Geographic Factors

Topographical highlights are the parts of the Earth. There are two sorts of topographical highlights, to be specific common geological highlights and counterfeit land highlights. Regular topographical highlights incorporate however are not restricted to landforms and biological systems. For instance, landscape types, waterways, common units (comprising everything being equal, creatures and smaller scale life forms in a zone working along with the entirety of the non-living physical variables of the earth) are regular geological highlights. In the interim, human settlements, designed builds, and so on re sorts of fake geological highlights. Substance [hide] 1 Natural geological highlights 1. 1 Ecosystems 1. 2 Landforms 2 Artificial topographical highlights 2. 1 Settlements 2. 2 Engineered develops 3 Cartographical highlights 4 See likewise 5 References [edit]Natural geological highlights [edit]Ecosystems Main article: Ecosystem â€Å"Any unit that incorporates the entirety of the liv ing beings (ie: the â€Å"community†) in a given territory the physical condition so a progression of vitality prompts plainly characterized trophic structure, biotic assorted variety, and material cycles (I. e. trade of materials among living and nonliving parts) inside the framework is an environment. â€Å"[1] living beings are ceaselessly occupied with a lot of associations with each other component establishing the earth wherein they exist, and â€Å"ecosystem† portrays any circumstance where there is connection among creatures and their condition. What makes them geological highlights is that they are found A biome is a topographically characterized territory of biologically comparative networks of plants, creatures, and soil living beings, frequently alluded to as ecosystems.Biomes are characterized dependent on variables, for example, plant structures, (for example, trees, bushes, and grasses), leaf types, (for example, broadleaf and needleleaf), plant separat ing (timberland, forest, savanna), and atmosphere. Not at all like ecozonse, biomes are not characterized by hereditary, ordered, or authentic likenesses. Biomes are frequently related to specific examples of biological progression and peak vegetation. A biological system is additionally where creatures live in biomes(Ocean, Deserts, Grasslands, etc) [edit]LandformsMain article: Landform A landform includes a geomorphological unit, and is to a great extent characterized by its surface structure and area in the scene, as a feature of the landscape, and in that capacity, is ordinarily a component of geography. Landforms are arranged by highlights, for example, height, slant, direction, definition, rock presentation, and soil type. They incorporate embankments, hills, slopes, bluffs, valleys, waterways and various different components. Seas and mainlands are the most noteworthy request landforms.A waterway is any huge amassing of water, normally covering the Earth. The term waterway re gularly alludes to enormous collections of water, for example, seas, oceans, and lakes, yet it might likewise incorporate littler pools of water, for example, lakes, puddles or wetlands. Waterways, streams, trenches, and other topographical highlights where water moves starting with one spot then onto the next are not generally considered â€Å"bodies† of water, however are incorporated here as land developments including water. [edit]Artificial land highlights edit]Settlements Main article: Human settlement A settlement is a perpetual or transitory network wherein individuals live. A settlement can extend in size from few abodes gathered to the biggest of urban communities with encompassing urbanized territories. The medieval settlement investigate gathering (a British organisation)[2] incorporates as a major aspect of a settlement, related highlights, for example, streets, fenced in areas, field frameworks, limit banks and dump, lakes, parks and woods, plants, lodges, canal s and houses of worship. edit]Engineered develops Main articles: Construction designing, Building, and Nonbuilding structure See likewise: Infrastructure Engineered geographic highlights, for example, interstates, spans, air terminals, railways, structures, dams, and repositories, which are a piece of the anthroposphere on the grounds that they are man-made, are fake geographic highlights. [edit]Cartographical highlights Main articles: Cartography and MapCartographical highlights are a kind of theoretical geological element †they show up on maps yet not on the planet itself, despite the fact that they are situated on the planet. For instance, you can see the Equator on maps, yet on the off chance that you were really remaining on the Equator you wouldn't have the option to see it, since it is a totally hypothetical line utilized for reference, route, and estimation. [edit]See additionally Geography Physical geology Human topography Landscape [edit]References ^ Odum EP (12345349 71) of biology, third editionSaunders New York ^ MSRG

