Intellectual Of Electrical Engineering The Negritude

Intellectual to electrical engineering The Negritude By the end of the 19th century, most of Africans were living under some form of European colonial domination. The history of Africa and its Diaspora was dismissed as insignificant at best, inexistent at worse. Black cultures were ridiculed, stereotyped, and scorned. So the concept of Negritude emerged as the expression of a revolt against the historical situation of French colonialism and racism. Negritude was both a literary and ideological movement led by French-speaking black writers and intellectuals. The movement is marked by its rejection of European colonization and its role in the African diaspora, pride in â€Å"blackness† and traditional African values and culture. The negritude movement was inspired by the Harlem renaissance writers and thinkers but still different to the Black panters mouvment in many point such as the use of violence. The negritude founders’ Aimà © Cà ©saire from Martinique, Là ©opold Sà ©dar Senghor from Senegal and Là ©on-Gontran Damas from French Guiana ( met in Paris in 1931) have to define themselves against a world which leaves no room for who and what they are because they are black folks in a world where universal seems to naturally mean white. Thus, the Negritude or the self-affirmation of black peoples was an answer to the question: what are we in this white world? Indeed, all of the three founders was colonial subject because they all came from French colonies, and being colonial subjects meant

Violin Essay - 1042 Words

Violin Music and art, the feelings that go through a person while the music of Mozart and Beethoven are playing, are indescribable. Listening to music can take a person away to a different era. Music like Mozart or Beethoven can really take a persons imagination soaring in a whole new perspective. Composers throughout the novel, Violin were Beethoven, Mozart, and Tchaikovsky. Violin was a truly fabulous name for this story. It contains many fantastic elements as well as realistic elements; however, it should not be confused with magical realism. Violin copy written in 1997 by Anne Rice. She has written several novels that were imaginary and fantastic. The novels that Anne Rice has written have that kind of effect on a person while†¦show more content†¦Music can make a person feel good and make a person feel bad. The stench of the body was going all through the house was a realist element. When the neighbor arrived, she could smell the body right away. The realistic element was definitely here. The stench of the body was a dead giveaway that it was real. The stench of a decaying body isnt the best smell in the world. The man playing the violin seemed to be a fantastic element; however, the man playing the violin in reality was real. The man came up on the porch and played his violin for Triana. She watched him through the window. The maid came in and apologized to her and told her that she had asked him to leave that they did not want to see him or hear him play the violin (55). The women told her that was o.k. She liked listening to the man play the violin. The man came from nowhere and played the music she loved so well. The composers of the music in the story were Mozart and Beethoven among others. These great composers really knew how to make some beautiful music. The woman in the story seemed to get lost upon listening to the rhythms and beats of the enchanting music. People in society today try to attempt to change the music played by the great composers of classical music into words they think it all means. The elements of the music are truly realistic. Todorov has different views of the fantastic and hesitation between natural and supernatural explanations. He also has views of the real and theShow MoreRelatedBartok Violin Concerto Essay1534 Words   |  7 PagesBARTOK VIOLIN CONCERTO Bà ©la Bartà ³k: Violin Concerto No. 2 In B Minor, SZ 112, BB117. (1937-1938) 1. Allegro Non-Troppo 2. Andante Tranquillo 3. Allegro Molto Bà ©la Bartà ³k (1881 – 1945) was a Hungarian composer and pianist, and was one of the most profound musicians of the twentieth century. A smallpox inoculation gave the infant Bartà ³k a rash that remained with him until he was five years old. As a result he spent his early years detached from other children and people andRead MoreA View of Vivaldi’s Concerto for Two Violins1725 Words   |  7 Pagesfamous Italian baroque composer, known by most Suzuki violin students who study his concertos or by audiences everywhere who have heard and love his composition of the Four Seasons.   Having grown up as students of the Suzuki Violin Method, we recognize this composer and have experience performing his pieces.   In addition to his many concertos written for solo violin, Vivaldi composed many concertos intended to be performed by two solo violins, accompanied by a small orchestra.   Because we are bothRead MoreFilm Critique: The Red Violin Essay1141 Words   |  5 Pages The movie The Red Violin is a drama written and directed by filmmaker Francois Girard, which follows the history of a mysterious and in triguing musical instrument over the span of 300 years. Francois Girard got the idea for the movie from events involving the legendary red Mendelssohn, a 1720 Antonio Stradivari violin which was purchased in 1990 by the grandfather of celebrated musician and heiress, Elizabeth Pitcairn (Fricke, 2010). The story is artfully and elegantly put together, and althoughRead MoreA Complete Analysis of The Violin Concerto No. 1 in G minor, Opus 262008 Words   |  9 PagesThe Violin Concerto No. 1 in G minor, Opus 26 is one of the most famous violin concertos over the musical history. It is also considered to be the most renowned work by the German composer Max Bruch. I will begin with a short explanation of why I choose to analyse this piece followed by what makes this piece so remarkable. I will then present the musical context – German Romantic period – in which this piece was composed and discuss how it is representative of this period. Also, I will present brieflyRead Mo reHistory of the Violin1013 Words   |  5 PagesHistory of the Violin The most beautiful sounding violins in existence today were made in Italy in the early 1700s, a period called the golden age of violin making. These instruments, especially those made by Antonio Stradivari and Guarneri del Gesà ¹, are the most desired instruments by both collectors and performers, selling for millions of dollars. Modern day violin-makers have not been able to successfully copy the techniques they used to produce the same quality sound of violins that wasRead MoreReflection On Violin1103 Words   |  5 Pageswould learn, the violin. I had absolutely no interest in learning how to play the violin, all I wanted to do was spend my spare time perfecting and improving my softball skills. I had expressed that to them time and time again but my parents obviously thought my time should be spent elsewhere considering they still proceeded to signed me up for the lessons. The following week I had begun my violin lessons. Starting from the first day of lessons, I had disliked the violin with a great passionRead MoreWhat Tempo Meant During The Baroque Era1143 Words   |  5 Pagesteacher at the Pieta to a priest. Vivaldi excelled writing in many genres; however, he is known mainly for his concertos (Hanning Burkholder 264). In the case of the Baroque era, Antonio Vivaldi’s contributions profoundly impacted music for the violin, ushering in a period of popularity for the instrument. I will talk about four issues that need to be addressed in order to perform early music today: tempo, material, articulation, and ornamentation. I will discuss what tempo meant during the BaroqueRead MoreAntonio Stradivari s Influence On Future Generations Of Musicians And Instrument Makers1716 Words   |  7 PagesAntonio Stradivari is quite often referred to as the greatest violin and stringed instrument maker to ever live. Much