How to Prove Your Family Tree Connections

There is nothing more frustrating to a genealogist than locating details on an ancestor in a published book, Web page, or database, only to later find that the information is full of errors and inconsistencies. Grandparents are often linked as parents, women bear children at the tender age of 6, and often entire branches of a family tree are attached based on nothing more than a hunch or guess. Sometimes you may not even discover the problems until sometime later, leading you to spin your wheels struggling to confirm inaccurate facts, or researching ancestors who arent even yours. What can we as genealogists do to: Make sure that our family histories are as well-researched and accurate as possible.Educate others so that all of these inaccurate family trees dont continue to procreate and multiply? How can we prove our family tree connections and encourage others to do the same? This is where the Genealogical Proof Standard established by the Board for Certification of Genealogists comes in. Genealogical Proof Standard As outlined in Genealogy Standards by the Board for Certification of Genealogists, the Genealogical Proof Standard consists of five elements: A reasonably exhaustive search for all pertinent informationA complete and accurate citation to the source of each item usedAnalysis of the collected informations quality as evidenceResolution of any conflicting or contradictory evidenceArrive at a soundly reasoned, coherently written conclusion A genealogical conclusion that meets these standards can be considered proved. It may still not be 100% accurate, but it is as close to accurate as we can attain given the information and sources available to us. Sources, Information Evidence When collecting and analyzing the evidence to prove your case, it is important first to understand how genealogists use sources, information, and evidence. Conclusions which meet the five elements of the Genealogical Proof Standard will generally continue to hold as true, even if new evidence is uncovered. The terminology used by genealogists is also a little different than what you may have learned in history class. Instead of using the terms primary source and secondary source, genealogists quantify the difference between sources (original or derivative) and the information that is derived from them (primary or secondary).   Original vs. Derivative SourcesReferring to the provenance of the record, original sources are records that contribute written, oral, or visual information not derived—copied, abstracted, transcribed, or summarized—from another written or oral record. Derivative sources are, by their definition, records which have been derived—copied, abstracted, transcribed, or summarized—from previously existing sources. Original sources usually carry more weight than derivative sources.Primary vs. Secondary InformationReferring to the quality of the information contained within a particular record, primary information comes from records created at or near the time of an event with information contributed by a person who had reasonably close knowledge of the event. Secondary information, by contrast, is information found in records created a significant amount of time after an event occurred or contributed by a person who was not present at the event. Primary information usually carries more weight than secondary information.Direct vs. Indirect EvidenceEvidence only comes into play when we ask a question and then consider whether the information found in a particular record answers that question. Direct evidence is information that directly answers your question (e.g., When was Danny born?) without a need for other evidence to explain or interpret it. Indirect evidence, on the other hand, is circumstantial information that requires additional evidence or thought to convert it into a reliable conclusion. Direct evidence usually carries more weight than indirect evidence. These classes of sources, information, an original source, and evidence are rarely as clear-cut as they sound since information found in one particular source can be either primary or secondary. For example, a source containing primary information directly relating to the death may also provide secondary information regarding items such as the deceaseds date of birth, parents names, and even childrens names. If the information is secondary, it will have to be further assessed based on who provided that information (if known), whether or not the informant was present at the events in question, and how closely that information correlates with other sources.

British-Imperialism In George Orwells Shooting An Elephant

The essay â€Å"Shooting an Elephant,† by George Orwell tells about the life of the narrator in a time of British-Imperialism. He tells the story of himself being a sub-divisional police officer in a town that was against the occupation of the British. The narrator worked in an aimless and lack of control area. The essay often tells of the anger that Orwell feels about the natives. The narrator’s attitude toward the natives is anger because the natives made his job difficult, they ridiculed him, and pressured him to make bad decisions. The narrators feeling of anger toward the natives is fueled by them making his job difficult. Orwell’s job as a sub-divisional police officer created more problems for him. The natives did not like†¦show more content†¦The narrator’s trouble was heightened due to the fact that there was a loose elephant. For safety, and safety only, Orwell grabbed an elephant rifle in the case that problems were aroused. Upon seeing the rifle, the natives followed him like a pack of hungry wolves. The narrator told the readers that â€Å"The sole thought in my mind was that if anything went wrong those two thousand Burmans would see me pursued, caught, trampled on, and reduced to a grinning corpse like that Indian up the hill. And if that happened it was quite probable that some of them would laugh. That would never do. There was only one alternative. I shoved the cartridges, into the magazine and lay down the road to get a better aim† (Orwell 5). The narrator was angry that he was pressured to kill the elephant. In his conscience, he thought that he would leave the elephant alone because it was acting peaceful. He felt that the elephant was settling down and does not require to be put down. Orwell felt as though the crowd was going to laugh at him for being a coward. Orwell did not want to be labeled as a coward and therefore felt the need to kill the elephant. The narrator did not want to feel as tho ugh he could not kill the elephant and because he did feel this way, he was angry that the natives pressured him to shoot the elephant. The attitude conveyed in the essay â€Å"Shooting an Elephant† is anger because theShow MoreRelatedBritish Imperialism In George Orwells Shooting An Elephant1042 Words   |  5 Pages Shooting an Elephant by George Orwell portrays the fictional life of Orwell during his time as sub-divisional police officer in Moulmein, Lower Burma. The essay unveils the identity crisis as a British man, where rising imperialism of British in Burma is becoming more dominant. The essay started off identifying who George Orwell was. A sub-divisional police officer of Moulmein, who developed a feeling of being anti-European towards the Burmese people. By claiming that no one is courageous enoughRead More George Orwells Shooting an Elephant as an Attack on Colonialism and Imperialism842 Words   |  4 PagesGeorge Orwells Shooting an Elephant as an Attack on Colonialism and Imperialism    The glorious days of the imperial giants have passed, marking the death of the infamous and grandiose era of imperialism. George Orwells essay, Shooting an Elephant, deals with the evils of imperialism. The unjust shooting of an elephant in Orwells story is the central focus from which Orwell builds his argument through the two dominant characters, the elephant and its executioner. The British officer, theRead MoreThe Evil Of Imperialism In George Orwells Shooting An Elephant1023 Words   |  5 PagesShooting An Elephant In George Orwell’s narrative, â€Å"Shooting An Elephant,† Orwell recreates his experience as a soldier trying to end imperialism in the country of Burma by shooting an elephant. George Orwell recreates this experience of imperialism being evil through the use of literary devices. Orwell opens his essay by reflecting upon the evil of British imperialism before shooting the elephant. Orwell’s hatred for imperialism is exemplified when he mentions â€Å"was hated by large numbers of peopleRead MoreRhetorical Analysis Of George Orwell s Shooting An Elephant 1272 Words   |  6 PagesRhetorical Analysis of George Orwell’s â€Å"Shooting an Elephant† George Orwell, a journalist and an author of 1903 through 1950, is not only the author of â€Å"Shooting an Elephant,† but surprisingly, he is also the narrator and the main character. Orwell’s narrative essay of 1936 takes place in squalid, British-occupied Moulmein, lower Burma. To begin, in the opening of his piece, Orwell describes himself as a young, British police officer who, ironically, despises the British imperial project in BurmaRead MoreShooting an Elephant938 Words   |  4 PagesGeorge Orwell’s â€Å"Shooting an Elephant† â€Å"Shooting an Elephant† is an essay written by George Orwell and published in 1936 (Orwell 66). Orwell was born June 25, 1903, as Eric Arthur Blair and passed away January 21, 1950, in India (â€Å"George Orwell Biography†). Orwell was known for his journals, novels, and essays published about his own political views (â€Å"George Orwell Biography†). Orwell traveled to Burma after not doing good enough in school to earn a scholarship and decided to join the imperialRead MoreAnalysis Of Shooting An Elephant By George Orwell988 Words   |  4 Pagescommonly known as George Orwell, is the author of many compositions. Blair, the author of two of the most famous novels of the 1920s; Animal Farm and Nineteen Eighty-Four, was born in Eastern Indian. He joined the Indian Imperial Police in Burma but resigned in 1927 to become a writer (BBC). Orwell’s style of writing can be described as bold and vivid. He puts the truth in his writing. Orwell’s novel, â€Å"Shooting an Elephant,† was published in 1936. In the novel, a colonial policeman in British Burma is calledRead MoreCritical Analysis Of Shooting An Elephant1165 Words   |  5 PagesIn George Orwell’s story ‘Shooting an Elephant’, insight is given into the life of an oppressor in the British Empire. Orwell, having undergone a significant personal experience, illustrates his experience of imperialism and the resounding effects is has on the ethical conduct and ideals of man, not only of the oppressed but also in regards of the oppressor. Orwell’s ‘Shooting an Elephant’ attempts to convey the sacrifice of one’s morality in service of imperialism. Through the spread of the BritishRead MoreEssay on Imperialism: Shooting an Elephant635 Words   |  3 PagesIn George Orwells â€Å"Shooting an Elephant,† deals with the evil side of imperialism. The shooting of the elephant in Orwells story is the c entral focus from which Orwell builds his argument through the two dominant characters, the elephant and the British officer. The British officer, acts as a symbol of the imperial country and the elephant is the victim of imperialism. Together, the solider and the elephant turns this into an attack on the evils of imperialism. The shooting of the elephant showsRead MoreLiterary Analysis of â€Å"Shooting an Elephant,† by George Orwell1152 Words   |  5 PagesIn â€Å"Shooting an Elephant,† George Orwell achieves two achievements : he shows us his personal experience and his expression while he was in Burma; he use the metaphor of the elephant to explain to describe what Burma looked like when it was under the British Imperialism. The special about this essay is that Orwell tells us a story not only to see the experience that he had in Burma; he also perfectly uses the metaphor of the elephant to give us deep information about the Imperialism. By going throughRead M oreGeorge Orwells Essay Showing Regret for Shooting an Elephant880 Words   |  4 Pagesrepresentation of George Orwell’s perception of British imperialism around the world. It is a firsthand account of how imperialism affects both rulers and the oppressed using a short story. The author shows how imperialism is a prison to not only the Burmese, but also the British. The message can clearly be seen though Orwell’s regret in being forced to kill an elephant. The purpose of this essay is to explain Orwell’s true message of anti-imperialism using the nature of tyranny and the British Empire as