To what extent should we allow L1 in the L2 classroom Free Essays

Presentation The utilization of a student’s first language (L1) in a second language homeroom (L2) has been bantered for various years (Morahan 2010) inside the standards set by Teachers of English to Speakers of Other Languages (TESOL). Numerous educators have any inalienable understanding that instructing in a subsequent language is subjectively more intricate than that of a first language (He 2011). Numerous researchers banter the significance of L1 in the L2 homeroom with different contentions identified with language obtaining, how the understudy compartmentalizes the two dialects inside memory and L2 presentation inside classes (Cook 2001). We will compose a custom exposition test on What exactly degree would it be a good idea for us to permit L1 in the L2 study hall? or then again any comparative subject just for you Request Now Research over the previous decades have seen an expansion in ESL in the study hall and has become a basic subject of commitment in school as well as in a more extensive society (Ford 2009). Proof has indicated that essayists engauge in their L1 in any event, when moving toward errands set inside their L2 (van Weijen et al. 2009). This shows there is combination somewhere in the range of L1 and L2. This paper expects to look at a portion of the complexities faces by TESOL and understudies while encouraging the utilization (or non-utilization) of L1 in the L2 homeroom and the degree to which we ought to support the utilization of L1. The importance of L1 in the L2 study hall There is an indispensably significant job to be played by the L1 and L2 study hall concerning the degree of bilingualism that has emerged in the previous 40 years (Milroy Muysken 1995, p.1) with regularly propelling innovation and connectedness of countries. Colonization has implied that the requirement for people to have the option to convey in more than one language includes become basic inside present day training. There has likewise been an ascent in optional dialects inside ethnic minorities become further profound established in contemporary living (Ibid). Nonetheless, the contention stays concerning whether youngsters learning a subsequent language ought to have the option to encourage the utilization of their native language or in the event that it is increasingly helpful for the class to just be directed in the subsequent language. Language obtaining has relationship with the general advancement hypotheses as investigated by formative therapists, for example, Vygotsky and Bruner. Viewpoints, for example, the sociocultural hypothesis of brain in second language obtaining are regularly investigated (Lantolf 2000), and how language securing identifies with current act of L1 use in the L2 study hall. A significant number of the hypotheses concerning sociolcultural hypothesis have a relationship with the thought that the human brain is interceded. Vygotsky contended that people encourage the utilization of ‘tools and work activity’ (Lantolf, 2000, p. 1) which empowers us to change our comprehension of the world and the manner by which we exist inside it. He contended that our way of life assumed an indispensable job in our comprehension of language and that our comprehension of the brain has empowered us to halfway appreciate the levels where intellectual activities are accomplished. He further contende d that language empowered kids to intervene the manner by which they carried on. Different devotees of sociolcultural hypothesis in second language procurement (SLA) identify with the idea of private discourse where understudies can develop and comprehend significance of L2 with the utilization of inner L1 discourse. They additionally contend that L2 punctuation complexities are frequently effortlessly comprehended when clarified in L1, as L2 clarifications cause some student’s challenges with perception (Lantolf, 2000, p. 31). This is the place we can see the beginning of the contention creating for the individual’s utilization of L1 in the L2 homeroom (regardless of whether this isn't clearly utilized by facilitators). There are numerous elements that help the utilization of L1 in the L2 study hall nearby those which don't, and a portion of these will be investigated in this. The contention for L1 in the L2 study hall Tang proposes that to learn L2 is a lot of equivalent to L1, concerning broad presentation (Tang 2002). That is; small kids at first figure out how to communicate in their mom language through a procedure of introduction, to incorporate demonstrating and redundancy. Now, the present paper could bring the issues encompassing language obtaining gadget as proposed by Noam Chomsky into the discussion, with respect to the dominating capacity to learn language at it’s most grounded until roughly 4 years old; yet the extension for this paper doesn't take into account such. In any case, it can give perusers a thought concerning why the L1 is apparently a lot simpler to ace than that of L2 (if the start of L2 learning is to start post matured 4 years). Research has featured that the sign of the utilization of L1 in the L2 homeroom really upgrades perception of L2 by the understudies (Tang 2002; Cook 2001). The shift of dialects somewhere in the range of L1 and L2 is viewed as a significant standard in certain classes, and even permits understanding companions to clarify in L1, the errand that is being depicted in L2 (Morahan 2010).From individual experience, in spite of the fact that not straightforwardly identified with TESOL, instructing in L1, to an assortment of understudies whose first language is L2, offers approach to distributed learning. It is seen that various understudies will encourage their own L1, to disclose to different understudies with equivalent L1, the assignment which is being portrayed in L2. It is expected that this corresponding learning permits understudies a more profound perception of the essential language in multi-lingual classes. The previously mentioned involvement with part identifies with the though t of the ‘New Concurrent’ technique (Cook 2001), in which the instructor switches somewhere in the range of L1 and L2, yet in the portrayed model, the understudy accepts this new simultaneous strategy and not the educator. The strategy permits instructors to disclose key focuses to understudies and to take into consideration an increasingly solid perception in L1 instead of the degrees of understanding found in clarifications simply in L2. A portion of the more extreme ways to deal with TESOL, is that of cognates (Van Assche et al. 2009). Cognates encourages the utilization of joining both L1 and L2 in a sentence, for example, ‘Franglais’, the mix of French and English into a sentence. For instance, ‘Je like la creme glacee on an ete chaud day’ (I like frozen yogurt on a sweltering summers day). After roughly fourteen days, the educator would basically be talking half French and half English, with further movement over the long haul. This is quintessence encourages the utilization of code exchanging (Auer 1999a) which is talked about in more detail in the data against the utilization of L1 in the L2 study hall later in the paper. Research has indicated that encouraging the utilization of cognates in the L2 study hall diminishes perusing times of understudies close by an understanding capacity (Van Assche et al. 2009) and an expansion in word acknowledgment times. Truth be told, the creators of the examination express that it is hard for understudy to kill their predominant native language and all things considered, anticipating that them should do so might be purposeless (Ibid). The technique for cognates and the blend of the old (L1) with the new (L2) proposes that for an understudy to get positive about L2, there must be an acknowledgment of the degree of utilization of L1 in a homeroom, and in actuality it ought to be supported. In the event that we again get the lessons of Vygotsky concerning the ZPD, at that point anticipating that an understudy should work completely in L2 may make them stretch past their limits of the ZPD and as such meddle with their learning procedure. Lantolf Poehner (2011) recommend that inside the L2 study hall there ought to be dynamic appraisal (DA), a structure dependent on Vygotskian hypothesis which permits instructors to help the advancement in a functioning technique for assistance. This dynamic help empowers understudies to gradually crawl past the domains of the ZPD without overpowering them causing for disappointment or incomprehension. For such a strategy to work there should be the capacity of the TESOL to encourage L1 in helping the advancement of the movement of the understudies L2. Instructor utilization of L1 There are an assortment of techniques where an instructor can encourage the utilization of L1 in the homeroom to empower the proceeding with movement of her understudies as refered to by Atkinson (1987, for example, evoking language, checking for understudies understanding, giving out complex directions in the most fundamental of levels, co-working in gatherings, essential clarifications of study hall philosophies, using interpretation to feature something as of late educated, checking for sense, testing and to create bypass systems, all of which become an unpredictable assignments on the off chance that they are to be portrayed and executed in L2. Atkinson further contends that utilization of L1 in the study hall empowers an improvement of familiarity and contends for its consideration. His composing drew near the 1980’s, a period wherein there was a general pattern for prohibition of L1 and as such endured the worst part of analysis. Nonetheless, his clarification with respe ct to how L1 is used in the L2 homeroom was clear and pretty much ruled out supported analysis. Understudy utilization of L1 It is regular for understudies in the L2 study hall, to encourage the utilization of L1 in gathering, or pair work. The utilization of L1 will permit them to work and create inside their Zone of Proximal Development (ZPD), a hypothesis very much built and assessed by Vygotsky (1987) and remarked on generally in second language obtaining (Escandon Sanz 2011; Compernolle et al. 2012; Lantolf Poehner 2011). The general supposition that will be that on the off chance that understudies can encourage L1 irregularly, at that point L2 understudies may process psychologically, at an a lot more elevated level, than if working in L2 alone. This thus makes a more elevated level of comprehension (Morahan 2010). Understudies are additionally observed to encourage a simultaneous strategy as previously mentioned and this seems to have avocations for the utilization of L1 in the L2 homeroom. The contention against L1 in the L2 study hall Research has featured that even since the 1880s, there has been this

