Wednesday, October 30, 2019
US Intel Community Essay Example | Topics and Well Written Essays - 1000 words
US Intel Community - Essay Example The great thing about this agreement is that there is a common face to it and is apparently diplomatic and open addressing on alien nations1. But there is as well a dark and covert side and although they allegedly are not appropriated to operate domestically, they do act domestically through the big private institutions - enforcing the policies of the UN Organizations. Understanding that explains how UN policies are interconnected and enforced in the United States. From the start of this nation history, there have been two sects - Internationalists and Nationalists. The Nationalists were our Founders. The Internationalists were the Tories - oppositions of independence. Traditionally, the military have been accountable for interior security and homeland defense. The National Security Act of 1947 regrouped the leadership of the armed forces following Second World War, validating a Defense Department (DOD) with a Secretary of Defense (SECDEF) that content directly to the Commander-in-Chief. As we now acknowledge, the NSC was not arranging a great job aligning all the facets of Office of Homeland Security2. For instance, border security was addressed in a split way by a number of agencies. Intelligence was not being effectively shared. To start with, from ethical point of view, the National Security Act of 1947is an act that governs all partaking office with origins and roots from the US governance. Taking the account that United nation is excluded from the provision of United states intelligence information is unethical on account that the organization has rights as far as the laws is of concern. The organization has been of help in identification of individuals disputes and always alerted the States on any prevailing measures needs to be taken just on time. 2. How would you define "morally intolerable" and "morally acceptable" from an intelligence operation perspective concerning national security? Is torture of terrorists or enemy
Monday, October 28, 2019
Youtube In school Essay Example for Free
Youtube In school Essay Almost every student and teacher has come across the YouTube ban. In just about every school in the nation,the website, YouTube is banned. Most students are frustrated and find the YouTube ban illogical. YouTube is a great resource for students and teachers alike, it can help them both learn and teach. Allowing the site could greatly improve the way a student is educated. Many people believe that youtube should be allowed in school, and not all of them are students who want to use it to mess around. There are many useful videos on YouTube that are being kept from the youth of America. There is a wide variety of how-to, instructional and other educational videos students could use for projects and research. YouTube could also let students express their creativity through projects that could be viewed by the public. Many educational websites use youtube videos to support the things that are taught in the classroom. An example of this is Khan Academy, which is one of the leading math websites and its owner, Salman Khan, a graduate of MIT and Harvard Business School, teaches a variety of math lessons through â€Å"hands on experience†and by doing the lesson in YouTube videos, which teachers and students don’t have access to. Many social studies/ history videos could aid history teachers in their lesson plans, such as videos from the History Channel, while keeping the kids entertained and still educating them. Many people who believe that youtube should not be allowed in school think that access to the site would simply distract students from their learning experience. The presence of videos that have non-educational, inappropriate, violent or explicit content may cause them to believe that. Students could possibly watch videos such as those during school hours that could distract them, or teach them something not up to par to the DOE standards. Some argue that students or teachers could use it as a form of cyber-bullying and an invasion of privacy. A video could be made putting down a teacher, student or group of students. A video like this could easily be shared and spread through the campus and students. Some videos may show students that did not want to be seen by the public, or their parents didn’t want their child to be â€Å"put on display†. So should YouTube be allowed in schools all around America? I think that the pros of allowing youtube heavily outweigh the cons and that it should be allowed in school. Many will argue that it will not go well but I think that if the staff and faculty of the school monitored the use of the site by the students then any misuse could be prevented and/or stopped. I know that this is a controversial topic and others may have different opinions, so I hope I helped you make up yours. Bibliography http://www. nytimes. com/2012/03/10/education/youtube-finds-a-way-off-schools-banned-list. html? pagewanted=all_r=0 http://people. cornellcollege. edu/MNeef12/ http://www. debate. org/debates/Youtube-should-be-allowed-in-schools-and-not-blocked/1/] http://acrawford24. wordpress. com/2012/09/23/youtube-in-schools-should-it-be-allowed-as-a-teaching-tool/.
Saturday, October 26, 2019
Gender Roles in Chopins Desirees Baby and A Point at Issue Essay
Gender Roles in Chopin's 'Desiree's Baby' and 'A Point at Issue' Many female writers write about women's struggle for equality and how they are looked upon as inferior. Kate Chopin exhibits her views about women in her stories. The relationship between men and women in Kate Chopin's stories imply the attitudes that men and women portray. In many of Chopin's works, the idea that women's actions are driven by the men in the story reveals that men are oppressive and dominant and women are vulnerable, gullable and sensitive. Chopin also shows that females, like Desiree and Eleanor, undergo a transformation from dependent and weak to stronger women free from their husbands by the end of the story. In the short story 'Desiree's Baby,' Kate Chopin reveals her idea of the relationship between men and women by showing instances of inferiority and superiority throughout the story. In 'A Point at Issue,' there are many instances where the idea of hypocrisy and the attitudes that the main characters display and how their actions affect each other's lives, sho w the impact that men have on women's lives. In 'Desiree?s Baby,' Chopin illustrates her idea of the relationship between men and women by portraying Desiree as vulnerable and easily affected, whereas Armand is presented as superior and oppressive. Throughout ?Desiree?s Baby,? Kate Chopin investigates the concept of Armand's immense power over Desiree. At first, Desiree tries to conform to the traditional female role by striving to be an obedient wife. Later in the story, this conformity changes after Desiree gives birth to her part-black son. Armand becomes furious because he believes that Desiree?s race is what alters the color of the baby. After that incident, Armand displ... ...ree for his problems and treats her with disrespect. The issues and problems in Kate Chopin?s stories also connect with issues in today?s society. There still exist many men in this world who hold low opinions of women, are hypocritical in their thoughts, dealings, and actions with women, and treat honorable, respectable women poorly, just as Charles and Armand did in Chopin?s stories. Women in ?Desiree?s Baby? and ?A Point at Issue? strive for personal freedom and equality which equates to modern times in that some women are still paid less for doing the same job as men and in some countries, women still cannot vote. The relationship between men and women in Chopin?s stories still, in some effect, directly apply to today?s world. Works Cited: Chopin, Kate. "Desiree's Baby." The Awakening and Other Stories. Ed. Judith Baxter. Cambridge: Cambridge UP, 1996.
Thursday, October 24, 2019
Multigrade: Teacher and Students
| Multigrade teaching involves the teaching of children from two or more grade levels in one classroom. Such contexts requires the employment of particular teaching methodologies and classroom administration. Since Multigrade classes are smaller and can be established more cheaply than complete schools, they can be more numerous, therefore more dispersed and thus located closer to the settlements where the children live. This means both that younger children can attend and that the time children spend travelling between school and home can be reduced to an acceptable level. This in turn means that there is sufficient time outside school hours for the children to continue to contribute to the family's economic activity . Attending school is therefore likely to be more acceptable to the families concerned, and thus both increase the number of children receiving education and reduce the failure rate. Multigrade schools, being smaller and more dispersed, would enjoy much closer links with the smaller communities that they would be set up to serve. This would have a very positive effect on local attitudes and access to education. The professional teacher is a key resource person in the Multigrade context. The local content is a significant part of the curriculum, it is particularly important to resolve the issue of appointing well-trained and locally-oriented teachers. Introduction 1. An average primary school teacher is ill equipped to handle a multigrade classroom situation. 2. The nature of the curriculum and textbooks, which are prepared almost entirely in a monograde context create further problems. 3. Teacher training programmes have not focused on practical issues and techniques for handling multigrade teaching studies. 4. There is no training package for multigrade teachers. The aspects could be;  –         Time management-         Improving teaching skills-         Preparation and organisation of the teaching learning materials. –         Organisation of art and cultural activities. 5. Timetables are not flexible enough. Teachers of MC should have extra preparation time. Teachers assigned to MC should preferable be those who are most willing to teach. In service and information concerning appropriate groupings, classroom organization, instructional strategies and curriculum modification should be provided to principals and teachers. In a MC there is respect for different learning styles. Teachers structure a positive learning environment where children feel successful, develop positive self-concepts and are helpful and sensitive to others. The student benefit from having the opportunity to stay with the same teacher and classmates and experience the same teaching style and routine over a two-year (ore more) period. In a MC there is time to recognize that a childs social and emotional needs are as important as academic needs. Another advantage of more than one year in a MC is the relationship developed between the teacher and the entire family. Students feel they are successful when they are working at their own level and know that everyone should be able to do the same thing at the same time. Each child is accepted at his or her own place on the developmental learning situation. The teacher takes time to assess evaluates and plan next steps for each child. Separate subjects are replaced by an integrated curriculum, which engages children in meaningful activities that explore concepts and topics relevant and meaningful to the lives of the children. In a classroom where all children are learning at different rates and are not all the same age, there is a little competition. By helping each other, students reinforce their own understanding of knowledge, skills and attitudes. Conversations are encouraged as the children talk through their work in progress. These conversations help them understand just what they have learned. Multigrade classrooms take the focus of meeting the needs of the whole group of learners instead meet the needs of each individual student. | I. On the conference on MGT in 1988, organised by UNESCO, five general problems came out:a. Inadequately trained teachers. b. Scarcity of varied levels and types of materials. c. Lack of flexible and special types of curriculum organization. d. Inadequate school facilities. e. Lack of incentives for teachers in multiple classes. II. Multigrade in Vietnam, the problems. a. There is a serious shortage of teachers, especially skilled teachers for MGT. b. Teachers of MGT are working in different isolated conditions. c. The training of teachers for MG classes does not meet the requirement in either quality or quantity. d. Most of the MG schools lack textbooks, guidebooks and reference material. e. Multigrade classes are in very bad conditions. III. What is the principals role in a multigrade chool? a. The principal plays a key-role in creating a supportive school culture. b. The principal, the head teacher must ensure that all teachers feel supported. c. The head must provide teachers with opportunities to learn multigrade teaching methods, monitor the progress of implementation and give the teachers praise, feedback and suggestions. d. The head should be adept at facilitating positive, cooperative interactions among teaching team members. IV. There are definite characteristics of successful multigrade teachers, which should be considered in teacher selection. . Well-organizedb. Creative and flexiblec. Willing to work hard. d. Resource full. e. Self directed. f. Willing to work closely with the community. g. Strong belief in the importance of cooperation and personal responsibility in the classroom with the ability to develop these characteristics in pupils. h. Prior successful experience at the grade levels to be taught. V. Seven general types of activities found in most class rooms:a. Quiet or individual study. b. Testingc. Whole class instruction. d. Partner worke. Group discussionf. Reference work. QUESTIONS/ACTIVITY 1. How will / can you create an enabling and effective teaching- learning environment in a multigrade classroom. 2. How could teachers spend more time on a particular subject or practice work? 3. How can a teacher maintain discipline in a multigrade classroom? 