The Global Village

The worldwide town is described by far reaching utilization of cutting edge data and correspondence innovations .American physiologist, Manuel Castells has named it ‘network society’ whereby we run our lives utilizing â€Å"computers, organize advances [] media transmission [tools] †¦Ã¢â‚¬ (152).This has extraordinarily changed our social structures (151).Advertising We will compose a custom exposition test on The Global Village explicitly for you for just $16.05 $11/page Learn More In the worldwide town, government impact and control has debilitated in financial, social, political and social measurements not at all like previously. This has been ascribed to novel data and correspondence advancements ( Castells 155). The forces of most government have been decentralized to nearby and local levels â€Å"in a push to recapture authenticity vis-à -vis, their citizen† (Castells 155). This move in power base is professed to have been achieved by â€Å"mobile a nd liquid† capital that has been made conceivable by cutting edge data and correspondence advances (Sassen, n.pag). It is asserted countries are ‘giving up’ their sway in inclination to ‘shared’ power, predominantly through universal bodies (EU,NATO ,UN Organizations and so on), with different states that outcomes in a group and more grounded impact over different countries (Castells 155). Urban communities: With expanded globalization, a few urban areas are progressively playing a critical job in running of world issues than national governments. Saskia Sassen, an educator of Urban Planning at Columbia accepts that significant urban areas of the world can possibly make â€Å"economic geography†. She further expresses that urban communities are basic because of the way that they are the hearts of the media transmission foundation, the main impetus of globalization and will keep on filling in as â€Å"centers for coordination, control and adjus ting of worldwide capital†. Globalization has likewise achieved incredible changes in structures of urban communities and urban focuses in regions, for example, workforce, settlement, size and plan (Hall 144). The impacts of globalization are a lot of noticeable in urban areas. This has made the issue of things to come of these urban communities to go under investigation. Worldwide economy: The economy of the worldwide town is a huge system of little economies wherein budgetary markets are significant player (Castells 155). This economy is dynamic, rides on data innovations and is â€Å"heavily subject to information and information† (154).The worldwide economy is a supposed to be a system of â€Å"firms, fragments of firms, portions of governments, fragments of open part and non-legislative organizations† (Castells 154). This kind of economy is likewise described by â€Å"flexible work arrangement† (Castells 155.)Advertising Looking for article on topogra phy? We should check whether we can support you! Get your first paper with 15% OFF Learn More Culture: Global urban communities are multicultural, attributable to among different elements, deregulation and privatization of economies that has pulled in remote specialists and brokers setting in a rush of movement everywhere throughout the world (Sassen, n.pag). Corporate culture is developing to be prevailing over different societies and personalities. Recently limited societies in western nations are quick spreading (Sassen, n.pag). Major worldwide urban communities share comparable societies. The worldwide town is progressively confronting difficulties regarding inconsistent improvement particularly augmenting pay uniqueness, joblessness ,breakdown of private ventures because of multinationals ‘international monopoly’ ,move of consideration from assembling to money related administrations among others (Sassen, n.pag).Their causes ,in any case, stay easy to refute. End: With rising prevalent data advances each day, change is inescapable. Such changes may continue the worldwide towns as we as of now know it yet it might be in a totally different scale and extent. More examination is required on this subject. Works Cited Castells, Manuel. â€Å"The Contours of Network Society†. Prescience 2.2. ( 2000). Camford Publishing. Web. Lobby, Peter. â€Å"The End of The City?†City7:2(2003).Carfax Publishing. Web. Sassen, Saskia. â€Å"Global City: Strategic Site/New Frontier.† Global Tension Conference. 2001 Web. This paper on The Global Village was composed and put together by client Olivia Watkins to help you with your own investigations. You are allowed to utilize it for examination and reference purposes so as to compose your own paper; nonetheless, you should refer to it as needs be. You can give your paper here.

The Strategy of Economic Development and World Trade Via Free Markets Essay

The Strategy of Economic Development and World Trade Via Free Markets - Essay Example Enthusiastic utilization is brought out by the creator as it turns out to be clear after a fear based oppressor act that happened in 2001. Because of the occasion, there were numerous cases by the open figures that the people were energetic in going through their cash in the spot to invigorate the economy of the nation. Because of the occasion that happened, the individuals would be greatly worried about close to home and family undertakings without the perception of the monetary destinations of the nation. it was noticed that Americans had methods of reasoning to shopping before the assault happened however this diminished as there were other new contemplations when they did their shopping. As per Murray, preppies are the ones that can be utilized in the setting to realize connecting of the jobs. The connection comes as the understudies can build up some moderate measure of control. Best understudies in their examinations are those that have created order and buckle down in their in vestigations. The understudies should discover break of class by getting themselves associated with recreational exercises, for example, expressive arts or appreciating an excellent scene. This permits them to show information and thankfulness to the scenes. Celebrating is seen as an occasion that empowers one to disregard a few factors however the occasion ought to be confined to ends of the week as it were. Extra extravagance is required in exercises that are every day done and they ought to be joined with self-restraint. At the point when these practices are thought of, there is appearing as showing better quality in the exercises and merchandise that one uses (Milner, 78).