Does college selectivity matter

Does the selectivity of your college matter? What research tells us. We begin with an analogy. Three racehorses: Cream of the Crop, Above Average, and Run of the Mill are selected by three trainers of varying quality to prepare for the Kentucky Derby. Trainer A is world-renowned, highly sought-after and thus has his pick of the litter. Without hesitation, he scoops up Cream of the Crop who has the most natural ability of the three equine athletes. Trainer B won’t work with just anyone—he generally gets strong horses who don’t quite catch the eye of Trainer A. Not surprisingly, he chooses to work with Above Average whose name aptly sums up his natural talent. Trainer C spends more time sipping mint juleps and ogling women in oversized derby hats than actually working with the horses. He takes Run of the Mill because, well, that’s who is left.If Cream of the Crop wins the Kentucky Derby, Trainer A will bask in his horse’s glory and claim all the credit. The question is, what does taking in elite thoroughbreds and churn ing out winners actually prove about Trainer A? If Cream of the Crop had worked with Trainer B, would he not have still won the Derby? What if Cream of the Crop had elected to work with that ol’ lascivious lush, Trainer C? Could he still have emerged victorious given his immense natural talent?Now let’s step out of the analogy. Substitute students for horses, colleges for trainers, and future earnings for winning the Kentucky Derby and you should be left with similar questions. In order to begin to find answers to these types of questions related to college choice and future earnings we have to explore a concept known as â€Å"returns to selectivity.†Returns to SelectivityIn recent years, the rather revolutionary notion that where you go to college will do little to determine your future life and career has exploded in popularity, endorsed by columnists and policy analysts alike.  For this we are quite glad. The frenzied â€Å"rat race† of elite college admissions causes undue stress and anxiety on students and families. We are firm believers that talented, driven students will thrive whether they get into the Ivy League school of their dreams or one of the other 3,000 four-year institutions spread across these United States.That being said, we hesitate at making a sweeping, unequivocal statement say that it â€Å"doesn’t matter where you go to college.† To do so would ignore decade’s worth of research on outcomes related to selectivity—research that has uncovered some nuances and important distinctions on the subject of how much a school does or does not impact its students’ future success.The terms â€Å"returns to selectivity† refers to the financial benefit of attending schools across the selectivity spectrum—from Harvard with its infinitesimal 6% acceptance rate to Northern Arizona University with its generous 98% acceptance rate. The body of research from this field of study w ill enlighten and surprise you.Confirming assumptions: 1999-2008To briefly return to our horse-training scenario, the first true question is an obvious one—do Trainer A, B, and C’s horses actually enjoy different rates of success?In an effort to scientifically explore the relationship between selectivity and economic returns, researchers in the late 1990s (Brewer Ehrenberg, 1999) were able to verify that students attending colleges on the high end of the selectivity spectrum do in fact earn higher wages, on average, than students attending less selective institutions. For example, Yale graduates, as you would have expected, enjoy superior average earnings to graduates of Southern Connecticut State University, New Haven’s public and less prestigious four-year institution.Nearly a decade later, a study by Long (2008) reached a similar conclusion about the monetary benefit of attending an elite school over a less-selective school. This research affirmed presumptio ns about how income is linked to college selectivity but did so only by comparing apples to oranges, students attending ultra-selective schools versus non-selective ones. To uncover more illuminating data, it was time to toss aside the Valencias and line-up a pair of nearly identical Granny Smiths.Apples to apples: 2009In attempt to the look at the effects of attending a selective institution on comparable applicants, Hoekstra’s (2009) study looked at two groups with almost everything in common, except for one thing—where they went to college.Students barely admitted into Texas AM, one of Texas’s most selective public universities, were evaluated against similarly-qualified students who were denied admission at the same institution and ultimately, in most cases, enrolled in far less selective schools. Interestingly, the group of students who attended AM eventually earned 20% more, on average, than their rejected counterparts, a sizable discrepancy.While this out come tells us something about selectivity’s impact on monetary returns, the takeaways are limited because the schools attended by the two groups were either highly selective like Texas AM or barely selective at all; the middle was nowhere to be found. In our horse scenario, this would be like comparing horses trained by Trainer A and Trainer C and leaving Trainer B entirely out of the equation. While the natural talent of the â€Å"horses† was similar, unlike in earlier studies, the caliber of â€Å"training† received was not.In essence, what remained unanswered was the essential question—do students actually benefit from enrolling at the most selective college available to them? In 2011, two researchers would begin to shed light on an answer.A complex picture emerges: 2011Prior research confirmed that Yale graduates earn more, on average, than students at Southern Connecticut State University, New Haven’s public and less prestigious four-year inst itution. However, do Yale graduates earn more because of the name on their diploma, or because of the qualities that allowed them to earn admission at Yale in the first place?In an effort to better crack this conundrum, Dale and Krueger (2011) set out to distinguish the benefits of college selectivity from personal characteristics that tend to result in professional success, regardless of one’s undergraduate institution. The cohorts of students studied by the researchers possessed similar backgrounds, boasted strong identical high school GPAs and SAT scores, and held similarly ambitious attitudes toward their educational and career goals. Here, the authors did find that graduates of more selective colleges realized earnings 7 percent greater, on average, than graduates of less selective institutions, but their most intriguing finding was yet to come.When the authors incorporated an additional control (i.e. adjustment) for where students applied, they uncovered something quite interesting: students who applied to a more selective college but who chose instead to attend a less exclusive school still earned the same wages as graduates of these more choosy institutions. In other words, selectivity of the college one attended didn’t really matter; what counted was the selectivity of institutions to where one applied.This finding suggests that attitude, rather than undergraduate name, drives earnings. In other words, if a student possesses the mindset to strive toward elite college attendance, he or she likely has the disposition and dexterity to achieve high earnings, regardless of whether he or she ultimately attends an elite institution.Now that we have a clearer answer as to the relationship between college prestige and income, it’s time to muddy the waters yet again.Cases where selectivity does matter While Dale and Kruger found that the general population experiences little-to-no earnings boost by attending a supremely selective school vs. a moderately selective one, not every subject fit the mold.Surprisingly, the study revealed that African Americans, Latino Americans and first-generation college students did in fact see substantial benefits from attending selective institutions. Members of these racial/socioeconomic groups who went on to attend selective college earned significantly more than similarly-qualified students of the same background who attended less exclusive schools. The â€Å"why† isn’t borne out by research but a likely explanation exists.Members of the dominant class (White, wealthy, educated) often run in social circles with other connected, powerful (even in a relative sense) people that possess a high degree of social capital. It stands to reason that while an upper-middle class student who attends a semi-selective state school is likely to benefit from a network of family and family-friends who can help that young person land their first job. A student from a lower-income househo ld may lack these advantages and must therefore forge their own connections, accruing their own social capital only by navigating their way through an elite university.As such, these groups may uniquely benefit, and thus be more inclined, to choose the most selective college they can attend. In a world of nepotism and networking, an â€Å"elite† brand name college can in fact open doors to students from less-advantaged backgrounds.Back to the races†¦Let’s head back to our Kentucky Derby analogy to clarify research-supported effects of selectivity on future income.The full body of â€Å"returns to selectivity† research tells us that similarly equipped individuals will likely have an equal outcome in terms of career and monetary success whether they choose to attend an Ivy like the University of Pennsylvania or a state school like Penn State University, a very reputable yet slightly less selective institution. In horse-racing terms, an elite horse like Cream of the Crop is going to get his shot at the triple-crown whether they are schooled by Trainer A or Trainer B.Trainer C, on the other hand, is quite a different story. If our same highly-qualified student passed up an opportunity to attend the University of Pennsylvania or Penn State in favor of the much less selective and much poorer Bloomsburg University of Pennsylvania, for example, they might not fare as well out in the working world. Schools like Bloomsburg, due to lack of funds, networks, resources, and competitive peer groups simply cannot provide a comparable undergraduate experience. This isn’t to say that an individual from Bloomsburg cannot be a President of the United States (Ronald Reagan attended Eureka College and Andrew Jackson was illiterate) or a Fortune 500 CEO (too many examples to list). It is only to say that graduates of less-selective state schools are not on equal footing with grads of highly-selective or moderately-selective colleges and universities in their quest to ascend the income ladder.Conclusions: selectivity does matter but not entirely In light of findings uncovered by the complete body of literature on returns to selectivity, it appears that college selectivity does matter, but not in the way that many think. Ultimately, there’s significantly more variability within selective colleges than there is between selective colleges. As such, if you have admission offers from multiple selective schools, don’t make your choice on the basis of a U.S. News rank; instead, choose a college because it provides the best fit, while knowing that your accomplishments during and after college will likely be determined not by where you attend, but by what you do during your undergraduate years. As long as you attend a school replete with research opportunities, chances to land internships, and sporting a strong alumni network, your future professional success will have more to do with your own ability and effort than the na me of the college on your diploma. While it isn’t as simple a statement as â€Å"it doesn’t matter where you go to college† it is one that is actually backed by rigorous research.

The Effects of Divorce on a Familys Well Being Essay

The Effects of Divorce on a Familys Well Being Works Cited Not Included Boy meets girl. Girl and boy fall in love and get married. Girl and boy have children and life could not possibly get any better. Many years later: Boy and girl start to notice something different in their relationship, something wrong. They decide that their relationship is over, whether they’re both happy with that decision or not and they divorce. Boy and girl’s children see them divorce. Children process the divorce in different ways, and it stays with them for the rest of their lives. People who experience a divorce are affected by it, whether they want to be or not. More often than not, those effects are negative. Before any parents make a rash decision, and†¦show more content†¦Michele Weiner Davis, who is a therapist and Author said: The decision to divorce or remain together to work things out is one of the most important decisions you will ever make. It is crucial for those considering divorce to anticipate what lies ahead in order to make informed decisions. Too often the fallout from divorce is far more devastating than many people realize when contemplating the move. (Davis 1992, p.25) These consequences of divorce can also include feelings that some couples don’t anticipate once the divorce is over and done with, and those feelings are ones of regret. In a study done by William J. Doherty, 66 percent of the divorced couples he surveyed answered â€Å"yes† to the question, â€Å"Do you wish you and your ex-spouse had tried harder to work through your differences?† 66 percent is a stunning number when you are talking about regret of a life altering decision (1999, p.6). Clearly, divorce should not be a â€Å"spur of the moment† decision. The decision to divorce should be methodically thought through and allowed plenty of time. 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If it were that easy to find a job that pays well, then most people would be in a health relationship and have a stable job. I am in the perfect example of problems in starting a family in today’s society. I come from a family of five and am the elderlies of all. My parents are divorced and I must take the load of being the main bread maker. I never thought in a million years that I would be taking care of my mother and my fellow

