Novelist of the Harlem Renaissance Essay

In Nella Larsen’s Passing, racial identity and â€Å"passing,† or traversing the color line, have multiple configurations. Clare Kendry is the character who seems to saunter undisturbed back and forth across the color line. Irene Redfield wants to maintain a strict perimeter around her life, a perimeter far from the ambiguity of the color line. Their reunion starts when Clare introduces herself to Irene at a restaurant and end with Clare’s death. It is easy to read the novel as one where Clare is dangerous to Irene’s life. After all, she brings the color line right to Irene’s doorstep. But Irene seems to be more dangerous at the end of the novel. Larsen raises the question of whether Irene pushed Clare or if she fell. Irene and Clare interpret racial identity in very different ways. â€Å"Passing† is also open to interpretation, not only because racial identity is constructed but, because Irene and Clare also negotiate boundaries of gender and sexuality. Just as she does with race, Irene maintains a strict perimeter around her sexuality and in adhering to expectations of femininity. The abandon with which Clare seems to move back and forth across the color line is the same abandon that seems to inform her sexuality and gender identity. Larsen very skillfully unsettles reader expectations by delineating a rigid character on one hand and a flexible character on the other. Then Larsen undermines those expectations over the course of the novel. A reader’s experience of race is initially confirmed by Irene and challenged by Clare but not all of the pieces of puzzle fit. Class identity, something both Irene and Clare have in common, is a consistent challenge to broad generalizations in the 1920s about what black people could do and be. Because of the way â€Å"class† and socio-economic â€Å"place† for black people was associated with extreme poverty and lack of education, a middle-class black woman could not â€Å"stay in her place. † Works Cited Davis, Thadious M. Nella Larsen, Novelist of the Harlem Renaissance: A Woman’s Life Unveiled. Baton Rouge, LA: Louisiana State University Press, 1996. Doyle, Laura. Freedom’s Empire: Race and the Rise of the Novel in Atlantic Modernity. Durham, NC: Duke University Press, 2008. Favor, J. Martin. â€Å"A Clash of Birthrights: Nella Larsen, the Feminine, and African American Identity. † Authentic Blackness: The Folk in the New Negro Renaissance. Durham, NC: Duke University Press, 1999: 81-110. Hutchinson, George. In Search of Nella Larsen: A Biography of the Color Line. Cambridge, MA: Belknap Press, 2006. Jenkins, Candice M. â€Å"Decoding Essentialism: Cultural Authenticity and the Black Bourgeoisie in Nella Larsen’s Passing. MELUS 30. 3 (2006): 129-54. Larsen, Nella. Passing: A Norton Critical Edition. Ed. Carla Kaplan. New York: W. W. Norton, 2007. Rabin, Jessica. Surviving the Crossing: (Im)migration, Ethnicity, and Gender in Willa Cather, Gertrude Stein, and Nella Larsen. New York: Routledge, 2004. Wald, Gayle. Crossing the Line: Racial Passing in Twentieth-Century Literature and Culture. Durham, NC: Duke University Press, 2000.

Amelie †Intercultural Film Review Essay

Amelie is a French movie about a young twenty something girl who’s world opened up to her when her mother dies and she is allowed to venture out. After a health misdiagnoses at a young child Amelie is stranded in her home away from all people and relationships until her mother passes away and she finds herself free. She becomes a waitress and decides to help all the people around her until one day she herself finds love. This film shows a French cultural pattern where the people are open minded, whimsical, unique, and quirky. The main character Amelie, wants to get the most out of her life. She takes the viewer on a path through a series of subplots where she is trying to help people that surround her find happiness and joy. Paris and the people of France are shown in a whimsical and fairytale environment. All the while, Amelie, is removed from all human contact which makes for an interesting film if one is attempting to view this film through the lens of interpersonal communi cation. All the communicating in the movie is done through the use of metaphors, scheme, plots, tricks, and the like. It’s interesting because Amelie doesn’t directly communicate with people even though she is not anti-social. She is very social and likes to help people but she does so almost exclusively nonverbally. One exception to this is when Amelie helps a blind man to cross a busy street and, opposite to her normally silent nonverbal character, she proceeds to very quickly describe everything that she sees and everything that is happening to the blind man in exceptional detail. This is done as an act of kindness for someone who can’t see and not as a form of actual or real communication. All real communication in this movie, is done in a childlike fashion of cat and mouse. It feels almost like interpersonal communication in this movie is a game that is not to be taken seriously. When Amelie finds a boy that she is romantically interested in, she finds herself needing to communicate with him only from a distance. Amelie once again plays one of her games in order to conceal her identity. Nino, the object of Amelie’s affection, is a boy who collects old photos from an old photo booth. The use of pictures in this movie is overwhelming and must have some reason behind it. Itâ€℠¢s almost as if the characters are communicating through the pictures rather than with words. Even when Amelie was quickly describing the surrounding to the blind man she was helping across the street, it was as if she was creating a picture in his mind so he could connect with her. Perhaps Amelie can only  communicate through imagery like metaphors and photographs because she spent her entire childhood alone with only her parents because they thought she was too ill to be around others. I have mixed feelings about this film because I can appreciate a good romantic comedy and I understand the feeling the director was trying to create but I’m not a fan of the fanciful fairytale romances which I think this movie falls into. I would have preferred a movie with a real underlining tone and I could do without all the whimsy. Amelie felt like a child in a woman’s body, not unlike 13 going on 30 ¸ and for me the doe eyed cutesy character began to wear on me and I found myself more annoyed than anything by the end. The setting is Paris, but not the real Paris but rat her a fantasy version of Paris not unlike a dream or the Paris you can see in old movies. The story itself felt very Disney-like in that the mother dies in the beginning which is the impetuous to the main character being forced unprepared onto the world, the main character then helps many sub-characters out along the way to finding her true love. Very Disney indeed. I’m certain that I would not recommend this movie to my friends or my family, but maybe it would have a place in a cultural communications classroom. I think the only problem I would have with it is that it doesn’t portray an actual or real culture, and only portrays a fantasy like culture. The lead character is able to form relationships and make the audience care about her without having to say much at all, which can have some value when it comes to the study of nonverbal communication. Also, there might be a value to getting a feel for the French culture from this film, because even though I didn’t love the story or the film-making, there was something about the ‘sound’ in the film. The dialogue did draw me into the French culture which was interesting because I don’t speak any French. Even though I struggle to pinpoint the feeling or atmosphere of the film, I do think that something was captured even if it was just the Disney version of Paris and French Culture.

Air and Water Pollution Paper

Carbon oxide and Nitrogen oxide are one of the many air pollutants this world is having problems with. As for carbon oxide and nitrogen oxide they fall into the category of a primary pollutant, or as so I believe. The reason for why I believe this is because when nitrogen oxide is let out and exposed into the air it can harm the growth of our plants and crops which results us to lose quantities of our food being grown. Also if nitrogen oxide is inhaled it can cause health complications such as asthma.It is a harmful gas that’s created when chemical interactions such as nitrogen and oxygen are combined together and in some cases it can become life threatening. Carbon oxides are the gases produced my carbon monoxide and carbon dioxide. It is a colorless, odorless, and tasteless gas that’s extremely poisonous and if exposed to it in any way or matter in can begin to reduce the bloods ability to transport oxygen. Carbon dioxide is associated with global warming because carbon dioxide is made up of fossil fuels such as gasoline; methane and propane containing mostly carbon in it.When these fuels are burned, they react with oxygen and produce carbon dioxide which is exposed out into the air which in conclusion leads to the pollutant letting sun lights heat and energy in but doesn’t let that same heat energy out. Nitrogen oxide is a harmful gas that is extremely harmful for not only humanity but earth as well. Nitrogen oxide effects both the ozone layer and on our global warming problem. Once the nitrogen oxide has made its way into the ozone layer, the atmosphere slowly decreases into the stratosphere where the shorter wave length UV rays destroy the nitrogen oxide.Carbon dioxide is a supplement to global warming by consuming energy and heat from earth, trapping it and preventing its release into space. Like carbon oxide is a Greenhouse gas, it effects and influence the climate on earth by increasing carbon oxide levels straightened to supply absorption  and  emission  of  thermal infrared. High levels of nitrogen oxide can be very dangerous to not only humans but animal life as well and it can be fatal. The lower levels of nitrogen oxide can cause damage to the delicate lung tissues in our body. For animals this can cause lung dieses which looks to be like emphysema to humans.Through the ozone layer, long term exposure to nitrogen oxide on animals leads to repertory infections. Plants are surrounded and feed off of nitrogen oxide; it has been seen in many plant activities. The gradient of nitrogen oxide can also guide the pollen tube to its destination located in the ovule. Some of the main contributors of water pollution are factories, oil spills, house hold chemicals and waste treatment facilities. Factories and large industries take a big part in water pollution because, most factories use very large amounts of clean fresh water to wash away waste and any harsh chemicals the factory is discarding.The waste-bearing water, or effluent, is discharged into streams, lakes, or oceans, which in turn disperse the polluting substances. The majority of lakes, rivers, and oceans all are polluted because of the basic everyday uses such as fishing, swimming, as drinking supplies such as juice and alcohol, which can result in harming the sea life. Oil spills caused by large boat rips in the body and oil drills in the middle of the ocean have caused a lot of damage to our sea. Birds can die if they get oil caught into their feathers, the birds natural instinct its to lick and clean itself and when it does it will be poisoned.Animals may surface and some come to la nd to avoid the oil spills but eventually die from hypothermia because their body temperatures will begin to lower, and those exposed in the water will also die once the oil has entered into their lungs or liver. This is why we must be careful and avoid polluting water not for our own benefit but for our wild life’s benefit too.

