The Evolution of Odysseus Essay Example

The Evolution of Odysseus Paper Odysseus first encounter with the nymph, Circe, tests his unfaithfulness as a husband. Odysseus, still early in his Journey, knows as he enters her cave that he will have to sleep with the crafty witch in order to defeat her. When he enters Circles bedroom he shows no guilt for what he is doing, but actually an eagerness to be with the nymph. -and when shed finished, then, at last, I mounted Circles gorgeous bed (10:85-86). Odysseus willingness to sleep with the nymph shows an immaturity of a young and eager man who enjoys his power and uses It for his own physical pleasure. As Odysseus continues on his Journey home, he next encounters the split of his mother. When he realizes she is dead, Odysseus Is filled with guilt and realizes how long he has been gone from the people of his homeland. My mother, dead and gone knows] whom I had left alive when I sailed for scared Trot'(11 :94-96). This realization is a turning point where Odysseus begins to think of others and not solely himself or his own personal gain. Next, Odysseus has to physically overcome two treacherous monsters, both of which are women, in order to get to in the island of Thracian. We will write a custom essay sample on The Evolution of Odysseus specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Evolution of Odysseus specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Evolution of Odysseus specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Through these endeavors Odysseus must prove himself as a leader to his fearful men as they try to combat both Scylla and Charladies. For a brief moment Odysseus regresses to his former selfish ways and Ignores the advice of Circe. But now I cleared my mind of Circles orders-cramping my style, urging my not to arm at 2:45-46). This short return to Odysseus former self proves fatal to the lives of his crew members, whom he watches die before his eyes. Of all the pitiful things Ive had to witness]this wretched my heart the 2:280-282). This event proves to be important for Odysseus because he realizes that his own selfish pride causes him to make the wrong decision and sacrifices the lives of his men. As his long Journey continues, Odysseus meets the Goddess Calypso, who forces him to stay on her island. Although he does continually sleep with the Goddess, Odysseus intentions are quite different than they were with Circe. He is forced to be with Calypso because she is taking care of him, but Odysseus has no desire to stay on the island. In the nights, true, hed sleep with her In the arching cave-he had no hat he owes his life to Calypso, but he never forgets his wife, Penelope, or his homeland. He turns down the opportunity to become a God and live forever with the beautiful Goddess and continually longs to be home with his wife. Look at my wise Penelope. Seen Tall Tar snort AT you, you, your Duty, stature . Seen Is mortal rater al and you, you never age or died Nevertheless I long-I pine, all my days-to travel home and see the dawn of my return(5:239-243). This longing for home and his wife is a major landmark in Odysseus life. He knowledgeably refuses Calypso offer, knowing that his true place and duty is at home. After leaving Calypsos island, Odysseus travels to the land of the Physicians where he meets the princess Unmusical. In this encounter, the king of Physician offers Odysseus his daughter as a bride. Ahoy could wed my daughter and be my son-in- law and stay right here with us. Id give you a house and great Although Odysseus has this opportunity to marry the young and beautiful Unmusical, he does not even hesitate in his decision to leave immediately and head for home. This shows how Odysseus has grown throughout his Journey and is no longer tempted by superficial things. When Odysseus finally reaches his homeland, he comes in contact with one of the most important women in his life, the Goddess Athena, who has been his guide throughout his long Journey. She respects Odysseus for his intelligence and his wits. Here among mortal men youre far the best at tactics, spinning yarns, and I am famous among the gods for wisdom, cunning wiles, During his adventures, Athena tests Odysseus abilities as a warrior and as a husband, giving IM help as well as obstacles to prepare for his homecoming at Troy. Through these trials Athena makes it her goal to help Odysseus mature and grow to realize that his true place is at home with his faithful wife. His final and most important encounter is with his wife Penelope, who has served as a beacon of hope for Odysseus. Throughout his Journey, the thought of her is enough to send Odysseus home even when better offers from Goddesses, nymphs, and beautiful princesses try to hold him back. True enough, Calypso the lustrous dodoes tried to hold me back, deep in her arching caverns, craving me for a husband. So did Circe, holding me Just as warmly in her halls, the bewitching queen of EAI keen to have me too. But they never won the heart inside me, never. So nothing is as sweet as a mans own country, his own parents, even though hes settled down in some luxurious house, off in a foreign land and far from those who bore him(9:33-41). By the end of his Journey, Odysseus recognizes the importance of love through Penelope long and continuous devotion, and realizes that his feelings awards the other women in the past were only physical attractions. Odysseus overcomes the confrontations with many women throughout his adventures and returns home to Ithaca a changed man. These physical and mental victories against beasts as well as goddesses force Odysseus to grow and mature from the time he leaves for Troy to the time he reaches his home at Ithaca. His odyssey as much an inward Journey as it is a physical one. The challenges he faces, often represented by women, serve as steps in this long process towards greater maturity and self- understanding.

Robinson Crouse essays

Robinson Crouse essays Robinson Crusoe, is a novel made by Daniel Defoe. The history in the novel is related to the economy, and thats what Im talking about. Robinson Cruso was to stop in a desert island later that the ship where it travelled was shipwrecked. Without blinking, Cruso decided its priorities: first, to construct a shelter where it could prevent the cold and the wild beasts; later, to fish and spoon fruits to feed itself. Already installed, and with the guaranteed survival, it could invest: it improved the conditions of the improvised house, constructed equipment to fish more efficiently and took some measures to protect itself against other inhabitants of the island who were perhaps little friendly. The principal characteristics of his life In 1702 Defoe wrote his famous pamphlet THE SHORTEST-WAY WITH THE DISSENTERS. Himself a Dissenter he mimicked the bloodthirsty rhetoric of High Anglican Tories and pretended to argue for the extermination of all Dissenters. Nobody was amused, Defoe was arrested in May 1703, but released in return for services as a pamphleteer and intelligence agent to Robert Harley, 1st Earl of Oxford, and the Tories. While in prison Defoe wrote a mock ode, HYMN TO THE PILLORY (1703). The poem was sold in the streets, the audience drank to his health while he stood in the pillory and read aloud his verses. Analyze the theory and its application This is a very crude economic concept, built on the belief that as mankind first developed all material needs were met from the surrounding environment. The logic is quite simply you sleep, drink and eat using what is around you. This is the focus of the deeply attractive romance of Daniel Defoe (1660-1731), "the Life and Strangers and Surprising Adventures of Robinson Cruso of York, Sailor", writing in 1719. The fantastic ability of Cruso represents th ...

