The, Indian Man And Woman Eating By Theodore De Bry

When the first time John White sailed to the North America in 1585, native americans would never be strange to Europeans. As an artist, during his time at Roanoke Island, White drew a number of vivid watercolors of the scenery, culture and the native people, which were published as A Briefe and True Report of the New Found Land of Virginia. To Europeans, these works were the most informative illustrations of North America. After these works published, an engraver, named by Theodore De Bry, made a series of engravings directly from John White’s paintings. However, the engravings were unable to be an accurate depiction of North America. If viewers watch them roughly, they are very similar, but there are some slight but crucial differences in detailed. The image â€Å"Indian Man and Woman Eating† by John White depicts a man and a woman are seated facing each other on a stipe of matting. There is a container with a bunch of circular fruits between their feet. It seems tha t each of them is covered by a clothing made by turkey feather in a certain style at that time. Their faces are flat with peace, but also there are some tattoos on their faces. The man’s ears are pierced by a shell ornament and the woman tied with a bead knot. Behind them, there are standing a few plants. In the engraving â€Å"Their sitting at meate† created by De Bry, there are some changes appear: their facial structure alters, which looks more like Europeans; the muscle and right curve on their bodies are

Essay about The Language of Disabilities - 615 Words

Many people refer to those with disabilities as â€Å"disabled or handicapped’, ‘mute’, ‘dumb’, ‘blind person or the blind’, ‘deaf person or the deaf’, ‘retarded’, ‘crazy’, ‘demented’, ‘insane’, ‘psycho’ or ‘mentally retarded’. People with disabilities prefer that you focus on their individuality, not their disability, unless, of course, it is the topic about which you are writing or speaking about. Never use the article â€Å"the† with an adjective to describe people with disabilities. The preferred usage, quot;people with disabilities,quot; stresses the importantance of individuals with disabilities and avoids discrimination. Always make sure that you use the appropriate terms to refer to a persons disability. The term quot;disabled†¦show more content†¦Also, do NOT refer to people who have or had polio as a polio victim. This lowers their confidence to socialise with people because of the way people express the terms. Determining that an individual has a disability may not always be a simple process. Visible disabilities are noticeable through casual observation - an immediately recognizable physical injury, for example, or the use of a cane / walking stick, a wheelchair or crutches. Other individuals may have a hidden disability such as a hearing impairment, cardiac condition, learning disability, cancer, diabetes, kidney disease, or psychiatric or seizure disorder. Additionally, there are individuals who have multiple disabilities. Multiple disabilities can be caused by key conditions such as muscular dystrophy, cerebral palsy, or multiple sclerosis. A person with a hearing impairment may have impaired speech ability as well as hearing loss. Finally, some individuals may have two disabilities, such as impaired vision and a learning disability. The first step in accommodating individuals with disabilities seems obvious: treat them, simply, as people. After all, they have the same skills and intelligence that others also have. But the most important thing you need to remember when accommodating individuals with disabilities is that you don’t take on an attitude. Attitudes can severely twist our relations with people who have disabilities. PoorShow MoreRelatedDevelopmental Disabilities and Speech and Language Impaiments1209 Words   |  5 Pagesnon-institutionalized population. Of the 53.9 million children, about 2.8 million (5.2%) were reported to have a disability in 2010. About 1 in 6 children in the U.S. had a developmental disability in 2006-2008 which is a 17.1% increase from 1998. Developmental disabilities range from mild disabilities such as ADHD, speech and language impairments to serious developmental disabilities, such as intellectual disabilities, cerebral palsy, and autism. Recently, there has been an increased focus on Autism Spectrum DisordersRead MoreDifference between Impairment and Disability in a Confusing Language1147 Words   |  5 PagesThe amount of words in the English language is massive. There are approximately one million words in the English language; this is roughly 9 times as much since the Shakespearean time. The vast amount of dictions gives greater opportunities for more descriptive sentences and better vivid images from novels. However, the growth of dictions in the English language can also causes problems, such as misuse of words. Many words in modern days have a very similar definition and are often misused. In RaymondRead MoreClassification : Learning Disability / Adhd Primary Language1288 Words   |  6 PagesINDIVIDUAL EDUCATION PROGRAM (IEP) Student s Name: Doe, John ID Number: 123456789 School District: Bishop Garrigan High School Grade: 9 Classification: Learning Disability/ ADHD Primary Language: English Age: 15 Date of Birth: 1/02/20000 I. Signature of Participants in Attendance at IEP Meeting Parent _____________________ Special Ed. Teacher _________________________ Parent _____________________ Regular Ed. Teacher _________________________ Student _____________________Read MoreDistinguishing Between A Learning Disability And Language Acquisition2085 Words   |  9 PagesBetween a Learning Disability and Language Acquisition in English Language Learners One of the biggest errors made in schooling today is placing a student who is an English Language Learner into special education because of errors made in interpreting language acquisition as a learning or language disability. There has been no single method that has proven to be fully effective when distinguishing between English language learning students and students with a learning disability. As a result, studentsRead MoreThe English Language Learner Is Defined By The Individuals With Disabilities Education Act1445 Words   |  6 PagesEnglish language learner is defined as someone who â€Å"has sufficient difficulty speaking, reading, writing, or understanding the English language and whose difficulties may deny such individual the opportunity to learn successfully in classrooms where the language of instruction is in English† (Ortiz, Woika, 2013, p. 2). As defined by the Individuals with Disabilities Education Act (IDEA), a child with a disability has â€Å"mental ret ardation, hearing impairments (including deafness), speech or language impairmentsRead MoreThe School Age Population Is Classified As Having A Speech Language Disability1583 Words   |  7 Pagesclassified as having a speech-language disability? ___19%____ Individuals with Disabilities Education Act (IDEA) defines a speech or language impairment as a â€Å"communication disorder such as stuttering, impaired articulation, oral motor disorders, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.† A speech impairment involves a person s physical ability to correctly produce the sounds needed in speech. A language impairment involves an inabilityRead MoreEssay about Placing English Language Learners in Special Education1182 Words   |  5 PagesWhen do English language learners need to be placed in special education? In the United States, there has been an increase in in the number of children from Spanish speaking backgrounds. The English Language Learners, commonly known as ELL’s, are being placed in Special Education without being properly tested for a learning disability. However there are a large number of ELL’s with learning disabilities in elementary grades that truly have a learning disability and are over looked. Many schoolRead MoreLanguage Shapes Our Society s Communication And Thoughts932 Words   |  4 PagesLanguage shapes our society’s communication and thoughts in more ways than one. It is constantly evolving, which is why it is important to be mindful of what is said anywhere one may be. Words that may not typically offend one person may be hurtful to someone else. Many of the people that are most forgotten about are those with disabilities, minor or severe. Since person first language has been defined, it has given a voice and boosted the self-esteem to ma ny of those that society often forgets.Read MoreTypes Of Learning Disorders And Their Signs Essay1657 Words   |  7 PagesLearning Disabilities and Disorders Types of Learning Disorders and Their Signs Could it be that your child struggles with school? Do you observe he or she avoiding reading out loud, tackling a math problem, or writing an essay? Certainly every child has trouble with homework from time to time, if a certain area of learning is consistently difficult, it might point to a learning disorder. By being knowledgeable on all you can about learning disabilities, you can make sure your child gets the adequateRead MorePeople First Language1506 Words   |  7 PagesTo achieve Inclusion, Community, and Freedom for people with disabilities, we must use People First Language A commentary by Kathie Snow The difference between the right word and the almost right word is the difference between lighting and the lightning bug. Mark Twain ________________________________________ The beginning of wisdom is to call things by their right names. - Old Chinese Proverb - Who are the handicapped... the disabled? Societys