of this credit is given to Stradivari because people simply know his name. Countless violinists have expressed over the years the great frequency that people always ask them if they own a Stradivari instrument or not. The reality is, although Antonio Stradivari was certainly a master at his work, he was not the only one to create stringed instruments and certainly was not the firstRead MoreBeethovens Violin Concerto2137 Words   |  9 Pagesof the greatest and most influential composers in the history of music. His Violin Concerto in D Major has been played by nearly every soloist in the past 150 years and, today, it is one of the major works in violin repertoire. Since its premiere by Franz Clement in the winter of 1806, many aspects of the violin, bow, and performance have undergone changes. This paper discusses the modern day knowledge of Beethoven s Violin Concerto, and how it is influencing the way violinists interpret and performRead MoreThe Radio Symphony Orchestra Will Be Conducted By Ondrej Lenard Essay979 Words   |  4 Pagesgoes up to fortissimo. There is also a big bang of a drum, the tempo quickens. Able to hear both violin and horn playing back and forth. When the listener hears the dramatic change in how the music sounds then they should be able to tell that the wolf has been caught by the lasso at that time and the wolf is starting to freak out. Also when the listener hears the back and forth of the horn and violin they should be able to guess that the wolf and Peter are going back and forth, the wolf trying to

Women During The Civil War - 1388 Words

The Civil War altered the lives of women, in both the North and South, just as it altered the nation as a whole. Although it is irrefutable that both the North and the South felt the wrath of the war, the South encountered a unique set of troubles that caused the weight of the war to fall predominantly on Southern women. Attempting to understand the experiences of all Southern women during the Civil War does not come without its challenges. It is impossible to connect the stories and experiences of all Confederate women without generalizing their history. However, by narrowing the analysis to a singular concentration of middle and upper class white-Southern women, there can be greater understanding of the complex relationship between the history of the Civil War and the Southern women who endured it. The diaries and letters left behind by Southern women are the greatest asset in understanding the experiences of the â€Å"Confederate woman.† Of course not all Southern women shared identical experiences, the gravity of the war effected women differently largely due to geographic locations, age and social status. However, by tracing specific themes through historical scholarship, Confederate diaries, and letters, it becomes easier to conceive that Southern women took on the heaviest burdens of the war. The first theme consist of Southern women’s entrance into the political discourse of the secession crisis and the subsequent war. The second theme consists of the initialShow MoreRelatedWomen During The Civil War1049 Words   |  5 PagesFor Civil War women in the 1860s it was predictable wisdom that a â€Å"woman’s place is in the home,† but the Civil War challenged this view. There were many women who played an important role in the Civil War. It is normal to think the Civil War was a man’s fight. However during the war, many women challenged the role of the women and took on different roles. While the men marched off to war, the women had to work hard and try to provide for their families. Women became doctors, spies, nurses, couriersRead MoreWomen During The Civil War1523 Words   |  7 Pagesthe Civil War, some of the more notable names were: Ulysses S. Grant, Thomas â€Å"Stonewall† Jackson, and George Custer. These names are synonymous with great generals who fought great battles during the war, but what about Sarah Emma Edmonds, Clara Burton, Dorthea Dix, Rose O’Neal Greenhow, and Loreta Janeta Velazquez? These names are not as known as their male counterparts, but these ladies of the Civil War Era did their part to aide their respective sides in the war. What these and other women didRead MoreWomen During The Civil War1400 Words   |  6 PagesThe Civil War has often been referred to as the war be tween brothers, but when the war started women were still expected to stay at home and take care of the house and children, with little to no income. Many stories that originated from the Civil War talk about the battlefront and not the home front. This leaves us wondering what the spouses of the soldiers did to survive, especially if they had multiple children in the home. We do not know what women did during the war and if they had any impactRead MoreWomen During The Civil War2024 Words   |  9 PagesIn the 1860’s, American society during the war was of two minds. To fully illustrate the discontent and anger felt for the war, analysis of the personal accounts of women during the Civil War will be introduced in this writing. The personal accounts include diary excerpts and letters, as well as an illustration produced at the time of the war. The wavering of unity on both the South and North due to the separation of family and the destruction of the United States and its ind ividuals set the toneRead MoreWomen During The Civil War2226 Words   |  9 Pagesof women in society have always been a topic for debate. Some think women should be in the kitchen cooking meal and having lots children. Others feel that women can contribute to society in ways that are not a part of the family home, but outside the in board rooms and operating rooms. This paper is going to argue how chauvinistic thoughts of women helped propel the female gender into great spies during the civil war. During the era of the civil war attitudes of women spying during a war wasRead MoreWomen During The Civil War Essay1540 Words   |  7 Pagesworld dominated by men, women had been forced to comply with society s blinding notion that they were pieces of property meant to play the domesticated role of a dutiful housewife. This was true up until the late 1840s when women began to realize their worth was so much more than a floor-moping, dinner-making, stain-bleaching slave to six child ren and an ungrateful husband. That may sound rash and some situations may have been different, but before the civil war these women did not have the opportunitiesRead MoreWomen During The Civil War3240 Words   |  13 PagesThe American Civil War was a time of pronounced racial and gender role changes. Despite political tension and fighting, many women began to hold a variety of jobs in order to make valuable contributions to the war effort. Moreover, a patriarchal government governed the effects of slavery and the economy. Nonetheless, the influence women had during the Civil War tends to be minimized, especially African American women. Despite facing discrimination, black women greatly influenced the war effort. TheRead MoreWomen During The Civil War Essay1537 Words   |  7 Pagesworld dominated by men, women had been forced to comply with society s blinding notion that they were pieces of property meant to play the domesticated role of a dutiful housewife. This was true up un til the late 1840s when women began to realize their worth was so much more than a floor-moping, dinner-making, stain-bleaching slave to six children and an ungrateful husband. That may sound rash and some situations may have been different, but before the civil war these women did not have the opportunitiesRead MoreWomen During The Civil War997 Words   |  4 PagesMany people believe that women did not play any essential roles in our country’s history until the 1960s. However, this is not the case. Women have played many vital roles in suffrage movements as attempts to shed light upon or cure many of the ills of American society throughout American history. As an example, women fought to change the course and ideologies that were bestowed upon them by the traditional viewpoints of society of the time. The status of women was shifting rapidly in the ProgressiveRead MoreWomen During The Civil War1336 Words   |  6 Pages Women have been increasingly praised for having excellent skills for leadership. Women, more than men, manifest leadership styles associated with effective performance as leaders. However, more people prefer male than female bosses. That has made it more difficult for women to become leaders and to succeed in male-dominated leadership roles. An American woman in the workforce is often overlooked when studying the progress of American society. American women have gone through struggles