BUSINESS LAW College Case Study Example | Topics and Well Written Essays - 1000 words

BUSINESS LAW College - Case Study Example If this indeed is the actual reason for Pat's removal, the company could have instead asked Pat to be more circumspective on his observations since they could hurt the company's interests and leave the matter thereat. The company's action is ill-advised and it is putting itself in a difficult position. If Pat decides to file a suit against the firm, there will be consequences which may not be in the company's favor. The company is big and fair enough and this must have been the reason for Pat to quit his earlier job and travel 300 miles for the new job. His spouse has also sacrificed her job in order to accommodate Pat's new arrangement. Pat's three months at Newcorp is a learning period and the lack of information on any clear reason for his discharge is a pointer to the fact that some reason other than deficiency at the workplace is responsible for the company's decision. Be that as it may, the company has enough powers to terminate Pat's services. However, the reason that they are quoting for their action is nave and the severance pay they are handing him is grossly inadequate. It would have been better had Newcorp waited for more time till they are capable of analyzing Pat's performance in proper light. By resorting to a knee-jerk action they are only making their position untenable in legal standards. In case Pat does not sign a release of claims and files a suit for higher compensation, the company will have a difficult time in disproving the suit (Severance Pay). Legal Encounter 2 What liability, if any, does Newcorp have in this situation What can and cannot Newcorp do In your answer, identify what legal principles (statutory or case law) support your belief. The liability that Newcorp has in this situation is that it can find itself involved in a case of sexual harassment. Newcorp can heed Sam's argument that the chemicals used in wire coatings could harm an early-state fetus being carried by a newly-pregnant woman. However, there is no information that Paula is pregnant or is likely to be in the near future although she is dating someone. Paula may choose not to be pregnant for a couple of years. Newcorp can still heed Sam's argument and decline Paula's application for transfer to the wire-coating section. They are acting in good faith although they do not know the underlying reason for the transfer. In case they knew the true reason, they would be bound to act differently. If Paula decides to file a suit of sexual harassment, the company will find it difficult to disprove the suit. Even if they do not respond positively to her application for transfer, they will have the embarrassing case of sexual harassment facing them. In such eventuality, they not only will be forced to part with substantial amount of money as compensation but also take disciplinary measures against Sam. This is as good as an open-and-shut case. Paula is trying to get away from a difficult situation by

Organisational Changes in Kraft-Cadbury Essay Example | Topics and Well Written Essays - 3000 words

Organisational Changes in Kraft-Cadbury - Essay Example According to 2009 reports the company had manufacturing facilities throughout the world, the key locations being Africa, Australia, India and Japan (Cadbury-website-d, n.d.). Another significant confectionery organization that has stamped a mark in the history of the food industry is Illinois based Kraft Foods, Inc. (Kraft), that has â€Å"come a long way since J. L. Kraft started selling cheese from a horse-drawn wagon in 1903† (Kraft Foods Inc.-website-a, n.d.). The company had a portfolio of nine major brands, and it claimed that â€Å"Whether watching your weight or preparing to celebrate, grabbing a quick bite or sitting down to family night, we pour our hearts into creating foods that are wholesome and delicious† (Kraft Foods Inc.-website-b, n.d.). Kraft ranks globally second among food companies and talking about its acquisition of Cadbury it says that â€Å"The combination of Kraft Foods and Cadbury creates a global powerhouse in snacks, confectionery, and quic k meals† (Kraft Foods Inc.-website-c, n.d.). The acquisition of Cadbury by Kraft has given rise to a significant amount of tension among different quarters that range from the management to the union. According to the reports by Clinton Manning and Cecilia Felice, â€Å"Felicity Loudon begged shareholders to reject the 850p a share takeover offer and urged them to keep the 186-year-old company British in memory of her ancestor John Cadbury† (Manning & DFelice, 2010). Further, commenting on the said deal, the legendary investor Warren Buffet, who is also the chairman of Berkshire Hathaway, Inc. – the biggest shareholder of Kraft, has said that â€Å"I think it’s a bad deal, I have a lot of doubts† (Frye, McGee & Schectman, 2010).

Literature 2.4.1 Essay Example | Topics and Well Written Essays - 250 words

Literature 2.4.1 - Essay Example Because of this she was not able to make lasting friendships. She turned to reading books and writing poetry as a defence against her loneliness. In the tenth grade, she was encouraged by her teacher to join the school’s literary magazine and she eventually became its editor. After high school, she went to Loyola University in Chicago where she studied English. In 1974, she realized her passion to write about her experiences as a Mexican-American after attending a creative writing class titled "Ghost Voices: Writing from Obsession†. After graduating from college, she was again encouraged by a professor to enrol at the Iowa Writer's Workshop which is a greatly esteemed graduate school for aspiring writers. This workshop marked a turning point in Cisneros writing career. Her first published work was published in 1980 entitled Bad Boys. Her other work includes: The House on Mango Street (1984), My Wicked, Wicked Ways (1987), Hairs = Pelitos (1994), Loose Woman: Poems (1994) , Caramelo or Puro cuento (2002) and Vintage Cisneros (2004). Cisneros is known to write about the Chicana identity, the challenges of being a cultural hybrid and experiencing poverty. I hope to see the distinct characteristics of her Mexican-American heritage in the characters in â€Å"Woman Hollering Creek†.