Eassy for P.E Free Essays

string(33) " very neat but complex footwork\." Biography of Christopher Bruce Christopher Bruce was born on the 3rd of October 1945 in England, he started studying dancing at 11 years old, and he began with tap and ballet. After studying at the Rambert School Christopher Bruce joined Rambert Ballet in 1963, where he quickly became the leading male dancer. Bruce appeared in works such as Don Quixote in 1964 and Coppelia in 1966. We will write a custom essay sample on Eassy for P.E or any similar topic only for you Order Now Then the company began to experiment with ballet and modern, combining them to form, specifically the Martha Graham technique. Martha Graham created 181 ballets and a dance technique that has been compared to ballet in its scope and magnitude. Many of the great modern and ballet choreographers have studied the Martha Graham Technique or have been members of her company. ) When Bruce danced the role of Pierrot Lunaire, his own interpretive skills were noticed. Bruce was â€Å"dominating everything- practically living the part†. Bruce then worked with Glen Tetley, he discovered that â€Å"the motive for the movement comes from the centre of the body†¦ rom this base we use classical ballet as an extension to give wider range and variety of movement† In 1977 he was appointed associate director of the company and was its associate choreographer from 1979-87, he created over twenty works for the company. Between 1986-91 he acted as associate choreographer also for Londo n Festival Ballet, later ENB, and resident choreographer for Houston Ballet in 1989. In 1994 he became artistic director for RDC. Often political in his work, he integrates classical ballet and modern dance, often set against popular music by artists like Bob Dylan, Rolling Stones. His productions include ‘Cruel Garden’, 1977, ‘Ghost Dances’, 1981, ‘Swansong’, 1987, and ‘Rooster’, 1991. Influences Social and political themes emerge as naturally as a reflection of his own concerns, although his aim is always firstly to create a piece of dance, rather than to make a statement. Nevertheless, he does not see a conflict between creating interesting movement and tackling difficult issues. He believes that there is much beauty in Ghost Dances and similar works. Bruce is typically known for using themes that focus on personal or political issues. He has created abstract pieces but even these have a strong undercurrent of emotion. Bruce uses a wide range of starting points, particularly poetry, literature, music, newspaper articles and world events. For example ‘†¦ for those who die in cattle’ reflects his views and concerns of war, ‘rooster’ is his idea of relationships, ‘swansong’ is probably one of his most moving and emotional pieces and tackles the very serious issue of torture. His views on the general human condition are portrayed in ‘waiting’. Throughout his career, Christopher has been a strong supporter of Amnesty International’s ideas and through his choreography he has voiced his concerns for society, the persecuted and victims of a wide range of human rights abuses. Time and again he has returned to these themes and in his most recent work â€Å"grinning in your face†, these concerns are articulated as powerfully as ever. The Arts have an important role to play in exploring social issues and dance can be seen as the most human of the Arts as it is based on the body. The image of the tortured prisoner from â€Å"swansong† or the unjust imprisonment of Reuben Carter, in â€Å"Hurricane† are far more powerful than mere words can ever be. Video extracts of Christopher’s work have been used to reinforce talks about human rights abuse. In the 1970’s the focus for Bruce was South America and Pinochet’s bloody coup against the elected Allende government in Chile. He was deeply moved on the meeting of Joan Jara, who was tortured and murdered by Pinochets forces. This meeting lead him to choreograph, Ghost Dances. He took the theme of the day of the dead, simple symbolism and indigenous dance movements as a basis to convey the plight of the innocent people of South American down the ages and their courage in the face of adversity. Certainly, Ghost Dances has a tremendous impact and audiences in many countries have delighted in its distinctive, rhythmic movement performed to haunting American tunes. However, it is the representation of the oppression of ordinary people, symbolised by the sinister ghost figures, which give the work much of its resonance. On the evidence of ghost dances, swansong, and cruel garden (about the death of Lorca at the hands of the fascists in Spain), human rights themes have provided him with a strong source of inspiration. He remains a passionate advocate for the role of dance and the arts in society and believes that seeing good work and the chance to perform, either as an amateur or a professional, an not only enrich lives, but can also be civilising influence. Ghost dances It was created in 1981, and was influenced by the political oppression in Chile. The style was contemporary ballet blended with South American folk dance. The setting of Ghost Dances is a rocky Andean location suggesting the mouth of a cave. The colours (blue’s, greens and greys) of the backdrop were very effective and complimented the costumes and movement by adding to the eerie atmosphere. The whole stage was lit by a dim white light. The ‘dead’ wear everyday clothes, which are beginning to disintegrate. The Ghost Dancers appear as skeletal figures in striking skull masks. The piece is accompanied by Andiean folk music, with panpipes, guitars, and flutes. The tune is infectious, rhythmic and tuneful. The style of the choreography is sinuous and graceful, incorporating folk-dance influences. The Ghost dancers style of dance differs to the style of the ‘dead’. The Ghost dancers use very off balanced and angular Movements, there heads are the main key I think to making their dancing look as threatening as it does, they move them very quickly and sharply in unison and it creates a very menacing effect. The ‘dead’, on the other hand are very free flowing and graceful, their posture is very open chested and balletic with very neat but complex footwork. You read "Eassy for P.E" in category "Essay examples" I loved this piece and the skills used to perform it. The fluid motion alongside traditional Chilean folkdance was original and inspiring to watch, it was a very moving piece and had a big impact on me because of the real life issues behind it. Swansong This piece was created in 1987 and was influenced by the fate of political prisoners, the style was contemporary ballet and the prisoner’s movements were based on the idea of a swan. The piece is generally based around the fate of political prisoners and their need to break free. Swansong is a deliberately disturbing dance showing a victim being tortured by a variety of means, although there is no actual violence on stage. It shows both the aggressive and sadistic element of interrogation, and how brainwashing, humiliation and playing with emotions can all be part of a long, nerve- racking game. In combining vaudevillian humour, balletic virtuosity, and contempory dance expressionism with such a serious theme, he seeks to create work that can be appreciated at a number of levels by a broad audience. The three dancers are costumed archetypally and very much resembled the set, it was all very simplistic, with the prisoner in just a plain t-shirt and jeans and the two guards are wearing vaguely militaristic khaki trousers and short- sleeved shirts could be viewed as policemen, soldiers, or guards. Programme notes have tended neither to give names to the characters nor to specify roles – choosing instead to simply list the cast and allow audiences to make their own interpretation. The prisoner uses a very graceful and flowing style of dance whilst in contrast the two guards dance in a modern, camp manner, highlighting even more the separation and difference between the guards and prisoner. The simplicity of the staging and ambiguity of the characters lends weight to its universality. The action could be taking place anywhere in the world. The stage is dark and bare with the exception of a single wooden chair lit starkly from above, indicating perhaps a single bulb-hanging overhead in an otherwise empty room. There are seven sections in swansong; each has a different theme and style.  ·Section 1, questions and answers. Throughout the first section the dance suggests the interrogators and victim playing a game of cat and mouse, the dance changing from trios to brief duets and solo’s. in the duets the interrogators dance in unison, performing the same material one after the other or slightly varying the steps to attack their victim.  ·Section 2, tea for two. The section section begins with another interrogation session during which the second interrogator walks round his eated victim, and this time the victim taps out ‘answers’ but in a defiant mood. The interrogators change tatics.  ·Section 3, first solo. The third section is a solo for the victim alone on the stage and it is more lyrical both in music and movement than the proceding sections. It contrasts with the torture previously shown, appearing to be a cry of frustration and anger at the victim’s sit uation as well as evoking his urge for freedom.  ·Section 4, slow trio. The victim immediately tenses and flinches as the first interrogator reaches towards him, and then relaxes when he is not harmed. No questions are asked. Again the opening sequence is performed twice but at the end of the chair is moved so that the victim cannot return to it. This becomes a recurring theme of this dance; the victims chair is repeatedly pulled away from under him or placed just beyond his reach. He is pushed and thrown around, the effect of the violence is in slow motion. The victim curls defensively on the floor and is uncurled by the second interrogator and the torture continues.  ·Section 5, second solo without accompaniment. Although this section repeats dance motifs from the first solo such as the jumps and arabesques suggestive of flight, it is generally more mimetic. The victim lifts the chair onto his back to make it appear he is carrying a huge weight on his shoulders. He then stands facing the audience staring through the bars of the chair, then he appears to crumble in frustration and the solo ends with his ankles trapped in the bars of the chair as if fetted.  ·Section 6, cane dance. The progression of the piece shows a build up of abuse and humility of the prisoner till the final section where the prisoner performs his last solo, his ‘swansong’. Rooster This piece was created in 1992 and in contrast to my other two chosen pieces is influenced by the Rolling stones; the dance is based on the theme and context of the music. It is danced in a contemporary ballet style blended with modern dance to match the music. The set is a clear stage with naturalistic lighting and a white spotlight. The women wear black skirts, tops and tights and the men wear black trousers and a skirt, a red dress is worn only in one number and that is ‘ruby Tuesday’. The whole piece is danced to rolling stones music ranging from upbeat fast and rocky numbers to slower more relaxed music. The theme of each song in ‘rooster’ reflects the character that is dancing it, none of the dances are linked, and each section occurs simply because of the different songs that are used, this helps to create an episodic structure. The tempo of the music dictates the style of dance; the faster tracks are modern and contemporary whilst the slower ones are more balletic. This piece does not present a great deal of emotional involvment with the audience; it is simply based on the theme and context of the music. You can see this by the fact that the dancers, the style of dance and the music purely dictate the song. A Time line of dance works which have been choreographed and produced by Christopher Bruce  ·1969 George Frederic  ·1972 ‘†¦ for those who die as cattle’  ·1974 Weekend  ·1975 Ancient voices of children  ·1976 Black Angels  ·1976 Promenade  ·1977 Cruel Garden  ·1981 Village Sounds  ·1981 Ghost Dances  ·1984 Sergeant early’s dream 1984 Intimate Pages  ·1985 Silence is the end of our song  ·1985 Land  ·1987 The dream is over  ·1987 Swansong  ·1989 Symphony in three movements  ·1990 Journey  ·1992 Rooster  ·1995 Meeting point Section B Producing our own piece of choreography in the style of Christopher Bruce in groups. How has the work of the choreographer influenced and inspired my o wn performance and choreography? I chose Christopher Bruce because of the influences behind his choreography, the real life human rights issues that through symbolism he has transferred this into dance. He has successfully brought more awareness to serious issues that most people would not be aware of because it is not going on in this country. The fact that this affects Bruce personally is very inspiring, as his pieces have real meaning and thought behind them. The three works by Christopher Bruce that I have chosen to study are ‘ghost dancers’ and ‘swansong’ because of the political human rights issues that influenced them and ‘rooster’ because it was a contrast to the other two as its influence was the celebration of the Rolling Stones music. I thought these pieces complimented each other well to evaluate as each bears a large variation of accessible motifs, images and sequences of movement that I could re- interpret in my choreography in the style of Christopher Bruce. As it gave me the opportunity to analyse a variety of influences and issues behind the three pieces. Choreographic notes We choreographed a piece for a trio in the style of ‘rooster’. The set was clear other than three chairs that were used within the dance. We were dressed all in black and wore red scarfs round our necks. The lighting of the set was dark red How to cite Eassy for P.E, Essay examples

