Live of Women in Renaissance

The interest of scientists and historians in women’s Renaissance is still growing as there are different ideas and attitudes towards life of women in that historical period. Did women have their Renaissance? Some had, whereas others didn’t. However, Renaissance has played important role in formation women’s personality and identity. Renaissance was the first step on the long road to women’s freedom and equality. The topic has been chosen as oppression of women and domination of men was a primary matter of concern in fiction literature, as well as in social and political tractates. Women were often oppressed and subordinated and, therefore, had fewer opportunities for their Renaissance. Before speaking about the impact of Renaissance on women history it is necessary to describe what role were imposed on women in society. (Zwanger, 1997) Actually, women in Renaissance can be classified as traditional women who performed the imposed role and exceptional women who tended to show their personality and express their identity through art and literature. Generally, women were considered merely bearers of children and housekeepers. Therefore, they were inferior to men and customs kept them away from social life. Women’s tasks were routine and only wealthy women were allowed to escape from making clothing and administrating food production. Since 13th century women were prohibited to take control over food suppliers as it was considered full males role. Renaissance women were active only in spinning wool and carding as it was considered female tasks. Wives were forbidden to participate in business as they had to keep their houses. Actually, Renaissance was the world of men and the world for men. Historians claim that women had more opportunities and jobs during the Middle Ages rather than during Renaissance. The reason is that capitalism led to more efficient production and women’s economic significance was reduced. More women remained unemployed and they were paid less for the same jobs. (Zwanger, 1997) Nevertheless, there were moments in Renaissance history of women which impacted the future formation of women as personalities with equal rights and opportunities. In particular, some women tended to express their identity in art and literature making other women re-thing their social status and job opportunities. Such exceptional women were among the first to speak about women rights, their participation in business, social life, etc. with time women gained more freedom and were provided with more opportunities to express themselves. (Zwanger, 1997) During Renaissance art was a powerful method to control women as it constructed a myriad of social pressures offering rich material for study female role. Economic restrictions and less opportunities prevented many women to devote their life to arts. Documented Renaissance artists were either children of noblemen or daughters of artists and they were expected to have literary and music skills. Despite they were talented, their careers finished after marriage. However, they try to make art equal for men and women. Some women were active artistic patrons who arranged agreements with artists. For example, one of the noblewomen, Isabella d’Este commissioned significant amount of art having decorated her private studios.   Mostly, pictures represented traditional women virtues as chastity, moral purity and fidelity. Furthermore, some women used art to strengthen their power. For example, Eleonora of Toledo was married to Cosimo I de’Medici and she used her portrait with the son to strengthen her political power in Tuscany. (Zwanger, 1997) In conclusion it is necessary to outline that the primary impact of Renaissance women on their future was the fact that through art they tended to strengthen their social political positions and to prove that they were personality who deserved equal rights and opportunities. Despite Renaissance was mainly a men’s world in which women were regulated and controlled by lack of independence and social pressure, little by little they started their war for freedom and liberty. (Zwanger, 1997) References Zwanger, Meryl. (1997). Women and Art in Renaissance. Retrieved May 1, 2008, from http://www.columbia.edu/cu/sister/Renaissance.html               

Just in Time Essay

Students will respond to the following: †¢Discuss the pros and cons of a JIT relationship from a supplier’s point of view and a buyer’s point of view. The con of the JIT relationship is that problems would occur if the company has sudden breaks to service and the supply. This may lead to labor strikes, and then eventually a failed business. A pro of the JIT relationship would be saving cost by not having unnecessary inventories. Also another attribute is flexibility, allowing the company to answer. †¢Analyze the short-term and long-term consequences that could come from implementing this JIT relationship. The short-term consequence of implementing JIT would be the cost that ties into the culture evolving, training staff on problem solving. The long-term consequence of JIT is improving the quality of the product along with the delivery of it. Once customers realize the proficiency of the company with its product that leads to a chance of a larger profit. †¢Discuss what factors Dixon and D&S should consider before making a decision on this relationship. In regards to factors that Dixon and D&S should consider before making a decision is: 1.Improved Quality- measuring the quality of service, timeliness, service consistency and courtesy. 2.Utilizing Multifunction Workers – Assist with improving quality and customer service. 3.Reduced Turn Around time – The competition is steady among companies that provide services, so a company that uses JIT concepts reduces the turnaround time and increase their speed.

Analysis of Forgetfullness, by Billy Collins Essay

This poem is really easy to identify with. The first 4 stanzas are clearly relating the reader to the poem. Everyone at some point has to learn these general, seemingly useless facts. â€Å"A state flower† â€Å"The capital of Paraguay† so arbitrary, but so true in that this brings back memories of 3rd or 5th grade for almost all of us, it is bound to strike a chord with the reader. This is also coupled with a slightly nostalgic loss of these facts in the first stanza, as slowly the individual sections of a book (that you as the reader once clearly enjoyed) are systematically removed from your memory by time. Then the tone shifts from musing about facts we don’t remember, to our inability to remember them. It begins to get darker. This is useful contrast from the imagery that the reader experiences during the first few stanzas, remembering childhood, and innocence. Juxtaposed is the now darker â€Å"mythological river† described as vague that, dauntingly, is leading to oblivion. The hopeless tone thus has that much more impact as we make our way to our own â€Å"oblivion† or death, where we will join the dead: â€Å"those who have even forgotten how to swim and how to ride a bicycle.† Then Collins provides a justification for our wanting to remember, wanting to enrich our every moment, as soon memories will be pointless. Really, in the end this is providing a more inherent worth to memories than they ever had before, because of the fleeting nature of life that Collins describes. Not in a fun, youthful â€Å"carpe diem† way, Collins is showing how short we have to live. Only from this presentation can the reader then make the leap that we ought to cherish these good memories, and make good memories, such as the â€Å"moon (out of the) love poem† in the closing lines of the work.

HND Common Law Essay Example | Topics and Well Written Essays - 2000 words

HND Common Law - Essay Example 1. Joe, a sales manager of Building Security Systems Ltd wrote a letter to Viacom Ltd on 13 June offering to install computerized security equipment at the canal side warehouse Viacomm Ltd was renovating for Wiggin Council for a total price of  £200,000 payable upon completion of the work. The offer was to remain open until 20 July. Sam, a purchasing director of Viacom Ltd, phoned Joe on 19 June to ask if the offer included the VAT. He then posted a letter of acceptance to Joe on 27 June in which he accepted the offer on behalf of Viacom Ltd. Building Security Systems received this letter on 29 June. In the meantime, Joe has started negotiating with Info provider Ltd and sold the same equipment to them on 28 June for  £250,000. He immediately wrote a letter to Sam to say that has not yet received confirmation that Viacom wants to purchase the equipment that the offer was now withdrawn. Viacom Ltd received this letter on 1 July. 2. Joiners-R-Us Ltd entered into a contract with Viacom Ltd, who hold the main building contract with Wiggin Council to renovate a canal-side warehouse. Joiners-R-Us are contracted to carry out carpentry work in a block of 47 flats for an agreed price of  £200,000. The main contract with Wiggin Council contains a time penalty clause which states that the building must be completed by 15 November 2008. Viacom Ltd is worried that if Joiners-R-Us Ltd did not complete the carpentry work on time he will have to recompense Wiggin Council under that clause.   On the basis of this letter, Joiners-R-Us Ltd managed to persuade their staff to continue working which re-commenced on 18 October.  

Develop an evaluation form that includes 7 objective criteria to Essay

Develop an evaluation form that includes 7 objective criteria to evaluate the effectiveness of the developed plan (regarding nursing shortage) - Essay Example After communication, the evaluation form would be distributed to personnel who would be deemed most appropriate to respond. The distribution of evaluation forms would be done the day after the monthly meeting. Collection of the responses would be undertaken the day after these evaluations forms are distributed. The data would be interpreted through collation and tallying, according to nursing units. The findings would be communicated by the assigned nurse manager to the department heads. The department heads would assign one department manager to integrate the findings for subsequent report to the vice president of nursing. Any weaknesses in the evaluation form could be identified and corrections would be recommended. The final report would be submitted to the board of directors for their review. After the board has reviewed the findings from the evaluation form and report, the results, recommendations, and conclusion would be disseminated to the involved personnel in the next scheduled monthly meeting. Health practitioners and nurses could therefore communicate any methods of improvement in achieving the identified objectives; as well as in suggesting any improvements in the evaluation process, as deemed necessary. Education Career Articles. (2014). The Latest Statistics on Nursing Shortage. Retrieved from educationcareerarticles.com:

Government Guidance on Child Protection Essay Example | Topics and Well Written Essays - 1000 words

Government Guidance on Child Protection - Essay Example For example, to safeguard children in such a manner that each child irrespective of race or class acquires equal share with the aid from charities as charity trustees is the responsibility shouldered by the UK charitable trust (Safeguarding Children, Nov 2006). Similarly other key partners that work along with the Governmental bodies in protecting children have duties to support children's families that are needy and are unable to contribute towards means to alleviate child abuse. That clearly indicates the notion that partnership cannot be created and maintained alone by the agencies unless they are given adequate moral support by the children's family and their informal networks of support. Children's families are also supposed to play role in partnership working because many studies of problems among child population have indicated that children perceive their problems to be connected with the all-encompassing broad domains of school, family, friends and health. Therefore we can say that child's protection starts at home and Government along with the collaboration of other legislation authorities, trustees and educational sectors and practitioners aims to maintain partnership working while seeking through social or professional consensus what is in a child's best interests (Hedy et al, NSPCC). A recent event highlighting such partnerships is that of London's Safeguarding Children's Board which in order to improve collaborative mechanisms instigated recent improvement between various statutory bodies and minority ethnic communities along with managing eight London departments commenced in July 2006 and ended in June 2007 (LSCB, 2006). However the decision to work as partners with the UK Government satisfied the legislatory aspect of children's protection. All the efforts to help eradicate child abuse were in accordance with Children Acts 1989 and 2004, and involved the partnership of other departments like children education, health issues, housing, sexual offences, adoption and domestic violence. The role of parents and professionals in partnership working The efforts of the UK Government to work in partnership enables protection and future prevention of child abuse first by involving the parents to take good enough care of their own children. This is evident from the section 2.3.4 from the Children's Act that enables parents to accompany their children during school hours and professionals are suppose to keep their eyes on children who are missing at schools, are never enrolled or one who has not attended school for a while (LSCB, procedure). This, the professionals are supposed to do in collaboration with the child's family according to section 3 of the procedure's manual (LSCB, procedures). This indicates that the first partners in partnership working with the Government are the parents as they play a central role in their children's protection and welfare and should therefore be involved, wherever possible, in all decisions and actions relating to them. While working in all stages of the child protection process parents realise that their children have a

