Lakota Woman Essay - 6824 Words

Lakota Woman Mary was born with the name Mary Brave Bird. She was a Sioux from the Rosebud Reservation in South Dakota. She belonged to the Burned Thigh, the Brule Tribe, the Sicangu. The Brules are part of the Seven Sacred Campfires, the seven tribes of the Western Sioux known collectively as the Lakota. The Brule rode horses and were great warriors. Between 1870 and 1880 all Sioux were driven into reservations, fenced in and forced to give up everything. Her family settled in on the reservation in a small place called He-Dog. Her grandpa was a He-Dog and told about the Wounded Knee massacre. Almost three hundred Sioux men, women, and children were killed by white soldiers. Mary was called a iyeska, a breed which the white kids†¦show more content†¦She hated her stepfather so much that she was barely home and always got in arguments with her mother, yelling at her for marrying such a bad man. Mary and her mother did not get along after her mom remarried so Mary drank and began to live l ike a hobo. There was nothing for the men to do back than besides drink so she couldnt really blame her mother for picking a man like that because that is how they all were. They just drank and drove around wasted. Mary was one of six kids, sister Kathie, brother Robert, sister Barbara (who she got along the best with), sister Sandra and then an adopted little brother. The adopted brother was very spoiled. Marys mother had to find a job to help support the kids and when she was gone at work nobody was left to take care of them so their grandparents took care of them. Her grandma was born Louise Flood and her grandpa was Brave Bird. Her grandpa was killed when the horses which were pulling his wagon were startled by a lighting storm. The horses freaked out and caused the wagon to tip. Brave Bird got thrown out of the wagon and got tangled in the reins. The horses dragged him through the bush, over rocks, and over barbed-wire fence. When people found him he was dead. Her grandma ended up remarrying a man named Noble Moore. Noble Moore had a son named Bill who ended up marrying Marys mom. Marys mom had grown up and no longer was married to theShow MoreRelated Lakota Woman Essay496 Words   |  2 PagesLakota Woman The book â€Å"Lakota Woman,† is an autobiography that depicts Mary Crow Dog and Indians’ Lives. Because I only had a limited knowledge on Indians, the book was full of surprising incidents. Moreover, she starts out her story by describing how her Indian friends died in miserable and unjustifiable ways. After reading first few pages, I was able to tell that Indians were mistreated in the same manners as African-Americans by whites. The only facts that make it look worse are, IndiansRead MoreAnalysis Of Lakota Woman By Mary Crow Dog1688 Words   |  7 Pagesthis half of semester, I have been introduced to the Indigenous people social rights justice that has been fighting for many decades to stop waichu from taking every possession of their property, freedom, and racial equality. In the book called â€Å"Lakota Woman† by Mary Crow Dog, she has been describing her childhood to the age of 39 which has been related to many historical events associated with the Am erican Indian Movement. Many of those American Indian Movement was to fight for their rights to haveRead MoreThe Lakota Woman, A Biographical Account Of Mary Crow Dog Essay1783 Words   |  8 PagesIn Lakota Woman, a biographical account of Mary Crow Dog, there is established a reoccurring theme centered around Native American women and their outlasting strength as they play their roles of wives, mothers, daughters, and sisters. Especially so in trying times, which Crow Dog illustrates, that have spanned for centuries and are as inescapable as they have ever been. Remarkable are her feats of bravery fueled by strength she’s derived from other influential women in her life and her love for herRead More Quest for Self-Determination in I Know Why The Caged Bird Sings and Lakota Woman2704 Words   |  11 PagesSings and Lakota Woman      Ã‚  Ã‚   During their growing up years, children struggle to find their personal place in society. It is difficult for children to find their place when they are given numerous advantages, but when a child is oppressed by their parents or grandparents, males in their life, and the dominant culture, the road to achieving self-identity is fraught with enormous obstacles to overcome. Maya Angelous I Know Why The Caged Bird Sings and Mary Crow Dogs Lakota Woman depict theRead More Black Elk: Uniting Christianity and the Lakota Religion Essay3109 Words   |  13 PagesBlack Elk: Uniting Christianity and the Lakota Religion The Battle at Little Bighorn River, the Massacre at Wounded Knee and the Buffalo Bill Show are historical events that even Europeans have in mind when they think about the Wild West and the difficult relationship between the first settlers and the Native American Indians. But what do these three events have in common? The easiest answer is that the Battle, the Massacre and the Buffalo Bill Show all involved Native Americans. HoweverRead MoreThe Lakota Tribe Of Native Americans1358 Words   |  6 Pagestribes are the Lakota, whose homeland was originally located in the Wisconsin, Michigan and Dakota region of today’s North America. From their day to day activities to their extensive culture the history of the Lakota tribe of Native Americans are a very intriguing aspect included in Native American studies. Some major areas of interest include: their daily life routines, beliefs and culture, and how they communicated with other tribes. One of the primary activities of the Lakota was related to obtainingRead MoreLakota (Sioux) Indians and Creation Essay1549 Words   |  7 Pages The Lakota Indians, are sometimes known as the Sioux, but they call themselves the Lakota, which is translated as ‘friend’ or ‘ally’ in their native tongue. Their description of themselves make sense when looking at their seven virtues that they live by, â€Å"These are Wà ³Ã„ hekiye (Prayer), Wà ³ohola (Respect), Wà ³wauÅ‹Å ¡ila (Compassion), Wà ³wiÄ akÈŸe (Honesty), Wà ³waÄ haÅ‹tognaka (Generosity), Wà ³waÈŸwala (Humility) and Wà ³ksape (Wisdom) (â€Å"Lakota Today†). A culture’s idea of the most importance qualities a good personRead MoreWorldview Approach: Major Values of Lakota Culture from the Book Lame Deer Seeker of Visions by Richard Erdoes1250 Words   |  5 PagesAnthropology. Book Report On Lame Deer Seeker Of Visions In this assignment, the topic I chose is â€Å"Worldview approach: Major Values of Lakota Culture†. It is about the relationship of Lame Deer book and the Lakota. In particular, the topic explores what the Lakota values much and how this is portrayed in the book (Lame Deer Seeker of Visions). In the essay, in exploring this topic, a summary of this book is first given. Second, I do explain why I choose the topic and what I knew about it priorRead MoreNative American Spirituality And Native Americans1374 Words   |  6 Pagesand all of Mother Earth’s creations and resources as sacred and had the utmost respect for them. For the Sioux nation (also known as the Lakota), spirituality is an fundamental part of daily life. The Lakota’s world view, like that of a number of other indigenous peoples, embraces animism, shamanism and polytheism (McKenzie, 2001). Like other Natives, the Lakota have a very holistic approach to living, seeking unity in all living things. When these Natives address the universe, they speak to a worldRead More World Cultures Final Exam Terms Essay1077 Words   |  5 Pagesplain’s cultures: known as sunka wakan 12.nbsp;nbsp;nbsp;nbsp;nbsp;John Dunbar – a U.S soldier who came to turn on the army to live with the Lakota tribe and learn that the white man are the barbarian’s and become a Lakota himself and even marry one of them: in the end he does what he can to save his people 13.nbsp;nbsp;nbsp;nbsp;nbsp;Lakota – a tribe of Indians which mean’s alliance of friends but the white man began to call them Sioux meaning enemy, traitorous snakes 14.nbsp;nbsp;nbsp;nbsp;nbsp;Little