Models of Teacher and Student Centred Learning

Models of Teacher and Student Centred Learning In this part of the essay, I will examine reasons for the shift from teacher-centered to student-centered learning and arguments to why models based approaches are considered more effective than traditional approaches, reflecting on the education value of Siedentops (1994) sport education model. Modern education is shifting from being teacher-led to being more student-centered. Traditional approaches in Physical education (PE) originally follows a sequence which begins with direct teaching of skill in isolation via teachers. This advances into drills to practice skills learned and then executed via games to apply the skills. Direct instruction and teacher-led lessons are criticised regarding the effectiveness of this model. Placek (1983) declares physical education was traditionally marginalized and administrators cared little about the content learned by students in PE, as long as classes were under control. He/she also found the primary focus of PE lessons were to teach students the skills necessary to play sport and perform the activity. Poynton (1986) states PE classes traditionally have been centralized on the psychomotor aspect of learning showing how cognitive, and socio-affective growth was not encouraged. The traditional approach is regarded unproductive/ineffective for learning; It utilizes a One-size-fits-all approach, opposing that individuals learn uniquely and produce different attitudes/behaviour patterns. Lessons using the traditional approaches are Not modified to suit developmental needs of learners and are Limited in capacity to meet diverse needs/goals. Students neglected by this approach are those with learning difficulties and unable to cope with how lessons are delivered. Students above average may consequently be disadvantaged due to unchallenging tasks. Disadvantages occur from command and practice styles of teaching, as only a single method for performing skills is illustrated, with one conceivable response accepted in return: This is ideally catered to the average student. Evidence however opposes views exaggerating the ineffectiveness of traditional approaches as theyve been effective in education for thousands of years. An advantage of this approach is students learn the appropriate content needed, to excel in the real worl d. Teachers also enforce traditional approaches when teaching as theyve encountered it in their experiences as pupils, in order to uphold the traditional approach legacy. Teachers also experience positive feelings for this approach due to previous success performing skills themselves, therefore, they understand the need to develop skills, as a focus of this approach in PE. (Capel, Piotrowsk, 2000). From calls for more models based approaches, Casey (2014) suggested that teachers are concerned that making changes to their pedagogies and curricula will only serve to break something that already works relating to how successful traditional approaches have been. Kirk (2009) examines the conditions for radical reform and introduces three potential physical education futures: More of the Same, Radical Reform and Extinction. Kirk argues more of the same is the most likely short-term future and extinction will occur if radical reform is not incorporated. Radical reform is the most likely long-term future, which advocates for a models-based approach to be put incorporated. Predominately, traditional approaches used to teach PE were direct and teacher centered in the past. However, the prevalence of model based approaches emphasizes a more indirect/student-centered approach, which has caused a shift in teaching. models-based practice is concerned with ensuring teachers and coaches have a comprehensive and coherent plan for teaching/coaching and learning (ODonovan, 2011 p.326).To overcome limitations of the traditional approach , a models -based approach has been advocated; this model proposes practicable resolutions to problems by limiting the range of learning outcomes, subject matter and teaching strategies appropriate to each pedagogical model and thus the arguments that can be used for educational value.( Kirk (2013). Physical education (PE) journals over the years have found models within this approach have proved to be effective in terms of meeting the students individual needs/differences. The models involve students in the decision-making process, which unlike the traditional approach, allows psychomotor, cognitive, and socio-affective growth. Students can exercise different ways to perform skills before they are perfect unlike traditional approaches where teachers directly introduce how skills are performed. Models based approaches proved a more effective way of teaching to understand the effectiveness and advantages of performing different moves in games. Furthermore, Models based practice prepare students with the proper utensils to incorporate the skills learned into other movements in different situations. Advantages of student-centered approaches outweigh the duration taken to apply models effectively, but certain concerns have emerged about using models based approaches. Teachers learning to implement models based approaches have found its a tedious process. However, advantages of models based approaches are justified, regardless of the time spent developing lessons. Techniques used in the models are difficult for teachers to interpret without putting exertion. Significant practice is required for teachers to effectively use models based approaches. Are models based practice a great white hope or a great white elephant? Although when models based approaches were applied, changes in attitude, positive feelings, enthusiasm, vigour and efficacy occurred; the significant issue with advocating the models was teachers lacked experience, leading them to feel like beginners. For neophyte teachers, with little or no prior experience, support was needed for the theoretical move from direct instruction to models based practices. Some teachers found it challenging and intentionally returned to old teaching methods; Others found the change happened gradually. A two-year period was the point which teachers begun to feel comfortable in the changes. To conclude, reviewed papers suggested that practitioners need to see proof from other schools that show that MBP works. Siedentop (1982), suggested replacing physical education with Sport Education. Hasties (2003) states Sport Education(SE) is a response to three major concerns of traditional physical education: the lack of content, discriminatory and abusive practices, and boring and irrelevant content.. An authentic and enjoyable environment is created when SE is used, compared to past PE lessons.SE is a curriculum and instruction model which aims to deliver authentic sporting experiences in PE. An implication of SE is it cannot be fitted easily into a short unit, multi-activity program. Lund and Tannehill (2010) that one model was not capable of delivering the entire breadth and depth of learning required in the different national contexts in which physical education curricula operate. SE emphasises strategic play through three objectives: helping students develop into competent, literate, and enthusiastic sportspeople. Competent sportspeople develop skills and strategies to participate successfull y in games. Literate sportspeople are knowledgeable regarding rules, traditions and values in sport and can distinguish good and bad sport practices. Enthusiastic sportspeople play and behave in ways that preserve, protect and enhance the sport culture (Kirk 2013). SE has six features: seasons, affiliation, formal competition, culminating events, record keeping, and festivity. In SE, units are seasons of 12 lessons or more which differs from multi-activity physical education where units are as short as four or six lessons.SE implements teaching strategies from traditional teacher-centred command styles, to more student-centred guided-discovery and problem-solving, depending on the specific context of the Sport Education season.SE allows for a greater depth of learning and better educational outcomes as students experience several roles in addition to player, such as umpire, coach, journalist, timekeeper, equipment officer and students remain in the same team for the course of the se ason. In conclusion, although models based approaches act as effective solutions to meeting students individual needs/differences and assisting teachers in developing their pedagogies in comparison to traditional approaches; Its important to note the learning process is complicated and were far from fathoming