Developmental Apraxia Symptoms, Causes, and Treatments Essay

Apraxia of speech is a neurological condition in which a person finds it impossible to move their mouth or tongue to speak (Apraxia, 2005). There are two main types of apraxia; they are acquired apraxia of speech and developmental apraxia of speech (Apraxia of Speech, 2002). This paper is about Developmental Apraxia of Speech, its symptoms, causes, and appropriate treatments. Developmental apraxia of speech is also called childhood apraxia of speech, because it is present from birth (2002). There are many symptoms of developmental apraxia, and each child may have different symptoms (Childhood, 1997). Some symptoms of very young children include problems eating, not cooing as an infant, late first words, problems combining sounds, and deleting difficult sounds and replacing them with easier ones more often than normal children (1997). In older children, symptoms can include making inconsistent sound errors, understanding of language better than their ability to talk, difficulty imitating speech, difficulty saying long phrases or words clearly, difficulty for others to understand their speech, and speech which sounds choppy or monotonous (1997). Other symptoms may include delayed language development, word order confusion, word recall issues, difficult fine motor development and coordination, over sensitivity or under sensitivity of the mouth, and trouble reading, writing, and spelling (1997). Because there are so many possible symptoms of developmental apraxia, it is important to have children evaluated by a professional to rule out other causes of speech problems (1997). Developmental apraxia is believed by many researchers to be a neurologically based speech-motor disorder, but exact causes have not been isolated (Causes of Apraxia, 2010). Researcher’s studies have not shown a difference or abnormalities in the brains of children with developmental apraxia (2002). Children with developmental apraxia often have family members with learning disabilities or communication disorders (2002). Researchers continue to conduct studies to find any brain abnormalities and genetic factors which may cause developmental apraxia (2005). Speech language therapy is used for treating developmental apraxia. Intensive intervention which begins early is best for children with this disorder (Lederman, 2012). In the beginning, children should have treatment 3-5 times per week (1997). Children diagnosed with developmental apraxia show improvement more quickly when they receive treatment individually (1997). Speech language therapy for children with developmental apraxia differs from the therapy of children with other language disorders (2012). Treatment is based on the principles of motor learning, including repetition to establish and develop motor plans, practice opportunities to maintain learned patterns, use of relevant words and phrases, increased sensory feedback, and work on sound and word sequences (2012). There are still many things to learn about developmental apraxia, and studies regarding causes and treatments are still ongoing (2002). There is also research being done to find more specific criteria to identify and diagnose developmental apraxia and to distinguish it from other communication disorders (2002). References American Speech-Language-Hearing Association. Childhood Apraxia of Speech (1997). www.asha.org/public/speech/disorders/childhoodapraxia.htm Lederman, D. (2012). Speech Language Therapy for Childhood Apraxia of Speech. www.donnalederman.com/disorder-types/apraxia-of-speech.php National Institute on Deafness and Other Communication Disorders. Apraxia of Speech (2002). www.nidcd.nih.gov/health/voice/pages/apraxia.aspx University of Rochester Medical Center. Causes of Apraxia (2010). www.urmc.rochester. edu/speech-pathology/speech-language-disorders/apraxia/causes-apraxia.cfm Web MD. Apraxia: Symptoms, Causes, Tests, Treatments (2005). www.webmd.com/ Brain/apraxia-symptoms-causes-tests-treatments

Lil Richard’s Music Career and Influence Essay

Richard Wayne Penniman born in December 5, 1932 in Macon, Georgia began singing in his local church choir while he was young. Richard’s family had a family gospel group and thus he grew up in a gospel setting. At his young age, he was fascinated by shows that came to his town, and at the age of fourteen he left home and went with one show of medicine. He loved stage performance. At the age of fifteen years he was performing with minstrel show and there he got the name ‘little Richard’. Richard began performing at low-rent rhythm and blues revues, where he learned to mix gospel fervor with blues lyrics. (Tipton 1). Lil Richard learned to use the piano in 1951 by befriending Esquentia who taught him the pounding piano style for which he later became famous. He then went to Atlanta and met a singer by the name Bill Wright, whose hairstyle, stage makeup and performance attracted Lil very much. Later he won a talent contest award and thereafter with the help of Bill Wright signed a contract with RCA records in 1951 and released four singles. At the age of eighteen years he had the first recording session and his records sold well in Macon and Atlanta. His father’s murder made him deviate from music and started washing dishes, a job that supported his family; later he bounced back to music dominating Macon rhythm-and- blues with a new band. In mid 1950’s he laid down a foundation for rock and roll kind of music, and set rules governing that kind of music, thus he began with songs like â€Å"Tutti Frutti† and â€Å"Good Golly, Miss Molly† and by 1968 he had managed to sell well over 32 million records internationally. In 1958, however, at the height of his career, Lil Richard renounced his rock and roll lifestyle in favor of fundamentalist religion. Since that time, he has continued to vacillate between show business and the church, while never losing sight of his profound influences on countless rock and roll performers. Despite his inner conflict, Little Richard has justifiably earned his status as a true musical legend. (Tipton 1) After leaving the music industry for some time Lil Richard returned in 1985 and in 1986 he was inducted into Rock and Roll Hall of fame and he began series of performances and appearances. Richard was influenced by the surrounding where he was born, that is, Macon, Georgia; the heart of America’s gospel belt and he was attracted to singing in the church where his family too participated. He was greatly influenced by Sister Rosetta, the ‘Original Soul Sister’ of recorded music. She was Richard’s favorite singer whom he admired, and she provided Richard with his first ‘paid gig’ in 1945 when she invited him to sing on stage. The rock and roll piano style of Fats Domino that grew out of the distinctive sound of New Orleans Rhythm and Blues also influenced Lil Richard. Richard’s had an impact on music since his influence on both Rhythm & Blues and Rock ‘n’ Roll was significant. He is considered to be the man behind transitions from Rhythm & Blues to Rock ‘n’ Roll. Little Richard is an artist who has largely influenced the music of 20th century. He inspired a large number of artists to the music stage who consider him their idol. Cark Dick points that with Richard’s excellence he became a role model for every rock and roll performer. Redding Otis hints that he entered music business because of Richard (Friedlander 17). Following his rapid success, of stunning, spine-tingling R&B hits, like â€Å"Rip it up†, defined the new sound of rock and roll with changed piano-playing, and funky rocking arrangements. Further he influenced to develop the genre of music by injection of funk element to his music at his time through saxophone, which was studded in 1950’s road band. With a heavily accentuated back- beat, funky saxophone grooves and shouted vocals and emotive characteristics in his performances and songs marked a new kind of music. Richard provided outrageous extroversion, screaming out the often rather meaningless words of his songs, for example ‘Awopbopaloobopalambamboom’, but he made a kind of wild poetic frenzy out of these nonsense lyrics and that anti-linguistic drift has been found in rock music, and indicates the sensuousness or rock and pop. (Horrocks 132) Lil, a Black American influenced the music of the whites. British musicians in Liverpool, the Beatles were heavily influenced by Black music. The Beatles were not only paraphrasing Lil’s work but blending with them other musics and other cultural influences. (Horrocks 137). Lil’s rock music that began in the United States had an impact to the music industry since it was shaped and gave birth to popular music that ignited music professionals to venture into popular music by imitating Lil’s rock and roll. Nevertheless, Little Richard’s seminal influence in the arena of rock music cannot be diminished. He remains a legendary and iconic figure in popular music. Works Cited Horrocks R. Male myths and icons: masculinity in popular culture. Palgrave Macmillan, 1995, 130-138. Friedlander P. Rock and roll: a social history. Westview Press, 1996, 14-23. Tipton Nathan. , G. Little Richard (Richard Penniman). Chicago: West Adams, 2002,1-6.

Analysis of Tyrells Potatio Chips business

Analysis of Tyrells Potatio Chips business The team of the Tyrrell potato chips is very passionate about growing potatoes and turning them into delicious chips. Having travelled the world in the last nineties in search of the perfect potato chips production method and equipments. Therefore later on the equipment and methods were brought to Tyrrell’s court farm and launched a product that would be Britain’s best loved â€Å"premium† snack product. The main objective of the Tyrrell’s potato chips was to get closer to the customers. Therefore as a result Tyrrell potato chips developed a more sophisticated chip. He mainly cut the potatoes thicker so that it retained more potato flavor. Due to this the final product was very different from other products and therefore the customers were happy to pay a premium price for a superior quality and a better tasting product. Since the launch of Tyrrell potato chips in 2002, it has built over 4000 customers. They include independent retail customers and many pr estigious food retailers. Therefore Will Chase continues to evolve his dream and remain devoted to develop the Tyrrell’s brand using his Herefordshire farm. What advice would you offer Will Chase, the owner of â€Å"Tyrrell’s chips†, as to how to develop and grow its customer base amongst customers from higher social grades, without either changing or losing the perception of its product coming from a Herefordshire farmer. With reference to: http://en.wikipedia.org/wiki/Customer_base 2010 11:30am customer base is defined as: The customer base is the group of customer and/or consumers that a business serves. In the most situations, a large part of this group is made up of repeat customers with a high ratio of purchase over time. These customers are the main source of consumer spending. In many cases, the customer base is considered the business’s target market, where customer behaviors are well understood through market research or past experience. All act ions the company takes would be through consideration of its customer base. Companies with a customer base consisting mainly of large companies may increase their customer base by pursuing small and mid-size companies Businesses in war zones may temporarily expand their customer base to include military personnel, but ongoing violence can drive away a local customer base. The advice offered by me to Will Chase will be based on three main points i.e.: Maintaining company’s image Customer relationship management (CRM) Emphasis on core benefits of unique selling proposition (USP) Maintaining company’s image means that whatever action is taken by the members of the company it should make sure it gives a rise to the company’s name and not a fall. The company’s image can be maintained by considering the 4p’s of marketing, the 4p’s of marketing are as follows: product, price, place and promotion. Customer relationship management (CRM) is the overal l process of building and maintaining profitable customer relationships by delivering superior customer value and satisfaction. Unique selling proposition (USP) is a marketing concept that was first proposed as a theory to explain a pattern among successful advertising campaigns of the early 1940s. It states that such campaigns made unique propositions to the customer and that this convinced them to switch brands. The term was invented by Rosser Reeves of Ted Bates & Company. Today the term is used in other fields or just casually to refer to any aspect of an. object that differentiates it from similar objects