4. Which teaching aids are specific for a multigrade teaching? 5. How can a teacher be enabled to organise the subject matter in the best possible way? 6. How can the teacher understand the gaps in his or her teaching method, and appreciate student needs better? FACTS 1. Multigrade teachers must be trained to give different lessons at the same time to pupils at different grade levels. . Children sit in grade-groups facing their own blackboard (BB)3. If there are two grade groups in the class the BB are placed either end of the classroom with children facing opposite directions. 4. During the lessons the teacher moves frequently between the different groups. 5. Give reading instructions to one grade; give dictation to the other grade. 6. One grade is copying handwriting math exercises from the BB, the other grade will be instructed on a new math item. 7. The extra work involved in multigrade teaching must be recognized by giving teachers 50% additional salary for two rades and 75% for three or more grades. 8. Teachers in multigrade classrooms must receive a lot of support and must meet regularly with teachers from other multigrade schools. | Direct Instruction Direct instruction is highly teacher-directed and commonly used. It is effective for providing information or developing step-by-step skills. This strategy also works well for introducing other teaching methods or actively involving students in knowledge construction. a. Structured Overview – organizing concepts and materials in a manner that is easily understood by students. b. Explicit Teaching – explicit teaching involves six teaching functions:|  · daily review  · presenting new material  · conducting guided practice  · providing feedback and correctives  · conducting independent practice  · weekly and monthly review| | c. Mastery Lecture – a method to deliver significant amounts of information in a relatively short period of time. The quality of a lecture may be improved by incorporating audio and visual aids and encouraging interaction between the teacher and the students. d. Drill and Practice – structured, repetitive review of previously learned concepts in order to increase level of mastery. . Compare and Contrast – students look for similarities and differences. f. Didactic Questions – tend to be convergent, factual and often begin with â€Å"what,†â€Å"where,†â€Å"when,†and â€Å"how. †These may also include â€Å"why†and â€Å"what if†q uestions. g. Demonstrations – teacher shows and tells how to do something. h. Guides for Reading, Listening, and Viewing – providing leading questions, diagrams, or statements to assist students in focusing on the important ideas within text, lecture, media, or other presentations. A follow-up discussion may assist in summarizing the activity. Indirect Instruction Indirect instruction is mainly student-centred, although direct and indirect instruction can complement each other. Indirect instruction seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of students' interest and curiosity, often encouraging them to generate alternatives or solve problems. It is flexible in that it frees students to explore diverse possibilities and reduces the fear associated with the possibility of giving incorrect answers. Indirect instruction also fosters creativity and the development of interpersonal skills and abilities. In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry (Martin, 1983). The indirect instruction strategy can be used by teachers in almost every lesson. This strategy is most appropriate when: | thinking outcomes are desired * attitudes, values, or interpersonal outcomes are desired * process is as important as product * students need to investigate or discover something in order to benefit from later instruction * there is more than one appropriate answer * the focus is personalized understanding and long term retention of concepts or generalizations * ego involvement and intrinsic motivation are desirable * decisions need to be made or problems need to be solved * life-long learning capability is desired| a. Problem Solving – students work through a situation or problem in order to arrive at a solution. b. Case Studies – real life scenarios are presented for analyzing, comparing and contrasting, summarizing, and making recommendations. c. Inquiry – as topics are explored, thinking is emphasized as students ask relevant questions and develop ways to search for answers and generate explanations. d. Reading for Meaning – information and insight are obtained from written material. e. Reflective Discussion – discussion occurs in order for students to understand a concept in more depth. f. Concept Formation – students are given data about a particular concept. The data is classified or grouped and descriptive labels are given to the groupings. By linking their examples to the labels and explaining their reasoning, students are able to form their own understanding of the concept. g. Concept Mapping – a word or topic is used to generate other related words. These may be organized in web form. . Concept Attainment – examples and non-examples are given to develop an understanding of a concept. i. Cloze Procedure – students need to supply key words which have been omitted from a passage. Experiential learningExperiential learning is inductive, learner centred, and activity oriented. Personalized reflection about an experience and the formulation of plans to apply learnings to other contexts are critical factors in effect ive experiential learning. Experiential learning occurs when learners:| participate in an activity * critically look back on the activity to clarify learnings and feelings * draw useful insights from such analysis * put learnings to work in new situations (Pfeiffer & Jones, 1979) Experiential learning can be viewed as a cycle consisting of five phases, all of which are necessary:| * experiencing (an activity occurs) * sharing or publishing (reactions and observations are shared) * analyzing or processing (patterns and dynamics are determined) * inferring or generalizing (principles are derived) * applying (plans are made to use learnings in new situations) a. Field Trips – students are given an opportunity to learn by taking part in educational activities that take place outside of the classroom. | b. Conducting Experiments – students are given a hypothesis to test under specific conditions. | c. Simulations – the students are presented with an artificial problem, situation, or event which has some aspect of reality. | d. Games – these are structured learning activities which have rules and methods of establishing who wins or how the activity ends. | e. Focused Imaging – students visualize an object, event, or situation. f. Field Observations – students make observations of naturally occurring events found outside of the classroom. | g. Role Playing – students are presented with a real problem situation and given individual parts or roles to play. | h. Synectics – analogies are used to help students compare and contrast topics which appear to be unrelated. | i . Model Building – students design and construct an object. | j. Surveys – are research tools that involve asking questions to a specific group of individuals. The responses are then analyzed. | | | Independent Study Independent study refers to the range of instructional methods which are purposefully provided to foster the development of individual student initiative, self-reliance, and self-improvement. While independent study may be initiated by student or teacher, the focus here will be on planned independent study by students under the guidance or supervision of a classroom teacher. In addition, independent study can include learning in partnership with another individual or as part of a small group. Independent study encourages students to take responsibility for planning and pacing their own learning. Independent study can be used in conjunction with other methods, or it can be used as the single instructional strategy for an entire unit. The factors of student maturity and independence are obviously important to the teacher's planning. a. Essays – writing that students do that involves some level of research. Research may be used to support their opinions on a specific topic. b. Computer Assisted Instruction – programs which are available to be used on the computer to assist student learning. . Reports – enable students to express their knowledge or ideas related to a given topic. These reports may be presented in written or oral form. d. Learning Activity Package – a planned series of activities for the students to complete. e. Correspondence Lessons – lessons that are administered through an outside agency other than the scho ol. Typically this was in print form, but now may involve audio, video, or computer elements. f. Learning Contracts – these allow for instruction to be individualized and encourages student responsibility. When students are new to this method, teachers may have to provide a more structured format that includes the learning objectives, some choice of resources, as well as time constraints. As students become more familiar with this method and more independent, increased responsibility can be given to the students. g. Homework – assignments and activities that are to be completed away from the school. h. Research Projects – these projects contain some elements of research and may be conducted individually, with a partner, or in small groups. i. Assigned Questions – questions that are given to the students to complete individually or in small groups. j. Learning Centres – stations are set up in the classroom which include tasks or activities that may need to be completed individually or in a group. Interactive instructionInteractive instruction relies heavily on discussion and sharing among participants. Students can learn from peers and teachers to develop social skills and abilities, to organize their thoughts, and to develop rational arguments. The interactive instruction strategy allows for a range of groupings and interactive methods. It is important for the teacher to outline the topic, the amount of discussion time, the composition and size of the groups, and reporting or sharing techniques. Interactive instruction requires the refinement of observation, listening, interpersonal, and intervention skills and abilities by both teacher and students. | a. Debates – students are divided into two groups. Each group is assigned a side of an issue to defend. After developing arguments for their side, students present new information or introduce rebuttals for information presented by their opposition. b. Role Playing – a topic or theme is chosen and relevant concepts are identified. A concept is selected which involves a compelling issue and adequate roles for everyone. A key question from the concept is chosen and possible viewpoints are discussed. Situations and viewpoints are chosen and students are assigned roles to play. | c. Panels – students are divided into small groups. Each studen t individually presents information to the rest of the class. The panel is run by a moderator. | d. Brainstorming – as many ideas as possible are suggested. All ideas are recorded with no criticism or evaluation permitted. | e. Peer Practice – students practice what they have learned with a peer. | f. Discussion – familiar material is used for discussions. The problem or issue can be one that does not require a particular answer or one where it is important for students to discover an answer. Opinions must be supported. Discussion should conclude with consensus, a solution, clarification of insights gained, or a summary. | g. Laboratory Groups – groups of students in a laboratory setting. | h. Co-operative Learning Groups – small groups of students, usually two to six members, share the various roles and are interdependent in achieving the group learning goal. | i. Problem Solving – real life problems are presented to the students to solve. The teacher, acting as a facilitator, encourages the students to use an â€Å"If . . . , then . . . , because . . . †method of solving the problem. | j. Circle of Knowledge – small groups of students sit in a circle to think and discuss information. The ideas from each small circle are then shared with the rest of the class. | k. Tutorial Groups – groups set up to offer remediation. This remediation may be done by the teacher or a peer. | l. Interviewing – students familiarize themselves with the topic of the interview and create questions to ask the interviewee. Interviews usually take place face-to-face. | Cooperative teaching: According to Bauwens and Hourcade (2001), cooperative teaching refers to a direct form of collaboration in which a general educator and one or more support service providers voluntarily agree to work together in a co-active and coordinated fashion in the general education classroom. These educators who possess distinct and complementary sets of skills, combine roles and share resources and responsibilities in a sustained effort while working towards the common goal of school success for all students. Collaborative teaching, where two educators take responsibility for planning, teaching, and monitoring the success of all learners in a class, looks different from day to day and classroom to classroom. Why? Collaborative teaching, when done right, is a dynamic process that educators constantly reconfigure to fit their instructional plans and the learning needs of their students. team teaching – a method of coordinated classroom teaching involving a team of teachers working together with a single group of students didactics, education, educational activity, instruction, pedagogy, teaching – the activities of educating or instructing; activities that impart knowledge or skill; â€Å"he received no formal education†; â€Å"our instruction was carefully programmed†; â€Å"good classroom teaching is seldom rewarded†Peer Teaching Practice in which students take on a teaching role in a school setting in order to share their knowledge with other students. multi-grade teaching ‘ technique of simultaneously teaching more than one grade by a single teacher’.
