benevolent, and unmistakably, mystically feminine. Unlike the Western denominations where all images of God and their ministers and pastors were all men, Buddhism appears to look favorably upon the power of women.

Economic Report Essay Example | Topics and Well Written Essays - 1750 words - 1

Economic Report - Essay Example Percent Change in real GDP: As is evident from the description of the GDP figures, the percentage changes in real GDP during the period happened to be in proportion. In 1982 the negative growth of GDP indicates towards some serious issues in the domestic economic environment. But thereafter, the growth percentage has been consistent and positive. Year 1984 saw the maximum increase in percentage terms. Civilian Unemployment Rate: The year 1982 is once again seen as the problematic year for the country with the overall unemployment rate rising to 9.7 percent, the highest during the tenure. The gradual decline of the unemployment rate in later years during the tenure points towards the people friendly policies taken up by the government of Ronald Reagan. Civilian Unemployment Rate by Demographic Characteristics: Dividing the unemployment rate demographically, we find that that the Black population seems to be the worst affected. The situation is particularly severe in the age groups of young black community (16-19 yrs). Though it improves somewhat after that, but still things remain worrying for community. Consumer Price Index: The CPI did not see major shakeup during the tenure of President Ronald Reagan. The index saw a consistent rise from 1981 to 1989. The index seems to have spread well over different items, with goods and services forming the major component flaring up the consumer price index. Starting with the overall consumer price index of 90.6 in 1981, the country saw the index rising to 124 by the year 1989. Changes in Consumer Price Indexes for commodities and services: During the entire tenure of President Reagan, except the year 1986, the CPI rates of growth were very high. During this year the energy consumption seems to be one of the lowest actually, with negative growth of 19.7. George H.W. Bush (1989-1993): The tenure of Bush senior too remained quite eventful in the sense that the world saw major

CSR Coursework Example | Topics and Well Written Essays - 500 words

CSR - Coursework Example the interests of the society by being considerate of its impact on the society, customers, shareholders, suppliers, employees, communities and the environment in which the business operates from. Socially responsible organizations take the initiative of following the laid down legislation and also takes care of its employees and their families voluntarily without being under any obligations (p.199). They continue to say that CSR just means the strategies that organizations use to conduct their business ethically by being society friendly. CSR involves a lot of activities like partnering with local communities, investing in socially sensitive ventures, having an excellent employee, customers and family relations and lastly being involved in environment conservation activities (Ismail, 2009, p.199). According Gotherstrom (2012), organizations like H&M can use the Stakeholder theory of CSR. It involves the organization management putting into consideration economic and social factors that affect the business during its decision making in its operation.in this case the stakeholders involved include investors, political groups, communities’ employees, trade associations, government etc. These all stakeholders affect the business in one way or another but the business has to find ways and means of keeping them happy. This theory is not only how the shareholders can make more profits but also of how the organization can make decisions that will affect how the society views (p.8). The application of this theory has been on the rise especially due to the rise activists and environmental groups. (p.9) In the case of H&M, we find that it is involved in its CSR activities to atone for the condemnation that it received from Greenpeace in the year 2011for discharging hazardous waste water with chemicals which could affect the environment negatively. This is demonstrated by the way it partners UNICEF to help children in Bangladesh. The next CSR is Legitimacy Theory; this

Early Years Childcare Essay