Wal-Mart Employee Relations Research Paper Example | Topics and Well Written Essays - 2250 words

Wal-Mart Employee Relations - Research Paper Example Wal-Mart will, therefore, have to consider hiring an external consulting firm to help in settling this issue once and for good. Wal-Mart should start arrangements to hire a consulting firm which is well versed with labor issues in order to help it look for a solution which will bring its issues with its employees to a halt. The internal management will be tasked to procure these services by analyzing the available consulting services in order to choose at the best consulting services. Since the issue at hand is a human resource issue, Wal-Mart will have to look for a consulting firm which is experienced or which specializes in human resource and labor issues. The employees through their representatives should also be involved in the process of hiring the consulting firm so that they do not feel that they have been left out of the process. This will be important since the issue at hand is one that affects the employees, and therefore, the need to involve them in the process of solving the issue. According to Mendy, the success of organizational change starts with the managers', as well as the employees', understanding the need for change. This is why it is necessary for managers to be able to inform their employees of the issues the firm is facing. Failing to involve the employees in the process of developing the solution will only lead to them rejecting whatever solution will be provided to them and, it is, therefore, necessary to make sure that they are involved so that they will own the solution at the end of the process.... As Bruce, Cheryl and Coskun (1994) say, information systems help an organisation to be ahead of the competitors in the industry. Wal-Mart has, however, failed to use this opportunity to reform its workforce and has only concentrated on using technology for other uses such as streamlining its supply chain systems. According to Kharbanda (2002), organisations are supposed to continually change in order to be able to overcome the many issues which they face in the market. As such, well-designed information systems can and do help the organisation in gaining the kind of information and knowledge which will be useful in the strategic decision-making process, thus helping it to deal with the issues it may be facing (Jamieson & Szeto, 1989). Wal-Mart has, however, seemingly ignored this and has failed to look at the issue of employee dissatisfaction. While it is very imminent that Wal-Mart needs organisation change to be able to deal with the human resource it is facing today, it continues to ignore the issues. This lack of organisational change continues to be eminent in Wal-Mart, where the need for change is always disregarded, even in cases where it is very obvious that change is needed. One of the major instances where Wal-Mart has been seen to fail to change was in the 1980s during the Buy-American euphoria era. While Wal-Mart’s competitors refused to fall for this euphoria but rather continued to buy from across the international borders in order to access cheaper goods for their stores, Wal-Mart refused to use this and continued to buy stock from local manufacturers, which were more expensive. This adamant refusal to change regardless of the fact that this was causing the firm to lose its strategic edge in the market can

(Not sure about that) this is a critical project report from the Essay

(Not sure about that) this is a critical project report from the module of issues in accounting research, - Essay Example A critical review of its content is thus relevant even now. Watts and Zimmermann The impact of Watts and Zimmermann's paper is immense: A Google Scholar search finds 1035 citations of it, and Watts' (1990) ten year retrospective article has 3041! Published in The Accounting Review, a major journal, the paper not only introduced positive accounting as a concept but began to focus on the role of regulatory boards and politics. The papers' primary research question is simple: Why would firms spend valuable assets resisting accounting standards (Watts and Zimmermann, 1978, 131)? Empirically, they had done so numerous times. A superficial analysis might point to corruption or to trying to protect against malfeasance, but Watts and Zimmermann's research indicates that there is a more complex structural reason. Their research indicated several trends: 1. Larger companies, ceterus paribus, will support less complex accounting measures like General Price Level Accounting more often than small er companies: This is theoretically supported by the notion that a large company would be more likely to be a target of government interference or auditing and thus has more of a stake, proportional to their size. Firm size is the largest factor in their analysis. 2. Direction of change in earning is vital: Companies that are earning less than in previous years and thus experiencing negative growth or at risk of reporting losses unsurprisingly resist accounting changes that might a) further depress their costs by requiring more administrative overhead and paperwork and b) might require more complex reporting of the firms' difficulties. The paper also pointed to complex government-economic interaction forces. Even the mere effect of requiring different accounting standards could have multiple impacts on firm behavior. â€Å"Investment-production† decisions could end up changing as firms' accounting overhead increases, with firms picking either less costly or less risky investm ents to shield them from the risk (Watts and Zimmermann, 1978, 131). This would be indicated by a lower beta on common stock, which was found in those firms supporting GPLA. They also found that there was a â€Å"decline in systematic risk as firm size increases and as government intervention costs rise†. The benefits of improved accounting might be eclipsed by the cost for larger and larger companies. This in turn begs a question: Might larger firms have larger accounting overhead in general due to the number and complexity of their transactions? There are implications for policy as well, both for NGO accounting standards boards like the FASB and for national and provincial governmental regulation like the SEC. Corporate lobbying has historically had a major freezing effect on actions taken by regulators, including the SEC arguably having chosen the AICPA as their â€Å"scapegoat† so as to avoid the difficult task of crafting regulatory standards themselves (Watts and Zimmermann, 1978, 132). To avoid resisting corporate lobbying, regulators may wish to choose accounting standards that improve firms' fidelity of financial information without incurring substantial overhead. Of course, in light of recent events in the global

Case study Questions Essay Example | Topics and Well Written Essays - 500 words - 2

Case study Questions - Essay Example Terra Firma has recently been faced by several challenges such as poor infrastructure as a result of underinvestment, overstaffing and majorly the unpredictable markets for main products like the X-ray machines, CT scanners and Magnetic Resonance Imaging (MRI) due to advanced innovations in technology, pressure resulting from competition and regulations made by the government of the United States (US) and Europe. The main problem faced by Terra Firma therefore is market for its major products. Most of these problems can be attributed to poor Information Technology (IT) infrastructure. The company was well grounded in IT until the system crashed and it encountered several problems and incurred so many losses. Terra Firma sought to improve its market for the products by employing several service strategies including investing heavily in IT operations. Due to technology, great innovations came by and other companies were able to outdo Terra Firma thereby giving it a stiff competition. The challenges faced by the Terra company calls for remedies in order for the company to stand out among its competitors. Terra Firma’s market ranges from ‘large medical equipment vendors such as General Electric’s (GE), Siemens, Philips, Hitachi and Toshiba’ (Case competition 2010) Due to the increase in health care risks and costs may companies would go for equipments that are highly effective and are of lower cost. Terra Firma will also be required to look for more markets like single internal customers in addition to the multiple internal customers. Apart from IT operations, Terra Firma could engage in other IT areas like IT security where the company could develop new communication policies and protocols within and without the Terra Company. IT security will also aid in recovery in case of a problem. The other IT area that the

Dissertation Weekly Progress Report Coursework Example | Topics and Well Written Essays - 500 words

Dissertation Weekly Progress Report - Coursework Example I also found Paivarinta & Saebo (2008) which discussed another quality of democracy which enlightened me some more. It takes time to discover new information worth adding. Some books don’t show all pages. This took me another one (1) hour to find and write about. Search for some information about Oman was easier Thus for Chapter 2, the source (Ashrafi and Murtaza, 2008), and for Chapter 3-The Problem to be Solved, the Majlis A’Shura (2010) took only minutes to reach. What consumed my time was the composition of more contents using those references. Combined, I utilized another one (1) hour for this. To elaborate on the contents of Chapter 4-Breakdown of Task, some intense thinking was necessary, especially when it came to composing the draft contents of various tasks, There are many tasks involved. They had to be organized in their presentation. All these processes of thinking, organizing, and composing the contents of several pages took me two (2) hours. Attending to the drafting of Chapter 5- Project Deliverables and Chapter 6- Requirements made me think even further ahead about what might be the desirable outcome of the dissertation, aside from research work and literature reviews. The primary data is supposed to serve a purpose to confirm or negate the hypothesis. If findings affirm, then the project should deliver a recommended website and proposed structural framework showing how it should improve participation of the people in E-Government. But how this should look like still depends on discoveries. These thoughts consumed my mind for more than one (1) hour. Speaking of primary data gathering, Chapter 7- Legal, Ethical, Professional, and Social Issues, I decided to draft the contents of these as well since I was thinking of what Oman officials needed and how I was going to extract those information. The MPs are VIPs. They must be very busy. Pondering on these and writing the

Economics Essay Example | Topics and Well Written Essays - 1500 words - 7

Economics - Essay Example This piece of research paper defines potential growth and actual growth and explains the basic differences between them based on the literatures. This paper described how governments can influence both actual and potential growth of a country through demand and supply variables. Definitions of Potential and real growth Economic growth in simple term is an increase in a country’s output. Actual growth has been defined as an economic growth which is measured as a rate at which the real GDP- Gross Domestic Product- is changing. A country may be able to produce more quantity of goods and services and thus its potential will increase due to an increase in the quantity or quality of its resources. This is referred as potential growth (Grant and Vidler, p. 142). Thus, actual growth refers to the increase in the output of a country whereas potential growth is an increase in a country’s ability to produce goods and services with the resources it has. As Katz (p. 30) defined, pot ential growth is the rate that an economy can sustain over the long haul by operating in full capacity. Actual growth is the exact change or growth in the economy as a result of the real GDP growth or change. Actual growth occurs when the resources and factors of production are increased and as a result the actual output has been increased. The total output of a country measured in total income or quantities of the goods and services it produced may change over time even when there are no change in the resources. If it is assumed that the quantity and quality of the available resources are fixed in a country, the production possibility curve can still shift its positions as the maximum potential output of that country may change. When the resources are fixed in a specific time period, they can do possibly change over time. A good example for this can be illustrated from a country’s growing population. When its population grows, it will directly cause increase in the supplies of labors and entrepreneurial skills etc and most probably labor quality also improve over time. Apart from these, the country would probably become able to increase its stock of capital, improve the existing energy, mineral and related resources etc. As a result of the increase in these factors of production in the country, its ability to produce more outputs will also increase and it refers to the potential growth (McConnell and Brue, p. 29). Differences between Actual Growth and Potential Growth The basic difference between actual growth and potential growth is that, as detailed above, actual growth refers to the growth in the economy being measured as a rate at which the real GDP is changing whereas potential growth refers to a country’s ability to produce more being its production possibility is more due to an increase in its factors of production (Samuelson, p. 469). From the view of economists, the potential or full-employment growth rate is an estimate of how much sup ply of goods and services that the country produces would be expanding if all the available or existing factors of production were fully utilized (Baumol and Blinder, p. 136). Actual growth measures the demand for goods and services within the country, and the demand for them may be less than the potential supply. Some factors in this case may be underused (Lincoln, p. 26). When a country is accessible to larger