George Lucas THX 1138 and Aldous Huxleys Brave New World Essay

George Lucas THX 1138 and Aldous Huxleys Brave New World - Essay Example Huxley's opening passage immediately draws attention to this illusion of dystopian literature as follows: A squat grey building of only thirty-four stories. Over the main entrance the words, CENTRAL LONDON HATCHERY AND CONDITIONING CENTRE, and, in a shield, the World State's motto, COMMUNITY, IDENTITY, STABILITY (Huxley 3). The "squat grey building" is symbolic of happiness and stands in sharp contrast to the World State's motto of community, identity and stability. Each component of the World State's motto can therefore be taken as subtle indicators of intense control, although initially the motto can lead to an early impression of a utopian society. Early warnings of this false impression of utopia are also found in the prominently displayed sign over the grey building: CENTRAL LONDON HATCHERY AND CONDITIONING CENTRE. This signs draw immediate attention of state control. THX 1138 however gets directly to the measure of control in society and makes no illusions about the nature of repressed freedom in its opening scene. The film introduces THX-1138 who is seen requesting "something stronger" from his medicine cabinet (THX-1138). Population and mind control is prominently unveiled in this opening scene by the request for something stronger. This is a less subtle approach than the opening in Brave New World where the population and mind control is inferred from the sign displayed on the grey building. In both works the opening scenes introduces two different types of control designed to bring about vastly similar results: control of the population. In Brave New World the Director takes a group of students on a tour of the London Hatchery and the reader learns through this tour that the State controls reproduction by extracting and genetically fertilizing ovaries to control the numbers of human beings produced. In THX 1138, population control is commandeered by controlling sexual desire through the use of sedative drugs. The sedatives are mandatory and cannot be altered as they control sexual desire. Sexual intercourse is an offence in THX 1138 whereas sexual intercourse is encouraged in Brave New World and is of no consequence to reproduction since the State controls reproduction. Ultimately, the underlying themes in THX 1138 and Brave New World is control through mind conditioning and manipulation. Both works create communities where one on one ties are entirely discouraged and people exist in a world characterized by community relations. Individuality is entirely discouraged. Both works are heavily themed by the concept that individuality provides division and division leads to instability. In furtherance of this ideology, Brave New World focuses on a world where infants are produced in caste systems where they are conditioned to comport with their designated class and status. For instance Delta babies are conditioned to dislike books and nature through associative therapy (Astrachan 35). In this therapeutic exercise, the babies at the Hatchery are naturally inclined to craws toward picture books and flowers. However, they are quickly men by a series of terrifying sounds which instinctively lead to an intense dislike for books and nature. In THX

Schomburg Research Center Visit Essay Example | Topics and Well Written Essays - 250 words

Schomburg Research Center Visit - Essay Example frican American, Catherine Latimer, was later hired and cooperated with schools and social organizations to integrate reading into the lives of the library attendees. They held the first African American exhibition in 1921, making the library a focal point to the growing Harlem Renaissance. In 1923, a librarian, Rose, reported that requests for books on Negros were increasing, as well as the demand for professional, colored librarians (Casper 39). In 1824, Rose organized a meeting and discussed reserving rare books and soliciting donations to enhance their African American collection. Among the attendees was Arturo Schomburg. Arturo Schomburg was a writer and historian from Puerto Rico. Over the years, he had built a collection of art, literature, slave narratives and an assortment of materials on African history. In 1925, the library opened a division specializing in Negro history, literature and prints. In 1926, Schomburg sold them his collection on condition that it remains in Harlem. Schomburg became the curator of his collection in 1932, a position he held until his death (Casper 40). A new Schomburg Center was founded at 515 Malcolm X Boulevard in 1980, and in 1981, the building that originally held the Schomburg Collection became a designated New York City Landmark. The resources available at the Center include the Art and Artifacts section, the Research and Reference section, the Photographs and Prints section, the Jean Blackwell Hutson General section, the Moving Image and Recorded Sound section and the Rare Books section (Dodson et al 74). Apart from conducting research on books, the Center also includes wine tasting activities, black and jazz periodicals, musical recordings and art objects (Dodson et al

History Assignment Example | Topics and Well Written Essays - 250 words - 23

History - Assignment Example Arguably, the most divisive political issue in American history has been slavery; understanding its evolution over time is key in helping to explain a significant portion of our nation’s past. Trace the path of slavery from its origins in early European colonization of North and South America to the time of the Constitutional Convention. How did the practice of African slavery begin? How and why did it expand in the 13 English colonies of North America? Finally, how was the issue of slavery impacted by the American Revolution? Slavery in Africa has existed even before the Arabian and the Atlantic slave trade. Owning of slaves is part of their culture and it was boosted by the Roman siege and influenced by Islam and other introduced as well as native religions (Lovejoy, 2012). But the start of African slavery in the American colonies is pegged at 1619, when the 1st African slaves docked in Virginia (Berlin, 2003). From Virginia, the practice of slavery spread to all 13English Colonies in North America. The slaves were used as laborers in cotton, sugar, and other plantations, household help, as well as skilled workers in the craft of carpentry, and welding among others. It was also a status symbol promoted by the government so as to quell the disparity of rich, land-owning Whites against the poor, land-less Whites. This move strengthened the foundation for racial slavery and racism (Wood, 2005). The American Revolution started the transformation in the attitudes of the colonial Whites towards slavery that w ill eventually lead in the abolition of slavery in January 01, 1863, with President Abraham Lincoln’s proclamation. The newly freed â€Å"Americans† set freedom as one of its country’s undeniable virtues and with that, slavery must be put to an end. The presidential proclamation against slavery became the key to abolishing African slavery yet a considerable amount of time still passed between the enactment of

The central dilemma of macro-economic policy is not the choice between Essay

The central dilemma of macro-economic policy is not the choice between using monetary or fiscal policy but whether to intervene - Essay Example The macro-economic policy is concerned with carrying out certain economic objectives. These objectives aim to eradicate the main macro-economic problems within an economy. These include unemployment, inflation, and negative balance of payments position, a low rate of economic growth and inequitable distribution of wealth (Stan lake, Grant, pp.499, 1967). Macroeconomics conventionally has two governing views on policy; these are interventionist and laissez-faire (Dixon, pp.2, 2000). The paper, before examining these two views in details, will describe monetary and fiscal policy. Monetary and fiscal policies are the two instruments that the government uses to tackle the amount of expenditure floating in the economy. This is because levels of expenditure highly affect the level of inflation, growth, and unemployment. There are varieties of different forms of government macroeconomic policies. However, the best known and the widely used are fiscal policy and monetary policy. These belong to the demand-side economy that is these policies have the aim of affecting the level of aggregate demand in the economy. In a concise form, aggregate demand of a country is as follows: AD= C+I+G-T+(X-M) Where C=Consumption I=Investment G=Government Expenditure T= Taxes X=Exports M=Imports (Universitip, N.p., N.d). Both fiscal and monetary policies are part of the ‘Keynesian’ school of thought that will be discussed in the paper. These two policies can ‘fine-tune’ various economic problems within the economy such as inflation and output growth (Langdana, pp. 10, 2009). Fiscal policy caters to the two components within the economy i.e. Government expenditure and taxes. If there are inflationary pressures within the economy, then the government can increase the level of direct or indirect taxes, or it might also decrease government spending. Both these measures will reduce inflation in the economy. However, during times of recession, the government can incre ase the government spending. This will cause an injection of money into the economy, bringing it out of the recession. In addition, during war years, various countries especially USA saw massive increases in government spending, thus increasing the growth rate. The increase in spending was to due to the funding of the war. The level, the timing, and the composition of taxation and government spending can have an important effect on people’s lives (Stan & Grant, pp. 503, 1967). Monetary Policy also affects the level of aggregate demand. The tools that are used are either the rate of interest or the supply of money. In many countries, it is an acceptable view that the control of the money supply is probably the most significant tool to affect the level of demand in the economy (Stan & Grant, pp. 521, 1967). An increase in the level of interest will mean less spending, because people will tend to save more in such times, because the return on saving will be higher. However, when the interest rate is low, the cost of borrowing will be less, meaning that there will be an increase in borrowing and hence consumption. Therefore, the monetary policy is very important because it affects the level of aggregate demand. One very recent example of the importance of monetary policy is that during the Crash of 2008 in United States, for two years, the interest rate was maintained at 1% (New Work, 2008), which meant that the level of consumption was

Lincoln Electric Case Study Example | Topics and Well Written Essays - 1000 words

Lincoln Electric - Case Study Example As the discussion stresses  one of the major contributing factors towards the success of Lincoln Electric is its flexibility. The company does not believe in maintaining an official organization chart in order to offer high flexibility. The company’s easy and less complicated policy support s employees to go to anyone whom they think to be proficient enough in providing solutions to their problems offering a flexible organizational structure. Flexibility is considered to be an important factor for the success of any organization. Employees or workers should be given enough flexibility to work according to their own ways and convenience in order to be productive ensuring the superiority of the end products.This paper highlights that  an easy and less complex policy would remove the barriers among the workers and the executives and would facilitate smooth communication. Communication is quite important in organizations so that the problems can be communicated to the concerne d person and measures can be immediately taken to find a solution without largely hampering the manufacturing functions.  The company does not have any special policies or perks for the executives which promotes a sense of equality among the employees and in turn encourages a sense of responsibility in them.  The company handed over the control of management to various teams which facilitate them with the right to take decisions when necessary. This ensures a smooth flow of work, as employees need not wait for others to take decisions and then having to act accordingly. This triggers in them a sense of responsibility to perform better (Willcoxson, 2011). Another important factor is that employees are entitled to profit sharing as well as stock options based on individual as well as team performance (McGee & Et. Al., 2006). Employees are influenced to bring forward innovative ideas by the management which would enhance their productivity. The company constantly invests on trainin g as well as educating the employees to make certain effectual contributions towards business performance. The responsibilities given to the employees are also considered as significant factor. They include pay cuts and penalties in case of absenteeism which instill a sense of responsibility, the workers related to production needs to provide assurance regarding the quality of individual piece produced by them or else no payment is made against it and finally there are only few supervisors owing to which team work is promoted without any detailed supervision. Thus, the above mentioned factors can be considered as the major contributing factors for the company’s superior performance (Lussier, 2008). Understanding of the Factors Responsible for High Performance The high performance of Lincoln Electric is reliant on many external as well as internal factors. Flexibility, communication, incentive structure, policies, sense of equality and responsibility are the most important contributing