Wednesday, October 23, 2019
Can a Company Eliminate Inventory Essay
Irrespective of the type of business that a company engages in, whether manufacturing, distribution or services, maintaining a certain quantity of inventory is inevitable. The quantum will depend on the operations of the company as well its policies relating to inventory storage and accounting. However advances in technology and new techniques of production have made it possible for companies to reduce inventory, albeit not eliminate it completely. Technological innovations and developments including barcode readers, asset tracking devices, inventory management software and Point of Sales (POS) systems, among others, aid greatly in reducing excess inventory. With the help of these devices a company is made aware of the exact quantity and type of stock it possesses. Sales, purchases and stock-in-progress are readily recorded and the resulting final stock value can be determined immediately. As a result, the company can identify the excess stock present and choose to either reduce production or increase deliveries to customers. This will decrease the inventory. Moreover, with the use of inventory management software, a company can plan and schedule the production process in a manner so as to manufacture the quantity of goods that will match the demand for the same. Various new techniques of production that reduce inventory, and thereby costs, have also been developed. The most popular one is the Just-in-Time (JIT) method of production or the Toyota Production System. The JIT system integrates various areas of production and management to reduce inventory and the costs associated with its storage and supervision. It relies on signals called â€Å"Kanban†that notify when the next part of the process must be implemented. Production is driven by demand and the system stresses upon such inventory-reducing methods as reducing lot-sizes, ensuring frequent deliveries and reduction of number of parts. Thus, advances in technology have allowed companies to significantly reduce their inventory. With the use of these innovations, a company can discern the actual need for inventory and plan its production and other operations accordingly. Wastage of stock as well as money will be diminished. Nonetheless it must be noted that no company can survive with zero inventory. Every company will have to maintain a certain amount of stock to continue operations without interruption. Thus, advancements in technology can help a company to reduce inventory to a large extent, but not to eliminate it completely.
Tuesday, October 22, 2019
Yaxchilan - Classic Maya City-State in Mexico
Yaxchilan - Classic Maya City-State in Mexico Yaxchiln is a Classic period Maya site located on the riverbank of the Usamacinta river that borders the two modern countries of Guatemala and Mexico. The site lies within a horseshoe meander on the Mexican side of the river and today the site can only be reached by boat. Yaxchiln was founded in the 5th century AD and reached its maximum splendor in the 8th century AD. Famous for its more than 130 stone monuments, among which include carved lintels and stelae depicting images of royal life, the site also represents one of the most elegant examples of classic Maya architecture. Yaxchiln and Piedras Negras There are many extant and legible inscriptions in Maya hieroglyphs at Yaxchilan, which provide us a nearly unique glimpse into the political history of Maya city-states. At Yaxchilan, for most Late Classic rulers we have dates associated with their births, accessions, battles, and ceremonial activities, as well as their ancestors, descendants, and other kinsmen and companions. Those inscriptions also allude to an ongoing conflict with its neighbor Piedras Negra, located on the Guatemalan side of the Usumacinta, 40 kilometers (25 miles) upriver from Yaxchilan. Charles Gordon and colleagues from the Proyecto Paisaje Piedras Negras-Yaxchilan have combined archaeological data with information from the inscriptions at both Yaxchilan and Piedras Negras, compiling a political history of the intertwined and competing Maya city-states. Early Classic 350-600 AD: Both communities began as small cities during the Early Classic in the 5th and 6th centuries AD, when their royal dynasties were established. As early as the 5th century, a neutral zone existed between Piedras Negras and Yaxchilan that was not controlled by either polity; and warfare was limited to a few, unusual episodes of direct conflict.Late Classic 600-810 AD: During the Late Classic, the neutral zone was repopulated and transformed into a contested frontier. Warfare was most frequent in the 8th century AD and involved the governors of secondary and tertiary centers loyal to each combatant.Between the 7th and 8th centuries AD, Yaxchiln gained power and independence under the rulers Itzamnaaj B’alam II and his son Bird Jaguar IV. Those rulers extended their dominion over other nearby sites and started an ambitious construction program that included most of what is visible on at Yaxchilan today. At about 808, Piedras Negras lost its ruler to Ya xchilan; but that victory was brief. Terminal Classic 810-950 AD: By 810, both polities were in decline and by AD 930, the region was essentially depopulated. Site Layout Visitors arriving at Yaxchiln for the first time will be mesmerized by the tortuous, dark passageway known as â€Å"the Labyrinth†leading into the main plaza, framed by some of the most important buildings of the site. Yaxchiln is made up of three major complexes: the Central Acropolis, the South Acropolis, and the West Acropolis. The site is built over a high terrace facing the Usumacinta river on the north and extending beyond there into the hills of the Maya lowlands. Main Buildings The heart of Yaxchilan is called the Central Acropolis, which overlooks the main plaza. Here the main buildings are several temples, two ballcourts, and one of the two hieroglyphic stairways. Located in the central acropolis, Structure 33 represents the apex of Yaxchiln architecture and its Classic development. The temple was probably constructed by the ruler Bird Jaguar IV or dedicated to him by his son. The temple, a large room with three doorways decorated with stucco motifs, overlooks the main plaza and stands on an excellent observation point for the river. The real masterpiece of this building is its nearly intact roof, with a high crest or roof comb, a frieze, and niches. The second hieroglyphic stairway leads to the front of this structure. Temple 44 is the main building of the West Acropolis. It was constructed by Itzamnaaj B’alam II around 730 AD to commemorate his military victories. It is decorated with stone panels depicting his war captives. Temple 23 and its Lintels Temple 23 is located on the southern side of the main plaza of Yaxchilan, and it was built about AD 726 and dedicated by the ruler Itzamnaaj B’alam III (also known as Shield Jaguar the Great) [ruled 681-742 AD] to his principal wife Lady K’abal Xook. The single-room structure has three doorways each bearing carved lintels, known as Lintels 24, 25, and 26. A lintel is the load-bearing stone at the top of a doorway, and its massive size and location led the Maya (and other civilizations) to use it as a place to exhibit their skill at decorative carving. Temple 23s lintels were rediscovered in 1886 by the British explorer Alfred Maudslay, who had the lintels cut out of the temple and sent to the British Museum where they are now located. These three pieces are almost unanimously considered among the finest stone reliefs of the entire Maya region. Recent excavations by the Mexican archaeologist Roberto Garcia Moll identified two burials under the temple floor: one of an aged woman, accompanied by a rich offering; and the second of an old man, accompanied by an even richer one. These are believed to be Itzamnaaj Balam III and one of his other wives; Lady Xooks tomb is thought to be in the adjacent Temple 24, because it features an inscription recording the queens death in AD 749. Lintel 24 Lintel 24 is the easternmost of three door lintels above the doorways in Temple 23, and it features a scene of the Maya bloodletting ritual performed by Lady Xook, which took place, according to the accompanying hieroglyphic text, in October of 709 AD. The king Itzamnaaj Balam III is holding a torch above his queen who is kneeling in front of him, suggesting that the ritual is taking place at night or in a dark, secluded room of the temple. Lady Xook is passing a rope through her tongue, after having pierced it with a stingray spine, and her blood is dripping onto bark paper in a basket. The textiles, headdresses and royal accessories are extremely elegant, suggesting the high status of the personages. The finely carved stone relief emphasizes the elegance of the woven cape worn by the queen. The king wears a pendant around his neck portraying the sun god and a severed head, probably of a war captive, adorns his headdress. Archaeological Investigations Yaxchiln was rediscovered by explorers in the 19th century. The famous English and French explorers Alfred Maudslay and Desirà © Charnay visited the ruins of Yaxchilan at the same time and reported their findings to different institutions. Maudslay also made the fist map of the site. Other important explorers and, later on, archaeologists that worked at Yaxchiln were Tebert Maler, Ian Graham, Sylvanus Morely, and, recently, Roberto Garcia Moll. In the 1930s, Tatiana Proskouriakoff studied the epigraphy of Yaxchilan, and on that basis built a history of the site, including a sequence of the rulers, still relied on today. Sources Edited and updated by K. Kris Hirst Golden C, and Scherer A. 2013. Territory, trust, growth, and collapse in Classic period Maya kingdoms. Current Anthropology 54(4):397-435.Golden C, Scherer AK, Muà ±oz AR, and Vasquez R. 2008. Piedras Negras and Yaxchilan: Divergent Political Trajectories in Adjacent Maya Polities. Latin American Antiquity 19(3):249-274.Golden CW, Scherer AK, and Muà ±oz AR. 2005. Exploring the Piedras Negras- Yaxchilan Border Zone: Archaeological Investigations in the Sierra del Lacandon, 2004. Mexicon 27(1):11-16.Josserand JK. 2007. The Missing Heir at Yaxchiln: Literary Analysis of a Maya Historical Puzzle. Latin American Antiquity 18(3):295-312.Miller M, and Martin S. 2004. Courtly Art of the Ancient Maya. Fine Arts Museum of San Francisco and Thames and Hudson.ONeil ME. 2011. Object, memory, and materiality at Yaxchilan: The reset lintels of Structures 12 and 22. Ancient Mesoamerica 22(02):245-269.Simon, M, and Grube N. 2000, Chronicle of the Maya Kings and Queens: Deciphering the Dynasties of the Ancient Maya. Thames Hudson, London and New York. Tate C. 1992, Yaxchilan: The Design of a Maya Ceremonial City. University of Texas Press, Austin.