Views of Childhood A Sociological Perspective Free Essays

Abstract This essays draws on Libby Brooks’ The Story of Childhood in order to examine the social construction of childhood. This essay work analyses three individual aspects of childhood sociology. First, the effects of body image and the media on the cultural examination of childhood. We will write a custom essay sample on Views of Childhood: A Sociological Perspective or any similar topic only for you Order Now Second, the increasingly overt sexualisation and simultaneous consumerisation of children. Finally, it shifts connection between adulthood and childhood that affects modern children in society. Introduction A famous – if controversial – claim was once posited by Phillipe Aries, a social historian from France, who argued that the notion of ‘childhood’ was not in existence during medieval times. Aries emphasised that the ‘idea’ of childhood is to a large extent socially constructed; in different cultures and at various points throughout history, the concept of childhood has taken on a range of meanings, and children have fulfilled a variety of roles and undertaken myriad activities (Aries, 1965: 22). Rather than being a clearly defined stage in human development, childhood is a construct of society. In the Story of Childhood: Growing up in Modern Britain, author Libby Brooks examines nine case studies in order to form a portrait of what childhood is like in this culture, at this time (Brooks, 2006). This essay shall examine three individual aspects of childhood sociology in light of the case studies contained in Brooks’ book: the effects of b ody image and media, the increasingly overt sexualisation and simultaneous consumerisation of children, and shifting connection between adulthood and childhood that affects modern children in society. The Sociology of Childhood- An overview In early adolescence, children come face to face with an interior revolution, both physical and psychological. They become intensely concerned with image and the way in which they are seen by others, particularly their peers. This concern leads to a battle for self-identification and self-portrayal (Corsaro, 2010: 35). Children of this age are prone to forming false adversaries and idols in the people around them. The ego is being constructed and tested; it is often dependent on a precarious sense of sameness and continuity with others. In this phase, there is a danger that roles in society might be confused (Erikson in Bowman, 1973: 85). When a child or teenager’s sense of identity is weak or not fully formed, particularly in terms of sexual identity, it is common for anti-social or delinquent ‘acting out’ to occur. However, this is contested by Marxist theory, which states that delinquency stems from an economic superstructure that promotes relative scarcity (Co hen, 2005: 216). Often, the role confusion is rooted in societal perceptions. A relevant example would be that of Laura, in The Story of Childhood. Although Laura is described as being a very attractive young teen, her sense of identity is severely distorted by her experience of society and her peers. She longs to return to an earlier stage of childhood: â€Å"When you’re younger, you’re kept happy all the time. But when you’re a teenager, it’s not so easy.† (Brooks, 2006: 194) Laura is tormented by a group of girls at her school to the extent that she becomes suicidal and eventually attempts to take her own life. Charles Lemert points out that when incidents such as Laura’s suicidal moods and depression are identified, addressed and treated in the proper manner, they need not have the same lasting and often fatal impact that they might have for adults (Lemert, 2011: 144). The treatment of Laura by her peers is far from unusual. Majid is another child who suffers bullying, often violent, in The Story of Childhood. He shows off his bruises, from being beat up by other children (Brooks, 2006: 241). Children and adolescents can be extremely clannish, and very cruel in the ways in which they attempt, and often manage, to exclude such individuals who are in any way ‘different’. The difference might manifest through cultural heritage (as in the case of Majid), skin color, language, accent, disabilities, or even more trivial variations such as dress style, gestures, hobbies or music preferences, as in the case of Laura. Frequently, an ‘in group’ of peers determines what aspects of style or taste are the signs of being an ‘in-grouper’, or as in Laura’s situation, an ‘out-grouper’. This designation of ‘in’ and ‘out’ is almost always temporary and arbitrary in nature, although it is of course influenced by pop culture, pop stars, sports stars, etc (Palladino, 1996: 42). Conceptualisation of children In examining childhood from a sociological perspective, it is vital to acknowledge that these forms of intolerance and persecution are essential in terms of defending the group and individual child against the perception or experience of identity confusion. Teenagers do not only assist each other overcome a great deal of discomfort, albeit temporarily, through the formation of cliques, and by applying stereotypes to themselves and others, but they also explore and test the limits of their capacity for fidelity and consistency within the group (Lemert, 1999: 327). The willingness for this type of testing within teenage society also goes some way towards offering an explanation for the immense attraction that simplistic and cruel totalitarian systems have for groups of youth within nations and classes that have a diminished, or diminishing sense of group identity, e.g. tribal, feudal, national and agrarian countries that experience industrialisation, technology or communication on a br oader scale. This identity-forming phase generally extends from the pre-teen years into the early twenties (Cote and Levine, 2002: 82) In applying these truths of adolescent identity to societal constructions of childhood in modern-day Britain, one must turn again to Phillippe Aries. He observed that in the middle age, and extending nearly to modern times, children lived side by side with adults. Once children grew beyond infancy, they engaged in the community around them, working alongside their adult counterparts. They lacked any distinctive way of dress or behavior that might set them apart from adults. Over time, middle-class male children were extended special treatment, through the opportunity for education. Over several hundred years, this opportunity was then offered to bourgeois girls, as well, and finally to the children of the working class. Unlike in modern society, it was not expected that children would spend their teenage years seeking to develop an ego identity. Such a notion simply did not exist. In the modern era, teens such as Laura are confronted with the reality of cliques and intolerant factio ns that are seeking to delineate a notion of identity (Aries, 1965: 75). Children were once participatory agents in the economy around them. They worked in factories, or on family farms, from a very young age. However, modern society has shifted and now creates a degree of separation between children and the work force. Western society imposes academic study on children as a way of preparing them to be useful member of the work force in the future; this is becoming a global