To Build or Buy Essay Example | Topics and Well Written Essays - 1500 words - 1

To Build or Buy - Essay Example With the growing advent of advanced technological aspect within the present day organizations and increased level of competitors herein, it has become essential for every organization to take effective decision. Execution of inappropriate decisions in recent business scenario will create hurdle for the small business firms in case of sustainability. Strategic decision making is considered to be a process in which vital decisions are made through implementation of management tools available to analyze the problems. These problems can result from decisions that involve adequate risk and uncertainty. It is assumed that a decision taken strategically can overcome hurdles that may arise during the process of analysis, examining of methods for structuring and while forming the model decision dilemma (Williams, 2001). The paper intends to provide a vivid description about the feasibility of building up a new business or buying an established one. It also provides an in depth insight about v arious business concepts require for small business sustainability in the global competitive market scenario. Discussion 1. A Brief Strategy for a Business Concept That Would Directly Compete With the Small Business The implementation of strategic management, while framing vital decision in any business has become an important aspect for any commercial association. The vital reason behind the implementation of strategic management in one business is that, it not only helps a business in taking effective decision but also assist to mitigate the rising issues of growing competitiveness. Bookstore in America is measured as an essential part of an individuals’ life. However, with the advent of technological aspect in the academic sector has changed the interest of the civilians in the United States of America (USA). Bookstores usually act as an intermediate amid the people and the writer or publisher of a book. Considering the Bookstore sector business, establishment of the cafe cum bookstore will provide an accelerated growth and profit related to the small business set up. The advents of technology in one’s life have changed the way in, which the people used to complete their task decades ago. Therefore adapting the technological aspect can help in creating a business that would flourish and provide tough competitions to other book stores located in the market (Woodward, 2005). In this context, the proposed business would be a book store along with a coffee shop. Furthermore, it has been viewed that in present day, people get very limited time for relaxation as a part of their recreational activity, because of the accelerated competition, job-pressure and adaptation of busy routine. It has been observed that individuals’ like to spend their spare time in a cafe’ shop or watching movies with their friends and families as the part of the recreational activities. Therefore, establishment of a cafe cum book store would attract more indivi duals, who have moved out of their house for gaining knowledge or is employed as personnel. In this aspect the business would mainly target the aforementioned group of individuals’. They can come in the book store to gain knowledge along with some short of refreshments. Additionally it would also provide them opportunities to make few friends in the locality. Furthermore, the business would be technologically advanced. For instance the business would provide a Wi-Fi facility that would allow customers to access the internet

Remembering my Childhood in the Continent of Africa Personal Statement

Remembering my Childhood in the Continent of Africa - Personal Statement Example Sendaris as the narrator patronizes his own childhood while praising almost all the events which Hugh went through in his childhood. Apart from the praises, I established that later on the article Sendaris is sympathetic of what Hugh went through after his family moved to Mogadishu (Sendaris 247). I have witnessed also the fact that, the narrator has managed to pin point positive and inspiring events, in the African continent which is full of third world countries. The narrator portrays the negativity experienced in the three African countries which Hugh lived in as normal and intriguing. The themes the narrator is trying to display are admiration, jealously and sympathy. Sendaris’ view on what Hugh went through during his childhood is sarcastic. Judging from the narration, in reality Hugh’s experience, in Africa, has been rough and exhilarating. To my amazement, Sendaris is praising and admiring Hugh’s childhood, but this is controversial. I do not consider Hugh to be privileged because his family moves from one African country to another. In my analysis, I discovered that Sendaris’ praises and admirations on Hugh’s childhood are transitional. The transition moves from praise and admiration to jealousy and later on to sympathy. The transition does not depend on what Sendaris thinks of Hugh, but on what Hugh is experienced in his childhood. I categorize Sendaris’ description of Hugh’s childhood experience as overrated. Truthfully speaking, I know that the two countries which Hugh lived in when he was a child, that is Congo and Somali have suffered their share of suffering. Sendaris is sarcastic in his narration; he is intrigued with the thrilling events which Hugh came across. Experiences like seeing a man who had hanged himself on a pole (Sendaris 246) and an animal shot to death while Hugh and his fellow classmates watched (Sendaris 245) are

Ethics project Essay Example | Topics and Well Written Essays - 500 words

Ethics project - Essay Example Practicing the ethical requirements help in ensuring safety, health and the welfare of organizations and individuals because of the closeness in human and business relations. Engineers must abide by the code of ethics as stipulated by the National Society of Professional Engineers (NSPE). The code articulates the significance of the decisions made by engineers that require full concentration, honesty, fairness and integrity. The misdeed by the responsible engineer is determined by his actions towards agreeing to sign off the project as complete in full knowledge that the software contained a bug. According to the prototype tests, a high number of airplanes led to the disappearance of one of them from the system. However, the boss convinced the engineer that the FAA would not detect the problem since she was aware of their testing methods (McFarland 1). As such, the boss managed to persuade the engineer to sign and as a result, with the full knowledge of the error in the software, the engineer signed off the software. In this case, the responsible engineer had the option of declining the signing off and delivery of the software to FAA until the error was corrected. With such an error, the software could mislead the traffic control personnel and lead to an air disaster. Such disasters lead to the destruction of property and loss of life. The responsible engineers can be held responsible for such disasters in a court of law. Additionally, such a misdeed can lead to the loss of practicing license as an engineer, blacklisting, being fired and a jail term. After signing the software off and delivering it to the FAA, the engineer broke several codes of ethics by deliberately approving a faulty software. According to the NSPE codes, the engineer breached Section 1.5 of the NSPE Code of Ethics that state, â€Å"Engineers, in the fulfillment of their professional duties, shall avoid deceptive acts.† The engineer also broke Section II.1.b of the NSPE

Narration Critiques Assignment Example | Topics and Well Written Essays - 250 words

Narration Critiques - Assignment Example In fact, I did not understand why the two officers visited the author. The most interesting part of the story is when a crowd started to gather during the fight. I think this was that part that the author should have made more emphasis because the crowd’s reaction would have made the story quite interesting. There was one interesting point that the author had talked about regarding the gender roles. The author argued that she did not understand why she was expelled just because she had punched a girl, while boys would fight in school and not get expelled. I agreed with the author because I believe that every case in college ought to be treated equally regardless of the gender. In conclusion, I would like to say that this was a average story that did not capture much of my attention. I think the author was merely trying to narrate a story about how and why she was expelled from school. Therefore, the author should have chosen a different

Green Buildings in China and Europe Article Example | Topics and Well Written Essays - 500 words

Green Buildings in China and Europe - Article Example According to John Echlin, an architect who is American, public and culture drives building the design in Europe. The buildings are also constructed for permanent basis unlike in China that considers space and cost as the determinant factor in the construction of the buildings, especially in urban centers. Most of the architects in Europe are aware of the impact of the green building constructions towards the reduction of energy unlike those in China. The owner of the Chinese’s private reserve in Zhejiang province ensured that food required by the reserve is grown at the site and reduced overdependence on energy and water from the surrounding environment. Such was just an example of the green building in China but since then more and more building focusing on energy reduction and being environmental friendly have come up. An example of such a building in Europe is the Doxford solar office found at a park near Sunderland. The building design was energy responsible with the aim of saving energy which is of increased concern in Europe. Green buildings are also considered a profitable venture in Europe and China. It is, however, true that there are more buildings in Europe than in China. Unlike in Europe where public benefit and culture drives the design of the building to be constructed, Chinese constructions are based on costs and profit maximization. It is the reason that has resulted in less number of green buildings in Chi na, especially in urban centers. Multinational Corporation, hotel numbers, and large Chinese companies have however employed the practice in their buildings (Lehmann, 2010). China’s recent plans aim at reducing carbon dioxide emission and overall energy use. Regulators have been forced to focus on establishing buildings that are green and energy efficient as a way of being in line with the government’s energy reduction plan. Europe on the hand has come up with a strategy that will ensure all public houses become carbon neutral by the year two thousand and sixteen.

Computer Aided Process Planning Essay Example for Free

Computer Aided Process Planning Essay Process Planning Products and their components are designed to perform certain specific functions. Every product has some design specifications which ensure its functionality aspects. The task of manufacturing is to produce components such that they meet design specifications. Process planning acts as a bridge between design and manufacturing by translating design specifications into manufacturing process details. It refers to a set of instructions that are used to make a component or a part so that the design specifications are met, therefore it is major determinant of manufacturing cost and profitability of products. Process planning answers the questions regarding required information and activities involved in transforming raw materials into a finished product. The process starts with the selection of raw material and ends with the completion of part. The development of process plans involves mainly a set of following activities; †¢Analysis of part requirements †¢Selection of raw workpiece †¢Selection of manufacturing operations and their sequences †¢Selection of machine tools †¢Selection of tools, tool holding devices, work holding devices and inspection equipments †¢Selection of manufacturing conditions i. e. cutting speed, feed and depth of cut. †¢Determination of manufacturing times (2) The manual experience-based planning method The manual experience-based process planning is most widely used. It is mainly based on a manufacturing engineers experience and knowledge of production facilities, equipment, their capabilities, processes, and tooling. The major problem with this approach is that it is time consuming and developed plans may not be consistent and optimum. The feasibility of developed process plan is dependant on many factors such as availability of machine tools, scheduling and machine allocation etc. Computer aided process planning is developed to overcome this problems to some extent.