the effect of changing to models-based approaches. This essay will examine on how gender a social factor and other cultural factors such as race, ethnicity and religion intersect with gender to influence teaching/coaching practice. In physical education(PE), physical activity and youth sport, there is a focus on the pedagogies that teachers use to be effective. Teachers and coaches should recognise individuals needs , in order to implement the appropriate pedagogical encounters in sport in the form of programmes, lessons, sessions or activities(armour 2013)pg21.This focus is due to youth voices in physical education where young people tell their experiences of learning in physical education (McPhail 2011) ; This can provoke pedagogical changes. Characteristics such as gender, physical skill ability, (dis)ability, socioeconomic status and ethnicity may influence young peoples interaction, participation and performance in both physical education and sport. (Armour 2013pg 106); thus, teachers and coaches adapt their teaching practice accordingly. by implementing the three dimensions of pedagogy. According to Armour , these are: knowledge in context, learners and learning, and the teachers/teaching. Enacting this p edagogy, teaching/coaching practices can be structured to be inclusive when delivering programs/activities and teaching/coaching approaches (Armour Harris,2013) My focus here is how gender as a social factor might influence teaching/coaching practice; Gender equity in PE has been a focus of extensive research in teaching and coaching practices. Research shows females are asked questions less frequently than males in lessons, especially in maths and science which stereotypically favour males. (Fagot, 1981; Lundeberg, 1997). Males are also hindered due to stereotypes, as theyre penalised more ofter for behavioural issues than females. Stereotypical behaviours associated with females are preferred more in education, which consequently puts males at a disadvantage (Fagot 1981). Studies have demonstrated that physical education complies with this rule as theres a lack of equal treatment depending on gender. PE has been male dominated with notions where boys are perceived to have greater physical and social competence than females and where masculinity and femininity are separated, masculinity being encouraged more in sport. Masculine traits invol ve being strong, aggressive, muscular and powerful whereas Feminine traits involve bring soft, weak, passive, slim or expressive. consequently, students are refused equal opportunity to participate. When planning lessons, teachers should recognise female and male students dont experience PE equally and fairly. Female participation in PE tends to decrease during adolescence as girl will avoid being sweaty due to stereotypes such as girls dont sweat and therefore are afraid of judgement: Girls may feel uncomfortable in sports kit during puberty as their bodies may develop at different rates compared to other female peers. Perpetuation of masculinity with decrese female participation as girls should be slim, and not aggressive and muscular like boys. Gendered disengagement from PE is a concern regarding body image during adolescence. Gendered practice in PE is concerned with the type of activity where students participate differently based on gender. Activities traditionally associated with masculinity and femininity place expectations on females and males that may influence their opportunities for participation. (Valley2013). In general, in both gender groups, those who have high levels of competence also have high levels of physical activity. However,looking further into both groups, boys overall have greater beliefs regarding their physical abilities, and (are) more physically active than females. Boys generally prefer competitive sports or contact sports such as football or rugby whereas girls embody creative activities such dance and gymnastics. Thus, gendered teaching occurs when teachers engage in gendered practice. Some research has found male physical education teachers are, in general, particularly conservative when conducting lessons of dance or gymnastics to female students by showing levels of resist ance. Similarly, research found female PE teachers found delivering dance challenging due to conflict presented by the male students; Male teachers would have been more appropriate to teach boys these activities. Therefore, roles when teaching the national curriculum of PE are considered in terms of matching teachers to students based on gender when it comes to specific activities, and when planning lessons for both gender groups. The influence gender has on teaching/coaching practice can be both negative and positive. If a positive environment is created in PE, then gender should not inhibit learning. Remarkably, gender does not act independently thus its important to examine how gender intersects with other social and cultural factors such as religion, ethnicity, social class, which all predominantly interact on multiple and frequently simultaneous levels. Teachers and coaches therefore need to considers such factors into their practices (for inclusion). When gender intersects with these axes of identities, notably females are presumptively more likely to encounter multiple layers of inequity. For example, many religious requirements can impact on structures and practices in physical education. Islam emphasises modesty in dress codes for boys and girls, especially adolescents. Thus, a need for boys to cover from waist to knees and girls to cover hair, arms and legs. In teaching and coaching practice, teachers should plan inclusive lessons to meet these requirements, especially swimming where religious beliefs preclude participation rate of this group in PE. In coaching, more than teaching, Muslim girls and boys should be granted permission to wear leggings or tracksuit bottoms that cover the body more fully, which will enable them to take part, without neglecting religious requirements. Another aspect of Islam is Ramadan where students may choose to fast; this will influence teaching and coaching practice in regards to ensuring that physical activity continues, without compromising health and safety regulations. Less intense physical activity should take place during Ramadan and activities such as swimming which may compromise Ramadan should be considered; Muslim boys and girls may suffer anxiety from accidently swallowing water during swimming practices. Gender, race and ethnicity also intersect when it comes to participation. Patterns predominantly show: Black students Asian students White students Football, Boxing, Basketball, Athletics and Gym Cricket, Boxing and Gym Cheerleading, netball, football, Rugby League Golf, Hockey, Cricket, Tennis Gymnastics, Horse Riding, Swimming, Athletics, Gym Research suggests: gender and racial power relations are institutionalized in schools through sports social practices in PE classes. By encouraging students participation in specific physical activities and promoting gendered or racial physical activities (i.e., basket-ball, track and field, dance or football), boys learn to become white or black men and girls learn to become White or Black women. This may be due to stereotyping cultures with certain sports. For example: Black male students having a genetic advantage of playing basketball or running the 100 metres and Asian male students engagement in cricket; Because of this, teaching and coaching practices are affected as race and gender influence activity choice in sport. Overall, students may be racialized by parents, friends or teachers to take part in physical activities associated and stereotyped with their race and ethnicity. As a consequence, theres limited opportunities to engage in a range of sports. King (1994) argues for a racially responsive pedagogy to disrupt racial segregation and patterns of participation in physical activity often produced by teachers in physical education classes and coaches in school athletics About armours dimensions, knowledge in context is valuable in teaching and coaching practice as teachers/coaches may use it as tool for to meet the diverse needs individuals. To conclude, concerns of gender and race, ethnicity and religions effect on teaching and coaching practice need to be questioned further to improve physical education/activity and youth sport. Youth voices from different genders and races , ethnicity and religion should continually be analysed , to improve teaching and coaching practices. Understanding the intersection of gender and other factors will act as a resolution in physical education to create pedagogical change.