TeAchnology, Inc Assignment Example | Topics and Well Written Essays - 500 words

TeAchnology, Inc - Assignment Example The author of the paper tells that to comply with the requirements of the Web Resource and Web 2.0 Learning Tool assessment, the site of TeAchnology is WebQuest hosting eg Zunal located at http://www.teach-nology.com/web_tools/web_quest/. The site provides various opportunities for both teaching and learning through accessing websites designed for diverse learning objectives. As indicated, there is a two-fold goal of the site: â€Å"to provide a reservoir of online resources for educators to access at any time and to provide effective tools for designing instruction that is time and energy saving†. There are several printable materials on the site (9,000 completely free printables). The general headings ready for access include worksheets, lesson plans, rubrics, teacher resources, printables, subjects, tools, tips, and membership. The site likewise offers email newsletters and favorite teacher resources that have options to access graphic organizers, English and math worksheet s, study skills, teacher forum, and timesaver. Diverse membership offers to include gold, platinum, silver, and supreme where access to diverse learning modules differs depending on preference and requirements. This learning resource is applicable for Kindergarten through High School teachers. According to the site, apart from teaching and learning skills for kindergarten to high school levels, the following services are likewise offered, to wit: â€Å"professional development consultations designed to support K-12 schools efforts to implement programs integrating technology in teaching; original content and software products designed to provide teachers with tools for creating instructional materials; original publications created by experienced educators for other educators; and reasonably priced membership programs†.