Allegories of Life - 1682 Words

The Allegory’s of Life In The Allegory of the Cave, Plato uses a vast spectrum of imagery to explain ones descent from the cave to the light. While Plato uses this Allegory to explain his point through Socrates to Glaucon. This allegory has many different meanings. The Allegory can be used in many different ways, from religion to politics to ones own intellectual enlightenment, or it can be interpreted as the blinded person in a colt like reality. Are we all prisoners in a world that is forced on us through the media? How do we really know that we are not just pawns in some one’s chess game. What meaning was Plato trying to introduce to Glaucon? This cave can represent many aspects in the world. And the prisoners can be any one. The†¦show more content†¦Secondly there can be a religious allegory of the cave. The figures that were shown to the prisoner in the cave could be viewed as idols praised by the prisoners and puppeteers. Religion can be viewed by som e as a cave. Being kept in the dark of there religion and forced never to see the light. Some religions brain wash there followers to see things only there way. If you don’t see, act or think how there religion views you should be. they may kill you. The Amish religion can be view like the prisoners in the cave. They are taught from a small age that God is all you need and the everyday life most Americans live is a blasphemy of God. They live a simple life most have no electrical devices and choose to dress modestly and in plain colored clothing. Some Amish travel to towns for supplies but most tend to grow everything there self. Children are shielded from the outside world until there teenage years when they participate in rumspringa. This event is where teenagers are given the choice to stay within the Amish culture or they choose to be an outsider. In summary the Amish are similar to the prisoners in the cave being told what to do and how to act there whole life until the day they can see the world and make their own choices. One important note most Amish teenagers choose to stay within the Amish community. Cults are similar to the Allegory of the cave. Members are kept in the dark, from whatShow MoreRelated Life Of Lycurgus, And Platos Allegory Of The Cave1043 Words   |  5 Pagesfollowing texts: The Enchiridion by Epictetus, Plutarch’s ‘Life of Lycurgus,’ and Plato’s â€Å"Allegory of the Cave†. Each of which, play a role in achieving a stronger community. While the laws instilled in citizens reflect a leader’s inspiration, confidence creates prudence to ensure the stability of a state. A leader’s inspiration contributes to the development of the laws enforced, which leads to a stable society. In Plutarch’s ‘Life of Lycurgus,’ Lycurgus gains inspiration from his travels toRead MoreComparing The Allegory of the Cave and Narrative of the Life of Frederick Douglass825 Words   |  4 PagesComparing The Allegory of the Cave and Narrative of the Life of Frederick Douglass Plato’s work in the Allegory of the Cave emphasizes the actualization of reality and truth. Fredrick Douglass’ life, which is portrayed in Narrative of the Life of Frederick Douglass, an American Slave, is similar to Plato’s philosophical idea presented in â€Å"The Allegory of the Cave.† Plato, a Greek philosopher introduces the significant meaning of reality and truth through his philosophical text. He illustrates theRead MorePlato s Allegory : Knowledge And How New Knowledge Can Alter A Person s Entire Life872 Words   |  4 PagesIn Plato’s allegory there are many major concepts of knowledge and how new knowledge can alter a person’s entire life. One of Plato’s points is that people will cling to what they have always been told when presented new knowledge and may terrify them. Plato says: â€Å". . . you must not wonder that those who attain to this beatific vision are unwilling to descend to human affairs; for their souls a re ever former state he had seen the shadows . . . that what he saw before was an illusion . . . WillRead MoreThe Matrix And The Allegory Of The Cave Analysis1102 Words   |  5 PagesWritten over two thousand years apart, The Matrix and The Allegory of the Cave still stir up the same type of intellectual discussions over full enlightenment despite taking place in an entirely different world. Written between 380 and 360 B.C, The Allegory of the Cave, depicts a hypothetical situation in which a group of prisoners have been chained since birth only able to see the shadows casted on to the wall in front of them. They know nothing more than the shadows they see on the wall, completelyRead MoreBriar Rose Allegory1451 Words   |  6 PagesJane Yolen, in her novel Briar Rose, has used an allegory of Briar Rose or Sleeping Beauty as a metaphor to hide the real experiences and emotions suffered from the Holocaust during World War Two. The development and techniques employed within the stor y are extremely effective for the use of the allegory. Yolen has used a number of techniques to assist in the use of the allegory. She has used the title Briar Rose, Yolen has selected this specific title as it is another name for Sleeping Beauty,Read MoreThe Allegory of The Cave, by Plato Essay856 Words   |  4 Pagesstrategy in the allegory of the cave is of deductive reasoning. Plato uses a cave containing people bound by chains which constrict their neck and legs in such a way that they are unable to turn around and there is a fire roaring behind them casting shadows on the wall. Since the prisoners cannot turn their heads to see what is casting the shadow the only thing they can perceive are the shadows and the sounds that seem to becoming from them. This is what Plato argues in the allegory of the cave â€Å"ToRead MoreEnlightenment Vs. The Comfort Of Fantasy Essay1541 Words   |  7 Pagesexemplify the message that people did not want to be enlightened in the Allegory of the Cave, a section of his book Republic. Through the use of counterpoints, metaphors, symbols, and paradox, Plato was able to accomplish presenting a paradigm where humans find it difficult to accept the reality of enlightenment over the comfort of a simpler fantasy they have always known in the â€Å"Allegory of the Cave.† Throughout Plato s Allegory of the Cave the most effective rhetorical strategy put to use is counterpointsRead MoreAnalysis Of The Book Allegory Of The Cave And The Wachoskis The Matrix921 Words   |  4 Pagesillusory world. In addition, the people in the allegory give up to walked out of the cave that still back to the dark. Besides in the movie, Neo found out that which the world, which he lived a long time was the in illusory world. Both of Plato’s â€Å"Allegory of the Cave† and the Wachoskis’ The Matrix are involved in this principles; however, they are having some similarities and differences that between their changes and their worlds. In the allegory, the people who lived in the cave is restrainedRead MoreThe Allegory Of The Cave1086 Words   |  5 Pagesallegorical significance(s) of the cave in Plato’s Republic. How is the cave an allegory of Plato’s philosophy? How is the allegory of the cave an allegory for enlightenment or philosophical education? How and why are most human beings like prisoners in a cave? Who are the puppeteers? What does the world outside the cave represent? What does the sun represent? Etc. What is Plato’s Theory of the Forms? What is a Form? How does the allegory of the cave express Plato’s Theory of the Forms? How is philosophy theRead MoreAnalysis Of The Book Allegory Of The Cave And The Wachoskis 912 Words   |  4 Pagesthe illusory world. In addition, the people in the allegory give up to walk out of the cave that still back to the dark. Besides in the movie, Neo found out that which the world, which he lived a long time was the in illusory world. Bot h of Plato’s â€Å"Allegory of the Cave† and the Wachoskis’ The Matrix are involved in this principle; however, they are having some similarities and differences that between their changes and their worlds. In the allegory, the people who lived in the cave is restrained with

After the End of Art Essay Example For Students

After the End of Art Essay Art and Craft of Writing the master narrative of the history of art in the West but by the end not in the West alone is that there is an era of imitation, followed by an era of ideology, followed by our post-historical era in which, with qualification, anything goes. Arthur Danto, After the End of Art Theres no general agreement on what art is and what is not. As Danto argues in his book After the End of Art nowadays you can no longer tell whether something is art by simply looking at it. Rather anything can be art, and anyone can be an artist. We will write a custom essay on After the End of Art specifically for you for only $16.38 $13.9/page Order now Even the most influential and recognized minds of the last century cannot agree on what is and what is not a piece of art. Hegel, for example, describes art as based on three main characteristics. He states that: There are 3 factors determining a work of art: 1. A work of art is not produced by Nature; it is brought into being by the agency of man. 2. It is created essentially for man, and it is addressed to his senses 3. It contains an end bound up with it. Jacques Maritain, in contrast, gives three completely different conventions that make one work a work of art. According to him, There are three rules on art. First the very idea of rules in the arts changes and becomes transfigured through the impact of beauty on the activity of art. So the rules must be continually reborn, and the artist is forever exploring the unknown. Second the work to be made is unique, and an end in itself. Each time, and for every single work, there is for the artist a new and unique way to strive after the making of his art. Third because the work is an end in itself, and a unique participation in beauty, reason alone is not enough for the artist. Because in art as in contemplation, intellectuality at its peak goes beyond concepts and reason, and is achieved through union with the subject, which love alone can bring about. Once again, Leo Tolstoy disagrees with the other definitions of art and gives his own. He claims that: Real art must be infectious-the receiver of a true artistic impression is so united to the artist that he feels as though the work were his own-as if what it expresses was what he had been longing to express. A real work of art destroys the separation between himself and the artist, and even between himself and all those others who also appreciate this art. In this freeing of our personality from its isolation, and uniting it with others, lies the great attractive force of art. Not only is infection a sure sign of art, but the degree of infectiousness is the sole measure of excellence in art. This depends on 3 things; 1. The individuality of the feeling transmitted. 2. Its clarity. 3. The sincerity of the artist i. e. the degree of force with which the artist feels the emotion he transmits. Art is not just what you can see in museums, art galleries, or what someone qualified as a masterpiece. There are countless forms and types of art. There are numerous genres. And every person has his own taste for art. There is no such thing as school subject called Art Appreciation that you can be thought. Art is what you, as an individual, can recognize as such. Creating art and experiencing art are both very personal. Every artist, when involved in a process of creating a new work, is trying to embody some specific meaning in his creation. In the same way, everyone whos in touch with a work of art should be able to extract some meaning from this contact. .u444813450d87182e1c02c3768d2810a2 , .u444813450d87182e1c02c3768d2810a2 .postImageUrl , .u444813450d87182e1c02c3768d2810a2 .centered-text-area { min-height: 80px; position: relative; } .u444813450d87182e1c02c3768d2810a2 , .u444813450d87182e1c02c3768d2810a2:hover , .u444813450d87182e1c02c3768d2810a2:visited , .u444813450d87182e1c02c3768d2810a2:active { border:0!important; } .u444813450d87182e1c02c3768d2810a2 .clearfix:after { content: ""; display: table; clear: both; } .u444813450d87182e1c02c3768d2810a2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u444813450d87182e1c02c3768d2810a2:active , .u444813450d87182e1c02c3768d2810a2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u444813450d87182e1c02c3768d2810a2 .centered-text-area { width: 100%; position: relative ; } .u444813450d87182e1c02c3768d2810a2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u444813450d87182e1c02c3768d2810a2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u444813450d87182e1c02c3768d2810a2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u444813450d87182e1c02c3768d2810a2:hover .ctaButton { background-color: #34495E!important; } .u444813450d87182e1c02c3768d2810a2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u444813450d87182e1c02c3768d2810a2 .u444813450d87182e1c02c3768d2810a2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u444813450d87182e1c02c3768d2810a2:after { content: ""; display: block; clear: both; } READ: Catcher In The Rye Theme EssayThe purpose of the artist is to create a feeling or a mood, usually an emotion that the artist feels and hopefully the viewer will feel. But it is not necessary to be the same meaning that the author was trying to introduce. It is not possible to be the same meaning. For we are human beings. And everything we interact with, we see in the light of our own consciousness, of our own individual understanding. This makes it impossible for two people to view a work of art in exactly the same way, even when they are an author and an admirer. This is what makes art so personal and leads us to the ridiculous situation that what some call art for others just seem to be nothing more than a five-year-old kids daubing. So why is art so often disturbing? It is because the most disturbing art is usually the most ideologically meaningful. This kind of art is slapping us in the face with its outrageousness, with its provocation, and is bringing light to the darkest spots of our mind, revealing the skeletons in the closet. And we are afraid of what it shows us, we are afraid of what it means to us. Examples of this kind of art are Robert Mapplethorpes self-portrait with a bullwhip in his anus, John OReillys sex-with-Jesus photocollages, Sally Manns sensual portraits of her children, Amy Adlers nothing-to-hide centerfold self-portraits, and Kara Walkers sexually driven master-slave silhouettes. This art is disturbing and sometimes painful, full of what the artists had bottled up inside. If the art is disturbing and if it troubles you, then it has struck a nerve, because the world is a disturbing, troublesome place. Obscenity, pornography and violence do exist in our world and it is important that artists are able to recognize this fact and blow the horn in front of our faces. This kind of art immerses us deeply inside our problems, inside the problems of the world and makes us think about feelings, questions we are not used to. And we find it so disturbing because it is a lot easier just to avoid or condemn that which doesnt sooth us. In order to consider something a work of art, it has to be able to touch us emotionally or mentally. Art is representation of each ones unique identity. When something is created, it is not art. It only becomes art when it is appreciated by someone other than the artist. It is the expression of thoughts and feelings. Art involves inspiring emotions or provoking thought. One definition of art says: Art is a symbolic representation of someones ideas, emotions, or thoughts in general, intended to convey this, or evoke a similar state in another. Because we are all different we see different things and feel different things. But the key word is feel, the emotion, the ability to represent, that is the art.