phenomenon. Rather than being structured around work, the daily schedules and lives of children center around schoolwork and learning that is formalised. Older children and teenagers may work part-time; however, the main task allotted to them is to complete their education, in order to move into the labour force. At this stage, for Western societies, the capacity of an individual, or their level of competence, is assessed in accordance with the level of their educational accomplishments (Hutchby and Moran-Ellis in Hutchby and Moran-Ellis, 1997: 15). The power of the consumer market is pervasive. In terms of the interplay between the market and children, consumption can be explained as a way in which children can share a culture with friends and classmates, as well as create their own sense of community. Brooks writes: Nowadays†¦consumption is rising exponentially, and one extreme is swiftly superseded by the next: the toy of the film, the yoghurt of the cartoon, the padded bra of the doll. In the worst light, the industry looks like a monstrous behemoth, pushing sex and saturated fats, creating a generation of obese, promiscuous, celebrity-obsessed automatons, dependent on brands for identity, bullying the poor few who cannot afford the right trainers, unable to appreciate gratification that is anything other than instant† (Brooks, 2006: 151). Attitudes to children The consumerisation of children can begin very early in childhood. Steinberg points out that for those who care to see it, an insidious message of consumerism lies beneath the veneer of one of the most prolific and pervasive companies in the entertainment industry: Disney. While masquerading as innocent and harmless entertainment, some critics have posited that this harmless-seeming gaiety is a facade for ruthless marketing techniques and an agenda that is geared towards turning children into rapacious consumers (Steinberg in Steinberg (ed.), 2011: 8). In fact, Disney is active in constructing popular notions of childhood in a way that harmonises childhood completely with consumerism. Even more insidious is the pervasive view that Disney’s harmless products are not liable for the myriad ways in which they construct a view of reality for children, influencing concepts of personal identity, history, and culture (DeCordova in Smoddin, 1994: 208). When, in The Story of Childhood, Rosie recounts her fantasy stories of princesses and magic carpets (Brooks, 2006: 40), they are visions that are clearly informed by the Disney cartoon versions. Disney’s representation of buxom, beautiful princesses, innocent as it seems, contributes further to the mixing of consumerism and sex. The sexualisation of children, while not entirely new, is paired with consumerism in society, creating a paradigm peculiar to our current era. When describing the experiences of Lauren, a 16-year-old single mother, Brooks wonders if Lauren’s teen pregnancy, along with many others, can be attributed to a ‘grossly sexualised culture’ (Brooks, 2006: 305). It is little girls who inevitably bear the brunt of this unholy union. The fascination with innocence being eroticised and the concept of the erotic child as a whole is one that is profoundly gendered. This bias extends back through history, with Higonnet noting the sexualised depictions of pre-pubescent girls in the time of the Victorians (Higonnet, 1998: 42). More recently, very young girls are commodified in society as sexual performers, as well as sexual consumers and a lucrative market to be tapped. In contemporary society, it is young girls, rather than young boys, whose innocence is turned into eroticism (Renold, 2005: 71). This societal trend towards young girls being viewed as erotic objects is cause for grave concern. In early 2003, The Sun ran a tabloid campaign to stop the sale of ‘sexy’ lingerie-type underwear to pre-adolescent girls. This underwear ranged from thongs and push-up bras to t-shirts with a motif that read ‘Little Miss Naughty’ (Brooks, 2006). This protest, of course, originated with a paper that dresses up its Page 3 women as little girls, as a way of promoting female sexuality. Feminist theory has noted for many years that there is a constant blurring of the lines between the categories and labels of ‘girl’ and ‘woman’, a lack of distinction that has given rise to the term of ‘woman-child’ (Burman, 1995: 46). Historically speaking, markers of childhood have been construed as having sexual allure, with the result that grown women make attempts to be perceived as more childlike, and even take on symbols of childhood, such as toys, school uniforms, sweets, etc. Female sexuality becomes synonymous with infantilisation. (Brooks, 2003: 15) It seems that modern society creates the overly-sexualised idea of the ‘woman-child’ and then pretends to agonize over it. As we progress through the twenty-first century, the anxieties of society center around notions of a girl that is ‘proto-sexual’ (Walkerdine, Lucey and Melody in Mahony and Zmroczek (eds.), 1999: 51). The proto-sexual girl is a young girl who has be pathologised and who actively imitates and manifests strong representations of more mature female sexualities. These manifestations might be push-up bras and thong underwear, erotic and provocative dancing, or beauty pageants. Whereas a young male pathology is generally centered around violence, the female pathology, in the form of the overly sexual young girl that falls outside what might be considered normal in childhood. The way children are studied In many ways, the modern sexualisation of young children, particularly girls, is a grotesque echo of societal notions of ‘childhood’ in the past. Aries presented a famous argument, suggesting that based on a thorough review of literary and artistic images and presentations of young people in France throughout the 16th to 19th centuries, our contemporary view of children is unique. In medieval times, children were perceived as miniature versions of adults. Our current understanding of ‘childhood’ simply did not exist, in many ways. In fact, adults were less prone to sentimentalisation of children or to seeing them as being more special or valuable than their adult counterparts (Mintz, 2006: 49). In juxtaposition to the generally sexualised and permissive attitude that society sends to young girls, in most developed countries in the West, as well as increasingly throughout the global community, the reality of teenage single parents is seen as a problem, and th e sexuality of these individuals as something to be managed and controlled. This contradiction highlights the potent social mores that are exerted on notions of childhood, and how these societal norms fluctuate according to time and place. Where once teenage mother Lauren would have been completely ostracised from polite society, her motherhood at the age of 16 is tolerated. Lauren concedes that motherhood has not ‘†¦defined me, but it has defined my life.