Article and Game Essay Example for Free

Article and Game Essay Jenna Winckler had eight kills to pace Andes Central in its 3-1 victory over Bridgewater-Emery Monday night. The Eagles won by scores of 15-25, 25-7, 25-20, and 25-15. Amy Chykta had four service aces and 10 set assists, and Danielle Walder had 13 digs for Andes Central. Jessie VanLeur led the Huskies with five service aces, seven kills, and three blocks. Robbie Letcher had nine kills, and Kayla Olinger paced the defense with 16 digs. The Eagles are now 4-7 and host Scotland today. Bridgewater-Emery is 2-3 and hosts Freeman tonight in Emery. Andes Central’s junior varsity also won its match over the Huskies by scores of 25-17 and 15-15. You may want to use the above article as a guideline for future volleyball stories. Notice that the leading players’ kills, service aces, set assists, and blocks are mentioned. Since our paper comes out only once a month, we won’t worry about the next game or the record because these probably wouldn’t be accurate by the time people read the paper. Below are some action verbs that will make your sports headlines and articles livelier: SmashScoreShaveEarn TrounceFly byBattle withSqueak Past PulverizeSoar AboveSlide byBlast. TrampleSail PastSneak PastShatter Write 10 synonyms for the word beat that could be used in the following headline: Eagles Beat the Hawks. Write 3 better versions of the following sentence: Jenna had 11 rebounds, Chrissie had 9, and Casandra had 7. Strive for strong, vivid words and variety. * * * Write 3 better versions of the following sentence: Derrick had 22 points, Colter had 21 points, and Colten had 20 points. Strive for strong, vivid words and variety. * * * Write 3 better versions of the following sentence: The Eagles lost to the Hawks. (Feel free to change the subject order, if desired. Hopefully, we will never need to use one of these sentences, but if we do, we want to be as tactful as possible. ) * * * Number the typical order of how facts are written in a sports article. Which should come first, second, etc. (Hint: The date should never be first! ) _____ when _____ who_____ what _____ coach’s comments _____ where_____ how_____ why Sports Article Template http://www. weeklyreader. com/pdfs/sportsunit. pdf Before you can successfully write a sports article, you must be able to dissect one. Select a short article that interests you from the sports section of your local newspaper. Read it carefully and label it using the following categories. Label Definition/Example LEAD The lead of a sports article is creative and interesting. It grabs the reader’s attention by describing a scene, introducing a player, or using a quote. It should transport you to the game. Example: A heavy hush blanketed Fenway Park in Boston. The fans in the packed stadium stood silently, shoulder to shoulder under a charcoal-gray sky, as Manny Ramirez, the home run hitting Red Sox outfielder, stepped up to the plate. There were two outs and two men on base. The Sox were losing by one run. NUT The nut of a sports article is the paragraph that summarizes the main conflict and story. It is the place for vital information that doesn’t appear in the first paragraph—and if a reader wanted to stop reading at this point, they should walk away with all the necessary answers. Example: This was the last game of the 2003 American League Championship Series between the Boston Red Sox and their archrival, the New York Yankees. Not since 1918 had the Red Sox advanced to the World Series—and fans were watching with bated breath to see whether the curse would be broken. This was not to be. INFORMATIONThe body of a sports article sounds like a real news (Who, What, When,article. It includes complete information and details Where, Why, How)about a game, in logical order. Example: Who was the star player? How did the game end? What was the final play? The winning score? CONCLUSION The conclusion lets the reader know what will happen as a result of the events described. It does so in a creative and interesting way. Example: Everyone was surprised when the ball landed in Bernie Williams’s glove. A collective groan rose up from the Red Sox fans. Their team had lost. The Yankees had won again. How to Write a Game Story Writing Your Game Story http://www. joomple. com/how-to-write-high-school-game-story. htm The information presented here explains how to write a basic high school (or other) sports article. You can apply this information to writing game stories, articles, or other general news about your high school sports team. Last nights game, next weeks signings (athletes confirming their intentions to attend a certain college), upcoming rivalries, or other general, newsworthy pieces can be posted on Joomple. High school game stories are easy to write, once you get the hang of it. Basically, a high school sports game story has an opening and closing paragraph with the body of the story in between. Ill show you how to do this in a minute. But first . . . An important part of good journalism is to ensure there is no slant towards one team. In other words, if you are from one school which is playing another, try not to focus on your school as the best team. Be fair to each schools team. If your team pounds the rivalry, you can mention that. But, if your team is pounded by the rivalry, mention that. Just be fair and impartial. Dont use terms like we or they. Again, this indicates your ownership to one of the teams. we were down 14-0 is not a good statement. The Eagles were down 14-0 is the best method. Opening The opening paragraph should identify the who, what, when, where, and how of the event. Everyone knows the why each team wants to win! So, generally there is no why in high school (or other) sports articles. The opening paragraph should be no longer than a couple of sentences three at most. Preferably, one sentence will do the job. Along with the title, the initial paragraph will grab your readers attention, making them want to read more. It needs to include the town or city (in caps) and the date. (WE WON’T USE THEIR STYLE FOR THIS PART. ) Here is an example: AUTAUGAVILLE August 26, 2007: Junior RB Mike Smith rushed for 186 yards and scored three TDs to help Akron defeat Autaugaville 38-14 in tonights high school football season opener at James Memorial Stadium. You can see that I have the name of the town and date listed first in this format: AUTAUGAVILLE August 26, 2007: Next, I chose to identify one of the games star players, Smith, emphasizing his accomplishments. I also identified the two teams, final score, and name of the stadium. Notice that I also mentioned it was a football game. This is important for several reasons. Primarily, your readers may not realize you are referring to a football game. Obviously, you cant score TDs anywhere else! But, all of your articles should indicate the sport played during the opening paragraph. Your opening can start in myriad ways. Here is another example, focusing on the teams/mascots: AUTAUGAVILLE August 26, 2007: Akron piled up more than 600 yards in total offense and held Autaugaville to less than 50 as the Rams demolished the Eagles 38-0 in tonights football opener at James Memorial Stadium. Notice how I mentioned the names and mascots, though peppered throughout the sentence. Either of these two could work as an opening paragraph even if they are just one sentence long. Others will work well. It just takes practice. The important thing to remember is you need to immediately grab the readers attention. You can do that by identifying who played (Akron and Autaugaville), what they were playing (high school football) and what the outcome was (38-0), when it happened (August 26, 2007 and/or tonights), where it happened (James Memorial Stadium), and how (Akron piled up 600 yards). Body The body of your game story will outline important parts of the game, significant accomplishments of players (including more about the star player you mentioned in your opening), and other game specific information. Include scoring performances, plays, drives, stats, goals, shooting/hitting/batting/rushing percentages, and other game data. Also, dont hesitate to build the setting for the game. Include the number of fans in attendance, temperature, weather, etc. Here is an example: More than 5,000 Autaugaville fans welcomed the Rams to the historic 50th meeting between the two teams. With the temperature at a chilly 48 degrees at kickoff, the packed stadium came alive when the teams took the neatly manicured field. Akron opened the game with a 6-minute, 9-play, 68-yard drive resulting in a Rams touchdown. Taking the ball at the Akron 32-yard line, Rams senior QB William Braxter completed 5 of 5 passes, moving the ball to the Eagles 44. Then Smith pounded Autaugavilles defense on three runs, and the Rams were 1st and goal at the 8-yard line. Braxter then found junior WR Dale McDonald at the corner of the end zone for the score. Kicker Daniel Washburnes PAT put Akron up 7-0. Forcing the Eagles to punt late in the first quarter, Akrons Smith broke free for an 81-yard TD run on the Rams second play from scrimmage. Washburnes kick was good, making it a 14-0 ball game. Autaugaville scored late in the half when junior DE Billy Stewart sacked Akrons Braxter, forcing a fumble. Team mate senior Safety Matt Wilson snatched the loose ball and returned it for 56 yards and the score. Senior kicker Dallas Petrowskis kick split the uprights to bring the Eagles within 7. Akrons Smith rushed for 144 yards on 8 carries during the first half, while team mate QB Braxter was near perfect completing 12 of 13 pass for 345 yards. The Eagles were held to just 15 yards rushing and 27 yards passing in the first half. We quickly discovered their secondary was easy to penetrate, said Akrons Braxter after the game. I kept finding my receivers open and of course, took advantage of that. Akron scored on three times during the third quarter, including two coming from the defense. Junior LB Michael Devree intercepted an Eagles pass at the Rams 12-yard line, returning it 88 yards for a touchdown early in the quarter, while team mate senior DE Jake Alexander returned a kick 90 yards for the score. Up 28-7, Akrons Braxter needed just two plays to capitalize on another Autaugaville three and out. After completing a 76-yard pass to Smith, Braxter threaded one to WR Tim BeQuilliard in the end zone as time expired on the third-quarter clock. Washburne drilled the PAT and the Rams were now ahead by 4 scores. You can continue the game, covering each score and mentioning important plays. There are several key features of a good sports article: Stats. When you are finished with the body of your article, go back and pepper as many stats as possible throughout your article. Youll likely have total yards for quarterbacks, running backs, and wide receivers. In baseball and softball, youll want to include the top two or three batters and their runs, hits, etc. , as well as pitching strikeouts, ERAs, etc. In volleyball, you want kills. In soccer, you clearly will need goals scored. In basketball, youll want field goals for the top few players. These are just a few of the types of stats you should be looking for while at the game. Like I said, you can get a lot of these from the press box. And, if you are in or near the press box, your job will be that much easier. You may also be able to get this information from interested fans (moms and dads sometimes keep stats at baseball games, for example). Better yet, you should try to keep track of it yourself, where possible. In football, writing down play-by-play accounts of the game will give you everything you need in regards to stats. But, you have to make sure you have rosters for each team. This will permit you to use a term like A-13 for Akrons QB Braxter, instead of having to write his name each time. Plays. Every scoring drive should be covered. If you are writing a basketball, volleyball, or other back and forth sport, this may not be possible. But, try to mention important parts of the game. Abbreviate where appropriate. Use TD when including stats in your sentence. Use touchdown when discussing general scoring information. Use DE, TB, QB, etc. instead of defensive end, tailback, quarter back, etc. Watch for redundancy. Use this: The Rams did this . . . putting Akron up 38-14, instead of: The Rams did this . . . putting the Rams up . . . Also, once you describe the players class, position and name (senior QB William Braxter, for example), dont use this whole description again. Instead, use his last name (Braxter), or his team and name (Akrons Braxter). When finished writing, you should check your article for this specific redundancy. Notice how in the first paragraph of the body (above) I used the name Smith instead of Junior RB Mike Smith (which is part of one of the opening paragraphs I may use). If I were to use an opening paragraph like the second example above, where Smith is not even mentioned, then I would want to include his full description (team, class, position, and name) in the first paragraph of the body text. Pepper quotes from your post-game interviews throughout the game story dont just put them all at the end of the articles body. For example, the following quote from an interview with the Akron quarterback was placed just after a mention of his first-half stats: We quickly discovered their secondary was easy to penetrate, said Akrons QB Braxter after the game. I kept finding my receivers open and of course, took advantage of that. This quote compliments Braxters stats and helps break up the monotony of the article. Use proper quote etiquette. Notice how I placed the quote symbols () around the opening statement by Braxter above? The comma separating the opening statement from: said Akrons QB Braxter after the game.is always placed inside the quote ( penetrate,). Then, use quotations around the second part of the quote: I kept finding advantage of that. Breaking up a quote in this manner makes for good reading, as opposed to writing down everything the person said and then ending it with: advantage of that, said Braxter after the game. or beginning it with: Braxter said after the game, We quickly discovered their secondary was easy to penetrate. I kept finding my receivers open and of course, took advantage of that. So I always looked for the middle of the field on passing plays that were covered well. It worked for us in the first half, so I kept targeting the secondary during the second half. All in all, it was a successful strategy for us . . . The above quote is too long and somewhat gloating. Break it up with leading text such as said Akrons QB Braxter after the game. Clean up quotes. If a 10-grade defensive end uses poor judgment in the words he chooses, you may not want to include that part of the quote. And, dont hesitate to use filler text where you know it is appropriate. For example, if someone states: we knew we had it after thatthen readers may not know what that person is saying. You would emplace something like this in your quote: we knew we had it (won the game) after that Additional items you can include in your game stories: Complete stats. Provide a list of known stats at the end of your article. If you have your digital camera, just take a snap shot