Methodology in Second Language Teaching

Question: Discuss about the Methodology in Second Language Teaching. Answer: Introduction: The aim of the present assignment is to make a profound analysis of the classroom strategies that a teacher has applied in his/her classroom in order to facilitate a fruitful learning atmosphere as well as to stimulate collaborative dialogue. For the aforementioned aim of the assignment, concentration will be given to my teaching experience in a class of 7 students, where I with my other three friends have taught topics like technology, holiday habits and food. The objective would be to identify flaws in the teaching as well as the aspects of our teaching practice those can be improvised. However, in order to acquire a wider perspective about second language teaching, in this assignment, I would analyze a particular video of language teaching and three of the strategies applied by the respective teacher in the video. Prior to accomplish the above-mentioned purpose, it is essential to mention that dialogic teaching is essential for a teacher to adopt in order to explore the thought process of the learner as well as to properly treat the responses acquired from the students (Brinton Celce-Murcia, 2014). Most significantly, the dialogic teaching has proven most convenient in nurturing some of the significant teaching outcomes, which are engagement, confidence, independence and responsibility of the students (Mackey Gass, 2015). In this context, it is also significant to denote that for a successful teaching outcome, it is necessary first to script or design right classroom discourse. Classroom talk technique is one of the efficient processes that are included in a proper classroom discourse (Richards Rodgers, 2014). Appropriate classroom talk techniques include recapitulations, elicitation, repetition, reformulation and exhortation (Lantolf et al., 2015). Considering the fundamental aim of the present assignment, the video of Lauras lesson has been selected. From the video, it has been understood that the respective teacher Laura has designed an efficient as well as an attractive way in engaging her students into the classroom activity. After watching and understanding the video, it can be said that the second language teacher Laura has efficiently pursued a convenient scripting classroom discourse. It is evident as per the reason, the teacher has adopted the strategy of expanded IRF, the strategy of recoding and modeling, recalling and drafting participation and mode shifting and recasting. The video has also given the hint that the teacher Laura has purposefully considered the revoicing responses strategy too (youtube.com, 2017). Here it is needed to mention that the video is indicative of the fact that the teacher Laura has utilized the teaching concept of scaffolding. The concept of scaffolding is to guide participation of the students and assist performance of them as well. Three main aspects of scaffolding are initiation, response and feedback (Arends, 2014). Moreover, in the scaffolding procedure, teachers generally ask thinking questions and keep pushing their students to acquire the proper answer (Schachter Gass, 2013). On the other hand, it is also to contemplate that following the classroom discourse used by the teacher Laura, it can be said that the teacher has considered to utilize the strategies of classroom discourse in terms of a mediating tool. Nevertheless, three main strategies, which can be considered for the present purpose, are expanded IRF, recoding and modeling and recalling and drafting participation. The teacher through her activity of drawing a picture of an advertisement and then asking her students to give response regarding it has applied the first strategy - expanded IRF initially. The strategy of expanded IRF is a particular pattern of discussion between a teacher and a learner, in which the teachers initiate and the response of the student and thereafter the teachers give feedback (Gibbons, 2006). As per the consequence of the strategy, the students are found to be interested and enthusiastic to give response. The second strategy, which immediately followed application of the first one as the teacher Laura seems to decode most of the students answers (youtube.com, 2017). The strategy of recoding and modeling is to help a student of second language learning in properly pronouncing a word or phrase (Harmer, 2015). It should be said that the particular strategy helped and motivated the students in giving further responses. The third strategy recalling and drafting participation has been done after the teacher provided the students papers to fill about their perception regarding the advertisement. The strategy of recalling and drafting participation is to encourage a student in identifying alternating answer from the past experience for a particular solution and making more fruitful participation. Therefore, it is indicative of the fact that the teacher has efficiently applied the scaffold as well as mediation techniques. It is because, through the basic processes of scaffolding, the teacher engaged her students into internal mental functions. Human mediation is pursued in the form of assistance from the peers or the teachers (Arends, 2014). The teachin g style of Laura is evident of the fact. Now, I would like to analyze my own style of teacher talk that I have applied in the class of seven students. I with my companions have applied the expanded IRF technique at first and following the first step of scaffolding, I have started my teaching with thinking question on photographs of varied places and their regional signature foods. I should mention the fact that initially I get huge response and attention from the students. They have been enthusiastic enough in answering the questions I have designed. I considered giving them assistance in expressing their views and percepts, which I believe is the strategic option of recoding and modeling. I think both of the aforementioned strategies have been worked well though I could not have appropriately applied the other significant aspects of classroom discourse. However, I should mention that I did not forget to give feedback to the students, which I believe is the strategy of revoicing responses. Henceforth, I believe I need to im provise my skills of mode shifting and recasting as well as recalling and drafting participation techniques as I have not properly applied them. Hence, I can conclude that I have learned one of the most significant aspects of second language teaching methodology, which is how to grab attention of the students and make them enthusiastic enough in classroom activities. I have learned that without proper contents, guidance and enthusiasm from the part of the teacher, it is not possible to successfully engage the students in classroom learning. Most significantly, I have come to realize the fact that I still have to learn and acquire varied techniques and methods of scaffolding and mediation, as I believe both of them are essential in fruitfully teaching secondary language in a classroom. References Arends, R. (2014).Learning to teach. McGraw-Hill Higher Education. Brinton, D. M., Celce-Murcia, M. (2014).Teaching English as a second or foreign language. Heinle and Heinle. Gibbons, P. (2006). Bridging discourses in the ESL classroom. Continuum, London. Harmer, J. (2015). The practice of English language teaching (5th ed). Harlow, England: Pearson Education. King, K. A., Mackey, A. (2016). Research methodology in second language studies: Trends, concerns, and new directions.The Modern Language Journal,100(S1), 209-227. Lantolf, J. P., Thorne, S. L., Poehner, M. E. (2015). Sociocultural theory and second language development.Theories in second language acquisition: An introduction, 207-226. Laura. (2017).YouTube. Retrieved 5 May 2017, from https://www.youtube.com/watch?v=rv_Ud2lq-Wwlist=PLrk8hPUvXUfdiG-RDlT4-vgaxYn9_idEeindex=1 Mackey, A., Gass, S. M. (2015).Second language research: Methodology and design. Routledge. Richards, J. C., Rodgers, T. S. (2014).Approaches and methods in language teaching. Cambridge university press. Schachter, J., Gass, S. M. (2013).Second language classroom research: Issues and opportunities. Routledge.

