The Nature of Ambition Essay -- essays research papers

Throughout history, ambition has been a driving force both for individuals and society. Ambition is an eager and sometimes an exorbitant desire for elevation, honor, power, supremacy or simply the achievement of something. The origin of this word comes from the word ambicioun and explains the yearning for money and wealth or power in general. Ambition is basically an instinct. No matter what background or age you are, you are surely ambitious in any way. This eagerness is not besides a driving force for both individuals and society but could also end in a fiasco. We set our goals and try to achieve them being ambitious. sometimes trying to reach our goals is a risky undertaking but only through this we find our talents and get more mature. To me ambition is actually important when it comes to my family and my friends. I usually dont want to reach a goal or try to achieve something for myself but rather to make others happy. I am not a very ambitious person when concerning homework , exams or school in general and I definitely know that this is not a very good attitude but it is simply a result of my laziness. To me it is extremely important to make others happy, to see them smile and be proud of me. Sometimes certain things like my family or my best friend let me go far beyond my own limits and after(prenominal) I have achieved something, which I thought I could never get to, I feel awesome. But after this wears off I feel empty because the ambition drove me to the height of my abilities and right after I reached the top I simply lose the feeling and feel ordinary. Dont you ever ask yourself why people who are really successful are as successful as they are? I do. And a little while ago, after my geography teacher gave us a list of t... ...ional characters are driven by ambition. People like Nelson Mandela and Sojourner Truth are perfect examples for ambition as a driving influence to do good, whereas Macbeth and Dr. Faustus are role models who strive for the wrong goals. Sojourner Truth for instance was a wonderful person with a courageous mind and strong ambition. She had a major impact on the US today concerning color barriers and challenged justice wherever she thought it should be challenged. During my exchange to the US I learned a portion about this woman and was really amazed by what she achieved. To me she is the real example for a strong-minded person who was able to change everything around her without changing herself for others. I think everybody should be ambitious. Everybody should have the ambition to do good and to help others by simply treating them the way we want to be treated.

Feminist Performance and the Silence of Isabella in Measure for Measure

Feminist Performance and the Silence of Isabella in Measure for Measure In a chapter empower When Is a Character Not a Character? Alan Sinfield presents the argument that the female figures in Shakespe atomic number 18s plays are not really characters at all, since they do not possess continuous and psychologically consistent interior lives. Although such roles as that of Desdemona, Olivia, and Lady Macbeth are written so as to suggest the social movement of incessant interior consciousness, this impression collapses under the pressure of the plots movement toward closure, which reveals the figures to represent nothing more than a disjointed sequence of positions that women are stodgyly supposed to occupy(53). In order to preserve a text editionual organization that sustains a particular gender hierarchy, female characters abruptly angle from sensation stereotypical version of femininity to another without coherent linkages between them. For instance, despite their volubilit y throughout the early acts, at the conclusions of the plays, as Sinfield notes, Shakespeares women oft course silent at moments when their speech could only undermine the plays attempt at ideological coherence (73). Thus, the point at which the text travel silent is the point at which its ideological project is disclosed (74). One of the most prominent of such silences appears at the end of Measure for Measure, where Isabella, the overreaching charwoman silenced most spectacularly when marriage is proposed (74), fails to react verbally to the Dukes twain offers of wedlock. According to Sinfield, this lack of response occurs because Isabella is suspended between two conventional female roles, and the disjunction between them makes manifest the agenda of the text... ... The Stratford Season, 1992. Shakespeare Quarterly 44 (1993) 477-83. Riefer, Marcia. Instruments of Some More Mightier Member The Constriction of Female military group in Measure for Measure. Shakespeare Quarte rly 35 (1984) 157-69. Shakespeare, William. The Complete Works of Shakespeare. Ed. David Bevington. 4th ed. New York Harper Collins, 1992. -----. Measure for Measure. The Arden Shakespeare. Ed. J.W. Lever. London Routledge, 1965. Sinfield, Alan. Faultlines Cultural Materialism and the Politics of dissentient Reading. Berkeley U of California P, 1992. Sundelson, David. Misogyny and Rule in Measure for Measure. Womens Studies 9 (1981) 83-91. Weil, Herbert S., Jr. Stratford Festival Canada. Shakespeare Quarterly 37 (1986) 245-50. Williamson, Marilyn L. The Patriarchy of Shakespeares Comedies. Detroit Wayne farming UP, 1986. Feminist Performance and the Silence of Isabella in Measure for MeasureFeminist Performance and the Silence of Isabella in Measure for Measure In a chapter entitled When Is a Character Not a Character? Alan Sinfield presents the argument that the female figures in Shakespeares plays are not really characters at all, since they do not possess cont inuous and psychologically consistent interior lives. Although such roles as that of Desdemona, Olivia, and Lady Macbeth are written so as to suggest the presence of uninterrupted interior consciousness, this impression collapses under the pressure of the plots movement toward closure, which reveals the figures to represent nothing more than a disjointed sequence of positions that women are conventionally supposed to occupy(53). In order to preserve a textual organization that sustains a particular gender hierarchy, female characters abruptly shift from one stereotypical version of femininity to another without coherent linkages between them. For instance, despite their volubility throughout the early acts, at the conclusions of the plays, as Sinfield notes, Shakespeares women often fall silent at moments when their speech could only undermine the plays attempt at ideological coherence (73). Thus, the point at which the text falls silent is the point at which its ideological project is disclosed (74). One of the most prominent of such silences appears at the end of Measure for Measure, where Isabella, the bold woman silenced most spectacularly when marriage is proposed (74), fails to react verbally to the Dukes two offers of wedlock. According to Sinfield, this lack of response occurs because Isabella is suspended between two conventional female roles, and the disjunction between them makes manifest the agenda of the text... ... The Stratford Season, 1992. Shakespeare Quarterly 44 (1993) 477-83. Riefer, Marcia. Instruments of Some More Mightier Member The Constriction of Female Power in Measure for Measure. Shakespeare Quarterly 35 (1984) 157-69. Shakespeare, William. The Complete Works of Shakespeare. Ed. David Bevington. 4th ed. New York Harper Collins, 1992. -----. Measure for Measure. The Arden Shakespeare. Ed. J.W. Lever. London Routledge, 1965. Sinfield, Alan. Faultlines Cultural Materialism and the Politics of Dissident Reading. Berkeley U of Californi a P, 1992. Sundelson, David. Misogyny and Rule in Measure for Measure. Womens Studies 9 (1981) 83-91. Weil, Herbert S., Jr. Stratford Festival Canada. Shakespeare Quarterly 37 (1986) 245-50. Williamson, Marilyn L. The Patriarchy of Shakespeares Comedies. Detroit Wayne State UP, 1986.

The Fools in William Shakespeares Romeo and Juliet :: Romeo and Juliet Essays

The fall of Romeo and Juliet is a culmination of many factors. A controlling father, an ongoing feud and a gullible friar all bestow to this catastrophe, but, for the most part, it was Romeo and Juliet themselves that lent a hand to their own doom. The two lovers were fated to meet and die, but this never couldve happened without their help. Had they been patient and rational, perhaps the stain wouldve worked itself out, but what foundation one expect from a couple of xiii year olds who insist that they are in love?        The rootage instance of Romeos immaturity occurs when he first encounters the lovely Juliet. He know that the party is hosted by the Capulets, and yet he still chooses to attend anyway. As a teenager, he loves to party and is sure that in that location will be pretty girls there in which to flirt with. Instead of being rational and realizing that this party was a bad idea for a Montague, he and his friends enter without fear. & nbsp      Once the party is over, Romeo hears Juliet on her balcony talking of how she loves Romeo and together they speak of their impending marriage. What? It seems that they are obsessed, not in love. How could they love each other when in fact they have just met hours earlier? They are children who have crushes and plenty of melodrama to enhance it.        Romeo demonstrates his immaturity again when he slays the Capulet, Tybalt. Being an idealist, he does not mobilise about the consequences of his actions. He knows that Tybalt is Juliets cousin, and that injuring him would wreck any chance of them getting together legitimately, yet he does it anyway. Instead of pausing a moment and thinking about the situation in an adult manner, Romeo allows fireeyd fury be his conduct... and instantly kills Tybalt.        Although a bit more realistic than Romeo, Juliet has instances of emotional drama and impatience that symb olize a thirteen year old girl with a terrible infatuation. True, her father is insisting that she marry Paris, but Juliet never lets her feeling for Romeo be known to her parents. Instead of revealing the truth about her marriage to Romeo, she leads her parents to believe that it is

The Next Great Wall Essay -- Encryption Technology Essays

The Next Great WallThe attacks of September 11, 2001 on the worldly concern Trade Center triggered the passing of the USA Patriot Act to deter and vindicate terrorist acts in the United States and around the world, to enhance law enforcement investigatory tools, and for other purposes.1 It passed quickly and with little debate. Soon, encryption of information became a topic to extension and efforts took place to allow the government backdoor access to anything encrypted by products developed within the United States. This generated much controversy and was opposed by many organizations. It did not scoop out long before the supporters of these encryption bills backed down. The Chinese government, on the other hand, did not go through such a process. Restrictions on encryption applied science imported to or developed within China have been put forth. Their attempts at such control contrast what the United States considers is a denial of our rights to secrecy even when addressing n ational security. The U.S. has acknowledged the significance of supporting free encryption policies while Chinas restrictions have shown they are even more limiting, unenforceable and morally wrong in how it affects its citizens as well as its international neighbors. U.S. PoliciesAddressing encryption technology over the last 5 years has been a dispute for establishing policy in the United States. Development of advanced encryption technology heightened towards the end of the 20th century and questions on its usage soon came into play. On February 23, 1999, the protection and Freedom Through Encryption (SAFE) Act was introduced to affirm the rights of United States persons to use and sell encryption and to relax export controls on encryption.2 In addition, o... ...urnal. (back)Moore, Tim (2003), IEEE P802.11 radiocommunication LANs Draft 5.1, Retrieved February 7, 2004, from the World Wide Web IEEE (MS Word Document). (back)CNET Asia Staff (2003), China Wi-Fi codes to be contro lled by 11 firms, Retrieved January 25, 2004, from the World Wide Web CNet News. (back)Freeman, Charles W. III (2004), alternate Assistant USTR Feb. 5 Testimony, Retrieved February 7, 2004 from the World Wide Web USInfo.State.Gov. (back)Shim, Richard (2003), China Implements new Wi-Fi security standard, Retrieved January 25, 2004 from the World Wide Web CNet News. (back)Shim, Richard (2003), China Implements new Wi-Fi security standard, Retrieved January 25, 2004 from the World Wide Web CNet News. (back)Gossett, Sherie (2002), e-Freedom fighters forge new weapon, Retrieved February 7, 2004 from the World Wide Web World Net Daily. (back)

Wellness :: essays research papers

The wellness wheel couldnt save come at a better age because Ive recently been trying to change my dieting and exercising habits, as well as the way in which I feel and look at myself. Knowing that my answers to some of these questions could be completely bias, I realize that the wellness wheel is how I look at myself in my perspective. Others could have different opinions astir(predicate) how I score myself. I found that I did very well on section eight, scoring a perfect twenty. Now, that is just how I entangle at the time I took the test. Different answers and scores could appear at different times depending on my mood. Section eight was about wellness with playacting and perishing. I feel I did very well on this particular section because I know how to separate work from play. I know when and how to work spartan and Im very proud of the things I do and my accomplishments. On the other hand, I know when Ive been working too much, and individualised enjoyment away from wor k is almost like therapy to me. I think that the way I work is what enabled me to do so well in this section. I usually enjoy work, and I always try to turn work into an enjoyable activity, instead of work. I feel that if you work hard, you should play hard too.The main areas that I scored low in are the areas surrounding diet and exercise. Throughout my life, up until the past couple of years, Ive always been extremely acrobatic and did some form of exercise regularly. However, now that I have more responsibilities working full-time and going to school full-time, Ive notice that I have slipped from exercising regularly, to not exercising at all. Ive become a couch potato, figuring that I put so much time and safari into work, that when I get home I should sit on the sofa and plop my feet on the coffee table, eating junk food till my accept erupts. I know this isnt me, and I dont want to be a couch potato for the rest of my life. However, this horrible habit that Ive developed is a cycle that spirals downward leading me to unhealthy obesity. Im only 170 pounds, still in shape, but on the line of gaining an actual beer belly. I need to break the cycle and set a routine exercise plan for myself that will also include a relaxed diet.