Early Years Childcare Essay Introduction Early learning is, quite simply, vital for all children as it lays the foundation for everything that is to come (John Hopkins University, n.d.). Research studies indicate that the development of active neural pathways (Shonkoff and Phillips, 2000) in the brain primarily take place before the age of three and that it is during the early childhood period that the brain is most receptive to learning (John Hopkins University, n.d. ; endorsed by State of Victoria, 2010). Therefore, it is critical that children in their early years are given opportunities for social, physical, emotional and intellectual development through high quality early years provision which in turn provides the potential for not only educational but economic and social benefits (Barnett, 2008). The way in which this provision is facilitated is a mark of how well any nation takes care of its children inclusive of their health and safety, their education and socialisation, their material security, â€Å"†¦ their sense of being loved, valued, and included in families and societies†¦Ã¢â‚¬  (UNICEF, 2007, p. 4 cited in Aldgate in McCauley and Rose, 2010, p. 23). Adults who wish to work with children in this age group have to wear many ‘different hats’ in order to facilitate children’s needs which necessitates their having an understanding of their role and responsibilities with regard to interacting with children (Rose and Rogers, 2012). The aim of this essay is to highlight the most important elements which need to be considered in the education, preparation and training of those who wish to work within the field of Early Years Childcare. The Early Years Sector – Work and Training As early as 2009-10, the House of Commons recognised the need for greater rigour in the training of teachers for Early Years age group, stating that standards should be modified in order that this sector was no longer associated with the least skilled part of the children’s workforce (House of Commons, 2009 -10). These comments concur with the findings of research studies such as that of Sylva et al (2004) which indicated that the quality of the provision provided for children is commensurate with the quality of the adults working in them (Miller, 2010 in Cable et al, 2010, p. 55). As from September 2014, Early Years educator qualifications have been introduced in the United Kingdom in order to meet the Early Years educator criteria as set by the National College for Teaching and Leadership. This qualification operates at Level 3 (A-level) and enables practitioners to be â€Å"†¦ included in the ratios specified in the Early Years Foundation Stage Statutory Framework† (National College for Leadership Teaching, 2013, p. 2). This qualification aims to provide learners with opportunities to develop their understanding of how to support and promote children’s early education and development, to develop skills of planning for effective care which prepares children for school, to utilise assessment effectively, to work with children in a safe environment which safeguards their welfare, to develop effective working practices and to work in partnership alongside the key person, other colleagues and parents for the benefit of young children (National College for Leadership Teaching, 2013). A similar qualification is the CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator- QCF) which has been developed for use from September 2014 to provide a high quality qualification that â€Å"†¦ reflects the priorities of practitioners and employers to meet the needs of young children† (CACHE, 2011, para 4). Minimum entry requirements include the stipulation that all entrants to these type of training courses must have GCSEs in English and Mathematics at grade C or above which should have the effect of raising the â€Å"†¦ overall quality and literacy and numeracy skills of those entering the workforce† (Foundation Years, 2014, para 1). Clearly, once qualified, these individuals will work closely with those who have Early Years Teaching qualifications. Those who wish to embark upon gaining Qualified Teacher Status (QTS) must have a minimum standard of a grade C GCSE in English, Maths and a science subject as well as a degree. Candidates for teacher training must also have experience of the school system, over and above having been a pupil themselves; most courses stipulate that individuals must have at least 10 days experience prior to embarking upon their training (Department for Education, n.d.). Prospective teachers must also pass numeracy and literacy skills tests as part of the application process (Department for Education, n.d.a) prior to embarking upon Early Years Initial Teacher Training. There are four ways in which Early Years teacher status can be accredited graduate entry (a one year full-time course), graduate employment-based (a one year part-time course for graduates in Early Years settings who need further experience and/or training to demonstrate Teacher Standards), undergraduate entry (full-time Level 6 qualification in an early childhood related subject in conjunction with Early Years Teacher status over a 3 or 4 year period) and assessment only (graduates with significant experience of working within the age range [0 – 5] over a period of three months) (Gov. UK, n.d.). In addition to this, a clear set of Teachers’ Standards have been developed by the government in order to ensure that practitioners are â€Å"†¦ accountable for achieving the highest possible standards in their professional practice and conduct† (National College for Teaching Leadership, 2013a, p. 2). The rationale behind these newly