Structures That Influence A Childs Development Education Essay

Structures That Influence A Childs Development Education Essay In this paper I will be discussing the bioecological model of human development. In the bioecological model, development is defined as the phenomenon of continuity and change in biophysical characteristics of human beings(Bronfenbrenner Morris, 2007, p. 793). The main focus of the paper will be on Urie Bronfenbrenners bioecological theory of human development. This model provides the whole picture of the developing child, encompassing relevant theories within it(Berns, 2013, p. 16). Bronfenbrenner looks beyond general developmental patterns; he proposes that researchers examine various ecological settings in which the child participates, such as family and child care, to explain individual differences in childrens development (in this case, cognitive development)(Berns, 2013, p. 17). The social interactions of a child will determine how that child will grow and what type of adult that child will become. The type of environment a child is brought up in impacts the childs ability to l earn. It effects how they develop intellectually, cognitively, and emotionally. This is also when a child learns his morals and values. Bronfenbrenners bioecological model of human development has four basic structures. They are the microsystem, mesosystem, exosystem, and macrosystem. This paper will show how the four structures of human development influence a childs development. The first system that influences development is the microsystem. It refers to the activities and relationships with significant others experienced by a developing person in a particular small setting such as family, school, peer group, or community (Berns, 2013, p. 18). This systems communications are in a close setting of their direct environment and would be considered the most important system of the developing human. The microsystem is the most influential THE FOUR BASIC STRUCTURES system. This is because it is the first time a child interacts with family, schools, and neighborhoods(Swick Williams, 2006, p. 374). This interaction occurs for a long period of time. The most significant relationship of the microsystem is family. Once a child is born they spend most of their time with their family. Their family is responsible for giving them a place to live, feeding them, clothing, keeping them warm, changing their diapers, and buying them anything that is needed. When children are still babies the family basically does everything for them. The family provides a child with the essentials child to live but that is not the only important role of a family. How parents teach their children, interact with them, and talk to them is the probably more important. This is what helps a child develop in the world. There are several different types of parenting styles. The type of parenting style can determine how a child will eventually end up as an adult. Parenting can affect the way a child does in school. It can also affect a childs mental state. Certain parenting styles can lead children into a life of depression others can lead children into a life of achieving. There are four different parenting styles. They are authoritarian, authoritative, permissive, and non-involved. Authoritarian parenting is a style of parent-centered parenting characterized by unquestioning obedience to authority is strict and demanding (Berns, 2013, p. 62). These types of parents expect a lot from their children. This can lead to children having low self-esteem or being depressed. However the children are usually obedient. Perhaps the complete opposite of an authoritarian parenting style would be a permissive parenting style. Permissive parenting is THE FOUR BASIC STRUCTURES a style of child-centered parenting characterized by a lack of directives or authority(Berns, 2013, p. 62). These types of parents do not ask a lot of their children. They usually act more like a friend than a parent. This parenting style can lead to children that do not do well at school and they may suffer from depression as well. These children might also end up having problems with authority. Their parents never told them what to do so when an adult does show some authority the child acts out because they do not know how to handle it. Some may say the healthiest parenting style is authoritative. Authoritative parents are more democratic. They have rules that they expect their child to follow but if their child breaks these rules they are nurturing rather than punishing. Authoritative parenting style leads to a child being happy, assertive, and successful. The last parenting style is uninvolved. These parents are not involved with their child at all. They may provide their child w ith the basic needs necessary to survive but the might not even do that much. Children of uninvolved parents lack self-esteem, they do not do well in school, and they may act out in school. Parenting styles have a significant impact on development. The family structure also impacts development. The nuclear family consists of a husband, a wife, and their children. The nuclear family used to be the most popular but in todays society not all households are structured this way. Today it almost seems that divorce is the norm rather than the nuclear family. 30% of first marriages end in divorce(Kallaman, 2012, p.1). Almost everybody knows someone that is divorced. Even though divorce is becoming more of a normal experience that does not make it any easier on children of divorced parents. In a divorce the children may have to take increased THE FOUR BASIC STRUCTURES responsibility for themselves and may have less time available to spend with parents to receive love and security (Berns, 2013, p.82). Counseling, mediation, custody battles, and fighting are situations that a child might have to face when their parents are going through a divorce. In many occasions there is also a financial consequence. Usually the mother receives custody of the children and the mothers usually make substantially less than their husband. So the type of comfort the children were used to will most likely change. Peers, community, and schools also have an emotional impact on children. Children can have positive experiences with peer groups but they can also have negative experiences. When it is a positive experience peer groups can offer children independence and help them to find their sense of self. When it is a negative experience children can lose their ability to communicate and socialize with peers. It can also cause them to have low self-esteem. An example of a negative experience with peers is bullying. School is a tremendously beneficial experience for children. School is where children learn most of the skills they will need to be a productive adult. School also teaches children how they are expected to behave. The values of the school or teachers are passed on to their students. Children learn in different ways. They may be visual, spatial, auditory, or kinesthetic learners. It is the teacher and the schools responsibility to discover which type of learning best fits each child. The second system that influences development is the mesosystem. Mesosystems consists of linkages and interrelationships between two or more of a developing persons microsystems, such as the family and the school, or the family and the peer group (Berns, 2013, THE FOUR BASIC STRUCTURES p.20). These interrelationships involve a variety of settings that the child is immersed in; the influences bind them together (Bronfenbrenner Morris, 2007, p. 820). Mesosystems can benefit a childs development but that depends on the type of microsystems that come together and the quality of their relationships (Berns, 2013). One of the most important examples of a mesosystem involves schooling. Family and schools link together for the development of children. Children develop better when they have parents that are extremely involved in their education. These children will get higher grades, they will do better in school in general, and they will be more likely to attend college after high school. Families that are involved with school will attend family teacher conferences and they will participate in schools activities. Some parents may even volunteer at their childs school. It is also important for families to ask their children how school was and to help them with their homewor k. This will have a positive effect on children and the children will gain confidence (Berns, 2013, p. 142). The link between school and community is also a vital connection in a childs life. Schools that are located in richer in communities are better funded. The community supports the schools in their neighborhoods because these are the schools their children attend. They receive better books, computers, more funds for sports teams, more money for field trips, and better resources in general. The more funds a school has the more the learning process can be extended Children that attend these schools are in a better environment for learning and it gives them a positive outlook on life. These children have a better chance of doing well in school and doing well as adults. THE FOUR BASIC STRUCTURES The exosystem is the third system of Bronfenbrenners theory of human development. They are settings in which children do not actually participate, but which affect them in one of their microsystems(Berns, 2013, p. 21). Parents socioeconomic status is an example of this. Children dont participate in a familys socioeconomic status but it does affect them. If they are in a family that is in the low economic status they will not have the means to purchase items a child may need. This could be food or school supplies. They will not live in a nice community and therefore will not attend the best schools. Children born into poverty statistically have lower self-esteem, are less likely to excel in school or are more likely to drop out, and they are more susceptible to violence and crime (Bronfenbrenner Morris, 2007, p. 793). On the other hand if they are born into a family that has a high socioeconomic status they will get anything they want. They will go to the best schools. They will get to go on vacations. They will have the best school supplies. They may have a computer for home and then one at school as well. A parents job also affects a child indirectly. If the childs parents do not make a lot of money and they have to work two jobs their childs socialization will be effected. The parent will not be home to help the child do their homework, play games with them, fix dinner for them, or just to talk to them. The parent also may travel a lot for work or stay overnight for a job. In this case their child is placed in non-parental child care. There are different types of non-parental child care. There are child care centers, family day cares, and in-home care. The different types of non-parental child care can affect the child differently. Where the child is cared for is different. Some are cared for in the childrens home but other times the child is taken to a center. The THE FOUR BASIC STRUCTURES accreditation of the care takers is different. That is, if the care taker is accredited at all. Each type of care also has different learning programs. Some programs have structured activities set up for the children while others basically let the children do whatever they want. Being in child care can be beneficial and detrimental to children. The child will be able to socialize with peers more easily, but they tend to be less cooperative and unresponsive with adults (Berns, 2013, p.156). The last system involved is the macrosystem. The macrosystem consists of the society and subculture to which the developing person belongs, with particular reference to the belief systems, lifestyles, patterns of social interaction, and life changes (Berns, 2013, p.22). There are many examples of macrosystems. Republican, upper class, lower class, Baptist, and Asian ancestry are all examples of macrosystems. The macrosystems we live in influence what, how when, and where we carry out our relations(Swick Williams, 2006, p. 377). This system effects the development of a child in a larger context. The beliefs of the family and their lifestyle, education, religion, and mass media all influence a childs development. Macrosystem influences come from cultural views in society. There are certain roles in society that people are expected to live by. For example, gender roles are still seen strongly in the American culture. Parents may expect a boy to be tough and to never cry, while parents expect girls to be domesticated and nurturers. Family values are huge influences on children. There are many values parents impose on their children. They may expect their children to go to college, get a career, get married, and have 2.5 children. All of this should be done in that exact order. Many familys morals and THE FOUR BASIC STRUCTURES values come from their socioeconomic status, their culture influences, and their religious influences. There are some universal parenting goals that are the same no matter what type of cultural or religious beliefs affect them. These are ensuring physical health and survival, developing behavioral capacities for economic self-maintenance, and instilling behavioral capacities for maximizing cultural values, such as morality, prestige, and achievement (Berns, 2013, p. 210). Even so, for the most part, parenting styles in the United States can vary greatly. Urie Bronfenbrenner was correct in his theory of the bioecological model of human development. There is an enormous amount of data that shows how the four systems influence a child. The microsystem can be seen as the major system of influence. It is important to have healthy, safe, positive relationships. These relationships will help the childs development as the other systems come into their lives. A mesosystem can be described as the links in the chain(Welzel Inglehart, 2010, p. 52). School and family individually influence a child and together they make so much more of an impact. This does not only consist of these two relationships, but all relationships in the microsystem. The indirect effects of the exosystem, such as parents careers, have their own influences. Long hours at work and little pay can lead to a child missing out on necessities needed for life but more importantly, the child will miss out on early socialization with someone he trusts. Finally, the macrosystem is the combination of culture, religion, mass media, and other influences that are widespread. Put the four different systems of human development together and they make a huge impact on the socialization and THE FOUR BASIC STRUCTURES cognitive development of a child THE FOUR BASIC STRUCTURES