Whole Food in Texas Essay Example | Topics and Well Written Essays - 500 words

Whole Food in Texas - Essay Example His acquisition strategy regarding independent small food stores and groceries helped him to uplift the company to be the nation’s one of the largest health food stores. The company aimed not only at the product quality but also the betterment of the employees, customers, shareholders, and the environment. They largely focused on social service activities such as sponsorship of several charitable foundations, and low interest loan program for local farmers in addition with the economic development operations. In order to meet the customer satisfaction, the firm expanded its prepared food section and added a restaurant area; it influenced the customers to spend more. The company had given comparatively good salary and incentives to the employees considering them as team members rather than employees. That was the real secret behind the success of the company. The CEO received only $1 per year in salary whereas the company executives were earning 19 times the average annual sala ry of full time team members. It shows his higher concern toward the success of the company. Wild Oats Markets is a Colorado based food company founded by Gilliland Elizabeth Cook in 1987. The company’s main growth strategy was new store developments and acquisitions. By this concept, they could acquire ranges of business ventures such as natural food stores and farmers markets.

Identity of African American Men Essay Example for Free

Identity of African American Men Essay â€Å"No metaphor can capture completely the complexity of ethnic dynamics in the U. S. ‘Melting pot’ ignores the persistence and reconfiguration of the ethnicity over the generations. ‘Mosaic,’ much more apt for pluralistic societies such as Kenya or India, is too static a metaphor; it fails to take in to account the easy penetration of many ethnic boundaries. Nor is ‘salad bowl’ appropriate; the ingredients of a salad bowl are mixed but do not change. ‘Rainbow’ is a tantalizing metaphor, but rainbows disappear. ‘Symphony,’ like ‘rainbow,’ implies near perfect harmony; both fail to take into account the variety and range of ethnic conflict in the United States. The most accurately descriptive metaphor, the one that best explains the dynamics of ethnicity, is ‘kaleidoscope. ’ American ethnicity is kaleidoscopic, i. e. ‘complex and varied, changing form, pattern, color†¦ continually shifting from one set of relations to another; rapidly changing. ’ When a kaleidoscope is in motion, the parts give the appearance of relationships. The viewer sees and endless variety of variegated patterns, just as takes place on the American ethnic landscape. †- Lawrence Fuchs (Literature for Composition 1032) â€Å"Identity in America† was the theme chosen by my English 201 study group. This theme was taken from chapter twenty two of the Literature for composition: Reading and Writing Argument text book. However, I focused the broad theme of â€Å"Identity in America† to the more narrowed theme of â€Å"The Display of African American men in the media. † I chose this theme or topic because I felt that I can relate to it and as a matter of fact, it was also interesting to me. But in order to conduct my research on the particular topic, I came up with the following question, â€Å"How has the identity of African American men been displayed by the media: negatively or positively? † This question was chosen in order to provoke an argument for discussion. I conducted several interviews in order to acquire information about my selected topic. The media’s display of the identity of African American men can be discussed or looked at from two angles: negatively or positively. First, from my experience I can say that the media displays African American men in both lights, negatively and positively. But after conducting interviews with several individuals, my opinion has somewhat changed. I was always aware of the negative images of African/black men in the media. But I was not aware that this display had evolved overtime. My first interview was conducted with April T. Glasgow, a communications major at the University of the Virgin Islands on Wednesday 20th February 2008, at approximately ten o’clock in the morning. We conducted the interview at her dorm’s lobby. I had explained the topic prior to meeting with her, so she already had an idea about what issue the discussion would be addressing. Generally, her opinion was that black men were being exploited and portrayed negatively by the media. She also stated strongly that black men were too often portrayed or given the roles of thugs, gangsters, and pimps in films and magazines. In addition, a suggestion she made on how we could resolve this stereotype was that black people must unite and stand up against these negative portrayals especially those in rap music videos. The second interview was carried out that same day with Professor Alex Randall. His general statements were that the media has changed over the years. â€Å"The negative portrayals of the 1960’s and 1970’s have changed,† Randall stated. Randall felt that in modern times, people of color were treated more fairly and given a more positive portrayal in the media. Randall stated that there were many positive images in the media of African Americans, such as Denzel Washington, Barack Obama, Michael Jordan, and Bill Cosby. In addition, Randall said that in previous years no such image could have been seen in the media. â€Å"We are rational human beings and it’s our choice to choose what part of the spectrum of negative and positive images we would want to emulate,† said Randall. This statement impacted me and slightly changed my opinion on the topic. At that point in conducting my primary research for the paper, my position on the topic has somewhat been altered. After conducting the interviews with April T. Glasgow and Professor Alexander Randall I have become more open minded to the issue. I would admit that I was initially a bit biased and reserved on the topic prior to evaluating the topic from both sides; negatively and positively. In order to decide which position I was going to take I would have to do more secondary research on the topic. Since I started this research paper my observation and assessment of the media have taken a different turn. I now compare and contrast men of other races in the media to African American men. My secondary research was, for the most part, completed using internet sources. The articles that I discovered on the web were very useful and contributed greatly to my research. Three internet articles were analyzed to achieve the secondary data for my paper. The first article I examined was â€Å"The Media’s Bias against black men in America. † The article was basically a discussion of a piece written in the New York Times about the plight of American black men. The author, Armstrong Williams, stated that the New York Times article was another example of major media outlets using negative statistics to consistently cast black men as the scourge of this country. Williams made several strong and interesting statements throughout the article that I thought was beneficial to this research paper. For example, according to Williams, â€Å"The continual coverage of the black mans plight instead of his progress only hinders his growth, holds back our country from true equality, and hides the truth about the opportunities and challenges that we all face†(Williams  ¶4). Williams also suggested that the American public should challenge the lack of coverage of American black progress in this country (Williams  ¶5). â€Å"In the last century black men have literally gone from being slaves to business owners, government leaders, lawyers, doctors, firemen, generals, entertainers, and educators. No other oppressed class of people anywhere else in the world has advanced its standing in a society this quickly† (Williams  ¶6). I was really impressed by the way Armstrong used this statement to present his argument. In addition, Williams stated that the incidence of drug use, crime, scandal, divorce, and other social ills have increased dramatically for white men, but these statistics are not reported as problems about ‘white men in America (Williams  ¶6). â€Å"Approximately 9 out of 10 serial killers are white males between the ages of twenty and thirty five. Yet we never hear these statistics repeated over and over again in the mainstream press, making these crimes synonymous with one particular race as in this case with blacks† (Williams  ¶9). Later in the article Williams explained the image the media is creating internationally. The overseas media continuously places black men in negative positions such as school dropouts, irresponsible fathers, and victims of perpetual racism. The manner in which these stories are constructed and then, displayed to listeners and readers eliminates the possibility of believing that black men do not have positive roles (Williams  ¶10). Therefore, I agree with Williams that the repetitive negative articles can create a vicious cycle of harmful images and low expectations of black men. â€Å"The Black Image in the White Mind† is the title of the second internet article that I examined. The article was useful in constructing my opinion on the topic of how African American men are displayed in the media whether negatively or positively. The article presented some useful statistical data that was quite interesting and yet shocking to me. In this article by Robert M. Entman, he stated that a mug shot of a Black defendant is four times more likely to appear in a local television news report than of a White defendant (Entman  ¶2). He went on to say that the accused is two times more likely to be shown physically restrained in a local television news report than when the accused is a white man (Entman  ¶2). According to Entman, â€Å"The name of the accused is two times more likely to be shown on screen in a local TV news report if the defendant is black, rather than white† (Entman  ¶2). In addition, he stated that while black actors are now more visible in media, it is an open question as to how well they are being represented (Entman  ¶2). The Third article that I examined was â€Å"Black youth and mass media: current research and emerging questions† and I found it to be the most interesting of the three. This article was written by Craig Watkins, an Associate Professor of Sociology and Radio-Television- Film at the University of Texas at Austin. The article was basically an outline of some of the important research findings and emergent issues that examine the changing relationship between black American youth and the mass media industry (Watkins  ¶5). Watkins stated that for most of its history the mass media industry has produced images that distort and misrepresent the complexities of the African American experience (Watkins  ¶9). He stated that contemporary media representations of African Americans can be best described as paradoxical because blacks are simultaneously underrepresented and overrepresented in American media culture (Watkins  ¶9). According to Watkins, â€Å"blacks are underrepresented in many areas of mass media they are over represented in television sports broadcasts and crime and violence related portrayals† (Watkins  ¶13). Watkins said that images of blacks in magazines have increased but they are predominantly portrayed in athletic roles. According to Watkins, African American men are more likely to appear as athletes or musicians (Watkins  ¶14). The strongest statement throughout the article was when Watkins stated that the ‘athleticization’ of the black men in the media reproduces and popularizes long-standing myths about biological and intellectual differences between blacks and whites (Watkins  ¶15). Further analysis of Watkins’ article indicated that when African Americans are portrayed in television news it is generally in aggressive, violent, or criminal roles. Also, a recent analysis of the film industry asserts that blacks tend to be restricted to low budget features that focus disproportionately on crime, violence, and youth delinquency. The repetitious display of blacks in athletic roles creates a limited range of adult and professional role models for young black males being that they are faced with only few media images of successful African American men. The internet articles that I examined clearly showed that there is strong evidence to prove that African American men are negatively and unfairly displayed in the media. After examining these internet articles, I felt that even though they were some positive images of African American men in the media the majority of images are in some way biased or negative. After evaluating and examining my internet sources, I turned back my attention to my English 201 text book, Literature for Composition: Reading and Writing Arguments to get some more insight on the matter. While reading through chapter twenty-three, I came up on a quote from Lawrence Fuchs that I found to be tied in well with my overall all theme of identity in America. I decided to place this quote at the beginning of the research paper a sort of introduction to the overall theme. I chose this quote because it describes the complexity and internal conflicts of identity in America. Speaking of conflicts between identities, Hotel Rwanda is a film that displays such conflict to the extreme. This film was shown in class by my English professor because she said that it was in some way related to our theme and that it could also be used as a part of our secondary research. I did not really understand the connection with our theme until I saw the film. Hotel Rwanda is a historical drama about the hotel manager Paul Rusesabagina played by Don Cheadle during the Rwandan genocide and was directed by Terry George in 2004. The movie is actually based on the Rwandan genocide that occurred in 1994 where almost one million of both Tutsi and Hutu individuals were killed. In the movie which is a reflection of what actually took place, the media was used to instigate conflicts between the Tutsi and Hutu. Throughout the actual conflict the media was used as a tool to falsely display Tutsi’s as the scourge of Rwanda. For example, the radio station, RTLM was used to spread negative and hate messages about the Tutsis such as â€Å"Why do we hate the Tutsis? They are cockroaches†¦Rwanda is Hutu land. †(United Arts. Dir. Terry George. United States, 2004) All in all, it is quite evident from the primary and secondary research that there are both negative and positive displays of African American men in the media. Since the interviews I am more aware that the display of African Americans has changed over time for the better. However, from the Internet articles I have discovered that there are still a lot of negative images of African American men in the media. In addition, I learned that there are still many biases when presenting African American men in media whether on radio, television, or magazines. Overall, the research was very interesting and informative. April T. Glasgow and Professor Alexander Randall were very helpful in making my research paper a success. From carrying out this research paper I was able to conduct some interesting interviews, especially with Professor Randall. I was truly able to critically interpret and analyze the investigation in addition to improving my overall research skills. The research process was a learning experience that I will never forget. Works Cited Barnet, Sylvan, Burto William and Cain E. William. Literature for Composition. New York: Longman, 2007. Entman, Robert and Rojecki, Andrew. â€Å"Media and its Portrayal of Black Americans. † racerelations. about. com. New York. 2008. . Glasgow, April T. Personal Interview. 20 Feb. 2008. Hotel Rwanda. Dir. Terry George. Lions Gate Films and United Artists, 2004. Randall, Alexander. Personal Interview. 20 Feb. 2008. Watkins, S. Craig, â€Å"Black Youth and Mass Media: Current Research and Emerging Questions. † http://www. rcgd. isr. umich. edu/prba/perspectives/winter2000/cwatkins. pdf. Williams, Armstrong. â€Å"The Media’s Bias Against Black Men in America. † 31 March 2006. .