Wellness :: essays research papers

The thoroughlyness wheel couldnt have come at a better time because Ive recently been get wording to change my dieting and exercising habits, as well as the way in which I feel and look at myself. Knowing that my answers to some of these questions could be completely bias, I realize that the wellness wheel is how I look at myself in my perspective. Others could have different opinions about how I score myself. I found that I did very well on section eight, scoring a perfect twenty. Now, that is just how I felt at the time I took the test. Different answers and score could appear at different times depending on my mood. Section eight was about wellness with playing and working. I feel I did very well on this particular section because I know how to separate work from play. I know when and how to work hard and Im very eminent of the things I do and my accomplishments. On the other hand, I know when Ive been working too much, and personal enjoyment away from work is almost worry therapy to me. I think that the way I work is what enabled me to do so well in this section. I usually enjoy work, and I always try to turn work into an enjoyable activity, instead of work. I feel that if you work hard, you should play hard too.The main aras that I scored low in are the areas surrounding diet and exercise. Throughout my life, up until the past couple of years, Ive always been extremely athletic and did some form of exercise regularly. However, now that I have more responsibilities working full-time and going to school full-time, Ive notice that I have slipped from exercising regularly, to not exercising at all. Ive become a couch potato, figuring that I put so much time and effort into work, that when I get home I should posture on the sofa and plop my feet on the coffee table, eating junk food till my stomach erupts. I know this isnt me, and I beginnert want to be a couch potato for the rest of my life. However, this horrible habit that Ive developed is a speech rhythm that spirals downward in the lead me to unhealthy obesity. Im only 170 pounds, still in shape, but on the verge of gaining an actual beer belly. I need to break the cycle and set a routine exercise plan for myself that will also include a relaxed diet.

Friendship Among Children

Friendship among children Establishing friendships is an important developmental goal of early childhood. Friendships established during the preschool years create valuable contexts to learn and practice skills essential to childrens social, cognitive, communicative, and steamy development (Berndt & Keefe, 1992). Through interacting with friends, children learn the give and take of social behavior in general. They learn how to set up rules, how to weigh alternatives and make decisions when faced with dilemmas.They fetch fear, anger, aggression and rejection (Hartup, & Stevens, 1999). Friendships also benefit children by creating a sense of belonging. Through friendships and belonging to a group, children improve their sense of self-esteem. The support of friends help children cope with upset times and through transition times moving up to a new school, entering adolescence, dealing with family stresses, facing disappointments.In addition, successful friendships in early childhoo d contribute to childrens quality of life and are considered important to life adjustment. Friendships are not just a luxury they are a indispensableness for healthy psychological development. During the elementary school years children generally choose friends who are similar to themselves and who share their interests. At this age children become increasingly group-oriented the approximately well-liked children are those who can manage social relations within a group and think of activities that are fun.Research shows that children with friends have a greater sense of well-being, ruin self-esteem and fewer social problems as adults than individuals without friends (Hartup & Stevens, 1999). On the other hand, children with friendship problems are more likely than other children to feel lonely, to be victimized by peers, to have problems adjusting to school, and to engage in deviant behaviors (Rose & Asher, 2000). Children who were completely isolated and had no friends would go into depression as they made their way through the teenage years.Belonging to a group, whether a sports team, school club, or a class project, they all provide a sense of belonging and is not just a means for exclusion. betwixt the ages of 10 to 12 cliques form as children mature and rely less on their parents for guidance, they turn to their peers (Ladd, 1990). Groups become more single-gender girls usually have more cozy and supportive relationships with their friends than boys do. Their play roups reflect this difference boys tend to associate with peers in large groups centered on sports while girls are more likely to be involved in small groups and spend more time in personal conversation. Girls friendship groups are usually smaller and more exclusive than boys during childhood, and indeed in adolescence the situation reverses (Rose & Asher, 2000). Groups are a naturally occurring phenomenon. Some kids, who care about belonging to a certain group, suffer from feelings of rej ection if they are not include and can become victims ofteasing and bullying.When cliques turn aggressive they may become gangs. Overall, the concepts of friendship and the behaviors associated with friendship change as children develop. Its based largely on companionship. Learning how to behave socially with other kids and becoming part of a group helps the child build a strong connection between his friends. educate Cited * Berndt,TJ & Keefe, K (1992) Friends influence on adolescents perceptions of themselves in school. In DH Schunk & JL Meece (Eds. )Student Perceptions in the Classroom(pp. 1-73). Hillsdale NJ Erlbaum * Hartup, WW & Stevens, N (1999) Friendships and adaptation across the life span. Current directions in psychological science. 8, 3, 76-79. * Ladd, GW (1990) Having friends, keeping friends, making friends, and being liked by peers in the classroom Predictors of childrens early school adjustment? Child Development, 67,1081-1100. * Rose, AJ Asher, SR. (2000) Childr ens friendships. In finishing Relationships A Sourcebook. Thousand Oaks, CA Sage Publications.

English- Standard

What does this cartoon suggest about belonging? The Image taken suggests that the talking cartoon character feels he inevitably to Isolate himself from the world until It Is a happy grade gall that he wishes to live In. It is as if he only wishes to belong to places in which he believes be irrefutable. II. What features of this cartoon suggest this message? The main reasons that suggest this is the text shown from the cartoon character and his body language.The cartoons speech is very negative toward belonging not vertical to place but too to self. The characters body language suggests to the readers that the image is of an unhappy and negative tone. Another feature that suggests this is the shading of the building this shows us a speck of isolation which is created by the character In the way he Is locking himself away from society and the world. interrogatory Two Poem l. What reflections does the poem offer on return to the place where on grew up? Support your answer wit h detail from the poem.Wealth the poem there are feelings of different tones. These being negative and confident(p) to returning to Darwin. It captivatems hat the antecedent does not want to return when he say such quotes as dragging my body behind, this give a scent out of disappointment as he uses an unwilling tone to describe what he is feeling when he arrives back in Darwin after twenty five age of leaving. The metaphor landfill is also use in describing his negative view, it has been said that throughout the poem that he cannot escape Darwin, it is as if he enquires to belong to Darwin to survive. It fills the wind like a childhood dunked in scented tea, Is some other form of tone but in this cause takes on a positive perspective, his gives us a technique of emotive language. This technique gives the readers a better sense of what the character Is experiencing at the present time. It also shows experience past times. Question Three Prose Extract l. How does the bank c lerk evoke the experience of being at home in the landscape? In David Irelands extract The Chosen, Ireland shows the way the violator of natural sceneries can fill a girl with impressions of belonging through a keen eye of discoveries of the natural world.The extract begins by using a metaphor of She began to love the silence, this helps to indicate her around as it reckon previous fife with silence. The girl further begins to explore the sceneries, which leads her to finally understand nature where she experiences tranquility of the sceneries and begins to love the silence once again, It Is as If every step she takes excites her more and more about future discoveries. She listened to see If she could hear the crops growing is used to suggest her unfamiliarity of being in stupefy natures arms, she an discoveries.Question Four Visual Text, Poem and Prose Extract l. In each of these texts, perceptions of belonging involve combineions between raft and places. Select and TWO of t hese texts and compare their portrayal of the connections between people and places. In the text Darwin 1967-1992 and The Chosen perceptions of belonging are very much the same, both texts get out a sense of wanting to belong to place but they also show a sense of not wanting to belong for particular reasons.In Darwin 1967-1992 the main idea is to show that past experiences can connect you to a place you may not particularly want to be, in this case Darwin. It is as if the author cannot escape, as it is truly where his sense of belonging is. It is like Darwin is the only place he can be his true self. The Chosen can be interpreted by an audience as wanting to belong or not wanting to belong much like Darwin 1967-1992. In The Chosen we can see she did not want to belong at first but soon grew to love the sceneries much like the author of Darwin 1967-1992 loved Darwin as a place when he was younger.The girls opening sentence soon tells us that she wishes to connect and belong to plac e by the way she somewhat lets herself fall into mother natures arms. The girl seem to disconnection from the people as she says She began to love the silence showing that she doesnt want to hear anything form the world outside of the sceneries she is connecting herself to, Just like the author of Darwin 1967-1993 is aiming to disconnect himself form all the experiences and people of Darwin.Essay Heat and Dust- Ruth Brawler Cabala Time and Tide- Tim Winston belong is not Just defined by on specific definition but by many, this can be influenced from events people have endured in life or from views and perceptions told from others. Belonging means the feeling of acceptance, trade protection and fulfillment, or the connection felt to people, places, communities and the world itself. These feeling can be identified through Ruth Brawler Cabalas novel Heat and Dust and Tim Windows 1997 feature hold Time and Tide.Belonging to place is a very significant aspect to a persons feeling of b eing accepted and connected. In Cabalas Heat and Dust the bank clerk travels to India to reconstruct the story of Olivia and to find herself and where she belongs in Indian tillage. Her first mind-sets of India are not what she envisioned at all she imagined India to be Just like or identical to the memoirs, prints and letters of Olives she had received. The first view that is shown to backup the narrators negative view of India is the loss of her watch.She uses empathic tone in the line Not already to suggest the expectation of things being taken. The narrator somewhat starts to forget about her first views of India and become diverted into the India culture, she does this by opening up her windows and door to let the heat and dust which brings her into the realization of what Indian culture is and what she wishes to do to make a connection to India and belong to India and its people.The narrators sense of belonging to the people of India truly starts when she Joins and feels c onnected to the Ender Las family this is shown through the metaphor Joined the Ender Ala line. This use of this metaphor is to show the narrators deep and true feeling for the Ender Ala family and their culture. The narrator soon become intensely problematic in Indian culture after she is introduced to how they live, eat, sleep and dress. She begins to live like the Indians by only sleeping in a small room with minimal furniture and resources. She also begins to eat traditional Indian food and wear the traditional Indian clothing.The narrator become so involved and in love with India as the days go on this can be seen in the line l lie awake for hours with happiness, the use of the colon helps to add and emphasis positive tone of the narrator and show us that she is keeping with a positive state of mind. The narrator soon become pregnant to Ender Ala in a cloistered affair of which only they know of. The narrator makes the termination and tries an stillbirth to help keep her lo ve affair secret to the Indian culture. The narrator allows Magi to proceed with the abortion until he is suddenly stopped by the narrators rods of l suddenly cried out, No please stop.The narrator makes the individual choice of not to abort the treat this is seen in the line It was absolutely clear to me now that I wanted my pregnancy. When the narrator leaves Cabala uses evocative language such as brilliant get away and light steamed in to describe the landscape that the narrator is entering after her procedure. The landscape somewhat seems to match the narrators feeling and thoughts, it is as if India is happy with her decision and accept. Notion of belonging can be questionable. The British in Cabala novel see India as Mathew of a remote outpost.They brought their own British culture with them. They lived in gated and isolated settlement which where within the Indian towns. With their culture they also brought their own fashion, foods, furnishing and religion. The British mor e or less didnt open themselves up to India because they where faint and uncomfortable about the many unfamiliar sights of many things such as the weather, disease, colors, foods and insects. They did not come to see this as tourists they mention, but they come as rulers. passim the novel there are many ententes that give the readers a sense of the British not wanting to belong.For example they are completely opposite to the narrator who is willing to let herself open to India. They keep their windows and doors shut to make the heat and dust stay ways from them unlike the narrator who keep hers open because it helps her to connect to the Indian culture. They are also very different in the way that they dont soften to live in the Indian culture like the narrator, they never try any of the Indian food, clothing or furnishings. People desire relationships to provide or create a sense of connection or belonging to place. Belonging to place is very grand in Tim Windows article Time a nd Tide.Winston affiliate himself with the sea, the connection is so strong that he sees the sea as another home. The feeling of the sea being a home leads Winston to having a large feeling of idealization with the sea, this is very much seen when he refers to the sea as The monolithic Blue. Windows strong affiliation is also shown in the metaphor of l grew up this show a technique of symbolism as the sea somewhat shows a view of his growth as he grew up. Vivid imagery is also used to advocate how connecting the sea is to IM and how connected he is to the sea.Within the article we follow that Winston does not Just have a strong relationship to the sea but his family as well. Winston mentions many memories which he shares with his father but most important his mother. The relationship with his mother is most important through the piece as his mother soon realizes his connection to the sea and sees how it is somewhat of another nurturing mother to her son. His mother realizes him fr om Just her mothering and allows the sea to mother as well. The sea does not Just allow Winston to feel as if he belongs to lace but also allows him to show his sense of acceptance, and also his own sense of identity.In Ruth Brawler Cabalas Heat and Dust and Tim Windows Time and Tide, all character find themselves wanting to be involved in belonging to place or not belonging to place. Both sides are seen in Heat and dust where as only one is seen in Time and Tide. There choices much belong to their attitude and willingness to the culture or society. It is as if to truly feel a sense of belonging they need to have a sense of a relationship with somebody or something from the place they are at the time.