implemented criteria and renewed emphasis upon appropriate qualifications is the need to establish an education system which allows children to move from one phase to another seamlessly, as a result of the fact that practitioners recognise that learning is a continuum from the Early Years through to Key Stage 4 and beyond (National College for Teaching Leadership, 2013a). It is based upon the evidence that 94% of children who attain good levels of development by the age of five progress to achieving their expected reading levels at Key Stage 1 and are statistically five times more likely to achieve higher levels (Department for Education, n.d.c). It is clear that these levels of attainment are attributable to the increasing impact that graduate practitioners are having on the quality and the delivery of Early Years provision across the United Kingdom (Mathers et al, 2011). Furthermore, Sylva et al (2004) contend that there is a direct correlation between practitioners’ qualifications, the quality of the learning environment and the attainment levels of children in a pre-school learning setting. Learning and Play In order for practitioners to create quality learning environments, it is essential that they have an understanding of how children learn. Learning is quite difficult to define as it can include the process of thinking and becoming aware, using imagination and creativity, observing, hearing, remembering and problem solving (Malone, 1991 cited in Ostroff, 2012, p. 2). Ostroff (2012) contends that learning is something which is embedded deep in our psyche which is rooted in the need to assimilate new information through actively exploring the environment. She believes that the process of learning is physical in nature, taking place within the sensory systems which feed information back to the brain in order to dictate an individual’s actions. Pollard et al (2008, p. 170) regard it as the mechanism through which â€Å"†¦ knowledge, concepts, skills and attitudes are acquired, understood, applied and extended† whilst Pachler and Daly (2011, p. 17) view it as â€Å"†¦ twin processes of ‘coming to know’ and ‘being able to operate’ successfully in and across new and ever changing contexts and learning spaces, as a process of meaning making†¦Ã¢â‚¬  that occurs as a result of communication and interaction with others. Learning, for children, is the development of their thinking processes and knowledge base as a result of adding new concepts and ideas to what they already know (Wood in Anning, Cullen and Fleer, 2004). The means through which young children achieve this is play. This is an umbrella term (Bruce, 1991) which describes a process of interaction between different individuals which facilitates the development of thinking skills (Dunn, 1993; Meadows, 1993). This is regarded as a social cultural process that is impacted upon by the context and the environment in which any interaction takes place (Robson, 2006). It is an integral part of children’s development physically, intellectually and emotionally (Elkind, 2008). Play allows children to gather a wealth of first-hand experience as a result of the exploration of the environment in which they find themselves and it is the means through which they solve problems and in so doing develop an appreciation of the world around them (Bruce, 1993; Hurst, 1997; Phillips and Soltis, 1998; Edgington, 2004). Play provides opportunities for children to make discoveries not only about the world around them but about themselves. Hughes (2006) indicates that there are many different types of play which contribute to children’s development including the use of language, expressive movement, the examination and use of space as well as physical ‘rough and tumble’ play. It is the vehicle through which children learn to be creative and to utilise their imagination through interacting and communicating with others in their group in a variety of different roles (Edgington, 2004). It is through this vehicle that they learn about cultural conventions (Wood and Attfield, 2005) as well as the means through which they are able to develop physically as a result of exercising through running around (Manning-Morton and Thorp, 2003). Play also appears to have a positive effect upon children’s emotions (Russ, 2004) and it is the mechanism through which they are able to learn about how to control their own emotions and gain an appreciation of the views and feelings of others (Sayeed and Guerin, 2000). However, learning through play cannot take place unless there is an appreciation and a deep understanding of its purpose and function in children’s lives. It is therefore important that the thinking which underlies child centred learning is also taught to, and understood by prospective practitioners. The notion that children could create their own bank of knowledge was first mooted by Piaget who believed that individual children were young investigators of their world who experimented with their environment in order to gather an