† (Brooks, 2006: 310). However, the definition is less from external societal pressures and more from the practicalities and difficulties of raising a child alone. A third area in which notions of childhood are informed and affected by society is within the context of the impermanent nature of human relationships. All human issues can be viewed and experienced as engagements with others within a milieu of society (Finkelstein, Children and Youth in Limbo). It is impossible to exist outside the sphere of ‘relationship’ all human beings function within the framework of both and internal relationship, with self, and an external relationship, with society and others. It should be acknowledged that children, and their experiences, are produced by a culture that is mixed, by necessity, and consists of values, communications, messages, and rules that are often in conflict. This conflict exists on a societal level, and when the messages given are incompatible, it becomes more difficult for a child to integrate his or her identity (Finkelstein, 1991: 66). Professional intervention in children’s lives Society still has much work to do in addressing these inconsistent messages. The work to do partially reflects conservative attitudes that are still inherent in much of modern society, as well as the field of early childhood education. This area has been heavily dependent on the existent literature available in terms of making decisions regarding school programs, curricula, and other educational matters. Educators have shown a reliance on empirical research, along with conceptual research, that places children at a distance from adults and from the material world of the adult. This view leads to a gross underestimation of the ability of children to grasp and comprehend social issues that are complex and intricate. Furthermore, the distance between the notion of ‘childhood’ and ‘adulthood’ depends on the popular image in modern society of young children as being innocent (Wyness, 2006: 16). Images and portrayals of innocence in childhood are very often connec ted to notions of simultaneous ignorance. Adults, including both parents and teachers, tend to try to shield children from knowledge about society, knowledge which they, the adults, may find disquieting. It is all too easy to forget that what signifies change in the adult world does not necessarily translate into the same change for children. For example, a large number of children in today’s society have never lived in a world that did not have same-sex couples and families. Society falsely perceives children to be overly naive and blind to what happens in the broader world around them (Silin, 1995: 3). Contrary to popular idealisations of childhood, this stage in life has never been a time of pure unadulterated innocence. Brooks suggests that adults need to take a much closer look in order to analyse the reasons behind our own tendency to project a false innocence onto children. She goes on to argue that an ideological shift is needed away from the modern concept of childre n as ‘needy and incapable’ (Brooks, 2006: 333) Society’s sense of children being vulnerable and innocent is encapusulated in the story of ten-year-old Lois, in The Story of Childhood. Lois’s mother captures her daughter in a series of photographs, and even exhibits them in an art exhibition (Brooks, 2006: 54). The mother, Sue, is doing what many adults in modern society attempt to do: she is trying to encapsulate and memorialise what she, as an adult, believes childhood to be. As societal ideas of childhood have shifted in the last century, children have lost their economic value to society at large, as they are no longer permitted to participate in labour. Rather, adults now see children as being ‘priceless’, special beings who give emotional meaning and depth to the lives of their parents (Zelizer, 1985: 38). Perhaps an awareness of this false expectation is what causes some children to shy away from adults, as young Allana does. We are told that she prefers to be away from adult eyes (Brooks, 2006: 113). Societal notions of adulthood and childhood continue to shift. While adulthood could once be seen as a set point in development that everyone understood and perceived in the same way, the state of childhood could be clearly defined when set in relation to the certain point of ‘adulthood’. In this way, children have frequently been defined as what adults are not (Lee, 2001: 24). While adults could be seen to maintain some sort of stability, and changed little over a set period of time, children underwent huge changes, very rapidly. This caused them to be perceived as unstable and lacking in completion. The relative stability of adults permits them to act and move through society, to engage at an independent level with social arenas such as politics and labour. In contrast, children are perceived to be incomplete and still in a state of dynamic development; they are also the recipients, albeit passively, of the actions carried out by adults. This contrast between the two s tates of being, one of which is more of a state of ‘becoming’, has for the last century or so, made it more difficult to view children as persons, in the same way that adults were viewed as fully formed persons. However, this is quickly shifting. The boundaries are increasingly blurred, as the permanent aspects of adult life, such as jobs and relationships, become more and more rare. Suddenly adult life is far less distinguishable from the life of a child. This is more of a return to older, historical views of childhood in which children were perceived as miniature adults (Wyness, 2006: 56). Adults in the 21st century must be flexible in a world that contains both the guarantee of rapid flux and change, both in the labour market and in terms of an individual’s personal life. A new sense of ‘incompleteness’ and change has emerged in adulthood as a replacement for the old standards of stability and a level of completeness. In this sense, one of the pri mary foundations for the clear delineation between the stages of adulthood and childhood is shifting and eroding. The goalpost and end point is moving further out of grasp and therefore cannot be used as a way to comprehend childhood and the transition to adulthood. This shift and its implications are extremely vital in addressing and grasping modern interactions of power the relationship of authority that exists between children and adults (Lee, 2001: 34). This shift can be seen more clearly in urban areas, where it is much slower to occur in rural communities. Adam, in The Story of Childhood, illustrates that the clear delineation of childhood and adulthood still exists in a few isolated instances. With parents who restrict his access to TV and technology, Adam maintains a degree of separateness, with his identity as a child remaining distinct from that of his parents, the adults. Tellingly, he frequently refers to his parents as the ‘others’ (Brooks, 2006: 182). Conclusion In conclusion, it is apparent that ideas of childhood, as well as experiences of childhood, are malleable and vary depending on a range of factors, such as cultural background, ethnicity, religion, gender and nationality. Children’s experiences are not necessarily determined by social constructions, but they are certainly influenced by them, as this social framework determines the expectations, possibilities, and the limits of what is appropriate. As in the case of Laura, the societal framework extends to peer groups. Through media portrayals of image, these peer groups attempt to exert a sense of identity through creating an ‘in group’, and an ‘out group’. Ideas of childhood are also moulded by a consumer-driven society that seeks to sexualise children, particularly young girls, and use them as a way to sell products. Lois’s mother takes advantage of this when she turns Lois into a commodity to be photographed and sold. Furthermore, notions o f adulthood and childhood continue to shift and blur. The story of Lauren as a teenage mother is an example of changing attitudes to childhood that harken back to earlier historical notions of children as simply being smaller, younger versions of adults. Children continue to be somewhat constrained by the societal frameworks in which they find themselves, including families, schools, churches, peer groups and geographical location. These factors mould the experience of being a child for a particular individual. The cases outlined by Libby Brooks in The Story of Childhood represent modern attitudes and experiences towards childhood in modern UK society and also highly how these attitudes shift and change throughout different periods in time. Bibliography Aries, P. (1965) Centuries of Childhood: A Social History of Family Life, Vintage, London Erikson, E. (1973) Eight Ages of Man in Bowman, C. Humanistic Sociology Readings, Meredith Corporation, New York, NY Brooks, L. (2006) Story of Childhood: Growing Up, Bloomsbury, London Burman, E. (1995) Challenging Women: Psychology’s Exclusions, Feminist Possibilities, Open