Worldviews Essay Example

Worldviews Essay Worldviews Name: Course: Lecturer: We will write a custom essay sample on Worldviews specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Worldviews specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Worldviews specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Institution: Date: Worldviews Question One Worldview can be defined as the overall or the comprehensive perspective of a person in relation to believes, attitudes and ideas about life and the world (Rasbult, 2011). Question Two According to Christianity, the world is believed to have originated from God. Christians all over the world believe that God created man and woman. Additionally, He created the world in which man and woman would live in and procreate. This worldview has emanated from the Bible in the book of Genesis chapter one (American Bible Society, 1976). According to the worldview, Christians believe that people have a distinguishing element from the rest of the animals. The Christian worldview about identity is that people are created in the images and likeness of God. Additionally, they believe that human beings are the children of God. This is also true as portrayed in the Bible in the book of Genesis chapter one (American Bible Society, 1976). In the beginning, God had a purpose for man. However, after some time the human beings started to misbehave making God to send His only son Jesus. Jesus came and died for the sins of people. As Jesus was ascending to heaven, He told the Christians to spread the word of God (Tackett, 2011). According to the Christian worldview, their purpose is to spread the word of God to those people who do not know. The world views morality as relative while Christians view morality as absolute (Coy, 2008). The worldview on morality means that people have room for errors. On the other hand, Christians believe that people have to be righteous. This means that people have to be morally upright. Therefore, the Christian worldview of morality is that people must be morality upright despite the predicaments facing them. Christians believe that their destiny lies in heaven. They believe that God has a place well kept for them in heaven. According to the Bible, those people whom serve and Love God unconditionally have a place preserved for them in heaven by God (American Bible Society, 1976). Therefore, many Christians believe that their destiny is to serve and love God at all times so that they can go to heaven. Question Three The biblical worldview can certainly change the way one thinks of certain things in the society about his or her life. The Bible worldview has totally changed the way I think, speak and treat others. This is because it teaches us to love our neighbor as we love ourselves. Additionally, the Bible has changed my view on the career that I would like to take in future. This is because in the Bible it states that at all time man is expected to serve the Lord (American Bible Society, 1976). Therefore, the career I choose must be involved in serving the lord. References American Bible Society. (1976). Good news Bible: The Bible in Today’s English version. New York: American Bible Society. Coy, T. (2008). Worldviews Introduction. Ex-gaytruth.com. Retrieved from: http://ex-gaytruth.com/battle-of-worldviews/ Rasbult, C. (2011). What is worldview? Introduction and Definition. American Scientific Affiliation. Retrieved from: http://www.asa3.org/ASA/education/views/index.html Tackett, D. (2011). What’s a Christian Worldview? Focus on the Family. Retrieved from: http://www.focusonthefamily.com/faith/christian_worldview/whats_a_christian_worldview.aspx

Dharma essays

Dharma essays Dharma is the world's most ancient culture and the religion of over one billion of the earth's inhabitants. It is often referred to as Hinduism, but more correctly know as the ancient vedic culture. The approximate meaning of Dharma is  ¡Natural Law. This term is not is open to alteration, just as the laws of gravity cannot be debated as it is an inherent law of nature regardless of whether one believes in the law of gravity or not, similarly the subtle laws of God transcend all worldly things. The Dharmic way of life has many facets. Dharma is a way of life that is deeply rooted in a sense of ethical concern. Among the many other virtues that Dharma seeks to instill in its followers is the principle of non-violence (ahimsa) towards all beings, and compassion for all life. This sense of love and compassion is directed toward animals and the Earth, as well as all of our fellow humans beings. As a result of these highly ethical standards, followers of Dharma are vegetarians and strongly pro-environment. The personal goal of every follower of Dharma is to live life in such a way that he or she harms none and benefits all whom he or she encounters. In addition, it is taught by Dharma that the spirit of service and selfless work for others (known as the principle of seva) bring one's consciousness closer to that of God. Consequently, it is quite common to witness Hindus engaging charitable activities. For the followers of Dharma, it is of paramount importance to study the anci ent Vedic scriptures (such as the famous Bhagavad Gita), temple worship (puja), ritual and personal purification (such as bathing in the ganges, the holy river). Yoga and Meditation are also essential aspects of Dharma- through these one can reach a higher state of consciousness. Being an Indian myself, I have been taught and experienced many of these teachings while growing up in Bombay. Most Indians are taught these principles when they are young so ...

Understanding Celibacy, Abstinence, and Chastity

Understanding Celibacy, Abstinence, and Chastity The word â€Å"celibacy† is typically used to refer to a voluntary decision to remain unmarried or to abstain from engaging in any sexual activity, usually for religious reasons. While the term celibacy is typically used in reference only to persons who choose to remain unmarried as a condition of sacred religious vows or convictions, it can also apply to the voluntary abstinence from all sexual activity for any reason. While they are often used interchangeably, celibacy, abstinence, and chastity are not exactly the same. Celibacy is generally  recognized as a voluntary choice to remain unmarried or engage in any form of sexual activity, usually in order to fulfill a religious vow. In this sense, one can accurately be said to be practicing sexual abstinence as a condition of his or her vow of celibacy. Abstinence - also called continence - refers to the often temporary strict avoidance of all forms of sexual activity for any reason. Chastity is a voluntary lifestyle that involves far more than abstaining from sexual activity. Coming from the Latin word castitas, meaning â€Å"purity,† chastity embraces abstinence from sexual activity as a praiseworthy and virtuous quality according to the standards of morality held by a person’s particular culture, civilization, or religion. In modern times, chastity has become associated with sexual abstinence, particularly before or outside of marriage or other type of exclusively committed relationship. Celibacy and Sexual Orientation The concept of celibacy as a decision to remain unmarried applies to both traditional and same-sex marriage. Similarly, the lifestyle restrictions implied by the terms abstinence and chastity refer to both heterosexual and gay sexual activity. In the context of celibacy related to religion, some gay people choose to be celibate in keeping with their religion’s teachings or doctrine on gay relationships. In an amendment adopted in 2014, the American Association of Christian Counselors banned the promotion of the largely discredited process of conversion therapy for gay persons, encouraging the practice of celibacy instead. Celibacy in Religion In the context of religion, celibacy is practiced in different ways. Most familiar of these is the mandatory celibacy of male and female members of the active clergy and monastic devotees. While most female religious celibates today are Catholic nuns living in residential cloisters, there have been notable solitary celibate female figures, such the anchoress - a female hermit - Dame Julian of Norwich, born in 1342. In addition, religious celibacy is sometimes practiced by laypersons or clergy members in a faith not requiring it out of devotion or to allow them to perform certain religious services. Brief History of Religiously-Motivated Celibacy Derived from the Latin word caelibatus, meaning â€Å"state of being unmarried,† the concept of celibacy has been acknowledged by most major religions throughout history. However, not all religions have acknowledged it favorably. Ancient Judaism strongly rejected celibacy. Similarly, early Roman polytheistic religions, practiced between about 295 B.C.E. and 608 C.E., held it to be an aberrant behavior and imposed severe fines against it. The emergence of Protestantism around 1517 CE saw a rise in the acceptance of celibacy, although the Eastern Orthodox Catholic Church never adopted it. The attitudes of the Islamic religions regarding celibacy have also been mixed. While the Prophet Muhammad denounced celibacy and recommended marriage as a commendable deed, some Islamic sects embrace it today. In Buddhism, most ordained monks and nuns choose to live in celibacy believing it to be one of the prerequisites to reaching enlightenment. While most people associate religious celibacy with Catholicism, the Catholic Church actually imposed no requirement of celibacy on its clergy for the first 1,000 years of its history. Marriage remained a matter of choice for Catholic bishops, priests, and deacons until the Second Lateran Council of 1139 mandated celibacy for all members of the clergy. As a result of the Council’s decree, married priests were required to give up either their marriage or their priesthood. Faced with this choice, many priests left the church. While celibacy remains a requirement for Catholic clergy today, an estimated 20% of Catholic priests worldwide are believed to be legally married. Most married priests are found in the Catholic Churches of Eastern nations like the Ukraine, Hungary, Slovakia, and the Czech Republic. While these churches recognize the authority of the Pope and the Vatican, their rituals and traditions more closely follow those of the Eastern Orthodox Church, which had never embraced celibacy. Reasons for Religious Celibacy How do religions justify mandatory celibacy? No matter what they are called in a given religion, the â€Å"priest† is exclusively trusted to perform the sacred function of communicating the needs of the people to God or other heavenly power. The efficacy of the priesthood is based on the congregation’s trust that the priest is properly qualified and possesses the ritual purity necessary to speak to God on their behalf. Religions that require it of their clergy consider celibacy to be a prerequisite for such ritual purity. In this context, religious celibacy is likely to have been derived from ancient taboos that viewed sexual power as vying with religious power, and the sex act itself as having a polluting effect on priestly purity.   Reasons for Non-Religious Celibacy For many people who do so, choosing a celibate lifestyle has little or nothing to do with an organized religion. Some may feel that eliminating the demands of sexual relationships allows them to better focus on other important aspects of their lives, like career advancement or education. Others may have found their past sexual relationships to have been particularly unfulfilling, damaging, or even painful. Still others choose to abstain from sex out of their unique personal beliefs of what is â€Å"proper behavior.† For example, some people may choose to adhere to the morality-based tradition of abstaining from sex outside of marriage. Beyond personal beliefs, other celibates consider abstinence from sex to be the only absolute method of avoiding sexually-transmitted diseases or unplanned pregnancies. Outside of religious vows and obligations, celibacy or abstinence is a matter of personal choice. While some may consider a celibate lifestyle extreme, others may consider it liberating or empowering. Key Terms Celibacy is a voluntary choice to remain unmarried or engage in any form of sexual activity, usually in order to fulfill a religious vow. A person who practices celibacy is said to be â€Å"celibate.†Ã‚  Abstinence  is also called â€Å"continence† and is the often temporary strict avoidance of all forms of sexual activity for any reason.Chastity  -   from the Latin word castitas, meaning â€Å"purity† - embraces abstinence as a praiseworthy virtue according to the prevailing social standards of morality.

Marketing concept Assignment Example | Topics and Well Written Essays - 1000 words

Marketing concept - Assignment Example It will then examine why Beats Electronics used this particular concept and the extent to which it has been forced to accommodate changing trends in consumer trends and the resources that were deployed in marketing this concept and finally the analysis will consider how this concept enabled the firm to enhance on its business performance. Increasingly, firms are placing more emphasis on retaining their customers and often it takes a significant amount of effort, time as well as money in both attracting a new customer. Creating long term customers are seen as most beneficial (Gronroos & Voima, 2011). Relationship marketing is one of the theories which can be used to not only develop but also to liquidate the relationships that firms have with their customers in a manner that not only creates value, but also enhances on the firm’s level of competitiveness (Gronroos & Voima, 2011). Service quality is also another theory that seeks to explain customer value and here the quality of the provided service or product is exactly how the customer wishes it to be. In many instances, customers have a significantly wider speculation of quality which means that firms have to determine the quality in the same manner as their customers (Shamim & Ghazali, 2014). In the case of Beats Electronics, both Dr.Dre and Jimmy Iovine wished to provide the customer with similar headphones to the ones Apple had in the market but with better sound quality (Helm, 2014). Service quality in this instance is made up of two distinct parts which is the expected and perceived service. The perceived quality is made of two aspects: one is technical which is what the customer gets and customers often look to this aspect since it provides an overview of how the firm’s products can provide a technical solution to the problem (Shamim & Ghazali, 2014). The other aspect is functional which strives to examine the

International Business Environment Essay Example | Topics and Well Written Essays - 2000 words