Learn From You Essays - Educational Psychology, Herbert Kohl

Learn From You The purpose of this paper will be to make a thorough review of the book, "I Won't Learn from You!". I will do this by discussing some of the main ideas and points that are focused on throughout the book. Also compare and contrast the different stories within the book, to earn a better understanding of the concept and overall meaning that the author, Herbert Kohl, is trying to get across to the reader. I believe reviewing the ideas of the book will allow us to not only comprehend the true meaning more, but also make it more applicable to our education and careers. The author begins the book with main idea displayed, the idea of "learning how to not-learn". This is a very complex thought and many times is misconceived as being an excuse for the inability to learn. Although, the process of "learning how to not-learn" is generally a much more grueling experience. This process of "learning how to not-learn" consists of an active and willful rejection of someone teaching something new to you. The first example that the authors uses to implicate this willful process, is with a fifth grader who explains to his teacher that his grandfather will not learn how to speak English. Even after being confronted and offered a chance to learn English, the grandfather still refuses. He refuses due to the fact that if he gave in like the rest of his family and spoke English instead of Spanish, then they wouldn't know who they were. This fear of losing one's culture caused the grandfather to learn how to not-learn. To support the idea of this being misinterpreted, I will use the example of other views of this action. The author presented this story to colleagues who concluded that the grandfather was doing this for the fear of learning or the failure there of. The author also backs this story up with a personal experience, which is on the same track as the Spanish to English story above. As a child the author was brought up in a family, which he was traditionalized in a Jewish sense. His parents made him attend a class where he was suppose to learn Yiddish. As the grandfather had chosen to "not-learn", so did Herbert Kohl himself as a child. He refused to learn Yiddish. When it was spoken he, would change the subject, when talked to in Yiddish he responded in English, and when tested in Yiddish he cheated. He willfully refused to learn, because he found it useless and pointless for him to know such language he would never use. Now, he regretted not learning the language because it would have made him a better person, but at the time there was no realization of this. Learning to not-learn can be noble and useful as well as harmful. The author then takes an education turn and talks about a student named Barry. Barry was an African-American student who was being held back because of his supposed inability to read. This supposed inability was just that, he had chosen to not- learn to read. The teacher Barry previously had from last year was afraid and labeled Barry as basically being useless. Barry was know by the other students as being the child that the teachers were afraid of. Herbert Kohl confronted Barry with a book and asked him to read it, which in turn, Barry through a temper tantrum and threw the book on the floor. After assessing the situation, Herbert Kohl went to Barry and quickly read the first sentence to Barry and asked him to read it back. This allowed Barry to not give in to the teacher's demands but just repeat the sentence that was just stated by the teacher. Barry did so and slowly throughout the next few weeks his reading gained strength and durability. Another example used in the book is a student by the name of Akmir. Akmir was an African-American student who struggled to maintain his culture and his roots despite the racist school systems he was brought up in. He attacked the curriculum in class and made it a time to fight back against the white racism taught in the classroom. This way, of "not learning" allowed Akmir to live the life he wanted and not to conform to an already racist system. This is just another example of a child willfully refusing and learning not to learn. Although there were more stories within the text, I believe that the ones

Critcal Analysis of Psycho essays

Critcal Analysis of Psycho essays PSYCHO: A Fabulous blend of stylistic elements Psycho, by Alfred Hitchcock, is one of the most famous films in the history of cinema. Alfred Hitchcock, in this film, challenged many of the conventions of Hollywood film- making and cinema-going prevalent at that time. In an unprecedented move Alfred Hitchcock asked all cinemas not to admit any person after the movie started. This was unheard of in 1960, when people wandered in and out of the cinema whenever they felt like it. Not only the cinema-going experience of Psycho different, audience were also confronted with a film that broke many cultural taboos and challenged the censors. Alfred Hitchcock provided a number of shocking images: Janet Leigh in brassiere, Janet Leigh stabbed to death naked in the shower, Norman Bates as a person having a split personality disorder, and the first ever flushing toilet shown on the screen. During the period from the late 1920s to the late 1950s, films made usually revolved around the story and the stars, and were usually heavy with dialo gue. Psycho offered the audience offered an experience that was much more emotional and visceral. Audiences were caught up in a roller coaster of shock, surprise and suspense based on image, editing and sound. The film has a very direct, emotional impact. Psycho had a budget of $800,000 and a 36-day shooting schedule. No one was prepared for the firestorm the film created. .... No one could have predicted how powerfully Psycho tapped into the American subconscious. Fainting. Walkouts. Repeat visits. Boycotts. Angry phone calls and letters. ............Only the American public knew what a monster Hitchcock had spawned.(REBELLO, 1989, p.162) Psycho received a handful of Oscar nominations; Janet Leigh for Best Supporting Actress; John Rus...