Analysis Of The Poem The Lighthouse - 1625 Words

Virginia Woolf’s To the Lighthouse follows the progress of the painter, Lily Briscoe, as she aims to create a meaningful space for her artwork in an increasingly critical and subjective environment. Throughout this novel, Lily Briscoe is characterized as an artist who is constantly either painting or thinking about her painting. Lily is very private of her artwork and everything she comes across is anchored back to her painting. Lily’s painting represents a feminine artistic vison. Regardless of what others think of her painting, she has a desire to finish her artwork. The development of this motif contributes to the theme of women s artistic ability and independence, a theme through which we come to see an unexpected connection between Lily and Mrs. Ramsay. As Lily’s artwork can be described as the art of representation, Mrs. Ramsay’s is best considered to be the art of connection and comfort. Ultimately, Mrs. Ramsay’s art allows Lily to com plete her own piece of art, while providing hope for its permanence. As Mrs. Ramsay is setting up dinner for a party she is hosting, Woolf describes the dinner scene as if looking at a painting. Woolf notes the physical description and setting before going into more details that illustrate a deeper meaning. The physical appearance of the dinner scene is observed first as Mrs. Ramsay is â€Å"taking her place at the head of the table, and looking at all the plates making white circles on it†¦an infinitely long table and plates andShow MoreRelatedAnalysis Of The Poem The Lighthouse 2285 Words   |  10 Pagesof Life in Woolf’s To the Lighthouse Life, when viewed as a compilation of fleeting memories and moments, seems chaotic, miserable and causes one to question the purpose of it. Each of the characters of To the Lighthouse struggle with this same realization and all strive to find permanence and meaning within their lives. While the characters search for the meaning of life within their realms of experience, ultimately they all fail to find lasting meaning. To the Lighthouse, a novel structured by WoolfRead MoreAnalysis Of Sonnet 116 By William Lynn1284 Words   |  6 Pagesis our own definition of true love or real love. According to my close reading analysis of Sonnet 116 by Shakespeare, is a fourteen line poem that is organized into three quatrains, ending with a rhymed couplet. Not only that it also has a regular stress partner which makes the reader to go through some difficulty in understanding what the author is trying to convey in his poem writing. The first quatrain of the poem began with a statement to puzzle upon ‘’Let me not to the marriage of true mindRead MoreMarriage Of Love By William Shakespeare885 Words   |  4 Pageswork with an adapting or suitable individuals Therefore, according to my close reading analysis the poem (Sonnet 116 by Shakespeare) is a fourteen line poem that is organized into three quatrains, ending with a rhymed couplet. It also has a regular stress pattern which makes the reader to go through some difficulty in understanding what the author is trying to convey in his poem. The first quatrain of the poem began with a statement to puzzle upon ‘’Let me not to the marriage of true mind/Admit impedimentsRead MoreAnalysis Of Sonnet 116 By William Shakespeare867 Words   |  4 Pageswork with an adapting or suitable individuals Therefore, according to my close reading analysis the poem (Sonnet 116 by Shakespeare) is a fourteen line poem that is organized into three quatrains, ending with a rhymed couplet. It also has a regular stress pattern which makes the reader to go through some difficulty in understanding what the author is trying to convey in his poem. The first quatrain of the poem began with a statement to puzzle upon ‘’Let me not to the marriage of true mind/Admit impedimentsRead More To the Lighthouse by Virginia Woolf Essay2176 Words   |  9 PagesTo the Lighthouse by Virginia Woolf When speaking of modernism in the work Virginia Woolf, scholars too readily use her innovations in style and technique as the starting point for critical analysis, focusing largely on the ways in which her prose represents a departure from the conventional novel in both style and content. To simply discuss the extent of her unique style, however, is to overlook the role of tradition in her creation of a new literary identity. In To the Lighthouse, WoolfsRead MoreAnalysis Of The Poem Dover Beach By Matthew Arnold1139 Words   |  5 PagesMonelle Shuman English Lit 202 K. Morefield December 1, 2014 An Analysis of â€Å"Dover Beach† by Matthew Arnold Dover Beach is thought to be one of the best representations of the Victorian Period all together. It portrays the mood and tone of what the people experienced and felt at that time. Around the same time it was written, London had just experienced a massive boom in their population, growing from 2 to 6 million citizens. At the same time, London was becoming one of the first in the countryRead MoreFemale And Female Gender Roles3513 Words   |  15 Pagesfind Lucy has disappeared from her bed, she is discovered outside in a dream like state. When recalling the dream, Lucy describes the ‘west lighthouse,’ underneath her and how she felt as if she was ‘in an earthquake.’ Stoker is using the Oedipus complex in order to display how Lucy is becoming a sexual figure and is transgressing in her dreams. The ‘lighthouse,’ underneath Lucy is used by Stoker as a phallic symbol and the ‘earthquake,’ she experiences is an orgasm. This metaphor fo r the loss of Lucy’sRead MoreCultural Considerations Remote or Robotic Surgery Essay4017 Words   |  17 Pagesand letters to indicate the level of your headings, for example: I. Description of the Technology a. Science that drove the technology b. Applications of the technology II. History of the Technology a. A brief timeline b. An analysis of social factors that drove the technology Be consistent with your choice of phrases, making sure they are grammatically parallel (where possible). Each member of the team is to take responsibility for sections of this report. Indicate the assignedRead MoreANALIZ TEXT INTERPRETATION AND ANALYSIS28843 Words   |  116 Pagesï » ¿TEXT INTERPRETATION AND ANALYSIS The purpose of Text Interpretation and Analysis is a literary and linguistic commentary in which the reader explains what the text reveals under close examination. Any literary work is unique. It is created by the author in accordance with his vision and is permeated with his idea of the world. The reader’s interpretation is also highly individual and depends to a great extent on his knowledge and personal experience. That’s why one cannot lay down a fixed â€Å"model†Read MoreA Picatrix Miscellany52019 Words   |  209 Pagesused in conjunction with the correct constellations, this chapter is devoted to the latter. The author gives a descriptive list of the twenty-eight mansions of the moon, according to the â€Å"Indian† system, and assigns to each its correct talisman. Analysis of the passage shows that it is a compound of â€Å"Indian† doctrines, the tenets of Dorotheus of Sidon (both attested by Ibn abi ‘l-Rijà ¢l) and elements from a list ascribed to Hermes (attested by the Ihwà ¢n al-Safà ¢Ã¢â‚¬â„¢) (pp.14-21). At the beginning of the