Finding Aptitude free essay sample

In life, it seems like we conquer or overcome obstacles that later on define us in life. My struggles and disadvantages have shaped me to be an upright, stronger individual. Growing up as a kid, I came across a struggle I knew I was going to have to be patient to overcome; my life as I knew it would not be the same. When my teen years approached I had an insight into myself. I realized that if I continued to let this problem hold me back, my destiny, my dream could never become a reality. My turning point started and my state of mind shifted. The writer in me needed to be the speaker of silent words for the people that did not have a voice. At the age of thirteen, I fell ill to a mystery doctors couldn’t even solve. This illness took a toll on my life for three years and I missed a lot of schooling. We will write a custom essay sample on Finding Aptitude or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Doctors, specialist, and surgeons tried their best to help me as much as possible, but in the end this was something I just had to be patient at getting through and used to. In my junior year of high school, I had a turning point. I was not going to let anything hold me back anymore. During that time, I discovered my aptitude to write. Going through all that I had gone through in my past gave me the aspiration to write. Back then I held back on a lot of my thoughts and never expressed them. I felt a lot, witnessed a lot, and bottled up a lot to the point where writing become my escape from it all. Writing what mattered most to me helped me overcome what sickened me. During my junior year I had a lot to catch up on. So I became focused and determined to complete a full year of high school for the first time. Now, in my senior year, I’m completing high school in two years instead of four due to health problems that interfered with my schooling during my freshman and sophomore years. At the close of my junior year, I had straight A’s and became an honor roll student. I had to look past what once discouraged me from being the best I could be. Seeing what I had already accomplished made me realize that having disadvantages doesn’t mean it is impossible to achieve success. By becoming a writer, I’ve also become a reader. In my days of performing community service at the library, I would read to those that were less fortunate and unable to do it for themselves. From pre-school children to the elderly I enjoyed my time reading to all ages. I would sit and begin to speak and the listeners would come. Just seeing the expressions of awe on their faces as the words became a vision in their minds was very enchanting to watch. My contribution might have not been as extravagant as feeding the homeless or clothing the need, but seeing the expressions that were plastered across their faces while and after I was reading made me feel enlightened. Giving back is one of the greatest gifts you can give in life. Having the willpower to do things for others who aren’t enabled to do the things themselves has inspired me to write in a way people could learn and grow from. My writings are meant to send a message to readers; to inform them about aspects of different lives and experiences. To present to them that people like me are willing to listen and willing to give them the compassion and understanding. To help them realize that in this day and age in society you are not alone, even when you think you cant be seen, heard, or recognized. At the college I plan on attending, I plan to fulfill my duty by speaking for those who were left unspoken for. As a college student , I will bring respect and integrity that will rub off on other students that they can build upon. I see myself as being moral support for others while helping them find the greater being within themselves.

Ethnography From the Inside free essay sample

A discussion on the ways in which our cultural institutions structure our lives. The following paper discusses a brief ethnography of a cultural institution, the Albion College Swim Team Culture. The writer discusses the relatively few formal rules of behavior and general lack of hierarchy in the team. The way in which the members of the team draw on values and patterns of behavior that they have brought with them from the larger world are examined as well as the way in which they draw from their own experiences about being taught how to behave in American culture. All cultures and all peoples mark significant events in their lives with rituals and ceremonies. Sometimes these are of a religious nature, but they do not need to be. Rituals, as Maurice Bloch defines them, are recognizable to the participants by their repetitive nature and the formally prescribed elements that they contain and they mark out for the participants the important themes of the culture. We will write a custom essay sample on Ethnography From the Inside or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Rituals must be done a certain way to count for the individuals concerned, and following tradition is more important in a ritual than seeking personal fulfillment through individual expression. This is certainly true for members of the swim team.

Case Study Evaluation Example

Case Study Evaluation Example Case Study Evaluation – Term Paper Example Key ideas or concepts of the paper The paper is about the topic case studies as a strategy in undertaking any research activity. It explains the meaning of a case study and the relevant notes to make when planning to undertake a case study research. The case narrows down further to look at a few examples of cases and the fields in which case study research is undertaken successfully. It looks at the internet as a field. In addition, it dissects the information system and computing fields and how case study research has influenced the fields. Finally, there is the evaluation and analysis of case study research, its advantages, and disadvantages.Evidence or method used to support the main argument of the paper The main argument of the paper revolves around case studies and their impact on research. Case study as a strategy in conducting research is a very thorough procedure (Ellet etal 2007). This means that it employs a variety of tools and the relevant means to ensure that its outcom es about phenomena reflect the real life expectations of the researcher. It supports most philosophies since its data collection and analysis techniques are rigorous and thorough.Agreement and comments I do agree with what the author has presented. This agreement is hinged on the facts and experience that I have with case studies. I have severally employed case study approach in conducting several researches and my outcomes and presentations have since been marvelous (Ellet etal 2007). Again, the author has tackled the topic so exclusively bringing on board all the supporting cases, which have outweighed those points against.How to relate the points by the author to reality Relating the points of the author to reality is so vivid. This is because as it has been witnessed by the researcher’s findings; case studies are able to handle complex and fragile situations like investigations involving internet and information systems. They also handle situations, which the researcher h as little control over, and produce realistic data (Ellet etal 2007).Work citedEllet, William. The Case Study Handbook: How to Read, Discuss, and Write Persuasively About Cases. Boston, Mass.: Harvard Business School Press, 2007. Print.

Comparison between NGOs and GOs, that work to conserve or preserve Essay

Comparison between NGOs and GOs, that work to conserve or preserve biodiversity and the environment - Essay Example A good example of such an organization is the United Nations Environmental Programme. Lastly, there is the Non-governmental organizations that work independently from the government to protect the endangered and threatened areas and species such as the Greenspace and WWF. This essay will focus on the Intergovernmental and non-governmental organization where they will compared and contrasted to understand their role and activities in the restoration and preservation of biodiversity and ecosystems. United Nations Environment Programme is one of the agencies in the United Nations that organizes its environmental activities helping developing countries in implementing sound and practical environmental policies and practices (Gunter, 2004). World Wide Fund for Nature, on the other hand, is a non-governmental organization that works globally on issues relating to the research, conservation and restoration of the environment. Additionally, the Greenpeace is another nongovernmental organization, which ensures that the earth has the ability to nature lifecycle in all its multiplicity. Moreover, it focusses on campaigning on international issues such as deforestation, climate change, commercial whaling, anti-nuclear issues and genetic engineering. Therefore, although the organizations are managed by different organizations they all works towards the same goal and that is conserving the environment. Additionally, the both non-governmental and intergovernmental organizations helping in creating awareness over global issues that affect the environment and the species that live in it. However, although conveying several similarities there are various differences that include the methods on which the goals of each organizations are reached (Swiderska & International Institute for Environment and Development, 2008). For example, Greenpeace uses research, lobbying, and

Morgan Motor Company Assignment Example | Topics and Well Written Essays - 3000 words

Morgan Motor Company - Assignment Example The profile of the Production manager shows that he is not trained in the techniques of production. Mere knowledge will be of no use unless one knows how to do things in sequence at a fast enough rate of speed so that out put is maximised and prices are made competitive. This is one example of how company is run as far labour recruitment is concerned. Hence the company to move forward from its century old stagnation, must implement Human Resource Development policies and train the existing labour force including supervisors and managerial level to work at optimum efficiency levels on par with current management practices and recruit new hands following scientific management methods. Besides, stocking pattern of raw materials is not in accordance with norms of working capital management. There should be forecast of raw materials and components required so that stock are maintained at optimum levels to ensure against locking of capital in non and slow moving items which can result in n on availability of funds for the much needed components for lack which production might have been held up and labour force in all other divisions will also be idling as a result. The company seems to believe in long waiting list of customers as a status symbol of its products in demand and also ensure future production. It simply believes that if the order book is full and customers are made to wait indefinitely under some false notions, the company's future is guaranteed and product's prestige is enhanced. . The only USP of the car is that its components are hand made and there are enthusiastic car lovers around to take care of the company's future. These are false notions and in modern management thinking, overflowing order book is an index of company's inefficiency and poor management. It is not the case that overflowing order book is seasonal and hence expansion for the purpose is inadvisable. The company's ability to produce cars is not more than 500 per year but the demand is much more going by the overflowing order book. It can be still higher if only deliveries are prompt which potential company has failed to realise. It is also difficult to digest that the company has not installed computer for use in its day to day management. These days, lack of computer is a serious handicap for any business or for that matter any one as the computer can give up-to-the-minute if not second update on stocks position, bills payable and receivable positions which are crucial for working capital management and accounting information such as Balance Sheet and Profit and Loss Account will show if the company is running profitably or at loss and how much it has earned or lost. so as to make future planning practicable instead of planning in darkness. Besides CADD is completely absent in the company's dictionary. There is no R & D arrangement to keep innovating and stay ahead in the market. The company's obsession with old traditions and hand made cars should not stand in the way of innovations since they need not be at the cost of old traditions and hand made cars concept. Like old wine in a new bottle, the hand made car can still be made with innovative concepts and achieve cost cutting and fuel efficiency. The ancient form of ayurveda system of medicine is now taught under modern conditions. Stethoscopes, imaging technologies are now used in

Difference in the Leadership Styles Between Japan and America Essay

Difference in the Leadership Styles Between Japan and America - Essay Example If they are paying for the product, they want to ensure that the quality is worth it. Roudan Al-Roudan discussed Levitt’s prediction and most of the class disagreed with his ideas. Each of the topics was discussed after doing substantial research with the help online sources as well as books and journals. Let us now look into their topic individually for a better understanding. Yousef Al-Awadhi started this topic with the idea that there is no clear definition of leadership in particular. It is unpredictable and considered to be very diverse and each of the different forms has very distinctive definitions (Achua and Lussier, 2000). Leadership is determined with the help of various attributes such as quality, effectiveness, behavior, connection designs and of course the position of the leaders (Yukl, 1998). In most of the cases, a leader can simply be defined as a person who guides his or her subordinates towards a particular pre-defined objective for the welfare of an organization. Likewise, there are various definitions and each of them is different to one another in terms of the leadership styles and recognition. Researchers have used many methods to determine each of these leadership styles and their outcome in the long run (Yukl, 1998). There are many studies which discuss the link between leadership styles and culture. In a similar manner, the researchers found out that leadership styles vary from culture to culture (Han et al., 1996). He then went on the take the example of two countries, Japan and USA. Both of the countries have distinctively different leadership styles and culture. The earlier researches done by several writers gives us the idea that leadership styles also differ with respect to the organization and its religious differences.