A Street Car Named Desire Essays

A Street Car Named Desire Essays A Street Car Named Desire Essay A Street Car Named Desire Essay Essay Topic: A Streetcar Named Desire A Streetcar Named Desire, the obsessive need to escape from reality defines the protagonist Blanched Dubos. Haunted by the fact that she incited the suicide of her young husband, Blanched is unable to cope with what has since become of her life. She relies on fables and illusions to reconstruct a more socially acceptable self. However, the antagonistic relationship between Blanched and Stanley Kowalski threatens her fantasy, as he continuously confronts her with reality and threatens to shatter the illusions others have about her. Stanley represents complete realism and Blanched is fantastical and idealistic. Thus, the interactions between the two are clearly representative of the struggle between reality and fantasy in the play. A struggle in which reality triumphs as Blanched ultimately becomes unable to differentiate between the truth and her lies. From the very beginning of the play, it is clear that the world Blanched lives in a fantasy land. A world in which her indiscretions and lack of wealth do not affect her status as an aristocratic lady. Blanche aims to cover her fading looks by covering the bulb with a paper lantern. This could be suggestive of trying to cover the truth. Blanche says that she still has a sense of vanity over her looks even though she is aware that her looks are slipping suggesting that shes insecure which would be relatable to the audience. This is significant as Blanche often lies about her age in the play and is portrayed as a compulsive liar. It presents the idea that Blanche lies to achieve the sense of security that shes missing. But when the audience learn that the dark is comforting, this implies the idea of keeping people in the dark so that she may carry on her fai ade. This all would lead the reader into perhaps forming a conclusion that you would form in fai ade in a situation where you feel like you dont comfortable in terms of the way you are, so generally construct a fai ade to fit in. However you could argue that Blanche does the opposite and this is demonstrated through the way in which she acts to be superior to others around her. Her acts of superiority are shown through small gestures and when through stage directions the audience become aware that shes Fanning herself with a palm leaf and wearing tiaras. The fact that Blanche has many different attributes makes her conceivably more real in my point of view. Through the concept and idea of vanity that Blanche shows could represent every woman, which applies even more in the 21st century where it is clear that vanity and appearance are everyday important issues. Through the way she acts by Fanning herself with a palm leaf in that scene indicates that she feels important, which is what everyone initially wants and causes the interpreter to sympathise. When she suggests that she hasnt put on one ounce in 10 years as being a huge accomplishment it evokes the interpreter to reference to magazines articles, especially womens magazines as they are obsessed with weight and their magazine strongly focuses on looking good, but for whom? Another highlighted theme in the play is male dependency. His is shown through the fact that both the main female characters in the play require a male presence to achieve happiness. It is possible that Blanche may be trying to become her sister in terms of settling down and that the relationship between Stella and Stanley makes Blanche feel pity upon herself for not having someone of her own. This could also suggest why Blanche is so intent on looking good so that she may attract male suitors. Referring to Stella also being dependant on men is made obvious by Williams because in many scenes Stanley is portrayed as physically abusive, but Stella still goes back to him. Blanche even tries to convince her that she can do better Youre not old! You can get out. But Stella still decided to stay with Stanley. From this the audience receive the impression of Stella has chosen Stanley over Blanche or Blanches idea and it could be to do with the fact that the future that Stanley represents is more secure than the one promised by Blanche. Blanche views marriage to Mitch as a means of escaping destitution. The many encounters with men, Strangers have left Blanche emotionally scared but also with a poor reputation. Blanche tries to hide this reputation as it makes her unattractive which is when Mitch finds out he rejects Blanche by saying I dont think I want to marry you no more saying that shes not Clean enough to bring home to his mother. After this failed attempt Blanche thinks of Shep Huntliegh who might rescue her. Blanche is so dependant on men that she hasnt realised the rational aspect where she is independent and learns to rescue herself. It is apparent that through the course of the play Blanches dependency on the kindness of a stranger leads to her downfall rather then salvation as it puts her fate into the hands of others. Williams could be intending to put through a moral teaching through the character of Blanche in the play; dont be too reliant. Both Blanche and Stella are symbolic of reliant/ dependant women. This could have caused strong emotional issues to be raised by feminist and women today, as there is more freedom. But historically makes sense since the feminist act didnt come around till the 1960s, so women wouldve been reliant for a male breadwinner. Williams highlights the concept of new versus the old in the play and Blanche herself is symbolic of old values and the feudalist epoch. She represents a system where there is hierarchical structure based on status that is achieved through family reputation. Blanche is a relic of the old south, the America that was beginning to fad away. This is revealed through Blanches expectation for her sister when she asks You have a maid, dont you? implying that in Belle Reeve the DeBois wouldve been familiar to a life where privileges like maids, would be common. This concept is important in the play as it shows the constant struggle between the Old South trying to remain alive and become a part of New Orleans which is at most a part of the new Industrialised era. Her struggle to keep this part of her alive is made apparent when she states on her birthday that Stanleys commonness isnt necessary when Stanley throws food, showing that she is still trying to uphold manners and common curtsy which is lacking. If Blanche is representative of the old America, then Stanleys representative of the new line of industrial labourers. In this sense Stanley is symbolic of the new. He believes that he is equal to Blanche in terms of status, perhaps even greater due to the fact that he is referred to as the new heterogeneous worker, who work to achieve everything they possesses. He states that he is one hundred per cent American And proud of it. His suggests that his behaviour is due to the fact that he believes that he is representative of the real America whereas Blanches representation offends him as it disregards meritocracy, which leads him into saying everyman is a king. This could be to further elaborate the difference between him and Blanche as she views herself as royalty but Stanley is actually the king of the house. Williams presented the theme of fantasy versus reality into the play. This is hugely significant as we see Blanche going mental and drowning herself in her lies and fantasies to a point where shes lost control of her mind. It is obvious that Blanche prefers her fantasies and lies as she mentions I dont want realism, I want magic, which could be her pursuit of chivalric hero, which she cant seem to find. It could also be the fact that she is better staying tangled within her fantasies since her past may be viewed as traumatizing; witnessing deaths, losing her love, losing Belle Reeve etc his trauma suggests that she seeks to be protected from which is even more obvious when Blanche mentions that Mitch is a cleft in the rock of the world that I can hide in. The connotations associated with rocks are that they a hard and tough which is symbolic in terms of how life is. If Blanche is symbolic of fantasy than Stella is symbolic of reality. Due to this fact there could be a possible consensus formed that Stella is more sensible than her sister. She realises immediately that Blanche and Stanley do not see eye to eye, and are both stubborn which leaves her to be the voice of reason. Immediately when things start going wrong she mentions that people have got to tolerate each others habits, she indirectly suggests that Blanche also has to get used to Stanleys habits in order for their household to be sustained. Williams has portrayed Stella as the normalising force in the play and shows and highlights her as a nurturing being especially towards Blanche. Stella symbolically is a mother figure for Blanche as she aims to protect her. Although Blanches elder than Stella, Stella still makes attempts to protect her sister since she is fully aware of her loss when younger. This could be the reason that she looks at Blanche with a Pitying look which Blanche has also noticed. She is aware of Blanches likes and dislikes and therefore stops at twenty five candles, knowing that she is insecure about her age and growing old. Although Blanche also tries to baby her little sister, through Stellas eyes it is evident that she is in the need of support, like she explains to Stanley she was tender and trusting as she was and people like you abused her. Forced her to change. This is suggestive of the fact that maybe Stella has known more than she lets on to anyone else and has made links between what she said before in the play about getting the attention of men. Baths are used as a method of cleaning and washing of dirt. Using the same aspect Williams uses baths to be symbolic of Blanche trying to rid herself of all the dirt and pain of the memories in her past. She explains that a hot bath gives her a brand new outlook on life. These baths help to cleanse herself of her odious past. Yet she is unable to erase her past and to calm her nerves and therefore her bathing is never done. This helps the audience understand the constant struggle that Blanche has to escape her regrets. Stanley takes a shower after the first poker night to soothe his violent temper in which he strikes his wife. After the shower when his temper has been erased he longingly calls out for his wife. In this aspect the shower is a system used for personality change. Williams has also cleverly incorporated another aspect in his play which is has significance. In scene seven, Blanche sings the ballad Its only a paper moon while she bathes. The song is about the way love turns the world into phony fantasy and suggests that if both lovers believe in their fantasy it is no longer make-believe. Blanche can relate to the lyrics since they sum up her approach to life. This suggests that for Blanche lying is the only means of enjoying life and therefore is harmless. Some may argue that due to this Blanche uses fantasies and lies as a self maintenance strategy. Seeing that Blanche is singing Its only a paper moon whilst bathing produces a sense of irony since Stanley and Stella and discussing Blanches sexually corrupt past. The reason for the irony is that Blanche is referring to her understanding of herself in terms of fantasy, while Stanley is focusing on Blanches past and reality. The fact that Williams juxtaposes this fact highlights it further, producing a comparison to be drawn by the audience. Alcohol is largely included in the play. There is some form of drinking in every scene but for different reasons. For Blanche it is a tool of escapism and a method which she can withdraw from harsh reality through. She also often lies about the amount of which she consumes since it doesnt fit the image of the fai ade that shes trying to pull off. Williams makes it clear that she does drink in front of people but says its to calm her nerves for example when shes about to meet Stanley, she asks for no coke due to her nerves. It seems that all Blanche ever seems to do is to lie, drink or bath. Blanche drinks due to self pity but we see Stanley who also likes to drink a lot, consumer for more social reasons. He drinks with his friends, during the poker night and to celebrate the birth of his child. But for both of them their drinking leads them to destructive paths; Stanley acting abusive and Blanche deluding herself in her fantasies. The polka music is symbolic of Blanches past. Polka music sounds, in a minor key, faint in the distance. The way that Williams has written this implies that it is sad as it is in a minor key and the distant could resemble the past. The Polka music is symbolic of the last dance between Blanche and her husband the young boy or Alan. Blanche also mentions that the polka music ends after the gunshot which refers to the death of her husband at the end of the dance. Williams has used the polka music to resemble any point in the play when Blanche is affected by the death of her husband. The fact that she hears it often indicates that she is haunted by her past. The poker game is largely significant as it takes place during the beginning of the play and at the end of the play. In the first poker game we see that Stanley is losing when Im losing you want to eat? this symbolises the arrival of Blanche and the hard times coming into the household. During the second game Stanley experiences good luck in the game but could resemble the fact that Blanches leaving and hes getting what he wants. Poker is cleverly incorporated since it is a game of bluff and at the end it seems top the audience that Blanche has run out of cards lies to tell. The symbolism used by Williams brings more emotion into the play but also bring greater meaning to the characters actions and to their emotions. Over all it is safe to conclude that the characters that Williams has constructed are complex even though the audiences are given indications to the core of them. The audience are left to decide how to categories the characters in genres of good and bad which is important since everyone has good and bad qualities. There are probably more hidden uses of symbolism in the play which arent apparent as the ones explored in this essay.