Stereotypes and Stereotyping - Stereotypical Female in Im Your Horse i

A Stereotypical Female in I'm Your Horse in the Night  Ã‚  Ã‚  Ã‚   Luisa Valenzuela's short story titled "I'm Your Horse in the Night" is a thought provoking piece of literature. The story is written in such a way that the reader must interpret what is meant by what is being said. Although it is easy to go into depth when describing the elements of this piece, the storyline is rather simple. The story contains an assortment of characters; with those characters being Chiquita, Beto, Andres, and several policemen. The time and location are unknown. The telephone tells us that the time period is of somewhat modern times, and the Spanish ethnicity would most likely relate to the setting being that of a Spanish colonization. The narration of the story is first person persona told by Chiquita throughout. Aside from the geographic location of the setting, it is the home of a woman who lives on her own. She is in love with a man who she calls Beto. The woman hasn't heard from Beto in months, but she practically fantasizes about him every night. One morning she is awaken by   a mysterious phone call. She thought it was a man she calls Andres, but then the man hangs up and she is left hearing that Beto is dead. Chiquita called the police. They showed up only to harass her and tear apart her house, asking questions about Beto, which Chiquita was unable to answer. The police conclude their search by taking Chiquita to jail. She is left to ponder what is going on with Beto, the man she loved. The short story summarized above illustrates the common stereotypical theme of a female wanting to be loved by a man who in turn only wants the woman for her sex. The characters in this short story would have to be... ...ng and complexities, making it into a complete literary piece. Certain areas of the story were open for interpretation, giving the story line more than one path to go by, making it an ambiguity within itself. Every sentence adds to what the reader is able to see and comprehend as far as this particular story goes. Overall the theme is clearly that of a female simply wanting to be loved, and a male wanting sexual pleasure. This piece just glorifies the common occurrence with the verisimilitude of the main characters making the story come to life for the reader. The main characters within the story are a good example of reality when it comes to seeing the differences between males and females during an event such as this. Valenzuela's story does a good job of taking a common theme, and turning it into an exciting, thought provoking piece to read. Stereotypes and Stereotyping - Stereotypical Female in I'm Your Horse i A Stereotypical Female in I'm Your Horse in the Night  Ã‚  Ã‚  Ã‚   Luisa Valenzuela's short story titled "I'm Your Horse in the Night" is a thought provoking piece of literature. The story is written in such a way that the reader must interpret what is meant by what is being said. Although it is easy to go into depth when describing the elements of this piece, the storyline is rather simple. The story contains an assortment of characters; with those characters being Chiquita, Beto, Andres, and several policemen. The time and location are unknown. The telephone tells us that the time period is of somewhat modern times, and the Spanish ethnicity would most likely relate to the setting being that of a Spanish colonization. The narration of the story is first person persona told by Chiquita throughout. Aside from the geographic location of the setting, it is the home of a woman who lives on her own. She is in love with a man who she calls Beto. The woman hasn't heard from Beto in months, but she practically fantasizes about him every night. One morning she is awaken by   a mysterious phone call. She thought it was a man she calls Andres, but then the man hangs up and she is left hearing that Beto is dead. Chiquita called the police. They showed up only to harass her and tear apart her house, asking questions about Beto, which Chiquita was unable to answer. The police conclude their search by taking Chiquita to jail. She is left to ponder what is going on with Beto, the man she loved. The short story summarized above illustrates the common stereotypical theme of a female wanting to be loved by a man who in turn only wants the woman for her sex. The characters in this short story would have to be... ...ng and complexities, making it into a complete literary piece. Certain areas of the story were open for interpretation, giving the story line more than one path to go by, making it an ambiguity within itself. Every sentence adds to what the reader is able to see and comprehend as far as this particular story goes. Overall the theme is clearly that of a female simply wanting to be loved, and a male wanting sexual pleasure. This piece just glorifies the common occurrence with the verisimilitude of the main characters making the story come to life for the reader. The main characters within the story are a good example of reality when it comes to seeing the differences between males and females during an event such as this. Valenzuela's story does a good job of taking a common theme, and turning it into an exciting, thought provoking piece to read.