International Business Environment - Essay Example Globalization has its benefits and challenges. However, it is almost inevitable and the global economy is expected to continue influencing operations of businesses. This paper â€Å"International Business Environment† addresses the question on whether globalization is good or not. The discussion will involve a brief explanation on how different schools of thoughts perceive globalization. Additionally the drivers of globalization, its implications on international business, the benefits, and challenges of globalization to the international society in general will be discussed.Globalization as Perceived by Various Schools of ThoughtInternational business entails any business activity conducted across national borders. The activities may involve sell of goods or services but must be done between two or more countries. Most multinational companies may have their management located in one country. However, they are international since they carry out business activities across more than one nation. International business has become a common phenomenon that influences decision in the political social as well as economic arena. International business operations are characterized by opportunities as well as challenges (Bray, 2003; Stefanovic, 2008).The term globalization means different things to different people. Some view globalization as increased worldwide interconnectedness in different aspects such as cultural as well as social ones. Hyperglobalists describe globalization as a phenomenon that exposes people.... International business operations are characterized by opportunities as well as challenges (Bray, 2003; Stefanovic, 2008). The term globalization means different things to different people. Some view globalization as increased worldwide interconnectedness in different aspects such as cultural as well as social ones. Hyperglobalists describe globalization as a phenomenon that exposes people to international market resulting in denationalization of economies. Skeptics consider globalization to be the economic interdependence resulting from economic integration. However, skeptics oppose hyperglobalist argument that globalization leads to denationalization. Conversely, skeptics claim that globalization leads to increased influence of national governments on the global economy (Bray, 2003). Transformationalists agree with the hyperglobalists’ argument that globalization reshapes social, political, and economic societies. However, transformationalist fail to agree with hyperglobalis ts’ argument that globalization leads to assimilation of the global societies into a single society. They argue that existence of a single business system does not mean that the global economic society is unionized (Bray, 2003). Drivers of Globalization Although the process of globalization has been going on for a long period, it has intensified in the recent past. There are several factors also referred to as drivers that are responsible for the increased pace of globalization. The main driver of globalization is technology. The economic world has made a great leap in technological advancement. Communication plays a major role in the business environment (Devemdra, 2009). This is because most business

Characters in Two Kinds Essay Example for Free

Characters in Two Kinds Essay Both, Madame Loisel and the daughter from two kinds, find themselves in similar situations. The situations seem different but in reality they arent, as both of them are expected to do certain things, the only different is that the daughter from to kinds in forced to do thing and Madame Loisel just feel like she had to do or to have a certain thing. The difference in the expectations between the two characters, is made by making one character want a certain thing, and the other to be forces to do something. So in other words one of the characters is wants to have certain thing and feels like the society expects the character to have these things. And the other one is made or forces by on other person or character from the story to do certain things, and is expected of certain things. The daughter is the forces character this is because the mother makes her do what she doesnt want to. Her mother tries to make he a wonder kid and to change the way the daughter is. The mother tries to make her daughter a wonder kid and the daughter starts to respond in a way that she just doesnt care. Then in some time the daughter be really tiered of the testes that the mother is making her that and the fact that the mother is trying to change her. And so, she starts to take short cut, and with the only intention to stay the way she it, the stops listening to her mother, doesnt pay intention at the piano lessens. On the other hand there is Madame Loisel, which is a character that just feels that it is her duty to be what the society expects of all women. She feels that she has to be in the high class, that she is worth a lot and that all because of her beauty should adore her. She also had an opinion that if she wants something she has to get it or it is the end of the world. In addition, her believe is that her just deserve, also for whom she is, expensive cloths, and expensive necklace. Both of the characters respond very similar to their pressures and expectation that they are faced in the story line. The daughter responds by not agreeing to her mother and by trying to do the opposite of what she is told to do and in addition, she doesnt listen nor try her best at the test that her mother makes her face. and a bit similar, Madame Loisel responds to  the expectations of society in a way that she just wants something and if she doesnt get it its the end of the world, as if she just is the centre of the world and that she deserves all. So in other words she believes that she is worthy of having the best of the best. Then furthermore, both of the characters change in the end of their own stories. Madame Loisel becomes more realistic about life and gets a true self-esteem for what she had actually achieved. And in addition she loses her opinion that everything that she gets or receives is granted. Then, the daughter listens to her mother in the end of the story and starts playing the piano. As a conclusion both of the characters result in the same position in other words both of the characters are dramatic characters. This is because their view and their characteristics change and became completely different in the end of the story. Madame Loisel changes in a way that she becomes more aver of life and stops taking everything for granted. The daughter also changes to the positive site as she in the end of the story starts playing the piano and in other words listens.

The Philosophy of James Patterson Essay -- James Patterson Description

The Philosophy of James Patterson   Ã‚  Ã‚  Ã‚  Ã‚  James Patterson should be included in an anthology because he has mastered the art of description and plot. Heà ¢Ã¢â€š ¬Ã¢â€ž ¢s capable of creating lives in his books like no other author from past or present. He has created a fictional world inside of his Alex Cross series, where many fans of his like to live. With each new book he can fill a mind with unbelievable detail and imagery. A small two book series, nicknamed the à ¢Ã¢â€š ¬Ã…“bird booksà ¢Ã¢â€š ¬?, blew away many critics. With this mini-series he ventures into biotechnology and the worlds in its view on longevity. Heà ¢Ã¢â€š ¬Ã¢â€ž ¢s known for venturing off the normal path of writing. He goes where many authors donà ¢Ã¢â€š ¬Ã¢â€ž ¢t, into religion, romance/humor/history, and a womanà ¢Ã¢â€š ¬Ã¢â€ž ¢s murder club. A few examples are Letters for Nicholas, The Jester, Cradle and All, and the à ¢Ã¢â€š ¬Ã…“number booksà ¢Ã¢â€š ¬?(1st to die, 3rd degree).   Ã‚  Ã‚  Ã‚  Ã‚  Patterson has been affected by many things in his life. The greatest thing was most likely his involvement in the company J. Walter Thompson, an advertising company. After his wife died in 1984, he focused all his energy into the company. Four years later he became CEO, then in 1990 he became chairman, and in 1994 he became the World-wide Creative Director (Author & Artists, page 209). He has said working for the company opened up his mind to bigger ideas in his books. Ità ¢Ã¢â€š ¬Ã¢â€ž ¢s what helps him write the masterpieces we see today.   Ã‚  Ã‚  Ã‚  Ã‚  Pattersonà ¢Ã¢â€š ¬Ã¢â€ž ¢s main influence in the action/mystery genre is the Alex Cross series, but three other books stand out too. Besides the Alex Cross series, his other major bestsellers are à ¢Ã¢â€š ¬Ã…“The Thomas Berryman Numberà ¢Ã¢â€š ¬?, à ¢Ã¢â€š ¬Ã…“When the Wind Blowsà ¢Ã¢â€š ¬?, and à ¢Ã¢â€š ¬Ã…“The Lake Houseà ¢Ã¢â€š ¬?. His first novel à ¢Ã¢â€š ¬Ã…“The Thomas Berryman Numberà ¢Ã¢â€š ¬? won an Edgar award in 1977. It was critiqued as a wonderful change from the normal thriller, written with a faultless ear for real speech and an accurate eye for real people. Even now, it is still said that à ¢Ã¢â€š ¬Ã…“the plot is subtle and provocative, the characters are complex and compelling, and Patterson's writing here makes it a pleasure to deal with every pageà ¢Ã¢â€š ¬? (Amazon.com (2nd source), A reader). Then after some success with Alex Cross, he came out with à ¢Ã¢â€š ¬Ã…“When the Wind Blowsà ¢Ã¢â€š ¬? and à ¢Ã¢â€š ¬Ã…“The La ke Houseà ¢Ã¢â€š ¬? a few years later. These books take a wild spin on bio-engineering, fusing wings into a human. It was met with some skepticism at first, but many rea... ...y have only made him stronger. He has also succeeded not only in writing but in the corporate business too. When asked what he is going to do after Alex Cross, he said that he had no idea and thatà ¢Ã¢â€š ¬Ã¢â€ž ¢s how he likes it. What a philosophy. By taking life as it comes he can give back the most spontaneous reaction. He says he looks forward to many more years of writing. So many people look forward to him in those years. Works Cited 1.  Ã‚  Ã‚  Ã‚  Ã‚  Author & Artists volume 25, contemporary author encyclopedia (no author), pages 209-213, Copyright 2004 2.  Ã‚  Ã‚  Ã‚  Ã‚  http://www.amazon.com/gp/product/customer-reviews/0446600458/ref=cm_rev_sort/104-1297017-7468716?customer-reviews.sort_by=byExactRating_5&me=ATVPDKIKX0DER&x=10&y=12, 2005, A reader 3.  Ã‚  Ã‚  Ã‚  Ã‚  http://www.amazon.com/gp/product/customer-reviews/0446607657/ref=cm_rev_next/104-1297017-7468716?%5Fencoding=UTF8&customer-reviews.sort%5Fby=byExactRating%5F5&n=283155&customer-reviews.start=11&me=ATVPDKIKX0DER, 2005, Locke, Josephine Anna (1st review down) 4.  Ã‚  Ã‚  Ã‚  Ã‚  http://www.amazon.com/gp/product/customer-reviews/0316603287/ref=cm_rev_sort/104-1297017-7468716?customer-reviews.sort_by=byExactRating_5&x=11&y=5, 2005, Ufowriter (2nd review down) The Philosophy of James Patterson Essay -- James Patterson Description The Philosophy of James Patterson   Ã‚  Ã‚  Ã‚  Ã‚  James Patterson should be included in an anthology because he has mastered the art of description and plot. Heà ¢Ã¢â€š ¬Ã¢â€ž ¢s capable of creating lives in his books like no other author from past or present. He has created a fictional world inside of his Alex Cross series, where many fans of his like to live. With each new book he can fill a mind with unbelievable detail and imagery. A small two book series, nicknamed the à ¢Ã¢â€š ¬Ã…“bird booksà ¢Ã¢â€š ¬?, blew away many critics. With this mini-series he ventures into biotechnology and the worlds in its view on longevity. Heà ¢Ã¢â€š ¬Ã¢â€ž ¢s known for venturing off the normal path of writing. He goes where many authors donà ¢Ã¢â€š ¬Ã¢â€ž ¢t, into religion, romance/humor/history, and a womanà ¢Ã¢â€š ¬Ã¢â€ž ¢s murder club. A few examples are Letters for Nicholas, The Jester, Cradle and All, and the à ¢Ã¢â€š ¬Ã…“number booksà ¢Ã¢â€š ¬?(1st to die, 3rd degree).   Ã‚  Ã‚  Ã‚  Ã‚  Patterson has been affected by many things in his life. The greatest thing was most likely his involvement in the company J. Walter Thompson, an advertising company. After his wife died in 1984, he focused all his energy into the company. Four years later he became CEO, then in 1990 he became chairman, and in 1994 he became the World-wide Creative Director (Author & Artists, page 209). He has said working for the company opened up his mind to bigger ideas in his books. Ità ¢Ã¢â€š ¬Ã¢â€ž ¢s what helps him write the masterpieces we see today.   Ã‚  Ã‚  Ã‚  Ã‚  Pattersonà ¢Ã¢â€š ¬Ã¢â€ž ¢s main influence in the action/mystery genre is the Alex Cross series, but three other books stand out too. Besides the Alex Cross series, his other major bestsellers are à ¢Ã¢â€š ¬Ã…“The Thomas Berryman Numberà ¢Ã¢â€š ¬?, à ¢Ã¢â€š ¬Ã…“When the Wind Blowsà ¢Ã¢â€š ¬?, and à ¢Ã¢â€š ¬Ã…“The Lake Houseà ¢Ã¢â€š ¬?. His first novel à ¢Ã¢â€š ¬Ã…“The Thomas Berryman Numberà ¢Ã¢â€š ¬? won an Edgar award in 1977. It was critiqued as a wonderful change from the normal thriller, written with a faultless ear for real speech and an accurate eye for real people. Even now, it is still said that à ¢Ã¢â€š ¬Ã…“the plot is subtle and provocative, the characters are complex and compelling, and Patterson's writing here makes it a pleasure to deal with every pageà ¢Ã¢â€š ¬? (Amazon.com (2nd source), A reader). Then after some success with Alex Cross, he came out with à ¢Ã¢â€š ¬Ã…“When the Wind Blowsà ¢Ã¢â€š ¬? and à ¢Ã¢â€š ¬Ã…“The La ke Houseà ¢Ã¢â€š ¬? a few years later. These books take a wild spin on bio-engineering, fusing wings into a human. It was met with some skepticism at first, but many rea... ...y have only made him stronger. He has also succeeded not only in writing but in the corporate business too. When asked what he is going to do after Alex Cross, he said that he had no idea and thatà ¢Ã¢â€š ¬Ã¢â€ž ¢s how he likes it. What a philosophy. By taking life as it comes he can give back the most spontaneous reaction. He says he looks forward to many more years of writing. So many people look forward to him in those years. Works Cited 1.  Ã‚  Ã‚  Ã‚  Ã‚  Author & Artists volume 25, contemporary author encyclopedia (no author), pages 209-213, Copyright 2004 2.  Ã‚  Ã‚  Ã‚  Ã‚  http://www.amazon.com/gp/product/customer-reviews/0446600458/ref=cm_rev_sort/104-1297017-7468716?customer-reviews.sort_by=byExactRating_5&me=ATVPDKIKX0DER&x=10&y=12, 2005, A reader 3.  Ã‚  Ã‚  Ã‚  Ã‚  http://www.amazon.com/gp/product/customer-reviews/0446607657/ref=cm_rev_next/104-1297017-7468716?%5Fencoding=UTF8&customer-reviews.sort%5Fby=byExactRating%5F5&n=283155&customer-reviews.start=11&me=ATVPDKIKX0DER, 2005, Locke, Josephine Anna (1st review down) 4.  Ã‚  Ã‚  Ã‚  Ã‚  http://www.amazon.com/gp/product/customer-reviews/0316603287/ref=cm_rev_sort/104-1297017-7468716?customer-reviews.sort_by=byExactRating_5&x=11&y=5, 2005, Ufowriter (2nd review down)