University Press, Buckingham Cohen, G. (2005) Karl Marx’s Theory Of History: A Defence, Oxford University Press, Oxford Corsaro W. (2010) The Sociology of Childhood, SAGE Publications, Thousand Oaks, CA Cote, J. and Levine, C. (2002) Identity Formation, Agency, and Culture: A Social Psychological Synthesis, Lawrence Erlbaum Associates, Mahwah, NJ DeCordova, R. (1994) The Mickey in Macy’s Window: Childhood, Consumerism and Disney Animation in Smoodin, E. Disney Discourse: Producing the Magic Kingdom Routledge, Routledge, London Finkelstein, N. (1991) Children and Youth in Limbo: A Search for Connections, Praeger, Santa Barbara, CA Higonnet, A. (1998) Pictures of Innocence: The History and Crisis of Ideal Childhood , Thames Hudson, London Hutchby, I. and Moran-Ellis, J. (1997) Situating Children’s Social Competence in Hutchby, I. and Moran-Ellis, J. (eds.) Children And Social Competence: Arenas Of Action: Arena of Action, Routledge, London Lee, N. (2001) Childhood and Society: Growing Up in an Age of Uncertainty, Open University Press, Philadelphia, PA Lemert, C. (1999) Social Theory: The Multicultural and Classic Readings Westview Press, Boulder, CO Lemert, C. (2011) Social Things: An Introduction to the Sociological Life, Rowman Littlefield Publishers, London Mintz, S. (2006) Huck’s Raft: A History of American Childhood, Harvard University Press, Cambridge, MA Palladino, G. (1996) Teenagers: An American History, Basic Books, New York, NY Renold, E. (2005) Girls, Boys, and Junior Sexualities: Exploring Children’s Gender and Sexual Relations in the Primary School, Routledge, London Silin, J. (1995) Sex, Death, and the Education of Children: Our Passion for Ignorance in the Age of AIDS, Teachers College Press, New York, NY Steinberg, S., (2011) Kinderculture: mediating, simulacrizing, and pathologizing the new childhood in Steinberg, S. (Ed.) Kinderculture: the Corporate Construction of Childhood, Westview Press, Booulder, CO Walkerdine, V., Lucey, H. and Melody, J., (1999) Class, attainment and sexuality in late 20th century Britain in Mahony, P. and Zmroczek, C., (eds.) Women and Social Class – International Feminist Perspectives, Taylor and Francis, London, Wyness, M. (2006) Childhood and Society: An Introduction to the Sociology of Childhood, Palgrave Macmillan, NY Zelizer, V. (1994) Pricing the Priceless Child: The Changing Social Value of Children Princeton University Press, Princeton, NJ How to cite Views of Childhood: A Sociological Perspective, Essay examples

Traditional vs. Online College free essay sample

The first thing an enrollment counselor will assist a student with, after they have selected how they will attend and their major, will be getting familiar with the online learning system, which students are able to access at a campus and online. An enrollment counselor may invite you to a nearby campus if you have one and will also inform you that ‘all’ Phoenix students are welcome to the school and its student resource center or computer lab. In addition to the similarities described, both options include a 100% grading rubric, ebooks, participation credit, and learning teams. With all the similarities it may be a hard to distinguish a clear choice, but know that either is a rewarding opportunity. The differences in these two learning styles should aid in your final decision. After you have completed this reading, you will find out how interaction, classroom settings, and time commitment may play a part. Beginning with the most obvious difference, we will start with the classroom settings of each. On-ground classes, if available, are taught at a University of Phoenix campus and are typically one day a week. This may not be ideal for those who have busy schedules, a lack of reliable transportation, or just do not prefer to occupy a classroom. If any of the aforementioned items relate on a personal level, then an online classroom may be better. Classes will contain various age groups of other students and an instructor. Diversity is a common dynamic amongst University of Phoenix classes whether at a campus or online. Online classes offer more flexibility with schedules and work completion. This flexibility allows the students to decide exactly how their classroom setting will be. They have the freedom to choose when and where to complete assignments. There is no classroom etiquette to abide by so things like dress code and language are no problem. The online option limits social relationships with peers outside of school, so weigh this aspect around your dependency to sociability. More discipline is required when students do not have a teacher physically around but it is a key factor to have when attending college. Similar to the difference of watching a movie and reading a book, campus classes and online courses make interaction experiences special in their own way. Students will be able to interact with their peers and teachers in different methods. In a classroom, students can talk to people face-to-face and have the ability to perform hands-on activities. Some teachers may offer hard copies of their policies or even give out worksheets for completion. For those who may consider this a luxury, online classes will not be ideal for you. Online interaction could come through e-mails or video chat but accessibility is based on amenities. Time makes communication a possible issue when using emails or other forms of indirect communication. Online this is particularly the most used form of communication, so plan accordingly when dealing with time sensitive material. The online option limits social relationships with peers outside of school, so weigh this aspect around your dependency to sociability. When taking online courses students meet individuals from various places trying to complete the same goal, making a slight possibility of being in range to link up with other individuals. Interaction relates to an individual’s means of communication, so they should solidify their reasoning when shaping their future and contact efforts. A very valuable resource that can never be replenished is time. No matter what goes on, time will continue to pass and it is never fit to be wasted. Time commitment should also be taken into account when figuring whether to go to a campus or go the online route. Any free time could be used to complete assignments, but it’s a better approach to designate specific periods to accomplish work. Online courses have different days where participation will have to be earned, whereas at a campus points are accredited throughout the class and based on the in-class conversation. Going to a campus you must also set out time for the allotted day on which you attend your class. The time it may take to obtain a degree also varies. Working at your own pace online may expedite classes and present an early graduation date. The same way an individual would commit to paying for school and he or she would not want to waste his or her money, the same attitude should be duplicated with concern to their time. After hearing the major differences between the traditional way to attend college as opposed to online courses, this should shed light on any situation. With the extra guidance and assistance from a strong graduation team, students have the pieces they need to achieve just about any academic goal. This university will encourage their students to set goals if they have not already been accustomed. Being in touch with one’s academic needs, they should be able to make the best decision to positively influence their academic career. The most important thing to know is that eventually traditional classes will resort to online classes as students’ progress through their program. That piece of information may fear some potential candidates but for those who welcome the challenge, they will be able to experience the best of both worlds as I already have. Learning firsthand the significant points of both on-ground and online classes, which do you believe better complements your needs?