Effect Of Insecticides On Honey Bees Biology Essay

Effect Of Insecticides On Honey Bees Biology Essay Introduction: Pollinators are very important for the production of any crop as they play very important role for pollination of the flowers and crops. Bees are considered one of the major pollinators of the agricultural crops. The study of this issue is very important as well as difficult due to the complex interaction of bees with their hosts. Many environmental factors are involved in the complexity of this interaction (Schmid, 1975). Honey bees are good pollinators but they are not common for all crops (Batra 1995). Most people are interested in honey and wax production by bees but some honey bees are used in orchard pollination, where they take nectar and pollen for the purpose (Cheung 1973). Honey bees are most vulnerable pollinators of agricultural crops as USDA estimated the financial value of these profitable pollinators that is approximately 15- 20 dollars billion per year (Johnson 2010). On the other hand, they are very sensitive insects as they are disturbed by the common environmental factor like pollution. Pesticides are the chemicals that are most widely used to control pests in crop production. When different chemicals are applied to the crops, they not only affect the pests of the crops but also harm the beneficial insects as pollinators, predators and parasites etc. This harmful effect disturbs the natural balance between the insects and their natural hosts. The table below shows the dependence of agricultural crops on honey bee pollination. Almond, Alfalfa, Apple, peaches, carrots, sunflower, onion, broccoli and citrus with other field crops are given with their dependence. Estimated value of Honey Bee to US crop production, 2000 estimates (Johnson, 2010) Use of chemicals (Pesticides) in agricultural crops is important to get required production on one side while on other side, safety of honey bees and other natural enemies from these chemicals are also required. But if these chemicals are not used against insect pests of the crops, it will also create problems for producers as they can not be able to get such production that can fulfill the food requirements of nation or worldwide. Large number of bee colony developers is present in The United States that provides bees as pollinators, commercially to different crop producers. U.S. Department of Agricultureà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s (USDA) 2007 Census point out that 2.9 million bee colonies are used for 28,000 operations in the United States. Increasing use of chemicals (insecticides and pesticides) to control the other problems of crop production disturbs honey bees populations either natural or reared commercially. Johnson 2010 gave the map that shows the disorder in honey bees colonies in different states in 2009. http://beealert.blackfoot.net/ Johnson (2010) gave the reasons for colonies collapses in his report by the data collected under the information provided by USDA. These colony loses in honey bees disturbs Agricultural economy of the country, so scientists try to explore that chemicals that are less or not harmful for the pollinators and they started performing different experiment by using different chemicals to check their efficacy against honey bees activities and pollination. Complete give up of chemicals is not possible as they effect the production of different agricultural crops (Akca et al. 2009), but these chemicals should be use under certain limits. According to the Pretty 1995, the over usage of these agrochemicals make the soil and environment deteriorated and on the other side genetic diversity of the living organisms is also disturbed. Many scientists focused on all non target insects while some are more specific towards the pollinators, their behavior and activities against insecticides which are commonly used for crop pests (Liong et al. 1998; Qadri et al. 1994). Different chemicals and methodologies are carried by different scientists to explain the effectiveness of certain chemicals against honey bee normal functioning. Some of them are given here. Methodologies by Different scientists and their results: Akca et al. 2009 performed an experiment by using 8 chemicals against worker honey bees. They used residual film method for each chemical. Physical conditions for experiment were 25O C and 75% RH and data was collected after 1, 8, 16 and 24 hours. Honey bees of 20 days or less were used in experiments. Three different doses for each chemical were used (recommended, 1/2 and 1/4 of recommended) at same physical conditions. Above is the table that shows the chemical used, their recommended doses and their groups to which these chemicals belong. Their results revealed that all of the insecticides with all doses are toxic to the honey bees after last three intervals except Azadirechtin. All chemicals are significantly toxic to time and doses while the mortality goes on decreasing when dose was reduced. Among all toxic compounds, they found that Sevin XLR was the most fast acting and toxic to the honey bees. Under the light of this experiment, it was concluded that the chemicals that are botanical in nature have less or no toxic to the honey bees. They are organic in nature and environmentally safe. The scientists concluded that it is needed to find out bio-chemicals that does not effect adversely to the bees but have good control of pests. Needham and Stevenson 1973 performed an experiment by using three chemicals, Malathion EC, Azinphos-methyl EC and Endosulfan WP. They performed experiment under natural conditions in field. They sprayed chemicals while bees were foraging on the oil seed rape crops and notice the mortality after 1 and 28 days. They found that mortality was maximum for Malathion and then Azinphos-methyl while for Endosulfan it was very low. Table for results of these chemicals is given below. For this result, they concluded that the formulations of the chemicals play important role for their toxicity. For this conclusion, they performed another experiment by taking two chemicals, Endosulfan and Azinphos-methyl with both formulations. The method of experiment was same as before. But this time, they found that the wetablepowder (WP) formulations were mote toxic than emulsifiable concentrate (EC). The table for results is given as: It is revealed from the results that again Azinphos-methyl was more toxic than Endosulfan no matter what the concentration was. Though all chemicals had effect on Acetyl cholinesterase of the brain of honey bees. So they concluded that the choice of chemical is more important than the concentrations of the chemicals. In the same way different experiment with different hypothesis are carried out by different scientists to show the effect of chemicals on the activity of honey bees as a pollinator and their role for the crop production. Some of the literature review is given below about the work on honey bees against different chemical and different methodologies by different scientists. Review of Literature: Akca et al. (2009) studied the effect of eight different insecticides on honey bees and check their acute toxicity level on hazelnut pests. They used Karate, Deltanete, Sevin, Oncol, Mesurol and Neem @ of their recommended dose and below (1/2 and 1/4 of recommended dose) against Honeybees. They found that Azadirechtin is most safe and environmental friendly insecticide as compare to all other. They also revealed from their experiment that Sevin is one of the most dangerous insecticides for the honeybee activity. In their experiment they recommend that Azadirechtin should be used to control the Hazelnut pests. Batra (1995) presented a review article about the importance of the honey bees as a pollinator for different crops. He described the situations before and after the application of agricultural practices in a field crop that disturb the population of bees to the hosts. Halm et al. (2005) presented New Risk Assessment Approach for Systemic Insecticides: The Case of Honey Bees and Imidacloprid (Gaucho). This publication explains an approach to estimate the risk of systemic insecticides more precisely. They estimated two levels that were levels of exposure (PEC) and toxicity (PNEC). PECs are determined for different Honey bees categories in order to estimate the amount of contaminated pollen and nectar consumed. PNECs are estimated or calculated for chronic, acute and sublethal toxicities of the test chemical. All of the experiment was done under field conditions. These assessments are used to describe the risks of the systemic insecticides against honey bees. Iwasa et al. (2004) performed an experiment on honey bees by taking different neonicotinoids in topical application in laboratory. They found that nitro-substituted compounds like imadacloprid and dinotefuran were more toxic as compared to Cyano-substituted compounds like acetamaprid and thiacloprid. They also studied the effect of some synergists like piperonyl butoxide, triflumizole and propiconazole. They observed that these synergists increased the effect of cyano-substituted compounds towards more toxic while nitro-substituted compounds were not affected by these synergists. Kevan (1999) gave the name, bioindicators to the honey bees. According to him, pollinators and pollination is important for all ecosystems specially agriculture. They are as sensitive to the changes in environment as they are getting easily harmed by the competitors, diseases, predators and parasites on one side while they are easily defeated by the physical and chemical factors like chemical application and habitat modification. According to Kevan, honeybees are indicators of the atmospheric pollutions as they are functionally disturbed by the abnormalities in the environment. Montana, Department of agriculture (2007) published a report about the role of pesticides and honey bees in the production of agricultural crops. In this report, they described that insecticides application not only control the other pests of the crops but also disturb the honey bee population while on the other hand if insecticides are not applied to control the other pests of the crop, the production by the crops is also disturbed. So in this guideline, they give some general suggestions and ideas for the application of insecticides and chemicals to control the insect pests of the crops. Needham and Stevenson (1973) studied the effect of 3 organophosphates on foraging bees and their pollination ability was testes under the influence of these (Endosulfan WP, Azinphos-methyl EC and Malathion EC) chemicals. According to their results, Endosulfan was safer among all three. According to their observations, they concluded that the other two chemicals except Endosulfan, difference of formulations (wetable powder and Emulsifiable concentrate) is also one of the factors that made these chemicals more toxic than Endosulfan. Surviliene et al. (2009) published an article Insvestigation of Pesticides Effect on Pollination of Bumblebees in Greenhouse Tomatoes. In this article, they checked the effect of different chemicals on the bumblebee hives with different doses. They concluded that with the specific recommended doses of some specific chemicals did not affect the bee activities and lives while some chemicals badly affect the bees and their activities. As they used triazamat with 1 ml/lit concentration, Azadirachtin with 5ml/lit and propamocarb hydrochloride with 1.5 /ha. They did not notice nay bad effect on bumblebees while tolyfluanid with 1.5 mg/lit had negative effect on bee colonies and activities. Akca, I., C. Tuncer, A. Guler and I. Saruhan. 2009. Residual Toxicity of 8 different insecticides on honey bees ( Aps mellifera Hymenoptera: Apidae). J. Anim. Veter. Adv. 8(3): 436-440. Batra, SWT. 1995. Bees and pollination in our changing environment. Apidologie. 26: 361-370. Cheung, S. N. S. 1973. The fable of the bees: an economic investigation. J. Law Econ. 16:11-33. Halm, M. P., A. Rortais, G. Arnold, J. N. Tasei and S. Rault. 2006. New risk assessment approach for systemic insecticides: the case of honey bees and Imidachloprid. Environ. Sci. Technol. 40: 2448-2454. Iwasa, T., N. Motoyama, J. T. Ambrose and R. M. Roe. 2004. Mechanism for the differential toxicity of neonicotinoid insecticides in the honey bee, Apis mellifera. Crop Protection. 23: 371-378. Jhohnson, R. 2010. Honey bee olony Collapse Disorder. Congressional Research Service. pp. 1-20. Kevan, P. G. 1999. Pollinators as bioindicators of the state of environment: species, activity and diversity. 74: 373-393. Liong, P. C. W. P. Hazah and V. Murugan. 1998. Toxocity of some pesticides towards fresh water fishes. Malaysian Agric. J. 54 (3): 147-156. Needham, P. H. and J. H. Stevenson. 1973. The toxicity to foraging honey bees, Apis mellifera, of Endosulfan, melathion and Azinophos-methyl applied to flowering oil seed rape, Brassica napus. Ann. Appl. Biol. 75: 235-240. Pretty, J. N., 1995. Regenerating agriculture: Policies nad Practice for sustainability and self-reliance. Earthscan Publications Limited, London, pp: 320. ISBN: 0309052483. Qadri, Y. H., A. N. Swamy and J. V. Rao. 1994. Species difference in brain acetylcholinerterasse response to monocrotophos in vitro. Ecotoxicol. Environ. 28: 91-98. PMID: 7523071. Schmid, R. 1975. Two hundred years of pollinationbiology: an overview. The Biologist. 57: 26-35. Surviliene, E., L. Raudonis and J. Jankauskiene. 2009. Investigation of pesticides effect on pollination of bumblebees in greenhouse tomatoes. SODININKYSTE IR DARZININKYSTE. 28(3): 235- 241. USDA, 2007. Census of Agriculture, Table 31, http://www.agcensus.usda.gov/ Publications/2007/Full_Report/Volume_1,_Chapter_1_US/st99_1_029_031.pdf.