Human Resource Management, Essay Example | Topics and Well Written Essays - 2500 words

Human Resource Management, - Essay Example Each individual, therefore has a 'level playing field' and a fair share in the job opportunity. Internal advertisement: It provides maximum information to all employees speedily at a low cost. In such cases, the induction periods are shorter. However, there is a possibility of unlawful indirect discrimination. The response from this case is largely from those seeking local employment. This medium is not preferred by technical or professional job seekers, But is more suitable for lower level positions as well as part time or full time contract workers. The reach of this medium is very wide and instant. The cost also may be minimal, if a website is constructed. It can also facilitate on-line short-listing, and provide a clear information about the organization. The disadvantage is that it can produce thousands of unsuitable applications There are several advertising agencies, whose business is to provide recruitment services to employers and job seekers at a price. News papers such as 'The Sydney Morning Herald' also offer advertising space, where Field-wise categorization helps the readers to locate the positions of their interest. Different recruitment

Community Members Assignment Example | Topics and Well Written Essays - 250 words

Community Members - Assignment Example Department of Health and Human Services (2012) indicates that â€Å"Philadelphia residents have higher rates of high blood pressure, diabetes, uninsurance, obesity, and tobacco use in comparison to the Southeastern Pennsylvania region as a whole.† Interestingly, most of these problems that are faced by the people within the population are caused by environmental factors including population emanating from the poor use of vacant lands (Bushman, 2007). As far as health indicators are concerned, the leading health indicator in greatest need of application within the population would be said to be obesity among young men and women in Philadelphia as the city is fast becoming known as "Fattest American City" by Mens Fitness Magazine (2005). A corresponding health promotion initiative to address the issue would thus be one that centers on the eating habit of residents as majority of these residents are known to be involved in poor eating habits that put their health at risk (Calfee and Scheraga, 2012). Bushman, B.J. (2007). Effects of alcohol on human aggression: Validity of proposed explanations. In M. Galanter (Ed.), Recent developments in alcoholism: Volume 13. Alcohol and violence (pp. 227-243). New York, NY: Plenum Press. Calfee, J., & Scheraga, C. (2012). The influence of advertising on alcohol consumption: A literature review and an econometric analysis of four European nations. International Journal of Advertising, 13,