Monday, October 21, 2019
What Peasants and Laborers Wore in the Medieval Ages
What Peasants and Laborers Wore in the Medieval Ages While the fashions of the upper classes were changing with the decade (or at least the century), peasants and laborers stuck to the useful, modest garments their progenitors had been clad in for generations during the Middle Ages. Of course, as the centuries passed, minor variations in style and color were bound to appear; but, for the most part, medieval European peasants wore very similar clothing in most countries from the 8th to the 14th century. The Ubiquitous Tunic The basic garment worn by men, women, and children alike was a tunic. This appears to have evolved from the Roman tunica of late antiquity. Such tunics are made either by folding over a long piece of fabric and cutting a hole in the center of the fold for the neck; or by sewing two pieces of fabric together at the shoulders, leaving a gap for the neck. Sleeves, which werent always part of the garment, could be cut as part of the same piece of fabric and sewn closed or added later. Tunics fell to at least the thighs. Though the garment might be called by different names at different times and places, the construction of the tunic was essentially the same throughout these centuries. At various times, men and, less often, women wore tunics with slits up the sides to afford more freedom of movement. An opening at the throat was fairly common to make it easier to put on over ones head; this might be a simple widening of the neck hole; or, it might be a slit that could be tied closed with cloth ties or left open with plain or decorative edging. Women wore their tunics long, usually to mid-calf, which made them, essentially, dresses. Some were even longer, with trailing trains that could be used in a variety of ways. If any of her chores required her to shorten her dress, the average peasant woman could tuck the ends of it up in her belt. Ingenious methods of tucking and folding could turn the excess fabric into a pouch for carrying picked fruit, chicken feed, etc.; or, she could wrap the train over her head to protect herself from the rain. Womens tunics were usually made of wool. Woolen fabric could be woven rather finely, though the quality of the cloth for working-class women was mediocre at best. Blue was the most common color for a womans tunic; though many different shades might be achieved, the blue dye made from the woad plant was used on a large percentage of manufactured cloth. Other colors were unusual, but not unknown: pale yellow, green, and a light shade of red or orange could all be made from less-expensive dyes. All these colors would fade in time; dyes that stayed fast over the years were too expensive for the average laborer. Men generally wore tunics that fell past their knees. If they needed them shorter, they could tuck the ends in their belts; or, they could hike up the garment and fold fabric from the middle of the tunic over their belts. Some men, particularly those engaged in heavy labor, might wear sleeveless tunics to help them deal with the heat. Most mens tunics were made of wool, but they were often coarser and not as brightly colored as womens wear. Mens tunics could be made from beige (undyed wool) or frieze (coarse wool with a heavy nap) as well as more finely woven wool. Undyed wool was sometimes brown or gray, from brown and gray sheep. Undergarments Realistically, there is no telling whether or not most members of the working classes wore anything between their skin and their woolen tunics until the 14th century. The contemporary artwork depicts peasants and laborers at work without revealing whats worn underneath their outer garments. But usually the nature of undergarments is that theyre worn under other garments and are therefore ordinarily unseen; so, the fact that there are no contemporary representations shouldnt hold much weight. In the 1300s, it became the fashion for people to wear shifts, or undertunics, that had longer sleeves and lower hemlines than their tunics, and therefore were plainly visible. Usually, among the working classes, these shifts would be woven from hemp and would remain undyed; after many wearings and washings, they would soften up and lighten in color. Field workers were known to wear shifts, hats, and little else in the heat of summer. More affluent people could afford linen undergarments. Linen could be fairly stiff, and unless bleached it wouldnt be perfectly white, though time, wear, and cleansing could make it lighter and more flexible. It was unusual for peasants and laborers to wear linen, but it wasnt altogether unknown; some of the clothing of the prosperous, including undergarments, were donated to the poor upon the wearers death. Men wore braes or loincloths for underpants. Whether or not women wore underpants remains a mystery. Shoes and Socks It was not at all uncommon for peasants to go about barefoot, especially in warmer weather. But in cooler weather and for work in the fields, fairly simple leather shoes were regularly worn. One of the most common styles was an ankle-high boot that laced up the front. Later styles were closed by a single strap and buckle. Shoes were known to have had wooden soles, but it was just as likely for soles to be constructed of thick or multi-layered leather. Felt was also used in shoes and slippers. Most shoes and boots had rounded toes; some shoes worn by the working class might have somewhat pointed toes, but workers didnt wear the extreme pointy styles that were at times the fashion of the upper classes. As with undergarments, its difficult to determine when stockings came into common use. Women probably didnt wear stockings any higher than the knee; they didnt have to since their dresses were so long. But men, whose tunics were shorter and who were unlikely to have heard of trousers, let alone wear them, often wore hose up to the thighs. Hats, Hoods, and Other Head-Coverings For every member of society, a head-covering was an important part of ones attire, and the working class was no exception. Field workers often wore broad-brimmed straw hats to keep off the sun. A coif, a linen or hemp bonnet that fit close to the head and was tied under the chin, was usually worn by men undertaking messy work such as pottery, painting, masonry, or crushing grapes. Butchers and bakers wore kerchiefs over their hair; blacksmiths needed to protect their heads from flying sparks and might wear any of a variety of linen or felt caps. Women usually wore veils, a simple square, rectangle, or oval of linen kept in place by tying a ribbon or cord around the forehead. Some women also wore wimples, which attached to the veil and covered the throat and any exposed flesh above the tunics neckline. A barbette (chin strap) might be used to keep the veil and wimple in place, but for most working-class women, this extra piece of fabric may have seemed like an unnecessary expense. Headgear was very important for the respectable woman; only unmarried girls and prostitutes went without something covering their hair. Both men and women wore hoods, sometimes attached to capes or jackets. Some hoods had a length of fabric in the back that the wearer could wrap around his neck or his head. Men were known to wear hoods that were attached to a short cape that covered the shoulders, very often in colors that contrasted with their tunics. Both red and blue became popular colors for hoods. Outer Garments For men who worked outdoors, an additional protective garment would usually be worn in cold or rainy weather. This could be a simple sleeveless cape or a coat with sleeves. In the earlier Middle Ages, men wore fur capes and cloaks, but there was a general view among medieval people that fur was worn only by savages, and its use went out of vogue for all but garment linings for quite some time. Though they lacked todays plastic, rubber, and Scotch-Guard, medieval folk could still manufacture fabric that resisted water, at least to a degree. This could be done by fulling wool during the manufacturing process, or by waxing the garment once it was complete. Waxing was known to be done in England, but seldom elsewhere due to the scarcity and expense of wax. If wool was made without the stringent cleansing of professional manufacturing, it would retain some of the sheeps lanolin and would, therefore, be naturally somewhat water-resistant. Most women worked indoors and didnt often have need of a protective outer garment. When they went out in cold weather, they might wear a simple shawl, cape, or pelisse. This last was a fur-lined coat or jacket; the modest means of peasants and poor laborers limited the fur to cheaper varieties, such as goat or cat. The Laborers Apron Many jobs required protective gear to keep the laborers everyday wear clean enough to wear every day. The most common protective garment was the apron. Men would wear an apron whenever they performed a task that could cause a mess: filling barrels, butchering animals, mixing paint. Usually, the apron was a simple square or rectangular piece of cloth, often linen and sometimes hemp, which the wearer would tie around his waist by its corners. Men usually didnt wear their aprons until it was necessary and removed them when their messy tasks were done. Most chores that occupied the peasant housewifes time were potentially messy; cooking, cleaning, gardening, drawing water from the well, changing diapers. Thus, women typically wore aprons throughout the day. A womans apron often fell to her feet and sometimes covered her torso as well as her skirt. So common was the apron that it eventually became a standard part of the peasant womans costume. Throughout much of the Early and High Middle Ages, aprons were undyed hemp or linen, but in the later medieval period, they began to be dyed a variety of colors. Girdles Belts, also known as girdles, were common accouterments for men and women. They might be made from rope, fabric cords, or leather. Occasionally belts might have buckles, but it was more common for poorer folk to tie them instead. Laborers and peasants not only tucked up their clothing with their girdles, but they also attached tools, purses, and utility pouches to them. Gloves Gloves and mittens were also fairly common and were used to protect the hands from injury as well as for warmth in cold weather. Workers such as masons, blacksmiths, and even peasants cutting wood and making hay were known to use gloves. Gloves and mittens could be of virtually any material, depending on their specific purpose. One type of workers glove was made from sheepskin, with the wool on the inside, and had a thumb and two fingers to offer a little more manual dexterity than a mitten. Nightwear The idea that all medieval people slept naked is unlikely; in fact, some period artwork shows folk in bed wearing a simple shirt or gown. But due to the expense of clothing and the limited wardrobe of the working class, it is quite possible that many laborers and peasants slept naked, at least during warmer weather. On cooler nights, they could wear shifts to bed, possibly even the same ones theyd worn that day under their clothes. Making and Buying Clothes All clothing was hand-sewn, of course, and was time-consuming to make compared to modern machine methods. Working-class folk couldnt afford to have a tailor make their clothes, but they could trade with or purchase from a neighborhood seamstress or make their outfits themselves, especially since fashion was not their foremost concern. While some made their own cloth, it was far more common to purchase or barter for finished cloth, either from a draper or peddler or from fellow villagers. Mass-produced items like hats, belts, shoes and other accessories were sold in specialty stores in big towns and cities, by peddlers in rural areas, and at markets everywhere. The Working-Class Wardrobe It was sadly all too common in a feudal system for the poorest folk to own nothing more than the clothes on their back. But most people, even peasants, werent quite that poor. People usually had at least two sets of clothes: everyday wear and the equivalent of Sunday best, which would not only be worn to church (at least once a week, often more frequently) but to social events as well. Virtually every woman, and many men, were capable of sewing, if only just a little, and garments were patched and mended for years. Garments and good linen undergarments were even bequeathed to heirs or donated to the poor when their owner died. More prosperous peasants and artisans would often have several suits of clothes and more than one pair of shoes, depending on their needs. But the amount of clothing in any medieval persons wardrobe, even a royal personage, couldnt come near what modern people usually have in their closets today. Sources Piponnier, Francoise, and Perrine Mane, Dress in the Middle Ages. New Haven: Yale University Press, 1997.Kà ¶hler, Carl, A History of Costume. George G. Harrap and Company, Limited, 1928; reprinted by Dover.Norris, Herbert, Medieval Costume and Fashion.: London: J.M. Dent and Sons, 1927; reprinted by Dover.Netherton, Robin, and Gale R. Owen-Crocker, Medieval Clothing and TextilesBoydell Press, 2007. Jenkins, D.T., editor. The Cambridge History of Western Textiles, vols. I and II. Cambridge: Cambridge University Press, 2003.