Socrates2 Essay Example For Students

Socrates2 Essay The life of the Greek philosopher Socrates (469-399 BC) marks such a critical point in Western thought that standard histories divide Greek philosophy into pre-Socratic and post-Socratic periods. Socrates left no writings of his own, and his work has inspired almost as many different interpretations as there have been interpreters. He remains one of the most important and one of the most enigmatic figures in Western philosophy. As a young man Socrates became fascinated with the new scientific ideas that Anaxagoras and the latters associate Archelaus had introduced to Athens. He seems for a time to have been the leader of an Athenian research circlewhich would explain why the first appearance of Socrates in literature is as a villainous, atheistic scientist in The Clouds of Aristophanes. Young Socrates also knew the Sophists and listened to their debates and ceremonial orations. Neither science nor Sophistry, however, could answer a new philosophic question that struck him. The earlier Greek thinkers had been concerned almost wholly with physics and cosmology until the Sophists suggested that what should be done instead was to teach young men skills to satisfy their natural self-interest. Instead, Socrates wondered: What is a self? Although Know Thyself! was one of three sayings carved on the Temple of Apollo at Delphi, the directive proved difficult to carry out. The so-called scientific views of the time, particularly that of atomism, defined the self as a physical organ that responded to environmental pressure. Socrates felt, however, that the Sophists, for all their talk of self-interest, had little curiosity about the status of a self; they assumed that it was merely an isolated center constantly greedy for more pleasure, prestige, and power. The Sophists further thought that the values that people advocated were all conventional, varying from one culture to another, and that no one would ever act against his or her own interest, regardless of how many people talked as though they would. This complex of ideas offered little to explain human nature and excellence. Socrates, setting about his search for the self, was convinced of the importance of his quest. Until educators and teachers knew what human excellence was, he thought, they were engaging in false pretenses by claiming that they knew how to improve students or societies. Socrates believed that objective patterns, or forms, exist that define human excellence, that these are neither culturally relative nor subjective, and that philosophic inquiry could discover them. In the period after Athenian defeat in the Peloponnesian War, however, the political leaders did not want to be awakened; uncritical patriotism seemed to them what they and Athens needed. In an attempt to frighten Socrates away, they threatened to bring him to trial for impiety and corrupting the youth of Athens. Socrates stayed and stood trial. In his Apology, Plato reconstructs his speech to the jury in defense of his beliefs. He was convicted and executed in 399 BC. Bibliography:

Korean Language History free essay sample

The Korean language is attested from the early centuries of the Common Era, in the Chinese script. Syllabic hangul script is only introduced in the middle Korean period in the 15th century. Contriversy remains over the classification of Korean as Altaic. While majority of linguist consider Korean to be a language isolate, there have been attempts to link it with other languages in the region. Since the article of Ramstedt, some lingust support the hypothese that Korean can be classified as Altic. Old Korean corresponds to the Korean language from the beginning of three kindoms period to the later part of The unified Silla period approximately from the 1st to the 10th century. Old Korean may have been a tanal language, its unclear. It is also assumed that ald Korean was divided into dialects corresponding to the three kingdoms. These hypothetical subdivisions of old Korean are also know as Buyeo languages. We will write a custom essay sample on Korean Language History or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The silla language is the best attested due to the political domination of unified silla by the 7th century. Middle Korean corresponds to korean spoken from the 10th to the 16th centurries, or from the era of Gorueo to the middle of Josean. The language standard of this period is based on the dialext of Gaeseong because the new Goryea Dynasty moved its capital city to the north area of the korean peninsula. Gyerim Ryusa, a collection of several hundred items of koreans vocabulary with the pronunication indicated throught the use of chinese characters. Mondern korean corresponds to the korean spoken from the 17th century onward. North and south Dirrerences in forean have developed, including variance in pronunication, verd inflection and vocabulary over the decades following the korean war and the division of Korea.

Free Essays on Strickness

Strictness Can’t be out past eleven, can’t wear what you want to wear, can’t do your hair how you want, and can’t spend your money how you want. Welcome too only some of the rules that my overly strict parents have placed on me. What have I done to deserve this? Nothing. This is a problem that most teens and children face: overly strict parents. Even though my parents are overly strict, I know they are doing this for my own good. My parents have always been strict on my other siblings and me. As we got older it only got worse. When I was about 8-14 the war between my parents and me was not as bad. My brother and I had no problem being in by nine-o-clock (that was our curfew until we were in high school), mainly because our transportation was our parents, and they would pick us up from wherever we were. Our curfew wasn’t really ever a big deal with my brother and me. What caused the biggest fights was that we wanted to go to different places with our friends that our parents did not approve of. Our mom and dad would not let us go to a new friend’s house unless they have had a chance to speak with their parents. So if our parents did not have enough time to visit a new friend’s house we didn’t get to go there until they could. If that friend was having a birthday party or any other type of party we were not allowed to go until the home was â€Å"approved† by our parents. My brother and I would moan and groan for days until our parents would go and meet their parents. I remember one time that I had met a new friend that lived on the other side of the neighborhood from us. His name was Robert. The first day that my new friend Robert and I found out we lived so close to each other I decided to go to his house without asking my mom because I knew she wouldn’t approve until she and Robert’s mom could sit down to lunch together and get to know each other. Usually I got home from school and arrived at the bus stop at... Free Essays on Strickness Free Essays on Strickness Strictness Can’t be out past eleven, can’t wear what you want to wear, can’t do your hair how you want, and can’t spend your money how you want. Welcome too only some of the rules that my overly strict parents have placed on me. What have I done to deserve this? Nothing. This is a problem that most teens and children face: overly strict parents. Even though my parents are overly strict, I know they are doing this for my own good. My parents have always been strict on my other siblings and me. As we got older it only got worse. When I was about 8-14 the war between my parents and me was not as bad. My brother and I had no problem being in by nine-o-clock (that was our curfew until we were in high school), mainly because our transportation was our parents, and they would pick us up from wherever we were. Our curfew wasn’t really ever a big deal with my brother and me. What caused the biggest fights was that we wanted to go to different places with our friends that our parents did not approve of. Our mom and dad would not let us go to a new friend’s house unless they have had a chance to speak with their parents. So if our parents did not have enough time to visit a new friend’s house we didn’t get to go there until they could. If that friend was having a birthday party or any other type of party we were not allowed to go until the home was â€Å"approved† by our parents. My brother and I would moan and groan for days until our parents would go and meet their parents. I remember one time that I had met a new friend that lived on the other side of the neighborhood from us. His name was Robert. The first day that my new friend Robert and I found out we lived so close to each other I decided to go to his house without asking my mom because I knew she wouldn’t approve until she and Robert’s mom could sit down to lunch together and get to know each other. Usually I got home from school and arrived at the bus stop at...