The 5 Worst Things to do in Your Common App Essay TKG

The 5 Worst Things to do in Your Common App Essay Common App essays are the wild card of the college application process. You can write about anything, but it needs to appeal to every school you’re applying to. Good luck. The number of options can be overwhelming, and the stakes can be anxiety-inducing, which together can result in some pretty terrible essays.If you’re keen on not writing a terrible essay, here are the top five things to avoid doing:Using a Thesaurus “ATTENTION!” a voice screams through a megaphone as police searchlights illuminate the dining room of a ranch-style home. A young man sitting at the table looks around in a panic. “Huh? What? What was I doing wrong?” The megaphone replies, “SIR, close the thesaurus. NOW.”It sounds silly, but a simple thesaurus can damage a great college essay and destroy an ok one. Synonyms aren’t always perfect, and you aren’t the first person to discover the word “plethora.” So back away from the thesaurus, close dictionary.com, and rely on your vocabulary, not a trumped-up one you found online. Likewise, avoid using words you learned for the SAT unless they are truly and organically part of your vocabulary. There is nothing worse than misusing a “big” word.Trying to Sound ‘Smart’ Using a thesaurus is one way of trying to feign superior intelligence, but the urge to sound smart is even greater than the synonym itch. The college essay is designed as a place to showcase who you are, not to rail off a list of what you know. Do not take an unnecessary political stance, do not argue a world issue, DO show them who you are when you’re not screaming from a soapbox.Writing Your AutobiographyEver heard of the phrase ‘mile wide, inch deep’? It refers to when something is expensive but shallow, and it’s not just talking about a puddle. Taking on too much in your essay (like trying to tell your life story) simply crams too much into a very limited amount of space.Instead of writing an autobiography, run the opposite phrase, ‘inch wi de, mile deep,’ in your head on repeat. Focus, zoom in, and dive deep. We can’t say this enough. We literally say it in every other blog post. Take one small story from your life and explore it.Copying an Essay that “Worked” (Our examples are for inspiration, not replication.) We have successful college essays on our website, and there are thousands more available across the internet. People have literally started companies that solely sell essays that “worked.” We don't really get the point of buying essays that worked, but okay. There are essays that got kids into Harvard, won them scholarships, and are true literary works of art. It’s great for you to learn what’s worked for someone else, and to even use their work as inspiration, but do not indirectly plagiarism or flat-out copy someone else’s work. Don’t take themes. Don’t take concepts. Don’t take sentence structures. If you’ve read it online, so has the admissions officer.Only going 50% of the way to bold The final mistake we see happening all the time is when kids decide to be bold in their essay, like implementing a challenging form or tackling a sensitive subject and then getting cold feet. It makes sense to second-guess yourself, it shows humility,  but don’t dumb down great work just because you’re scared a bunch of college-graduate essay readers can’t ‘get’ your vision. If you can’t play bold, play safe. Or call us. Because you should always be bold in your college essay.If you’re not into playing it safe, hit us up! We’re known for crazy outfits that break the mold.

The Heart of the Matter My Philosophy of Education - Free Essay Example

Sample details Pages: 5 Words: 1596 Downloads: 4 Date added: 2019/06/24 Category Education Essay Level High school Tags: Philosophy Of Education Essay Did you like this example? Abstract Let us get to the heart of the matter. I believe wholeheartedly that every child, no matter how diverse, is capable of learning. The key to successful learning is fostering a positive teacher-student relationship, displaying patience and grace, having endless amounts of compassion, and giving appropriate instructional guidance. In doing this, I know that I can uncover a childs distinct way that he or she learns best. When I have given a child all that, I then know that I have set a great learning foundation that they can grow from. We as educators need to realize that as we grow in our careers, our philosophy of education evolves with time. I know mine has changed some, but as I mentioned above, my why or purpose of being an educator is because I believe wholeheartedly that every child, no matter how diverse, is capable of learning. That is one of the main constants that remain the same the belief that every student is capable of learning, as well as wanting what is best for my students and my willingness to give my all to help them obtain it. A teachers heart of the matter is to build their students up so that they can be the best individuals they can be, in the present and in their future. Don’t waste time! Our writers will create an original "The Heart of the Matter: My Philosophy of Education" essay for you Create order Philosophy of Schools and Learning Education is not an end in itself; it is a means to develop a response to our calling in life (Graham, 2009, p. 49). The why of education, our calling in life, is an intriguing question. There is a wide gamut of views from so many differing theorists and founding fathers in education. To choose just a few is difficult. However, if I had to choose two individuals that had views that aligned with some of my educational beliefs, it would be John Dewey and William Heard Kilpatrick. These men both had an experimentalist educational philosophy. Dewey believed that all humans were educative (Gutek, 1995, p. 484). He also believed that students educational practices should be guided by the teacher and be enriched by using cooperative experiences of working with others to problem-solve (Gutek, 1995, p. 485). Kilpatrick followed in Deweys footsteps and took it further and believed that the educational experiences should arise from the individual learners interests and needs (Gutek, 1995, p. 48 9). As a teacher of almost eleven years, I see the benefits to this style of teaching and learning. Long gone are the lecture-style classes where the student sits there taking notes and being bored. I believe that state-mandated curriculum/standards can be delivered in a way that peaks the interests of the learner and be differentiated so that all learners can be educated at their instructional level. Learning through cooperative experiences can be very beneficial for the high- and low-level learner. Working together can bring so many positive outcomes and create many aha moments. Through my own teaching experiences, problem-solving allows