Choking in Sports Essay Example for Free

Choking in Sports Essay In 2007, Reeves, Tenenbaum, and Lidor conducted research in order to study what causes talented athletes to often fail to perform to the best of their abilities when placed under stressful situations. The purpose of the study was to discover whether athletes who participate in self-consciousness training adapt to pressure situations better than players who do not. To measure this, the researchers examined â€Å"choking† during kicking a soccer ball with participants of two different skill levels, low-skill and high-skill. The participants had to complete two different tasks, kicking a soccer penalty and a breakaway. They were placed under two pressure situations, both low and high, and the experimenters also had three different training conditions – single task, dual task, and self-consciousness. The high-skill players were members of a NCAA Division 1 women’s soccer team at a southeastern, United States university with at least ten years playing experience. There were 18 participants in the high-skill group ranging from 18 to 22 years of age. The low-skill players were junior varsity girl soccer players from two southeastern high schools. There were 19 participants in this group, ranging from age 14 to age 16. All of these participants were randomly assigned to one of the three training conditions. On the first day of the experiment, participants were told the purpose of the study and were asked to fill out performance information sheets as well as sign informed consents. Participants then warmed up and began performing the simple task of penalty kicks under low-pressure conditions. Before each kick, participants filled out the part of the psychological grid for that kick, and then performed the task. On the second day, the participants were split into two teams and told they would be competing for a prize. They were told that their competition would be videotaped and that a sports psychologist would evaluate their mental performance in front of the goal. The psychological grid was again filled out before each penalty kick. On the third day, the participants completed the complex task (breakaways) under low pressure conditions. On the fourth day, participants were told that the competition involving penalty kicks was unfair and that the competition needed to be replayed but with breakaways. The researchers found that choking occurred in the simple task of penalty kicks, but not in the more difficult task of breakaways. Also, the single-task and dual-task treatments experienced a decrease in performance under high-pressure situations. Meanwhile, participants who underwent self-consciousness training improved their performance under high-pressure situations. Reeves et al. used a repeated measure ANOVA with skill level and treatment as between-subjects factors and pressure condition and task complexity as within-subjects repeated measures on perceived pressure. This ANOVA was used to check for the effect of pressure on the participants, and a significant effect was found (F (1,31) = 32. 32, p . 001). Repeated measures ANOVAs were also used to assess performance and perceived performance during the shooting tasks. There was a significant interaction of task difficulty and pressure condition on performance such that participants performed the simple task better under low-pressure (M = 12. 63, SD = 3. 35) than under high pressure (M = 11. 17, SD = 3. 24). However, they also found that the more difficult task was performed equally well under low- (M = 11. 08, SD = 2. 64) and high-pressure (M = 11. 25, SD = 2. 90) conditions. A significant interaction was also found between pressure condition and treatment as they affect performance. Participants in the dual-task treatment suffered decreases in performance when shifting from low- to high-pressure situations, whereas participants in the self-consciousness treatment group increased performance. The single-task treatment had the highest decreases in performance from low- to high-pressure situations. Significant interactions were also found between skill level and treatment condition such that low-skill players given self-consciousness and dual task training perceived their performance as higher than those in the single-task condition. However, high-skill players in the self-consciousness treatment perceived their performance as being lowest of all three treatments. Yet another analysis of the data showed a significant interaction between pressure and treatment on perceived arousal and pleasantness levels. One limitation of this particular study is that it only examined the effects of high pressure situations in female soccer players. Although this study did account for differences in skill level, players of a different sport may have had dissimilar results. Also, there may be gender differences when it comes to choking during performance. The authors discussed the possible limitations of this study in the discussion section. There it says, â€Å"Further explanation of what constitutes a simple and complex task under pressure situations and of the ability to generalize to other task types is needed to enhance our understanding of the choking phenomenon. The researchers go on to say that there was no significant difference in skill level shown. The results reported by the experimenters and the discussion section did seem to be consistent in their findings. Using the statistical analysis and results from the ANOVAs, the researchers explained what they found using previous theories on choking in high pressure situations. The results of this study supported the explicit monitoring theory to explain choking under pressure in proceduralized skills. On the other hand, distraction theories explain choking under pressure in cognitive skills. Both of these conclusions were supported by data in the results section of the paper. This study not only has implications for athletes, but for everyday life as well. Athletes should be aware of the pressure they are experiencing in different situations and be able to regulate their arousal when necessary. If an athlete is facing a difficult task under high pressure conditions, they should consider undergoing self-consciousness training to help increase their performance. Similarly, if a student is studying for an extremely difficult exam that will determine whether they pass or fail a course, they should use self-consciousness training to help them obtain the best grade possible. For simple tasks, both athletes and students should realize that being under an increased amount of pressure can result in lower performance. Therefore, when completing mundane tasks, athletes and students alike should decrease their arousal and be under as little pressure as possible to achieve optimum performance. In a study by Wang in 2004, researchers were examining â€Å"dispositional self-consciousness and trait anxiety as predictors of choking in sport. Sixty-six basketball players completed the Self-Consciousness Scale and the Sport Anxiety Scale prior to completing 20 free throws in low-pressure and high-pressure conditions. A manipulation check showed that participants experienced significantly higher levels of state anxiety in the high-pressure condition. A series of hierarchical multiple regression analyses supported the hypothesis that self-conscious athletes were more susceptible to choking under pressure. The best predictors of choking were private self-consciousness and somatic trait anxiety that together accounted for 35% of the explained variance. † If one is self-conscious, they are putting themselves under even more pressure than the situation at hand already is. Therefore, these athletes are already at a disadvantage when it comes to reaching optimum performance. The best athletes in the world have no trouble stepping onto the biggest stage and performing well on a consistent basis. Also, in terms of choking, another factor that seems to be important is how high one’s approach motivation is. Choking is the concept that one performs worse than expected in a situation that carries great importance. This is Michael Jordan hitting a game winner in game six, or Mr. October Reggie Jackson going yard to give the Yankees the lead, or even a young intern at the FBI figuring out the biggest case of his life that makes his career; except it’s not. Choking is bricking that shot, grounding out to the second baseman, and having someone else figure out your case for you and thus getting your promotion. Recent questions have been raised about the major causes of choking. Some believe that â€Å"motivation to avoid failure often may predict choking under pressure† (Jordet 2008). â€Å"In achievement motivation theories, avoidance motivation typically refers to behavior directed by negatively valenced events, whereas approach motivation refers to behavior directed by positively valenced events† (Jordet 2008). People who avoid failure often get worried more and are more likely to perform poorly (choking). People who approach it, are often more confident and have less anxiety and thus, tend to have better performance (Dweck 1988). In this study, the researchers hypothesized that, â€Å"elite performers who are in negative valence situations engage in avoidance behaviors and these behaviors may contribute to low performance† (Jordet 2008). This study uses the high pressure situation of a penalty kick in a soccer match to fill the gap in knowledge on real-world choking. A penalty kick occurs when two teams are tied after two overtime periods. Especially in big games such as the World Cup final, these shots are very high pressure moments. Studies on these shots suggest that the more important the shot, the worse people performed because of elevated stress and anxiety levels. Researchers for the current study hypothesized that players in negatively valenced situations would attempt evading the situation, while players with positively valenced shots would take their time to look at the goal keeper, line up their shot, and take the necessary time to prepare. The negatively valenced shots would have their back turned to the goal keeper and would get the shot over with as quickly as possible (Jordet 2008). The results of this study showed that whether one takes an approach or avoidance motivation can have an effect on whether professional athletes choke under high pressure situations. They found that soccer players especially tended to use avoidance behavior and thus made 30% less shots than with the positively valenced shots (Jordet 2008). Despite prior research that suggested that professionals who choked tended to take longer to shoot, the present study found that the athletes who shot quickly actually performed worse. There are two possible situations. Either, through hurrying up, the athlete is able to time their shot and put it where they want, or they rush their preparation and don’t focus in enough on where they need to place the ball and can therefore choke. Jordet states that more research needs to be done on the relationship between dreading the shot, waiting to shoot, and the result or performance on the shot. Researchers in this study included a neutrally valenced condition in which they found it was most related to the negatively valenced condition. Therefore they concluded that athletes in the positively valenced group simply strive under pressure i. Michael Jordan, etc. Jordan approached failure face to face and more often than not came away successful as a result. It is all dependent on what sort of success and patterns a player has developed over his or her career (Dweck 1988). If a player shows a pattern of stepping up and hitting a key shot, you can expect that he or she will perform better on a big stage because they are self-confident. If I were to perform further research on this subject, I would first attempt to create a model that would help explain the complex reasons for choking while performing tasks during different situations. This would help other teachers, coaches, and researchers use this information to foster the highest level of performance in athletes and others. Another possible direction for these findings is to have three conditions in a study, one in which a participant completes a proceduralized task, one for a cognitive task, and one for a task that is both cognitive and proceduralized. Using this design, I would be able to examine if the two theories interact or if they are separate. Another possible direction for research is to see if low-, moderate-, or high-skilled players are more likely to choke under pressure rather than simply studying the choking habits of just elite athletes. Finally, a personality psychologist could assess if different personality dispositions make an athlete more or less likely to choke than others. With further research and increased understanding of the choking phenomenon, sports psychologists could discover a technique to help decrease the chances of choking under high-pressure situations. This could help improve athletes’ confidence, self-esteem, and performance while competing.