Human Impact on Oceans

Human Impact on Oceans ‘How do I impact the ocean, how does the ocean impact me?’ Oceans, vast expanse of waters, holding immeasurable wealth and diverse species of marine fauna are prone to human activities-good and bad. Some of us have turned a blind eye to the existing threats that our oceans face. But why and how should we protect our oceans?   WHY ARE OCEANS SO IMPORTANT? Fish, octopus, shrimps- important sources of protein- are all derived from our seas-seas that are home to close to thousands of other aquatic species equally important for nature to maintain its usual course . The ocean can eradicate certain pollutants by natural processes like bacterial decay (explaining why factories use it as discharge systems). Today leisure, recreation and tourism define our country’s fame throughout the world, all thanks to the beautiful beaches and seas that we pride ourselves in. Coral reefs guard our coasts by shielding us from storms. Tidal and wind energy are our Oceana’s mightiest forces which if channeled effectively could present huge benefits to power stations. HOW ARE WE DEGRADING OUR OCEAN? However humans have in the long run abused these marine resources in greed of expanding trade. Domestic sewage, effluents from nearby factories and used water discharged can sometimes find its way to lagoons and ultimately introduce diseases and harmful chemicals into coastal waters. Human factors such as men dumping wastes or lethal chemicals in seas and natural factors such as storms or seismic waves can harm our natural fauna. Our natural barriers are impaired by malpractice of fishermen through wrong fishing techniques. WHAT ARE THE REPERCUSSIONS FROM DEGRADING OUR OCEAN? Resources in our seas may deplete to such an extent that widespread damage to aquatic bio-diversity may irrevocably warp the natural food chain so we have more sharks roaming in our bays than fish. It is anticipated that in the near future shortage of sea food caused by massive exploitation may dim the future of next generations. In the next two decades or so, we risk importing fish to support the needs of our growing population. Sea pollution blemishes our good reputation and progress occasioning in a decadent tourist industry along with detrimental environmental effects. Chemicals accumulate within bodies of marine organisms that are later consumed by men while polyps-the minute biotic elements that synthesize corals- die. Not to mention the damage extended by fishermen would make certain that corals can neither be created nor preserved. HOW TO SAVE OUR OCEAN? Setting up of breeding grounds for highly exploited marine fish-a practice known as aquaculture-would reduce the strain on conventional ocean-derived foods and leave ocean-fish time to procreate and mature before getting caught in nets of fishermen. Marine-Protected Areas in certain over-fished regions may be established to safeguard some aquatic species. Agencies must more regularly monitor factories effluents. Raising awareness about the devastating outcomes of pollution amongst people to deter any misdemeanour and also stressing the crucial importance of sustaining clean marine environment. If the tidal and wind energies emanated from seas were harnessed to manufacture electricity concerns will wane on CO2emissions that also adversely disturb oceans. CONCLUSION If our current manner of abusing seas maintains its trend, aquatic life may not recover and chain of events triggered by men himself may unfold teething troubles that will cripple our children’s children and the other children to come. Hence before it’s too late humanity MUST resort to all viable measures at hand to save our oceans before nature turn on us for our misdeeds. ‘How do I impact the ocean, how does the ocean impact me?’ Oceans, vast expanse of waters, holding immeasurable wealth and diverse species of marine fauna are prone to human activities-good and bad. Some of us have turned a blind eye to the existing threats that our oceans face. But why and how should we protect our oceans? WHY ARE OCEANS SO IMPORTANT? Fish, octopus, shrimps- important sources of protein- are all derived from our seas-seas that are home to close to thousands of other aquatic species equally important for nature to maintain its usual course . The ocean can eradicate certain pollutants by natural processes like bacterial decay (explaining why factories use it as discharge systems). Today leisure, recreation and tourism define our country’s fame throughout the world, all thanks to the beautiful beaches and seas that we pride ourselves in. Coral reefs guard our coasts by shielding us from storms. Tidal and wind energy are our Oceana’s mightiest forces which if channeled effectively could present huge benefits to power stations. HOW ARE WE DEGRADING OUR OCEAN? However humans have in the long run abused these marine resources in greed of expanding trade. Domestic sewage, effluents from nearby factories and used water discharged can sometimes find its way to lagoons and ultimately introduce diseases and harmful chemicals into coastal waters. Human factors such as men dumping wastes or lethal chemicals in seas and natural factors such as storms or seismic waves can harm our natural fauna. Our natural barriers are impaired by malpractice of fishermen through wrong fishing techniques. WHAT ARE THE REPERCUSSIONS FROM DEGRADING OUR OCEAN? Resources in our seas may deplete to such an extent that widespread damage to aquatic bio-diversity may irrevocably warp the natural food chain so we have more sharks roaming in our bays than fish. It is anticipated that in the near future shortage of sea food caused by massive exploitation may dim the future of next generations. In the next two decades or so, we risk importing fish to support the needs of our growing population. Sea pollution blemishes our good reputation and progress occasioning in a decadent tourist industry along with detrimental environmental effects. Chemicals accumulate within bodies of marine organisms that are later consumed by men while polyps-the minute biotic elements that synthesize corals- die. Not to mention the damage extended by fishermen would make certain that corals can neither be created nor preserved. HOW TO SAVE OUR OCEAN? Setting up of breeding grounds for highly exploited marine fish-a practice known as aquaculture-would reduce the strain on conventional ocean-derived foods and leave ocean-fish time to procreate and mature before getting caught in nets of fishermen. Marine-Protected Areas in certain over-fished regions may be established to safeguard some aquatic species. Agencies must more regularly monitor factories effluents. Raising awareness about the devastating outcomes of pollution amongst people to deter any misdemeanour and also stressing the crucial importance of sustaining clean marine environment. If the tidal and wind energies emanated from seas were harnessed to manufacture electricity concerns will wane on CO2emissions that also adversely disturb oceans. CONCLUSION If our current manner of abusing seas maintains its trend, aquatic life may not recover and chain of events triggered by men himself may unfold teething troubles that will cripple our children’s children and the other children to come. Hence before it’s too late humanity MUST resort to all viable measures at hand to save our oceans before nature turn on us for our misdeeds.

Violence on Television Essay -- essays research papers

"There was murderers going around killing lots of people and stealing jewelry." This quote comes from the mouth of an eight year old girl after watching the evening news on television. The eight year old girl claims that she is afraid "when there is a murder near because you never know if he could be in town" (Cullingford, 61). A recent report from the National Institute of Mental Health (NIMH) pools evidence from over 2,500 studies within the last decade on over 100,000 subjects from several nations to show that the compiled evidence of television's influence on behavior is so "overwhelming" that there is a consensus in the research community that "violence on television does lead to aggressive behavior" (Methvin, 49). Given that the majority of scientific community agrees that "the research findings of the NIMH publication support conclusion of a causal relationship between television violence and aggressive behavior" (Wurtzel, 21), why is it that "the Saturday morning "kid vid ghetto" is the most violent time on T.V." (Methvin, 49), and that "despite slight variations over the past decade, the amount of violence on television has remained at consistently high levels" (Wurtzel, 23)? Why is it that, like the tobacco companies twenty years ago, the present day television broadcasting companies refuse to consent that violent films and programming can and do have harmful effects on their viewers (Rowland, 280) What can be done to combat the stubborn minded broadcasting companies and to reduce the amount of violent scenes that infest the current air waves? The television giants of today, such as ABC, CBS, and NBC continue to air violent shows, because they make money off of these programs. In general, society finds scenes of violence "simply exciting" (Feshbach, 12). Broadcasting companies argue that "based on the high ratings, they are giving the public what it wants, and therefore are serving the public interest" (Time, 77). Michael Howe states: "We have to remember that children and adults do enjoy and do choose to watch those programs that contain violence" (48). At the same time, however, we must also remember the undeniable truth that "there is clear evidence between television violence and later aggressive beh... ...Television and the Child. London: Oxford University Press, 1958. Howe, Michael J.A. Television and Children. London: New University Education, 1977. Lowe, Carl, ed. Television and American Culture. New York: The H.W. Wilson Company, 1981. Methvin, Eugene H. "T.V. violence: the shocking new evidence." Reader's Digest Jan. 1983: 49-54. Milavsky, Ronald J., Ronald C. Kessler, Horst. H. Stipp, and William S. Rubens. Television and Aggression. Orlando: Academic Press Inc., 1982. Palmer, Edward L. Children and the Faces of Television. New York: Academic Press Inc., 1980. Pearl, David. "Violence and Aggression" Society Sept.-Oct. 1984: 17-23. Rowland, Willard D. Jr. and Horace Newcomb. The Politics of T.V. Violence. Sage Publications Inc., 1983. Feshbach, Seymour and Robert D. Singer. Television and Aggression. San Francisco: Jossey-Bass Inc., 1971. Skornia, Harry J. Television and Society. New York: McGraw Hill Book Company, 1965. Time. "Warning from Washington: Violence on Television is Harmful to children." May 17, 1982: 77. Wurtzel, Alan, and Guy Lometti. "Researching Television Violence." Society Sept.-Oct. 1984: 22-31.

Discussion of the Great Gatsby Setting

Setting is one of the important elements and crucial parts in any literary pieces. It tells much about the world where the characters exist in. Moreover, it is important because it is the basis for the readers to judge the believability of the novel (Morgan). The author added that the â€Å"the type of world†¦ will determine the reactions and behaviors of your characters. † The setting will also reflect the social mores of a particular culture.The setting is a very important tool in Fitzgerald’s The Great Gatsby because it exposes the characters. Moreover, the setting emphasizes the character traits and themes which give meaning to the critical events. The novel has four settings. These are the West Egg, East Egg, New York City and the valley of ashes. Subsettings also exist within these major settings. East Egg is the more fashionable area of Long Island where the rich live. West Egg, on the other hand, is the less fashionable area of Long Island.The Valley of Ash es is a desolate wasteland while New York City is the place symbolizing America during the 1920s: anything goes in New York City. This is where affairs and parties are held These four major settings give the readers an idea about the values of the people who work or live there. For example, Nick ended up in West Egg because he did not have the money to purchase a house in East Egg. Gatsby is also in West Egg because his present credentials are not acceptable in East Egg.As a result, Nick left and Gatsby was ruined. The novel’s major settings correspond to a particular type of character or theme. For instance, West Egg is like Gatsby. It symbolizes the new rich and the aristocracy during the 1920s. East Egg is like the Buchanans, who enjoy high social status, are wealthy and powerful. The valley of ashes, on the other hand, is like George Wilson, desperate, without hope and reflects the American’s society’s moral decay. New York City is chaos, with its parties an d affairs.