appreciation and understanding of it (Moore, 2000). He stated that there were distinct stages in children’s development (sensorimotor, 0 2 years of age; preoperational, 2 – 6 years of age; concrete operational, 7 11 years of age; formal operational, 11+) (Jardine, 2006) through which children developed their beliefs and how to express them; it also allowed them to hone their logical thinking as a result of modifying their beliefs and subsequent actions as a result of assimilating new information (Barnes, 1976). Piaget believed that each experience that children undergo is vital to their development which is an opinion shared by Vygotsky. However, it is his contention that learning is a social activity and it is the means through which children develop as a result of learning to communicate with each other using both language and gesture. He believed that children learnt as a result of observing the actions and reactions of others and that through cooperating with individuals within their environment who are more experienced, they are able to achieve a greater degree of learning. The evident gap between that which children are able to achieve alone and with the aid of someone else he called the Zone of Proximal Development (ZPD). It is the function of the practitioner to create an environment in which children learn as a result of individual work and through interacting with those around them in order to develop skills for their future (Brown, 2006). Good Practice The creation of a vibrant, child-centred learning environment is critical in encouraging play and communication, a point which is recognised in the government’s existing literacy and numeracy strategies (Wood, 2004 in Anning, Cullen and Fleer, 2004). The play based curriculum as highlighted in the Early Years Foundation Stage (EYFS) documentation (2012, p. 6) as being â€Å"†¦ essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others.† Children should be provided with opportunities to learn through play which they initiate themselves and by engaging with activities lead or guided by adults. It is critical, in creating any learning environment, that children’s interests and needs are catered for, inclusive of the different ways individuals learn. The EYFS states that the characteristics of effective teaching and learning are playing and exploring (providing children with opportunities to investigate and to experience different things), active learning (children are motivated to concentrate and be persistent if they enjoy their experiences) and creating and thinking critically (individuals are provided with opportunities to develop their own ideas, make connections between different concepts and to utilise different strategies to do things) (Department for Education, 2012). It is the function of the Early Years practitioner to lead the child in their learning, supporting and helping them as and where appropriate (MacShane, 2007 cited in Allen and Whalley, 2010, p. 4) which is achieved through the planning and resourcing of appropriately challenging learning activities embedded in play (Wheeler and Connor, 2009). It must be understood that it is planning which ensures a continuity of learning (Wood, 2004 in Anning, Cullen and Fleer, 2004) and that the learning environment which is dependent upon play will lead to individuals having a more rounded educational experience leading to a greater depth of knowledge, understanding and skills (Moyles and Adams, 2001). In order to facilitate the rounded development of individuals, as highlighted by the EYFS, parents must be involved in the educative process so that children have support for their learning in both the home and school environments. The needs of each individual must be discussed with parents in order to create a working partnership (Department for Education, 2012) which can foster united approaches towards teaching and learning to ensure that children are able to maximise their potential. Families can become involved in a number of activities to encourage their child’s learning; for example, reading with children, teaching nursery rhymes, teaching songs, practising letters and numbers, drawing and painting, visiting the library, taking children on day trips and engaging in play with their friends at home (Sylva et al, 2003). If parents are encouraged to take an active role in their child’s education they can have the effect of enhancing their child’s rate of development and progress (Wheeler and Connor, 2009), can ensure that children are fully aware of their cultural background and can foster a positive attitudes towards diversity. Inclusion and Cultural Awareness All prospective educators need to be aware of the idea of inclusion and inclusive practice. This involves modelling positive behaviour towards everyone no matter their background, their abilities or their race in order that everyone is seen as being of equal value. It is critical that every child is provided with equal opportunities to learn about and experience their