The Wedding of Sir Gawain and Dame Ragnell :: Essays Papers

The Wedding of Sir Gawain and Dame Ragnell Character Analysis Sir Gawain is one of the more famous Knights of the Round Table in Arthurian legends. Various authors have written about Gawain including the anonymous author of "The Wedding of Sir Gawain and Dame Ragnell." The reader gets to know Gawain’s character through its development throughout the story. Gawain shows his virtue and courteous manner through his words and also through his actions. His physical appearance and dress are never mentioned so there are no clues to his personality in this regard. Gawain’s steadfast manner in the face of adversity is further testament to his worthiness as a knight. The first glimpse we have of Gawain in the story is shortly after King Arthur returns from his hunt. Gawain is the only person to whom Arthur confides his misadventure with Sir Gromer Somer Jour. Arthur’s apparent trust of Gawain to carry his burden proves that he trusts Gawain’s counsel and that Gawain will be discreet about the king’s troubles. Gawain enforces this belief when he says, "I am not that man that wold you dishonor / Nother by evin ne by moron"(329). In contrast to Arthur who breaks his oath to Sir Gromer that "I shold nevere telle it to no wighte"(331) by hoisting his problems on another, Gawain’s character exhibits a more honorable disposition by immediately offering his assistance. The juxtaposition of these two contrasting characters, namely Arthur and Gawain, serves to display each of their attributes in a clearer, more defined light. Even though Arthur does not necessarily act in a cowardly manner, neither does he measure up to Gawainâ €™s virtuous nature. After Arthur’s encounter with Dame Ragnell later in the story, he returns to his home even more discouraged than when he set out. Gawain, upon meeting with the dejected king, swears that "I had lever myself be dead, so not I thee"(335) when he hears Arthur’s foreboding prophesy that he will surely die. Gawain backs up his loyalty not only with mere words but with his actions as well. When faced with the prospect of taking a hideous wife to save his lord’s life, Gawain does not hesitate but says that he will "†¦wed her and wed her again, / Thoughe she were a fend, / Though she were as foulle as Belsabub, / Her shall I wed, by the rood, / Or ellses were not I your frende"(335).

Brutality of Slavery Essay

In history, slavery has been a large problem in The United States and has caused many issues. We know slavery as history, while people like Frederick Douglass and Harriet Jacobs knew slavery as their lives. Frederick Douglass was a man who was born and raised as a slave, he never knew his mother and watched many terrifying things as a child. Another known slave was Harriet Jacobs; she was a slave who was abused in many ways. Both of these slaves lived through hardship and turbulence growing up. Most people could not even fathom the pain and suffering these two slaves endured. They were considered to be chattel slaves. Chattel is a type of slavery. According to Dictionary. com chattel is â€Å"any article of tangible property other than land, buildings, and other things annexed to land. † Slaveholders feel as though their slaves have no rights and they are their own property. Most slaves during this time were chattel slaves and were treated very poorly by there slaveholders. In his essay on brutality toward slaves, Frederick Douglass shares some of the horrors that were his reality. As a slave himself, he understands from first-hand experience how badly slaves were treated. He mentions emotional and physical abuse he received from his slaveholder. He talked about how the slaves were not allowed to know how old they were or information that might expose them to more about their families. Douglass mentioned the fact that slaveholders would whip the slaves until bloody while making other slaves watch. Slaveholders would shoot and kill their slaves if they did not follow orders, Douglass acknowledges. Slaveholders would keep all personal information from their slaves. The fact that a slave would not have the right to know how old they are would create emotional hardship and eliminate an important sense of self. Some slaveholders would not allow the slave to know anything about his or her mother or father. They would give the slaves very little information so they could not investigate further. Douglass was one of the slaves who barely knew his own mother. The most he ever saw her was just a few times at night while he was sleeping. She would take the long trip to see him after a long day in the fields, but she would have to be back before morning came the next day. Only being able to see one’s mother three or four times in a person’s life, and not being able to know anymore information about one’s life, would be considered abuse in many ways. Whipping a slave was a very normal action in this time. Slaves, whether they ‘deserved’ it or not, could be whipped for many reasons. Douglass mentions many times when his slaveholder would whip his own aunt. Douglass said, â€Å"I have often been awakened at the dawn of day by the most heart-rending shrieks of an own aunt of mine, whom he used to tie up to a joist, and whip upon her naked back till she was literally covered with blood. † His slaveholder took great pleasure in whipping and torturing his slaves. It is heartbreaking knowing that it was considered socially and morally okay to commit such brutalities. Douglass talks about a time when a slave named Demby was shot and killed in front of an entire plantation of slaves. The slaveholder told Demby to come to him, but Demby refused, so the slaveholder took out his gun and shot him. A thrill of horror flashed through every soul upon the plantation†¦Ã¢â‚¬  said Douglass. The slaveholder said that he killed him because he was â€Å"unmanageable. † He also said that Demby was setting a bad example for the other slaves and if he did not take care of the problem, the other slaves would follow. Women played a vital role in slavery, the pain and suffering they had to endure was terrible. Women had to bear hardship in many different ways such as sexual abuse, chattel type slavery, and the relationship between the slaveholder, his wife and the slave. All of these rigorous situations are forced upon an African American woman creating emotional and physical abuse. While reading Incidences in the Life of a Slave Girl by Harriet Jacobs, one could notice a constant theme in the slaveholder’s ideology toward the slave. As brought up earlier, most slaves were chattel slaves, meaning that their slaveholders treated them as if they were property and with no respect. Jacobs says, â€Å"He told me I was his property; that I must be subject to his will in all things. † (Jacobs pg. 2). Obviously, Mr.  Flint treated Jacobs as if he had zero respect for her. Jacobs mid teen years is when her life as a slave girl escalated. Mr. Flint, her slaveholder had absolutely no respect for the fact that she was an innocent young girl. â€Å"My master began to whisper foul words in my ear. Young as I was, I could not remain ignorant of their import. † (Jacobs pg. 1). These actions were not uncommon in slaveholder/slave relationships because of the sense of ownership. The wife of the slaveholder and her relationship to the female slave, in this case being Jacobs, could be detrimental. Not only the relationship between the wife and the female slave is important in history, but it also creates a struggle between the African American female and the slaveholder. The wife could be considered psychotic because of the jealously placed in a relationship such as theirs. Jacobs mentioned thatâ€Å"†¦she spent many a sleepless night to watch over me. Sometimes I woke up, and found her bending over me. † Most people, whether in the same relationship as them or not would think that is weird and would have psychotic tendencies. Insidences in the Life of a Slave Girl and Both narratives written by Frederick Douglass and Harriet Jacobs were tools in the abolition of slavery. The narratives gave African Americans a voice. They brought international attention to the issues and brutality of slavery. This basically put pressure on the United States to address the issue. Also, the ideology of slavery is based on the belief that blacks are inferior to whites. When sociologists first began trying to explain inferiority, a big argument was that there was no African literature. These narratives really showed the eloquence of African people.