Murphy Surname Meaning and Family History

Murphy Surname Meaning and Family History The common Irish surname Murphy is a modern form of the ancient Irish name OMurchadha, which means descendant of sea warrior, or strong, superior, from the  Gaelic  muir  meaning sea and  cath  meaning battle. The surname Murphy (including its variant forms) is the most common surname in Ireland. Murphy is also popular in the United States, where it is the 58th most common surname based on 2000 census data. Surname Origin:  Irish Alternate Surname Spellings:  MURPHEY, MORPHY, OMORCHOE, MCMURPHY, OMURPHY, OMURCHU Famous People with the Surname MURPHY Eddie Murphy  - American actor and comedianGeorge Murphy - actor and U.S. SenatorRyan Murphy -  American  producer, screenwriter and directorJohn Murphy - Irish  Roman Catholic priest; one of the leaders of the Irish Rebellion of 1798Michael Murphy - Irish Roman Catholic priest; United Irishman  leader during the Irish Rebellion of 1798 Where is the MURPHY  Surname Most Commonly Found? Forebears ranks Murphy as the most popular surname in Ireland, and the 9th most common surname in Northern Ireland. Murphy is also fairly common in Australia (45th), Canada (46th) and the United States (53rd). Within Ireland, Murphy is most common in Cork and Wexford. Data from WorldNames PublicProfiler agrees, identifying the Murphy surname as most common in southern Ireland.   Genealogy Resources for the Surname MURPHY 100 Most Common U.S. Surnames Their MeaningsSmith, Johnson, Williams, Jones, Brown... Are you one of the millions of Americans sporting one of these top 100 common last names from the 2000 census? Murphy  Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Murphy  family crest or coat of arms for the Murphy surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted. Murphy Family DNA ProjectIndividuals with the Murphy surname and variations are invited to join this project dedicated to combining the results of DNA testing with genealogy research to identify various Murphy family lines. The Murphy Family: Genealogical, Historical and BiographicalFree, online edition of a 1909 book on the Murphy Family by Michael Walter Downes.  From Internet Archive. Murphy ClanLearn about Murphy genealogy, the Murphy coat of arms, clan history, and more. Murphy Family Genealogy ForumSearch this popular genealogy forum for the Murphy surname to find others who might be researching your ancestors, or post your own Murphy query. FamilySearch - MURPHY  GenealogyExplore over 6  million  historical records which mention individuals with the Murphy surname, as well as online Murphy family trees on this free website hosted by the Church of Jesus Christ of Latter-day Saints. MURPHY Surname Family Mailing ListsRootsWeb hosts several free mailing lists for researchers of the Murphy surname. DistantCousin.com - MURPHY Genealogy Family HistoryExplore free databases and genealogy links for the last name Murphy. GeneaNet - Murphy  RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Murphy  surname, with a concentration on records and families from France and other European countries. The Murphy  Genealogy and Family Tree PageBrowse family trees and links to genealogical and historical records for individuals with the last name Murphy  from the website of Genealogy Today. - References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997. Back to  Glossary of Surname Meanings Origins

3 Types of Sexual Life Cycles - Evolution

3 Types of Sexual Life Cycles - Evolution One of the properties of life is the ability to reproduce to create offspring that can carry on the genetics of the parent or parents  to the following generations. Living organisms can accomplish this by reproducing in one of two ways. Some species use asexual reproduction to make offspring, while others reproduce using sexual reproduction. While each mechanism has its pros and its cons, whether or not a parent needs a partner to reproduce or it can make offspring on its own are both valid ways to carry on the species. Different kinds of eukaryotic organisms that undergo sexual reproduction  have different types of sexual life cycles. These life cycles determine how the organism will not only make its offspring but also how the cells within the multicellular organism will reproduce themselves. The sexual life cycle determines  how many sets of chromosomes each cell in the organism  will have. Diplontic Life Cycle A diploid cell is a type of eukaryotic cell that has 2 sets of chromosomes. Usually, these sets are a genetic mixture of both the male and female parent. One set of the chromosomes comes from the mother and one set comes from the father. This allows a nice mixture of the genetics of both parents and increases diversity of traits in the gene pool for natural selection to work on. In a diplontic life cycle, the majority of the organisms life is spent with most of the cells in the body being diploid. The only cells that have half the number of chromosomes, or are haploid, are the gametes (sex cells). Most organisms that have a diplontic life cycle start from the fusion of two haploid gametes. One of the gametes comes from a female and the other from the male. This coming together of the sex cells creates a diploid cell called a zygote. Since the diplontic life cycle keeps most of the body cells as diploid, mitosis can happen to split the zygote and continue splitting future generations of cells. Before mitosis can happen, the cells DNA is duplicated to make sure the daughter cells have two full sets of chromosomes that are identical to each other. The only haploid cells that happen during a diplontic life cycle are gametes. Therefore, mitosis cannot be used to make the gametes. Instead, the process of meiosis is what creates the haploid gametes from the diploid cells in the body. This ensures that the gametes will have only one set of chromosomes, so when they fuse again during sexual reproduction, the resulting zygote will have the two sets of chromosomes of a normal diploid cell. Most animals, including humans, have a diplontic sexual life cycle. Haplontic Life Cycle Cells that spend the majority of their lives in a haploid phase are considered to have a haplontic sexual life cycle. In fact, organisms that have a haplontic life cycle are only composed of a diploid cell when they are zygotes. Just like in the diplontic life cycle, a haploid  gamete from a female and a haploid gamete from a male will fuse to make a diploid zygote. However, that is the only diploid cell in the entire haplontic life cycle.   The zygote undergoes meiosis at its first division to create daughter cells that have half the number of chromosomes compared to the zygote. After that division, all of the now haploid cells in the organism undergo mitosis in future cell divisions to create more haploid cells. This continues on for the organisms entire life cycle. When it is time to sexually reproduce, the gametes are already haploid and can just fuse with another organisms haploid gamete to form the zygote of the offspring. Examples of organisms that live a haplontic sexual life cycle include fungi, some protists, and some plants. Alternation of Generations The final type of sexual life cycle is a kind of mix of the two previous types. Called alternation of generations, the organism spends about half of its life in a haplontic life cycle and the other half of its life in a diplontic life cycle. Like the haplontic and diplontic life cycles, organisms that have an alternation of generations sexual life cycle begin life as a diploid zygote formed from the fusion of haploid gametes from a male and a female. The zygote can then either undergo mitosis and enter its diploid phase, or perform meiosis and become haploid cells. The resulting diploid cells are called sporophytes and the haploid cells are called gametophytes. The cells will continue to do mitosis and split in whichever phase they enter and create more cells for growth and repair. Gametophytes can then once again fuse to become a diploid zygote of the offspring. Most plants live the alternation of generations sexual life cycle.

US Airways Group - Going Global Essay Example | Topics and Well Written Essays - 500 words

US Airways Group - Going Global - Essay Example US Airways cannot continue to depend solely on the US marketplace to achieve growth. Since the airline industry in an oligopoly the few firms that participate in this marketplace are very powerful. Currently the US airline industry is dominated by three players who combined control nearly 42% of the marketplace (Misra, 2010). The top three US airlines are Delta, American, and Southwest Airline. US Airways stands fourth in market share in the US marketplace. The company has reached at stage in its product life cycle that requires the firm to seek global expansion in order to achieve sales growth and optimize shareholder’s wealth. Once US Airways makes the decision to seek international expansion the managerial team of the company needs to develop a strategic plan to achieve the objective. The firm has to evaluate the corporation from the top down to determine whether the company is ready to penetrate other marketplaces. As an airline company the firm has to determine if the company has the proper infrastructure in place to achieve their goals. The most important machinery in the industry is the airplanes. The firm has to determine if it has enough airplanes available to s tart offering new routes outside the United States.

Poor Quality of Drivers Education Essay Example | Topics and Well Written Essays - 2000 words

Poor Quality of Drivers Education - Essay Example The conclusion of this research will summarize the main facts and bring the clear point that there needs to be more effective measures put into place in these driving courses which will better prepare young people out on the road and lower the motor vehicle fatalities that occur among young drivers on a yearly basis. In recent years the quality of driver's education courses for those in high-school have been coming under increasing levels of scrutiny due to the numerous fatalities that have been occurring among young people on rural roads and open highways. Due to the obvious problems with past performances of young drivers, following graduating from a driver's education course, requirements have been changing rapidly in this educational area in order to try and promote more responsible driving habits and increased awareness of how dangerous motor vehicles actually can be (Eisner 2002). For instance, if teens were taught about the specifics of driving and allowed to practice enough in driver's educational programs then perhaps they would gain a better comprehension on what all it entails instead of bits and pieces added in where the instructor feels it is necessary. The most important aspects of driver's educational courses for teenagers should cover even the minutest areas such as impatience while driving, what to do in an emergency, communication strategies, road rage, drunk driving, and many other fundamental points in order to try and minimize car accidents in this age group. There is no doubt that learning is a never ending process. Therefore, building up to gradual independent driving privileges, through improved driver's education classes is what it appears it is going to take to safeguard the wellbeing of more teenage drivers before they have full privileges on the road. Teenage Drivers and the Existing Concerns Common knowledge tells any competent individual that operating a motor vehicle brings with it a tremendous amount of responsibility onto the person in behind the wheel. This is because out on the road there are many lives at stake, the claim is that a number of teenagers are not mature enough or responsible enough for driving any type of motorized vehicle (Albanese 2002). The teen driver is risking his life when he brings a vehicle on the road without being confident of his driving skills or without having prior experience. It has been noticed that while most of us think that driving accidents are connected with alcohol consumption, the statistics reveals that most accidents by teenagers are caused due to immaturity and lack of experience. "Driving an automobile requires making skilled and well-timed decisions several times a second. Such decisions are based on prior knowledge and driving experience" (Bondurant 2004). However, teenagers lack this knowledge, which is the number one c ause of road accidents involving a teen driver. For this reason, it is proposed that driving age should be increased from 16 to 18 in order to allow drivers to appear on the road only after they have had some kind of mature experience on the road and are capable of making timely decision in a critical situation. While many have