for long-term retention of skills taught and this in turn has a long-range impact on individuals in society. Through these styles of teaching that I practice and believe in, I feel that I am doing Gods intended purpose for my life and that I reflect His character through the process of doing His work with Him (Graham, 2009, p. 49) when I am teach ing my students. Instructional Practice There are many personal beliefs that I hold close, as a teacher, on how to effectively deliver instruction to my students. Teachers have an imperative task to serve wholeheartedly (Ephesians 6:7, New International Version), and we can do that by delivering our best to our students every day. As an educator the key to giving our best is by offering a positive learning environment, having good teacher/student relationships, incorporating constructive classroom management, being well-prepared, offering differing styles of teaching strategies to keep learners engaged, and provide proper guidance in finding a students distinct way that he or she learns best using differentiated instruction. When students are given all these key components to succeed in the classroom, then they are prepared for learning to occur. How do learners come to know truth in their learning? It is difficult to pinpoint an exact answer to this question because it is different for each person. In an article by Elias (2015) he states that there are four areas of truth for students to build their academic and moral values and integrity throughout their educational experience. They are: to seek the truth, speak the truth, stand by the truth, and stay with the truth (bullet point 2). As students progress through their educational career, it is important that they develop their own point of view on many differing topics involving academics and morals. By doing this, over time, they will develop their own truth of how their learning will occur. Navigating students to define their own personal truth of what their points of view are is vital to the development of their individuality. Lastly, as their teacher, I feel that the appropriate foundation to guide my students in discovering their truth is to daily display the Fruits of the Spirit such as love, joy, peace, patience, compassion, gentleness, and self-control (Galatians 5:22-23, New International Version). A great teacher lives out this scripture to help learners come to know truth. An effective teacher that lives out the belief that every individual is capable of learning, allows for his or her students to understand the truth and the importance of learning. When I have given all of this and then some, I know that I have set my learners up for success and a great learning foundation to take with them into their adult lives. Teacher-Learner Relationships The teacher-student relationship is a vital piece for success to occur in the classroom. Once a teachers role is obtained, then the learners role takes shape. To acquire my role as a teacher, I intentionally incorporate my beliefs of what I think instructional practice looks like, as mentioned above, and foster a progressive learning environment that allows for positive and meaningful relationships to be established with my learners. One way I build meaningful relationships is using teachable moments that will benefit my students morally, socially, and emotionally. Throughout an instructional day, many events occur that allow for team-building to happen in my learning environment. This allows me to create classroom practices that support positive socioemotional development and minimize unnecessary social comparisons or unhealthy competition (Slavin and Schunk, 2017, p. 65). When my students can observe and model my expectations that I have for them, I feel that they are developing th eir own self-efficacy by becoming engaged and motivated in their learning. From there, the learners role blossoms because trust, respect, and compassion grow for one another. Once the learner and the teachers relationship reach their optimal potential, then successful learning can take place in the classroom. Diversity In todays times the classroom is extremely different than it used to be. So long is the mindset that all students fit into a one-size-fits-all package. We now must look at the individual learner and how can we meet their diverse needs, so they can succeed academically. Ackerman (2012) states that, Teachers have to believe that all students deserve a chance at success in our classrooms, regardless of the students backgrounds, learning styles, and/or disabilities (p.6). This can be a constant challenge for teachers, but it is important that we educators work hard to overcome our own difficulties in doing this, so that we can be effective in reaching every learner, no matter how diverse. Kellough and Jarolimek (2005) state, Your challenges lie in seeing that every student succeeds in school, so no child is left behind. Your opportunities can be found in making sure that the lives of all children are enriched through contact with classmates whose cultural and ethnic backgrounds may be quite different from their own (p. 13). Psalms 127:3 says Children are a gift from the Lord; they are a reward from Him (New Living Translation). To educate children is an honor and privilege, because they are a gift from God. It does not matter what makes a child diverse, whether it be their ethnicity and cultural differences, styles of learning, and/or disabilities. All these differing areas of diversity is what impacts how a learner experiences and takes in their instruction. For example, a student may have both a learning disability and a language barrier to overcome in the classroom. The impact a teacher could have on that student regarding how content is taught could be life-changing for that student. To understand this, educators need to be fully invested and engaged to meet the individual needs of the diverse learner so that success can be obtained. Conclusion The heart of the matter are the students we have the privilege to teach and mold into future citizens of society. As educators, we wear many hats in our students lives. We at times wear the hat of parent, advocate, counselor, nurse, as well as many other roles. We strive to live out truth and to teach our students truth by building positive relationships with our students, giving patience, grace and compassion, as well as meet their individual needs academically. The Bible states, In everything set them an example by doing what is good. In your teaching show integrity, seriousness, and soundness of speech that cannot be condemned (Titus 2:7-8, New International Version) Our job as educators in todays world is very different than what it looked like centuries ago. Yes, we still have the awesome task of delivering the academic curriculum, but we also must be that example of what is good and right.