Fairy Tales Are The Favourite Bedtime Stories Cultural Studies Essay

Fairy Tales Are The Favourite Bedtime Stories Cultural Studies Essay Fairy tales are the favourite bedtime stories for young children; one of the reasons is because they can teach morals. Fairy tales have been around for centuries; even before they emerged as a literary genre of their own. Children the world over have been exposed to different fairy tales and folklore. Fairy tales have also been known to be essential in a childs development, because of its suitability to teach young children moral values while helping children distinguish between deeds that are good and deeds that are evil, such as vengeance. Fairy tales accomplish this by casting protagonists as ordinary children with whom young audiences can easily identify (Cashdan, 2000); in other words, children are able to relate with the protagonists of fairy tales and as they are just like any other children, except for their titles (Cashdan, 2000). Fairy tales have also been described by Bettleheim (1962) as key means by which culture is assimilated by children. Bettelheim (1976) suggests that our unconscious desires are expressed through fairy tales and fairy tales symbolize deep hidden meanings within our beings. For children, he asserts that fairy tales are a wonderful experience because the child feels understood and appreciated deep down in his feelings, hopes, and anxieties, without theses all having to be dragged up and investigated in the harsh light of a rationality that is still beyond him (Bettelheim, 1976). Christians (2009) summarizes this as fairy tales are more naturally suited for children because children can fill a deep psychological need with stories. Fairy tales have also received increasing research as a literary genre because of its influence on children who have been exposed to fairy tales from a young age. Fairy tales, particularly Western European fairy tales have secured a unique place in literature written in English because they have entered our cultural shorthand via the popularity of English translations of the works of Perrault and the Brothers Grimm as well as Disney movies (Schanoes, 2007); making fairy tales a fairly an integral part of childhood. It is also because of the popularity of Western European fairy tales that Christians (2009) derives that fairy tales can now be defined on their own while receiving considerable scholarly attention due to its widespread influence. On the other hand, feminist writers have cited fairy tales as an effective means of submitting women to the values of a patriarchal society, particularly through depicting the fairy tale heroines as beautiful and passive. Fairy tales as a literary genre have also been used in Western cultures to safeguard the values and conventions of its patriarchal societies (Comtois, 1995). These values and conventions embedded in fairy tales, Comtois noted, were consistent with the values that were enforced during the times the tales were written. Fox (1997) notes how the feminine beauty can be seen as a normative means of social control whereby social control is accomplished through the internalization of values and norms that serve to restrict womens lives. Doll (2000) also states that good girls become idealized, perfected objects, pedestaled for the males gaze, further enforcing that women are shaped into characters that are appealing to males. Many feminist writers such as Freedman (1986), Fox (1977), Dellinger and Williams (1997), Baker-Sperry and Grauerholz (2003), and Stone (1985) have noted how fairy tales, particularly princess-themed fairy tales, often employ the portrayal of feminine beauty as a means of control over women by men and the patriarchal societies in which we live in. Beauty is a key element in the lives of many women who spend time, resources and effort in the pursuit of the ideal beauty, most often depicted in numerous media. Women relentless strive to pursue the feminine beauty ideal, which is viewed largely as an oppressive, patriarchal practice that objectifies, devalues, and subordinates women (Baker-Sperry and Grauerholz, 2003). Despite this, many women continue to strive for beauty, believing that it plays a major social role in their lives. Backman and Adams (1991) and Suitor and Reavis (1995) assert that beauty is one of the main ways self-esteem and social status are gained by young women and adolescent girls. Women not only want to be beautiful for self-gratification, but also for social purposes, particularly the approval and appraisal by men, whereby according to Freedman (1989), women are aware that beauty comes heavily with men and they therefore work hard to achieve it. The frequent portrayal of women merely as pretty things to look at often create stereotypes that women are exactly that-beautiful dolls who are meant to be seen, and never heard; and all those who do not adhere to such femininity are incompetent and lacking. Dellinger and Williams (1997) found in their study Makeup at work: Negotiating appearance rules in the workplace that women who wear makeup in the workplace are seen as healthier and more competent while those who do not are seen in a negative light. Women who achieve a high degree of attractiveness are psychologically and socially rewarded (Dellinger and Williams, 1997; Hatfield and Sprecher, 1986). This patriarchal society where women are meant to pursue the ideal feminine beauty is mirrored very heavily in fairy tales, especially princess-themed fairy tales, where beauty is often the only power granted to the heroine (Christians, 2009). Jorgensen (2012) declares that beauty is not only linked with success of the heroines in fairy tales but also with character. Fairy tale princesses like Snow White, Cinderella and Sleeping Beauty all rely on using their beauty to entice a prince to liberate them from their burdens; depicting the man as the only key to women to free themselves from problems and to upgrade their social status. The way most classic fairy tales depict women is capable of exposing young children to womens role stereotyping. According to Comtois (1995), feminist writers such as Lieberman (1972), Bottigheimer (1987), Stone (1985), and Tartar (1987) have contended that folklore has at least resulted in the perpetuation of stereotypes in society. These feminist writers also assert that traditional fairy tales have not only served as a mirror of society but have been intentionally used to promote societal values which often depict gender roles in narrow, predetermined ways (Comtois, 1995). Feminist scholars often consider females in fairy tales to be too passive, pretty, and domestic (if protagonists), or alternately too wicked, ugly, and vicious (if antagonists) (Jorgensen, 2012); and these passive, pretty fairy tale heroines receive rewards when they adhere to said roles (Gauntlett, 2002). 1.1 Statement of the Problem While research on fairy tales is not new (with studies of fairy tales dating back as far as the 19th century and early 20th century), its research is not widespread, though gaining momentum because of the popularity of Western European fairy tales. Research on feminism and gender stereotyping in fairy tales have dated back as early as the 1960s with Bettelheims Use of Enchantments (1962) and Heuschers (1963) A Psychiatric Study of Fairy Tales: Their Origin, Meaning, and Usefulness for example. Much of feminist fairy tale researches focus primarily on the sexual stereotyping of women in fairy tales, as carried out by feminist writers such as Bottigheimer (1987), Stone (1985), Comtois (1995), and Baker-Sperry and Grauerholz (2005). Some research also focuses on the negative impact of fairy tales as found in Stones 1985 study The misuse of enchantment: Controversies on the significance of fairy tales. According to Stone (1985) stereotypes are engraved in the perceptions of young women from early childhood and it is possible that as these young girls progress into young adults, the gender stereotypes created in their childhood will still persist and perhaps result in negative effects regarding their perceptions of gender roles and even confidence and self-image. This study aims to discover the impacts of fairy tales on young adult males who have been exposed to fairy tales, particularly princess-themed fairy tales, to determine what kind of gender stereotypes have been conceptualized and their perceptions towards gender roles depicted in fairy tales. This study also aims to determine whether feminism has had an impact on altering the stereotypes created by fairy tales. Moreover, much of the feminist researches focus more on womens responses and opinions towards fairy tales and these researches are mostly theoretical in nature. Previously, there have been two researches conducted on the impact of fairy tales on people: Kay F. Stones 1985 study which involved a sample consisting of women, children, and men; and Rita Comtois 1995 study which featured a sample of women only. According to Comtois (1995), despite a number of feminist writers who have studied the potential impact of sexual stereotyping in fairy tales (Bottigheimer, 1987; Stone, 1985; Tatar, 1987), the majority of their opinions are speculative, based on conclusions drawn from and implications of a fairy tales exposure on its audience. This study will be similar to Rita J. Comtois 1995 qualitative study of the perceived impact of fairy tales on a group of women. This study will also be similar to K. F. Stones 1985 study on the impact of fairy tales, which she conducted in a series of interviews, with a sample of forty-four people, whereby 6 of her respondents were boys. While Comtois research explored the psychological impact fairy tales have had on a female audience which has reached adulthood, this study will instead use a male audience as the sample. With the use males as the respondents, this study, which adopts a feminist approach, it will be possible to collect data on the opinions of males on the topic without resorting to speculative theories. The results of this study whereby a bigger male sample is used, as opposed to the 1985 study carried out by Stone (with only a small sample of 6 males), it will also be possible to gain more insight into what males think without resorting to conjectures. Purpose of this study This study aims: To determine the effects of exposure of fairy tales from an early age on young male adults regarding the way they perceive stereotypical gender roles. To establish whether the gender stereotypes in young male adults have slowly changed over time or are carried well into adulthood due to these effects of exposure to princess-themed fairy tales. To determine how feminist views have altered and changed the way young adult males view the stereotypical female characters depicted in fairy tales and women in real life. Research questions At the end of this study, the researcher hopes to answer the following research questions: What are the effects of exposure of fairy tales on young adult males regarding their perspectives of stereotypical gender roles? How have the effects of exposure to princess-themed fairy tales on young adult males from their youths persisted over time? How have feminist views changed the perception of gender stereotypes formed in young male adults regarding female characters depicted in fairy tales as well as woman in real life? 1.4 Significance of the Study The results from this study will help to increase the knowledge and awareness on the impact of fairy tales on the development of stereotypes of women in young adult males who have been exposed to fairy tales at a young age. From the study, it will also expand the knowledge base on what kind of gender stereotypes are formed and whether they are identical to the stereotypical characteristics of women (particularly princesses) that have been depicted in fairy tales. It will also help to shed some light on whether these stereotypes have degraded over time in the mindset of young adults, whether they have applied these stereotypes onto women in real life, and whether the onset of feminism has in turned further altered these stereotypes. If the gender stereotypes formed through the exposure of fairy tales from an early age still persist throughout the lives of the respondents well into their young adult years, then it will show that fairy tales do have a lasting impact on young adult males. The results of study will provide more insight into how much fairy tales have affected young adult males and what kind of stereotypes have formed as a result of fairy tale exposure. Apart from that, based on the results from this study, it will shed some light on whether young adult male still hold stereotypes towards feminine beauty and women (whereby women who make an effort to enhance their appearance are more valued than those who do not) as suggested by Dellinger and Williams (1997) as well Hatfield and Sprecher (1984). Instead of drawing conclusions from theoretical analysis and assumptions of what kind of impact fairy tales have on men, the data collected from this study will provide will help to clarify what sort of stereotypes that males really have towards women as a result of exposure to fairy tales. 1.5 Scope of Study and Methodology The independent variable of this study is the princess-themed fairy tales. The dependent variable would be the responses provided from the respondents towards the princess-themed fairy tales text. The hypothesis of this study is that fairy tales do have some impact on the formation of gender stereotypes in men. In this study, the respondents will be male Faculty of Arts and Social Science students studying in UTAR. A total of 50 respondents will be chosen through two sampling methods to participate in this study where respondents will be required to answer an online questionnaire based on their cognitive knowledge of fairy tales. The first will be the purposive sampling method which is a form of non-probability sampling technique by which the researcher chooses the sample based on who they think would be appropriate for the study. The second method used will be snowball sampling, a non-probability sampling technique where the participants that have already been selected will be asked to recommend new respondents from their friends and acquaintances. In this study, purposive sampling will be used because the selection of respondents will not be random as only male respondents will be chosen; and the snowball sampling method is used to gain access to a larger sample of young adult males. 1.6 Limitations of the study This study will be conducted among Faculty of Arts and Social Science students in UTAR, which would mean that the scope of respondents is limited as the findings cannot be generalized to all students. In this study, there will be no equal distribution of race, so it would not be possible to examine the different responses among races and cultures. Moreover, this study will only focus on princess-themed fairy tales, namely Snow White, Sleeping Beauty, and Cinderella. Therefore, the finding cannot be generalized with other non-princess-themed fairy tales. Furthermore, the use of an online questionnaire, despite its advantages, will not guarantee absolute control over the respondents. Additionally the use of snowball sampling might result in wrong anchoring, whereby there is a lack of definite knowledge on whether the respondents are from the intended target group. Time constraint is also a limitation in this study. With a set time limit allocated, it was not possible to gather more thorough data for more conclusive findings. 