News Article Analysis Essay Example | Topics and Well Written Essays - 750 words

News Article Analysis - Essay Example As asserted, due to the apparent higher expected supply of corn in the current year, the FAO index was reported to have exhibited an average of 199.1 points for the month of September; which was measured to manifest a 1 percent decline from the average points reported in the month of August. The more prominent change was reported to be a significant 5.4% decline from the average points reflected at the start of 2013. These trends were accurately pinpointed to be sourced from the significant level of production or supply of corn; of which the United States was reported to contribute as much as 348 million tons, or a 27% increase, from the production level in 2012. The favorable weather conditions this year, in conjunction with the greater expanse of acreage allotted to corn production were instrumental in the increased supply for corn in 2013. The article is related to the economic topic of demand and supply, particularly how markets respond to changes in demand and supply. From the e xplanation that was provided, there is an apparent impact on the increase of supply of corn to the world prices of food. With greater supply, and assuming a constant demand, the impact would evidently mean a decrease in prices of commodities affected by the abundance in supply of the mentioned product. In this situation, the global cereal production, composed of wheat and corn, was projected to manifest an increase in supply. It was clearly revealed that â€Å"global cereal production, which includes wheat and corn, is expected to be 8% higher over 2012’s level, at 2.49 billion tons. The U.S., the world’s largest corn producer, is responsible for the bulk of the increase, expected to harvest a record crop of 348 million tons—that’s 27% higher than the previous year† (Rai, 2013, par. 4). Likewise, another international agency, the International Grains Council corroborated the trend through their own projections that indicate production of corn to in crease to 943.2 million tons; while wheat supply would reach 692.6 million tons. Therefore, given that the demand remains on a fairly stable level, with no significant or considerable increase, the impact of the increase supply would be an evident decrease in prices of food, which is measured through the FAO index. The article provided greater insights in terms of the repercussive effect of economic components of demand and supply from one market or economy to another market or to the global market, in general. The incident could actually be evaluated as macro-oriented in terms of the supply of corn and wheat being instrumental in impacting other food products that uses them as their raw materials or main ingredients. Evidently, the impact is not restricted in the domestic market, such as the United States where the supply or abundance in production was seen to rise to significant levels. The fact that the U.N. FAO regularly monitors demand and supply of basic commodities only confi rm that there is a stronger repercussive effect as markets are seen to be closely correlated through economic activities and movements of economic indices. Since the United States has an overpowering impact as a powerful nation to other international economies, any significant changes in basic raw materials would have important effects to other economies in terms of prices of commodities. It would therefore be crucial to anticipate these changes to prepare other

William Shakespeare and Western Literary Tradition Essay Example for Free

William Shakespeare and Western Literary Tradition Essay When Shakespeare was a kid going to grammar school, a school open to boys only by the way! they learned Latin, Greek and rhetoric, persuasion through logical argument. Students read Latin and Greek writers to learn about the history of ancient Greece and the glory that was Rome† and this material was translated by them into English or French after many hours of work. Im glad the school curriculum of the 21 st century has evolved and we no longer spend our days doing boring stuff like that! Their old-fashioned, subjects that have little relevance in the modern world of the internet and space travel. The question is: shouldnt we allow our education system to further evolve and file Shakespeare in the same drawer where weve stuck Homer, Plato and Ovid? Given the society of North America in the 21 st century, Shakespeares relevance is declining with each new technical advance. The purpose of this essay is to prove isnt it time to address this question head on, even at the risk of causing legions of English teachers to collapse in horror? Speaking to the world may be the least of the challenges facing those who want the teaching of Shakespeare. Shakespeares English is the language as they spoke it 400 years ago. It is as ancient and antiquated and old as the Latin and Greek I spoke about in my introduction. Watch any class of high school students tackle Shakespeare and the first book youll see on theredesks is a student guide of notes explaining who characters are, the plot and the themes. Indeed, it is doubtful that the play itself is ever cracked by some students. How can students in the 21 st century understand any of the great themes raised in these plays if they cant even understand what some guy is saying? If students must read this stuff, switch it for a modern translation. I would like to write a graphic novel using Shakespeares plots, but maybe its been done. Consider how this problem is worse for those students whose first language is not even English. If were going to combat feelings of alienation we must not cling to cultural icons of a white, Anglo-Saxon culture. Given the modern, multicultural societies to be found in any Canadian city of to-day, can a writer from olde England† really claim to have any relevance? High school teachers need further training to examine the important literatures of Africa, Asia or the Muslim world. The succession of Anglo-Saxon monarchs can have little connection with the issues gripping the globe from Africa and the MiddleEast. As members of a global community; we need to be aware of the moral issues facing these cultures if were going to talk to them. I think the issue of AIDS and HIV in Africa is one of the most important problems we face. It is the western literary traditions refusal to look beyond Shakespeare that cements western, primarily British, culture as the dominant cultural group and causes other groups, African, Middle Eastern or Asian to exist in a mental cultural ghetto. How will we in the west understand the moral concerns of other cultural or religious groups if we refuse to look beyond Shakespeare? How can Shakespeare speak to the world? The really important argument put forward by those who want to keep Shakespeare in the curriculum is that Shakespeare is the greatest writer in the western literary tradition. Says who? I think importance is a relative value judgment? Shakespeares plays second in Shakespeares own mind to his poetry were written to satisfy the political fashions of his time. Why does Macbeth look into the cauldron and see A show of eight Kings, the last with a glass in his hand? We are told now it was to impress James the first of England and sixth of Scotland. It was James interest in the occult that caused the inclusion of the three witches who look not like the inhabitants o the earth, and yet an ont who Macbeth consults. You cant look at any copy of a Shakespeare play without finding obvious references to the monarchy of his time. Shakespeares plays, like any political propaganda found to-day, either concentrates on defending the status quo or attacking the unpopular leadership of an earlier time. So, in conclusion, as you can see I have pretty strong feelings about Shakespeare and his plays. In the 21 st century, spending time with the confusion that is Shakespeare is about as useful as training doctors in the value of bleeding their patients as a means of correcting a problem with the four humours. By examining the great works of other cultures and religions we can learn about a major part of the world. Through the literature of many different parts of the world theyre concerns will be understandable to us and well show our willingness to meet the rest of the world, not throw forts built of iambic pentameter with the occasional rhyming couplet to securely glue the walls together. If we ignore the future to sort of celebrate the western literary past well have a disaster of global proportions. Works Cited 1. William Shakespeare, Macbeth. Toronto: Longmans Canada. 1965