Challenged Facing Girl Child in Developing Countries

INTRODUCTION According to the article â€Å"Convention on the Rights of the Child†(20 November 1989) 1, a child is defined as every human being below the age of 18 years unless, under the law applicable to the child, majority (or adult ‘status’) is attained earlier; in other words, unless the relevant laws recognize an earlier age. Issues like gender discrimination, domestic violence, sexual abuse, child labour, human trafficking, health and education, just to name a few, tend to be adversely skewed when closely examining the life of the girl child. There has been extensive researches carried out and we have lots of information available on challenges facing women and children in general but not enough research has been carried out or†¦show more content†¦It is estimated that between 85 and 114 million women and girls most of who live in Africa, the Middle East and Asia have undergone female genital mutilation (UNFPA). Again, trafficking in the girl child most often for commercial sexual exploitation is estimated to generate $8billion each year according to the International Organization for Migration (IOM) 7. HIV/AIDS HIV is a retrovirus that can lead to AIDS, a set of symptoms and infections resulting from the damage to the human immune system caused by the human immunodeficiency virus (HIV). This condition progressively reduces the effectiveness of the immune system and leaves individuals susceptible to opportunistic infections and tumors. Infection with HIV occurs by contact of bodily fluids with infected persons. A study done on girls who found themselves in commercial sexual exploitation have had their rights violated gravely, as per the Convention on the Rights of The Child (CRC), the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) and ILO Convention No. 182 on the Worst Forms of Child Labour. They are vulnerable to physical and psychological abuse, as well as HIV-AIDS infection. The face of the AIDS epidemic is increasingly young, poor and female. In some settings, the latest incidence of HIV/AIDS is reaching 8:1 female to male among those aged 15-24 (Expert group meeting, 2006). Millions ofShow MoreRelatedHuman Rights Violations to Afghan Women1492 Words   |  6 Pagesrecently focused much of their efforts on involving the livelihood of Afghanistan women. For decades, these women have been frequent victims of abuse, despite some success by authorities in prosecuting rape cases, forced marriages and domestic violence. Child marriage, selling and buying women to settle disputes, assault and more than a dozen other acts of violence and abuse against women are a common norm in Afghan society. About 87% of women experience physical, psychological or sexual violence. IncidentsRead MoreNgos Are The Best Hope For The Poorest People2044 Words   |  9 Pagesendowing the poorest people in the world with training and productive assets to raise their skills to achieve a regular employment pathway and income to raising themselves inde pendently above the poverty line. The poorest people in the world are challenged primarily in three areas that contribute to their poor conditions, which include Healthcare, Education and Microcredit among others (Wallace Adryan, 242-244). The primary areas discussed are on how the NGO assists to uplift the current poor livingRead MoreTeen Pregnancy And Its Effects1732 Words   |  7 Pagestoward each other, etc.) challenges, and as a result require the total (of everything or everyone) efforts of many to provide solutions. Teen pregnancy has been thought about/believed a social ill for centuries in the United States and has always challenged moral and (honest and right) thoughts and feelings. The money-based costs of teens giving birth are significant, and there are many forcing/forceful/interesting reasons to reduce the teen pregnancy. Research shows that reducing the number of birthsRead MoreHow Autism Affects Regular Brain Functions as Well as Socialization Skills1679 Words   |  7 PagesDisease Control stated that 1 in 88 children in the US is conducted with ASDs according to estimates from CDCs Autism and Developmental Disabilities Monitoring (ADDM) network.[6] This syndrome is 5 times more common among boys (1 in 54) that among girls (1 in 252).[6] While autism appears to be on the rise, its unclear whether the growing number of diagnoses shows a real increase or comes from improved detection and awareness.[1] Symptoms: Built on the severity of the case, people with autismRead MoreThe Rise And Development Of The Modern Educational System2113 Words   |  9 Pagespeople who were unable to go to school. Among the topics suggested by the Ministry of Education to discuss in the lectures were: â€Å"the duties and privileges of republican citizens; the importance of developing a military spirit; the importance of improving the economic and industrial welfare of the country; and the importance of emphasizing public virtues† (Kuo, 1915, 1972, p. 112). Later, the Ministry of Education established the Bureau of Social Education to oversee the investigation and the planningRead MoreReview of Countering the Conspiracy to Destroy Black Boys3910 Words   |  16 Pagesgenocide is, the deliberate and systematic destruction of a racial, political or cultural group (p. 1). The author, Jawanza Kunjufu (2005), has been challenged many times in debates and by the media with the use of the word conspiracy to d escribe certain aspects of the African-American society. It is a strong indictment against the social fabric of this country (p. 1). Neely Fuller stated, â€Å"†¦until you understand White supremacy, everything else will confuse you.