Linguistics Lecture Essay

Todays Objective Begin to understand the fundamental ways of thinking in Linguistics. somewhat properties of grammar creativity generality parity close to properties of grammar Parity ? all grammars are equally valid prescriptive grammar descriptive grammar ? ? Is this statement a scienti? c observation? A. Yes B. No People who live in East Hamilton often say I seen him where they should say I saw him Clicker frequency is BD.Is this statement a scienti?c observation? A. Yes B. No In Finnish, prepositions vex after nouns. Kissa on poydan alla cat is table under The cat is under the table Is this statement a scienti? c observation? A. Yes B. No If you end a sentence with a preposition you sound ignorant. Gymboree is one of the stores that I shop at. Gymboree is one of the stores at which I shop. Clicker frequency is BD. Clicker frequency is BD. Some properties of grammar Universality ? ? ? ?all grammars take some universal properties phonological syntactic etc. Some properties of grammar Mutability ? ? ? ? all grammars change over time sounds words & word forms sentence structures w not hw in Canada by age Some properties of grammar Inaccessibility ? almost all grammatical knowledge is unconscious (a. k. a. implicit) How can we observe unconscious knowledge? Some properties of grammar ? ? ? ? ? ? creativity generality parity universality mutability inaccessibility.

Park Design Issues

I always knew Minneapolis had a quality park system, just now I had no idea it was renowned throughout the country. Also, I had no idea there was such a large number of parks, lakes, trails and just plain open length in Minneapolis. There be oer 150 parks, 30 lakes and 50 miles of parkways in Minneapolis. It is obvious much credit is due to Frederick Law Olmsted and his park program principles, which ar heavily included in the Minneapolis park system.I believe on the whole of Olmsteds basic principles are apparent in the Minneapolis parks, and relieve oneself been since the very beginnings of the city. mavin of the first things city officials did was set aside different areas of land specifically for parks. There were galore(postnominal) benefits of doing this. First, it allowed the city to build houses around all the parks, making them all easily accessible. Also, it placed many a(prenominal) different parks throughout the city, scattered but connected. This way, no matte r where you live, there will be open place and green relief somewhere nearby.Most of the parks in Minneapolis, especially the larger, to a greater extent frequented ones, are connected by parkways. The Ground Rounds, as it is called in Minneapolis, consists of over 50 miles of parkways and open space. This is broken up into seven districts scattered throughout the city. They are referred to as the Downtown Riverfront, Mississippi River, Minnehaha, Chain of Lakes, Theodore Wirth, Victory Memorial and northeastward districts. Conveniently, these districts completely encompass the city and take advantage of the natural variety throughout. Each of these offers something different and unique for the public, as was one of Olmsteds principles.All of these districts offer many miles of pathways for walking, jogging or bicycling through different parks, all of which show off a variety of scenery. Some of these parks are so imperturbable you dont even feel like youre in the big city while o thers lay out the beautiful Minneapolis skyline right in front of you. How of all time, alkali and bike are not the only ways to get around and enjoy nature in Minneapolis. The Chain of Lakes district contains five lakes, four of which are connected by canals. Because of these canals, you are able to explore over two miles of lakes on your boat or canoe. These lakes include Brownie Lake, Cedar Lake and the more long-familiar Lake of the Isles and Lake Calhoun. Also in this district, although not connected, is Lake Harriet.I think Olmsteds belief that parks should be open to all and be provided by the government was very favorite in other(a) Minneapolis. In 1883, after a passed referendum, the Minneapolis sets Board was born, and it immediately got to work. The board members believed they should purchase land for parks long before it would ever be needed, and that is exactly what they did. That same year, the board purchased land for what is now known as Loring Park, named after the then president of the board, Charles M. Loring. Later, in 1889, the board purchased land for Minnehaha Park.The early nineteen hundreds was a huge growing period for many of the now popular parks in Minneapolis. Theodore Wirth, who has his own park and district named after him, was the overseer of the board during these years, and he played a vital role in developing the parks into what they are today. Many of the lakes at that time were nothing more than swampy areas with constant flooding problems, almost comparable to New Yorks pre-Central Park. Wirth drained the swampy areas and graded the lakes banks to stop the flooding. Also, it is because of Wirth that the lakes in the Chain of Lakes district are so conveniently connected, as I mentioned before. In the summer of 1911, he oversaw the connecting of the two more popular lakes in that district, Lake of the Isles and Lake Calhoun.Another one of Olmsteds principles, which is very noticeable in the Minneapolis parks, is that ci ty parks should offer a variety of activities for the public. This principle is no more apparent than in the Chain of Lakes district. Even though all are close and connected, each lakes environment seems completely different from the next. Lake Harriet and its parks have more of a family feel, with the playgrounds and outdoor band shell. Lake Calhoun is definitely more for the sporty person. You dont have to look hard to see sailboats, waterskiers or snowmobilers running wild on this lake. Lastly, there is Lake of the Isles. This park has more of a serene and casual feel. It is more oftentimes frequented by strollers, joggers or bicyclers and canoes on the lake.As time changes, so do our cities and parks. During the latter half of the nineteenth century major changes were taking place in cities like Minneapolis. Many of these changes made it tough to mange and subdue park systems in larger cities. This is something a man named Alexander Garvin privationed to change. He believed O lmsteds principles were all valid, but some things needed to change simply because time changes things.One of Garvins more obvious ideas was that cities need to maintain and improve the parks that they already have. In 1994, the city began rehabilitating the very popular Minnehaha Park. Also, Loring Park underwent a huge rehabilitation project, headed up by the surrounding community. The park used to be the kind of place you wouldnt want to walk through at night, now it is a fantastic place to take your family. Also, the price for property next to the park skyrocketed after the rehabilitation. New apartments that belatedly went up across the street are going for as much as $1,000 a month for a single bedroom. The Loring Park fish pop up is a good voice of the city maintaining its natural environment. This is necessary, for more than just fish, to ensure a normal and healthy population of a species within an environment. It eliminates overpopulation and helps to control diseases.A nother goal cities need to pursue is the acquisition and development of new land or open space. This can be done in many ways. Cities can reuse or renovate old buildings or slums. Also, cities could reclaim vacant territory, combine public space for multiple uses or start exploitation open spaces more effectively. There are many examples of Minneapolis doing all of these. Old factories and warehouses have been turned into modern and classy condominiums. Bike trails have been put on board major highways, like along I-94, or on top of old, unused railroad tracks.Lastly, Garvin believed cities need to redesign certain facilities to make them more accessible. One example of this, although it could be considered acquiring or developing new land, would be the bridge by the Walker Art Center. This bridge connects the Walker Art Center to Loring Park and makes it much easier to move to and from. Because of the convenience, people can move more freely throughout the city and the two parks g et visited much more often.Although Garvins ideas authentically are quite simple, they are important for growing cities to take into consideration. I think Minneapolis has done a wonderful job of using his theories and it is no resemblance that they have one of the best park systems in America.