Theoretical Overview of Gender Socialization

Theoretical Overview of Gender Socialization What is the meaning and intent behind this rhyme? What types of messages are given with a rhyme to children? How children internalize these messages? What are little boys made of? Frogs and snails and puppy dog tails Thats what little boys are made of. What are little girls made of? Sugar and spice and all thats nice. Thats what little girls are made of. (Marchbank Letherby, 2007). Immediate after the birth, children are surrounded with environmental input from the society in which they grow up, peers and teachers they interact, media, books and parents related to their gender and roles attributed to their gender. Those messages and social cues tell children there are two ways of existing (Marchbank Letherby, 2007). Children are surrounded with environmental in-put about gender from family, peers, and the media. At the same time, they make their own attempts to understand the world and to form categories that help organize it. Gender provides one convenient way for them to accomplish this cognitive organization. In addition, society suffuses the gender distinction with affect, making gender what is perhaps the most salient (Eckes and Trautner, 2000). Gender is seen as a categorical system made up of many levels. Although at the most fundamental level, it is defined by physiology as biological differences between the sexes, on the basis of their sexual anatomy; it usually refers to social, cultural and psychological rules and traits linked to males and females through particular social context. Gender Identity is defined as individuals experience oh himself or herself as masculine or feminine and one of the strongest components of socialization is the development of gender identity. Gender identity, an aspect of self-concept, develops in childhood, learned early and well (Richardson Simpson, 1982). The acquisition and modification of childrens gender roles, attitudes, and social behaviors related to gender, are regulated by many factors, including the values of social class to which they belong, interaction with peers and teachers, exposure to behavior and standards through mass media and especially parents and their parenting styles are the most principle and most influential agents in childrens gender socialization process (Mussen, et al, 1979). In the fallowing part, the influences of parents will be discussed; however, it is needed to look at theoretical overview of gender role development to understand the role of parents in detail. Theoretical Overview of Gender Socialization All theories of gender role development focus on primary socialization and deal with how children learn gender identity, at the time they become aware of two sexes having different gender roles and acting differently. Gender socialization and gender role development are influenced by a variety of significant elements such as biology, social constitutions and social interaction and personality. Different theories bring different point of look and understanding to these each element (Lindsey, 2005). Biological accounts of gender differences have been popular in recent years by focusing on the hormonal and genetic factors. Physical differentiation of two sexes and differentiation of sex organs are determined due to the sex hormones and chromosomes. Here, starting at the conception, it could be said that hormones play a role in sex differentiation between male and female bodies, but it is not at all (Marchbank and Letherby, 2007). Biological theories of sex differences indicate that hormone activity as biological events are viewed as producing psychological and cognitive differences between sexes in terms of being nurturance or aggressiveness. For example, the changes in the mood of women during the menstrual cycle are seen as result of the hormone levels in their blood or the level of testosterone becomes a common explanation used to explain aggressive and hostile behaviors (Burr, 1998). However, there are also studies in literature rejecting the effects of hormones on the differences of behaviors among the females and males. Monozygotic twins sharing 100% of identical genes have been analyzed in terms of the similarities and differences in their behaviors. Mitchell and his colleagues resulted that genes can explain from 20% to 48% of the differences among the behaviors, but environmental factors have a greater role in the range of 52%- 80% of differences (Helgeson, 2005). When the attention is drawn on the studies of testosterone hormone, according to the study of Brannon, both males and males involved in criminal activities and the relationship between aggressiveness and violence can not be solely depending on the testosterone level in men (Brannon, 2005). Similar to the results of Brannon, according to a study conducted with prisoners, college students and psychiatric patients, it is found that there was no positive correlation between hostility and testosterone levels (Burr, 1998). Additionally to these findings, the level of testosterone should not be associated with males, rather in a study; there is a correlation between increased testosterone levels of female students and improved performance on tests for spatial abilities. However, the improvement is not due to the presence of testosterone, rather it is related to relative level of testosterone seen as determinant character of optimal performance (Smith, 2007). When the attention has been turned to the brain studies to explain sex differences in cognition and behaviors of females and males, again paradoxical explanations can be seen in that era. Although, some argue that differential brain lateralization contributes differently to the emotional and cognitive functions of two sexes, the findings are not satisfactory to explain gender role differences (Hetherington Parke, 1993). Different areas of brain have been playing different roles in terms of different cognitive functions. It is believed that right-hemisphere dominated male brain makes men superior in the spatial abilities, while women are good at verbal and language skills because of the lateralization of their brain which is left-hemisphere (Marchbank and Letherby, 2007). However, in a study, damage to the right-hemisphere related to spatial skills influenced both men and women. Hiscock and colleges concluded that the differences among two sexes because of the brain specialization are very small with 1 and 2 % variability (cited in Helgeson, 2005). Besides, it is reviewed that right-hemisphere is more emotional half of the brain. So, if women are left-hemisphere and men left-hemisphere dominated how women are seen as more emotional than men (Lindsey, 2005). When it is generally looked at the literature of brain studies and biological theories, it should be said that the evidences are contradictory and those studies supporting the influences of biology on the gender differences suffer from methodological inadequacies. Therefore depending on the theories of many researches on the issue of gender socialization, it is assumed that biology alone can not be thought as determinant gender roles and gender differences in behavior and cognition. However, those biological theories draw attention of the theorist to explain the reasons of variability in the behaviors of men and women. That is why it is needed to focus on social-situational and cognitive factors while investigating the process of gender role development. To begin with the psychoanalytic theory, Freud in his theory, talked about a series of stages playing role in the development of personality and third stage focused on the development of gender roles (Helgeson, 2005). In the third stage called as phallic, Freud described the role family environment where children engage in the process of identification with mothers feminine virtue of love and nurturance and with fathers masculine strengths of discipline and rules. That means phallic stage is the starting point that boys and girls discover their genitals and they realize that only boys have penises which leads both boys and girls to view girls as inferior. Due of the desire of opposite-sex parent, oedipal complex, boys fear castration, because father figure is seen as source of threat and fear. Boys, at this stage, overcome their castration anxiety, by giving up sexual attraction for their mother and by identifying with their fathers (Eckes and Trautner, 2000). For girls, the resolution of Electra complex with the meaning of being sexually attracted to their fathers is not completely resolved in the same way that the oedipal complex of boys resolved. Freud was not clear explaining girls identification with their mothers. For girls, anxiety occurs because of the penis envy, realization of girls that they do not have a penis and they blame their mothers for anatomic deficiencies. Therefore, girls want to attract their fathers which lead them to handle conflict, Electra complex, by identifying with their mothers and transferring their energies to make themselves attractive towards their fathers (Smith, 2007). Freuds psychoanalytic theory, however, has been criticized on a number of grounds. One of them is that it is not possible to evaluate thoughts and actions by sexual instincts of unconscious mind from a scientific standpoint. That means it is difficult to verify objectively, whether girls suffer from penis envy or boys from castration anxiety. Another criticism comes from feminist theories due to the Freudian thoughts related to penis envy and castration anxiety. Karen Horney, a feminist psychologist, pointed out the importance of social forces as determinant of gender identity rather than biology. Horney, believed that penis envy experienced by girls, does not reflect an actual adoration to have a penis; rather it is envy of power and social status attributed to men (Brannon, 2005). On the other hand, psychoanalytic theory has been criticized by many researchers of not considering any outside influences such as parents, peers or media (Matlin, 1987). Margret Mahlers and Nancy Chodorows Object-relation Theory grew out of Freuds psychoanalytic theory, but it emphasized the importance of early relationship in establishing gender identity. Like Freud although they stressed the importance of sexuality, Mahler and Chodorow believed that rather than unconscious process, family structure and childrens early experiences have an important role in shaping their gender socialization (Helgeson, 2005). Besides Parson mentioned that Freudian psycho-analytic theory is needed to be modified by pointing out on the development of social roles of children. In his model, Parson emphasized that children learn the male and female roles by playing roles of other family members. Girls learn how to be a mother, or boys learn how to be a father by observing what is expected of individuals who enact roles. According to Parson, gender development of children is the result of learning by mastering of prescribed roles (Eckes and Trautner, 2000). Unlike psychoanalytic theory of Freud emphasizing anatomic human drives in the role of socialization, social learning theory should focus on external events controlling childrens behaviors and the theory also posited that defining factors which promote gender socialization come from the social world. It is assumed by behaviorists that appropriate behaviors have been learned directly through reinforcement or indirectly through observation and imitation (Burr, 1998). Depending on operant-conditioning theory, different expectations lead to different reinforcement from parents, teachers or other agents such as television programmes, books, comics including a rich source of symbolic models reinforcing stereo-typical behaviors for females and males. They reinforce children for behaviors which are thought appropriate to their gender and such social pressures serve to condition gender-typed behaviors such as for girls playing with dolls or for boys playing with balls. Children by this way, learn that gender appropriate behaviors which are reinforced with praise and gender inappropriate behaviors which are scolded by punishment (Smith, 2007). On the other hand, Albert Bandura, social learning theorist, explained the process of socialization of children emphasizing the role of observation and imitation. Parents are seen as primary figures who are imitated and viewed as role models by children. Throughout the time they spent with their parents, children first discriminate gender-typed behavior patterns, then they make generalization of what they have learned to new situations and they performed similar to what they acquired from their observations of their parents. As a result, girls become feminine and boys become masculine by imitating similar models, because society rewards them to behave in particular way (Marchbank and Letherby, 2007). However, like psychoanalytic theory, social-learning theory has been criticized in many ways. Depending on the first criticism, a girl can be rewarded for a masculine activity, such as being a basketball player; however they keep a tight hold on other aspects of feminine role. That means rewarding or punishing a behavior does not always lead children to behave in desired way. Besides, social learning theory underestimate the importance of social changes such as increasing number of single or divorce family environments where adults take on a range of non-traditional roles. Lastly, and the most apparent critique towards social learning theory is that its view of children passive recipients of rewards and punishment and it fails to explain children who are quite rigid about constructing their personal version of gender roles (Lindsey, 2005). Unlike social learning theory, cognitive developmental theory views children as primary agent of his or her own gender role socialization by pointing out the importance of cognitive skills as determinants of selecting role models. Building his theory of Piagets work, the most and the first influential cognitive-developmental theory of sex typing were proposed by Kohlberg. According to him, as children have developed intellectually, they become able to understand the world in terms of categories, including gender categories. The starting point of comprehending the world of child is self-realization which is distinguishing each individual from others. To acquire all aspects of self-realization, children develop their gender identity by observing and labeling behaviors of males and females and translating those sex-typed behaviors at the age six where gender constancy is in place. After that time, to develop their self-esteem, same-sex attitudes, occupations and activities are seen as g ood by children (Serbin, et. al., 1993). Kohlbergs cognitive developmental model of sex typing has been influential since it gives importance to childrens active roles in determining gender-based value system. However, like other theories, there are some limitations in cognitive developmental model. It is criticized since there is a problem to understand the sequence in this model whether gender identity or childrens understanding of gender constancy comes first. According to theory, gender constancy should be acquired before children start to develop a gender-based value system fitting their gender role. However, studies stress that there are children who can not acquired gender constancy, become aware of sex-typed behaviors and integrate them in their lives (Lindsey, 2005). On the other hand, the theory fails to explain why sex such dominant category rather than race, religion, or even hair color. Therefore, to understand why children become sex-typed, rather than race or religious typed, and why priority is given to gender schemas, it is needed to look at the Gender Schema Theory (Marchbank and Letherby, 