European Union and United Nations Essay

United Nations and European Union are two organizations which are very influential in the contemporary world. The two institutions play a very great role as far as implementation of rules and policy of different nature are concerned. Each body is charged with specific roles to play in the pursuit of various objectives for the member states. United Nation draws its membership from across the board,almost all countries in the world are members of this organization which was mainly created to promote peace among the nations. European Union on the other hand draws its membership from the heart of Europe,where most of the European nations are represented. The two organizations are charged with the role of implementing policies put forward or agreed upon by the member states. Each body has a mechanism which ensures that these policies and rules are followed by the members. They have powers to compel members to adhere to the laid down rules. United Nation relies on the powers granted by its guiding rules to implement the policies while European union largely depends on the constitution drawn by member states spelling out procedures to be followed by the members as far as implementation of policies is concerned. (Blacksell, M 1978) One of the main differences between the two bodies is the composition,European Union membership is drawn from nations which have a common interest and are pursuing the same goals mostly on economic intergration,whereas United Nation is a conglomeration of states brought together by the purpose of promoting peace in the world. United nation membership is far and wide due to the reason that a country is member of the larger world community. Members have serious conflicting interests making it hard at times to reach a compromise in certain occassions. On the other hand European Union is more of a voluntary organizations where members join as a result of the benefits they are going to derive from such a union (Emadi, B 2002). They are not propelled by other reason such as fear of being labelled uncoperative but rather for the benefit of creating a wider markets and opening up their economies. The European Union is a powerful entity which is rather an economic organization as opposed to United Nation which more of a political institution. The main objective of the European Union was to allow free movements of goods and capital across the borders where for the United Nation it was to prevent another major war in the world or mainly prevent conflict between nations among other things that go along with the maintenance of peace in the world. In such an arrangement members are not bound together by a common goal but rather as mere formality because they would like to be seen as countries which believe in a peaceful coexistence among nations. For those in the European Union it is more than maintenance of peace. They are bound together by the principles of creating a good enviroment for their economic advancement. (Bedjaou, M 1991) (Lister, F 1996) As an international organization,United nation has been facing problems as far as enforcement of the policies and rules is concerned. At times this has resulted to very serious consequences especially when members fail to abide by the rules set by the otganization. One of the main problem that has engulfed this institution is the feeling that some members are not well represented. The inequality as far as power is concerned has been a serious set back when it comes to the implementation of policies in the body. The issue of veto power means that some members are more powerful than others meaning that there exists a power imbalance in this organization. Though this may serve well for the group as the powerful nations will force the others to play by the rules there is a danger of this concept being misused by the powerful nations where they will be forcing others to play to their tune. On the other hand European Union presents a situation where member states operate on an equal ground (Lane, J 2006)As a supranantional government , European Union member countries have transferred some of their powers to this broader authority. This power is shared equally among the member states giving them eacha an opportunity to feel part and parcel of the organization. In such an arrangement it becomes easy to implement policies and rules set by the organization since members will wilingly be ready to comply as they are bound to benefit from such seetings. (Permott, A 2000) Though in both organizations it is possible for the member state to be forced by others to implement decisions made,in the Euopean Union it is rather not necessary to take such an action since most of the polies are reached through consensus building. Therefore most of the members will be in a position to impelement what the member country has passed. In the United Nations force can be used if a member state fails to go by the rules but this does not mean that such measures are always successful. (Joachim, J and Locher, B 2009) Members have at one time or another withdrawn their contribution or their membership from the organization as a registration of their discontement with some of the policies adopted by the organization. The fact that United Nation applies persuasive means to convince member states to comply with the rules and also take part in the implementation of policies place it in a weaker position as far as its operation are concerned. It is at a disadvantaged position since not all the members are willing to play by the rules. The mechanisms available to compel members to abide by the rules are also weak giving too much leeway to the rebel members. The issue of the power imbalance among member states also plays a great role in the impedement being experienced in the matters relating to the policy implementation. (Preston, L and Windsor, D 1997) The facts that European Union members are held together by many factors make it easy for the organization to manage its affairs. All members are bound to benefit in one way or another from the policies being adopted at any time. On the other hand United Nations experience difficulties implementing some of its policies due to the fact that the organization has a wider membership, and again the ideological differences play a major role as far as this is concerned. The feeling by some of the members that they are inadequately represented makes it hard for the organization to employ mechanism which auger well for all the members (Ionescu, G 1974) When it comes to the implementation of international rules and policies United Nation stands a better chance but it’s bogged down by various issues surrounding its composition. The fact that some nations yield more power in terms of veto creates an imbalance making other members feel that they are just used as mere pawns in rubber stamping decisions reached and brought down into their throats by the powerful nations. They feel that they are not part and parcel of some of the policies being adopted. On the other hand the issue of policy ownership in the European Union has played a great role as far as its successful implementation of policies and rules is concerned. Members participate fully in the deliberation and implementation of the policies. (Mckay, D (1996) Reference Permott, A (2000) The New Politics of Financing the UN, Palgrave Macmillan Bedjaou, M (1991) International Law and Prospects, Martinus Nijhoff Publishers Preston, L and Windsor, D (1997) The Rules of the Game in the Global Economy, Springer Publishers Ionescu, G (1974) Between Sovereignty and Intergration, Taylor and Francis Emadi, B (2002) Rethinking International Organization, Routledge Taylor and Francis Blacksell, M (1978) Postwar Europe: A political Geography, West view Press Joachim, J and Locher, B (2009) Transnational Activism in the UN and EU: A Comparative Study, Taylor and Francis Lane, J (2006) Globalization and the Politics, Ashgate Publishing Mckay, D (1996) Rush to Union, Oxford University Press Lister, F (1996) The European Union, The United Nations and the Revival of the Cofederal Governance, Greeenwood Publishing co.