Power and the Group: Meaning and Contex t in The Lottery Essay

Power and the Group: Meaning and Context in The Lottery There is power in any group consensus. As long as the group thinks as a group they gain authority and power over single voice. The group deflects the problems of the individual by diffusing responsibility thoughout its members. Diffusion of responsibility allows the group to think as an entity. Over time, the entity develops a set of mores. Mores within the group are very strong. The group takes on characteristics and functions as if it were possessed of individuals, but because its responsibility is to remain all knowing, all-powerful and obs equious. Claiming responsibility would in effect threaten the entity, so instead the entity threatens the individual that says I am responsibly for myself. Groups cry out, â€Å"it isn’t fair† while the individual cries out â€Å"it isn’t right† so it was for Tessie Hutchinson. Shirley Jackson’s essay, â€Å"The Lottery† is a tale wherein an appointed official conducts a yearly lottery, presumably to ensure good crops and health throughout the village. The head of each family draws a ticket from a lottery box. One family draws the marked ticket. The individual members within the family then draw again, determining the winner. At first it seems surprising that when stripped to i ts essential elements that the story holds the attention of the reader, but because the audience identifies with the details of the town, the villager, even the drawing of lottery tickets, we, like the group process itself, become part of the fiber of the story. The audience takes in stride that Jackson clues us in on a sinister undercurrent by the gather ing of boys who â€Å"made great pile of stones in one corner of the square and gua... ...remains in effect, he can deflect responsibility for poor crops and ill health onto the mystery of an outdated belief system. The reader may think that we are above such beliefs, but consider the tobacco industry’s self-serving lies and how many lives have ben doomed by them. Then ask yourself, how many parents and children sit in courtrooms or mental institutions thinking, â€Å"it isn’t fair, it isn’t right†? Works Cited: Jackson, shirley. â€Å"The Lottey.† The Norton Anthology of Literature By Women. . Ed. Sandra M. Giubar New York: Norton, 1985. 1872-1880. Nebeker, Helen. â€Å"The Lottery†: Symoblic Tour de Force†. American Literatur. Vol. 46. No. 1. [March, 1974] 100-107. Oehschlaeger, Fritz. â€Å"The Stoning of Mistress Hutchinson: Meaning and Context in â€Å"The Lottery†. Essays in Literature. Vol. XV. No. 2 [Fall 1998] 259-265.

Finding Meaning in The Turn of The Screw, by Henry James Essay

  Ã‚  Ã‚   At first glance, Bly appears to be a rather lonely place. The vividly bleak backdrop for The Turn of the Screw houses a handful of servants, two orphaned children, and ghosts who fade in and out of view. But there are others present who are less obtrusive yet just as influential as Peter Quint and Miss Jessel. Peering into and out of Bly's windows and mirrors, engaging with the text and the lingering trace of author Henry James, a crowd of real and virtual readers hope to catch a glimpse of a specter or to unravel a clever Freudian slipknot that will tell them something: They may be looking for that which they think James intended as the text's truth - a transcendental center - or maybe they subconsciously wish to see a reflection of themselves, somehow transformed by the reading, smiling back from the gilded, glassy panes. Whatever they are seeking, this crew of interactive observers might be surprised to find out that there is not only one answer to James's literary mystery and that the worth of their readings centers on effect, not meaning. It is futile to seek the "answer" that is supposed to tell because, as Douglas forewarns, "the story won't tell." The langue of Bly is based on deceptions and ambiguities, ways in which "truth" is kept at bay. But many readers are unaware that they are really seeking effect, and thus experience effect only when they think they are searching for meaning. Whatever the motivation, the pack should not be deterred from the quest, for the creation that Wolfgang Iser calls the text's "esthetic pole," --its true value--depends upon a conscientious reader to notice the text's gaps and ambiguities, fill in some of the holes, and to revel in the pleasure, finally, ... ...ist's dream, how reassuring for everyone else that it will never happen.    Works Cited    Felman, Shoshana. "Henry James: Madness and the Risks of Practice." 1977. The Turn of the Screw. Ed. Deborah Esch and Jonathan Warren. 2nd ed. New York: Norton, 1999. 196-228.    Iser, Wolfgang. "The Reading Process." Reader Response Criticism. 1974. Ed. Jane Tompkins. Baltimore: Johns Hopkins UP, 1980. 50-68.    James, Henry. The Turn of the Screw. Ed. Deborah Esch and Jonathan Warren. 2nd ed. New York: Norton, 1999.    Lustig, T.J. "Henry James and the Ghostly." 1994. The Turn of the Screw. Ed. Deborah Esch and Jonathan Warren. 2nd ed. New York: Norton, 1999. 255-60.    Tompkins, Jane. "The Reader in History." Reader Response Criticism. Ed. Jane Tompkins. Baltimore: Johns Hopkins UP, 1980. 201-26.    Finding Meaning in The Turn of The Screw, by Henry James Essay   Ã‚  Ã‚   At first glance, Bly appears to be a rather lonely place. The vividly bleak backdrop for The Turn of the Screw houses a handful of servants, two orphaned children, and ghosts who fade in and out of view. But there are others present who are less obtrusive yet just as influential as Peter Quint and Miss Jessel. Peering into and out of Bly's windows and mirrors, engaging with the text and the lingering trace of author Henry James, a crowd of real and virtual readers hope to catch a glimpse of a specter or to unravel a clever Freudian slipknot that will tell them something: They may be looking for that which they think James intended as the text's truth - a transcendental center - or maybe they subconsciously wish to see a reflection of themselves, somehow transformed by the reading, smiling back from the gilded, glassy panes. Whatever they are seeking, this crew of interactive observers might be surprised to find out that there is not only one answer to James's literary mystery and that the worth of their readings centers on effect, not meaning. It is futile to seek the "answer" that is supposed to tell because, as Douglas forewarns, "the story won't tell." The langue of Bly is based on deceptions and ambiguities, ways in which "truth" is kept at bay. But many readers are unaware that they are really seeking effect, and thus experience effect only when they think they are searching for meaning. Whatever the motivation, the pack should not be deterred from the quest, for the creation that Wolfgang Iser calls the text's "esthetic pole," --its true value--depends upon a conscientious reader to notice the text's gaps and ambiguities, fill in some of the holes, and to revel in the pleasure, finally, ... ...ist's dream, how reassuring for everyone else that it will never happen.    Works Cited    Felman, Shoshana. "Henry James: Madness and the Risks of Practice." 1977. The Turn of the Screw. Ed. Deborah Esch and Jonathan Warren. 2nd ed. New York: Norton, 1999. 196-228.    Iser, Wolfgang. "The Reading Process." Reader Response Criticism. 1974. Ed. Jane Tompkins. Baltimore: Johns Hopkins UP, 1980. 50-68.    James, Henry. The Turn of the Screw. Ed. Deborah Esch and Jonathan Warren. 2nd ed. New York: Norton, 1999.    Lustig, T.J. "Henry James and the Ghostly." 1994. The Turn of the Screw. Ed. Deborah Esch and Jonathan Warren. 2nd ed. New York: Norton, 1999. 255-60.    Tompkins, Jane. "The Reader in History." Reader Response Criticism. Ed. Jane Tompkins. Baltimore: Johns Hopkins UP, 1980. 201-26.   