of the stat sheets for both teams. At football games, there will most likely be someone from each team in the press box, calculating their stats. Ask them if you can make a quick photo of them when they are finished. Or, write them down. Game Summary. Youve seen these. They are basically outlines of the games scores. For example: FIRST QUARTER 2:08 Rams Braxter 8-yard pass to McDonald. Washburne PAT 0:01 Rams Smith 81-yard run. Washburne PAT Etc . . . . . . . . Photographs. Usually, one of your best shots goes at the top of the article. You can put additional photos throughout the article. You can also post photographs in the Joomple gallery. Video. If you want to upload a video clip (or several clips), that is possible as well. Closing The closing paragraph should include each teams records (overall and conference/league), and who they will play next. Heres an example: Akron (1-0/0-0) travels to Montgomery to face the Knights next Friday, while the Eagles (0-1/0-0) will host Hoover at James Memorial Stadium. The bracket (0-1/0-0) represents the teams overall record and conference/league record. You can add additional comments about each of the teams Akron and Autaugaville will play if you have that information. Also, do hesitate to mention if either of the games will be played on a special night (such as homecoming). This helps draw out the fans, which improve ticket sales for the school as well as increase support for the teams. If either of the teams are ranked in the state polls, or are leading their particular conference or league, mention that in your article. If it is a county or cross-county rivalry game, indicate this as well. Perhaps this is a unique meeting between the two teams (such as the first, 50, or 100th time the teams have played each other), you should talk about that. Discuss their records vs. each other (i. e. Akron is 43-7 versus the Eagles . . . or Autaugaville has won the last 12 meetings . . . ) Opinionated information can also go in the closing. In other words, if you want to mention your views for how the conference or league is shaping up, do so. If you want to talk about a particular players stats, go ahead. Talk about each teams performances. Discuss strategies for upcoming games. You can write about anything you want here so long as it relates to the game, teams, etc. Choosing a Title Now that you have finished your game story, you will want to assign a title. A title should include a quick statement about the game. It should be no more than 5 or 6 words and contain eye-catching information. Heres one: RAMS WIN! Its simple and easy to read. Of course, it doesnt explain who the team beat. This type of title should be reserved for games where everyone knows what you are talking about. For example, if it is a major game such as a conference or state championship, this will work. But, if it is a regular season game, use something like this: AKRON POUNDS EAGLES This indicates Akron defeated Autaugaville (most, but not all, of your fans will know the Eagles are the Autaugaville Eagles). Something like this is clearer: AKRON POUNDS AUTAUGAVILLE However, it does little to indicate which sports you are talking about. If you want to make it even clearer, use: AKRON POUNDS AUTAUGAVILLE 38-14 The score helps readers understand immediately that you are talking about football. Fans know that it is football season, and tennis or soccer scores dont relate. Notice how I used the term pounds. Think about this. In the wild, a ram may pound his head against another ram. Using complimenting verbs is better than the boring terms defeated or beat or won or lost. Since the Rams did defeat Autaugaville Eagles, you could also compliment your verb towards the Autaugaville team. Such as: AKRON GROUNDS AUTAUGAVILLE Its a bird we are talking about here, so the verb grounds works well. Here are several others: LIONS MAUL . . . GIANTS STOMP . . . ROCKETS DESTROY . . . JETS DESTROY . . . TROJANS OVERWHELM . . . Or: ROCKETS SHOOT DOWN JETS . . . MOUNTAINEERS DESADDLE WARRIORS . . . LIONS SILENCED BY INDIANS . . . The idea is to try to come up with a title that is clear, concise, and exciting. Look to imitate common phrases from T. V. Commercials or local or national idioms (sayings). You can even use something from Hollywood Movies . . . just use your imagination. Otherwise, just post the teams and results . . . like Patriots Defeat Lions 45-13. A subtitle could be used if you prefer. Usually, a players or teams stats or game accomplishments go here. For example: AKRON DOWNS EAGLES IN SEASON OPENER (Title) Rams Collect 600 Yards Total Offense (Sub-title) You can also use milestones (important achievements) of teams and/or players: BEARCATS MAUL PATRIOTS IN BIG WIN (Title) QB Braxter Surpasses 8,000 Yards (Sub-title) When you put all this together, you get something like this: AKRON DOWNS EAGLES IN SEASON OPENER. Rams Collect 600 Yards Total Offense Photo: Akrons Smith breaks through for a 45-yard run in the third. Photo by Phil Smith AUTAUGAVILLE August 26, 2007: Junior RB Mike Smith rushed for 186 yards and scored three TDs to help Akron defeat Autaugaville 38-14 in tonights high school football season opener at James Memorial Stadium. More than 5,000 Autaugaville fans welcomed the Rams to the historic 50th meeting between the two teams. With the temperature at a chilly 48 degrees at kickoff, the packed stadium came alive when the teams took the neatly manicured field. Akron opened the game with a 6-minute, 9-play, 68-yard drive resulting in a Rams touchdown. Taking the ball at the Akron 32-yard line, Rams senior QB William Braxter completed 5 of 5 passes, moving the ball to the Eagles 44. Then Smith pounded Autaugavilles defense on three runs, and the Rams were 1st and goal at the 8-yard line. Braxter then found junior WR Dale McDonald at the corner of the end zone for the score. Kicker Daniel Washburnes PAT put Akron up 7-0. Forcing the Eagles to punt late in the first quarter, Akrons Smith broke free for an 81-yard TD run on the Rams second play from scrimmage. Washburnes kick was good, making it a 14-0 ball game. Autaugaville scored late in the half when junior DE Billy Stewart sacked Akrons Braxter, forcing a fumble. Team mate senior Safety Matt Wilson snatched the loose ball and returned it for 56 yards and the score. Senior kicker Dallas Petrowskis kick split the uprights to bring the Eagles within 7. Akrons Smith rushed for 144 yards on 8 carries during the first half, while team mate QB Braxter was near perfect completing 12 of 13 pass for 345 yards. The Eagles were held to just 15 yards rushing and 27 yards passing in the first half. We quickly discovered their secondary was easy to penetrate, said Akrons Braxter after the game. I kept finding my receivers open and of course, took advantage of that. Akron scored on three times during the third quarter, including two coming from the defense. Junior LB Michael Devree intercepted an Eagles pass at the Rams 12-yard line, returning it 88 yards for a touchdown early in the quarter, while team mate senior DE Jake Alexander returned a punt 90 yards for the score. Up 28-7, Akrons Braxter needed just two plays to capitalize on another Autaugaville three and out. After completing a 76-yard pass to Smith, Braxter threaded one to WR Tim BeQuilliard in the end zone as time expired on the third-quarter clock. Washburne drilled the PAT and the Rams were now ahead by 4 scores. The eagles scored their final TD late in the game when senior QB Danny Jacobs connected with Wilson from 16 yards out. Akron responded with a 65-yard drive resulting in a Washburne 35-yard field goal. Final score was 38-14, Akron. Akron (1-0/0-0) travels to Montgomery to face the Knights next Friday, while the Eagles (0-1/0-0) will host Hoover at James Memorial Stadium. SCORING SUMMARY. FIRST QUARTER 2:08 Rams Braxter 8-yard pass to McDonald. Washburne PAT 0:01 Rams Smith 81-yard run. Washburne PAT SECOND QUARTER 4:22 Eagles Wilson 56-yard fumble return. Petrowski PAT THIRD QUARTER 6:56 Rams Devree 88-yard interception return. Washburne PAT 5:14 Rams Alexander 90-yard punt return. Washburne PAT 0:01 Rams Braxter 8-yard pass to Bequilliard. Washburne PAT FOURTH QUARTER 3:56 Eagles Jacobs 16-yard pass to Wilson. Petrowski PAT 1:15 Rams Washburne 35-yard field goal Mind you, this is just an example and doesnt include every option you have at your disposal. Use your discretion. |News writing – how to write a sports report in 4 steps | |http://www. amazines. com/article_detail. cfm/232021? articleid=232021title=news%2Cwriting%2Chow%2Cto%2Cwrite%2Clike%2Ca%2Cjournalist%2Csports%2Cwriting | |by Nazvi Careem | |News writing style is just as important for sports reporting as it is for general news, business stories or any other journalistic work. | |The advantage of sports writing is that you are allowed a little it more leeway in your choice of words. In crime or business writing, you are restricted in your use of adjectives and adverbs and are encouraged to focus more on nouns and verbs. | |Sports writing, however, allows you to go to town in describing plays, the atmosphere, fans and other colorful aspects of a sporting event. | |For this article, we will go through, step by step, how to write a straightforward sports report using quotes. | |Ideally, any sports story would have quotes from the winners and losers. Indeed, many sports articles are written around what athletes say rather than what they have achieved on the field of play. | |However, you also have sports articles written without quotes. When rookies learn how to write like a journalist, especially in sport, they are likely to come across the structure that we will show you here. | |We will adapt the NBA game between Boston Celtics and Cleveland Cavaliers on April 1 as our example article. | |1. Intro – the most important news aspect of a sports game is the score. Who won? How did they win and what effect did the victory have? Also important is whether we are writing from a Boston perspective or Cleveland. In this case, we will go with | |Cleveland. | |â€Å"Cleveland Cavaliers lost 98-96 to the Boston Celtics after Delonte West’s sank two free throws in the final seconds, dropping three and a half games behind the Pistons for the best record in the Eastern Conference. † | | 2. More info – The above is enough for those who have a passing interest in the sport. However, NBA fans would want more information and you could give it to them in one or two paragraphs. | |â€Å"The Cavaliers were without star player LeBron James, suffering from a knee injury, while the Celtics were minus Paul Pierce. Gerald Green led the way for Celtics with 25 points while Kendrick Perkins had 12 points and nine rebounds. | |The Cavaliers, for whom Larry Hughes scored 24 with Sasha Pavlovic scoring 17, have already qualified for the play-offs while Boston are out of the running. † | | 3. Quote – This is where you can provide a quote from the coach or a key player from both teams. You can precede each saying with a lead-in paragraph or go straight into the quote. | |â€Å"Celtic forward Al Jefferson, said: ‘They were missing their best player and we were missing our best play. We just stuck in there. ’ | |Cavs coach Mike Brown said James’ absence was a key factor in their loss. | |‘We miss LeBron. We miss LeBron every time he doesnt play. Hes our guy,’ said Brown. † | |4. The rest – Once you got the main information and key quotes out of the way, you can go on to describe the game. Even better would be to describe just one or two plays and include more quotes. | |The thinking behind sports articles is that people would have watched the game on TV anyway and would not want boring game description. Therefore, quotes from the people who matter, such as athletes and coaches, would offer better reading value. | |There are many types of sports news writing that is offered around the world everyday. We have merely showed you its simplest form. Certainly, it is a rewarding form of news writing for journalists who love their sport. And the structure they use | |allow them to adapt their skills to any type of journalism writing. | |Nazvi Careem is an experienced journalist, writer and writing coach who has written for newspapers, magazines and global news agencies such as Reuters, Associated Press and Agence France-Presse. To download a free chapter of his book on news writing | |secrets, check out his website dedicated to the art of news writing. | |View more articles from Nazvi Careem | | | |This article is provided by Amazines. com The ULTIMATE Article Database |. How To Write a Sports Article http://www. howtodothings. com/node/3374/print By Beth Danesco February 24, 2007 EMAIL ARTICLE PRINT ARTICLE Before the age of ESPN, the Internet, and instant replay, it was the reporter in the stands writing up the game for the local paper, and, okay, also the guy covering it live on radio, who made fans feel like they were right there, cheering on their favorite team, game after game. If youre interested in writing a sports article, you will utilize general journalism tricks of the trade and also some specific sportswriting techniques. 1. Have a strong lead. Like any article, you want to start your sports article out with a strong lead, one that encapsulates the available information on who, what, where, when, why and how. Look at sports articles in almost any paper to see how they introduce the game or event they are covering with their lead paragraph. They get the readers attention with a strong but concise summary of the story to follow. Also, note that a lead always places emphasis on an important or interesting aspect of the story. For instance, a specific Boston Celtics loss may, in itself, not be as significant or interesting as the fact it is the fifteenth loss the team experienced in a row. The article would tell the story of the game, but the lead would introduce the game with the most important or interesting fact about it, that its continuing a horrible streak, and would expand on that fact in the article. 2. Write clearly and concisely. If youve ever read Sports Illustrated, you know that some sports articles can be what you might call literary non-fiction: lengthy, poetic, filled with metaphor and digressions into back story. If your particular assignment requires that kind of writing, go for it. But if you read the daily sports section of your city paper, you will also notice that most sports articles reporting on the sporting events of the past day are concisely written. Yes, sports articles include context and metaphor and technical sports terms, but theyre also to-the-point and generally stick to basic vocabulary. 3. Know the context. Like any news article, a sports article will require you to have a basic working knowledge of the universe on which youre reporting. This may mean not only knowing all about the current players, coaches and standings but knowing some history, as well. This may be common knowledge to you, but if not, you may need to do some research. You will also need to know about the sport itself including rules, history, league standings, current controversies and other information. You may already know much of this if youre a sports enthusiastbut be aware that a journalist may need more in-depth knowledge than a casual fan.