† There have been many people such as,Read Morediversity as strategy7058 Words   |  29 Pagesduring the next ï ¬ ve to ten years. Over the past two years, I have interviewed more than 50 IBM employees—ranging from midlevel managers all the way up to Gerstner and Palmisano—about the task force effort and spent a great deal of time with Ted Childs, IBM’s vice president of Global Workforce Diversity and Gerstner’s primary partner in guiding this change process. What they described was a signiï ¬ cant philosophical shift—from a long tradition of minimizing differences to amplifying them and toRead MoreDoes Every Mother Love Her Child?3307 Words   |  14 PagesDoes Every Mother Love Her Child? Child Birth can most definitely be a life-altering event that many women will experience at one point or another during their lifetime. The occasion is often described by many as a beautiful, joyful, awe inspiring process. Usually, most women are overjoyed at the news of their pregnancy. They often impatiently await the conclusion of their nine- month gestation in order to meet their new â€Å"bundle of joy† however; the arrival of a baby is not always a happy event forRead MoreUnderstanding And Treatment Of Psychological Disorders3783 Words   |  16 Pagesbehaved abnormally were quickly labelled as being mad or being possessed by spirits. The individuals were often held in isolation with their treatments being very cruel and harsh. In the eighteenth century, a French physician named Philippe Pinel challenged the cruel treatment methods and promoted a gentler and more humane approach. According to the American Psychiatric Association, a psychological disorder is a â€Å"syndrome marked by a clinically significant disturbance in an individual’s cognitionRead MoreAchievement of the Millennium Development Goals (Mdgs) for Education in Ethiopia14429 Words   |  58 Pagesto change and innovation. It is an instrument used to produce skilled manpower which is the driving force behind any development endeavor. The development of human resources has been recognized as one of the major challenges that are facing the developing countries in the process of achieving economic and social development. This problem can only be alleviated through improvements and expansion of education. It plays a key role in enhancing economic progress, improving individual welfare and social

Epic of Beowulf Essay - A True Literary Epic - 1700 Words

Beowulf : A True Literary Epic The Adventures of Beowulf, a rousing Old English poem of man and monster, and perhaps the earliest European vernacular epic, is rightfully considered an epic for it possesses those features which characterize epic poetry. For example, in epic poetry the central character has heroic or superhuman qualities. In The Adventures of Beowulf, the main character, a Geat warrior named Beowulf, possesses such qualities: â€Å"He was the strongest of men alive in that day, mighty and noble.† Upon spotting Beowulf approaching, the sea-guard of the Danes says, â€Å"Never have I seen a greater man on earth†¦Ã¢â‚¬  King Hrothgar of the Danes says of Beowulf, â€Å"Seafarers who took gifts to the Geats say that he has the†¦show more content†¦Beowulf’s example of extreme heroism motivates others to extraordinary deeds: Wiglaf, seeing Beowulf’s strength compromised by the dragon’s fire, risks his life to aid Beowulf in his final battle. It is obvious that the hero possesses superhuman qualities. As critic Donald fry states in TheBeowulf Poet: â€Å"Beowulf is †¦ one set aprt from ordinary men by his size, nobility, and splendid appearance† (Fry 3). Secondly, the action of this poem, as with epic poetry generally, takes place on an immense scale. When Hrothgar decides to build a mead hall, it was â€Å"the greatest the world had ever seen, or even imagined,† with â€Å"tribes throughout the world† setting to work on that building. When Grendel attacks the first night, she â€Å"grabbed 30 warriors† and â€Å"returned the following night† for more. When Grendel’s Mother attacks, â€Å"countless warriors† are guarding the hall, yet she kills Hrothgar’s best warrior and escapes unharmed. In his pursuit of her, Beowulf swims underwater â€Å"a good part of a day before he found the bottom.† In the Geat land the dragon is guarding her cave 300 winters. Beowulf goes to face her 50 feet of flame and claw with 30 suits of battle in his arms. Looking at the man vs. monster conflicts in the poem, one sees that they represent or share in a transcending, immenseShow MoreRelatedBeowulf as Epic823 Words   |  4 PagesWhat makes an epic? Is Beowulf an epic? ï‚ · ï‚ · ï‚ · What is an epic poem, and how does it differ from other kinds of poetry or storytelling? How have epic poems traditionally been transmitted from generation to generation? How do tellers remember these long and complicated stories? According to Robert Harris’s Glossary of Literary Terms, he defines an epic as the following: Epic. An extended narrative poem recounting actions, travels, adventures, and heroic episodes and written in a high style (withRead MoreBeowulf, The Epic Hero1373 Words   |  6 Pages12, 2015 Beowulf, The Epic Hero In Anglo Saxon times, Beowulf is considered a well known epic hero. â€Å"Epic heroes are literary characters from ancient mythology and other stories, which were written down in the form of long, narrative epic poems. The hero is the main character, or protagonist of the poem†(Epic Hero: Definition, Characteristics Examples.). The epic hero usually battles for accomplishments to a set of tasks to complete important goals. Beowulf is described as an epic hero becauseRead More Is Beowulf an Heroic Elegy or an Epic Narrative? Essay4711 Words   |  19 PagesIs Beowulf   an Heroic Elegy or an Epic Narrative?      