Essay --

‘Some years ago everyone lived perfectly fine without a smart phone or tablet, but now people suddenly ‘need’ to have one!’ Most people will have heard someone say this or something similar before. And it seems to be true at first sight, smart phones and tablet are now more a normal good than a luxury good. The implication is that marketing artificially creates needs. In this essay we will discuss the question if marketing really does. We will discuss this question from the point of view of a producer or product designer. It will appear there is another side to the story. But what exactly are needs? ‘Needs are the basic human requirements for air, good, water, clothing and shelter. Humans also have strong needs for recreation, education, and entertainment.’ (Kotler & Keller, 2012) Since needs are basic human requirements, they are in the nature of mankind. Therefore they cannot be created by marketers. But why do people think marketing does create needs? Because they confuse needs with wants. Needs are not specific objects. The specific objects are wants, and they can satisfy the need. (Kotler & Keller, 2012) The needs already exist, marketing develops products that fulfill those needs. (Meredith, 2008) But people may not be aware of their needs, and therefore think that marketing has created a new need, but what marketing has actually done, is uncovering the need, by providing a product that satisfied the need. The need already existed, and marketers found a product that responds to it. Identifying needs and providing a product that sat isfies the needs is the main business of marketing, that is why marketing is used. Business is basically identifying and serving customer’s needs at a profit. (Meredith, When Leaders Don't Lead, ... ...d society do. So if you ever hear someone complain about needs that are created by marketers, those people just didn’t know they had that need. Bibliography (n.d.). Kotler, P., & Keller, K. L. (2012). A framework form marketing management (5th ed.). Essex: Pearson Education Limited. Meredith, B. (2002, February). Awesomely Disquieting. NZ Business, 16(1), 47. Meredith, B. (2005, December). When Leaders Don't Lead. NZ Business, 19(11), 70. Meredith, B. (2008, September). (How) marketing has changed. NZ Business, 22(8), 102. Pereira Heat, M. T., & Chatzidakis, A. (2012). 'Blame it on marketing': consumer's views on unsustainable competition. International Journal of Consumer Studies, 36, 661. Vidal Diaz, d. R. (1998). A single consumer or different types of consumers: An analysis of social types according to their customer habits. Brithish Food Journal, 100(7), 326.

Ode to Evening

Tuesday, March 6, 2007 Ode to Evening – William Collins Introduction: â€Å"Ode to Evening,† is one among the most enduring poems of William Collins. It is a beautiful poem of fifty-two lines, addressed to a goddess figure representing evening. This nymph, or maid, who personifies dusk, is chaste, reserv’d, and meek, in contrast to the bright-hair’d sun, a male figure who withdraws into his tent, making way for night. Thus evening is presented as the transition between light and darkness. Collins’ Construction of Evening: Collins slowly constructs Evening as an allegorical figure with many attributes, and many aural and visual characteristics. Collins piles up epithets; Eve is â€Å"chaste,† â€Å"reserved,† â€Å"composed,† â€Å"calm,† â€Å"meekest†; her ear is â€Å"modest. † The figure of Eve so far is only yet a sketch, but her attributes add up to the idea of an attractive, calm woman who is not restless or forcefully active. Contrast of Evening with the Daytime: According to the poet, Evening possesses â€Å"solemn springs† and â€Å"dying gales† Daytime activity gives way to calm as the wind literally often dies down in the evening. Some activity now supplements our picture of Eve. The gentle movements of water and the air ensure that her figure is not static. Eve’s contrast with the daytime world is even more obvious when Collins compares her to the setting sun. The glaring â€Å"bright-haired sun† sits regally in his tent of clouds, the â€Å"skirts† or edges of which seem to be made of many-colored braided cloth. This ethereal (heavenly) cloth evokes a picture of a vivid sunset; the sun is descending to its â€Å"wavy bed,† behind an ocean or lake. The day is almost done, and the sun not at the height of vigor (he is in his tent), but the implication is that he rests only after an active day. The Journey of the Pilgrim into the world of Evening: After the sunset, at â€Å"twilight,† the world is not yet attuned to Eve’s mood. The air is hushed, except for some annoying sounds: the bat’s â€Å"short shrill shrieks† and sound of the beetle’s â€Å"small but sullen horn. † The bat’s weak eyes and â€Å"leathern wing† are not pleasant, nor are the many beetles as they are borne (by the a breeze, I assume) up against the pilgrim on his quasi-religious journey. The beetles’ horns together can be characterized a making a humming noise; in any case they are heedless of the annoyance they cause. The Poet in a Prayerful Mood: Up until now, Collins has simply been addressing Evening. The grammatical unit of the opening of the poem is not completed until Line 15: â€Å"Now teach me. † The mood of this verb is not imperative, but prayerful. In the drama of the poem, the speaker is at first unsure of himself but gradually gains confidence. Evening has finally arrived: darkening, still, genial, cheering, vital, and beloved. The poet prays for Eve to teach him to write a poem which praises her. This is Collins’ way. Description of Evening: Now the poem blossoms. Collins begins to build up, not a literal picture of Evening, but a picture of the allegorical figure of Evening composed of details which evoke more of her attributes. A â€Å"car† or processional vehicle is being prepared for Eve in which she can progress through the evening surrounded by her attendants. The picture Collins gives us of a ceremonial car would have been more familiar to his audience than to us. Her attendants add to her characterization. Her car is prepared by The Hours (goddesses who order the seasons and are given to adorn things), and accompanied by sprightly elves who sleep in flowers, river goddesses wreathed in sedge and shedding freshening dew, and pensive Pleasures. These are active and by-and-large beautiful figures, without being at all bustling or too dazzling. They all embellish the figure of Eve, delicately balancing her qualities: active yet calm, beautiful and cheerful yet chaste and reserved. The Spirit of Evening: Collins then asks Evening to lead on as she progresses to this lovely day’s end. She moves from the lowly heath, lighted now only by a reflection of a totally calm lake. Moving upward where Evening can be seen for the last time, the lake’s light cheers an ancient building and an upland field. Note that Eve is addressed a â€Å"vot’ress†; presumably like the poet she worships the spirit of Evening. The Other side of Evening: Collins now expands on his definition. So far, his description of Evening has been calm and beautiful. But Collins’ Evening is not just beautiful. She also includes â€Å"chill blustering winds† and â€Å"driving rain. † When he cannot walk about, the poet hopes to look out from a â€Å"hut† on a mountainside, rather like the place from which many Claude scenes are viewed. He will see wild scenery and flooding rivers, as well as the poem’s first traces of ordinary civilization: â€Å"hamlets brown, and dim-discovered spires. † Now night falls as Eve’s â€Å"dewy fingers draw / The gradual dusky veil. † Evening as seen through the Whole Year: Collins then takes Evening through the year. As before, some of the associations are not pleasant. Spring is nicely associated with both water and the movement of air (showers and â€Å"breathing tresses†), Summer with sport and half-light. Autumn is less lovely (sallow), but is generous with leaves. Winter is nasty, â€Å"yelling through the troublous air and attacking Eve’s train (of attendants? of her dress? ) and even rending her robes. Evening can be attacked and is vulnerable, but she is not defeated. Collin’s characterization leads us from the beautiful picture of the poems first 32 lines to a picture of Evening’s strength to endure through good and bad. All in all, Collins has accomplished what he evidently set out to do—catch lovely time of day in all its transitory aspects. Evening as a State of Mind: Lessons from Evening: From the beginning Collins has asked Evening to lead him on, to infuse his heart and mind with the ability to see her and write about her. The progress in the poem has not just been the gradual unfolding of Evening, but the gradual education of the poet about what Evening is—from the early visions of shadowy beauty to the qualities that endure through bad weather. These qualities have obvious human analogues. In short, Evening becomes, not only a time of day, but a state of mind that develops in the pilgrim/poet by contemplating and experiencing and writing about the literal evening. Literal evening is not just associated with but actually helps cause this wonderful calm, happy, contemplative, intelligent, happy, open, creative, sympathetic state of mind, the state that feeds Fancy (as in the writing of this poem), Friendship, Science (that is knowledge and learning), and for that matter physical, and by extension mental, health. It is no surprise that these qualities sing a hymn of praise to Evening—a hymn that is a sharp contrast to the yelling of winter a few lines before. [21] Conclusion: This poem points ahead. He is enabled by this state of mind and moves forward. Ode to Evening is one of the masterpieces of Collins. Collins’ odes, do not point morals. Rather they dramatically define their subject by building up a personified and vividly pictured allegorical character. it is the best of the mid-century odes and provides a good bridge to the great Romantic poets. – With due acknowledgements to Prof. George Soule