A Range Of Problems In The Future Essay

The world leave alone strike to grapple with a range of problems in the futureThe world will inevitably change as sentence continues to expose the pasts perception of the future to the now. As the earth ages, generations to come adapt to the new world they perceive to be as It is contiguous impossible for all(prenominal) parent to educate their young on everything they have ever learned thus attitudes and morals are continually fluctuating. It is undeniable that it has already affected participation it is clear throughout todays problems that were never pondered upon by older generations such as the rapid advances in engineering. The future flock only change, and will encounter many dilemmas a foresightful the way.Earth already has an overwhelming number of human inhabitants, and the worlds population continues to increase. Many mass do not want to acknowledge the problem, but ignorance will not change the inevitable consequences of overpopulation. No animal species jackpot exist without adequate food, water, treasure and other essential resources and humans are not exempt from this rule. When the human population exceeds the resources needed to sustain it, the same thing that happens to any overpopulated species nature will reduce the population through famine, disease, interspecies fighting or a combination of either one. That reality has already affecting people in whatever Third World countries. Because of cultural, political and religious attitudes, almost no world leader is willing to acknowledge the problem, much less take the necessary stairs to resolve it.The underlying cause of almost every environmental problem in the world today is human overpopulation. Air pollution, water shortages, habitat loss, extinctions, and trespassing(a) species all are caused or intensified from having too many people in the world. Humans are unique among all animal species in having the business leader to solve even a monumental problem like overpopulation. T his awareness is existent in George Orwells 1984, the effects of extreme totalitarian society have stripped societys resources and forced them to live in a dystopian environment full of pollution and overpopulation. Such a situation of topical anaesthetic overpopulation has existed since the dawn of humanity and is slowly becoming a global existential problem.Technology today has transformed the world and changed how people live in their day to day lives. As advances in technology are generally perceived to be an advantage, it can enable the most malevolent evil. The realm of communications has in addition seen immense change. People are provided with new ways to communicate with each other, such as email and instant messaging which can pose as a breach of privacy if used for the wrong intentions. Documents placed on the internet are sources of information for the rest of the world, and will forever leave a digital footprint. Global positioning satellites allow us to track our exa ct location and find our way to various destinations such accessible conveniences can alter the future in foretelling ways. George Orwells 1984, illustrates a dystopian society ruled by a totalitarian government.This extreme realization portrays a government with absolute power, in which controls every aspect of human life utilise a number of dehumanising techniques. Orwells dark vision poses as a foreshadowing notice, which thoroughly explores the consequences of advanced technology and its misuse. As Oceanias mechanical citizens are constantly monitored using microphones and surveillance, expunges their right to privacy and to make choices. It is clear that the innovations of technology could escalate out of control, leaving society with no defence against it. Thus, it will ultimately destroy humanity in the pursuit of absolute power.The discovery of deoxyribonucleic acid has the possibility to lead to major social and scientific issues in society. With new advances in technolog y, there are increases in the consequences that the new technology will allow. It is evident in Andrew Niccols film Gattaca that the more powerful genetic engineering becomes the more helpful and harmful it develops. The film depicts a society ruled by genoism, where your genetics decide your social class in the world with a stressed need for perfectionism. This depressing image where there is no determinism for fate or influence for ethical standards eliminates the right for freedom of choice, that people freely and obliviously exhaust today.The consequences of selective breeding solutions are frequently addressed in past and groundbreaking literature. In Jurassic Park, a scientist exhumes and modifies dinosaur DNA to then create an island inhabited by dinosaurs. Consequently, the impact of unnaturally producing a breed that has been extinct for a long period of time threatened the rest ofthe human races existence. It is clear that such meticulous science created in the wrong man power has the potential to impact the world permanently.Similarly, a frightening futuristic concept that threatens to dominate society is totalitarianism. The objective of totalitarian government is to limit and regulate every aspect of public and private life. George Orwells novel, 1984, exemplifies a society lacking in freedom and expression. His fictional society in the year 1984 stands as a metaphor for a totalitarian society. Communication, personal beliefs, and national loyalty are controlled by the inner party which governs the people of Oceania in order to keep society from rebelling. The concept of also controlling the personal beliefs of the citizens promotes totalitarianism by limiting the form of any emotional or individual expression. The citizens of Oceania were forced to work long days which limited self-expression because they were too exhausted to do anything else.Oceania, where protagonist Winston Smith lives, is ruled by the INGSOC. BIG BROTHER IS WATCHING YOU, th e main party shibboleth of Oceania which makes clear that every action you make is all seen by Big Brother, the big leader. The Inner Party, controlled by Big Brother, dictates several aspects of the peoples life. As a society, Oceania are completely brain washed by the continuous propaganda which is based on false news, a new language which reduces the capacity of using words in a double sensed way named Newspeak and indoctrination, this newborn dialect empowers and respects INGSOC. The overall concept is designed to control personal beliefs of the citizens by limiting their form of expression. Essentially, controlling the communication aligns with the Totalitarian aspects of governing. George Orwell envisioned the lack of communication could possibly result to total dominance and control of the people.As politeness moves toward the point where human life will be irreversibly transformed, it will also have to overcome the potential problems that are carried along with any progre ss in technology and government. All of these possibilities portray a pessimistic view of the future which has the potential to accrue into tremendous issues of whom the world will have to grapple.

“Old Man and the Sea” book report Essay

I decided to read this track record for two reasons. My friends have read this book in the past and said it wasnt too bad. Second, it is one heck of a short book. I finished this book in 2 days. As the sample book report says, this book is besides 27,000 words long. The book lived up to what my friends had said well-nigh it. The book was one of the best classic stories I have read, it had a ripe story and good description. Hemingway could paint the pictures in my mind. I have read other shot stories of his, back in eighth grade, but they pale in comparison to this masterpiece of writing.The story was about and old man ( authentically? ) who is a fisherman. He goes out every day to go fishing, but he has no luck for about 80 days. But one day, he goes out alone and hooks a humongeous whale size marlin. He cant bring it in because it is too big. He has to wait until it gets tired so he can harpoon it. He goes 2 days struggleing the fish, without food or rest. until he finally gets his chance. But when he thinks it is all over, there is still more trouble ahead. The fish is too big to be placed in his subatomic boat, so he has to strap it to the side.Meanwhile, the blood from the harpoon shot leaks out into the sea and attracts sharks. While the old man is returning home from his expedition, he has to fight off the sharks from eating his prize. But it doesnt take to long for the sharks to take lots of big chunks out of the fish. He ends up killing all the sharks and he gets home safely, and exhausted. Ernest Hemingway is an author of the past. Compared to a more modern author, like say, John Grisham, he has different and unique qualities. Hemingway likes to use lots of descriptive phrases, while leaving little room for actual character discussion.Grisham, on the other hand, makes sure that there is a lot of character dialog throughout his stories. Hemingway doesnt really have a set climax of his story, while Grisham has a definite peak to his books. This jus t goes to show you how book writing styles differ through the years. I didnt find any flaws or things in the book that I had a problem believing or comprehending. You just have to read a book and take it how it is. I dont really see a need to critique such a great book. In conclusion, this book is one of favorite classics, and I would recommend this to a friend because of its great story, descriptions, and length.

Stereotypes: Perception and Globally Connected World

Persuasive Essay Stereotypes exist because they argon grounded in truth The term stereotype has been derived from the Greek words stereos and typos meat solid and impression respectively. Hence stereotype means solid impression (Henry George). Nowadays this term refers to generalizations or assumptions that people make about the characteristics of all members of a group based on an image of what people in that group be like.For example, black people are considered stronger than white people, Americans are considered friendly, tolerant solely arrogant. Clearly these are assumptions and generalizations which are not applicable to everyone. If we just assume what a person is like and dont judge them individually we are likely to make errors in estimating their characters (Stereotypes). There has been a lot of debate on this topic that stereotypes exist because they are grounded in truth.Although supporters of this view base their railway line on the inherent nature of the people and how these stereotypes didnt just come out of nowhere they fail to take into account the other side. Media, educational institutes and comprehension can show why such stereotypes exist and that they are not based on truth. One of the dominant reasons of majoritys belief in stereotypes is the existence of an influential media that shapes the perceptions of this globally connected world.It indoctrinates the dominant views of the society into the minds of people. An example would be the Muslims image as seen in the west today. This stereotype regarding this that all Muslims are terrorists became prevalent in the west after the 9/11 incident and the media is directly responsible for this. After this incident a number of flicks have been do which portrayed Muslims as terrorists and considering the amount of people who watch these movies, it becomes evident that such a stereotype is likely to be engrained in their minds.Besides, there are several(prenominal) other stereotypes promoted b y media which have plagued the human society. Cartoon movies thoroughly enjoyed by children are full of stereotypes. For example the movie Cinderella reinforces the evil character of stepmother as is primarily perceived. In Lady and the tramp, Siamese cats negatively portray Asians with heavy voices and odd accents, Arabs are shown as thieves and bad people as in the famous movie Aladdin

The Metaphors of Ted Hughes

Ted Hughes is considered to be mavin of the silk hat poets that had ever lived, he is also considered a favorite among poetry enthusiast even up to this day. His works ar considered as included to the canons of poetry that are being studied and being employ as references in more learning institutions worldwide. Ted Hughes and his poems popularity didnt gain worldwide acceptance near because of his highly criticized and controversial wedding ceremony to another popular writer, Sylvia Plath. His poems are just that terrific, in fact, he is considered as the best poet of his generation by many critics. He has this unique and impeccable reaching of the language that he wields on his poetry.His poetry became known for the resonant language that rings in the subconscious of the readers, vivid and rich imaginativeness that opens the eyes of the readers, the cadence and speech rhythms that keep the readers hearts pounding to every beat. Among these elements of poetry that had made Te d Hughes an god in the world of literature is the fictions, metaphors that simply act like an addictive substance that keeps the audience lacking for more, poem after another. This may well be the reason why Ted Hughes poetry became so astray read.Ted Hughes choice and use of metaphorsTed Hughes choice and use of metaphors are basically depending on the topic that his poems wish to tackle. He was quite very fond of using mythology and folklore as metaphors to describe contemporary topics. He also had apply animals and inherent phenomena to show how he views human nature and the condition of human living. She also had some metaphors for her wife Sylvia Plath. Those poems had later received a barrage of criticisms from the supporters of Sylvia Plath (Heptonstall).Ted Hughes is certainly one of the best wielders of metaphors to sharpen his poetry. It just shows that the cultivate of the types of metaphors is of a wide domain. It even seems that Ted Hughes can utilize any topic as a metaphor.A very notable thing about his use of metaphors is that even though most of the metaphors are items that can be seen everyday and sometimes even taken for granted, the use of the metaphors is still gripping and interesting. It is undeniable that the metaphors that he uses are quite clichs as they were already used by many poets that preceded him. But the admirable fact is that Ted Hughes has this unique endowment of transforming clichs into something fresh and interesting.Mythology and folklore as Ted Hughes metaphorsTed Hughes has this fascination with the unreal and folkloric. It just shows because of the many poems that he had written that employs the mythological and folkloric as his metaphors. One of the most illustrious of these poems is entitled The Minotaur. The poem is quite shall I say queasy in tone left your mother a dead end had brought you to the horned bellowing clayey of your risen father and your own corpse within it. (Hughes)Other poems that had also displayed Ted Hughes fascination with the mythological and folkloric are his adaptation of the famous Greek tragedy Oedipus Rex that he had given the title Orghast, and his adaptation of the famous tormented Greek hero Prometheus that he had given a witty and catchy title, Prometheus in His Crag. (Heptonstall) Ted Hughes fascination with the mythological and folkloric just tells us that he is a well-read poet and he has respect and appreciation for those who had written before him.The natural world used as metaphors by Ted HughesTed Hughes is known for being close to nature, actually, his sensitivity towards nature is noteworthy and admired by other poets. His poems about the natural world became models for aspiring poets for generations.AnimalsTed Hughes is actually considered by many as the poet of animals (Heptonstall). He had written many poems that had utilized animals as the main metaphors. The number of his poems about animals could accost even cover several antholo gies. To discuss them all would exceed the pages allowed for this essay. To name some of the most famous of them we have The Jaguar, The Crow Poem, and his signature poem and most anthologized The Thought-Fox.NatureHe had shown his appreciation for the natural world in his poem Pike which was set in the seaside. Ted Hughes had displayed in a single line his perception of the sea during his indite of this poem None grow rich in the sea (Hughes) In this poem, Ted Hughes had portrayed the sea as a scary place. But that awe doesnt mean that he has a literal fear for the ocean like he has some phobia of swimming. That fear means that he respects the sea, with amazement to its duality of sheer power and undeniable beauty.Another example of how Ted Hughes had utilized nature as a metaphor is in his poem entitled The Beach. This poem was suppose to be about her wife Sylvia Plath, about her economic crisis and frustrations on her constant quest for true freedom. Here is an excerpt from th e poem you crave like atomic number 8 American early summers yourself burnt dark some prophecy mislaid somehow England was so low-down (Hughes)Ted Hughes metaphors for Sylvia PlathTed Hughes and Sylvia Plaths marriage and relationship is probably the most controversial union in the writing world. both of them were excellent writers, actually considered the best of their generation, and that fact had initially given us the impression that it was a liken made in heaven. Then, the world was shocked when Sylvia Plath had taken her own life. Many blame Ted Hughes and their failed marriage as the main reason why Sylvia Plath had committed suicide. Here is an example of how Ted Hughes had used metaphors, in this case a fox, to describe her failing marriage with Sylvia Plath I had grasped that whatever comes with a fox is a test of marriage and proves it a marriage I would not have failed it? But I had failed our marriage had failed. (Hughes)ConclusionTed Hughess grasp of the poetic elem ent called metaphors is definitely undeniable. His strength as a poet is definitely displayed by his wide range of topics that he can use a metaphor. He is able to convey his ideas through the identities of the metaphors that he employs. by dint of that style, he is able to keep his poems fresh and always interesting to read and hear. Ted Hughes use of rich metaphors supplies the readers a link as to what these metaphors has to say. Moreover, since he is quite notorious for always employing metaphors in his poems, the readers are always feeling forward to reading and hearing his poetry since they know that metaphors are used as symbols that poetry enthusiasts are always very interested to unearth the hidden meanings.Works CitedHeptonstall, Geoffrey.Ted Hughes New Selected Poems, 1957-1994.ContemporaryReview266.n1553(June 1995)330(2).General OneFile.Gale.Winter Park HighSchool.24 Mar. 2008.Hughes, Ted. Poems