2007). Like Kohlberg, Sandra Bem, mentioned children categorize their social world along gender lines and their desire is to develop an identity which is consistent of social expectation. However, Bem, as mentioned above as shortcoming of cognitive developmental theory is only has valid explanation for the development of gender identity, not other variables such as eye color, race or culture (cited in Serbin, et. al., 1993). Depending on this theory, schemas are cognitive structures used to grasp the knowledge about the world, take perception and process new information. Gender schema includes information related to what being male or female means and what kinds of behaviors, cognitions, attitudes and emotions associated with those gender-related schemas. Children first learn what their gender is and they realize that there are significant differences related to each gender. This knowledge which children acquire by the sex-differentiated social messages, leads them to the information of gen der schema (cited in Smith, 2007). Like Kohlberg and Piaget, Bem agreed with the view of children as being primary agent of his/her own sex-role socialization, however, unlike those theorists, she emphasized the role of society as providing information used by individuals to acquire gender roles (Bem, 1983). Gender schema theory is the combination of the elements of social learning theory and cognitive developmental theory. When it is looked at the philosophy of social learning theory, it talked about how individuals acquire the different characteristics of female and male gender categories and what kinds of characteristics are associated with those categories. On the other hand, cognitive developmental theory also explains how children start to encode new information and how the accommodate this information into the schemas and categories maintain consistency. Besides, as an answer to the question of why sex-typed categories are dominant, Bem believes that gender is more salient and significant and society assigns to the category of gender a broad functional significance (cited in Helgeson, 2005). In short, gender schema theory indicates that every culture includes assumptions about certain characteristics within personalities of individuals. Sandra Bem used the term cultural lenses to define cultures values, beliefs and norms and due to the influences of those cultural norms and forces, without questioning and altering them, children accept to organize their world (Bem, 1983). When it is considered biological, social-learning, cognitive developmental and gender-schema theories, it could be concluded that each theoretical perspective has a number of problems. Although some of them focus on the environmental forces affecting gender identity, some others mentioned the importance of self-cognitive functioning as determinant issue of developing sex-typing behavior, but in fact, none fully explains gender identity acquisition and gender typing. However, generally, all these theories, offer productive avenues to explain gender role socialization. Now, it is needed to move the attention to sociologically based explanations accounting for primary socializing agents who play an important role on attitudes and behaviors of children regarding gender (Lindsey, 2005). Parents Expectation and Childrens Gender Role Socialization Within the aim of this paper, it is expected to find the answers to the questions of do parents provide different socialization for their girls and boys and do they have different expectations from them? Numerous studies on this issue reveal that by modeling traditional roles and encouraging sex-typed activities, parents influence childrens gender role socialization. (Fagot, 1974). Even starting before birth, mothers give sex-appropriate meaning to the activity of fetus. If fetus moves actively by kicking, mothers define this sign as the child will become more likely male than female (Lewis, 1972). Mothers and fathers have different expectations from their sons and daughters leading childrens gender role socialization depending on their values, attitudes and beliefs which are differentiated for girls and boys. To support this differentiation, a study was conducted with 1200 mothers and fathers from different cultural backgrounds to see how children socialize differently in terms of their gender in family environment. The results reveal that parents emphasize on their sons competition, autonomy, achievement and they support sex appropriate behaviors of their sons compared to girls. When parent-daughter relationships have been examined, parents concern warmth and closeness in the relationships with girls (Block, 1973). The study conducted by Pomerantz and Ruble also the relationships between attitudes of parent in use of control on their children and childrens self-evaluation. When it is looked at the outcomes of the research, parents are more controlling with their daughters rather than their sons and they give more autonomy to boys rather than girls. Childrens self-evaluation analysis also indicates that girls outperform boys in school and they have fewer behavioral problems, but on the other hand, they are more vulnerable to anxiety, depression compared to boys. The authors believe that parents differentiation of use of control with girls and boys is influential factor in their socialization (Pomerantz Ruble, 1998). Supporting the claims of Pomerantz and Ruble, Goshen-Gottstein mentioned that supporting dependency of boys rather than girls, mothers believe that boy should be autonomous (cited in Lindsey et.al.,1997). Similar to the findings of those studies and observation mentioned above, depending on the research of Lewis about the interaction between parents and child and expectation of parents, mothers believe that boys should be independent and autonomous than girls and hence they show more proximal behaviors such as touching, holding, or rocking to support their sons to explore their world. On the other hand, mothers look at the eyes of their girls and talk to their daughters more than they do with their sons as part of distal mode of behaviors (Lewis, 1972). Apart from mothers who spent a great deal of their time with both their sons and daughters, when the literature on parenting has been discovered, it is concluded that fathers play primary role in socialization process of their sons especially. A study done by Rothbart and Maccoby parents differential reactions towards their sons and daughters have been analyzed. Fathers have been seen to be potent constructor of the understanding of gender for their children. More likely than mothers, they encourage more traditional gender specific behaviors in their son. They empathize more with them and support independency and autonomy for their sons, rather than girls (Rothbart Maccoby, 1966). Besides, fathers have higher expectations for their sons and they give more emphasis on their sons achievement and occupational attainment rather than the success and carriers of their girls. (Maccoby Jacklin, 1974). As indicated above, due to their different expectations from their sons and daughters, parents reflect their values, beliefs and desires towards their attitudes, communication types and relationships with their children influencing their understanding of the world in a gender-schematic process. Clothes and Arrangement of Childrens Rooms Most parents know the sex of their baby before birth and design childs room accordingly. It is not surprising to see boys rooms are covered with educational and art materials, sport equipments, toy animals and vehicles, while girls rooms consist of dolls, house-keeping toys, and floral furnishings. In a study conducted by Rheingold and Cook, parents furnishing rooms of their sons and daughters has been examined and thought as providing index to their ideas about appropriateness by sex and their different attitudes towards their children. 96 children between the ages of 1 and 71.6 months are the sample of the study. The result of the study reveals that parents design differently the rooms of their daughters and sons with different styles of furnishing and toys. The boys rooms involve more vehicles, and toys supporting motor abilities of children, while girls rooms are full of with domestic equipments and toys of home encouraging nurturance and concern with fashion. According to author s, some of the differences were more apparent and impressive than expected. In girls rooms, there are not vehicle toys such as wagons, boats or buses which can be frequently found in boys rooms. On the other hand, almost total absence of baby dolls and domestic equipments can be observed in boys rooms seen in Table II (Rheingold Cook, 1975). According to authors of this study, the differences in parents furnishing of the rooms of their daughters and sons can be associated in other classes of their behavior towards their girls and boys (Rheingold Cook, 1975). Color-coded and gender-typed clothing of children are widespread and parents choose gender appropriate colors when dressing their children. While they prefer pink, yellows clothing and clothes in pastel tones with embroidered hearts and flowers for their girls, for sons, dark colors such as brown, blue or red clothes with superhero and athletic motives are preferred. According to social learning theory mentioned above, children receive strong messages from their parents related to their gender and by those positive reinforcement associated with their clothing, toys selection and room arrangement, they start to learn what is or not gender appropriate (Lindsey, 2007). Communication and Interaction Differences with Children Differences in the behavior of boys and girls are associated with the differences how parents behave toward them (Rheingold Cook, 1975). Numerous studies indicate that parents play a pivotal role in shaping childrens gender role development by interacting and using different communication types with their sons and daughters. The conversation styles of parents with their children are seen as persuasive socialization mechanisms through which gender roles are conveyed to children (OBrien Shinn, 2008). In a study conducted by Horan and with his colleagues, the aim is to investigate the differences among the communications between mother-daughter, mother-son, father-daughter and father-son dyads. Depending on the collected results of dyads, it is concluded that mothers communicate with their daughters by giving more feminine gender role messages compared to their sons. Similarly, when it is looked at the results of father-son dyads, it can be said that fathers encourage their sons to communicate in masculine styles by sending more masculine messages than they did to their girls. Fathers perceive their sons as being self-reliant, dominant, aggressive, competitive and ambitious than their daughters (Horan et.al, 2007). In another study, fathers have been found to play with their newborn sons and talk them more when compared to their daughters. Besides, when fathers interaction with their girls has been examined, the result shows that they are more gently cuddle to their newborn daughters, while physically rough to their sons (Fagot, 1974). According to the study conducted by Mussen and Rutherford (1963), masculinity of young boys is closely associated with the nature of father-son relationship. That means appropriate sex-role preferences in boys directly correlated with nurturing, affective relationship with their fathers who strongly motivate them towards masculine behaviors. On the other hand, by acting in feminine ways, participating with their daughters in girls game such as housekeeping, mothers become a feminine role model by encouraging their girls to act in the expected ways (Mussen Rutherford, 1963). More recently, a meta-analysis has been conducted about how parents behave towards their sons and daughters. Siegal (1987), concluded that mothers and fathers treat differently and the apparent differences has been found in the era of physical involvement. That means both mothers and fathers participated in physical activities with their boys and they were more strict, and restrictive with them (cited in Helgeson, 2005). Similar to those studies, in another research of OBrien and Shin, they aimed to discover differences in communication styles between mothers and fathers engaged in conversation with a 9-year-old son or daughter. They put two types of communication styles characterized differently for men and women. Assertive communication styles consist of characteristics which are directing attention of others, controlling whole conversation by influencing ideas of others and even interrupting the conversational partner and this style is thought as reflecting mens power and status in the society. On the other hand, affiliative communication which is considered to reflect lack of power of women in society is characterized by concentration on other person through conversation, focusing on others ideas and expecting involvement from partner. The results of the study indicate that fathers use more assertive communication styles and mothers were more affiliative through conversation. In this study, sex o f child has an important role of use of each communication styles. When the powerful status of males and even male children have been considered in society, according to authors, it is not surprising that both mothers and fathers used more affiliative speech with their boys to support their power and dominancy (OBrien Shinn, 2008). Besides those studies, in another study, the frequencies of mothers and fathers parenting behavior with their sons and daughters have been examined. Depending on the results of the study, mothers engage in personal interaction with their daughters rather than their son and similar results of fathers with their sons. According to the authors, traditional gender stereotypes children acquire are the consequences of differential parenting of girls and boys by their mothers and fathers (Moon Hoffman, 2008). Play and Toys Selection In the socio-emotional domain, children develop through the expansion of their social network, from the early relationship with their parents to relationship including other people, especially peers. In this step of the socialization process, play becomes most powerful agent for the formation of peer relationships (Smith, 2007). When the developmental literature has been discovered, consistent findings indicate that children prefer playing with traditionally stereotyped toys for their own sex more than toys stereotyped for the other sex (Martin et.al., 1995). While boys tend to be more active and show higher interest in rough-and-tumble play, girls mostly prefer playing with dolls in the dramatic play (Thorne, 2005). Even starting very early in their lives, children show sex-differences in terms of play and toys selection. Depending on the study of Goldberg and Lewis, 13 month olds, 32 girls and boys behaviors in free play, their interaction with mothers and mothers responses to their infants have been observed. Results indicate that boys and girls reflect striking differences in terms of interaction with mothers, toys and styles of their play. When it is looked at their play styles, girls select toys appropriate for fine motor coordination rather than gross motor abilities. In contrast girls, rather than sitting on the floor, boys are more active by rolling the landowner over toys seen in picture below. Considering maternal behavior of mothers showing differentiation between girls and boys in terms of touching, vocalization and response to their play, author concluded that parents catalyze sex-role appropriate behaviors of children by reinforcing sex-typed activities (Goldberg Lewis, 1969). Parents are the first agent who enact traditionally prescribed sex role