Sunday, October 20, 2019
2018-19 Common Application Essay Sample for Option #3
2018-19 Common Application Essay Sample for Option #3 Jennifer wrote the essay below in response to the 2018-19 Common Application essay option #3. The prompt reads, Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? Gym Class Hero I’m not really an athlete. I’m all for a rousing game of badminton or tennis, and I enjoy cross-country skiing and hiking, but I enjoy these activities as recreation. I don’t find enjoyment in testing my physical limits to the point of pain. I’m not competitive by nature; I rarely challenge others, or find myself face-to-face with an opponent. Except, to my surprise, if that competitor, that challenger, is simply myself. â€Å"Ok, I need some folks to run a mile,†Mr. Fox, the PE Teacher, bellowed over the 40-odd preteens loitering around the playing fields behind Lafayette Middle School. We were working through a unit on track and field events. Up to this point, I had managed to avoid participation. â€Å"It’s four times around the track. Any takers?†A couple people raised their hands and began assembling at the make-shift starting line. â€Å"Well, let’s get a few more out there,†he continued. Looking over the rest of us, he made a quick assessment and called out, â€Å"Johnson. Patterson. VanHouten. And, uh, Baxter.†I froze. Were there any other Baxters in my class? No. Only me. And, to my dismay, I heard myself saying â€Å"Ok!†as I made my way to the track, my heart already pounding, my stomach in knots, with zero confidence in myself. I couldn’t do this. Where did my doubt come from? No one ever said to me, â€Å"Oh, you can’t run a mile.†I don’t even remember any askance looks, any raised eyebrows implying I was out of my depth. Middle-schoolers can be a cruel bunch, but not that day. There was just that voice in my head, as clear as a bell: â€Å"You’ll never be able to run a mile. You can’t even climb stairs without getting winded. It’s going to hurt. You’ll probably pass out. You could never run a mile.†A whole mile? That voice was right. It was, in my mind, impossibly long. What was I going to do? I ran a mile. There was nothing else to do; I didn’t have time to question it, or come up with an excuse. Sometimes challenging a belief is as easy as just doing something. It wasn’t a conscious â€Å"I’m going to challenge this doubt and insecurity I have.†I just started running. Four laps around the track- it took me thirteen minutes. Which, as I research it now, is not particularly impressive. But at the time, I was pretty proud. For someone who never ran, I was just happy I finished. I didn’t feel great; my legs were shaky and there was something rattling around in my chest, but I had proven myself wrong. I could run a mile. Of course, I ended up throwing up about five minutes later. Even if I had new-found confidence and a sense of accomplishment, my body wasn’t quite ready for it yet. I’m sure there’s some lesson to be learned there- something about not pushing ourselves too far, too fast. About knowing and assessing our limitations. But that’s not the important moral of the story. I discovered I wasn’t always right. I learned that I was too critical of myself, too cruel, too unforgiving. Yes, I’m not going to the Olympics anytime soon. Yes, I’m not going to set any records for track. But- once I stopped telling myself no, and just got on with the task at hand, I surprised myself. And that’s something I’m carrying with me into my future: the ability to shut off those doubting voices, and sometimes just going for it. I may surprise myself by discovering I can do much more than I thought possible. Critique of "Gym Class Hero" In general, Jennifer has written a strong Common Application essay. Is there room for improvement? Of course- even the best essays can be made stronger with effort. Below youll find a discussion of some of elements of Jennifers essay that make it strong as well as some comments on areas that could use some revision. Jennifer's Topic As the tips and strategies for option #3 state, the vagueness of the terms belief or idea allow an applicant to steer his or her essay in a wide range of directions. When asked about beliefs or ideas, most of us will immediately think in terms of politics, religion, philosophy, and ethics. Jennifers essay is refreshing in that she explores none of those things. Instead, she zeros in on something both commonplace yet remarkably important- that nagging internal voice of self-doubt that nearly everyone has experienced at one time or another. Far too many college applicants feel that they must write about something profound, some amazing accomplishment, or some experience that is truly unique. In fact, many applicants get overly stressed because they feel they have had unremarkable lives and have nothing worth narrating in their essays. Jennifers essay is a beautiful example of the fallacy of these concerns. She writes about something millions of teens have experienced- that awkward feeling of inadequacy in gym class. But she succeeds in taking that common experience and turning it into an essay that lets us see her as a unique person. In the end, her essay really isnt about running a 13-minute mile. Her essay is about looking inward, recognizing her sometimes paralyzing self-doubt, examining what it is that often holds her back, and ultimately growing in confidence and maturity. Those four laps around the track arent the point. What stands out is that Jennifer has learned an important lesson: to succeed, one needs to first step up and try. The lesson she learned- to stop telling herself no and just get on with the task at hand- is one that the admissions committee will admire, for it is a key to college success. Jennifer's Title, "Gym Class Hero" When the admissions staff first read Jennifers title, they are likely to have concerns. If you read the list of 10 bad essay topics, the hero essay is one of the topics applicants would be wise to avoid. As meaningful as that amazing touchdown or game-winning home run may have been to the applicant, the admissions folks are tired of reading essays about these moments of athletic heroism. The essays tend to all sound the same, too many applicants write that essay, and the essays are all too often more about gloating than self-analysis and introspection. Thus, the title Gym Class Hero could immediately have the reader in the admissions office thinking, This tired essay. Here we go again. But the reality of the essay turned out to be something quite different. We quickly learn that Jennifer is no athlete, and her essay is not about heroism in any typical sense of the word. On one level, the title is ironic. A 13-minute mile is certainly not athletic heroism. Or is it? The beauty of Jennifers title is that she takes the overused word hero and recasts it so that it is something internal, a sense of personal accomplishment that few people outside of herself would see as heroic. In short, there is a slight danger in Jennifers title. Its quite possible shell evoke an initial reaction from the admissions officers, and it may not be a wise strategy to have a title that is going to shut down her readers before they even begin the essay. On the flip side, the beauty of Jennifers essay is the way that it redefines the concept of the hero. There are plenty of strategies for writing a good title, and Jennifer could certainly take a safer approach. At the same time, the play on that word hero is so central to the essay something important would be lost with a different title. The Length Common Application essays need to be between 250 and 650 words. Youll hear different opinions on length from different counselors, but theres no denying that much more can be accomplished in an engaging 600-word essay than a well written 300-word essay. The ideal college application length depends on the writer and the topic, but going too short is often a lost opportunity to highlight who you are beyond your grades and test scores. Always keep in mind why the college wants an essay in the first place: the school has holistic admissions and wants to get to know you as an individual. The school will know you better if you say more. Jennifers essay comes in at 606 words, and they are 606 good words. Theres little deadwood, repetition, or other problems of style. She tells an engaging story without digression or unnecessary detail. A Final Word Jennifer is not going to win an athletic scholarship, and no college is going to recruit her for her 13-minute mile. Her essay is not without minor flaws (for example, she uses the word enjoy three times in the first three sentences). But anyone who reads her essay will admire both her writing ability and her ability to look inward, analyze, and grow from an awkward moment in gym class. The big test of an admissions essay is whether or not it answers a couple key questions for the admissions folks: Does the essay help us know the applicant better? Does the applicant seem like someone who we want to invite to share our academic community, and is she likely to contribute to our community in meaningful ways? In Jennifers case, the answer to these questions is yes. Jennifers essay isnt typical of responses to option #3, and the reality is that she could have submitted this same essay under some of the other options. Gym Class Hero would work for option #2 on facing a challenge. It could also work for option #5 on an accomplishment that sparked personal growth. Be sure to look carefully at the tips and strategies for all seven of the Common Application essay options to figure out which would be the best match for your own essay. In the end, however, it wouldnt really matter if Jennifer submitted her essay under #2, #3, or #5. Each is appropriate, and the quality of the essay is what most matters.