A Game of Thrones Chapter Five

Jon There were times—not many, but a few—when Jon Snow was glad he was a bastard. As he filled his wine cup once more from a passing flagon, it struck him that this might be one of them. He settled back in his place on the bench among the younger squires and drank. The sweet, fruity taste of summerwine filled his mouth and brought a smile to his lips. The Great Hall of Winterfell was hazy with smoke and heavy with the smell of roasted meat and fresh-baked bread. Its grey stone walls were draped with banners. White, gold, crimson: the direwolf of Stark, Baratheon's crowned stag, the lion of Lannister. A singer was playing the high harp and reciting a ballad, but down at this end of the hall his voice could scarcely be heard above the roar of the fire, the clangor of pewter plates and cups, and the low mutter of a hundred drunken conversations. It was the fourth hour of the welcoming feast laid for the king. Jon's brothers and sisters had been seated with the royal children, beneath the raised platform where Lord and Lady Stark hosted the king and queen. In honor of the occasion, his lord father would doubtless permit each child a glass of wine, but no more than that. Down here on the benches, there was no one to stop Jon drinking as much as he had a thirst for. And he was finding that he had a man's thirst, to the raucous delight of the youths around him, who urged him on every time he drained a glass. They were fine company, and Jon relished the stories they were telling, tales of battle and bedding and the hunt. He was certain that his companions were more entertaining than the king's offspring. He had sated his curiosity about the visitors when they made their entrance. The procession had passed not a foot from the place he had been given on the bench, and Jon had gotten a good long look at them all. His lord father had come first, escorting the queen. She was as beautiful as men said. A jeweled tiara gleamed amidst her long golden hair, its emeralds a perfect match for the green of her eyes. His father helped her up the steps to the dais and led her to her seat, but the queen never so much as looked at him. Even at fourteen, Jon could see through her smile. Next had come King Robert himself, with Lady Stark on his arm. The king was a great disappointment to Jon. His father had talked of him often: the peerless Robert Baratheon, demon of the Trident, the fiercest warrior of the realm, a giant among princes. Jon saw only a fat man, red-faced under his beard, sweating through his silks. He walked like a man half in his cups. After them came the children. Little Rickon first, managing the long walk with all the dignity a three-year-old could muster. Jon had to urge him on when he stopped to visit. Close behind came Robb, in grey wool trimmed with white, the Stark colors. He had the Princess Myrcella on his arm. She was a wisp of a girl, not quite eight, her hair a cascade of golden curls under a jeweled net. Jon noticed the shy looks she gave Robb as they passed between the tables and the timid way she smiled at him. He decided she was insipid. Robb didn't even have the sense to realize how stupid she was; he was grinning like a fool. His half sisters escorted the royal princes. Arya was paired with plump young Tommen, whose white-blond hair was longer than hers. Sansa, two years older, drew the crown prince, Joffrey Baratheon. He was twelve, younger than Jon or Robb, but taller than either, to Jon's vast dismay. Prince Joffrey had his sister's hair and his mother's deep green eyes. A thick tangle of blond curls dripped down past his golden choker and high velvet collar. Sansa looked radiant as she walked beside him, but Jon did not like Joffrey's pouty lips or the bored, disdainful way he looked at Winterfell's Great Hall. He was more interested in the pair that came behind him: the queen's brothers, the Lannisters of Casterly Rock. The Lion and the Imp; there was no mistaking which was which. Ser Jaime Lannister was twin to Queen Cersei; tall and golden, with flashing green eyes and a smile that cut like a knife. He wore crimson silk, high black boots, a black satin cloak. On the breast of his tunic, the lion of his House was embroidered in gold thread, roaring its defiance. They called him the Lion of Lannister to his face and whispered â€Å"Kingslayer† behind his back. Jon found it hard to look away from him. This is what a king should look like, he thought to himself as the man passed. Then he saw the other one, waddling along half-hidden by his brother's side. Tyrion Lannister, the youngest of Lord Tywin's brood and by far the ugliest. All that the gods had given to Cersei and Jaime, they had denied Tyrion. He was a dwarf, half his brother's height, struggling to keep pace on stunted legs. His head was too large for his body, with a brute's squashed-in face beneath a swollen shelf of brow. One green eye and one black one peered out from under a lank fall of hair so blond it seemed white. Jon watched him with fascination. The last of the high lords to enter were his uncle, Benjen Stark of the Night's Watch, and his father's ward, young Theon Greyjoy. Benjen gave Jon a warm smile as he went by. Theon ignored him utterly, but there was nothing new in that. After all had been seated, toasts were made, thanks were given and returned, and then the feasting began. Jon had started drinking then, and he had not stopped. Something rubbed against his leg beneath the table. Jon saw red eyes staring up at him. â€Å"Hungry again?† he asked. There was still half a honeyed chicken in the center of the table. Jon reached out to tear off a leg, then had a better idea. He knifed the bird whole and let the carcass slide to the floor between his legs. Ghost ripped into it in savage silence. His brothers and sisters had not been permitted to bring their wolves to the banquet, but there were more curs than Jon could count at this end of the hall, and no one had said a word about his pup. He told himself he was fortunate in that too. His eyes stung. Jon rubbed at them savagely, cursing the smoke. He swallowed another gulp of wine and watched his direwolf devour the chicken. Dogs moved between the tables, trailing after the serving girls. One of them, a black mongrel bitch with long yellow eyes, caught a scent of the chicken. She stopped and edged under the bench to get a share. Jon watched the confrontation. The bitch growled low in her throat and moved closer. Ghost looked up, silent, and fixed the dog with those hot red eyes. The bitch snapped an angry challenge. She was three times the size of the direwolf pup. Ghost did not move. He stood over his prize and opened his mouth, baring his fangs. The bitch tensed, barked again, then thought better of this fight. She turned and slunk away, with one last defiant snap to save her pride. Ghost went back to his meal. Jon grinned and reached under the table to ruffle the shaggy white fur. The direwolf looked up at him, nipped gently at his hand, then went back to eating. â€Å"Is this one of the direwolves I've heard so much of?† a familiar voice asked close at hand. Jon looked up happily as his uncle Ben put a hand on his head and ruffled his hair much as Jon had ruffled the wolf's. â€Å"Yes,† he said. â€Å"His name is Ghost.† One of the squires interrupted the bawdy story he'd been telling to make room at the table for their lord's brother. Benjen Stark straddled the bench with long legs and took the wine cup out of Jon's hand. â€Å"Summerwine,† he said after a taste. â€Å"Nothing so sweet. How many cups have you had, Jon?† Jon smiled. Ben Stark laughed. â€Å"As I feared. Ah, well. I believe I was younger than you the first time I got truly and sincerely drunk.† He snagged a roasted onion, dripping brown with gravy, from a nearby trencher and bit into it. It crunched. His uncle was sharp-featured and gaunt as a mountain crag, but there was always a hint of laughter in his blue-grey eyes. He dressed in black, as befitted a man of the Night's Watch. Tonight it was rich black velvet, with high leather boots and a wide belt with a silver buckle. A heavy silver chain was looped round his neck. Benjen watched Ghost with amusement as he ate his onion. â€Å"A very quiet wolf,† he observed. â€Å"He's not like the others,† Jon said. â€Å"He never makes a sound. That's why I named him Ghost. That, and because he's white. The others are all dark, grey or black.† â€Å"There are still direwolves beyond the Wall. We hear them on our rangings.† Benjen Stark gave Jon a long look. â€Å"Don't you usually eat at table with your brothers?† â€Å"Most times,† Jon answered in a flat voice. â€Å"But tonight Lady Stark thought it might give insult to the royal family to seat a bastard among them.† â€Å"I see.† His uncle glanced over his shoulder at the raised table at the far end of the hall. â€Å"My brother does not seem very festive tonight.† Jon had noticed that too. A bastard had to learn to notice things, to read the truth that people hid behind their eyes. His father was observing all the courtesies, but there was tightness in him that Jon had seldom seen before. He said little, looking out over the hall with hooded eyes, seeing nothing. Two seats away, the king had been drinking heavily all night. His broad face was flushed behind his great black beard. He made many a toast, laughed loudly at every jest, and attacked each dish like a starving man, but beside him the queen seemed as cold as an ice sculpture. â€Å"The queen is angry too,† Jon told his uncle in a low, quiet voice. â€Å"Father took the king down to the crypts this afternoon. The queen didn't want him to go.† Benjen gave Jon a careful, measuring look. â€Å"You don't miss much, do you, Jon? We could use a man like you on the Wall.† Jon swelled with pride. â€Å"Robb is a stronger lance than I am, but I'm the better sword, and Hullen says I sit a horse as well as anyone in the castle.† â€Å"Notable achievements.† â€Å"Take me with you when you go back to the Wall,† Jon said in a sudden rush. â€Å"Father will give me leave to go if you ask him, I know he will.† Uncle Benjen studied his face carefully. â€Å"The Wall is a hard place for a boy, Jon.† â€Å"I am almost a man grown,† Jon protested. â€Å"I will turn fifteen on my next name day, and Maester Luwin says bastards grow up faster than other children.† â€Å"That's true enough,† Benjen said with a downward twist of his mouth. He took Jon's cup from the table, filled it fresh from a nearby pitcher, and drank down a long swallow. â€Å"Daeren Targaryen was only fourteen when he conquered Dorne,† Jon said. The Young Dragon was one of his heroes. â€Å"A conquest that lasted a summer,† his uncle pointed out. â€Å"Your Boy King lost ten thousand men taking the place, and another fifty trying to hold it. Someone should have told him that war isn't a game.