Ã‚  Ã‚   There is considerable debate as to whether the poem Beowulf is an epic narrative poem or an heroic elegy. Which is it. This essay intends to present both sides of the story.    Some great literary scholars think that the poem is an heroic elegy, celebrating the fantastic achievements of its great hero, and also expressing sorrow or lamentation for the hero’s unfortunate death. In â€Å"Beowulf: The Monsters and the Critics† Tolkien states:Read MoreCompare And Contrast Beowulf And Sir Gawain And The Green Knight761 Words   |  4 Pages Epic Heroes Across Medieval Culture In the literary works Beowulf and Sir Gawain and the Green Knight, an admirable warrior and knight are depicted. Although Sir Gawain and Beowulf both possess such characteristics as bravery and strength, readers can observe differences in other traits that make them heroes of their own time that is attributable to the societal mindset in which the poems were written. The goal of this essay is to compare and contrast how Beowulf, which was written in the earlyRead MoreThe Importance Of Heroism In Beowulf1073 Words   |  5 PagesBeowulf is a classic, epic story which theme focuses on good versus evil, â€Å"Beowulf is essentially a heathen poem† (Bodek) said F.A Blackburn because it consists of elements drawn from Anglo-Saxons culture before they were converted to Christians. It is tidily divided into three parts; The battle with Grendel, The battle with Grendel’s mother and the battle with the Dragon. The poem deals with Germanic forebears, the Danes, the Geats and th e Swedes. This story features a super-strong warrior BeowulfRead More Christian and Pagan Influence in Paradise Lost and Beowulf Essay4093 Words   |  17 PagesChristian and Pagan Influence in Paradise Lost and Beowulf  Ã‚     Ã‚  Ã‚   In Paradise Lost, Milton is adept at drawing from both Christian and pagan sources and integrating them in such a way that they reinforce one another (Abrams 1075). Of course it is a commonplace for critics to believe that Milton valued his Christian sources more highly than the pagan ones (Martindale 20); this is most likely due to the fact that he regarded the Christian sources as vessels of the truth. His classical allusionsRead MoreTrace the Development of English Lit During Any One Period...as Part of Your Discussion Highlight How Significant Events in the Influence the Writing...Additionally Show How Characteristics of the Genre the Writer Uses3085 Words   |  13 Pagesof Asia, Africa and Oceana. It is important for one to know both the origin of this powerful masterpiece known as the English Language and the importance of this literary period to the development of English literature. In attempting to do the aforementioned, the focus will be on the Anglo-Saxon pe ople, their society, culture, and literary work with a view towards highlighting the impact on the development of the English language and English literature. The Anglo-Saxon or Old English period goes fromRead MoreThe Epic of Beowulf is an Heroic Elegy Essay3261 Words   |  14 PagesBeowulf is an Heroic Elegy   Ã‚  Ã‚   There is considerable debate as to whether the poem Beowulf is an epic narrative poem or an heroic elegy, a poem celebrating the fantastic achievements of its great hero, and also expressing sorrow or lamentation for the hero’s unfortunate death. This essay intends to show that the poem is an heroic elegy.    In â€Å"Beowulf: The Monsters and the Critics† Tolkien states:      We must dismiss, of course, from mind the notion that Beowulf is a â€Å"narrativeRead MoreAmerican Literature11652 Words   |  47 Pagesphilosophical readers sense of idealism focus on the individual s inner feelings emphasis on the imagination over reason and intuition over facts urbanization versus nostalgia for nature burden of the Puritan past Genre/Style: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · literary tale character sketch slave narratives, political novels poetry transcendentalism Effect: ï‚ · ï‚ · ï‚ · helps instill proper gender behavior for men and women fuels the abolitionist movement allow people to re-imagine the American past HistoricalRead MoreClassification of Literature3483 Words   |  14 PagesCLASSIFICATIONs OF LITERATURE I. Divisions of Literature Literature Prose Poetry Fiction Nonfiction Dramatic Narrative Lyric Drama Short Story Novel Tale Fable Myth Legends Folktales Essay Biography Autobiography Diary History Chronicle News Anecdote Tragedy Comedy Opera Operetta Ballad Epic Metrical Tale Metrical Romance Ode Sonnet Song Elegy POINT OF COMPARISON | PROSE | POETRY | Form | Paragraph | Verse | Language | Words and rhythms of ordinary and everyday language | Metrical,

Decolonizing og Women Essay Example For Students

Decolonizing og Women Essay In the field of intersectionality, much of the research focuses on the analysis of race, class and gender as marginalizing factors. These factors are seen at in institutionalized ways and many analyses seek to demonstrate how welfare reform policies do not address these fundamental inequalities. It is noted that women can suffer from a double bind due to welfare reforms. The lasting effects of racism and the lack of attention paid to gender inequalities (ie. â€Å"family gap†) in women’s employment income, leaves an inherent vulnerability to the perpetuation of discrimination in employment, income, and family violence (Lindhorst and Mancoske, 2003). Research over the past ten years has documented the disproportionate impact of domestic violence on low-income families, which demonstrates that domestic violence can interfere in women’s ability to comply with welfare policy requirements, affect their work participation, and serve as a significant barrier to their economic advancement. Recent ethnographic work