Developmental psychologists

Developmental psychologists Many developmental psychologists maintain that, from a very early age, infants relate to people in a special way, and that this indicates they have a deep understanding of other people. In your view, is this position supported by research studies that have investigated infants understanding of the physical and social world? The main purpose of this essay was to assess whether the research evidence supports the statement that infants have a deep understanding of other people. Although the question related to infants in general, the main emphasis was put on the first year of life as it is believed that this is a period when the most significant changes in infants development occur (Super, 1981). Firstly, the writer attempted to define the term â€Å"deep understanding† which has been seen as crucial for this debate. Then, the focus moved to the nature of infants relationships with other people. Afterwards, the research studies were examined that have investigated infants understanding of the physical world. The aim was to check whether children have a knowledge of objects and peoples physical features, and consequently, if they are able to differentiate between them. Finally, the researches which investigated infants understanding of social world were analysed in order to check how rich infants kno wledge of other people is. The debate of whether infants have a rich knowledge has to be preceded with defining what it means to have a deep understanding. In the case of a physical world deep understanding would be an awareness of physical properties and the permanence of objects, as well as knowledge of how certain actions make an effect on the physical world (Spelke, 1991). However, the definition of the deep understanding of people perceived was more complicated. Surely the ability to recognise that people are different to objects is important as it requires a certain level of understanding. Equally important is also the knowledge of what is going on in other peoples minds and the ability to appreciate that ‘people have emotions, intentions, and perspectives (Striano Rochat, 2000:254). Nevertheless, it has been believed that deep understanding must also involve something additional. This extra quality has been acknowledged by Tomasello et al. (2005:676), who argued that: ‘(†¦) deep understanding of other people requires not only an understanding of goals, intentions and perceptions of other persons, but also in addition a motivation to share these things in interaction with others. The psychologists who perceive children as having a rich knowledge share the belief that infants relate to people in a special way and engage with them differently than with objects. They argue that infants are more likely to direct their intentional behaviours towards people rather than objects because they anticipate that people will understand their intentions and respond to their actions. Trevarthen (ED841, Unit 3) explained this phenomenon by arguing that infants have an inborn willingness to participate in social relationships with other people. As Suzanne Zeedyk stated, the everyday intimate in nature interaction with others creates a context in which infants understanding can develop. In her opinion, thanks to being an object of other peoples attention, children come to know themselves and others. However, the perception of infants as active social partners causes some doubts. Even though Trevarthen seems to be right stating that infants are not just marionettes which can be animated by adults, it is possible that their engagement with people may only create an illusion of spontaneity and understanding (Zeedyk, 2006). Indeed, it has been acknowledged that there is no consensus whether young infants actually differentiate between objects and people and what mechanisms underlay their behaviour. To investigate this issue it was necessary to establish what knowledge about the physical world they hold. The chosen staring point was Piagets study on objects permanence. He argued that if an object is covered by a cloth, infants younger than nine months stop reaching for it and do not attempt to lift the cloth, even though they are physically able to perform this action. On this basis, Piaget argued that for infants younger than nine months, objects exist only while it is perceived or acted upon and it is out of an infants mind when it disappears (Hood Willatts, 1995). These findings are believed to be significant for a debate on childrens understanding of the social world. Contrary to earlier mentioned psychologists, Jean Piaget claimed that young infants do not distinguish between people and objects, but rather treated people as the most interesting of objects and that is why they concentrate on them more intensively. Analogously to object permanence, Piaget argued that children younger than nine months cannot have a deep understanding of other people as their do not have knowledge of peoples permanence. They rather acquire this knowledge at a later stage thanks to their cognitive development and experience (ED841, Unit 2; Baillargeon, 1995; Piaget Inhelder, 1966). Although Piagets theory appeared to be convincing, it has been acknowledged that his experiment has been criticised by other researchers who argued that infants failed this task not because they have not developed object permanence but because there are not able to perform coordinated actions. Therefore, it was difficult for them to coordinate lifting the cloth with their memory for the object (Baillargeon, 1995). To check whether infants hold an understanding of object permanence, Piagets findings have been compared with the results of investigations which did not require coordinated action. An example chosen was Baillargeons drawbridge experiment. This habituation study researched infants understanding of ‘the principle that a solid object cannot move through the space occupied by another solid object (Baillargeon, 1995:104). Baillargeon wanted to investigate whether five month old infants would be surprised by visible objects in the form of a screen rotating back and forth at 180 degrees, which moved through the space occupied by a hidden cube. The assumption was that if infants were surprised it meant that they were aware of the existence and physical properties of the hidden object. In contrast to Piagets study, this experiment indicated that very young infants may have a core understanding of object properties and therefore they should also have the knowledge of peoples permanence (Baillargeon, 1995; ED841, Unit 2). On the other hand, some of the researches stated that the habituation methodology may overestimate infants understanding. For instance, as proved by Schilling, results similar to those gained by Piaget may be obtained simply by varying the number of presentations in the drawbridge experiment. Therefore, Schilling argued that Baillargeon failed to prove that infants have a deep understanding of the physical world (ED841, Unit 2). Also, Cohen referred to the drawbridge experiment by stating that infants ‘may be responding to the apparently impossible event, not because it is impossible, but simply because it is familiar (Cohen, 2001:6). So far it seems that children, especially in the first few months of life, have rather poor knowledge of the physical world and consequently they may also have poor knowledge of other people. The radical change was believed to occur at around nine months of life. However, the research evidence presented by Woodward on six month old infants showed that they have expectations directed towards people, which they do not share with inanimate things. Therefore, he argued that infants not only see people as separate to objects, but also recognise that people have certain goals and intentions (Tomasello et al., 2005). The writer is convinced that at the end of the first year of life, infants understand people as animate beings who spontaneously produce behaviour, but there is no agreement whether they understand the mechanism underlying their behaviour or they are just simply able to predict what people would do. For instance, the research on   infants understanding of goal-directed action s, like for example those of Gregley and Csiba, showed that one year old infants perceive the successful actions as goal directed, but it ‘does not necessarily imply that they appreciate the intentions underlying those actions (Brandone Wellman, 2008: 86). It is believed that the ability to understand that other people have mental states is a part of the so-called theory of mind, which is assumed not to develop in children younger than 4 years (Bretherton et al., 1981). There was a series of research investigating the signs of development of the theory of mind in infants. For instance, Reedy (2007) observed the development of deception among infants. Her findings indicated that eight month old infants are able to deceive, even though in theory this skill does not develop until a child acquires theory of mind. Therefore, Reedy argued that because at around eight months children, for example, fake crying or pretend deafness when called by their mother, which indicates that they have a real understanding of other people. However, Reedy has been criticised for overestimating childrens abilities and misinterpreting infants behaviours. For instance, it has been argued that infants are egocentric. Consequently, children may ignore mothers calls because they are concentrated on themselves and things they are doing in that moment (Carlowe, 2008). More probable seems to be the explanation presented by Baron and Cohen, who stated that young infants are unable to understand what is going on in other peoples minds. However, they argue that at around 6-9 months, infants try to seek other peoples focus of attention by following the direction of their eye gaze. This inborn ability, called the eye direction detector, lets infants note where another person is looking. Subsequently, infants become able to distinguish between their own and other peoples reactions to an object, which is a basis for later theory of mind development. However, it is not clear whether infants perceive other persons eye movements as significant and understand that adults are directing their attention towards an object. It is possible that they just follow other peoples eye gaze without paying attention to the object itself (Meltzoff, 2004, ED841, Unit 2). As mentioned before, Tomasello stressed that understanding intentional actions and perceptions of others is not itself sufficient to talk about the deep understanding of infants. In his opinion, it requires shared intentionality which refers ‘to collaborative interactions in which participants share psychological states with one another (Tomasello Carpenter, 2007:121). His longitudinal study on chimpanzees showed that they were similar to human infants in a whole range of socio-cognitive skills, but in contrast to infants, they do not appear to have shared intentionality. Tomasello therefore stated that infants do not only follow other peoples eye gaze but try to share other peoples attention. The motivation to share attention with others emerges at around the first birthday, which supports the belief that this is the time when more advanced cognitive understanding occurs (Tomasello Carpenter, 2007). Meltzoff emphasised that information about objects and peoples shared intentions towards these objects are acquired through imitation. He argued that to imitate, children have to be able to understand the differences between themselves and others. Even though Piaget argued that infants cannot imitate others until they were 8 to 12 months of age, Meltzoffs research on infants early imitation showed that they are not only able to imitate facial expressions of adults but also recognise when adults imitate them which is a sign of deep understanding. However, the critical analysis of his research indicated that children may imitate adults but not be aware of the fact that they are copying emotional expression. Additionally, Meltzoff examined very young infants and there is a possibility that they might just be trained to imitate from birth (Meltzoff Gopnik, 1993). Summarising, it appears that infants prefer people over the objects, but there is no agreement whether it is a sign of an understanding of other peoples thoughts and intentions or rather an inborn ability to engage in social interactions. Some psychologists, like for example Piaget, argued that very young infants have only basic social abilities. Although infants behaviour cannot only be seen as a set of reflexes, psychologists claim that they have a deep understanding of other people would undoubtedly overestimate their abilities. The most appropriate explanation seems to be that infants are born with rather poor knowledge about the physical and social world; however, they have an inborn ability to interact with other people. Through the everyday interaction with others their knowledge and skills can develop, and consequently, infants understanding of the world becomes deeper.

T.S Eliots The Waste Land :: T.S. Eliot Waste Land Essays

T.S Eliot's The Waste Land In T. S. Eliot's The Waste Land you perceive many images from the writing style he uses. In lines 386 - 399 he writes: In this decayed hole among the mountains In the faint moonlight, the grass is singing Over the tumbled graves, about the chapel There is the empty chapel, only the wind's home. It has no windows, and the door swings, Dry bones can harm no one. Only a cock stood on the rooftree Co co rico co co rico In a flash of lightning. Then a damp gust Bringing rain Ganga was sunken, and the limp leaves Waited for rain, while the black clouds Gathered far distant, over Himavant. The jungle crouched, humped in silence. In these lines he seems to tell of a graveyard near a chapel in an upcoming storm. Different images can be seen from the decayed hole in the moonlight, the empty chapel without windows, and the rooster's crows as the lightning and black clouds arrive. In line 386, "In this decayed hole among the mountains," probably refers to an empty grave that brings images of death and the end of life, or possibly the beginning of a new life to mind. The grave is lit by moonlight, possibly referring to the white light many people see when they have near-death experiences. You get a creepy feeling when the wind blows and makes the "grass sing" in line 387. In these first three lines it talks of tumbled graves, possibly disturbed by nature, which could tell of troubled lives, or a troubled second life. The empty chapel without windows is nearby, as you perceive from lines 389 and 390: There is the empty chapel, only the wind's home. It has no windows, and the door swings It's image makes you shiver. It could possibly represent itself, in the sense that many people die there, as in baptism, as well as dying, where this place may be the starting point for a second, never-ending life. The chapel has no windows, maybe so that the people inside would not loose