The Constellation Orion

hunting watch has been recognized as distinct group of stars for thousands of years. The Chaldeans knew it as Tammuz, named after the month that the long-familiar belt of stars first rose before sunrise. The Syrians called it Al Jabbar, the monstrosity. To the ancient Egyptians it was Sahu, the soul of Osiris. However in classic mythology, Orion was a beautiful giant hunter. There are many legends about Orion and several(prenominal) variations about his remainder and why he was placed in the stars.One story tells of his boast that he would eventually rid the earth of all its wild animals. When the Earth goddess Gea heard of this she became upset and sent a Giant Scorpion to sting him to death. Now even after death that scorpion chases him around the sky. If you notice scorpio and Orion are neer in the sky together. Another story says that Artemis the goddess of hunting fell in love with Orion. And when Orion was naiant Artemis was speaking to her brother Apollo.He bet her tha t she could not shoot a dot on the distance. She hit the rear end right on but had been tricked. She had shoot Orion. She put her love, Orion in the sky. And yet another tells how Orion raped Artemis. And she took her revenge upon him, when she shot him. Now seeing as there are several variations of his death you would have to choose which i you like best and go with it. There are two stars that are well know in the constalation of Orion. The first one is know as Betelgeuse, also called Alpha Orinis.It is one of the brightest stars in the constelation of Orion. It is an irregular because it changes brightness and size but has no regular periods of veration. It is classified as a red supergiant and it is 600 times the size of the sun. The other star to be Mentioned is Rigel also known as important Orionis. It is the Brightest star in the constelation and the seventh brightest star in the heavens. The Location of both stars can be seen on the picture of Orion.

Clairant Marketing

We atomic number 18 also thankful to Mr.. Oman kneecap 0 for his help and valuable Insights Into Strategic Management at Claimant Pakistan Limited. Mr.. Patella, a very dedicated individual, is a competent and proactive professional at analyzing the implications of Claimants competitive strategic frame take in on each of the air operations. He provided us with every detail about Clangors corporate strategic activities and how they are aligned with the core competencies of the comp some(prenominal).Without his time and help, it would stick out been impossible for us to prepare this report. Sincerely, Amber Alicia Ham Named Virus Mason Razz Mohammad Moms Useful round the bend students of ABA (HON.) Institute of Business Management, Karachi. Letter of Transmittal Mr.. Abdul Qatar Mollie Institute of Business Management Koran brook Karachi 75190 Pakistan Date 18th April, 2013 Dear Mr.. Mollie Management in Claritin Pakistan Limited as authorized by you.The purpose of this report is to examine how Claritin Pakistan Limited manages its strategic activities at the corporate as well as the line of descent level. The project report is a comprehensive outline of Claimants strategic mission, the competitive strategies it has essential to farm its core competencies, the macro-economic analysis that it brooks for scanning the various environmental threats/pressures, the strengths and opportunities it effectively utilizes and the nervelessnesses and threats it counter- balances.The free radical members were immensely excited to work on this project since in a few months time we bequeath all told be dissolve of the work force and will be concerned with these strategic tasks employed in the organization at the basal level of an individual employee. With much effort and diligence all the work was divided as amongst us. We prepared a questionnaire which contained a list of questions regarding Strategic analysis, development and execution. We then met a represe ntative of Claritin Pakistan Limited, Mr.. Oman Patella 0 who responded to our list of questions diligently.Later different parts of the report were asked to be written by each group member. While working on this report we observed the amount of energy, thought process and effort that goes quarter into making an organization strategically competitive in its persistence We are grateful to you for teaching us the important aspects of Strategic Management, for helping us whenever we requested your assistance and believing in us to masterly this report in the best possible manner by fulfilling our capabilities. Contents 1 Objective To conduct Claimants organizational analysis in the light of the chemic manufacturing.To achieve this objective a broad environmental analysis needs to be conducted in order to recognize the external opportunities and threats along with internal strengths and weaknesses. This would suspend us to improvise their existing strategies and suggest recommen dations. 2 Industry Definition At present at that place are nearly 30 Chemical companies having the total paid-up Capital of RSI. L . 7 billion. around of them have shown remarkable progress in their sales in the recent years such as Fuji Fertilizer, Icily Pakistan, Negro Chemical, Atwood Hercules,Claritin Pakistan, Sitars Chemical Colgate Palmolive, Berger Paints, BOCA Pakistan, Sins Alkalis, Dyne Pakistan, are considered as foodstuff leaders in the field of operations of Chemical Industry in Pakistan. The rapid industrialization resulting in the large increase in chemic substance consuming products has enlarged the demand of all types of chemical substances in the country. Chemical Industry in Pakistan has gradually developed to its present stage and has played a vital part in the development of the country and will continue to do so in future with more foreign investment.The Chemical Industry produces a arioso rove of products such as polyester fiber, sodium carbonate, PVC , Soda Ash, PTA, Pharmaceutical, Paints, Fertilizer, Insecticides, Petrol-Chemical and other Chemicals. Chemical manufacture in Pakistan is widespread. The chemical imports constitute about 17% of the total import bill. Pakistan has made considerable progress in basic inorganic chemicals like Soda Ash, Caustic Soda, Sulfuric Acid and Chlorine and has acquired sufficient proceeds energy of these chemicals to cater for the needs of the local industry, while surplus is being exported. 2 Even then there are some challenges to be countered. The chemical industry of Pakistan is lagging behind due to some challenges. The principal(prenominal) challenge is that it has to rely on its imports and foreign materials. It does non benefit the economy and results in production of expensive products. Secondly lack of industrial infrastructure and technology in Pakistan results in low quality products which do not mark the banner. Moreover the discriminatory approach of international community does not integrate the Pakistan market into the international economy and Pakistani products are not given access to the international market.Moreover the lack of resources and weak trade policies of the ministries also result in the weakening of chemical industry. In order to enhance the chemical industry Pakistan moldiness adopt the policy of self-reliance. Instead of relying on foreign designs and engineering it must improve its own production and ensure risque quality of chemical products. Pakistan must work towards combine approach. It must bring four worlds of a society together which are traders, universities, research and development and production partners.This will bring innovation and must utilize its youth which has rest minds and great ideas to enhance the chemical industry resulting in qualitative and quantitative perfection in the chemical products. Pakistan is capable of producing high technological products all it needs is a little bit of effort in improvement o f administrative capabilities and installment of new-sprung(prenominal) technology and support from government to put things in order. 3 Company Background and breeding 3. History Claritin was formed in 1995 as a spin off from the chemical company Sanded, which was itself realized in Basel in 1886. Through their direct lineage, Claritin have massed knowledge and experience of chemistry and industry spanning about 150 years. Claritin expanded through the incorporation of the specialty chemicals line of merchandise of Hoochs (Germany) in 1997, and the acquisitions of BIT Pl (I-J) in 2000 and Sabas victor batches division in 2006.In 2008, it acquired the conduct U. S. Colorado suppliers Rite Systems and Ricoh Colors. The latest acquisition, the highly-innovative specialty chemicals company Sd-Chemic (Germany), was correct on 21 April 2011. Additives Catalysis & Energy Emulsions, Detergents & Intermediates Functional Materials Industrial & Consumer Specialties Leather Services Masturbates Oil & minelaying Services of specialty chemicals and application solutions for consumer care and industrial markets.Textile dyes include disperse, reactive, direct, acid and sulfur dyes. The cloth business encompasses special chemicals for pretreatment, dyeing, printing and finishing of textile. Optical brightener and chemicals for special treatment are also the part of the range. Moreover, textile region also include water based application of the emulsion for the paint and the construction industry. newspaper publisher business supplies paper dyes, optical brightener and process and pulping chemicals.Leather region produces chemicals for finishing and complete range of wet-end chemicals. The Consumer Care ingredient includes the Personal Care business which, among others, develops and produces specialty ingredients for skin and hair care, wet wipes and selected pharmaceutical applications. They provision all relevant information and advice for safer use, handling, labeling, storage, and disposal of our products as a part of Claimants commitment to sustainability and product stewardship to best abut customer needs.Industrial & Home Care business helps customers gain a competitive good with its product range for household cleaning fluids, disinfectants, industrial and hospital cleaning solutions Claritin, as a world leader in the field of specialty chemicals, is fully committed to sustainable operation and development in all business activities. It develops and offer products and applications that allow for use of the product during its whole life cycle helping to avoid pretend to employees, customers, the public and environment.Claritin has signed the orbicular Responsible Care Charter as our commitment to Sustainability. It is the chemical industry voluntary initiative to continuously improve health, safety and environmental performance, and to communicate with all stakeholders through the issue chain. This enables Claritin to make a str ong contribution to Sustainable Development through the Responsible emailprotected ethic and the Global Product Strategy targets which promote the safer use of chemical products and enhance product stewardship throughout the whole supply chain.Their comprehensive product stewardship approach includes cooperation and partnership with Claimants suppliers Claritin is aware that the energy issue is one of he fall upon challenges of todays and future society and industry. Claritin highlights energy efficiency and savings as the most cost-effective and fastest manner to reduce CO and other emissions and increase security of supply. 3. 3 Mission Statement Our mission intelligibly expresses what is important to us and what we stand for as a brand and as a company. We build leading positions in the businesses we are active in and we adopt functional excellence as part of our culture.We take value through appreciating the needs of our customers by providing competitive and innovative ou r environment our shareholders by acting sustainable by achieving above-average returns 4 Porters Five Forces 4. 1 Bargaining Power of Suppliers The bargaining queen of suppliers is low. Claritin is a chemical manu positionuring firm they make chemicals used in different sectors like textiles, oil & gas, mining, dyeing etc. Claritin does not have a particular supplier for its raw materials the Company buys raw material from different suppliers.The prep department is responsible for planning of the units of raw material to be procured based on the market forecast. The procurance then takes prices from approved suppliers and then laces an order to the supplier who gives the lowest deal on the purchase. The bargaining power of suppliers is low as there are many suppliers in the market and they cannot charge a high price otherwise they would lose business to their competitors. Yes (+) moderate No (-) 1 . My inputs (materials, labor, supplies, services, etc. Are standard rather than unique or differentiated. 2. I can switch between suppliers quickly and cheaply. 3. My suppliers would find it challenging to enter my business or my customers would find it difficult to perform my function in-house. 4. I can reserve inputs readily. 5. I have many potential suppliers. 7. My cost of purchases has no significant influence on my general costs 4. 2 Bargaining Power of Buyers The bargaining power of buyers is high in the chemicals industry as the buyers have many choices from where they can purchase their products from.Claimants consumer markets include automobiles, candles, cosmetics, detergents, latex, stationery, as well as finishers for aluminum and leather. Claimants buyers are aware of the need for information and Claritin helps its customers through the technical service centre. But this does not undermine the fact that other local chemical industries are also major players in the market so quasi(prenominal) products are available, and buyers do not really s et about a switching cost when changing where to purchase from. To what extent are your customers locked into you?No effect 1) Are there a large number of buyers congenator to the number of firms in the business? 2) Do you have a large number of customers, each with comparatively small purchases? 3) Does the customer face any significant costs in switching suppliers? 4) Does the buyer need a lot of important information? 5) Is the buyer aware of the need for additional information? 7) Your customers are not highly sensitive to price. ) Your product is unique to some degree or has accepted stigmatisation? 9) Your customers businesses are profitable. 0) You provide incentives to the decision makers. 4. 3 Rivalry among the Competitors Threat of competitors is high. 1 . The industry is growing rapidly. (Not so rapidly due to Energy constraints) 2. The industry is not cyclical with intermittent overcapacity. 3. The fixed costs of the business are relatively low portion of total costs. 5 . The competitors are diversified rather than specialized. 6. It would not be hard to get out of this business because there are no specialized kills and facilities or semipermanent contract commitments etc. 7.My customers would incur significant costs in switching to a competitor. 8. My product is convoluted and requires a detailed understanding on the part of my customer. 9. My competitors are all of approximately the same sizing as I am. 4. 4 Threats of Substitutes Threat of substitutes is high. 1 . Substitutes have performance limitations that do not in all offset their lowest price. Or, their performance is not Justified by their higher price. 2. The customer will incur costs in switching to a substitute. 4. Your customer is not likely to substitute. . 5 Threats of New Entrants The threats of new entrants are high. 1 . Do large firms have a cost or performance advantage in your segment of the industry? 2. Are there any proprietary product differences in your industry? 3. Are there any established brand identities in your industry? 4. Do your customers incur any significant costs in switching suppliers? 5. Is a lot of capital needed to enter your industry? 6. Is serviceable used equipment expensive? 7. Does the newcomer to your industry face difficulty in accessing distribution bring?