Battle of the Thames in the War of 1812

Battle of the Thames in the War of 1812 The Battle of the Thames was fought October 5, 1813, during the War of 1812 (1812-1815). In the wake of the American victory at the Battle of Lake Erie, Major General William Henry Harrisons army recaptured Detroit before crossing into Canada. Outnumbered, British commander Major General Henry Proctor elected to withdraw east with his Native American allies. On October 5, he turned his army and made a stand near Moraviantown. In the resulting battle, his army was routed and the famed Native American leader Tecumseh was killed. The victory secured the United States northwest frontier for the remainder of the war. Background ​Following the fall of Detroit to Major General Isaac Brock in August 1812, American forces in the Northwest endeavored to recapture the settlement. This was badly hampered due to British naval forces controlling Lake Erie. As a result, Major General William Henry Harrisons Army of the Northwest was forced to remain on the defensive while the U.S. Navy constructed a squadron at Presque Isle, PA. As these efforts progressed, American forces suffered a severe defeat at Frenchtown (River Raisin) as well as endured a siege at Fort Meigs. In August 1813, the American squadron, commanded by Master Commandant Oliver Hazard Perry emerged from Presque Isle. Outnumbered and out-gunned, Commander Robert H. Barclay withdrew his squadron to the British base at Amherstburg to await the completion of HMS Detroit (19 guns). Taking control Lake Erie, Perry was able to cut off the British supply lines to Amherstburg. With the logistical situation worsening, Barclay sailed out to challenge Perry in September. On September 10, the two clashed at the Battle of Lake Erie. After a bitter fought engagement, Perry captured the entire British squadron and sent a dispatch to Harrison stating, We have met the enemy and they are ours. With control of the lake firmly in American hands, Harrison embarked the bulk of his infantry aboard Perrys ships and sailed to recapture Detroit. His mounted forces advanced along the lake shore (Map). The British Retreat At Amherstburg, the British ground commander, Major General Henry Proctor, began planning to withdraw east to Burlington Heights at the western end of Lake Ontario. As part of his preparations, he quickly abandoned Detroit and nearby Fort Malden. Though these moves were opposed by the leader of his Native American forces, the famed Shawnee chief Tecumseh, Proctor proceeded as he was badly outnumbered and his supplies were dwindling. Detested by the Americans as he had allowed the Native Americans to butcher prisoners and wounded after the Battle of Frenchtown, Proctor began retreating up the Thames River on September 27. As the march progressed, the morale of his forces fell and his officers became increasingly dissatisfied with his leadership. Fast Facts: Battle of the Thames Conflict: War of 1812 (1812-1815)Dates: October 5, 1813Armies Commanders:United StatesMajor General William Henry Harrison3,760 menGreat Britain and Native AmericansMajor General Henry ProctorTecumseh1,300 menCasualties:United States: 10-27 killed, and 17-57 woundedGreat Britain 12-18 killed, 22-35 wounded, and 566-579 capturedNative Americans: 16-33 killed Harrison Pursues A veteran of Fallen Timbers and the victor of Tippecanoe, Harrison landed his men and re-occupied Detroit and Sandwich. After leaving garrisons at both locations, Harrison marched out with around 3,700 men on October 2 and began pursuing Proctor. Pushing hard, the Americans began to catch up to the tired British and numerous stragglers were captured along the road. Reaching a location near Moraviantown, a Christian Native American settlement, on October 4, Proctor turned and prepared to meet Harrisons approaching army. Deploying his 1,300 men, he placed his regulars, largely elements of the 41st Regiment of Foot, and one cannon on the left along the Thames while Tecumsehs Native Americans were formed on the right with their flank anchored on a swamp. Shawnee leader Tecumseh. Public Domain Proctors line was interrupted by a small swamp between his men and Tecumsehs Native Americans. To extend his position, Tecumseh lengthened his line into the large swamp and pushed it forward. This would allow it to strike the flank of any attacking force. Approaching the next day, Harrisons command consisted of elements of the U.S. 27th Infantry Regiment as well as a large corps of Kentucky volunteers led by Major General Isaac Shelby. A veteran of the American Revolution, Shelby had commanded troops at the Battle of Kings Mountain in 1780. Shelbys command consisted of five brigades of infantry as well as Colonel Richard Mentor Johnsons 3rd Regiment of Mounted Riflemen (Map). Proctor Routed Nearing the enemy position, Harrison placed Johnsons mounted forces along the river with his infantry inland. Though he initially intended to launch an assault with his infantry, Harrison changed his plan when he saw that the 41st Foot had deployed as skirmishers. Forming his infantry to cover his left flank from Native American attacks, Harrison instructed Johnson to attack the main enemy line. Splitting his regiment into two battalions, Johnson planned to lead one against the Native Americans above the small swamp, while his younger brother, Lieutenant Colonel James Johnson, led the other against the British below. Moving forward, the younger Johnsons men charged down the river road with Colonel George Paulls 27th Infantry in support. Battle of the Thames, October 5, 1813. Library of Congress Striking the British line, they quickly overwhelmed the defenders. In less than ten minutes of fighting, the Kentuckians and Paulls regulars drove off the British and captured Proctors one cannon. Among those who fled was Proctor. To the north, the elder Johnson attacked the Native American line. Led by a forlorn hope of twenty men, the Kentuckians soon became engaged in bitter battle with Tecumsehs warriors. Ordering his men to dismount, Johnson remained in the saddle urging his men forward. In the course of the fighting he was wounded five times. As the fighting raged, Tecumseh was killed. With Johnsons horsemen bogged down, Shelby directed some of his infantry to advance to their aid. As the infantry came up, the Native American resistance began to collapse as word of Tecumsehs death spread. Fleeing into the woods, the retreating warriors were pursued by cavalry led by Major David Thompson. Seeking to exploit the victory, American forces pressed on and burned Moraviantown despite the fact that its Christian Munsee inhabitants had played no role in the fighting. Having won a clear victory and destroyed Proctors army, Harrison elected to return to Detroit as the enlistments of many of his men were expiring. Aftermath In the fighting at the Battle of the Thames Harrisons army suffered 10-27 killed, and 17-57 wounded. British losses totaled 12-18 killed, 22-35 wounded, and 566-579 captured, while their Native American allies lost 16-33 killed. Among the Native American dead were Tecumseh and the Wyandot chief Roundhead. The exact circumstances regarding Tecumsehs death are not known though stories quickly circulated that Richard Mentor Johnson killed the Native American leader. Though he never personally claimed credit, he used the myth during later political campaigns. Credit has also been given to Private William Whitley. The victory at the Battle of the Thames saw American forces effectively take control of the Northwest frontier for the remainder of the war. With Tecumsehs death, much of the Native American threat in the region was eliminated and Harrison was able to conclude truces with many of the tribes. Though a skilled and popular commander, Harrison resigned the following summer after disagreements with Secretary of War John Armstrong.