Saturday, October 19, 2019
Project Management Research Paper Example | Topics and Well Written Essays - 2000 words - 1
Project Management - Research Paper Example The project management institute defines project management as application of skills and knowledge along with tools and techniques to meet the project requirement (Barkley, 2006). Hamilton, (2004) divided project management into 5 components i.e. initiation, planning, execution, monitoring and control and lastly closure of project. This report discusses some of the most important concepts related to project management. The report starts with defining the project life cycle management and its benefits. Then the report discusses about project organizations and project team building. Moreover, important concepts such as project scope, work breakdown structure and contingency planning have been discussed. Also the report analyzes the importance of reviewing the project and need for an integrated project management software for project management organizations. Then the researcher shares his own experience about a project in which he was involved. Project life-cycle indicates all the project phases that a project has to go through in order to be completed. In other words, it is a collection of project phases that are divided so that the project can be controlled and managed accordingly. According to Kerzner (2009) project life-cycle is divided into four phases that indicates the beginning and ending point of a project. Furthermore, according to Kerzner (2009), the first phase of project life-cycle is the initiation phase followed by project planning, project execution and project closure. Each of the phases mentioned by Kerzner (2009) is further divided into activities which need to be done to accomplish the goal of project management. In order to further elaborate the project life-cycle, each of the phases is separately presented along with the activities involved within the particular phase. The aim of this phase is to identify the problems along with the opportunities that the business could focus upon. This phase also includes solutions to the
Friday, October 18, 2019
How does globalization affect cultural imperialism and communities in Research Paper
How does globalization affect cultural imperialism and communities in regard to immigration - Research Paper Example Arguably, western powers have continued to extend their grip all over the world politically, economically and culturally. Labor is very important in our lives as it assures individual survival and the life of species (Arendt 8). This paper presents a very thoughtful discussion on how globalization affects cultural imperialism and communities concerning immigration. The first section provides the negative and positive aspects of cultural imperialism resulting from globalization, and the second part explains whether cultural imperialism has a positive or negative effect on communities of citizens and immigrants. With the increasing globalization and creation of global cities, may people shift to the cities; therefore, population change seen in these cities is as a result of globalization (Martinez-Fernandez et al 214). Arguably, the process of globalization was promoted by the expansion of the humanitarian system since the end of the Cold War (Barnett 723), and with the ongoing globali zation, the major aim of this process is to bring in cultural uniformity all over the world, and leaving no space for diversities. Globalization focuses on imposing American culture and way of life to accepted or embraced throughout the world. Globalization interferes with cultural imperialism and various communities as well as individuals’ lifestyles. Many people are afraid that the spread of globalization leads to the homogenizing different societies across the globe. Globalization entails accepting American culture as the dominant one, for instance, American multinationals such as Coca-Coca and McDonald are some of the most powerful corporations that have spread globally and influenced global consumer culture. These corporations have exerted a strong influence on local character and lifestyle. Arguably, American values have been embraced in various parts of the world, that is, their Hollywood movies, food, clothing, and many more, and this can be described as cultural impe rialism. More so, the spread of globalization through global media and multinational dispensations has promoted the erosion of local cultures and traditions, and this has greatly interfered with individual’s cultural identity. It is in the interest of the United States to encourage the development of a world where their economic and political interests would prevail, a common language is English, and the common values are developed to be in line with the values which Americans are comfortable with. Creating a global culture entails the promotion of a particular lifestyle, and globalization has strengthened the dominance of the world capitalism leading to elimination of local cultures and traditions through a global culture. Arguably, globalization brings about a homogenized global culture and the native cultures eroded, and this global culture leans heavily towards the West; therefore, from a cultural perspective, the process of globalization is largely the spread of American ization. Furthermore, today, we live in a consumers’ society where labor and consumptions is part and parcel of our lives (Arendt 126), and so, globalization has enabled the distribution of high tech machines to various places worldwide so as to make labor and work activities easier,
Discrimination Essay Example | Topics and Well Written Essays - 500 words
Discrimination - Essay Example My friend has been under the impression that attractive people are more popular in the society and it is fundamental to confirm to society’s standards of physical beauty, by reducing overweight by means of strenuous exercises and dieting. Significantly, my friend is just another victim of the discrimination against or chauvinism towards individuals on the basis of their appearance. However, undertaking undesirable methods such as strenuous exercises and dieting in order to confirm to the society’s standards of physical beauty is most objectionable and disagreeable. First of all, it is essential to maintain that the misconception about standards of physical beauty can lead people to adopting the most unacceptable methods of weight loss and good looks. The best way to maintain physical beauty is to switch on to healthy way of living and positive means of controlling bodyweight. My friend John has been blindly following the unpleasant methods of weight loss such as strenuo us exercises and dieting in order to confirm to the society’s standards of physical beauty.
Thursday, October 17, 2019
Collection proposal of african art object Research Paper - 1
Collection proposal of african art object - Research Paper Example The Marshall Cavendish Corporation states that scientists have found it a mystery to explain the tools that were used to curve the construction stones transport and lift them up during construction. Moreover, the technology that is behind the joinery material for the construction work is yet to be discovered by the modern scientist. The construction of the Egyptian pyramids is a mystery that many generations are yet to uncover. Marshall Cavendish Corporation indicates that many have resorted to using various myths in explaining it, with some suggesting that their existed giants that were responsible for the lifting of construction stones.1 The ancient Egyptians had a strong reverence of the dead; they believed that the human soul and body were very special and important for the existence of humanity as well as in life and death. Mummification and burying of the dead in tombs was widely embraced in the ancient Egypt, this was solely done for assisting the dead find their route to the afterword.2 The ancient Egyptians perfected a tradition of filling the tombs with treasures such of gold, silver and other precious stones, tools, food, and domestic wares. This was aimed at ensuring that the deceased lived a happy life when his or her soul returned to life in the underworld. In other words, the ancient Egyptians believed in life after death, thus the need to prepare for it. The deceased was buried with all necessities for life as a way of guaranteeing the him or her better beginning to the life after death.3 This explains why treasures have been repeatedly discovered in the ancient tombs in Egypt. The pyramids were also used as tombs, mainly for the royal families. Tombs were prepared early; they were not to be constructed upon an individual’s death as it is in the modern days. The after death life was perceived to be very important, thus the need
Forex exam Essay Example | Topics and Well Written Essays - 1500 words
Forex exam - Essay Example (Baillie, R & McMahon, P, 1990). Covered Interest Parity is also known as â€Å"Interest Rate Parity†. This theory is based on the assumption that in an effective market with no transaction cost, the interest difference should be equal to the forward differential. The currency of the country with a lower interest should be at forward premium in term of the currency of the country with the higher interest rate. When this condition is met, the forward mark is said to be at interest parity and equilibrium prevail in the market. Condition for Covered Interest Parity is as follow: The uncovered interest parity propagates that the interest rate differential is equal to the ex-post exchange rate change. Uncovered Interest Parity theory is more difficult to test as because expected exchange rate changes are unobservable, also assumes that there should be no transaction cost, perfect capital flow, equal default risk on foreign and on domestic market. The risk premium should be zero. It is s follow: As all of these theories are based on certain assumption like the market condition has to be perfect, there should be no restriction on free trade, no transaction cost should exist and the investors should be risk neutral. But in the real world, market conditions are not perfect neither free trade is possible. In many countries government imposes certain restriction on import and export of goods for economical welfare of their country. Transaction cost exists in the real world and the investors are not risk neutral; rather the investors are risk averse. So these theories do not hold in the real world. Foreign exchange market has to play a very vital role in the present globalized world. Foreign currency is the life blood which gets exchanged through foreign exchange market. There are many factors which affect the foreign exchange market directly or indirectly and bring efficiency in this market which are as
Wednesday, October 16, 2019
Collection proposal of african art object Research Paper - 1
Collection proposal of african art object - Research Paper Example The Marshall Cavendish Corporation states that scientists have found it a mystery to explain the tools that were used to curve the construction stones transport and lift them up during construction. Moreover, the technology that is behind the joinery material for the construction work is yet to be discovered by the modern scientist. The construction of the Egyptian pyramids is a mystery that many generations are yet to uncover. Marshall Cavendish Corporation indicates that many have resorted to using various myths in explaining it, with some suggesting that their existed giants that were responsible for the lifting of construction stones.1 The ancient Egyptians had a strong reverence of the dead; they believed that the human soul and body were very special and important for the existence of humanity as well as in life and death. Mummification and burying of the dead in tombs was widely embraced in the ancient Egypt, this was solely done for assisting the dead find their route to the afterword.2 The ancient Egyptians perfected a tradition of filling the tombs with treasures such of gold, silver and other precious stones, tools, food, and domestic wares. This was aimed at ensuring that the deceased lived a happy life when his or her soul returned to life in the underworld. In other words, the ancient Egyptians believed in life after death, thus the need to prepare for it. The deceased was buried with all necessities for life as a way of guaranteeing the him or her better beginning to the life after death.3 This explains why treasures have been repeatedly discovered in the ancient tombs in Egypt. The pyramids were also used as tombs, mainly for the royal families. Tombs were prepared early; they were not to be constructed upon an individual’s death as it is in the modern days. The after death life was perceived to be very important, thus the need
Tuesday, October 15, 2019
How are schools agencies of empowerment and disempowerment Essay