culture and that they face no barriers to their learning. Furthermore, it is crucial that diversity in all its forms is a matter for celebration (Centre for Studies on Inclusive Education [CSIE], 2014). In practice, this necessitates practitioners and schools providing a curriculum that allows complete access for all in order that they are able to experience success to the extent of their ability (Mittler, 2000). It is also equally important that children are taught the skills that enable them to remain safe and healthy, to achieve everything that they are able, to make a valuable contribution to society and to attain financial stability in the future (Every Child Matters Green Paper, 2003). Within the EYFS, practitioners are expected to treat every child as being unique, to develop positive relationships with every individual in their care, to create environments which enable them to learn as an individual and as a member of a group whilst acknowledging that every person develops and learns at a different rate but still needs to be provided with activities that cater for their needs (Department for Education, 2012). Conclusion Clearly, there are a number of important elements which contribute towards the education, preparation and training of those who wish to become Early Years educators. It is vital that they have an understanding of the importance of this phase of a child’s education and the responsibility that is commensurate with working to cater for their needs. Prospective Early Years practitioners must be appropriately qualified and have an appreciation of how children learn. They must develop the ability to plan activities which cater for the needs of every child in their care and an ability to utilise different approaches towards teaching and learning. It is important that they are able to communicate with not only the children in the classroom but also their parents and develop positive working relationships with them in order that they feel valued and involved in a partnership towards the education of their child. In the classroom, they must be able to provide support, care and encouragement as well as positive feedback to every child in order that they are able to feel positive about themselves and their learning. It is of the utmost importance that each prospective educator is willing to find out about and cater for the differing cultural needs of those with whom they are dealing and ensure that each individual child and their family feel valued members of the community. They also need to demonstrate the ability to reflect upon their performance, display decision making skills, the ability to be a role model, to lead and support others, instil values within their working environment and work competently to effect change (Whalley et al, 2008 cited in Allen and Whalley, 2010, p. 2). In short, they must demonstrate a willingness to cultivate an understanding of how children develop and learn, how practitioners are able to support and enhance that process as well as nurture and cultivate their beliefs about what education should be for children, and how that vision should be supported (Stewart and Pugh, 2007 cited in Allen and Whalley, 2010, p. 4). References Aldgate, J. (2010) ‘Child Well-Being, Child Development and Family Life.’ in McCauley, C., Rose, W. (Eds) Child Well-Being: Understanding Children’s Lives. London: Jessica Kingsley Publishers pp. 21 – 38 Allen, S., Whalley, M. E. (2010) Supporting Pedagogy and Practice in Early Years Settings. Exeter: Learning Matters Ltd Barnett, W. S. (2008) Preschool Education and its Lasting Effects: Research and Policy Implications. National Institute for Early Education Research Rutgers, The State University of New Jersey Barnes, D. (1976) From Communication to Curriculum. Harmondsworth: Penguin Brown, F. (2006) Playwork: Theory and Practice Buckingham: Open University Press Bruce, T. (1993) ‘The Role of Play in Children’s Lives.’ Childhood Education Vol. 69 #4 Bruce, T. (1991) Time to Play in Early Childhood Education. London: Hodder Stoughton CACHE (2011) ‘CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator) (QCF).’ Retrieved 20th October 2014 from http://www.cache.org.uk/Qualifications/EYE/Pages/CACHE-Level-3-Diploma-for-the-Early-Years-Workforce-(Early-Years-Educator)-(QCF)-.aspx Centre for Studies on Inclusive Education (2013) ‘What is Inclusion?’ Retrieved on 20th October 2014 from http://www.csie.org.uk/inclusion/what.shtml Department for Education (2012) Statutory Framework for the Early Years Foundation Stage: Setting the standards for learning, development and care for children from birth to five . London: Department for Education Department for Education (n.d.) ‘Get Into Teaching – Basic requirements to become a qualified teacher.’ Retrieved 20th October 2014 from http://www.education.gov.uk/get-into-teaching/apply-for-teacher-training/basic-requirements Department for Education (n.d.a) ‘Get Into Teaching – Professional skills tests for training teachers.’ Retrieved 20th October 2014 from http://www.education.gov.uk/get-into-teaching/apply-for-teacher-training/skills-tests Department for Education (n.d.b) ‘Early Years Evidence Pack.’ Retrieved 20th October 14 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/180884/DFE-00274-2011.pdf Dunn, J. (1993) Young Children’s Close Relationships: Beyond Attachment. London: Sage Edgington, M. (2004) The Foundation Stage Teacher in Action: Teaching in 3, 4 and 5 Year Olds. (3rd Ed) London: Paul Chapman Elkind, D. (2008) The Power of Play: How Spontaneous, Imaginative Activities Lead to Happier, Healthier Children. Cambridge, MA: De Capo Lifelong Every Child Matters Green Paper (2003) Norwich: The Stationary Office Foundation Years (2014) ‘Entry Requirements for Early Years Educators.’ Retrieved 20th October 2014 from Entry Requirements for Early Years Educators Gov.UK (n.d.) ‘Early years initial teacher training: a guide for providers – overview.’ Retrieved 20th October 2014 from https://www.gov.uk/early-years-initial-teacher-training-a-guide-for-providers House of Commons Children, Schools and Families Committee (2009-10) Training of Teachers Fourth Report of Session 2009-10. London: House of Commons Hurst, V. (1997) Planning for Early Learning. (2nd Ed) London: Paul Chapman Jardine, D. W. (2006) Piaget Education. New York: Peter Lang Publishing Inc John Hopkins University (n.d.) ‘Why is Early Learning important?’ Retrieved 20th October 2014 from http://web.jhu.edu/CSOS/early_learning/ Manning-Morton, J., Thorp, M. (2003) Key Times for Play: The First Three Years. Maidenhead: Open University Press Mathers, S., Ranns, H., Karemaker, A., Moody, A., Sylva, K., Graham, J., Siraj-Blatchford, I. (2011) ‘Evaluation of the Graduate Leader Fund Final Report.’ Retrieved 20th October 2014 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/197418/DFE-RB144.pdf Meadows, S. (1993) The Child as Thinker. London: Routledge Miller, L. (2010) ‘Professional roles in the early years.’ in Cable, C., Miller, L., Goodliff, G. (Eds) Working with Children in the Early Years Abingdon: Routledge pp. 54 – 62 Mittler, P. (2000) Working Towards Inclusive Education: Social Contexts. London: David Fulton Moore, A. (2000) Teaching and Learning: Pedagogy, Curriculum and Culture. London: Routledge Moyles, J. R., Adams, S. (2001) StEPS: Statements of Entitlements to Play: A Framework for Playful Teaching with 3 – 7 Year-Olds. Buckingham: Open University Press National College for Leadership Teaching (2013) Early Years Educator (Level 3): Qualification Criteria. London: Government Publications National College for Leadership Teaching (2013a) Teachers’ Standards (Early Years). London: Government Publications Ostroff, W. L. (2012) Understanding How Young Children Learn: Bringing the Science of Child Development to the Classroom. Alexandria VA: ASCD Pachler, N., Daly, C. (2011) Key Issues in E-Learning: Research and Practice. London: Continuum International Publishing Group Phillips, D. C., Soltis, J. F. (1998) Perspectives on Learning. (3rd Ed) New York: Teachers College Press Pollard, A., Anderson, J., Maddock, M., Swaffield, S., Warin, J., Warwick, P. (2008) Reflective Teaching. (3rd Ed) London: Continuum Robson, S. (2006) Developing Thinking and Understanding in Young Children. London: Routledge Rose, J., Rogers, S. (2012) The Role of the Adult in Early Years Settings. Maidenhead: Open University Press Russ, S. (2004) Play in Child Development and Psychotherapy New Jersey: Lawrence Erlbaum Associates Sayeed, Z., Guerin, E. (2000) Early Years Play: A Happy Medium for Assessment and Intervention. London: David Fulton Shonkoff, J. P., Phillips, D. (Eds) (2000) From Neurons to Neighbourhoods: The Science of Early Childhood Development. Washington, DC: National Academy Press State of Victoria (2010) Making the most of childhood: the importance of the early years. State of Victoria: Department of Education and Early Childhood Development Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B. (2004) The Effective Provision of Pre-School Education (EPPE) Project: Findings from Pre-school to End of Key Stage 1. Nottingham: DfES Publications Wheeler, H., Connor, J. (2009) Parents, Early Years and Learning: Parents as Partners in the Early Years Foundation Stage Principles into Practice. London: National Children’s Bureau Wood, E. (2004) ‘Developing a Pedagogyv of Play.’ in Anning, A., Cullen, J., Fleer, M. Early Childhood Education: Society and Culture. London: Sage pp. 27 – 38 Wood, E., Attfield, J. (2005) Play, Learning and the Early Childhood Curriculum London: Paul Chapman

Eulogy for Mother :: Eulogies Eulogy