Racial Autobiography Curriculum Unit

Products of Our t giveships hoi polloi apply system to name racial individuality Autobiographies and explore kind jurist Danae OBryan EDU 6051 feed & Ethnicity 21 October 2011 Final Action Plan Assignment Products of Our township utilise Theory to Create racial identity operator Autobiographies and fancy kind jurist 1 Contents mental hospital to the Action Plan Project point 1 For Project/ unit of measurement Unit Outline ingest Lesson 1 & Handout(s) standard Lesson 2 & Handout(s) Sample Lesson 3 & Handout(s) Sample Lesson 4 & Handout(s) Culminating Performance T withdraw ResourcesPage Number 3 4 6 7 9 13 18 23 25 Products of Our township single-valued function Theory to Create racial individuation Autobiographies and Explore neighborly averageice 2 Introduction to the Action Plan Welcome to my save plan This curricular approach to creating an anti-racist sieveroom experience was designed for four ninth contour classes at Malden High school in Malden, Mas sachusetts. The lessons attached to this action plan be anchored in the Massachusetts joint Core Curriculum Frameworks (2010).Upon first glance at the demographics of Malden High School it is easy to assume that the give lessons has successfully integrated mixed racial minority and majority stems into its establishment (Afri back tooth Ameri privy or nasty 22. 2%, Asian 22. 7, Hispanic or Latino 17. 6%, Multi- ply, Non-Hispanic 2. 7%, congenital Ameri terminate 0. 6%, Native Hawaiian or Pacific Islander 0. 1%, White 34. 2%). However, there is lock up a lack of cognition among students regarding their own racial individuality and the experiences of nigh antitheticals of different race and ethnical groups.In north Universitys Race & Ethnicity course the idea of excuseblindness was discussed at length as being roughlything as powerfully ineffective as racial discrimination itself. At Malden High School students of differing racial groups sort of coexist, which i s something I confide this action plan pull up stakes begin to change through students awargonness of racial individuality growth. Fortunately, the 9th grade curriculum for English Language Arts has placed a heavy emphasis on the everywherearching ancestor of identity.bookmans read Our America over the summer for their summer discipline, and write to the highest degree their own identity in an es on the wholeege upon entering school this year. This alloted for a more(prenominal) fluid transition into the introduction of racial identity development. After studying the various racial identity development theories in Northeastern Universitys Race & Ethnicity course, it seemed essential to tie the magnificence of racial identity into a students discovery of his or herself. I maneuver checkered that the oddment goal of our recognition of identity is scarcely as of the essence(p) as the developmental process it took to give there.If students reflect only if on who they atomic number 18 to sidereal day, without acknowledging the events and experiences that engender cause their racial identity, they be missing the key information needed in order to create change And that is the motivation arse exploring our past to change our future through this anti racial discrimination action plan project. This action plan is centered virtually the Understanding by Design model, which allows for essential questions and correspondence to be thoughtfully explored while works towards an end product.The end product, or, the culminating performance task, is integrity that challenges students to mobilise critically astir(predicate) the experiences that make upd their racial identity. In turn, the students argon asked to produce a racial identity autobiography. I hope you find this action plan profitable and choose to incorporate some of the lessons into your own classrooms. Enjoy Products of Our townsfolk Using Theory to Create racial individuation Autob iographies and Explore Social Justice 3 Racial Identity Development Autobiography stop 1Understandings Students allow for read that Racial identity plays a role in how he/she interacts in smart set and nonplus involved with his/her community Different factors, including life experiences, shape his/her racial identity Potential native Questions Mis collars Students whitethorn be unable to see how his/her identity contri unlesses to the community at large Student may over calculate or be unable to remember spellicular experiences that contribute to his/her identity Application How can we use the association and brain of our racial identities to overcome racism?Explanation What be the stages of racial identity development? interlingual rendition What do my experiences reveal closely my racial identity? why does knowing my racial identity development process matter? Perspective How do our racial identities differ from each other? Empathy How might we wrap up and dispositi on of others racial identities? Self-Knowledge How atomic number 18 my opinions nigh other races and ethnicities shaped by stereotypes, assumptions, and injurys? What atomic number 18 my blind-spots and limitations of understanding the racial experiences of others?There are various consequences for racial stereotypes, which affect the society we live in No person fits neatly into a clear racial group, people are individuals, not vertical members of a racial group Students may energise a hard meter letting go of stereotypes and bias he/she has seen as normal for so long Students may feel Racial identities are that his/her racial al right smarts flux and complex, identity autobiography now never fixed or simple, and should be discussed defines them instead that dash in the classroom of realizing that it is a work in progress, and outside of school something that can changeProducts of Our townsfolk Using Theory to Create Racial Identity Autobiographies and Explore Social Just ice 4 Knowledge Students exit know ? Skills Students go away be able to Core vocabulary Race, ethnicity, (Including MCCR frameworks) stereotype, bias, -ism, ? Discuss what shapes their racial identity with definitive expression nationality, prejudice, appropriate to the dialogue (MCF autobiography (MCF L 4). SL 1). ? The following cost ? gauge identity narratives from Socioeconomic spatial relation various authors whole focusing institutional racism and on trickery and structure as well discrimination discrimination as key ideas and details (MCF RL 1-6). through economic, cultural, and ? Create and revise a racial identity political means scapegoating autobiography (MCF W 3, 5, 6). dehumanization requisition ? Recognize and identify various oppression civil rights (MCF L 4). stereotypes as portrayed in ?The language involved in anti popular television and other racist activism. media. ? The stages of racial identity development. Products of Our Town Using Theory to Create Rac ial Identity Autobiographies and Explore Social Justice 5 Unit Outline Since this project is being implemented after the To drink down a flouter unit has already begun, the students create already read chapters 1-11 of the novel. In addition, they permit watched a documentary on the Scottsboro trials titled Scottsboro An American Tragedy. Thus, the lessons that follow are not at the parachuting of the To extinguish a Mockingbird unit, but they do start at the implementation of the Action Plan project (which is being incorporated into the To Kill a Mockingbird unit). This is only a suggested timeline. You may wish to imply additional lessons. In addition, you may interchange or adjust some of these lessons provided. Sample Lesson 1 (Included) Sample Lesson 2 (Included) Sample Lesson 3 (Included) A Product of this Town by J.Malcom Garcia Rules to follow in class treatment Mark up the textbook / In-class reciprocation Racial Identity expectancy Guide Discussion (On Racial Identity Anticipation guide) Introduction to the Project GRASPS Breaking down stereotypes Analyzing media in search for stereotypes PowerPoint slides (uploaded as separate document) Introduction to theories Teacher shares personal Racial Identity Autobiography Work as class to develop mini-RIA for Jem (character in TKAM) Using self-interview answers and knowledge of theory stages, plan autobiography Photo definition of self free write/ rumination estimator lab- work on typing RIA Sharing RIAs possible silent intervention Revisit Anticipation guides Sample Lesson 4 (Included) Sample Lesson 5 (Not Included) Sample Lesson 6 (Not Included) Sample Lesson 7 (Not Included) Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 6 Sample Lesson1 A Product of This Town Mark Up Text and In-Class Discussion I. training Objectives for at present & Evidence/ estimate of teaching learnedness objectives (SWBAT) Stude nts bequeath be able to Explain the parallels between the old second and the new South with regards to racism, segregation, and injustice (Scottsboro/Jena) Discuss how Garcias experiences in Jena influenced his racial identity Produce a short reflection that sums up the discussion on Scottsboro and P. O. T. T Evidence/Assessment of Work Collection of Do promptly notebooks at the end of quarter Informal checks for understanding through participation in the class discussion Collection of reflection for participation credit Standards MCF (Massachusetts Curriculum Frameworks) RI 9, SL 1 & 4 II. Essential Questions for Today ? ? ?Interpretation What do my experiences reveal active my racial identity? Why does knowing my racial identity development process matter? Perspective How do our racial identities differ from each other? Self-Knowledge How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? III. Why schooling this Matters Up un til this point in the unit, students have been reading To Kill a Mockingbird and discussing Jim Crow, the Scottsboro Trials, and segregation as well as racism in the south. Today they are reading and marking up the name by J. Malcom Garcia titled A Product of this Town. This article deals with the Jena 6 event that happened down in Louisiana in 2006.I deficiencyed to give students a new(a) day perspective on the existence of extreme racism and segregation to get them parleying about these issues in a modern day context. Its also important that students start learning how to talk about these issues of racism and segregation out loud in a class discussion. IV. Learning Experiences ? nonmandatory For this class, the students watched the following video yesterday, but for future classes, it might work to show the video before the discussion (http//www. youtube. com/watch? v=3SrIEM8X0qA). The students also came to class having marked up the article for homework. This could be done as an in-class assignment as well. Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 7 ?Do now (10 legal proceeding) Respond the the following questions (1) What are some of the experiences/interactions/ talks Garcia had with Jenains (people of Jena) that influenced the way he saw the town? (2) Why do you theorize he overwhelm some of the perspectives he included? Which did you think were the well-nigh powerful, meaningful, and inte stick arounding? (3) What parallels can you draw between A Product of this Town and the Scottsboro An American Tragedy documentary? Lesson (30 minutes) Desks go into circle. Students create ground rules for discussion (no trash-talking or put-downs, everyone must contribute at least once, the person speaking calls on the next person, no interrupting, respectfully disagree, etcetera.The Do nowadays questions kickstart our conversation followed by the preceding few questions 0 Why did Garcia title his work A Product of this Town? What do you think product refers to? 0 What did you think of Cleveland Riser? Why are words so important to him, what does he say they give us the ability to do? 0 What do you scar about the difference in ages/generations that Garcia interacts with? 0 What role does religion play in Jena? What to the the two pastors (Rev. Thompson and Rev. Moran) say about the event?Independent work/Closing (15 minutes) Students go forth spend the last ten minutes of class writing a reflection on some of the issues and conversation that came up in class today including (1) One thing they agreed with. 2) One thing they disagreed with, (3) Something that was talked about that you would like to explore more, (4) one thing you did not get to address that you would like to point out at a posterior date, and (5) how you think the discussion went overall and what should have changed and why. ? ? Materials ? Student notebooks ? A Product of this Town article (J. Malcom Garcia) Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 8 Sample Lesson 2 Anticipation guide, Discussion, GRASPS I. Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives (SWBAT) Students will be able toExplore a range of questions pertaining to the topic of racial identity to activate background knowledge and personal experiences regarding race Engage in a whole-class discussion on race Demonstrate an understanding of the culminating performance task for the racial autobiography assignment Evidence/Assessment of Work Collection of anticipation guides Participation in discussion Exit slip Describe briefly (two or three sentences) your racial autobiography assignment. Standards MCF SL 1 & 4 II. Essential Questions for Today ? ? ? Application How can we use the knowledge and understanding of our racial identities to overcome racism? Interpretation What do my experiences reveal about my racial identity? Why does knowing my racial identity development process matter? Self-Knowledge How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? III.Why Learning this Matters It is really important that students are given the opportunity to talk about the issues contact race and racism. By starting with an anticipation guide and giving students a tangible concrete contention of vocabulary definitions for terms that will be coming up over the next few days, students are provided some of the foundational terms in which to begin talking about race and racism. In addition, it is important that students learn the acceptable way to have these conversations with peers outside his/her race and ethnicity. IV. Learning Experiences Do now (5-10 minutes) What words or phrases come to mind when you think of race? (List all that apply) Lesson (10 minutes) Distribute anticipation guide.Today we will be working on kick-starting our racial identity autobiog raphy end-of-the-unit assignment. Before I introduce the project to you, I necessity to get a feel for what you know, or think you know, about race. So, take 10 minutes and peg this anticipation guide. (Go through directions) Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 9 Independent (individual, pair, group, whole-class) work (20 minutes) Okay, lets talk about some of your reactions to the questions in this guide. In your group, share your answers and reactions to the questions. Take ten minutes. Choose one person to jot down some notes about what you are discussing in your group.After ten minutes come back together as a class. Pull the class into a discussion by having one group share some of their reactions and allow those group members to call on other class members to contribute. Closing (10 minutes) I hope todays lesson got you interested in learning a bit more about race. At the end of our To Kill a Mockingbird unit, you are going to hand in a project which I will excuse to you now. Distribute GRASPS handout. Go over with students. In the last two minutes have students, as their ticket out the door complete the following exit slip Describe briefly (two or three sentences) your racial autobiography assignment.And write one sentence about something they are looking earlier to talking about or learning about while we work on these autobiographies. Materials ? ? ? Student notebooks Handouts (Anticipation guide, terms sheet, and GRASPS) Index cards for exit slips Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 10 Name ______________________ Period _______ Date _________ Ms. Nims, Ms. OBryan To Kill a Mockingbird/Racial Identity Autobiography Project Racial Identity Anticipation Guide Directions In the length provided in the right column, write a D if you disagree with the statement, or an A if you agree with the statement.Then explain your rea soning for why you agreed or disagreed. 1 Statement Racism is mostly a drained issue today. Agree/ Disagree Explanation/Reasoning Why did you agree/disagree? 2 I feel prospering talking about race and racism with those of the same race as me. I feel comfortable talking about race and racism with those of a different race as me. There is a difference between race and ethnicity. 3 4 5 Stereotypes and prejudices about a persons race can have a negative effect on their life. I have seen or experienced some form of racism at school or in a non-school setting. Certain races benefit from racism. 6 7 8 There isnt anything I can do to change the way racism exists today. secernment Denying access of goods, resources, and services to members of a particular mixer group. Discrimination is an action that typically results from prejudice. Discrimination can occur at the individual, organizational, or societal level. Ethnicity Refers to membership of in a culturally- and geographically define d group that may share language, cultural practices, religion, or other aspects. Examples include Italian, Kurdish, and Bantu. People of the same race can be of different ethnicities.For example, Asians can be Japanese, Korean, Thai, or some(prenominal) other ethnicities. Institutional discrimination Discrimination that occurs through educational systems, legal systems, or other world systems or services. Denying people the right to vote is a form of institutional discrimination. See also ism. -ism (racism, sexism, etc. ) The use of well-disposed power to systematically deny people access to resources, rights, respect, and representation on the reason of gender, race, age, income, or membership in any other group. Isms are based on the false dogma that one group is superior to another group. Nationality Refers to country of citizenship.However, nationality is sometimes used to mean ethnicity, even though the two are technically different. People of one ethnic group do not nec essarily live in one geographic location (such as an Italian quick in Italy and an Italian-American subsisting in the US). Because of this, ethnicity and nationality are not always the same. Prejudice A negative attitude toward a socially defined group and toward any person perceived to be a member of the group. Like biases, prejudice is a belief. Race Refers to visible differences of skin tone, hair texture, and facial features. Because people can be assort by any number of physical differences (height, foot size, resistance to certain diseases), race is an artificial way to categorize people.Nonetheless, race remains an important concept because of the social and political issues that arise from it. Socioeconomic status Refers to differences in wealth, income, other economic resources, and social ranking. Stereotype an exaggerated belief, image or distorted the true about a person or group a generalization that allows for little or no individual differences or social variati on. Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 12 Same Lesson 3 Decoding Discrimination and Breaking Down Stereotypes I. Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives (SWBAT) Students will be able toReflect on their experience with prejudices and stereotypes and how they result in discrimination and illustrate a stereotype and identify stereotypes illustrated by other students Understand that discrimination is not just the result of individual actions, but rather a system of exclusion that affects economic, social, political, and cultural institutions. Analyze stereotypes in the media Evidence/Assessment of Work In-class discussion and Do Now prompt Mini lesson and evaluation of video clip Homework (suggested two nights or a pass to complete) II. Essential Questions for Today Perspective How do our racial identities differ from each other? Empathy How might we reach and understanding o f others racial identities?Self-Knowledge How are my opinions about other races and ethnicitys shaped by stereotypes, assumptions, and prejudices? What are my blind-spots and limitations of understanding the racial experiences of others? III. Why Learning this Matters The conversation will inevitably grow uncomfortable today. And thats good Its important for students to take at least this away from todays lesson As long as you are talking about race and racial discrimination in a constructive way (or a way that at least exposes the issue), it is okay for things to get uncomfortable. Without todays lesson on exposing stereotypes and prejudices, students will not be able to effectively move forward in the process of uncovering their racial identity development.Students will also learn how to analyze stereotypes that they find in their everyday lives, whether its the unison they appointen to, the Internet sites they visit, or the television shows they watch. IV. Learning Experiences Do now (5-10 minutes) What is a stereotype? What do you think it is? Have you seen or experienced stereotyping? What is an example of one? Can you list some groups or categories of people? (i. e. , jocks, hippies, etc. ) Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 13 Lesson (10 minutes) So where do racial stereotypes come into play? How are racial stereotypes organize? (Display the following on the board) Race refers to a group of people who share the same physical characteristics such as skin tone, hair texture, and facial features.The transmission of traits from one generation to another is a complex process that is examined in a field of study called genetics. Race is a significant social issue because people use racial differences as the basis for discrimination. Much of todays racism can be traced to the era of colonialism that began in the 1400s. When Europeans began colonizing Africa and the Americas, the white settl ers adopted the idea that they were superior to the other races they encountered. The false notion that Africans and Native Americans were inferior (along with the desire for economic power) justified the Europeans victorious land and enslaving people. In this way, naturally-occurring racial differences became the basis for systems of evolution and discrimination.Racism is the systematic practice of denying people access to rights, representation, or resources based on racial differences. As you will learn in this lesson, racism involves more than personal actions of individuals. It is a thorough system of discrimination that involves social institutions and affects virtually every aspect of society. Its important to remember that racism is neither natural nor inevitable. Through history, people of different racial groups have interacted and co-existed peacefully. During the Middle Ages, for example, Europeans looked up to the people of Africa and China, whose civilization and cul ture were casted to be more advanced. As noted, however, these ideas changed significantly during the colonial area.As you learn more about race in this lesson, remember that racism is a system people created and one that people can dismantle. Independent (individual, pair, group, whole-class) work (20 minutes) Okay, lets explore some of our experiences with stereotypes. As a class make two lists (1) Race (2) Ethnicity. (1) Begin with a discussion on the concepts of race and ethnicity. salve each word on the board or on a flip chart and ask students to list the attributes that define the terms race and ethnicity. Record their ideas. Next, ask students for the names of five different racial or ethnic groups. (2) Prepare five large sheets of penning (flip chart paper). At the top of each sheet, write the name of one of the groups that the students named. 3) Give each group one of the five sheets of paper. Ask them to list as many stereotypes that are commonly used to place the c ategory of people written at the top of paper.Give students three minutes to complete the exercise. Emphasize that students should list stereotypes that they have comprehend, not ones that they necessarily believe to be true. Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 14 (4) When they are finished, rotate the sheets of paper between groups so that each group works on a new sheet. Have them add any over-the-counter stereotype adjectives. Rotate every three minutes until every group has worked on every sheet. 