Aggression in Humans Essay Example for Free

Aggression in Humans Essay ? There are many different reason why a person may act aggressively towards other human being. The person may act this way because of his background or the way he/she was brought up in life. A person does not; act this way based on natural feeling alone. Is more like a melded, learned behavior. A human being must have both environmental and instinctual factors in order to show aggression. Some of a person’s natural instincts are to desire food, reject some things, escape from danger, fight in a dangerous situations or when challenged. As well also sex desire, care for the young, control, and to accept substandard status. This combination of both instincts and environment determines a person’s behavior and actions throughout life. This is based on the theory that everything human beings do would have to be learned from other human beings. Aggression must be learned as we grow. It is not just simply there from the moment of birth. A person behavior is something that is taught to him rather than being an unmanageable instinct. For example, a newborn baby is breathing because it is an uncontrolled reaction. But on the other hand, a father may tell his young son to beat up the school buly who is picking on him. As a result, the boy is dealing with the situation by using violence. In order for a human being to display aggression, violence and anger, it must be driven by an instinct interacting with that person’s surroundings. The word instinct is defined as â€Å"an inherited or innate psycho-physical disposition which determines its possessor to perceive, and to pay attention to, objects of a certain class, to experience an emotional excitement of a particular quality upon perciving such an object, and to act in regard to its particular manner, or, at least, to experience an impulse to such action.† This definition, explains that people have different reactions for different situations they are put in. Therefore, an individual is expected to act a certain way when he is encouraged to do so from his surrounding environment. For example, an Eskimo does not have an inborn instinct that allows him to survive in his climate. He has to work with his people in order to survive when he is at a very young age. Furthermore, when people are brought up in a society, they learn a certain way of life and traditions. These customs are usually taught to them because it’s part of their society’s way of life, even if some of the customs may be brutal and horrible to others. For example, cannibalism is distasteful to us, but in some prehistoric cultures, to eat an enemy is to gain his or her strength. This aggressive behavior was taught to the people of this culture and is the cause for its existence. People need to have contact with aggressiveness in society in order to act aggressive. For example, there was a tribe in New Guinea, who were violent warriors that were always fighting and killing each other. The children of these people learned this aggressive act from their parents and then acted in the same way. A parent’s method of child rearing has a huge impact on the child’s aggression. For example my own brother found a way, which will convince my parents to buy him what he wants. All he has to do is cry and if he doesn’t get what he wants he will start smashing, kicking and throwing thinks that he find around him. Moreover, when a group of people are isolated, their behavior does not change unless they interact with other people. There was tribe made up of a group of people who were completely isolated fro the rest of the world. They did not show any signs of aggression due to the fact that they had no words for weapon, aggression, anger or war. All they did was gathering food. So the tribe and had no use for weapons. The tribe only used knives and other things that might be thought as weapons or tools to gather food. They even rejected the spear, the bow and arrow because they could not use them to gather food. There could not been anything in their genetic makeup that made them act in an aggressive or peaceful manner. This was just their way of life that was taught from generation to generation, to gather food which was needed to survive. The source of human aggression lies in factors such as society and culture. Aggression is a learned emotion that is built up on different factors in a person’s surrounding environment. It the combination of environment, society and culture that creates aggressive behavior. It is the person’s instincts that are the basis for the three. While one tribe is a peaceful group of people, and the other a group of aggressive warriors. Both of the tribes had  the ability for aggression and peaceful life but it was their environment, society and culture that have driven them to choose totally opposite paths. Aggression in Humans. (2016, Jun 19).

My Personal Code of Ethics Essay Example | Topics and Well Written Essays - 1000 words

My Personal Code of Ethics - Essay Example Still others have no real faith and try to build a moral foundation out of their personal experience adding rules and content to it as the years go by. In this essay I will look at some of the most popular moral schemas—and the obligations that come from them—and then describe my own view on this vast and important subject. I was brought up in a religious family and was baptized in the church. Not all of my family was very religious, but my mother and my brother and sister were. I was instructed in the Sunday school with the typical Christian moral precepts: the Golden Rule, love they neighbour, the Ten Commandments. But these ideas seemed to me to be much more like common sense then in any idea that needed to be divinely revealed. I didn’t really understand why a god was required to supervise or implement these rules as it seemed to me that most people basically followed them anyway. I did, however, become interested in the way that this sort of morality influenced American politics and how many of the principles of the constitution seemed to be based of Judea-Christian values. I totally agree with the French history Alexis de Tocqueville when he visited American hundreds of years ago and wrote: The principles of New England †¦ now extend their influence beyond its limits, over the whole American world. The civilization of New England has been like a beacon lit upon a hill†¦. †¦ Puritanism was not merely a religious doctrine, but corresponded in many points with the most absolute democratic and republican theories. †¦Nathaniel Morton, the historian of the first years of the settlement, thus opens his subject: â€Å"we may not hide from our children, showing to the generations to come the praises of the Lord; that especially the seed of Abraham his servant, and the children of Jacob his chosen ( Psalm cv. 5, 6 ), may remember his marvellous works in the beginning †¦ â€Å" †¦ The general principles which are the groundwork of modern

Human Trafficking Awareness for Schools Research Paper

Human Trafficking Awareness for Schools - Research Paper Example Save the children and youth movement-Raise awareness about human trafficking Save the children and youth is a movement in US and has an ongoing effort on gender based violence and raising public awareness about the plight of human trafficking victims in the rural communities. Plans are underway to organize campaigns every year. I intend to raise two national campaigns to raise awareness on human trafficking in communities as well as in schools, as the US is increasingly becoming a transits point for human traffickers. As an activist, I believe that the only important component in addressing human trafficking in schools is my massive involvement in massive awareness campaigns in order to prevent the trafficking of women and girls from our townships and rural communities. The key strategies in my plan consist of: Workshops Trainings and Public awareness campaigns Aims The aims of this campaign are to mobilize the communities and grass root social movements that combats slavery as well as human trafficking through community activism. My group has employed innovative solutions to every individual in fighting and linking violence against women and children with human trafficking in their own backyards across the country. ... gn which I am intending to launch will have the name â€Å"they too have a voice† as women and children are trafficked for labor and sexual exploitations. There have been increased cases of domestic trafficking in US and more especially the young boys and girls are routinely trafficked from rural areas and taken to the urban areas where they are abused and exploited as domestic workers, they work in the fishing and mining industries, commercial agriculture not mentioning sexual exploitation. This rally invites local artists and schools in order to develop materials that address properly trafficking and applying it to the community and the local context (Nicalo 6). Posters, calendars, stickers, T-shits, brochures’ and caps shall also be distributed in all the major cities across the townships, and rural communities. Educational materials will also be developed in the local languages of the different communities and this will be done in order to foster a better comprehens ion of the subject matter within the different communities in the country. Some 10,000 minors in the United States are enslaved for labor, or even sexually abused with Florida been among the top three human trafficker’s destinations. You find that most of the victims go unnoticed by neighbors, teachers and even the police they encounter. Many families have lived in vain not knowing the whereabouts of their loved ones hence this is something which is traumatizing so much. We need to educate school districts, many activists and organizations have to come in to try and stop this growing menace in our country. As women activists’, we have to rise up and protect our children. My drive to becoming activists was fuelled by a story I read about one Allison Good, 32 years old. He was 5 years old the first

Reconstruction Essay examples -- essays research papers

Victoria Hubble February 8, 2000 Reconstruction The Reconstruction, a time most people would call a rebirth, succeeded in few of the goals that it had set out to achieve within the 12 years it was in progress. It was the reconstruction’s failure in its objectives, that brought forth the inevitable success in changing the South, as well as the countless African Americans living in it as well as the countless African Americans living in it at the time. There were three goals the reconstruction set, and failed to achieve, as well as emphasizing the profound effect it had on the south, and an entire race. In the South the Reconstruction period was a time of readjustment accompanied by disorder. Southern whites wished to keep blacks in a condition of quasi-servitude, extending few civil rights and firmly rejecting social equality. Blacks, on the other hand, wanted full freedom and, above all, land of their own. Inevitably, there were frequent clashes. Some erupted into race riots, but acts of terrorism against individual black leaders were more common. During this turmoil, Southern whites and blacks began to work out ways of getting their farms back into operation and of making a living. Indeed, the most important developments of the Reconstruction era were not the highly publicized political contests but the slow, almost imperceptible changes that occurred in southern society. Blacks could now legally marry, and they set up conventional and usually stable family units; they quietly seceded from the white churches and formed their own religious organizations, which became a central point for the black community. Without land or money, most freedmen had to continue working for white masters; but they were now unwilling to labor in gangs or to live in the old slave quarters under the eye of the plantation owner. The governments set up in the Southern states under the congressional program of Reconstruction were, contrary to traditional cliches, fairly honest an d effective. Though the period has sometimes been labeled "Black Reconstruction," the Radical governments in the south were never dominated by blacks. There were no black governors, only two black senators and a handful of congressmen, and only one legislature controlled by blacks. Those black who did hold office appear to have been about equal in competence and honesty to the whites. it i... ...have political power, the right to a good education, and much more. After Republicans lost interest in supporting African American rights and Democrats regained political and economic control of the South, the racially segregated and capitalist government flourished again. The Reconstruction did, for a short time, transform the South for African Americans, but most rights and benefits gained during that time were lost to Democrats during the Redemption. The Redemption turned the Reconstruction into an economic, political, and social loss for most African Americans throughout the South. After more than 2 centuries of being emancipated, African Americans were given a new life. This phrase a new life was not the life of equality. However it was still a change from enslavement. This was the single and most important success of the Reconstruction. when it liberated African Americans in the South, it also replaced enslavement for segregation. When dealing with a historical event such a s this one, a person has to look at what the Reconstruction has cost African Americans and what it has brought them in return, then they must answer the question "was it all worth while?"