Eulogy for Mother Thank you all -- for coming to commemorate my mother’s life. Before I go on to celebrate my mother and what she stood for I must share with you the reality of what life was like for my mother and the family since she was first diagnosed with cancer in October. Of course, nobody suffered more than my mother, but Dad you’re definitely second. We all shared my mother’s pain. It was like we were all on trial.   At any one point, as a family, we were in denial, we were angry, or we were depressed. And there was conflict. We disagreed with the doctor’s findings. We didn’t always agree with each other on a course of action. It was a confusing time.   In the end I felt we all put up a good fight. We did what we could do. I have to ask myself what my mother would want for us right now.   I think she’d want us to heal ourselves and move on. She’d want us to talk with our creator and deal with her death in our own way, but also put her death behind us and live a life that she would be proud of.   I would like to thank all of you for coming here today to help us, as a family, to heal, and to celebrate my mother’s life. So how many square dancers did I meet yesterday? Dozens? A hundred? You guys rock! What a spirit I see in you. For me, thoughts of my mother dozy-dooing alamand lefting around the dance floor makes me feel good inside. Thanks to all of you for showing up here today. I see a few people she used to work with at CFB Borden. How she ever got up at 4AM to work those shifts, I’ll never know. Thank you for coming out. I’m glad we have Maurice, my mother’s younger brother here today. Ella, her older sister, unfortunately couldn’t make it, but I know the news of my mothers death hit her hard. And I know that she prayed with all her will, for my mother. It was nice to meet a cousin I hadn’t met before. Mark and his wife Michelle drove up from Michigan to be here with us today. Thank you. And what of the children in our family? Shawn, Kelsey, Sarah, Michael, Emily and Matthew, you should take comfort knowing that your grandmother is in heaven right now, looking down on us.

Research Paper on Clothes Essay

Fashion, is something that all girls want to talk about. Some people may think that the famous designers just magically came up with an idea to make a whole collection on their own. Well, in some cases that is true but in most cases it’s not. A lot of our clothes that we wear now are actually influenced by the clothes from the 15th/16th century. That’s why the clothes from the 16th century and the clothes now are very similar in some ways through the way women wore then and the way they dress now, the way men dressed and the way men dress now and how the children dressed then and now. The women from the 16th century and the women now aren’t so different. Both women then and now spent so much money trying to get the latest trends. It was/is so expensive to try to get the newest clothes. About 18% of women’s salaries go towards clothes (ABA Journals. com. ) Both then and now, only the upper class can afford these new trends. The upper class women got the most beautiful gowns and clothes that were available because they had the money to be able to pay for the latest and newest trends. This is a picture of a beautiful upper class woman. She is wearing the most wonderful headpiece. (Realmofvenus. renaissanceitaly. net/wardrobe) It must of cost a lot of money to put this creation together. It’s the same with today, the more money you have the more clothes you have. Those clothes that you have are top of the line, made by the most renowned fashion designers on this planet. Now of days, women can really wear whatever they want. They don’t have to wear what everyone else is wearing, which back then was dresses, dresses and dresses. Clothing now reflects personality and creativity. It gives people some freedom, freedom that women back then didn’t really have. The men then and the men now have a lot of things in common. They both got all dressed up for special occasions. Men now usually just wear a suit but back then the men went all out! The most famous suit designers are Michael Kor’s and Calvin Klein (nymsuits. com) Puffing and slashing was the thing that was â€Å"in. † The men puffed and slashed everything from breeches to bodices to capes. Bodices were a tight-fitting Elizabethan arment covering the torso; plural because the body came in two parts which fastened in the middle (Dictionary. com) Both the men then and now also wear drawers or underwear. So that’s something else that the men then and now have in common. Basically, the kids in the 16th century had to wear what the adults wore. The boys wore what the men wore and the girls wore what the women wore. Well, the sizes were smaller. The babies on the other hand usually just wore onsies. What I mean by onsies is that they wore one piece of clothing that covered their entire body. Minus the head, neck and hands. Today, like adults, kids can really where what they want to. But, they do have some limits. In some private schools, kids are ordered to wear uniforms. Like the one below. (windstan. com) This is something that a girl must wear to school. When there is no dress code in your school kids can really wear whatever they want. In conclusion, the clothes now and the clothes back then aren’t really different cause the clothes then and now have similar designs and inspiraions.