The Tatyana-caste :: English Literature Essays

The Tatyana-caste '...Just as the storm clouds often slay The scarcely breathing new born day.' 1 One of the most popular of Tennyson's poems, The Lady of Shalott relates the tragic story of an extremely lonely young lady longing for a soulmate. A poem of "technical virtuosity, inspired landscape-painting based on precise observation, and a dreamworld of artistic beauty denying the commonplace"2, "turning to beauty as a possibility of a more complete life"3, it is one of the highlights of the author's early years. This paper shall attempt to prove my opinion that the work is very much parallel to an even more famous Russian narrative poem finished about the same year as The Lady of Shalott. I will omit discussing the poem's popular critical interpretation concerning "the conflict between the artist's own sensual vision and his need to experience life directly"4 -- I'll rather concentrate on my individual, rather alienated thoughts and feelings arised during the reading, and I will not go into Arthurian considerations, either. Concerning both the subject of a yearning, introverted young lady and the bleak solution, Tennyson's poem may be readily compared to two other, albeit larger scale, masterpieces of the early 1830's -- Balzac's "Eugenie Grandet" and, even more notably, Pushkin's "Onegin" --, each dealing with the same kind of pastoral, embowered, dreamy, grave and generally misunderstood girls or young women. This 'caste' sticks out of its rustic environment like a sore thumb, often being regarded by their own relatives and acquaintances as hopeless misfits, spinsters or nuns to be; being highly sensitive, imaginative and deep-feeling, they find it exceptionally hard, even actually impossible, to become accepted and understood within their immediate environment made up of generally cruder and simpler sorts. Thus, these girls feel obliged to create a world of their own as a progressive act of counterbalance and self-condolence, rich with remnants of childhood fantasy, romantic works they've read and an air of bittersweet wistfulness. Pushkin's memorable portrayal of Tatyana as a child may well resemble the early years of the Shalott Lady: "She was no beauty, like her sister, And had no roses on her cheeks, Which would attract admiring looks. A wild thing, mournful and retiring, Like a doe seen in a forest clearing, In the midst of all her kith and kin She seemed like something alien. She could not manage a caress With ma or pa, or a soft touch. The Tatyana-caste :: English Literature Essays The Tatyana-caste '...Just as the storm clouds often slay The scarcely breathing new born day.' 1 One of the most popular of Tennyson's poems, The Lady of Shalott relates the tragic story of an extremely lonely young lady longing for a soulmate. A poem of "technical virtuosity, inspired landscape-painting based on precise observation, and a dreamworld of artistic beauty denying the commonplace"2, "turning to beauty as a possibility of a more complete life"3, it is one of the highlights of the author's early years. This paper shall attempt to prove my opinion that the work is very much parallel to an even more famous Russian narrative poem finished about the same year as The Lady of Shalott. I will omit discussing the poem's popular critical interpretation concerning "the conflict between the artist's own sensual vision and his need to experience life directly"4 -- I'll rather concentrate on my individual, rather alienated thoughts and feelings arised during the reading, and I will not go into Arthurian considerations, either. Concerning both the subject of a yearning, introverted young lady and the bleak solution, Tennyson's poem may be readily compared to two other, albeit larger scale, masterpieces of the early 1830's -- Balzac's "Eugenie Grandet" and, even more notably, Pushkin's "Onegin" --, each dealing with the same kind of pastoral, embowered, dreamy, grave and generally misunderstood girls or young women. This 'caste' sticks out of its rustic environment like a sore thumb, often being regarded by their own relatives and acquaintances as hopeless misfits, spinsters or nuns to be; being highly sensitive, imaginative and deep-feeling, they find it exceptionally hard, even actually impossible, to become accepted and understood within their immediate environment made up of generally cruder and simpler sorts. Thus, these girls feel obliged to create a world of their own as a progressive act of counterbalance and self-condolence, rich with remnants of childhood fantasy, romantic works they've read and an air of bittersweet wistfulness. Pushkin's memorable portrayal of Tatyana as a child may well resemble the early years of the Shalott Lady: "She was no beauty, like her sister, And had no roses on her cheeks, Which would attract admiring looks. A wild thing, mournful and retiring, Like a doe seen in a forest clearing, In the midst of all her kith and kin She seemed like something alien. She could not manage a caress With ma or pa, or a soft touch.

Essay on the Downfall of Man in John Miltons Paradise Lost

The classic tragedy Paradise Lost, written by John Milton, demonstrates how the fallen angels lose the paradise they have been given, and how this fall directly effects the downfall of man as well. Before anything ever was, all matter was chaos; utter darkness and filth. A mighty being, God, rose up out of chaos and created the firmament called Heaven, and all the universe (4). The angels, and archangels that populated Heaven, danced in the realms of the magnificent light (8). Lucifer, the highest archangel, stepped fourth and accused God of his power, jealously tying to take it from him. Almighty God cast him, and his followers out of the sublime realm. The fallen angels transcended back into the filth of chaos. This chaos being the exact opposite of paradise, Hell. This establishes how paradise was lost.    "To mortal men, he with his horrid crew Lay vanquished, rolling in the fiery gulf Confounded though immortal. But his doom Reserved him to more wrath; for now the thought Both of lost happiness and lasting pain Torments him; round he throws his baleful eyes, That witnessed huge affliction and dismay Mixed with obdurate pride and steadfast hate" (8).    God gave Lucifer the appearance of a serpent, and called that serpent Satan. Satan, unable to rise from chaos, built a palace that was called Pandemonium (5). Satan gathers a council of his fallen colleagues to further wage war against God in order to take Heaven.    "High on a throne of royal state, which far Outshown the wealth of Ormus and of Ind Or where the gorgeous East with richest hand Showers on her kings barbaric pearl and gold, Satan exalted sat, by merit raised To that bad eminence... ...econd edn. NY: Norton, 1993. Frye,   Northrop.   "The Return of Eden", Buffalo: Univ. of Toronto, 1965, 39-43 Kermode, Frank. Ed. "Adam Unparadised" in The Living Milton: Essays by Various Hands, London: Routledge and Kegan Paul, 1960. Lewalski, Barbara. Paradise Lost and the Rhetoric of Literary Forms Princeton: Princeton U. , 1985, 174. Lieb, Michael. Poetics of the Holy: A Reading of Paradise Lost. Chapel Hill: University of North Carolina Press, 1981. Lovejoy, Arthur O.   "Milton and the Paradox of the Fortunate Fall," ELH 4 (1937), 161-179. Mahood, M. M. "Milton's Heroes," in Alan Rudrum, ed., Milton: Modern Judgements, London: Macmillan, 1968, 262-63. Milton, John. Paradise Lost in The Portable Milton. Editor Douglas Bush, New York: Viking Press, 1977. Patrides, C.A. Milton and The Christian Tradition. (Oxford: Clarendon Press, 1966)

Controversial Rap Themes, Gender Portrayals and Skin Tone Distortion Essay

The following six questions are addressed in a critique of an article entitled: Controversial Rap Themes, Gender Portrayals and Skin Tone Distortion: A Content Analysis of Rap Music Videos. This article was published in the Journal of Broadcasting and Electronic Media and written by Kate Conrad, Travis Dixon, and Yuanyuan Zhang. Kate and Yuanyuan are PhD students in the Department of Speech Communications at the University of Illinois at Urbana-Champaign. Travis is Assistant Professor of Speech Communication at the University of Illinois at Urbana-Champaign. Q1: Does the program address age-related patterns of disorder and competence? From the description of the program provided, it appears that this program does address age-related patters of disorder and competence, however this is inferred. The methods section of this article describes the sample as consisting on 93 sixth graders from five different classrooms in three towns in the Northeast. In statistical analyses, this sample of six graders was compared to a control group of 34 fifth graders from two different classrooms in two of the three same towns. The author indicates sixth graders were selected because they are considered old enough to have developed the cognitive skills and scholastic abilities to follow the curriculum. This assertion is supported with citation from numerous published research including: Flavel, Flavel, Green & Korfmacher, 1990; Singer, Zuckerman & Singer, 1980; Suddendorf, 1999). Additionally, fifth and sixth graders were selected because they are considered old enough not to be frightened or disturbed by violent images that were analyzed in the study (Cantor, 1994). And finally, sixth graders are considered young enough chronologically to still be forming patterns for media consumption, as well as opinions regarding mass media. The author and other scholars believe these opinions may persist into adulthood as supported by Comstock & Scharrer, 1999). Q2: Does the program target the appropriate age group? This rationale for selecting this age group is outlined in the response above. Just to recap, sixth graders were selected because: †¢ They are believed to have the cognitive and scholastic abilities to follow the curriculum. †¢ They are considered old enough not to be frighten or disturbed by violent images †¢ They are considered young enough to still be forming patterns of media consumption †¢ They are considered young enough to still be forming opinions about mass media Q3: Does the program include a representative sample? Based on the information presented in the article, this program does not include a representative sample of all sixth graders. The author addresses sampling issues in the discussion of limitations. â€Å"†¦.control group members were fifth graders, whereas treatment group members were sixth graders. Although statistical analysis accounting for previously existing differences in comprehension and critical thinking about media violence alleviates this limitation, it is nonetheless a flaw in the design.† Q4: Does the program address relevant contexts? Based on the information presented in the article, this program addresses relevant contexts in the following ways: 1. The school as a social context and an appropriate setting to access children in this age group 2. Media literacy as a socially relevant ‘context’ to encourage students to become active consumers of the media by questioning media practices, messages, and effects. 3. Violence in media that is consumed by children in this age group because violence is the primary concern among a list of ethical issues pertaining to entertainment media content (Lind & Rarick, 1992). 4. The â€Å"high-risk† factors in the portrayal of TV violence are relevant context because they are believed to constitute a particular high risk for older children and adolescents (ages 7-18) due to their association with aggressive outcomes in this age group. Does the program address relevant developmental tasks? Based on the information presented, this program addresses relevant developmental tasks for the sample. Students preexisting comprehension of concepts and critical thinking about ethical issues associated with media were measured. A part of the study procedure was to introduce, define, discuss each high-risk portrayal factor and discuss the general conclusions drawn from the literature pertaining to each factor. Discussion was a key component of the procedure and this may or may not have been developmentally appropriate even though the author indicates special emphasis was placed on why each factor was associated with a heightened risk of learning aggression. Additionally, the author uses ‘ethical responsibilities and social responsibilities’ of ‘media producers’ and whether and how media should be ‘regulated’. These concepts may be understood by some of even many in this population, however this information was not provided in the article. How well does the program address relevant risk/protective factors? Based on the information presented in the article, the author does not explicitly state that knowledge, comprehension and critical thinking are protective factors, however this can be inferred based on the commonly held belief that increased critical thinking skills results in increased protective factors. Likewise, the lack of knowledge about violence and inadequate or poor critical thinking skills would result in increased risks. Summarize your opinion about the feasibility and cost of this program. Based on the information provided, it is my opinion that this program is quite feasible particularly since it is only five 1-hour visits to the sixth-grade. Additionally, college students served primarily as staff further limiting the costs to implement this program and increasing the probability of it being sustained beyond the initial study if desired. Summarize your opinion about the level of evidence demonstrated for this program based on the articles you reviewed. The level of evidence presented in this article seems sufficient in some of the assertions and less than sufficient in others. For example, the literature review in support of media literacy was sufficient. The assertions regarding ethics of media producers and that they should be socially responsible seemed more like conjecture, although I happen to agree. Critical thinking is a central tenant to this research and the literature or ‘evidence’ regarding it was minimally adequate, although sufficiently cited. Space or word limitations often make it more difficult to thoroughly explicate the rationale in the background and significance section of an article such as this.