† He took another sip of wine. â€Å"Also,† he said, wiping his mouth, â€Å"Daeren Targaryen was only eighteen when he died. Or have you forgotten that part?† â€Å"I forget nothing,† Jon boasted. The wine was making him bold. He tried to sit very straight, to make himself seem taller. â€Å"I want to serve in the Night's Watch, Uncle.† He had thought on it long and hard, lying abed at night while his brothers slept around him. Robb would someday inherit Winterfell, would command great armies as the Warden of the North. Bran and Rickon would be Robb's bannermen and rule holdfasts in his name. His sisters Arya and Sansa would marry the heirs of other great houses and go south as mistress of castles of their own. But what place could a bastard hope to earn? â€Å"You don't know what you're asking, Jon. The Night's Watch is a sworn brotherhood. We have no families. None of us will ever father sons. Our wife is duty. Our mistress is honor.† â€Å"A bastard can have honor too,† Jon said. â€Å"I am ready to swear your oath.† â€Å"You are a boy of fourteen,† Benjen said. â€Å"Not a man, not yet. Until you have known a woman, you cannot understand what you would be giving up.† â€Å"I don't care about that!† Jon said hotly. â€Å"You might, if you knew what it meant,† Benjen said. â€Å"If you knew what the oath would cost you, you might be less eager to pay the price, son.† Jon felt anger rise inside him. â€Å"I'm not your son!† Benjen Stark stood up. â€Å"More's the pity.† He put a hand on Jon's shoulder. â€Å"Come back to me after you've fathered a few bastards of your own, and we'll see how you feel.† Jon trembled. â€Å"I will never father a bastard,† he said carefully. â€Å"Never!† He spat it out like venom. Suddenly he realized that the table had fallen silent, and they were all looking at him. He felt the tears begin to well behind his eyes. He pushed himself to his feet. â€Å"I must be excused,† he said with the last of his dignity. He whirled and bolted before they could see him cry. He must have drunk more wine than he had realized. His feet got tangled under him as he tried to leave, and he lurched sideways into a serving girl and sent a flagon of spiced wine crashing to the floor. Laughter boomed all around him, and Jon felt hot tears on his cheeks. Someone tried to steady him. He wrenched free of their grip and ran, half-blind, for the door. Ghost followed close at his heels, out into the night. The yard was quiet and empty. A lone sentry stood high on the battlements of the inner wall, his cloak pulled tight around him against the cold. He looked bored and miserable as he huddled there alone, but Jon would have traded places with him in an instant. Otherwise the castle was dark and deserted. Jon had seen an abandoned holdfast once, a drear place where nothing moved but the wind and the stones kept silent about whatever people had lived there. Winterfell reminded him of that tonight. The sounds of music and song spilled through the open windows behind him. They were the last things Jon wanted to hear. He wiped away his tears on the sleeve of his shirt, furious that he had let them fall, and turned to go. â€Å"Boy,† a voice called out to him. Jon turned. Tyrion Lannister was sitting on the ledge above the door to the Great Hall, looking for all the world like a gargoyle. The dwarf grinned down at him. â€Å"Is that animal a wolf?† â€Å"A direwolf,† Jon said. â€Å"His name is Ghost.† He stared up at the little man, his disappointment suddenly forgotten. â€Å"What are you doing up there? Why aren't you at the feast?† â€Å"Too hot, too noisy, and I'd drunk too much wine,† the dwarf told him. â€Å"I learned long ago that it is considered rude to vomit on your brother. Might I have a closer look at your wolf?† Jon hesitated, then nodded slowly. â€Å"Can you climb down, or shall I bring a ladder?† â€Å"Oh, bleed that,† the little man said. He pushed himself off the ledge into empty air. Jon gasped, then watched with awe as Tyrion Lannister spun around in a tight ball, landed lightly on his hands, then vaulted backward onto his legs. Ghost backed away from him uncertainly. The dwarf dusted himself off and laughed. â€Å"I believe I've frightened your wolf. My apologies.† â€Å"He's not scared,† Jon said. He knelt and called out. â€Å"Ghost, come here. Come on. That's it.† The wolf pup padded closer and nuzzled at Jon's face, but he kept a wary eye on Tyrion Lannister, and when the dwarf reached out to pet him, he drew back and bared his fangs in a silent snarl. â€Å"Shy, isn't he?† Lannister observed. â€Å"Sit, Ghost,† Jon commanded. â€Å"That's it. Keep still.† He looked up at the dwarf. â€Å"You can touch him now. He won't move until I tell him to. I've been training him.† â€Å"I see,† Lannister said. He ruffled the snow-white fur between Ghost's ears and said, â€Å"Nice wolf.† â€Å"If I wasn't here, he'd tear out your throat,† Jon said. It wasn't actually true yet, but it would be. â€Å"In that case, you had best stay close,† the dwarf said. He cocked his oversized head to one side and looked Jon over with his mismatched eyes. â€Å"I am Tyrion Lannister.† â€Å"I know,† Jon said. He rose. Standing, he was taller than the dwarf. It made him feel strange. â€Å"You're Ned Stark's bastard, aren't you?† Jon felt a coldness pass right through him. He pressed his lips together and said nothing. â€Å"Did I offend you?† Lannister said. â€Å"Sorry. Dwarfs don't have to be tactful. Generations of capering fools in motley have won me the right to dress badly and say any damn thing that comes into my head.† He grinned. â€Å"You are the bastard, though.† â€Å"Lord Eddard Stark is my father,† Jon admitted stiffly. Lannister studied his face. â€Å"Yes,† he said. â€Å"I can see it. You have more of the north in you than your brothers.† â€Å"Half brothers,† Jon corrected. He was pleased by the dwarf's comment, but he tried not to let it show. â€Å"Let me give you some counsel, bastard,† Lannister said. â€Å"Never forget what you are, for surely the world will not. Make it your strength. Then it can never be your weakness. Armor yourself in it, and it will never be used to hurt you.† Jon was in no mood for anyone's counsel. â€Å"What do you know about being a bastard?† â€Å"All dwarfs are bastards in their father's eyes.† â€Å"You are your mother's trueborn son of Lannister.† â€Å"Am I?† the dwarf replied, sardonic. â€Å"Do tell my lord father. My mother died birthing me, and he's never been sure.† â€Å"I don't even know who my mother was,† Jon said. â€Å"Some woman, no doubt. Most of them are.† He favored Jon with a rueful grin. â€Å"Remember this, boy. All dwarfs may be bastards, yet not all bastards need be dwarfs.† And with that he turned and sauntered back into the feast, whistling a tune. When he opened the door, the light from within threw his shadow clear across the yard, and for just a moment Tyrion Lannister stood tall as a king.

A Critical Analysis of the Arthurian Tale Sir Gawain and The Green Knight in the context of Literary Theory

This story is in the tradition of Arthurian stories about the Legendary King Arthur and his Knights of the Round Table. This is a alliterative poem belonging to the romantic genre of Arthurian legends.The author is anonymous and is simply referred to as the Gawain poet or the Pearl poet and is dated Ca. 1340-1400 from West Midlands in England, Sir Gawain and the Green Knight tells a tale of how Sir Gawain, a member of the esteemed Knights of the Round Table in King Arthur’s court at Camelot, accepted a challenge from a mysterious stranger, referred to as the Green Knight, who suddenly barges in on a merry feast in King Arthur’s Court.The story contains points, both in a Feminist and in a Marxist reading, that exhibit both positive and negative symbolisms, thus, inevitably furthering the contention that this is also very Deconstructivist; which is another literary theory and reading of the story. Certain symbolisms, themes and tones in the story show this is so, by being capable of having both pro and anti- Feminist and Marxist elements, which would be discussed in a more detailed manner in the following pages.FEMINISIT READINGâ€Å"Women are systematically degraded by receiving the trivial attentions which men think it manly to pay to the sex, when, in fact, men are insultingly supporting their own superiority.† (Wollstonecraft, 1759)Much can be gleaned when giving this piece a feminist reading. To start with, this belonging to the classic Medieval Age Romance and it being one of the Arthurian Legend makes it a very easy target for being tagged as anti Feminist.The very concept of the Medieval Age, and the mere mention of Arthurian Legends is in itself enough subject of anti Feminist repartee’s. The very fact alone that this era is characterized by patriarchal dominance and machismo is a strong enough qualification to label this outright as an anti Feminist story, without even going to the analysis of the story. The most obvious of a ll is the general tone and obvious patriarchal system of the story.There is a King who is high and mighty, and he rules over his subjects. The most loyal, admired and feared heroes are the Knights of the Round Table, whom, are all men. The Queen Guinevere is described as if she was a wall flower in all these brave bold display of masculine superiority, and is even deemed to be quiet, and not to say anything. In some translations of the story she is even said to sit beside Gawain, and not beside his supposed husband.The mention in the text that she presides over the festivities is merely titular, if at all, a token too trifle. With such a patriarchal system, it follows that the story also shows phallocentrism. If Camelot, the supposed Utopia is all patriarchal, what more could be expected of in the ‘real’ world?When Sir Gawain left on his quest to fulfill his vow to the Green Knight, he came upon a castle, where the lord of the castle, Bertilak of Hautdesert told him to give to him whatever he gets in exchange for the game he hunted. While the lord is away, the lady of the castle is left idling away on the castle, and falls to seducing the visitor. This brings to mind another archetypal typecasting or stereotyping of women; the Sinner/Saint stereotypes.In this story, Guinevere is the pure maiden; the saintly woman of virtue, while the Lady Bertilak is typecast as the sinner/slut/whore impure woman. There is an imposition of impossible virtues to the women as patently due to a macho image and in contrast to how a man should be chivalrous and upright.The seduction of the Lady Bertilak as opposed to the chastity of Queen Guinevere is clearly a male imposed virtue and rule of morals to how women should act. They should silently preside over ceremonies, as Guinevere does, or should patiently wait for his husband to come home, as the Lady Bertilak should have done.   