What Is Fashion?

An in depth discussion about fashion, its influence towards society and primarily causes responsible for these processes This essay offers a sociological approach towards fashion in which will be critically evaluated, in context of its influence on society, origins of fashion and whether external or/and internal causes are responsible for these processes. This essay begins with an introduction to fashion in a social aspect.According to Kumara (2005) the meaning of fashion is not Just about visual clothing but also the invisible elements behind it such as symbolic meanings and a sense of competition. Fashion is a trend of imitating those whom is admired and envied however fashion is never stationary or fixed, it is ever-changing but does not mean the old is discarded Just may be merely adjusted (Flues, 1930). Rubberiest (2001) argues that a style becomes a fashion through a process called â€Å"collective selection† the fashion is then imitated.This essay then goes into the his tory of fashion, what fashion was like before twenty first century, what the clothing meant to different social classes, with this it will explain how fashion was exposed to other social classes not Just the aristocrats. It is then followed by an evaluation of the importance of fashion in general for society then briefly mentions about the fashion values for boys and girls, men and women.Finally, concluding this essay with a summary of possible internal and/or external causes of the processes for fashion. One definition for fashion is the mass production of goods for adornment in which are imitated from people that are admired and envied however this is more of a modern phenomenon (Edwards, 1997; Flues, 1930). The definition for fashion will never be stationary therefore it is conceived as irrational because it has no content, arks as an external decoration, and carries no intellectual elements (Kumara, 2005).According to Kumara (2005) and Flues (1930) fashion is a concept of imitat ion, it is a fundamental human trait to imitate those who are admired or envied (e. G. Celebrities), and however Herbert Bubbler argued that a style becomes a fashion through the process of â€Å"collective selection† (as cited in Rubberiest, 2003 peg. 14). For example a designer offers a large number of styles on the runway; only a few of these are chosen by buyers, magazine editors, and boutique owners which are then offered to their clients.When consumers actually buy the clothes, those styles become the fashion; consumer relevance, not the designer's, turns a style into fashion (Rubberiest, 2001). In other words those who are admired get their styles from boutiques where the designers had offered their styles beforehand therefore consumers buys the selected styles of their choice and those styles then becomes the fashion – the style becomes a fashion quicker when the buyer is one an admired or envied person.Thus before something becomes a fashion it goes through th e process of collective selection then becomes the fashion object for people to imitate. However the paradox of fashion is that everyone is trying at the same time to be like but yet different, from the person they admire or new – to be like them in so far as they regards them as superiors, to be unlike them (in the sense of being more fashionable') (Flues, 1930).Another essential concept of fashion lies in competition – decoration has a sexual and social value, attractive, and striking forms of ornaments being useful both for purposes of sexual allurement and as signs of rank, wealth, or power – following the convention that the more elaborate and decorative the costume, the higher the social position of the wearer however this was a fashion phenomenon before the nineteenth century (Flues, 1930; Kumara, 2005).In contrast the bohemian fashion sense was less is more thus individuals tend to wear clothing that is simple and has a relaxing feel to it but yet contem porary. The Bohemian style applies to those who live an unconventional and artistic lifestyle thus it was stereotyped to those in the middle class and underclass (Wilson, 2000). However it was at a conference when Richard Florida made a speech about high tech Coos to discover that the bohemian style was not only for those of the middle class and under class people: muff can't have high tech innovation without art and music.All forms of creativity feed off each other†¦ Elf you really want to know how important this is don't ask the high tech Coos or the mayor or the Chamber of Commerce. Ask the guys in the band! â€Å"†¦ The musicians who looked like members of Cowan O'Brien late-night ensemble†¦ Were not local grunge's. They were high-tech Coos and venture capitalists† (Florida, 2003 peg. 191) The purpose of this quote was to show that mom high classed individuals do not dress extravagantly as to show off their wealth, it is quite the opposite.Also it illustrat es that the bohemian style has grown and expanded throughout all levels of the social classes. Before the nineteenth century fashion was only available for those with status such as the aristocrats, as mentioned before the more extravagant the clothing the higher the social position, this mainly occurred before the nineteenth century. Fashion in the fifteenth century is something different from fashion in the nineteenth and twentieth century.In the fifteenth century fashion was an indicator of class status, a court privilege monopolized by aristocracy while commoners would hardly dare call themselves fashionable because they will be frowned upon because they had no rights to be dressed as them, they are unwilling to abandon the signs of superiority and distinctiveness (Flues, 1930; Rubberiest, 2001). The extravagance of fashion in this case meaner higher social status therefore it is part of the individual's identity; the type of fashion people wore during these times distinguished the nobles from the commoners (Kumara, 2005).Flues (1930) mentions that when every man is as good as his fellows, there are no superior social strata left to imitate, and it would seem as though the race of fashion must end, since those behind have definitely caught up those in front. However in the nineteenth century no longer did the aristocracy alone lead fashion, but the wealthy that had the material meaner were invading into their social place therefore fashion became more available (Heywood ; Garcia, 2012; Flues, 1930; Rubberiest, 2001).By the twentieth century, fashion became increasingly democratic, and everyone, regardless of rank or status, had a eight to look fashionable (Heywood ; Garcia, 2012). With the naturalism that followed the French Revolution, the body once more came into its own rights, and the purpose of clothes became the relatively secondary one of throwing into relief the beauties of the body – fashion became more simple and exiguous, the exposure of the bohemian style (Flues, 1930).Therefore the idea of the more extravagant clothing the higher social status slowly diminished; the fashion trend changed and became available to the whole society and not Just the aristocrats. Thus fashion now plays a significant role in the manifestation of differences. The class boundary has become blurry since the decline of European aristocrats, and people desired to make subtle distinctions in order to differentiate themselves from others (Kumara, 2005). This is the modernity of fashion.Fashion is more than Just visual clothing and accessories but also act an indicator of social status or rank, personality or identity; it is also symbolic, expressive, creative, and coercive (Heywood ; Garcia, 2012; Kumara, 2005; Edwards, 1997). According to Flues (1930) fashion is symbolic; it can be presented as trophies (e. G. Hunter wears rare fox belt), terrorizing (consisting of parts of the fallen enemies which can be perceived as awe-inspiring and grueso me), sign of rank and/or occupation, sign of locality or nationality, display of wealth and extension of the bodily self (e. . A skirt can increase the feeling of size, importance, and beauty or how some skirts may add to the effect of movement). Fashion is more concerned with theories between people beyond kin, and the mechanisms through which we form affiliations and select partners with whom to co-operate with (Heywood ; Garcia, 2003). There are two aspects in particular contribute to individual's interaction preferences, and they unconsciously look for cues that signal trustworthiness and cooperation; fashion happens to be one of those cues (Heywood & Garcia, 2003).Therefore it is from their clothes that whether individuals form a good or bad first impression and this is very important especially when going for a job interview or meeting someone you like because people will Judge at first sight hence a good fashion sense can be essential. Indirect expression of an individual thr ough his garments enables us to Judge whether or not this acquaintance is reindeer, angry, frightened, curious, hurried or at ease. It also tells something about their sex, occupation, nationality, and social standing, and thus enabling us to make preliminary adjustment of our behavior towards them (Flues, 1930).For example two guys came up to a girl and both ask for her number, one guy in a messy shirt and ripped pants while the other in a decent shirt and Shares, the girl will most likely be more inclined to give the guy with decent clothes her number because he seems more trustworthy. However familiarity cause them to be overlooked, in other words his does not apply to those that individuals become familiar with because they have already been accepted into the group (Flues, 1930; Kumara 2005).According to Kumara (2005), Heywood and Garcia (2012) fashion is simultaneously about belonging into a group and innovating – distinguishing and identifying oneself; it helps us signa l group conformity, the innate, evolutionarily based need to fit in with the group; and it is about sex and status in that it increases our â€Å"mate value†. Fashion is the result of a great deal of influence which collectively determines the social Truckee of society. Fashion values differ within gender and females happens to be more intact with fashion than males however it does not mean that men do not.On the female side (women), use fashionable products to enhance or create an illusion of youth, beauty and fertility, and on the male (men) side, to display wealth and status (Heywood & Garcia, 2003). It has been stereotyped that fashion for men does not exist that men dress for comfort rather than style; that women dress men and buy clothes for men, nevertheless fashion for men is not taken seriously because t is not appropriately ‘masculine' to take a serious interest in it but they are well dressed for their occupation (Edwards, 1997).Fashion for women is a source of power that can be controlled by using fashion as a tool women shifted from nature to culture, focusing on beauty (Kumara, 2005). Fashion is not only stereotypically positively correlated with feminism but also somewhat true due to women constantly striving to achieve youth and beauty however fashion is where identities can be discovered, and fashion plays no role in the oppression of women or exclusion of men (Kumara, 2005). As Wilson explains: †¦ N ‘administrating the wearer's spectacular identity contemporary fashion refuses the dichotomy nature/culture.Fashion in our epoch administrates the body and thus divests itself of all essentialist. This must be good news for women since essentialist ideologies have been oppressive to them. Fashion often plays with, and playfully transgresses gender boundaries, inverting stereotypes and making us of the masque of femininity. (Wilson, 1994, up. 187) However for the younger generation of females (girls) and males (boys) the imp act of fashion is slightly different; for girls styles of dress are accessory for the accomplishment of social status, of irreconcilability, of a position in the world that saves one from being cast out (Pomeranian,2008).For both girls and boys being unfashionable or out dated can have a negative effect on individuals for they can become the target for bullies hence fashion in this sense is important it determines whether one is in the group or out the group (Pomeranian, 2008). However a particular fashion trend is not for everyone as in not everyone can ‘own it', in other words not everyone will suit every fashion trend, and therefore if he or she does not own' the look then others will end up labeling him or her as a try hard' and become out castes (Pomeranian, 2008).Overall fashion has drastically changed since the fifteenth century, from fashion being only available to aristocrats to fashion being mass produced for everyone that can afford it. An external cause for this ch ange would be when the French exposed the style of bohemianism and the internal cause is that not only nobles and aristocrats have access to the fashion but also those who are wealthy thus making fashion more accessible to the public, the French Revolution accelerated this process.This continued until fashion became entirely exposed to the public and every one now has the right to be fashionable, fashion is then mass produced due to the increase of demands. This then became a modern internal cause for fashion is that people wants to discover, identify and distinguish themselves yet feel like they belong therefore they imitate those they new or admire and try to become part of the ‘in group' to not feel out castes. Since fashion has become democratic there is now more competition for fashion nowadays. References Edwards T. 1997, Men in the mirror: men's fashion, masculinity and consumer society,