How are schools agencies of empowerment and disempowerment - Essay Example A disempowered state arises when there is subjugation, discrimination and domination based on race, sex, social class, poverty etc. As vehicles of empowerment, schools play a vital role in the "development of a properly trained and socialized citizenry" (Dornbusch, Kristan & Lin, 1996). Schools have two most important purposes in the society. Firstly they teach "cognitive skills" which is an integral part of technical education. Secondly, they help in sorting individuals in different job categories depending on their skills (Dornbusch et al., 1996). Various reforms have been made by the American government for improving the quality of education and increasing the student's achievement level. "In March 1994 the U. S. Congress passed the eight National Education Goals for the year 2000", under which some important rules were passed: Schools should be attended by all children, all the children should be literate and "every school would promote partnerships that would increase parental involvement and participation in promoting the social, emotional, and academic growth of children" (Hanushek & Jorgenson, 1996, p. 3). The legislation, No Child Left Behind (NCLB), passed in 2001 re-authorized the Elementary and Secondary Education Act (ESEA) of 1965 (Hess & Finn, 2004, p. 3). NCLB's major tenets were to think over the problems faced by schools, to research on the current means of improving schools, "suggest new ways of thinking ", and "help prioritize the challenges and make recommendations when possible (Juvonen, Le, Kaganoff, Augu stine, & Constant, 2004, p. xv). Research shows that parents become less involved with children's school homework and other activities as they become older (p. xix) "Several studies show that, when parents do not monitor and stay involved, their young teens are at elevated risk for compromised school achievement and conduct problems "(p. 86).The school reforms objectives was to "offer interventions for the lowest -performing children" (p. xix). These reforms are important for empowerment which in turn helps the students to acquire knowledge "outside their immediate experience in order to broaden their understanding of themselves, the world, and the possibilities for transforming the taken-for-granted assumptions about the way we live" (Irwin, 1996, p. 5). It helps them to get critical thinking skills that make them question the prevalent social setup and not accept it on face value (p. 5). Empowered teachers would be the ones who "understand systems of domination and work to transform oppressive practices in society" while respecting the "dignity of others" (Irwin, 1996, p. 13). Schools as disempowering agencies perpetuate social discrimination .They sustain a "system of structured inequality" (Dornbusch, et al., 1996). Student's class, race, ethnicity can generate a different set of treatment by schools. "The students with the greatest needs are often given the worst education" (Irwin, 1996, p. 64). Even though there is much hype about "all persons being equal in our democratic documents, we have not yet internalized this concept as a society" (p. 65). Even though, meritorious students get advantages in "status attainment" and students with lower social order can ride over their shortcomings through education, research shows that students with higher "social origins" get the benefit of status attainment (Dornbusch, et al
Monday, October 14, 2019
Importance of Homework Essay Example for Free
Importance of Homework Essay Homework, as I understand, is a practice and review of lessons learned as part of your studies, not an instrument that forces students to relearn an entire lesson,†comments Dr. George Roberts, a renowned psychiatrist and professor at Harvard Medical School. Dr. Roberts does not believe in assigning students enormous amounts of homework because he considers it unnecessary and a waste of time. However, not all school boards concur with Dr. Roberts, since they perceive homework as an essential part of education and learning. Most people will agree that homework is an essential part of education, but the question is, how much homework should be assigned on a daily basis? Everyone may have different opinions on how much homework should be assigned, but here is my stance on the situation. I believe that the homework load that teachers can assign should be limited so that students will not accumulate too much stress, get enough sleep, and have more free time to enjoy their hobbies and spend with their family and friends. First of all, extremely exorbitant amounts of homework have been causing stress in many teenagers. What comes to mind when you think about stress? Competitions, performances, or homework? Amazingly, homework is one of the top stress providers for students. 13 out of 100 teenage suicides are related to stress buildup at school, specifically from the large amounts of homework. Excess homework has even been proven to cause an increased maturing rate of hair, also known as the graying of hair. I’ve had my own experiences of stress caused by homework, and they weren’t too pleasant.
Sunday, October 13, 2019
Challenges Faced by Muslim Women
Challenges Faced by Muslim Women Aizany Hussin Nayel Badareen Discovering Muslim Women Women play a significant role in the growth and the development of society around the world. Women perhaps are not physically or physiologically same as men, but they are much more responsible in delivering their roles for the society. However, in Islamic societies, women seem to be bound into certain roles and responsibilities. These righteous women are perplexed with the law and legal systems in their societies, which are supposed to be Islamic (al-Hibri, 37). These confusion and restrictions somehow heighten a mans status while degrading a womans position in the society. On the other hand, in the Quranic view of women, it states that both male and female were equal and they both have same responsibilities as well as benefits as a Muslim (al-Hibri, 46). Concisely, a Muslim women are more or less the same as the men in terms of rights in the Islamic societies. Considering these issues, this paper are to discuss about the challenges and obstacles faced by Muslim women in the west and the Muslim women in the Muslim world. Islam, like any other religion, had to deal with the challenges that weight the community in order to assimilate especially in the West. Not to mention about the women in the community, who always had issues within the Muslim world and also in the West. Before we go any further, it is important to understand that there are significant differences between Muslim women in the west and Muslim women in the Muslim world in terms of the obstacles and challenges they had to endure. In fact, being a Muslim women in the west is not easy as it looks. For instance, Muslim-American womens identities has been defiled after the event of 9/11 in the United States (Karasu, 2). Therefore, Muslim-American women had to encounter the stereotypes and discrimination despite of the issues in the Islamic community itself because of the event. Different from other Muslim women, they only had issues within the community rather than being stereotyped. Above all, we still going to discuss about the challenges a nd obstacles facing the Muslim women in the West and the Muslim World. One of the challenges faced by Muslim women in the Western world is the way they dress especially in wearing a Hijab (veil). Western people sees women wearing the Hijab differently as they are the minority and they are more noticeable (Ali, 2). It is easier for them to recognize these women. In addition, Wearing the Hijab acts as a clear and visual identity marker for Muslim women adhering to Islamic standards in the United States, therefore women without the Hijab are not overtly expected to carry out the same values (Karasu, 2). This illustration demonstrates that all Muslim women wearing a Hijab are the same. In fact, there are also Muslim women who does not wearing a Hijab which has the same value as a woman wearing a Hijab. There are reasons for them to not wearing a Hijab in the Western nation. Furthermore, they are not obligate to wear a Hijab in non-Muslim country (Karasu, 2). With all the stereotypes and discrimination towards the Islamic community, it makes it harder for th e Muslim women who wear a Hijab to socialize in the western community and not to mention that they are easy to identify. Often, its hard for them to decide whether to wear the Hijab for the Islamic standards or not to wear it to fit in the community without being stereotyped. After all, it is a personal decision of oneself according to their beliefs in God (Ali, 3). Furthermore, Muslim women also had issues with the Islamic community in the Western world. They had problems in showing that they are religious enough to be a Muslims whether it is outside group or inside group members. (Karasu, 2). The outside group refers to the Western community and the inside group refers to the Islamic community in the west. So basically the conflict is that these women want to fit in the Western community without being marginalized by the Islamic community. We can also say that they want to practice Islam without being discriminated by the western community. For instance, Muslim-American women who did not wear Hijab are worried about not being considered Muslim (Karasu, 3). In fact, she did that because she wants to be accepted into the western community. Therefore, it is hard for the Muslim women in the west to make choices in order to be a true Muslim. However, not all Muslim-American women judge each other (Kerasu, 3). This statement make sense because being a minority is a challenging enough and we shouldnt judge others as long as we have the same faith. Family law also one of the challenges which the Muslim women in the western world had to confront. According to Kecia Ali in her article, Rethinking Womens Issues in Muslim Communities, Muslim women in the United States can choose to follow a certain doctrines in their personal dealings (4), in their marriage. With this they eventually can set up a conditions or agreements in their marriage so they can meet expectations and claim a certain rights between them (Ali, 4). Kecia Ali states that this method are beneficial but it will alter the traditional imbalance of spousal rights in classical law (4). Means that this will change the general rights of men or women in a marriage. For instance, like Kecia Ali said, the wife cannot put a condition to restrict the husbands rights to reject her (4) because in general, the husband are superior in terms of status in a marriage. So, this is one of obstacles for the Muslim women in western world which they have to confront. Muslim women in the Muslim world however has different set of issues. Some of them are the same as Muslim women in the western world but, differ in application. One of the biggest challenge for Muslim women in a Muslim world is customs and traditions. There are large deceiving customs and traditions that relate to the issues of womens rights. For example, in Morocco, they forbid a father to force their virgin daughter into marriage (al-Hibri, 43) and also claim this tradition are from the Maliki (al-Hibri, 43). Nonetheless, if we examine closely into the Maliki interpretation, it will result in the inconsistency with the hadith which is a daughter need a permission from her father to get married (al-Hibri, 43). A father still has a power towards his daughter in terms of marriage. There are pros and cons on this issue but, women are the one who be a victim on this matter. This is the example of issue that perplexes Muslim women in the Muslim world. However, we can still retain and pra ctice our cultural belief but, all of the customs must be consistent with the basic precept of Islam and any traditions that oppose Islamic belief must be rejected (al-Hibri, 41). Another major challenges face by Muslim women in the Muslim world is their rights in a marriage. A general view in the Islamic law is that women status in a marriage is lower than men. This law are claim to be harsh and unfair to women (Ali, 3-4). Actually, what happened is that most of women didnt know their actual rights in their marriage. It is a common thing to see that man are far more superior in a marriage because obviously, man are physically stronger than woman and it is the husbands responsibilities to protect and take care for his family. It is accepted in all marriage even in non-Muslims that the husband has the power towards his wife and family. Because of this, many people thought that women has a far lower rights than men in a marriage and simply has to obey their husband. However, women actually has a guaranteed numerous rights by Islamic law (Ali, 4) and they have to learn how to claim their rights. Some suggestions made by Kecia Ali in her article about this matter. She said that, a wife can set a condition in her marriage contract so she