Using Text Styles in Google Docs

Using Text Styles in Google Docs Using Text Styles in Google Docs Many people now use Google Docs to create and share documents. And to make sure your document looks as good as it reads, you’ll need to apply clear, consistent formatting throughout. The quickest way to do this in Google Docs is via the Styles menu, so let’s look at how this works. Text Styles in Google Docs The Styles menu in Google Docs. Google Docs has a range of formatting options. But rather than applying each element of formatting manually, you can use the Styles menu. This is a list of default text styles, including: Normal Text – Usable for the main text of your document Title – Very large text designed for the main title of a document Subtitle – Usable for a subtitle under the main title in a document Headings – A set of heading styles (Heading 1, Heading 2, Heading 3, etc.) that you can use for headings and subheadings throughout your document You can apply these default text styles by simply: Placing the cursor in the passage of text you want to format Going to the Styles menu and clicking the style you want to apply If the default styles aren’t what you’re after, though, you can also tailor them. Customizing Text Styles To customize the default styles in Google Docs, you need to: Apply the formatting required somewhere in your document Select the newly formatted text Go to the Styles menu and find the style you want to update Follow the arrow to the right and click Update â€Å"Style Name† to match Customizing a style. The style will then change to match the formatting of the selected text. It will also update any text to which you’ve already applied the style, which helps to ensure consistency. And if you want to use the same custom styles again at a later date, you can save your settings: Open the Styles menu and go to Options at the bottom Select Save as my default styles to save your current settings Saving custom text styles. Next time you want to use those saved styles in a Google document, simply go to Styles Options Use my default styles. Don’t forget, too, to have your documents checked by a professional proofreader. This will ensure your writing is always error free and easy to read.

ANSWERS TO SOME FREQUENTLY Dissertation Example | Topics and Well Written Essays - 1000 words

ANSWERS TO SOME FREQUENTLY - Dissertation Example 2. WHAT IS THE SCOPE OF TRANSACTIONS TO WHICH THE BAN ON RIBA IS APPLICABLE? DOES THE TERM APPLY ONLY TO THE INTEREST CHARGED ON CONSUMPTION LOANS OR DOES IT ALSO COVER PRODUCTIVE LOANS ADVANCED BY BANKING AND FINANCIAL INSTITUTIONS? The Shariah clearly states that riba al-nasi'ah, â€Å"the fixing in advance a positive return on a loan as a reward for waiting† is prohibited. Hence it could be understood as a ban on interest as commonly used today. Islamic jurists, the fuqaha, state in no unclear terms that all manifestations of riba are forbidden. So it does not matter if the context is consumption or business and also whether the loan in issued or availed. It is also irrelevant whether the institution in question is a commercial bank, government agency, business enterprise or an individual. 3. DOES THE PROHIBITION OF RIBA APPLY EQUALLY TO THE LOANS OBTAINED FROM OR EXTENDED TO MUSLIMS AS WELL AS NON-MUSLIMS? The Islamic Fiqh Academy (IFA), which is the leading authority on f inancial transactions, mentions that there is no leniency in the application of Shariah laws even if one party of a financial transaction is non-Muslim. ... IS SUCH A SCHEME ACCEPTABLE FROM AN ISLAMIC POINT OF VIEW? In economies with high rates of inflation, restrictions imposed by Shariah laws can undermine value of investments. To compensate for such a loss, a method of indexation is usually employed. There is no consensus yet among the fuqaha, as to the compatibility of indexation practices with Islamic scriptures. So far the Fiqh Academy has permitted indexation in cases pertaining to â€Å"wages and contracts fulfilled over a period of time† and has disallowed in cases pertaining to monetary debts. Similarly, â€Å"for debts in a specific currency, due in installments, the parties may agree to settle the installments due in a different currency at the prevailing rate of exchange on the date of settlement†. 5. WHAT ARE THE MAJOR MODES OF FINANCING USED BY ISLAMIC BANKS AND FINANCIAL INSTITUTIONS? Islamic banking system has invented a few ingenious modes of financing in order to comply with Shariah principles. The first mode is based upon sharing of both profits and losses incurred by investments, respectively the mudarahab (passive partnership) and musharakah (active partnership). The second mode operates on the basis of credit offered durig the purchase of goods and services and uses such financial concepts as murabahah (sales contract at a profit markup), ijarah (leasing), salam and istisna (contracts). These modes are unique to Islamic finance and have been approved by fiqh officials. Apart from being consistent with Islamic precepts, these modes incentivise direct investments, thereby contributing to economic growth of the bank/institution/country. Yet, improvements need to be done in order to integrate Islamic financial system into global

Applied decision methods Speech or Presentation Example | Topics and Well Written Essays - 750 words

Applied decision methods - Speech or Presentation Example t, I can use Linear Programming to come up with an optimal production programme to determine the production level of the processes so that the customers’ orders are met and the total production costs are minimal. TQM calls for continuous improvement of the quality of the products and services through proper feedbacks and research (Management Guide, 2013). Consequently, in my current job as customer service of YMCA, I will pay attention to customers’ (current and potential customers) feedback of any kind by listening to them, analyzing their response to the advertisements, checking their comments on social media and directly interacting with them to get what they have to say about our products and services. Then I will do research on how realistic the feedback is before recommending appropriate changes to my colleagues. This will enable us to meet customers’ needs thus meeting their expectation as we expand the YMCA’s portfolio. Besides, TQM admonishes for planning and checking on the proceedings of a strategy (Management Guide, 2013). Thus I will plan how to achieve customers’ satisfaction of a certain level, collect relevant data on how to achieve the goal and th en strategize. Thereafter, I will keep on checking on the suitability of our methods. From the QM, the optimal solution is to ship 800 units from Houston to Dallas, 600 Units from Phoenix to Atlanta and 200 Units from Memphis to Denver. The total cost involved using the above combination is 13000