The Tsunami Disaster essays

The Tsunami Disaster essays The disastrous horror that came in the form of a massive tsunami has ravaged and devastated an incredibly large area and has left many people searching for family members, a new place to live, and for the answer to the question, What now? With an obscene amount of over 150,000 people already killed or missing and with that number expecting to be ballooned to a much higher figure by the time it is all said and done, this tsunami has without a doubt been the worst in recent history. The tsunami was unleashed by a 9.0 magnitude earthquake under the ocean, just off of the coast of Indonesia. This quake was one of the five largest since 1900. The aftershocks alone were shown as ranging in magnitude from almost 6 to 7.3. In comparison, the devastating San Francisco of the early nineties had an initial quake of 7.8, with aftershocks ranging from 3 to 4. The initial waves, traveling of upwards of 500 to 600 miles an hour towards the shower, initially are only a few feet in height so they are not noticeable in the open ocean. As the approach shallower water though, they slow down and reach much greater heights. With waves upwards of 20 feet crashing onto the shore, thousands of people were swept out to see with the initial waves. Studies show that the west coast is by no means safe from a tsunami of its own. The last great earthquake to strike the west was a 9.0 back in 1700 and it created tsunamis along the west coast and Japan. Scientists tell us that the fault has been locked ever since and is prime for another large disruption. Other faults deep beneath the Pacific could also cause tsunamis either by raising or lowering the ocean floor by shifting of the tectonic plates. These articles are a definite eye opener for anyone who is not so well informed on how tsunamis occur and how disastrous they can be. The authors of these particular articles not only show us the tragedy that occurred among the pe...

The Top 10 Secrets of All Nurses

The Top 10 Secrets of All Nurses Everybody job has secrets, but the club of nursing is one with a shared language and camaraderie more intense than most professions. Here are 10 things nurses never tell their patients. 1. They’re poopedTheir feet are aching. They’ve been on rotating shifts with high stress and very little sleep. They probably haven’t had a regular sleep routine since adolescence. And they never seem to go home! No matter how tired you are, a nurse is probably more fatigued.2. Handing out pills is not so simpleBy the time your morning meds get to your bedside, you may think it’s just a matter of downing the contents of that little plastic cup. But the nurse who prepared them also prepared meds for dozens of other patients. And for each one, had to double-check the name and purpose of each drug, plus any contraindications and special dosages, and then acquire each drug (sometimes from the pharmacy, sometimes requiring calls to your physician). So be patient and grateful nex t time you chug those pills.3. They don’t just blindly follow rulesSometimes a nurse, because of experience and expertise, might bend a directive ever-so-slightly if he or she is sure it isn’t in your best interest. Remember, nurses spend a whole lot more time with patients than doctors typically do. And they’ve seen everything before.4. They get sickThough they’ll never show it, they spend all of their time around your germs and are just as susceptible, if not more so, given their schedules! No nurse will put a patient in danger when contagious, but plenty of nurses do their jobs when they aren’t feeling 100%. They’ll care for you even when they neglect themselves!5. They have families who need them, tooYour nurse could have a sick kid at home or a sick family member in the hospital the next town over. They’ll give you 100% because it’s their job to care for you, even when they go home and care for someone else- and probably w ish they could be doing that full time instead.6. They see you as a personYou’re not just a case file to a nurse. Often you might remind them so much of someone in their lives- a parent, child, or friend. Even if you or your case don’t perfectly resemble their favorite uncle Joe, they’ll often be struck by some personal connection or will identify with some aspect of you or your treatment.7. They fight for youYou’ll never know it, because it isn’t very nurse-like to boast of such things, but nurses are constantly going to bat for their patients. If they disagree with a doctor or they want to make you more comfortable, they’ll do everything they can to set things right.8. They don’t want to lose youWhen things go scary and the crash cart rolls out, nurses are terrified. They may not show it- in fact, they operate like elite officers to move efficiently and perfectly through the life-saving steps they’ve been trained to take. But inside, they’re panicking, and utterly relieved when you pull through. Nurses never want to lose a patient. Never.9. They take their work homeEver heard a nurse promise to pray for you or your loved one? That’s not an empty threat. When they’re home and off the clock, chances are they think of you from time to time and wonder how you’re doing. If they’re worried enough, they’ll probably call a colleague to inquire.10. They very likely have had a rough dayIf your nurse seems distracted, it’s not that he or she doesn’t know what’s going on with you or that you’re getting sub-par care. Nurses deal with many, many patients at a time–and due to the nature of the job, many of those patients are very sick. Your nurse might have even lost a patient that day. Yes, nursing is their job, but they’re human, too, and helping sick people day in and day out can take its toll. Have empathy, and know your nurse is d oing the best she/he can.About all other things, it’s safe to say, nurses are an open book.

Youth and Urban Culture Essay Example | Topics and Well Written Essays - 2000 words

Youth and Urban Culture - Essay Example While examining the youth culture and subcultures it has been seen that it is important that the youth are taught to adapt conventional political and moral outlooks and are habituated to discipline in working life. Subcultures emerge as solution to problems that are collectively faced because of challenges in the social structure (Brake ix). The objective of this paper is to talk about the influence of the youth on the urban culture, bringing out the behavioral patterns and lifestyles of the former especially in modern urban setting. Youth as Subculture The study of subculture is done in relation with the broader system of society. It includes symbolisms of clothing, music and other interests of the subculture and also how such symbolisms are looked upon by the members of the broader culture that dominates the subculture. In any subculture there is the struggle for establishment of subgroups of different values and lifestyles (Brake 3). Youth subculture represents themselves with the ir own style, interests and behaviour through their activities. They often adhere to their own rules outside their social institutions like home or school. They consciously form a signature style of their own which they relish and exploit (Gelder & Thornton, 1). Style is significant in subculture. It transforms the normal process and goes â€Å"against nature†. ... There was a dramatic change in the cultural expression of the class. With the introduction of mass media, shift from joint families to nuclear families, changes in the school and work organisations, all these resulted in disintegrating and polarizing the community of the working class. This method of polarization gave rise to youth culture (Hebdige 74). In the post war era the youth began to exhibit many â€Å"non-solidaristic elements† with the culture of their parents. The dominant culture of the parents refused to comply with the status established by the youth. This led to the youth being a â€Å"vehicle for anti-establishment currents† (Jenks 122). Cultural Significance There are many specific factors behind the youth culture and some of them are rise in the spending power among the youth of the working class, emergence of market as an outlet for spending the surplus income and reformations in the field of education. All these factors led to a consciousness among t he younger generation to create an identity of their own and often they were rebellious against the traditional norms. Youth was being regarded as a separate culture as they began to adopt their own style and behavioral patterns. In the 1920s, it was understood that youth culture is not devoid of classes when evidence was garnered on juvenile criminals on streets and bootleggers (Hebdige, 74-75). The youth subculture enforces their own social practices, lifestyle, choice of clothes, types of television programs, music and friendship groups. The attempt of the youth to maintain a separate cultural world from the adults is not insignificant. Such forms of â€Å"symbolic creativity† are essential for daily life for the young people and should be considered as an essential part of human

MGMT442 U3 DB Research Paper Example | Topics and Well Written Essays - 250 words

MGMT442 U3 DB - Research Paper Example A program’s measure of performance can be gauged through the response collection from the employees. It can also be gauged through the overall productivity comparison between two time sets before and current mode of operations. Any program that adds value and reduces the wastes and redundancy within the product or process amount to the effective performance undertaking and addition of quality to the overall product and package. In today’s competitive era, the employees expect professional response from the employers, training, equal opportunities and an environment that favors anyone with ability and hard work regardless of any affiliation or social standing. The other stakeholders of the organization expect in time delivery, keeping them on board, making the decisions in light of the mutual benefits and mutual considerations, and handling the operations in complete professional and timely manner make up for the stakeholders

Business Intelligence Solutions for chosen organisation Essay

Business Intelligence Solutions for chosen organisation - Essay Example In 1987, there was a public issue of 720 million shares offered to 1.2 million shareholders and its shares are now listed with London, Toronto and New York stock exchanges. The public issue was a great success as BAs shares were oversubscribed more than 11times and its share price increased by 68% on the first day of trading. Today, BA is the number-one of the globe’s major premium airlines. Now, BA has flight operations to more than four hundred destinations globally. During the year 2013, BA reported a revenue of  £ 11,421 million as compared to  £ 10,827 million, which is an increase of 5.5%. Likewise, BAs profit after tax has also soared significantly in 2013 as it reported  £ 284 million as compared to  £ 114 million in the year 2012 which is an increase of 149.1%. Business Intelligence (BI) is one of the very few provinces in the IT sector to have stayed resilient even during the recent economic downturn, as business organisations like BA has employ the BI technology, mainly to minimise their costs and to optimise their flight operations. Thus, even during the phases of economic meltdown, BA has started to employ business intelligence tools to assist it to confront the economic turbulence. For instance, by using 3D visualisation, BA can recognise and remedy its inefficiencies. Further, BI helps BA to match its own data with that of external sources such as credit checks. During the current economic crisis , as a cost cut initiative , BA has reduced its spending on IT by a third in 2009 but its BI was one area, which was not touched upon and this shows the priority to BI by BA (Binning 2009). There is a compelling need on the part of BA to introduce BI technology to sort out the issues such as cut-throat competition , poor employee relations as represented by a number of flash cabin crew strikes , to address how to improve its cargo revenue as it fell by6. 5% due to prolonged weak cargo market in 2013 and is witnessing the impact due to both interest