1.7 Operational Terms 1.7.1 Fairy Tale A fairy tale, according to Anderson (2000) can be defined as short, imaginative, traditional tales with a high moral and magical content. Heuscher (1963) defines the fairy tale as a narration which is not based on historic persons or events, as opposed to an epic or saga. 1.7.2 Gender Stereotypes Gender stereotypes  are simple generalizations about the gender attributes, differences, and roles of individuals and groups. Gender stereotypes are widely held beliefs about the characteristics and behaviour of not only women and men but also transgendered people (Manstead and Hewstone; 1995) which suggest how men and women should and should not behave. These stereotypes can be positive or negative, but are rarely accurate. 1.7.3 Feminism Feminism is the championing of equal rights for men and women. It is defined as the belief in the social, political, and economical equality of the sexes (Rowe-Finkbeiner, 2004) such as the right to vote; pursue a career and to have equal social status. 1.7.4 Feminine beauty ideal Femininity is a set of womanly qualities, behaviours, and roles generally associated with girls and women. Baker-Sperry and Grauerholz (2003) define the feminine beauty ideal as the socially constructed notion that physical attractiveness is one womans most important assets, and something all women should strive to achieve and maintain. 1.8 Organization of the Thesis This study consists of a total of five chapters, which are Introduction, Literature Review, Methodology, Findings Analysis, and Discussion Conclusion. The Introduction, which is the first chapter, addresses the background of study, statement of problem, purpose of study, research questions, significance of study, scope and limitations of study, the definition of key terms and the organization of the thesis. The second chapter, Literature Review, will outline the definitions of fairy tales, feminine beauty ideal, gender stereotypes, as well as men and their negative reaction towards feminism. Additionally this chapter will also explore some of the previous feminist critiques on fairy tales, the feminine beauty ideal, and gender stereotypes; investigating the relationship between fairy tales and feminism through past research, and briefly address the present study. The third chapter, Methodology will explain the research design, sampling, instruments used for data gathering, the pilot study, procedures, and the data analysis. The fourth and fifth chapter will present the findings and discuss its significance in relation to the study as well as provide recommendations for further research and conclusions respectively. CHAPTER II: LITERATURE REVIEW 2.0 Introduction This chapter will highlight more on the definitions of fairy tales, feminine beauty ideal, gender stereotypes, as well as men and their negative reaction towards feminism. Additionally this chapter will also explore some of the previous feminist critiques on fairy tales, the feminine beauty ideal, and gender stereotypes; investigating the relationship between fairy tales and feminism through past research. 2.1 Fairy tales In order to find out about the impact of fairy tales on young adult males, it is first crucial to understand the meaning of fairy tales as well as their purpose in society, and the relationship between feminist criticism, fairy tales, and society-which first begins with the question: What is a fairy tale? 2.1.1 What is a fairy tale? A fairy tale is a very powerful literary piece that undoubtedly resonates throughout the entire world as everyone has been exposed to fairy tales at one point in their lives, most notably during their childhood. Rohrich (1986) describes fairy tales as one of the deepest and most enduring childhood impressions. If one were to be asked to define a fairy tale, no doubt it would be described as a story with magical elements where a hero does a good deed while rescuing a princess in between, thus saving the day. According to Anderson (2000), fairy tales can be defined as short, imaginative, traditional tales with a high moral and magical content. Heuscher (1963) defines the fairy tale as a narration which is not based on historic persons or events, in contrast to an epic or saga. Jack Zipes (2012) has described the fairy tale as both an elaborate and simple narrative. Various fairy tale scholars consider fairy tales to be highly structured fictional stories wherein youth protagonists attain riches, marriage, and social justice by means of cleverness, beauty, endurance, and magic (Christians, 2009). However, even with all the definitions provided on fairy tales, it has been noted that fairy tales cannot easily be defined. Rachael Burkholder (2011) explains that even within the genre itself, there are minor discrepancies in definitions, causing overlap within the definitions and such variations within the genre make clear definitions difficult. Author J.R.R. Tolkien has also confessed to being a fairy tale lover though he uses the term fairy-stories instead. Tolkien himself has found difficulty in defining fairy tales or fairy-stories in his study On Faerie Stories: You will turn to the Oxford English Dictionary in vain. It contains no reference to the combination fairy-story, and is unhelpful on the subject of fairies generally. In the Supplement, fairy-tale is recorded since the year 1750, and its leading sense is said to be (a) a tale about fairies, or generally a fairy legend; with developed senses, (b) an unreal or incredible story, and (c) a falsehood. (Tolkien, The Tolkien Reader, 1966). 2.1.2 The purpose of a fairy tale It is also important to understand the purpose of the fairy tale. The goal of the fairy tale is to describe the marvellous and mysterious; that is, happenings which transcend everyday reality and as such are impossible to study by any scientific method (Comtois, 1995). Cashdan (2000) states that fairy tales are more than suspense-filled adventures that excite the imagination, more than mere entertainment; Cashdan stresses that while the initial attraction of fairy tales may be for entertainment and enjoyment purposes, its lasting value lies in its power to help children deal with the internal conflicts they face in the course of growing up The fairy tale genre has roots deeply embedded in the traditions of oral tales, myths and legends (Christians, 2009) and many scholars classify fairy tales with folklore narratives-which are the various genres such as legends, fairy tales, myths, epics, ballads, folktales and so on (Christians, 2009). The emergence of the fairy tale as a literary genre has been fairly recent; the fairy tale has evolved through many cultural changes, making it one of the more diversified genres (Christrians, 2009). While many people of today often classify fairy tales as childrens literature, these stories were in fact intended for adults instead. However, the tales have been adapted and revised for children because they are a suitable medium for teaching morals (Christians, 2009) because children find it easy to identify with the protagonists in fairy tales, whom they regard as ordinary and therefore similar to themselves (Cashdan, 2000). It is because of this that fairy tales, particularly fairy tales by the Grimm brothers in the nineteenth century were originally used as primers for relatively affluent European children and served to impart moral lessons to them (Zipes, 1988a as cited in Baker-Sperry and Grauerholz, 2003). Bettelheim (1976) has also noted how fairy tales manage to connect with children on a deep psychological level, as opposed to adults, where he argues that for adults, the fairy tale motifs are something one is better off understanding rationally so one can rid oneself of them. As Zipes (2002) states, Most fairy tales are an imaginative depiction of healthy human development and help children understand the motives behind their rebellion against parents and the fear of growing up. Today, fairy tales especially those that have survived the test of time are one of the most widely read genres in the world. They are actively read by children across the globe and its readership transcends the borders of social class and racial groups (Zipes, 1997) while continuing to contain symbolic imagery that legitimates existing race, class, and gender systems (Baker-Sperry and Grauerholz, 2003). 2.1.3Fairy tale as a mirror of society It is generally recognized by fairy tale scholars such as Jack Zipes (1988), Kay Stone (1985) and Maria Tatar (1987) that fairy tales have been known to reflect the culture and values of the society of their time. As fairy tales are one of the most influential forms of literature, one of the more important purposes of fairy tales was to teach children good moral values as well as the norms of society. Bettelheim (1976) suggests that fairy tales symbolize deep hidden meanings and desires within our unconscious mind, therefore it is much easier for children to identity with fairy tales as children can fill a deep psychological need with stories (Christians, 2009). Folklorists thus utilize fairy tales to transmit the cultures and traditions acceptable in society to young children. According to Glassie (1999), folklorists learn to emphasize transmission and to think of traditions as things, items, as song texts and quilt patterns passed from generation to generation. Considering the impact of fairy tales on young children, it is not surprising that fairy tales have been made into a medium used to imprint desired gender roles before being transmitted to the young. Therefore it should also not be unforeseen that childrens literature contains messages, both implicit and explicit, about dominant power structures in society, particularly about gender roles (Clark, Lennon, and Morris, 1993; Crabb and Bielawski, 1994; Kortenhause and Demarest, 1993; Weitzman et al., 1972; as cited in Baker-Sperry and Grauerholz, 2003). With the rise of technology in the 18th century due to the development of the printing press, the publishing power and distribution were in the hands of the aristocracy and the bourgeoisie (Comtois, 1995) who had originally considered fairy tales to be lacking in morals for their failure to promote hallowed virtues such as order, discipline, and modesty which were needed to cultivate and thereby ensure newly rising capitalist interests and which were consistent with the Christian ethic (Comtois, 1995). In order to keep with the socio-political era in 19th century Germany, many tales were sanitized and adapted by the Grimm brothers. Zipes (1988a, 1988b) had noted that apart from teaching young children appropriate values and attitudes of the time, fairy tales were also intended to teach young girls and women how to become responsible, domesticated and attractive to a marriage partner during the eighteenth and nineteenth centuries. Bottigheimer (1986) also found that tales reinforced womens silence, a cultural preference at the time-a trait noticeable in fairy tale heroines who often stay silent and only speak in response to a question posed by a male character. 2.1.4 Feminism, Fairy tales and Patriarchal Society One of the main concerns of feminist scholars is the way traditional fairy tales are used by patriarchal societies to promote narrow, predetermined views on gender roles whereby women are portrayed in a shallow light. Feminist writers like Lieberman (1972), Bottigheimer (1986), Stone (1985), and Tatar (1987) maintain that fairy tales have resulted in the formation of gender stereotypes. Women are expected to behave like fairy tale heroines and thus be seen and not heard-they are expected to be pretty, passive, domesticated and silent. It is a common opinion among feminist writers that fairy tales are indeed a tool used by men in patriarchal societies to impart what they think is considered as proper behaviour for women, setting the blueprint for what they see as proper gender roles in society. Therefore, fairy tales are used to shape and mould women to conform to the patriarchal values and norms; or simply as a form of control on womens behaviour. Taking a closer look at the use of fairy tales to promote norms and values that are viewed as acceptable in a patriarchal society, Tatar (1987) uncovered some interesting details about fairy tales, prior to and after the eighteenth and nineteenth centuries. In her 1987 work The hard facts of the Grimms Fairy tales, Tatar notes that prior to the 18th century, male and female Cinderellas were found in equal frequencies in European folklores. The male counterparts of the present-day female fairy tale heroines were not limited to Cinderella alone-documentations of male Snow Whites were also found in Turkish folklores as well as a Russian male Sleeping Beauty (Tatar, 1987). From this knowledge, it is rather interesting to ponder on the reason for the sudden drastic change in the role of the rescuer and the rescued. When early European folktales have clearly placed women in the roles that, in todays patriarchal society, would conventionally be bestowed on males, Tatar (1987) prompts us to think twice about male hero patterns when we come across a collection of tales depicting heroines who carry out tasks normally put to male heroes alone or who denounce fathers too weak to protect them from evil stepmothers. 2.1.5 Female heroines and patriarchal society Consistent with the values of the era, the Grimmss tales made it clear that domestic talents were a heroines ideal (Comtois, 1995). However, Tatar (1987) questions the motives of the Grimm brothers, who were responsible for collecting, rewriting and adapting the folklores for the German audience to ensure that the folklores to fit in with the morals, values and norms in 19th century Germany. Women, who were once revered as brave and worthy, were suddenly reduced to the role of damsels in distress; morphing into what Kohlbenschlag (1988) refers to as the formula female. The formula female, according to Kohlbenschlag, has two personas-the desirable object, and the woman who is geared to live for another person (Comtois, 1995); she is a woman who will sacrifice her own needs in order to achieve these two personas. Atkins (2004) states that fairy tale heroines like Snow White, Cinderella and Sleeping Beauty are schooled through their gender constructions, must participate in patriarchal society because their happiness depends on conformity to [its] rule (Zipes, 1983). Atkins further asserts that these fairy tale heroines are left with no choice as they have no right to challenge their roles as idealized women. There are fairy tale females who do not fit into the passive, obedient category and as these female characters fail to conform (Zipes, 1983), they are typecast as wicked women. These are the wicked female antagonists that we see in fairy tales-mothers, step-mothers, stepsiblings, and evil witches. These women are punished at the end of the tales for their contravention (Mueller, 1986) against the good-girl heroines (Atkins, 2004), usually during, immediately after or before the wedding of the heroine princess. This, according to Atkins (2004) makes it clear to readers of fairy tales that the choice is simple-conform to the norms of patriarchal society or suffer the consequences. Atkins (2004) further states that conformity is the key to the kingdom where women must submit themselves to the patriarchal rule, because they are compelled to do so (Rowe, 1979; Atkins 2004). According to Rowe (1979), fairy tales perpetuate the patriarchal status quo by making female subordination seem a romantically desirable, indeed and inescapable fate. 2.2 Gender Stereotypes Gender stereotypes are also an important key term in this study as the main objective of this research is to explore the effect of fairy tales on the formation of gender stereotype