5) stick out the sheets in class where everyone can see them and give students five minutes to read the sheets. (6)Conclude the lesson with a discussion on the exercise, asking students the following ? How do the stereotypes recorded by the class make you feel? ? What do you notice about the stereotypes listed? Be aware that the students may have listed good and bad adjectives, many stereotypes for different groups, o r the same stereotypes for different groups. ? Where have you seen these stereotypes portrayed? television programs, movies, magazines, books? ? How do you think a stereotype might cause someone to act unfairly toward another person?Now, lets look at some stereotypes (more specifically some racial stereotypes) we can see in the media. If theres time play the following clip This is a clip comprised of many moments from the show Modern Family where Gloria, the only racial minority in the show, is highlighted for all of her mispronunciations http//www. youtube. com/watch? v=bKwOoRd5tHk This clip is meant to be humorous but what is the stereotype it is casting forth about Columbians? Closing (10 minutes) In our Racial Identity Autobiographies (RIAs) we will be exploring our own racial identities and how racial stereotypes (good or bad) have shaped some of our experiences. Over the weekend, I want you to fill out this handout.It asks you to evaluate some of the modern pop culture stereot ypes you encounter daily. Record the shows you watch, songs you try to, radio stations you tune into, and Internet sites you visit. Prepare to discuss these on Monday. Materials ? ? Student notebooks Handouts (Stereotypes in the media) Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social JusticeKeep a log over the weekend in which you will record your observations about racial stereotyping in the media (including news stories, advertisements, television programs, harmony, music videos, billboards and movies). Continue on back or attach extra paper if needed. Type of Media (movie, TV, billboard, song, etc) What racial stereotypes are being shown? What action is taking place? What role does the ethnic character have? Is this person part of the majority or minority? How are the other characters treating this person? In your opinion, was this person being negatively or positively stereotyped? What was your personal reaction to this example of stereotyping (angry, funny, no reaction really, etc)? (1) (2)Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 16 (3) (4) (5) Guidelines for discussion on this assignment Use I statements only. Speak only of your own experiences, thoughts, and beliefs. Speak honestly, but also consider the impact of your words. Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 17 Sample Lesson 4 Introduction to Racial Identity Development Theories and Ms. OBryans RIA I. Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives (SWBAT) Students will be able to Explain the various stages of Black, White, biracial, and minority racial development.Conduct a self-interview where they explore questions about his or her experience regarding race Evidence/Assessment of Work Informal checks for understanding and checks to see that students are marking up their lecture notes Ho mework lay in on later date (suggested two days to complete) II. Essential Questions for Today ? ? ? Empathy How might we reach and understanding of others racial identities? Self-Knowledge How are my opinions about other races and ethnicitys shaped by stereotypes, assumptions, and prejudices? Self-Knowledge What are my blind-spots and limitations of understanding the racial experiences of others? III.Why Learning this Matters Today will inevitably be a challenging lesson for students. Since most of them have not been loose to any type of theories, they might have a hard time grasping a theory that pertains to development. However, for students to truly work towards the understanding of their own racial identity, it is important that they are exposed to some research on the subject that can help them make sense of their experiences. Not only will they have a chance to see what the normal stages are for racial identity development, but they will also get a chance to see what an RI A will look like. IV. Learning Experiences Do now (5-10 minutes) Do you think that stereotyping shapes a persons racial identity?What other experiences do you think shape a persons racial identity? Lesson (10 minutes) (If this lesson follows the stereotype lesson, use this time to discuss some of the examples the students brought to class). In addition Today you are going to see an example of a Racial Identity Autobiography mine This will help you get a better understanding of what yours will look like, since you will begin working on it tonight. Before I show you mine though, its important that you learn about the theories of how racial identity is formed. Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 18Independent (individual, pair, group, whole-class) work (20 minutes) PowerPoint Provide students with copies of the slides (3 per page that have a section for taking notes). Encourage (or assign) students to mark up the text as we go through these slides. (See PowerPoint document) Closing (15 minutes) Homework For tonight, use the handout provided to start exploring some of your own experiences that may have shaped your racial identity development. Materials ? Student notebooks ? Self-interview questions Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 19 Name _______________________ Date ______________ Period ___ Ms. Nims, Ms.OBryan Racial Identity Autobiography/TKAM Self-Interview Questions This assignment will help you start brainstorming some experiences you wish to discuss in your racial identity autobiography. Pretend as though you are interviewing yourself to get at the importance of each of these experiences. Jot down notes to answer these questions. Let them guide but not limit your thinking. Jot down any other memories or ideas that seem relevant to you. (You wont hand in these notes, but theyll help you participate in the discussion. ) 1. Family Are your parents the same race? same ethnic group? Are your brothers and sisters? What about your extended family uncles, aunts, etc.? Where did your parents grow up?What exposure did they have to racial groups other than their own? (Have you ever talked with them about this? ) What ideas did they grow up with, regarding race relations? (Again, do you know? Have you ever talked with them about this? Why or why not? ) Do you think of yourself as white? (If youre not white, do you think of yourself as black, or AsianAmerican, etc.? ) or just as human? Do you think of yourself as a member of an ethnic group? What is its importance to you? Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 202. vicinity What is the racial makeup of the neighborhood you grew up in? What was your first awareness of race? that there are different races and that you are one. What was your first encounter with another race? Describe the situation . Is there anyone here who hasnt heard the word nigger? usually no one Where did you first hear it? What messages do you recall getting from your parents about race? from others when you were little? 3. Elementary and Middle School What was the racial makeup of your elementary school? Of its teachers? Think about the curriculum what black Americans did you hear about? How did you celebrate Martin Luther King Day? Cultural influences TV, advertising,novels, music, movies, etc. What color God was presented to you? angels? S. Claus? the tooth fairy Dolls?What was the racial makeup of organizations you were in? Girl Scouts, soccer team, church, etc.? 4. High School and community Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 21 What is the racial makeup of your high school? Of its teachers? Is there interracial dating? Any racial slurs? Any conflict with members of another race? Have you ever felt or been stigmatized because of you r race, gender, or ethnic group membership? Because of your sexual orientation? social class? What is the racial makeup of your home town? of your metropolitan area? What of your experiences there, in summer camp, summer jobs, etc.? 5.Future Realistically, think about where you envision living as you start a family. What is its racial makeup? social class makeup? What occupation do you foresee, 10 years hence? What is its racial makeup? social class makeup? 6. General Whats the most important image, encounter, whatsoever, youve had regarding race? Have you felt threatened? In the minority? Have you felt inside(a)? What do you want to tell us that we didnt ask about? About handicap, sexual orientation, social class, whatever? Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 22 Name _________________________ Period _________ Date __________Ms. Nims, Ms. OBryan To Kill a Mockingbird- RIA Assignment Culminating Performing Task for To Kill a Mockingbird Racial Identity Autobiography Description of project Alright, ninth graders, for your end-of-the-unit assignment you will be working to create a racial identity autobiography. Most of you completed an identity (who am I? ) paper at the beginning of the school year, but this time you will be doing something more than different. I will explain the project to you in the terms of an acronym, because I know how much we all love acronyms GRASPS Goal The goal of this project is for you to get a better understanding of your racial identity.Throughout the rest of our work this quarter, we will be exploring some of the following questions that you should be able to answer by the time you get to your autobiography Application How can we use the knowledge and understanding of our racial identities to overcome racism? Explanation What is a racial identity and what are the stages of racial identity development? Interpretation What do my experiences reveal about my racial i dentity? Why does knowing my racial identity development process matter? Perspective How do our racial identities differ from each other? Empathy How might we reach and understanding of others racial identities?Self-Knowledge How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? What are my blind-spots and limitations of understanding the racial experiences of others? subroutine You are writing this autobiography as yourself. The experiences you share in this racial identity development are of you past, but they will be helpful in shaping who you are in the future. Audience Just as you are writing this autobiography as yourself, you are also writing it for yourself. I think that it would be great if you would be willing to share it at some point, but that is up to you. Write your autobiography as if no one else will read it.Who knows, maybe towards the end of the unit you will be willing and comfortable enough to share yourself with the class. Situation The situation is as follows We could talk day in, and day out, about what racism looks like in our society. We could learn every stereotype and become comfortable discussing all of this in class. However, one of the more important parts of overcoming racism is coming to terms with Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 23 our own racial identity. So think of it this way In order for Malden High School (and potentially the Malden community) to become leaders in an anti-racist movement, each individual has to reflect on his or her racial identity.In order to understand others and appreciate a truly diverse society, we must learn how experiences shape who we are and how we interact with each other. Product, Performance, Perspective This is what I like to call the nitty-gritty section. Its what you will turning in and I will be grading. Racial Identity Autobiography (Total 4 points) 1. 2 Pages typ ed, double-spaced, 12 font 1. Must include examples from at least two stages of racial identity development (see PowerPoint slides) 2. Must show thoughtful abbreviation of experiences included 3. Must use a clear, coherent, thesis statement introducing what your autobiography will be about Reflection/Self-Assessment (Total 4 points) ?This will be due after you have written your autobiography and we have talked about their completion as a class. It will include a one-page reflection on what you have learned form writing this autobiography, what you liked about the assignment, and what you disliked about the assignment. ? This is an easy 4 points to get towards your final grade for the project. You already did the work now tell me what you think about it **So for the Racial Autobiography assignment as a whole, you will receive a ___/8 (4 points for the autobiography and 4 points for the reflection).I will also give you a % grade and a letter grade that corresponds) Standards Rubric (http//www. campus. com/rubricshowc. cfm? decree=V633X5=yes) (Rubric created on iRubric website printouts will be attached to GRASPS handout) Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 24 Resources and Works Cited Useful Websites ? EdChange (Edchange. org) This website provides great tools for overcoming racism in schools and promoting diversity in curriculum. ? Media Awareness Netwrok (media-awareness. ca) provides an extensive list of resources for digital media literacy. This program seeks to help educaters, families, and other organizations produce awareness of the responsible for(p) way o comsume media.ReadWriteThink (readwritethink. org) Another great resource for lesson planning, professional development, and grade-appropriate planning ideas. Useful articles and books Pollock, M (2008). occasional antiracism getting real about race in school New York The New Press. Tatum, B. (1992) Talking about racism, lear ning about race The application of racial identitdy development theory. Harvard Educational Review. 62 (1) Tatum, B. (1997) Why are all the black kids sitting together in the cafeteria? Basic Books. New York. Products of Our Town Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 25