Driving Under The Influence - Free Essay Example

Sample details Pages: 3 Words: 796 Downloads: 8 Date added: 2019/04/12 Category Society Essay Level High school Tags: Drunk Driving Essay Did you like this example? Driving under the influence has affected many peoples lives and families in many horrible ways. In this paper I am going to be talking about the problems of drinking and driving and it should concern people on the road. Drinking and driving is one of the most dangerous situations you can put yourself in or anyone else on the road. Don’t waste time! Our writers will create an original "Driving Under The Influence" essay for you Create order Drinking under the influence isnt just putting yourself in danger, it is also putting everyone else around you as well. Your passengers and the pedestrians outside of the vehicle are in dangerous just has much you are. According to the statistics by the article Eliminating Drunk Driving Creates Repressive Laws Over the past 10 years, one quarter of a million Americans have lost their lives in alcohol related automobile crashes. There are many ways to prevent drunk driving, one way to reduce drunk driving is to raise the penalties for drunk driving offenses. All the terrify stories of people losing their lives or families will come to an end. The loss of innocent lives can be prevented, and the other alcohol criminal activities would be decreased because of the difference of the aggressive laws towards driving under the influence. Getting in a vehicle after consuming alcohol, affects the function of the brain and it is not an accident. Driving under the influence is a lack of responsibility, anyone that consumes alcohol should take the responsibility for themselves and for the innocent people drivers on the road. It is time for laws and consequences for driving under the influence to become more strengthen for people can think twice before driving after drinking. The current laws are not strict enough which allows people too still drive under the influence. In the article Sanction changes and drunk-driving injuries/deaths in Taiwan has the statistics that driving under the influence is one of the major causes traffic accidents in Taiwan. About 20% of deaths are due to alcohol crashes. The Authorities had increased the fine and jail penalties for three times in the years from 2006 to 2014. The statistics from this change had changed monthly drunk-driving to decrease 40% and the 80% for death drop for alcohol accidents. In this article, it shows that changes can be made to stop or decrease the amount of injuries or deaths that are caused by drunk driving. The statutory changes that were made in Taiwan had significantly seen a difference in injuries and deaths caused by drunk driving. Driving under the influence has gotten to be a common event among the youthful individuals and college students. Driving under the influence generally happens after going to parties or when drinking on uncommon events. Most of the adolescent mishaps are related to liquor; liquor causes more than 60% of all high school car mischances. Underage adults who drink whereas driving put their lives at hazard whereas driving beneath the impact of liquor. The legal age for dinking should not be lowered, teens that are under 21 do not have the responsibility to get intoxicated and have the right to drive. The statistics from the article Activities and Situations When Young Adults Drive Drunk in Rural Montana state that in 2012 young adults the age 21-34 killed from alcohol crashes was the highest 3 times over the nation average. Most Young adults go out to parties or to a friends house and drive home after they had a couple beers or completing drunk. This shows that there should be a way to prevent people to making this bad decision to drive after that acquired alcohol in their system causing to put others in harm and themselves. Some of the best strategies for minimizing some of the negative effects of drunk driving are important. We must inform people about these effects and about the serious consequences of drinking while driving. Through education, many people realize the danger of drinking while driving. Alcohol is the most ads appearing on television to this day. It shows on the most viewing tv channels such as sports and radio stations. Alcohol consumption is leading to people death and it is coming from ads that all allowing people to drink more. The author sub-points in this article are showing the death rates that are coming from alcohol, nearly 88,000 people die from alcohol which is making it the forth preventable death in the united states. The BAC percentages for someone that is 21 years old or older is 0.08% or higher that will count to be has a DUI. If you are younger than 21 years old 0.01% or higher is to be count towards a DUI. The statistics had shown that lower the BAC to 0.05% has reduce the frequency in fatal crashes. For the person that wants to drive after drinking, even after having one alcohol beverage it stills puts you impaired to being intoxicated.