Further Celebration in the Hall :: Essays Papers

Further Celebration in the Hall It is a cold, dark night when Beowulf enters the great hall carrying the head of the treacherous Grendel . He has defeated both the beast and his mother, so the Danes rejoice upon seeing their hero alive. They all listen eagerly as Beowulf tells his amazing tale of glory. He credits his success to God, saying that he would not have survived "if God had not guarded" him (Norton 48). Hrunting, the sword he has brought to battle, has failed him because Grendel's mother has bewitched all swords so that they can not harm her. Luckily, fate has led him to "see hanging on the wall a fair, ancient great sword" (48) with which he defeats the powerful woman. Once he has slain the monster, the sword mysteriously melts, leaving him with only the golden hilt to bring back to his Lord. After hearing this great tale, King Hrothgar speaks. He is especially pleased with Beowulf's success, as he no longer has to live in fear for his kingdom. Through his speech, he congratulates Beowulf and advises him with words of wisdom. Hrothgar cautions the almighty warrior to beware of his pride by not allowing it to swell, due to his glory. He tells a tale about the notorious King Heremod who is blessed with everything--money, power, strength, and glory: Until his portion of pride increases and swells within him; then the watcher sleeps, the soul's guardian; that sleep is too sound, bound in its own cares, and the slayer most near whose bow shoots treacherously. . . he cannot protect himself. . . angry-hearted he covets. . . and then he forgets and regards not his destiny because of what God, wielder of heaven, has given him . . . In the end it happens in turn that the loaned body weakens, falls doomed; another takes the earl's ancient treasure, one who recklessly gives precious gifts does not fearfully guard them (49). From this speech, parallels can be drawn between Beowulf and Hrothgar. Hrothgar states that he "ruled the Ring-Danes for a hundred half-years" (49), and in the second part of the tale, it is revealed that Beowulf also reigns as a wise King for fifty years. In his speech, Hrothgar's reference to the "loaned body" and the "earl's ancient treasure" directly relate to "The Last Survivor's Speech" in the second part of Beowulf. It is this later revelation that connects Beowulf with "The Wanderer." Click on the picture to the right for a closer look at the passages that clearly show the parallel between Beowulf and "The Wanderer.