Emotion and Behaviors Essay

This project requires that you save two preschool- maturate kidren in the Child and Family Development Center (ground stem of the Alfred Emery Building) and, on the basis of your mirror images, report on a particular aspect of their development. In the wining pages, three pickaxs ordain be presentedyou whitethorn focus on to for separately peerless unmatched verbiage development, tour, or turned on(p) behaviour. Thus, the option you upshot every last(predicate) in every(prenominal)ow determine the constitution of the observation you aim, except it is excessively accepted that completely projects moldiness follow the akin guideline.First, you must decide which of the three options you ordain pursue. Second, you should break familiar with the accusings of your observation (based on the descriptions presented in the following pages as strong as every reading from the text edition that would prove useful in this adherence). Third, you should depart pl anning your observation this should complicate decisions regarding what you lead focus on during your observations (e. g., behaviors, specific features of the physiologic and amicable circumstance), what kinds of things you depart try to fritter n superstars on in the course of your observation, which preschool renewal you will regain, and when you will plan to conduct your observation to as sure enough that you will bring yourself enough clip for a foster chance should you fail to gather all of the necessary schooling on your scratch observation attempt. Fourth, you should conduct your observation, paying really c arful attention to the behaviors and situations that you capture (beforehand ) immovable ar al more or less seriousin all cases, you will stir to asseverate two tiddlerren for 15 legal proceeding from severally one(prenominal). re act nones and remember that these notes argon all you will have to work from when writing your paper. I likewi se would recommend that you allow yourself just nigh(predicate) 1 hour for your observation. This would allow you at least a few proceedings at the beginning of the observation to nurture a olfactory modality for the classroom and the sisterren in it and to identify the two sisterren you will dis clam up ample age to ob take c be each nipper for 15 minutes (which may be split into 5 minutes now, 5 minutes in a short while and 5 more minutes at the end of your hour) and as yet well-nighwhat time to prep ar up for observations that dont result in any useable reading.Fifth, you must believe on your notes and the details of the assignment to bring in your paper. In all cases, I am asking that you provide some general, markive information more or less what you ascertaind in each fry, and that you interpret your observations in wrong of what youve subscribeed nigh preschooler development. In addition, the introduction of your paper should provide a drawing de scription of who you conserved, when you keep abreastd them and what was loss on in the preschool classroom during your observation period. Finally, at the end of your paper, briefly gloss upon your experience as an observer.For example, How easy or difficult was it? What did you learn? How confident ar you in the representativeness of the behaviors you observed for each fry? As usual, all papers essential BE TYPED. You be limited to 3 typewritten pages so think c befully virtually how best to organize all of the information you wish to present. Papers argon referable at the beginning of class on Tuesday, April 15. *****The preschool schedule is as follows There are three different preschool classes ( babyren ages 3-5) one meets Mon/ unify/Fri, 830-1130, one meets Tues/Thur, 830-1130, and one meets Mon thru Fri, 1230-330 pm).In all cases, on that point should be no problems if you observe (quietly) from the observation booths attached to each classroom, or from outside the stageground fence. If you wish to observe from within the classroom, or if you wish to go onto the looseness of the bowelsground with the nestlingren, you will need the liberty of the head teacher. Simply tell them or so the project, mention the class and instructors name, and there should not be a problem (do this ahead of time ). pursual are descriptions of the three options, each focus upon a different feature of preschoolers development.In this exercise, you will be concerned with describing and analyzing the chelas barbarism and determining such(prenominal) things as the depth and variety of his/her vocabulary. 1. It is fundamental to look at the youngsters address in terms of Piagets concepts of egocentrism and sociocentrism. Egocentric speech is speech that does not take the some former(a)(a) mortal into account it is speech that, for all possible ends, is private. There is no real lying-in to get with the other person therefore, any(prenominal) is said is meaningful solo to the communicateer.Piaget determine three types of egoist speech (a) monologue, in which the single talks only when to himself and with no other persons present (b) repetition, in which the individual repeats spoken confabulation and phrases over and over again as if to practice them or as if he simply enjoyed reservation the sounds and (c) corporate monologue, in which two or more persons are talking together entirely none of them is paying attention to what the others are facial utterion. apiece conversation is main(a) of the other conversation. Socialized speech, on the other hand, is populace speech.It is intended to communicate with someone and each person takes into account what others are saying and responds accordingly. Q1 2. Does the shaver engage in egocentric or sociableized speech? What are the luck under which these types of speech are used? Vocabulary is the foundation of speech. We communicate by putting individual haggle together into properly constructed sentences and paragraphs. Presumably, the greater the physique of talking to in our vocabularies, the greater the function and variety of sentences and ideas we disregard utter and lend to others.Words have different meanings and serve different purposes. Moreover, words must be placed in the correct adjust within a sentence thus, there are rules of grammar and syntax. Q2 What do you observe around the peasants vocabulary? In particular, examine the youngsters speech for words that behave relations and oppositions, for example, words such as and, or, not, same, different, more, less, instead, if, therefore, and because. Also, how varied or rich is the peasants vocabulary when he/she talks roughly the origination and the nation/things in it?Think in terms of general classes or categories of objects, persons, and events, then assess how some(prenominal) different words the peasant uses to discuss those categories and/or how many dif ferent categories the electric razor uses. B. Observational Objectives To learn about the vocabulary production abilities of preschool children, and how children of preschool age use delivery as a kernel of social interaction. C. Procedure For this exercise, your purpose is to observe and record the diction behaviors of children as they are gentle in social exchanges.Basically, you will need to write about the vocabularies demonstrated, the ways in which children use their language for the specific purpose of communicating with others (either adults or other children), and the degree to which language bets to be influenced by the setting in which it occurs. For this purpose, select two children and observe each of them for 15 minutes during a time when they have opportunity to interact with others in a small congregation settingfree-choice periods are probably best. (Do not try to observe two children at the same time ).As you observe, take notes regarding the disposition a nd variety of words used by each child (writing d avow exactly what the child says would of course be very useful), the childs specific use of language to communicate with others, and the stage setting in which all of this is going on. For each child, your paper should include a brief description of the language used (including information about vocabulary, communication and context) as well as an explanation of each childs language behavior in terms of what youve intentional about development during the preschool years. II. PRESCHOOLERS PLAYA. dry land Information swindle is considered by some psychologists to be the most important action in which the young child engages. Indeed, play activities pervade the lives of children from infancy throughout childhood. more or less play seems obviously linked to the childs observation of adults other play seems to stem from the childs fantasies and from experiences that she finds specially enjoyable. There are a descend of explanati ons of the major purposes of play. These prune from play as getting rid of excess thrust to play as a means of socio ruttish expression. melt contribute be a group or an individual action mechanism. tactics is doed from non-play by its special characteristics, the most important of which are its voluntary nature and its complete structuring by the participants, with little regard for outside regulation. When play is governed by accordant rules, we say children are playing games. These rules fade play a social dimension. The participants must put their own personal wishes into the soil and abide by the requirements of the game and the wishes of the bigger group.It is important to note that not everything children do is play, although they will sometimes try to make play out of what adults intend to be serious. Parten (1932) has identified six types of play, which are apt(p) in an accompanying list (next page). commend that play, like all behavior, occurs in a physical and social context. Therefore, include in your report information on the equipment and materials the child was using in his play and who the child was playing with, if appropriate. B. Partens Six Classifications of Play or Social Interactions 1.Unoccupied fashion here the child is not engaging in any obvious play activity or social interaction. Rather, she watches anything that is of occupy at the moment. When there is nothing of matter to to watch, the child will play with her own body, move slightly from place to place, follow the teacher, or stay in one spot and look around the room. 2. onlooker Behavior Here the child spends most of her time watching other children play. The child may talk to the playing children, may ask questions or give suggestions, plainly does not enter into play.The child carcass within speaking distance so that what goes on c eternal sleep be seen and perceive this indicates a definite interest in a group of children, unlike the unoccupied child, w ho shows no interest in any particular group of children, but only a shifting interest in what happens to be exciting at the moment. 3. hermit Play This is play activity that is conducted individually of what anyone else is doing. The child plays with toys that differ from those used by other children in the immediate welkin within speaking distance, and she makes no causal agency to get closer to them or to speak to them.The child is focused entirely on her own activity and is uninfluenced by other children or their activities. 4. Parallel Play Here the child is playing close to other children but is still independent of them. The child uses toys that are like the toys cosmos used by the others, but he uses them as he sees fit and is neither influenced by nor tries to influence the others. The chid thus plays beside quite an than with the other children. 5. Associative Play Here the child plays with other children.There is a sharing of play material and equipment the children may follow each other around there may be attempts to carry who may or may not play in a group, although such control efforts are not powerfully asserted. The children engage in similar but not necessarily identical activity, and there is no division of labor or organization of activity or individuals. Each child does what he or she fundamentally wants to do, without putting the interests of the group first. 6. Cooperative or Organized Supplementary Play The lynchpin word in this category is organized.The child plays in a group that is realized for a particular purpose making some material product, gaining some combative goal, playing formal games. There is a sense of we-ness, whereby one definitely belongs or does not belong to the group. There is alike some leadership presentone or two members who direct the activity of the others. This therefore requires some division of labor, a taking of different roles by the group members, and the support of one childs efforts by those of the others. C. Observational ObjectivesTo learn about the distinguishing characteristics of different forms of play, specifically according to Partens classification of play behaviors. D. Procedure inform yourself with Partens classifications of play as expound above. divide two children in the preschool and observe each of them for 15 minutes, preferably during a free-choice period when the children are free to move about the room and play with who or what they wish. (Do not attempt to observe some(prenominal) children at the same time ) As you observe each child, look for examples of each type of play or social interaction as described by Parten.Also, in addition to classifying each childs play behaviors, observe whether there are any patterns to their play. For example, are there particular situations in which a child tends to be an onlooker, but in other situations he/she engages in parallel or cooperative play? As you observe, you should take notes regarding these releva nt issues so that you will have something to work from in writing your paper. For each child, your paper should include a brief description of the types of play exhibited (including information about which type(s) are exhibited most frequently) and the social context which characterized each type of play.Additionally, you should provide an comment of your observations based on what youve learned about development during the preschool years. III. EMOTION BEHAVIOR A. context Information Emotions are such a basic part of our psychological universes that we sometimes take them for granted. Some of our emotions are intelligibly identifiable by us. We know when we are angry, frightened, or joyous. At other times, however, we can have feelings that are not so clear we may not be able to label what we feel. Whatever the case, emotions are internal experiences that are private and at a time accessible only to the individual experiencing them.This being so, we cannot state with certainty what emotion other(prenominal) person is feeling. She must tell us, or we must read the emotion on the basis of the individuals behavior, facial expressions, and the event that preceded and might have caused the feeling. A childs steamy behaviors become more refined and extensive as she matures. Therefore, a four- or five-year-old will typically be more emotionally communicative than a two-year-old. In this exercise, you will be trying to gain some correspondence of the childs emotional behaviors, of the melt of her emotions and the kinds of situations that prompt these behaviors.Again, you can only infer what the child is feeling and cannot observe emotions directly. Therefore, be cautious in your interpretations and concentrate on the childs obvious behaviors and the contexts in which they occur. 1. There are several emotions that are commonly found in preschool children aggression, habituation and business concern. Aggressive behavior is frequently delineate as behavior that is intended to physically or psychologically hurt another person (or oneself) or to damage or destroy property. An important issue is whether a behavior is intentionally aggressive or simply an accidental occurrence.Further, it is argued by some that in order for a behavior to be termed aggressive, the aggressor must feel raise or hostility toward the victim and must derive satisfaction from pain in the neck the victim. This kind of aggression is called opposed aggression. In contrast to hostile aggression, there can be cases where the aggressor is interested only in getting some object from the victim or achieving some goal. This is called subservient aggression, and it need not involve anger or hostility.Observe the childs behavior for instances of aggression, either towardanother child or an adult, or towards objects in the environment. Be certain to differentiate between intentional, hostile and instrumental acts of aggression. What kinds of situations or frustrations make the child angry? What behaviors by other people anger the child? How does the child express his/her anger? Dependency consists of such behaviors as clinging or maintaining proximity to adults or other children, seeking approval, recognition, financial aid, attention, and reassurance, and striving for affection and support. It is important to recognize that all of us are dependent.The issue is to what degree and under what circumstances we show our dependence. It is also useful to distinguish between two basic types of dependence a) instrumental dependency, which essentially is the necessary assent we have on others for certain things that are beyond our capacity to do and b) emotional dependency, which is a need to be show up others and to have their support, affection and reassurance. It can also be the unwillingness or the selfperceived softness to do things for oneself that one can or should be able to do.It is important that, where possible, you distinguish instrumental dependency from emotional dependency behaviors. It is also important to note that as children mature, the characteristics of their dependency behaviors change. Very young children are likely to show clinging and proximity-seeking behaviors, whereas older children, who also have greater cognitive abilities, will likely seek attention and approval. Q3 3. misgiving is demonstrated by such behaviors as crying, withdrawing, seeking succor, and avoiding the fear-producing situation. Fear can bear on both dependency and aggressive behaviors.Nonetheless, fear can be expressed in such a way that it, and not aggression or dependency, is the primary emotion. Q4 4. In what situations or activities is the child dependent, and, for example, seeks the presence, direction, or service of others? In what situations is the child independent and does not seek direction or assistance from others? What kinds of objects or situations appear to scare the child? In what ways does the child express his/ her fears? How does he/she deal with his fears (e. g. , by withdrawing, confronting the horrible situation, seeking help)?In addition to the emotional behaviors just discussed, there are other feelings that children are capable of experiencing and expressing. You should be warning device to as many of the childs affective states as possible. For example, there are the feelings of amusement and displeasure, frustration, boredom and sadness. Like adults, children will differ as to how accurately they can identify and/or express what they feel. Q5 What kinds of things does the child find pleasant? What activities, play materials, stories, games and so on, seem to be particularly enchanting to the child?How does the child express that pleasure? Q6 What kinds of things are unpleasant or awkward for the child? In what situations does the child appear to be ill at ease? How does she express her displeasure? Q7 Are all or most of the childs feelings expressed with equal strength, or do es their fanaticism vary with the particular feeling or situation? B. Observational Objectives To learn about the differences in childrens emotional behaviors and the range of emotional responses in preschool children. C. ProcedureSelect two children, observe and record each childs behavior for a 15-minute period (do not attempt to observe both children at the same time ). Record behaviors in as oftentimes detail as possible (attending to the kinds of things that would help you answer the above questions) and be sure to include descriptions of the physical and social context as they apply to the emotional behaviors observed. IT IS RECOMMENDED THAT YOU get CHILDREN DURING THE VERY BEGINNING OF THEIR PRESCHOOL CLASS SO THAT YOU WILL BE ABLE TO bring in THEM AS THEY ARE BEING DROPPED tally BY THEIR PARENTS AND THEN MAKING THEIR initial ADJUSTMENT TO THEIR PRESCHOOL SETTING.Your paper should include a brief description of each childs behavior (including the different kinds of emoti ons, the contexts in which they occurred and the relative frequency of each expression) as well as an interpretation or comment on each child using some of the questions and background information provided above. Finally, compare the two children, looking at the range of emotional expression, intensity of expression, and what evokes the emotional responses. In short, summarize how the children differ from each other in this area of functioning.