suggests that because neoliberal policies ignore the social and family networks in which low-income women are embedded and the economic realities that bind them, policies intended to foster self-sufficiency (e.g., work requirements) and/or promote private rather than state dependency for low-income women (e.g., marriage promotion) may become instead sources of increased marginalization and vulnerability to abuse (Purvin, 2007). Aboriginal women suffer death rates twice as high as any other group of women in this country due to domestic violence. Some scholars assert that it has been through sexual violence and through t he imposition of European gender relationships on Native communities that Europeans were able to colonize Native peoples in the first place. Therefore Aboriginal feminists argue it is necessary to dismantle patriarchal systems to be entirely decolonized (Smith, 2005). Some scholars recognize that Aboriginal low-income and working class women continue to endue greater struggle against the legacies of colonialism, racism, sexism, and poverty (Naples and Dobson, 2001). Many authors have analyzed the ways in which gender and race intersected in Canada’s historic policy formation in regards to Aboriginals. They have found that the Church and State viewed personal autonomy of women as a major threat to the Christian patriarchal order they intended to impose during colonization. Aboriginal women’s sexual autonomy and right to divorce was violated by the Indian Act of 1876 as an imposition of Judeo-Christian European values and standards. Until the turn of the century, women had to prove bestiality and adultery to get a divorce, whereas men only had to prove adultery. Also, illegitimate children were not included in the mother’s band without special permission. Women were also not legally eligible to own land, and it was divided for nuclear family use, which did not adhere to Aboriginal traditions. Mothers came under the care of children when their husbands died, which undermined their traditional roles. Essentially, colonialism imp osed male dominated elective systems of government, which undermined traditional tribal systems and women not allowed to participate in the new forms of government until 1951 (McGrath and Stevenson, 1996). Another intersectional approach analyzes the public opinion of welfare recipients. Analyses of the Welfare Queen as a public identity assert â€Å"it is used to justify class-based sexist and racist assumptions about the presumed behavior and moral failures of welfare mothers† (Foster, 2008; 164). Politicians and policymakers created this identity to invoke vilification and disgust in the public and justify supervisory and punitive approaches to welfare policy reform in the United States. These attitudes result in poor, black single mothers being blamed for their own poverty and is accompanied by the implications of being sexually immoral, promiscuous, irresponsible, poor work ethic and lazy. These stereotypes create antipathy towards spending on welfare and are also linked to conceptions of â€Å"undeserving poor†. Lastly, using gender neutral language (‘poor families’, ‘poor people’, ‘welfare recipients’) covers up ‘welfare mothers’ or ‘single mothers’ which can reflect the ways in which marriage and motherhood push women in and out of poverty (Hayden Foster, 2008). While this study was done in the United States and pertained primarily to African-American women, based on my own personal experience these attitudes are similar in Canada towards Aboriginal persons. .u1d75d3b960e563fbe9248063a81ae242 , .u1d75d3b960e563fbe9248063a81ae242 .postImageUrl , .u1d75d3b960e563fbe9248063a81ae242 .centered-text-area { min-height: 80px; position: relative; } .u1d75d3b960e563fbe9248063a81ae242 , .u1d75d3b960e563fbe9248063a81ae242:hover , .u1d75d3b960e563fbe9248063a81ae242:visited , .u1d75d3b960e563fbe9248063a81ae242:active { border:0!important; } .u1d75d3b960e563fbe9248063a81ae242 .clearfix:after { content: ""; display: table; clear: both; } .u1d75d3b960e563fbe9248063a81ae242 { 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; } .u1d75d3b960e563fbe9248063a81ae242:active , .u1d75d3b960e563fbe9248063a81ae242:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1d75d3b960e563fbe9248063a81ae242 .centered-text-area { width: 100%; position: relative ; } .u1d75d3b960e563fbe9248063a81ae242 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1d75d3b960e563fbe9248063a81ae242 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1d75d3b960e563fbe9248063a81ae242 .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; } .u1d75d3b960e563fbe9248063a81ae242:hover .ctaButton { background-color: #34495E!important; } .u1d75d3b960e563fbe9248063a81ae242 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1d75d3b960e563fbe9248063a81ae242 .u1d75d3b960e563fbe9248063a81ae242-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1d75d3b960e563fbe9248063a81ae242:after { content: ""; display: block; clear: both; } READ: History of the olympics EssayStudies done in regards to colonialism and social welfare are not uncommon, however most works refer to third world countries, and tend not to focus on developed, first world or Global North countries. Some authors argue that colonialism was good for â€Å"spreading free market capitalism, parliamentary institutions of democracy, communication, Western education and literacy, principles of minimal government and the rule of law†, and generally enhanced global welfare (Midgley and Piachaud, 2011: 19). Views like these, however, have been criticized for ignoring violence, death, spread of disease and slavery, and the benefits that were enj oyed were done so by a select few (Midgley and Piachaud, 2011). The