Evaluation of Mathematics Curriculum

Evaluation of Mathematics Curriculum The question, ‘Why Teach Mathematics?’ as put forward by Ernest (2000), is one without a straightforward answer. Ernest (2000) outlines many difficulties which must be overcome if mathematics is to be taught effectively, namely the wide-ranging and complex aims of school mathematics (Ernest 2000, 7). The debate continues to rage in the columns of the broadsheets, as to whether the mathematics teaching in this country is effective and indeed whether or not it meets the needs of an increasingly complex society. Furthermore, as propounded by Ernest (2000), should the learners themselves be allowed to opt in or out of mathematics learning by choice? The first issue to be discussed is the mathematics curriculum itself. Ernest (2000) recognises four main aims for school mathematics and, therefore, the curriculum: ‘1 To reproduce mathematical skill and knowledge-based capability; 2 To develop creative capabilities in mathematics; 3 To develop empowering mathematical capabilities and a critical appreciation of  the social applications and uses of mathematics; 4 To develop an inner appreciation of mathematics – its big ideas and nature’ (Ernest 2000, 7) These four aims represent the need for a demanding and comprehensive curriculum. The mathematics curriculum has undergone radical changes in recent years, most notably with the introduction of the National Numeracy Strategy in 1998 (DfES 1998). This was followed in 2006 by the renewed Primary Framework for Mathematics (DfES 2006), its aim ‘to support and increase all children’s access to excellent teaching, leading to exciting and successful learning,’ (DfES 2006, 1). Throughout the new framework there seems to be an increased emphasis on problem solving (using and applying) and calculating skills, seemingly in accord with Ernest’s views on the matter, particularly in terms of developing creative abilities in mathematics. The renewed framework for mathematics places increasing importance on developing practical skills and, ‘providing real experiences, context and meaning,’ (DfES 2006, 13), seemingly in line with Ernest’s views. Consequently, it would seem that the current mathematics curriculum is headed in the ‘right’ direction. Indeed current classroom practise is a far cry from the traditional mathematics lessons of the past. Teachers are encouraged to think of the needs of all their learners through using a variety of different interactive teaching strategies. Children are challenged and supported to make progress at a differentiated level. Indeed classroom practitioners are expected to include sophisticated differentiation into their short term planning. This should surely mean that the standard of mathematics within schools is improving. This would also seemingly be at odds with the suggestion put forward by Ernest when he asks, ‘should the same curriculum be followed by all?’ (Ernest 2000, 8). This would imply that if the same curriculum is followed by every pupil, the needs of every pupil are not being met. However, this is not the way that mathematics should be dealt with in the classroom, as summarised by Wain: ‘The degree to which the teacher retains control of what the learners  do each lesson and the extent to which the learners can choose the next task  vary†¦but typical of all is that learning is individualized to a very great extent,  although often within a group setting. Whole-class teaching is, in general,  not used, or used sparingly, and each pupil is engaged in a learning process  that is unique to him or her.’ (Wain 1994, 136) The view that modern teaching methods have improved the standard of mathematics learning in this country is not, however, the opinion commonly put forward by many of today’s journalists. Chris Woodhead of the Sunday Times (August 26th 2007) recently reported that an insufficient number of pupils are obtaining A*-C grades at GCSE level, despite the fact that pass rates are higher than ever: ‘Last year 45.8% of students achieved five A*-C grades including English  and mathematics in the GCSE examination: 54.2% did not. This annual  statistic is one that the government was long reluctant to release. In that  English and maths are of such crucial importance, it is the only statistic  that matters.’ (Woodhead 2007) These figures would seem to suggest that the teaching of maths in this country, and perhaps the maths curriculum itself is in someway failing the young people who sit their GCSE mathematics examination every summer. However, A*-C are not the only pass grades, and this figures could, therefore, be construed as misleading. Institutes of further and higher education do seem to place emphasis on successful candidates having the required A*-C grade in mathematics, however, is this the most useful way of assessing how successful an individual will be at higher levels of study, particularly when that individual may not be continuing their mathematics education beyond GCSE level? Indeed Ernest puts forward the idea that, ‘mathematical attainment is mistakenly identified with intelligence and mental power and used to grade and select persons for various forms of work, including professional occupations, as well as in terms of suitability for higher education,’ (Ernest 2000, 8). Consequently it would seem that too much emphasis is placed on achieving desired grades in mathematics at GCSE level. However, the view of employers and those of higher education institutes is unlikely to change until public opinion is revised, after all, ‘Yes 98% of candidates are awarded some sort of grade, but everyone knows that any grade below a C is worthless in the real world,’ (Woodhead 2007). This argument would seem to lead into another suggestion by Ernest (2000, 8), concerning the viability of the current arrangements for teaching mathematics to five to sixteen year olds in a modern environment, ‘Requiring learners to study mathematics from the age of five to 16 years is less easy to justify if mathematics is not as useful as is often assumed,’ (Ernest 2000, 8). This could be taken to mean, is mathematics as necessary as we think in order to survive and progress in today’s society? It could be proposed that any number of professions, or avenues of employment, do not require the individual to have mathematical knowledge in order for them to execute their duties successfully. Consequently, it could be argued that individuals should be allowed to, ‘opt out altogether,’ (Ernest 2000, 8), if their chosen career path permits it. The difficulty with this route would be deciding at what point in their education the individual should be allowed to opt out of their mathematical instruction. On the other hand Orton (1994, 14) expounds at length on the importance of mathematics in the world today: ‘The indisputable fact is that mathematics is vital to the maintenance of satisfactory living standards. It is mathematics which underpins the science  and technology that support modern society. It would seem to be a  legitimate aim for educators to wish that pupils will come to an understanding  of how society works, and this implies an understanding of how mathematics provides support’ (Orton 1994, 14). Consequently, it could be said that regardless of whether or not we need mathematics for our employment, it is essential for survival in the modern world. At its simplest level individuals needs a knowledge of money and monetary systems to survive in today’s world, something that is addressed by mathematics teaching. At a more advanced level, as technology advances apace, the individual needs to be equipped to operate it in a variety of different occupations. However, is the mathematics curriculum preparing the individual for this adequately? Another question to be considered as part of this debate is, ‘where does mathematics teaching end, and information and communication technology (ICT) teaching start?’ There is surely considerable overlap, and when considering Orton’s (1994, 14) point above, this must be taken into account, indeed the teaching of mathematics must have considerable overlap with a number of different subject areas if it is to be effective. This is a view put forward by the renewed mathematics framework, which places emphasis on the importance of, ‘making links between curriculum subjects and areas of learning,’ (DfES 2006, 13). Making meaningful links between other subject areas and mathematics could make what is learned more valuable as it becomes ‘real’ for the learner. Ernest puts forward the idea that, ‘it is an unhappy learning experience for almost half of the population,’ (Ernest 2000, 8), referring to the experience of learning mathematics which five to sixteen year olds undergo. This would seem to be supported by current research, which indicates that students are reluctant to carry on their study of mathematics beyond GCSE level. Doctor Richard Pike of The Royal Society of Chemistry said in an interview with BBC News: ‘Schools and students are reluctant to consider A-level mathematics to age  18, because the subject is regarded as difficult, and with league tables and  university entrance governed by A-level points, easier subjects are taken.’ (Doctor Richard Pike, BBC news 2007) This would seem to suggest that mathematics at A-level is considered too difficult and insufficiently interesting to tempt students to continue their studies after GCSE level. It also implies that schools and further education institutes are foregoing this more traditional subject in favour of more popular subjects. Doctor Pike also claims that because of this drop in the number of students taking A-Level mathematics, there has been a knock on effect for students wishing to study science at university: ‘Increasingly, universities are having to mount remedial sessions for incoming science undergraduates because their maths skills are so limited, with many having stopped formal lessons in mathematics two years earlier at GCSE level.’ (Doctor Richard Pike, BBC news 2007) If the fact that students are no longer choosing to take their mathematical studies forward into A-level can have such a knock-on effect on their university studies, surely it could be argued that giving students the opportunity to ‘drop’ maths earlier in their education could have even greater implications. Pupils need to be fully aware of all implications before making choices about their A-Level studies. It would seem that thought should also be given to making the prospect of studying A-Level mathematics more attractive to both students, and educational establishments. The concept of making mathematics more ‘attractive’ to the potential A-Level student, takes us back to the discussion we started about the curriculum. It also links into Ernest’s thoughts on appreciating mathematics for its own sake. He discussed appreciating the social role mathematics plays, and has played in the past, (Ernest 2000, 7). Perhaps by incorporating the history of mathematics into pupils’ education it may give them an increased appreciation of the subject itself: ‘The appreciation of mathematics as making a unique contribution to  human culture with special concepts and a powerful aesthetic of its own,  is an aim for school mathematics often neglected by mathematicians and  users of mathematics alike.’ (Ernest 2000, 7) This would suggest that this aspect of mathematical education would be a valuable addition to the mathematics curriculum. Ernest also says that it would be a mistake to confuse an appreciation of maths with ability, as the two don’t necessarily go hand in hand. It is quite possible to develop an appreciation of maths without having an innate ability in the subject (Ernest 2000, 7). Indeed developing an appreciation for mathematics itself, may lead to an increased interest in the subject, consequently this may lead to an improvement in mathematical ability, as interest can be a key factor in children making academic progress. In conclusion Ernest (2000) makes a number of interesting points in attempting to answer the question, ‘Why Teach Mathematics?’ Despite the improvements made to the mathematics curriculum, and the teaching of mathematics, in recent years, there does not seem to have been a sufficient improvement in the number of pupils achieving A*-C grades at GCSE level. There has also been a knock-on effect on the number of pupils taking mathematics at A-Level and beyond, perhaps due to lack of interest, or perhaps due to the difficulty of the subject. Institutes of further education also seem reluctant for their pupils to study mathematics at A-Level. Ernest also puts forward the suggestion that pupils should be permitted to choose to what point they continue their mathematics education, however, this could also have multiple implications. It has been argued that a sound mathematical knowledge is essential for living and working in the world today, despite the fact that many occupatio ns do not necessarily require the individual to have any formal mathematical qualifications. Ultimately a mathematical education would seem to be a necessity for pupils in full time education, however, the way in which it is taught should be constantly reviewed in order for pupils to gain the full benefit of what they have learned. It is the responsibility of educators nationwide to ensure that pupils have a rich and varied mathematical experience, and that they themselves see the importance of teaching mathematics. 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