Axiologie et Pédagogie du Droit :: French Essays

Axiologie et Pà ©dagogie du Droit ABSTRACT: Le droit, considà ©rà © comme un ensemble de rà ©gles-normes ayant force ogligatoire et contraignante, rà ©git les rappoerts entre les hommes dans une socià ©tà © donnà ©e. En mà ªme temps, il est porteur à   la fois de l'image d'organisation des rapports sociaux familiaux, à ©conomiques et politiques (structure de base de la società ©), et des valeurs. A ce titre, le droit constitue un type-idà ©al qui, inscrit dans les textes (droit positif-objectif) et enracinà © dans la conscience des individus, remplit les fonctions gà ©nà ©rales de la rà ©gulation sociale, de la rà ©solution des conflits, de l'intà ©gration sociale et de la reproduction des structures sociales. En suivant l'enseignement d'Aristotle, le droit en tant que và ©hicule de valeurs peut et doit contenir la valeur suprà ªme de la vertu qui est au principe du bonheur humain. L'État est, donc, tà ¢chà © d'enseigner moyennant la loi (droit positif) la vertu tant intellectuelle qu'à ©th ique. Ainsi, le droit devient un moyen d'à ©ducation et remplit, outre ses fonctions gà ©nà ©rales, les fonctions pà ©dagogique et axiologique en contribuant de cette manià ¨re à   la rà ©alisation du bonheur des citoyens, La vertu, incorporà ©e dans le droit, s'avà ¨re la condition sine qua non de l'actualisation de toutes les valeurs contenues dans le droit, telles que dà ©mocratie, libertà ©, justice sociale, respect de la personne et ainsi de suite. INTRODUCTION polla/ ga para touj e)qismouj kai th fu/sin pra/ttousi dia/ to lo/gon e)a peisqw=sin a)llwj e)xein be/ltion ARISTOTE, Polit., H 7, 1332b7-9 On dà ©finit d'habitude le droit comme un ensemble de rà ¨gles de conduite qui, dans une socià ©tà © donnà ©e, rà ©gissent les rapports entre les hommes de manià ¨re normative, obligatoire et contraignante. (1) Nà ©anmoins, dà ¨s que nous le traitons en tant que discours porteur de l'image organisationnelle du monde social et và ©hicule de valeurs, (2) ses fonctions sociales changent considà ©rablement, Étudier le droit dans l'ensemble de ses fonctions sociales tout en le rattachant au monde des valeurs, c'est quitter l'espace du positivisme juridique pour entrer dans celui de la sociologie et de la philosophie du droit, et rà ©pà ©rer les và ©ritables possibilità ©s du discours juridique. Ainsi, aprà ¨s avoir examinà © les fonction gà ©nà ©rales du droit (I), l'on passera à   l'à ©tude de ses fonctions axiologique et pà ©dagogique (II). Dà ¨s lors, le droit cesse d'à ªtre un instrument d'imposition d'une volontà © à   une autre à   l'aide de l'institution à ©tatique et devient un moyen civilisà © de faà §onner la conscience des hommes. I. LES FONCTIONS GÉNÉRALES DU DROIT Dans le droit est incorporà © l'image que les agents sociaux se font relativement à   l'organisation des rapports sociaux familiaux, à ©conomiques et politiques, qui constituent la structure globale (3) ou la structure de base de la socià ©tà © (4) et qui forment l'objet de la justice.

The Dominance of Biomedicine and Challenges to its Discourse Essay

Contemporary approaches in understanding health, illness and its treatment largely differ from the traditional way of treating people’s health conditions. For instance, before the â€Å"Age of Reason† beliefs about vindictive spirits, evil and divine intervention, and practices of sorcery and witchcraft were widely held (Porter 1997 as cited in Williams, 2003). Another example is the practice of Greek medicine; a more naturalistic approach used by the practitioner to tune the body through humoral theories of balance and lifestyle modification. Similarly, during this age, the combination of physical, emotional, and spiritual factors contributed to the development of the â€Å"sick man† (Williams, 2003). These medical teachings were authoritative until the eighteenth century. However, towards the nineteenth century, numerous discoveries such as Vesalius’ anatomical atlas and Harvey’s process of blood circulation challenged mainstream medicine, which p aved the way for the rise of a newer and more systematic form of medicine (Williams, 2003, p. 11), marking the growth and supremacy of scientific medicine. The evolution of scientific medicine is well documented in several literature (Gabe, Keheller, & Williams, 1994; Longino, 1998; Marcum, 2008; Morris, 2000; Quirke & Gaudilliere, 2008; Williams, 2003). A progressive shift from preference of either licensed or unlicensed healers to the legitimization of the medical profession and medicalisation of natural life experiences had occurred (Gabe, et al., 1994). With this, scientific medicine, commonly known as biomedicine, continued to dominate the discourse of health and illness from the end of the 18th century up to the present (Williams, 2003). Despite this perceived supremacy, scientific medicine... ...s of thi sTrial Apply? The Lancet, 365(9453), 82-93. doi: 10.1016/S0140-6736(04)17670-8 Thorpe, R. D. (2008). Integrating biomedical and CAM approaches: The experiences of people living with HIV/AIDS. Health Sociology Review, 17(4), 410-418. Tonelli, M. R., & Callahan, T. C. (2001). Why Alternative Medicine Cannot be Evidenced-Based. Academic Medicine, 76(12), 1213-1220. Torgerson, D. J. (2003). Avoiding Bias in Randomised Controlled Trials in Educational Research. British Journal of Educational Studies, 51(1), 36-45. Williams, S. J. (2003). Medicine and the body. London: SAGE publications Ltd. Xue, C. C. L., Zhang, A. L., Lin, V., Costa, C. D., & Story, D. F. (2007). Complementary and Alternative Medicine Use in Australia: A National Population-Based Survey. The Journal of Alternative and Complementary Medicine, 13(6), 643-650. doi: 10.1089/acm.2006.6355.

Can illiterate Students Graduate from High School?

According to a study conducted by the U. S. Department of Education and the National Institute of Literacy, â€Å"14 percent of American adults can't read, and 19 percent of high school graduates can't read. † What’s more, the number of functionally illiterate adults is increasing by approximately two and one quarter million persons each year. Why does this condition exist? There are four primary reasons students might graduate from high school without knowing how to read.There could be additional factors such as geographical factors, individual disabilities, gender bias, inadequate facilities and poverty; however, illiteracy continues to have these four main causes: cheating on the exams, social promotion, a kind of special talent and proficiency at memorizing examinations. The first strategy to mention is cheating. As John Corcoran, a former high school and head of a multi-million dollar business but couldn’t read due to dyslexic, used to cheat on the examinati ons, explains, â€Å"I was like a cat burglar, and the jewels were the degree†(Feeney).Like Corcoran, students cheat in may ways. Some of them copy from others; some take out their textbooks or reference books to copy; some copy from small pieces of paper on which they had prepared the answer for the exams; still some use the modern communication tools such as an Iphone or Ipad. No one likes to fail, neither do illiterate students; therefore, they regard cheating as a short cuts to pass their exams to earn a high school diploma.Another way that illiterate students graduate from high school is thanks to social promotion, the practice of promoting a student to the next grade only at the end of the current school year, regardless of when or whether they learn the required knowledge. This allows them to keep them with their peers by age, protect their self-esteem and promote the students who are weak in one subject on the basis of strength in the other areas(Cooper).For instance, we didn’t have social promotion before 1992 in China, and the entrance exam was extremely challenging. The students who failed had to be held back. However, educators claimed that retention was not a cost-effective response to poor performance when compared to cheaper or more effective interventions. They also noted that retention had hard financial costs for school systems; requiring a student to repeat a grade was essentially to add one student for a year to the school system, assuming that the student did not drop out.Some parents worried that older retained students would victimize younger students. As a result, social promotion was established as a solution to help the students get the real knowledge. There was no question that the kids unable to read or write were going to the next grade directly. The third factor that illiterate students but with special talents could win pass through when comes to graduation, like John Corcoran. He learned how to take advantage of hi s talent for sports to compensate for his disability I mentioned before.Feeney discusses, in his article â€Å"The Teacher Who Couldn’t Read†, â€Å"At Texas Western College, which he attended on an athletic scholarship, Corcoran conjured up a method to avoid courses requiring reading in class and essay writing. † Typically, an increasing number of students, parents and educators pay more attention to the special talents that they learn nowadays. If you have some talents in sports, music, science or machine, you almost win a ticket to the colleges even though you aren’t able to read or write.The final factor that illiterate students graduate from high school is that these students are good at taking examinations. More specifically, they are skilled in memorizing the exam questions. In â€Å"Teenagers in Dreamland,† Robert J. Samuelson points out that increasing adolescent autonomy is resulting in reduced academic skills/ performance of students. Sc hools have to downgrade the academic standards as well as the entrance exams. Some substandard schools even just focus on preparing for the examinations.The only job for the student is to memorize all the questions. The teachers help to prepare all of the questions for the students, but we all have a responsibility to support these students to polish their skills, so they can graduate knowing how to read as well as write. According to the analysis above, there are many strategies to graduate from high schools without how to read or write in the list. These students may have a huge disadvantage. These students will be prevented from gaining the information they need to be successful.Illiterate adults don’t have the same advantages in the world. They won’t know how to negotiate contracts, interview the jobs, and may not know how to get help when they are in trouble. Therefore, schools as a part of society should do what they can to prevent students from graduating high s chool as illiterate students. I believe that education uplifts us. It is the only path which can lead us to wisdom and liberation. No matter what kind of obstacles that may lead to students graduating illiterate, the best solution for us all to be sure to prevent this problem.