can maintain her status as a woman (Ali, 4). Despite of this issue, what important the most in a marriage is respect to each other. Next challenge and obstacle that Muslim women in the Muslim world has to deal with is the sexual harassment. The global definition of sexual harassment is that its a form of violence resulting in assaulting a woman through a clear behavior that is sexual in nature from a person having authority over the other, who rejects this advances which leads to limit the freedom of women (Awel El Khayt, 3:10). The harassment can be done by visual, verbal and physical means. The conflict about this issue is that, not only sexily dressed women being targeted but women who dressed modestly also being harassed. This is a big issue for the Muslim women to confront with. Furthermore, most of these harassed women are not eager complain or make a report to the police about the harassment because they are afraid, embarrass and dont have any prove that they were being harassed (Al Jazeera, 12:14). If we didnt prevent this issue, the Muslim women status will be degrading even more within the community. Based on the challenges and obstacles facing Muslim women in the Western world and the Muslim world, we can conclude that being a Muslim women are indeed challenging. The challenges related to wearing a Hijab, with the community and family law is what Muslim women in the west had to confront. Not to forget about Muslim women in the Muslim world who meet obstacles related to culture and traditions, the rights in a marriage and the sexual harassment. There is nothing I can say about these issues but what I can do is respect towards all the Muslim women. For me, it doesnt matter if one belongs to another group or not because what matters is the beliefs. In fact, most Muslims generally do not categorize themselves, yet, they prefer to call themselves simply Muslims. Works Cited Seran Karasu, Muslim American Women in the United States: What is considered Muslim Enough? Applied Psychology OPUS. NYU Steinhardt. Print. Kecia Ali, Rethinking Womens Issues in Muslim Communities. Taking Back Islam: American Muslims Reclaim Their Faith. M. Wolfe and Beliefnet, eds, Esmaus, PA: Rodale Press, 2002. Print. Azizah Y. al-Hibri, Muslim Womens Rights in the Global Village: Challenges and Opportunities, 15 J.L Religion 37(2000). Print. Awel El-Khayt, Sexual Harassment in Egypt (English Subtitles) Awel El-Khayt Program, e3lamakTV, Jun 18, 2013. Web. https://www.youtube.com/watch?v=Gja05symHkk Al-Jazeera, Everywoman-Sexual Harassment in Egypt, Al-Jazeera English, Oct 19, 2007. Web. https://www.youtube.com/watch?v=GGFZNd2jfR8
Saturday, October 12, 2019
Origins of the Biblical Flood of Genesis and the Flood of Gilgamesh :: Epic Gilgamesh essays
     Flood stories have been a common thread in many religions across the globe. One of the stories we are most familiar with in our culture, the story of Noah’s Ark, is a well-known segment of the old testament, and an interesting story of how God punished the world for how corrupt it had become. God accomplished this by flooding the world, and annihilating all the creatures upon it, save for Noah and his family and a pair of each type of creature on the earth . This story, however, has roots deep in the past, some of which have only come to light with the development of new archeological techniques and technology. As more and more is found out about the era from when this story originates, discoveries are made as to the origin of the story, what tale it was based upon, and as to the authenticity that such an event may have actually even occurred, if on a somewhat smaller scale. Based on the information available at the present time, one can make fairly confid ent inferences as to the root of this story. One could argue that the story of Noah’s Ark was based on the Epic of Gilgamesh, and that in turn was based on older stories that were based on a real flood of the Black Sea. The story of Noah’s Ark was first written as part of the old testament by the Jewish people. However, it is predated by far by the story of the Epic of Gilgamesh, a story that originated in the same area that holds many striking similarities to the tale of Noah’s Ark. Though the story was modified to accommodate new characters, many properties of the story are similar, from small details like the creatures used as scouts to the religious purpose of the flood itself. For example, both the flood stories start with the characters receiving specific building instructions for a ship, which is to be used to spare the lives of one set of pairs of the creatures of the world. The dimensions of the ship underwent some drastic changes however, quite possibly because the dimensions of Gilgamesh’s boat were rather unreasonable: â€Å"Equal shall be her width and her length†¦Ã¢â‚¬ . Both Gilgamesh and Noah received 7 days notice, and after the flood ceased, both employ ed doves and ravens as scouts to determine if the land was dry yet (Gilgamesh also employed a swallow, but the results of its trip did not greatly differ from the first trip of the dove in Noah’s tale ). Origins of the Biblical Flood of Genesis and the Flood of Gilgamesh :: Epic Gilgamesh essays      Flood stories have been a common thread in many religions across the globe. One of the stories we are most familiar with in our culture, the story of Noah’s Ark, is a well-known segment of the old testament, and an interesting story of how God punished the world for how corrupt it had become. God accomplished this by flooding the world, and annihilating all the creatures upon it, save for Noah and his family and a pair of each type of creature on the earth . This story, however, has roots deep in the past, some of which have only come to light with the development of new archeological techniques and technology. As more and more is found out about the era from when this story originates, discoveries are made as to the origin of the story, what tale it was based upon, and as to the authenticity that such an event may have actually even occurred, if on a somewhat smaller scale. Based on the information available at the present time, one can make fairly confid ent inferences as to the root of this story. One could argue that the story of Noah’s Ark was based on the Epic of Gilgamesh, and that in turn was based on older stories that were based on a real flood of the Black Sea. The story of Noah’s Ark was first written as part of the old testament by the Jewish people. However, it is predated by far by the story of the Epic of Gilgamesh, a story that originated in the same area that holds many striking similarities to the tale of Noah’s Ark. Though the story was modified to accommodate new characters, many properties of the story are similar, from small details like the creatures used as scouts to the religious purpose of the flood itself. For example, both the flood stories start with the characters receiving specific building instructions for a ship, which is to be used to spare the lives of one set of pairs of the creatures of the world. The dimensions of the ship underwent some drastic changes however, quite possibly because the dimensions of Gilgamesh’s boat were rather unreasonable: â€Å"Equal shall be her width and her length†¦Ã¢â‚¬ . Both Gilgamesh and Noah received 7 days notice, and after the flood ceased, both employ ed doves and ravens as scouts to determine if the land was dry yet (Gilgamesh also employed a swallow, but the results of its trip did not greatly differ from the first trip of the dove in Noah’s tale ).
Friday, October 11, 2019
National Integration Essay
National Integration Indian civilization has survived-through the ages despite temporary setbacks. Since the earliest times, Indian civilization has marched with common objectives of culture and society. In early days, great emperors like Ashoka unified the country and its civilization and knit ft round a common culture from one end of the country to the other. During and after the Hindu period and later by the spread of Buddhism in whole of Asia, Indian culture and civilization got a further impetus. It brought about integration among different classes of people and common ideological and political thinking. The spiritual content of Buddhism spread through the country and brought a strange renaissance in the Indian social set-up. After the 14th century, the impact of the Muslim culture penetrated into the Indian civilization and created a plural social structure without, however, impairing the units of the country. The Mughals when they came to power also tried to bring the whole country under one array . The arrival of the British in India started a new chapter in India’s history. Always aiming at dividing the people so as to rule themselves, they launched a number of disintegrating measures to litter away the common points among various religions, communities and classes in the country. The British rule, however, provided one common economic system to the country although the British did their best to divide the people socially and economically in order to retain their supremacy. The most important single factor which brought unity in the Indian fabric was political struggle for independence from the British rule. The great personages who founded the Indian National Congress to fight out the British and to attain political independence for the country brought to one platform varying interests, communities and sections of society. The national image came to prominence with the national movement which provided a focus for the developed feeling of patriotism. The English language, although alien to the spirit of the country, brought educated classes of various communities to one platform and made them fight shoulder to shoulder against the mighty British. By the end of the 19th century, the feeling of the Indian unity became rooted in the minds of all Indians. The arrival of Mahatma Gandhi on the Indian scene started yet another chapter in Indian history. Mahatma Gandhi brought the gift of a non-violent movement as a new weapon to the national struggle of India. Under the circumstances of the times, this method proved highly efficacious and brought the British under political and moral pressure of the times and made them to bow At the eleventh hour, however, certain reactionary elements in the country exploited the situation created by the British policy of ‘divide and rule’ and demanded the partition of the country, according to the communal ratios and majorities prevailing in various parts of the country. In order to avoid too much bloodshed, Mahatma Gandhi and other national leaders agreed to the partition, even though it was based on the ever-condemned two-nation theory. Ever since independence, India has adopted a secular constitution and given birth to a nation based on the principles of equal rights to all its citizens, irrespective of caste, creed religion or sex.The Constitution has provided fullest freedom to all religions in matters of worship, customs, etc., and protected them in every way. As a secular democracy, India is marching on the path of progress in all spheresâ€â€economic, political, social and cultural. In order to provide and encourage national integration in India, the Government office India has taken numerous steps which are worth mentioning. It has provided a national programme of education on secular lines and encouraged the development of national institution and policies. Through various media of education like the radio, the cinema and the T.V., it ha s provided for emotional integration of the people as one nation and encouraged them to think as one people. Equality of rights in various spheres has provided the people with common interests and enabled them to work and progress side by side without thinking of the narrow interests. The five-year plans of economic development have contributed to the raising of standards of people without regard to community, caste and creed. The class distinctions of the people have broadened out to economic distinctions from those of religion, community or caste. The art and culture of the country is also being developed on nationalistic lines. There is also due effort to develop a national language, although its imposition is being avoided for the time being in order to avoid conflicts of regional linguistic interests. The cinema, which is one of the most important means of recreation for the common man in India, is providing a uniform all-India pattern of art and culture to the whole country, thus contributing to emotional integration. Let us hope the movement of national integration now in motion goes faster and achieves the desired object of binding various communities and sections of the Indian society to a common way of thinking, without impairing the local and the reg ional arts and cultures, which should be allowed to flourish within the overall pattern of national art and culture.
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