basic ideologies of colonialism were to â€Å"spread notions of betterment, improvement, progress, prosperity, civilization, protecting the weak and modernization (based on Christian religion and ethics) where there was perceived to be savagery, chaos, despotism, poverty and slavery† (Midgley and Piachaud, 2011: 26). Colonial rule tended to normalize violence for a greater good and racism, which produced limitations on welfarist impulses because â€Å"some people were viewed as so far down the human hierarchy as to be beyond help. Welfare even became part of the new landscape of demarcated racial inferiority or superiority, as the reconstruction of whiteness included a view of Europeans as capable of charity, altruism, and welfare† (Midgley and Piachaud, 2011: 28). Converting Aboriginal peoples to become Christian was another form of welfare imperialism, and a major project of colonialism. The legacy of colonialism is of massive significance when understanding socia l welfare. One need also look at the connections of gender and imperialism as it is generally considered a masculine affair and the ‘virgin territories’ that were ‘conquered’ feminized the Aboriginal peoples (Midgley and Piachaud, 2011). Various social welfare policies were formulated based on colonialist, imperialist, racist, and sexist ideals. Social welfare policy is defined as the â€Å"strategy of action indicating the means and methods adopted to implement the social welfare services. Social welfare services include programmes which are intended to cater to the needs of persons and groups who, by reason of some handicap – social, economic, physical – are unable to avail of or are traditionally denied the amenities and services provided by the community† (Dubey, 1973: 640). In terms of Aboriginal welfare policies, they tend to homogenize the population with racist implications. This stems from the attitudes of non-Aboriginal bureaucrats who subscribed to the dominant ideologies of mainstreaming and assimilation that may have remained hidden without an Aboriginal presence and situated critique (Naples and Dobson, 2001). Historically, no definition of â€Å"Indian† was needed, as all First Nations were lumped into one group even though there were more than fifty languages. The Department of Northern Affairs used to keep a list of who was included in the group â€Å"Indian† and assimilation policies provided First Nations peoples with the means to off the list, but not back on. Many people were denied Indian status on the basis of not being Indian enough (less than 25%). Yet being labeled as Indian was not to determine whom the government should give particular rights to, rather it acted as a target for assimilation policies (Armitage, 2011: 86). It was thought that with all the pressure assimilation might have been achieved via the child welfare system if not for Canadian mainstream racist attitudes toward visibly First Nations people (Midgley and Piachaud, 2011). Works Cited Armitage, Andrew (2011). Comparing the Policy of Aboriginal Assimilation: Australia, Canada and New Zealand. UBC Press, British Columbia. Atleo, Cliff (2012). â€Å"From Indigenous Nationhood to Neoliberal Aboriginal Economic Development: Charting the Evolution of Indigenous-Settler Relations in Canada.† Canadian Social Economy Hub: 1-35. Brodie, Janine. â€Å"Putting Gender Back In: Women and Social Policy Reform in Canada,† in Y. Abu- Laban (Ed.), Gendering the Nation-State: Canadian and Comparative Perspectives. Washington, University of Washington Press. Dubey, S.N. (1973) â€Å"Social Welfare Policy and Services: Some Issues.† Economic and Political Weekly 8 (13): 640-644. Greenwood, Davydd J., William Foote Whyte and Ira Harkavy (1993). â€Å"Participatory Action Research as a Process and as a Goal.† Human Relations 46 (2): 175-192. Hayden Foster, Carly (2008). â€Å"The Welfare Queen: Race, Gender, Class, and Public Opinion.† Race, Gender Class 15 (3/4): 162-179. Lindhorst, Taryn, Ron Mancoske (2003). â€Å"Race, Gender and Class Inequities in Welfare Reform.† Race, Gender Class 10 (2): 27-40. McGrath, Ann, Winona Stevenson (1996). â€Å"Gender, Race and Policy: Aboriginal Women and the State in Canada and Australia.† Labour/Le Travail 38: 37-53. Midgley, James, David Piachaud (2011). Colonialism and Welfare: Social Policy and the British Imperial Legacy. Boston, Massachusetts, Edward Elgar Publishing Limited. Naples, Nancy A., Marnie Dobson (2001). â€Å"Feminists and the Welfare State: Aboriginal Health Care Workers and U.S. Community Workers of Color.† NWSA Journal 13 (3): 116-137. Purvin, Diane M (2007). â€Å"At the Crossroads and in the Crosshairs: Social Welfare Policy and Low-Income Womens Vulnerability to Domestic Violence.† Social Problems 54 (2): 188-210. Sinha, Vandna, Anna Kozlowski (2013). â€Å"The Structure of Aboriginal Child Welfare in Canada.† The International Indigenous Policy Journal 4 (2): 1-21. Smith, Andrea (2005). â€Å"Native American Feminism, Sovereignty, and Social Change.† Feminist Studies 31 (1): 116-132. References Brown, Irene, and Joya Misra (2003). The Intersection of Gender and Race in the Labor Market. Annual Review of Sociology 29: 487-513. Hall, Ronald E (2012). â€Å"The Feminization of Social Welfare: Implications of Cultural Tradition vis-à  -vis Male Victims of Domestic Violence.† Journal of Sociology and Social Welfare 7: 7-32. Harding, Robert (2009). â€Å"News Reporting on Aboriginal Child Welfare: Discourses of White Guilt, Reverse Racism, and Failed Policy.† Canadian Social Work Review 26 (1): 25-41. Indian†©Act,†©R.S.C.†©1985,†©c.†©I†5. Manning, Corinne (2004). â€Å"’A Helping White Hand’: Assimilation, Welfare and Victoria’s Transitional Aboriginal Housing Policy.† Labour History 87: 193-208.