Whole Foods Memo free essay sample

In conclusion, a recommendation for Whole Foods Markets, based on the analysis, will be given. Internal Analysis Fundamentals and Core Values of Whole Foods Markets The cornerstone of Whole Food’s strategy is to carry the highest quality, lowest processed-foods, and the most flavorful and natural preserved foods available. Whole Foods deepest purpose is to help support the health, well being, and healing of people (customers, the Whole Foods team, and businesses) and the planet. John Mackey, cofounder and CEO of Whole Foods, attributes the rapid growth and success of Whole Foods to developing and maintaining a uniquely mission-driven company; a company that is highly selective about what is sold, that remains dedicated to its core values and high quality standards, and is committed to sustainable agriculture. Whole Foods wanted to be the international brand for natural and organic foods and be the best food retailer in every community in which Whole Foods Markets were located. We will write a custom essay sample on Whole Foods Memo or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The chief elements of Whole Foods strategy are as follows: * Selling the highest quality products. Whole Foods Markets featured 30,000 natural, organic, and gourmet food products and non-food items. In 2007, Whole Foods was the world’s biggest seller of organic produce (comprising 67% of Whole Foods total sales, compared to the 40-50% of sales in other supermarket chains). High quality products included fresh perishables, baked goods, meats, and seafood, which differentiated Whole Foods from other supermarkets and attracted a broader customer base. To uphold a 100% guaranteed satisfaction to Whole Foods customers, Whole Foods had stringent product quality standards and customer commitments: Carefully evaluate each and every product sold. * Feature foods that are free of artificial preservatives, colors, flavors, sweeteners, and hydrogenated fats. * Passionate about great tasting food and the pleasure of sharing it with others. * Commitment to foods that are fresh, wholesome and safe to eat. * Seek out and promote organically grown foods. * Provide food and nutritional produ cts that support health and well being. * Satisfying and delighting customers. Whole Foods Markets places a strong emphasis on satisfying and maintaining a commitment to the customer. As part of its merchandising strategy, Whole Foods wanted to create an inviting and interactive store atmosphere for a fun and pleasurable shopping experience. Whole Foods wanted its customers to view Whole Foods as a â€Å"third place,† third to home and the office. A few Whole Foods stores even offered valet parking, home delivery, and massages! To maintain communication with the customers, Whole Foods stores feature â€Å"take action† centers, where customers could leave feedback and comments. Whole Foods wanted to turn highly satisfied customers into advocates for Whole Foods Markets. Customers could get personal attention in each store department and team members of Whole Foods were knowledgeable and enthusiastic with customers. * Team member happiness and excellence. Whole Foods Markets was founded because its cofounders believed that the natural foods industry was ready for the supermarket format. When the first store opened in 1980, it contained a staff of only 19 people. With this immediate success, the company expanded to 276 stores in 38 states, with teams of 85-600 members per store, and a total of 54,000 by 2008! Whole Foods had a team approach towards its store operations. Having happy employees that helped create happy customers advanced the long-term success of Whole Foods Markets. The team approach promoted strong corporate culture and a work environment where team members could flourish, build a career, and reach their highest potential. Team members are motivated and inspired by Whole Foods’ strategic vision. The process for bringing in a new team member was thorough and the whole team at a store is involved. Team leaders at each store receive a salary and a possible bonus based on EVA (Economic Value Added), a system Whole Foods used to measure performance. In 2004, 86% of employees said they enjoyed their job and 82% felt empowered to do their best work at Whole Foods Markets. Whole Foods Markets offered gain-sharing programs to reward team members according to the store’s contribution to Whole Foods operating profit (additional 5-7% of team members wages). Whole Foods encouraged stock ownership through three programs: A team member stock option plan (based on job performance and length of time employed at Whole Foods), a team member stock purchase plan (based on purchasing stock at 95% of market price), and a team member 401 (k) plan. To maintain high customer service all team members are continuously evaluated and take place in competitions against other Whole Foods Markets in that region. In 2007, around 750 team members were on the EVA-based incentive compensation program. EVA calculations were used to measure profitability and encouraged and motivated team members to succeed. * Creating wealth through profits and growth. As the leader of natural and organic foods in the United States, the management and growth objectives for Whole Foods Markets was to have 400 stores and sales of $12 billion annually by 2010. By 2008 Whole Foods Markets consisted of 276 stores in the United States, Canada, and Great Britain. In 2003 Whole Foods Markets became the first national â€Å"certified organic† grocer in the United States and its organic sales were $17 billion in 2006, up 22% from 2005. In 2000 more organic foods were sold in US supermarkets than in natural food stores. Whole Foods struggled to find suppliers to supply all their stores. Whole Foods Markets looked to exceed because consumer demand was growing 20% annually and consumer enthusiasm allowed retailers to have high profit margins. Once Whole Foods became public in 1992 its growth strategy was to expand by opening new stores and acquiring smaller, owner-managed chains. Between 2002-2006, Whole Foods opened 10-15 bigger stores in metropolitan areas. Acquiring Wild Oats natural supermarkets was a big step for Whole Foods and allowed Whole Foods to enter 15 new metro areas and 5 new states. John Mackey believed that the addition would give additional bargaining power, boost utilization of the company’s facilities, and allow expenses to be reduced. (The Wild Oats acquisition will be discussed in further detail later as part of Whole Foods strategy analysis. With the increased costs of growing and marketing natural and organic products (25-75% more than normal foods), prices for natural and organic foods were higher. Whole Foods emphasized this increased price through its strategy of selling premium products at premium prices. Whole Foods was profitable every year except for 2000, in which it had a net loss o f $8. 5 million. It’s net income increased at a compound average rate of 17. 6% yearly between 2003-2007, and reached $182. 7 million in 2007. (A deeper analysis of Whole Foods financial strategy will be discussed later. ) Caring about communities and the environment. As part of Whole Foods motto, Whole Foods emphasized sustainable agriculture and helping the planet. Whole Foods strived to demonstrate social conscience and community citizenship by donating 5% of its after tax profits to non-profit or educational organizations. Whole Foods Green Mission Task Force promoted environmentally safe practices, including Whole Foods switch to biodiesel fuel for its fleet of vehicles. Whole Foods used renewable energy credits to offset its electricity use and in 2005 created a non-profit Animal foundation and a non-profit Whole Planet foundation. Whole Foods participated in the Whole Trade program and the Local Producer Loan Program. As part of being involved with the community and current issues, Whole Foods publicized its position statements on current issues to the public. Strategies of Whole Foods Markets As discussed, the foundations of Whole Foods Markets are built on high quality, customer satisfaction, employee satisfaction, and community as well as environmental consciousness. Their strategies to maintain these underlying foundations will be discussed and analyzed in the following. * Differentiation strategy. Whole Foods Markets thrive on selling only the highest quality, freshest, and healthiest foods available so that the health and well being of people can be increased and maintained. Whole Foods strategy for doing so is to acquire high quality products from local, national, and international suppliers and to provide the appropriate merchandising mixes and concepts. Although these products must be sold at higher prices because their costs are higher, the value of purchasing these products has a deeper importance and Whole Foods actively emphasizes these reasons. Whole Foods offers healthy recipes and guides to healthy lives in all their stores. Only 0. 