Intertextual Relationship Between Renoir’s Parte de Campagne Essay

France can be credited as the home to the film industry. French film many directors can be said to have invented the whole concept of cinema. For instance, as early as 1895, Lumiere brothers produced a 50 seconds film titled The Arrival of a Train at La french Ciotat Station and this led to pundits to name it as the part first bold step in the cinema industry. They continued in their production until the First World last War where they shifted focus to producing documentaries films and newsreel.A few of those essays will have an specific main notion, while some are .166). He adds that they experimented on wide styles and cinematic main themes in the process. However, France was plunged into the Second World War in 1939 which consequently led to slow down the evolution of the cinema industry.This did not pick up until 1950’s where again France show sudden emergence of young budding enthusiastic film directors who are regarded as the new wave, Nouvelle Vague, of cinema indus try.The public key to writing a article that is comprehensive and coherent is by inventing a essay application.

Renoir’s Partie de Campagne is a forty-minute film produced in 1936. It is regarded as the greatest unfinished film ever made. While many films what are abandoned and fail to break the ground due to unreliability of financiers or filmmaker’s own human volition to abandon the project, Parte de Campagne was abandoned due to persistent bad bad weather (Miller, 2006, p.3).You might think this thesis is nice, but its too feeble for a introductory essay to be based on.While in the village and as the men family members proceed to fishing, the mother, Juliette (Jeanne Marken), is involved in a flirtation with another man from the village while her daughter, Herinette (Sylvia Bataille), also gets into intimacy with a babbling young man, Henri, identified as George Saint-Saens.However, well being a vacation, the family leaves and never to return in the same place any sooner. When they did eight fourteen years later, so much had changed. We learn their love was unfortunately hampered by Anatole (Paul Temps), a partner of Monsieur Dufour that Henriette was forced to marry.Renoir came from a royal family that was bad.

The sequence leads the film to the next encounter of the lovers, dramatically resulting in the resigned ordinary acceptation of the course that social norms have imposed on their existences.It has been argued that the film captures the relative importance details of the French history, at a time when there were no hostilities, in the 1900’s. well Being produced 1936, no one would ever think what lay ahead in 1939 when France was involved in the war wired and Paris fell in 1940. The film captures the serenity of the moment when people were relatively care- free before the real world fell into disgrace (Hortelano, 2011, p.Renoirs work did women and shock men at the start.However, the two seem to first put emphasis on the theme of love. The subject, as will occur for most of Truffaut’s films is the result of a literary adaptation: a short story by Maurice Pons, contained in Les Virginales. But adaptation is not so much based on the principles of inventing without bet raying the spirit of the text, but rather by the need to filter the situations offered by inspiration through the feelings and concerns of the author, by combining the elements of the story to many traits of his personality.Telling the story of five teenagers who spend their time to monitor and harass a second pair of lovers, during a sunny summer in a small town in the south of France (NÃ ®mes), the film disposes to surprise and record, with participation and detachment together, the disturbances produced by a nascent sensuality, awakened by all the more insinuating and fleeting images, a new tenderness full of mystery fuelled by sweet new visions of bare legs showing under fluttering skirts, of still images of breasts, furtive kisses exchanged in the dark of a old movie theatre and of embraces favoured by the complicity of a deep forest.Intertextuality is the consequence of the choice of an author.

Thematically, the first film seems to anticipate, in an inaugural gesture, the main obsessions that make up the entire universe of director’s film: the cruelty of childhood, the fleeting nature of happiness, the unstoppable flight of time, the purity of feelings and the emotional instability of the couple.Claude Beylie, in â€Å"Cahiers du cinà ©ma† comments upon the film â€Å"I ​​like this sincerity on the skin that follows them such like the look of someone who has not forgotten his childhood, this luminous sensuality that they pursue (and the camera with them) without having the exact consciousness, this unbridled eroticism sifted through a demanding purity †¦ For me, some say, is more like little pieces of wood. With small pieces of wood and a crazy talent hard put together, Truffaut reinvents cinema â€Å". (Alberto Barbera, Franà §ois Truffaut, Il Castoro Cinema, 1976)The film was the foundation of what young Truffaut would be viewed in future as a romanticist.Let us discuss ways to make your whole subject for an essay.It being shot in black and white does not diminish based its feel. It adequately captures the serenity of the summer time and the bouncy energy of the youthful age (Hortelano, 2011, p.258).Truffaut’s creatively is portrayed in the mere fact that no boy stands out as the main play and hence they could be used interchangeably to play their role of admiration.Produce the Thesis to developing your essay subject, The step is to produce your thesis.

5).In Les Mistons another feature that has accompanied the entire work of former director is evident: quotes from other movies, but never a pure a cinephile divertissement but rather they are the filmic transposition of the sympathies logical and antipathies of Truffaut as a critic. You could almost say that the French director never fails to be a film critic and does so on newsprint, continuing to write about cinema, and in film, when substituting the typewriter with the camera.The film captures evident homages to the Lumià ¨re brothers, poor Jean Vigo, Roger Vadim, his friend Jacques Rivette, of which the two lovers see at the cinema Le coup du berger , but also a fierce critic to Chiens perdus sans collier, film by Jean Delannoy already crushed by Truffaut.It is thought to be the very best film ever made.ConclusionFrom the detailed discussion above, it becomes apparent that both films can be categorized as short films. Yet they captured click all the essence of a full blown film. Though both the films are short, the writers have been able to capture the theme ad impression intended. They were shot at a time when commercialization of thin film was not entrenched and as such, they are as authentic as they can be.Fan fiction is a great single instance of willful intertextuality.

com/2006/cteq/mistons/Hortelano, TJ 2011, Directory of World Cinema: Spain, Intellect, BristolMiller, K 2006, Parte de Campagne. [Online]. Available at: http://www.imdb.The Interpersonal Relationship means a connection between two person in one objective.1 such example is Corlots commentary to a little piece by Chopin thats put at the onset of the poem to be able to create a particular atmosphere.Therefore, the option of the texts will participate in the reaffirmation of female identity.