Letter of Insanitation

Dear Manager, I came into your restaurant for lunch on Saturday, November 2nd, 2013 at approximately 12:30 p. m. Being that your store location is closest to my home and to my work; I dine at your location very frequently with my co-workers and family. This past Saturday, I realized something that I should have always been observant of; however, I made the assumption that it was something that I didn’t need to be concerned about because of the common sense around the issue. I noticed that the man who was making my sandwich was not wearing gloves or a hair net.I realize that most men have short enough hair so that it is not a major issue; however, this gentleman had hair longer than shoulder length. I understand that I came in during the lunch-time hour and that the store was busy, however, these things are not negotiable because of the risks associated with not wearing a hair net or gloves. While I stood at the counter watching my sandwich being prepared, three employees on th e assembly line sneezed within a two minute increment and two of those used their hands to cover their mouths/noses while sneezing.Neither of the two employees left their station to go wash their hands and to clean themselves. They remained working and continued on with making my sandwich, along with the others who were waiting in line. It was not just me who realized what just happened, the man next to me and I both made eye-contact and mumbled a few words to each other regarding the incident. I am sure, that a person in your position knows the magnitude of viruses and diseases that can easily be spread by unwashed hands.Your employees can spread certain germs/microbes like viruses and bacteria by contaminating the objects or surfaces that they are touching. The U. S. Food and Drug Administration (FDA) instructs that hands be washed before making food AND putting on gloves to make food. The FDA also advices that hands be washed after coughing, sneezing and touching your body, howev er, in the case of your store, this was not taken seriously. I was extremely concerned when watching my food being prepared by your employees and the problem could be solved so simply.I received my sandwich and after watching what I saw, I didn’t even eat the food I purchased because I was not willing to take the risk in getting sick because of poor practices on behalf of your employees and stores location. I have a couple recommendations as to how to fix this problem and any future problems in the future at your location with your employees: 1. ) Take an extra 30-45 seconds and thoroughly wash your hands with anti-bacterial soap. 2.)Advise all working personnel that they are required to wear a hair net if their hair is longer than a certain length. Please remind your staff/employees to take the safety of your customers seriously, especially when it involves personal hygiene. I am sure that even the busiest person on the planet would gladly wait an additional 30-45 seconds so that you can wash your hands and so they do not get an illness and become sick. I hope that this problem gets solved because I do enjoy coming into your stores location for lunch/dinner! Sincerely,

How to improve english

Therefore It Is really Important to improve English skills because It Is never too late. People who are not very keen on writing English. even for them it can be a good start. Adrian: It Is very Important to start writing English as much as possible. There are some ways of improving english such as reading. tching movie or even listening to music, This should be included In the dally task and after doing It for a long time It becomes a habit and then the person will realize how he or she is going towards betterment. but each of them has their strength and weaknesses. Actually, learning English Is not as difficult as you think. YouVe got to commit yourself if you want to be successful. Jimmy: I remember what my lecturer told me that If you're lazy or not interested in learning English, you'll never break through yourself.I really want to be able to read, write and speak well in English because English Is uite important as the international language nowadays. Ya. It'll be useful when I would Ilke to geta good job or go overseas to carry on my studies or work. Okay. First of all, you must read more English materials. such as magazines and newspapers. ‘Ofs Not only that, English textbooks, instructions and ingredients on food packages, advertisements are also important. Jazali: When people write, they usually use â€Å"correct† English with a proper grammatical structure. Ya, This is not always true when people speak.That's why. So, by reading, you can learn grammatical English naturally. I Just saw an article, it says that If you choose something to read that you like, it can actually be interesting and enjoyable. Well, this came across my mind. If you like to read about football in your own language, why not read about football in English right? Ya, I agree with you. You will get information about football and improve your English at the same time. But guys, you wont have a direct impact on your speech improvement. written English differs greatly fro m English used in actual live conversations.Sometimes, Written English tends to be more formal and isn't packed with phrasal erbs like everyday English! to make English phrase, word, or word chunk stick in your mind for later use in a conversation, you need to repeat it a good number of times. Don't forget guys, You basically need to repeat the phrase and memorize it doesn't happen when you read an English fiction book! – and it By the way, music is also a fun way to work on your listening. Learn the most effective way to do it and about the challenges you face learning from music.If you love music, Music will teach you useful phrases and collocations, help you to remember new ords and old, improve your pronunciation and sharpen your listening. Hey, Zhen hao what are you doing? Im Finding lyrics. Half of a good song is what the words mean. Songs are about something. But before you can fgure out what a singer means, find out what she or he is saying. Yes, Songs are utterly dif ferent†and usually deeper, cooler and more poetic†when you know what your favourite singers are really saying. So, find the lyrics to your favourite songs, print them out and work to understand what they mean.Not only finding lyrics, u need to sing along too. In the shower, around the house or at your local karaoke box, it will help your English get better and better. You pronunciation will improve, and you will remember more and more new English. However, there are some adverse on listening English song too. Nowadays the songs getting varies through the country. Some lyrics of the songs may contain of verbal words. Yaya! Like the song sang by Akon, ‘l Just had a sexl The music video of the songs also may contain of adult content such as naked and this is not suitable for young people or child to watch.Everyone *laugh* The music video of the songs also may contain of adult content such as naked and this is not suitable for young people or child to watch. On the oth er hand, the lyric's spelling on screen also might not accurate. the true spelling. So, This could be a disadvantage of learning English by music. Hey don't forget, my hobby, watching movies also will improve English. Haha.. Watching movies is a great way for you to improve your English, especially your listening and speaking skills. Films are not usually created for English language learners – they are made for native English speakers.Films are not usually created for English language learners – they are made for native English speakers. It is not a good idea to use this as your only method of learning English; it is much more advisable to study at an English school. However, I would definitely recommend all English language students to watch films in English in their spare time for additional practice that you might not get in a classroom. I agree with u Zhen hao, It helps to take the language away from the artificial classroom norm, which helps us because they get t o see/hear the language in a more natural setting.Other than that, watching movies will not only improve your listening ability, but will help you a lot on your spoken English, espcially our English intonation. Besides, when you watch a movie, you can also learn the culture reflected in the movie. But some of the parents will get mad or angry if their children wasting more time on movies. I don't think so Jimmy, this is my own experience. I like watching movies very much and it's really helpful for my English study. I really recommand you watch some typical movies. And You can watch movies and TV programs with English subtitles as ell.That helps a lot. I really think that it depends on what movies we are watching! If they are watching movies that are grammatically incorrect, I cannot see how that's going to help them with the English language. We can watch movies from the fiftys and sixtys, those movies were make with proper grammar in mind. for conclusion, So far i still strongly r ecommend you to watch more movies because it really helps to improve English. How do you think everyone, Agree with it? Yes, I agree. watching movies can be very beneficial.

Do you agree with this interpretation of Dunkirk?

This painting is a representation of the evacuation of Dunkirk. It shows the losses of ships, the troops living upon the beaches, and how the water was too shallow for the boats, so little boats had to go to the shore. A man made harbour that was made by the Royal Engineers is also shown in the picture. Also there was the big cloud of smoke from the blown oil refinery, the cover above from the spitfires and hurricane's shotting down the german air force(luftwaffe), the shells exploding randomly on the beaches that were being launched by the Germans from out side the town of Dunkirk. The knowlage that i have to back up the evedence from the paint in souce A is that we know from the video of war walks with Richard Holmes, that the big cloud off smoke is true, also the Video also mentions the shallow seas. There is not many inaccuries in this painting ecxept the fact of the British and French troops round the city fighting off the Germans that were trying to get to the beaches. I think this picture, although showing many of the facets of the evacuation, is not strictly accurate. For example the men wouldn't be lining up in straight lines.Even so I think this is a fair interpretation of the evacuation of Dunkirk.

Introduction to Financial Management Essay Example | Topics and Well Written Essays - 500 words - 1

Introduction to Financial Management - Essay Example Do 16 (1 + g) ^2 where Do is the opening amount of dividend, g is the growth rate and â€Å"2† is the period. For this type of growth, to determine the growth level at time t, the value can be determined once by introducing a power, which is t as follows Dt = 16 (1 + g) ^t (Titman, Keown & Martin, n.d., pp. 3-13). The time t for the dividend growth is one year, therefore, the t = 1. Market capitalization rate indicates the rate of return on investment. Therefore, the price of the stock = 24 (1 +0.09) ^1/(1 + 0.15) ^1 = 22.75 pence (Titman, Keown & Martin, n.d., pp. 3-13). The return on equity = Net income/equity. Mannington’s ROE = 20%. Let net income be x. Therefore, 20% = x/(200,000,000 * 50) = x/10,000,000,000. X = (20% * 10,000,000,000) = 2,000,000,000. Mannington company declared 60% of the profits (net profit) as dividends. On that note, the total dividend to be paid = (60% * 2,000,000,000) = 1,200,000,000. The company’s dividend per share = (1,200,000,000/200,000,000) = 6pence per share. Given the company’s expected rate of return, at this point it is possible to obtain the value of the shares using the formula Vs = D/rs where Vs is share value, D is the dividend and rs is the expected return. Therefore, Vs = (6/0.13) = 46.15pence (Titman, Keown & Martin, n.d., pp. 3-13). Using the formula for constant dividend growth, RCs = D/Vcs + g where rcs is the return, D is the dividend, Vcs is the share price and g is the growth. Therefore, return = (20/2.35) + 0.06 = 8.571% (Titman, Keown & Martin, n.d., pp. 3-13). The director’s view that the retained earnings would be cheaper than the preference share is valid. To justify the validity, the only cost that accompanies the use of retained earnings is the failure to pay dividends to the shareholders. Thus retained earnings have no flotation cost, they are tax free and does not lead to loss of control of a company. Preference shares on the