Management and Workbook Process Essay

As a leading pioneer in outdoor retailing and a company at the forefront of the movement for environmental sustainability, we write this letter in response to your request to evaluate your current Workbook Process and appraise the advantages as well as the drawbacks to the system. We are not in favour of the current Workbook Process for reasons that we will list for you. We feel that a company with such a reputation as Patagonia, Inc., needs to adopt a less sophisticated but progressive system. MAIN FINDINGS With the research we carried out it was very clear and apparent to us that the Workbook Process was ineffective. However, it did open up communication among employees, and it also encouraged employees to share their ideas with some upper level management. We do feel that the process can be improved upon. OVERVIEW OF THE WORKBOOK PROCESS The Patagonia Workbook Process in our view was designed to make information about the company’s planning, budgeting and quality improvement flow more fluently amongst all the employees. The Process was also designed to encourage the employees to take a more active role in the company’s planning, operating review and decision making process. We will start our analysis by critiquing and listing what we feel are major concerns of the workbook process. CONCERNS OF THE WORKBOOK PROCESS * The Process of sharing information could weaken the managers’ powerbase, because selective disclosure of information can be used to control and to manipulate employees to do their work. * Expensive system because training is required for the employees to learn and to understand the system. In addition, training is time consuming. * The poor deliverance of financial information, due to the fact that some employees did not want to participate in the Process. * The one to two months lag behind of paperwork. Thus information was never relevant for that specific time period. * Large proportion of employees refused to engage in the Process because they found it tedious. * The plan was not accepted by all levels of management. * The Workbook Process focuses mainly on planning in advance for the longer term rather than on a day by day basis. * The Workbook Process had difficulty in judging environment, quality and distribution objectives, which are crucial success factors for Patago nia, Inc. * The Workbook Process is very complex and time consuming. The level of planning and the enormous amount of meetings needed to discuss company plans leaves very little time for constructive work to be done. * The Process could be limiting in the sense that it does not promote innovations; if anything it encourages people to just stick to a set plan and nothing else. * The profit sharing plan that was introduced was not based on merit; it was just allocated in equal percentages of the base salary. On the contrary, the workbook process also has some benefits. Although, the concerns outweigh the benefits, it is for your benefit and to give you a better perspective of the Process. BENEFITS OF THE WORKBOOK PROCESS * The Workbook Process has been significantly embraced amongst the employees at Patagonia, Inc. * A significant amount of the employees feel that the Process is worthwhile and that it has given everyone an opportunity to bond; and also optimized better solutions for the company. * The Workbook Process being a much longer term strategy can detect problems or issues before they arise, which is a more proactive approach, rather than waiting for an issue to arise before it gets attended to. * The Workbook Process gave a chance for employees at the top of the hierarchy a better understanding of what lower ranked employees where up to, therefore it created an atmosphere whereby everyone was interested in what was happening within the company. EVALUATION On the basis of our evaluation, we would like to recommend that Patagonia, Inc. discontinues with the Workbook Process. We are of the view that the Process has served its intended purpose. The Process has worked in the sense that it has educated the employees on how the company operates and how their jobs interface with each other. A control system is applied to ensure that an organization strategy is implemented which is not the case with the Workbook Process. The Workbook Process focuses on long term rather than looking at each scenario as it arises. In looking back at the time dedicated to achieving company objectives is lacking, which we feel is a key component of the future success of the company. A value driver is an objective which can indicate future success. An example would include product design, quality and design, quality and customer service, which are all qualities that Patagonia, Inc. values. MAIN RECOMENDATIONS AND MODIFICATION Our recommended replacement for the Workbook Process is a Balanced Scorecard. A Balanced Scorecard is a less sophisticated and more grounded evaluation method. A Balanced Scorecard not only focuses on financial but also non-financial contributors to the success of the company. Management can set objectives that involve different areas of the business. For example the production and distribution could qualify as efficiency objectives, research and development would focus on innovations, and the human resources would look after the quality of life for the employees. We are of a strong view that these aspects are key elements to the success of the company. The Balanced Scorecard will not guarantee success for Patagonia, Inc. but, we see it as a step in the right direction. The Balanced Scorecard does have some drawbacks as well as advantages. The drawbacks are, a Balanced Scorecard can add a new type of reporting without necessarily improving quality or financial numbers; it could be viewed as a non-value adding report method and a distraction for achieving actual goals. One more disadvantage is that Balanced Scorecard goals are easy to reach but hard to quantify. The advantages of the Balance Scorecard are that, it caters for employees who are both financially and non-financially literate, a Balanced Scorecard is less technical and easier to understand, and the last advantage is that the Balanced Scorecard is less time consuming and will allow workers to focus more on their real tasks. CONCLUSION In concluding, we feel that the time and effort required to keep the Workbook Process operational are too costly. The staff within the organization are only partially committed, which in our view is causing complications with the success of the Workbook Process. The level of training required is exhaustive. The employees who are not financially literate regardless of how much training they receive might never fully grasp the concepts of the Workbook Process. When an organization focuses all its efforts on financial results, other tasks that cannot be measured objectively are neglected. We hope that you will take all of our advice and recommendations into consideration and, we wish you and Patagonia, Inc. all the success in your future endeavours.

The End of Men

Hanna Rosin – The end of men When we are watching the news or reading the paper, it will sometimes be written by a women. Throughout history women have been opressed by man, but in the 21st century they are no longer opressed. They have been demanding equal rights for both genders and now Hanna Rosin has informed us that it may be the end of men. Is our post-modern world better suited for women? Hanna Rosin is saying that there has been a rapidly increase of female employers at almost any work station. 00 if not 50 years ago that would not have been possible. Many women are trying to achieve high-status jobs like Doctors and Engineers and they are really good at it. Hanna Rosin informs us that women are better in school, getting jobs, and that a new kind of alpha female has appeared. An alpha femle which is â€Å"stirring up anxiety and, occasionally, fear†. This means that she believes that the male dominance is gone and a new more frightening female has appeared. Howe ver in the text she concludes that girls have more desire than boys.She does not have anything to use as a point of view towards this statement. Therefore some of the â€Å"facts† which are given here are not to be fully trusted, since she does not document her facts very well. In the text however, she uses a few rhetorical tools as in Etos and Pathos. Hanna Rosin is an american journalist and also writes for different papers for various american companies. She is using etos because she went to university and is a journalist. She is an expert in rhetorical tools but it seems like the article still lacks of argumentation.In the text she tries to inform the reader what has happened. She is doing this by asking questions to the reader â€Å"but what if qeuality isn't the end point†. She encourages the reader to keep reading and wants to make a debate towards the subject â€Å"feninism† and â€Å"The end of men†. However in the text, she uses pathos a lot bec ause she want to gain power in her cause, because she is herself a supporter of feminism. That is seen in the text because she describes men to be clumsy and also informs the reader that some men had lost millions of jobs.If we turn it around and there were more female leaders than men, the same thing would probably happen. She just uses the same repetitive argumentations which lacks a lot of explaining. She says that the male dominance is almost gone but if we look at the stock shares. The leaders of the companies are men. She is appealing to women that they should not let themselves be opressed by â€Å"evil† which men are portrayed as. She thinks it is men which are behind all the crisis and maybe she is right, but without the proper argumentation she is wrong.We can then ask ourselves, is this a bad way of thinking, could she be right? Feminism is a very hard subject simply because it iis about women wanting equal rights, but at the same time critisites men for who they a re. Not all men are assholes, but in the eyes of true feminists they all are. This is a dangerous thought because it makes a diversity between man and woman. Since she herself watches the men as a threat or atleast a dying â€Å"species† where-as the title The End of Men, it is almost like she is doing everything she can to make women look better than men.The title The End of Men explains how she think that there will be an end to men. As she is mentioning a biologist which created a way of seperating the male-producing Y chromosome. However we still have no proof of men dying in the world, and if we look at china we will see that there are many more boys than girls. We can therefore say that women like Hanna Rosin have strong feelings towards men and seems like the would rather have feminism in men. There will therefore be no permission to be men in a feminist society and the father could be uncomfortable as a protector of his family.