5% of revenues are used on advertising (much lower than normal supermarkets), but it is done efficiently and towards the directed audiences. Once â€Å"organic† gained a consistent meaning and was a selling point, the differences in Whole Foods products were clear. The higher nutritional value and gain from natural and organic foods was becoming an increasing trend and Whole Foods had the right mixture and selection to offer. Factors that affected this upward growing trend of natural and organic products included healthier eating patterns, higher concerns about food purity and safety, increasing health trends among many groups, and the positive environmental factors that organics had. In a 2005 Whole Foods survey, 65% of consumers had tried organic foods (an 11% increase from 2004), 27% had consumed more organics than the previous year, and 10% consumed organics several times a week (compared to 7% in 2004). The products Whole Foods offered that contributed towards its high differentiation success from normal supermarkets consisted of the following: (% refer to the categories of organic foods and beverages purchased most frequently by those participating in the survey: * Fresh fruits and vegetables (73%) * Nondairy drinks (32%) * Breads and baked goods (32%) * Dairy products (24. 6%) * Soups and Pastas (22. 2%) * Meats (22. 2%) * Snacks (22. 1%) * Frozen foods (16. 6%) * Ready to eat meals (12. 2%) The higher prices of organic and natural products were the primary barrier for most consumers.

The significance of the shifts in narrative perspective in Frankenstein Essays

The significance of the shifts in narrative perspective in Frankenstein Essays The significance of the shifts in narrative perspective in Frankenstein Paper The significance of the shifts in narrative perspective in Frankenstein Paper Mary Shelley uses many different narrators inside her story, including Walton, through letters, followed by Victor, and in Volume 2, the Monster themselves. It has various effects on the flow of the story, and its main effect is that it helps the reader to understand the characters in the novel much more easily and also provide the perspectives of various people, to get a feel of what society was at that time, and also to break certain stigmas that were present at that time. This can be seen in all three narrators in the book- Robert Walton, another fellow mad scientist, Victor, the protagonist and the Monster, the main antagonist. Firstly, the main use of Walton in the story helps us understand how a scientist during that time period perceives another scientist with the same intentions and sacrifices as himself. This is because in those ages, when we think of scientists, people often think that they are mad and abandon all of their families and their humane qualities in the quest for unlocking the ultimate secrets of nature- for Walton, the true magnetic North and for Victor, the ultimate goal of being able to play god. But however, this is not true. For example, when Victor arrives at Waltons ship, Walton kindly helps and tries to care for Victor until he has fully recuperated. He also writes in his letters about Victors conditions to Mrs. Saville and in his letters in the last chapter, said my chief attention was occupied by my unfortunate guest(Page 218) and also, he makes friendly ties with Victor, so that Victor can tell his unfortunate tale completely. Hence, by showing all of these humane qualities between the two, and also by showing how they become friends and care for each other, Shelley wants to break the social stigma of that time that scientists are all bad due to the horrendous acts they commit- for example, stealing bodies from the grave, to the point that they no longer have any human traits. Therefore, the use of Walton as a narrator helps us understand how scientists view each other at that time and also to show how the perception of the general public is flawed. Next, the writer uses the narrative perspective of Victor to make us understand how a mad scientist sees himself, and also to see how a mad scientist is not always mentally ill from the beginning, but rather has good intentions that go haywire. Furthermore, the usage of first-person perspective makes us able to understand Victors feelings in a better way rather than if a third person narrator was used. This is shown by Victors true intentions such as the main aim of building the monster- to relieve the grief felt from the departure of loved ones. However, it turns haywire, which is instantly realised when we encounter Victors dream of him kissing his beloved Elizabeth, then followed by the dying corpse of his own mother. That is when everything begins to go wrong. His feelings is also pronounced- for example, we can see what was going through Victors mind when the Monster tried to persuade him to create a female monster- He compassionated at his words but immediately felt disgusted when he saw the Monsters face. By showing all of these aspects of Victors initial good intentions, she aims, again to break the social stigma that mad scientists are all mad from birth and have no good will, by showing Victors innocent childhood and also how his monster was built on good intentions. Furthermore, we can also delve deeper into the mad scientists mind by the usage of the first person narrator, enabling us to see his feelings and thoughts at any moment, discovering the real feelings of Victor- trying to hide from the worry of failure and also its adverse effects, and also his initial desire to succeed at all costs- to prove his detractors wrong. Hence, as a result, we get a better understanding of what a mad scientist is like in those times and find that it was not as bad as people often imagined. Finally, the usage of the Monster as a narrator makes us understand what happens when a man tries to play god and imitate a human- what will the creation feel? The usage of the Monster as an abandoned creation by its creator despite its relative success also shows the perspective of young orphans, and reflects a common trend in the society at that time. This is shown in many ways- for example, when the Monster gathers firewood for the family but is hated by everyone instead, and also how he feels dejected at the very behaviour of the people. He also eventually escalates to the point of getting revenge once his appeal for a female monster is rejected. The overall effect of this is that we get a reflection on the society at that time being too orientated on looks, and also how the novel scrutinises it by Shelleys clever writing which makes us sympathise the ugly Monster, whereas we see every other person in the book looks at him in disgust. Also, we can better understand the feelings of a failure in the society such as orphans whom have no companion and anyone to look after them, and is continually looked down upon by the society. As a result, we can better understand the Monsters role and his significance in the society at that time by using him as the first narrator. In conclusion, Mary Shelley uses the three narrators in a Mise-en-Abyne fashion to slowly delve deeper into the story, and in the process, understand the three narrators, whom are characters in a first-hand manner. Shelley also uses these three characters which have unique roles as narrators to help her break certain social stigmas present at that time. But overall, the usage of various narrators in the book helps us understand the story better.