Enhancing Participation in Distance Learning Environments Essay

Given the increasing diversity and changes happening in the classroom today, it created new approaches in facilitating education and learning for students. Similarly, with the advent of information technology via the Internet in the late 20th century spurred the creation and design of distance learning environments. These capabilities encourage the development of curriculum created to facilitate the same results in a classroom based setup. It is in here that â€Å"students work on their own, with supplied course materials, print-based media and postal communication, some form of teleconferencing and/or electronic networking, and learner support from tutors and mentors via telephone or E-mail† (Sherry, 1996, p. 1). However, comparing this to the traditional classroom-based setup, there is wide range of problems associated in implementing this objective. â€Å"These include redefining the roles of key participants, technology selection and adoption, design issues, strategies to increase interactivity and active learning, learner characteristics, learner support, operational issues, policy and management issues, equity and accessibility, and cost/benefit tradeoffs† (Sherry, 1996, p. 1). Due to this, there is a need to reinforce strategies that advocates and realizes the importance of participation to cultivate and realize the objectives of any distance learning environment. Objectives: Upon the completion of training, participants are expected to carry out the following objectives and goals: †¢ Understand the functions of every distance learning †¢ Develop strategies for participation †¢ Point out relevant communication mechanisms available †¢ Realize the concepts and ideas presented on a particular subject †¢ Choosing and using adequate information for the topic †¢ Learn new motivational ways to effectively increase participation using virtual environments. †¢ Increase capabilities of participants to practice distance learning with a renewed vigor and determination to create success. Role of the Presenter Given the objectives of these training, it is necessary that the presenter must be adept and adequate to facilitate the needs of participants. Due to these, here are the responsibilities of the presenter: †¢ Present accurate and sufficient data concerning distance learning and participation †¢ Motivate individuals to interact in the discussion †¢ Generate feedback and effective communication among participants and guest speakers †¢ Interact and take part in activities that are designed within the course of the training †¢ Provide interactive slides and presentation data to support the argument. †¢ Extract reactions and checklist to the determine whether or not the objectives of the program were met accordingly Participants The training shall be comprised of students who are specializing in education. The group shall be composed of 20 selected third year individuals who were first to sign up in the sessions that were given one week before the program. In here, everyone shall be expected to attend this whole day event and learn from various speakers who have had experience in the realies of distance learning. Similarly, each individual is expected to bring a positive attitude so as to help facilitators bridge the information accordingly to each one. Schedule of Training In achieving the mentioned objectives and goals of the training, facilitators and organizers shall divide and use numerous programs that will attain this purpose. Kindly refer to index 1 to view the table and see several instructional mechanisms and agenda’s in the one day training. The Training Environment Location and time: It shall take place in a classroom based setup wherein there are 20 seats available for participants and several more for the guest speakers and lecturers who shall facilitate in the process. With this, the duration of the exercise shall begin at 8:00 AM and shall conclude at 5:30 in the afternoon. Snack and Lunch shall be served. Refer to Index 1 for the schedule. Audio-Visual: It is the prerogative of lecturers to use audio-visual equipment to supplement their talk. However, the organizers have encouraged each one to provide one to enhance student grasp of what he/she is talking about. Similarly there are numerous instruments made by organizers to also guide students to (1) familiarize with participants, (2) use their skills in determining solutions and (3) enhancing their grasp of the topic. These things shall be elaborated in the next section. Exercise and Activities Discussion 1: Enhancing Participation Under this section, participants are given numerous tenets and ideas surrounding the distance education practice. It incorporates the processes that correspond to the needs of students and instructors in imparting the needed skills and expertise in a particular subject (Montera-Gutierrez, 2002). In here, students shall be given the idea on how to enhance participation in distance education to supplement the objectives of a particular subject. Similarly, it shall focus on several facets in attaining this mainly increasing motivation, content and communication. Discussion 2: Dwelling into Communication In here, the facilitator shall point out the relevance of available communication apparatuses and mechanisms. By elaborating on these innovations, there is a better way wherein students can express their intentions while at the same time increasing participation. â€Å"If a teacher cannot communicate effectively with his or her learners, it is reasonable to assume that their learners will struggle in class† (Purland, n. d. , p. 1). Also, the speaker can identify several skills necessary to achieve this kind of communication among online students. Lastly, this discussion shall seek to introduce participants in various apparatuses and devices available for each ones use in bridging the gap between student and teacher. Discussion 3: Enhancing Content and Motivation The speaker in this section shall deal with creating and stimulating motivation among participants in distance learning. One initiative that can be made involves creating a good extra credit program to influence students to post in discussion forums and gather information and insights necessary for the class. Likewise, the program can also seek to showcase chat discussions concerning the grading of a paper and how the student can enhance his participation even better. On the other hand, the content must also be attractive to students given a particular subject. In here, the facilitator should encourage future distance learning instructors to try to look outside the box and gather resources that are relatively interesting and stimulates thinking. Here, members shall be given techniques in determining which information is adequate. Moreover, the speaker shall also point out relevant ideas and practices that are supplemental in addressing these situations. In each activity, students shall be divided into five (5) groups composed of four Ice breakers and Activities The design of the activities and ice breakers are deemed to encourage each one to participate with the members of the training. Since there are activities after every discussion to test their understanding and capacity, it is expected that everyone should participate and give out their best in addressing the situations given to them. On the other hand, ice breakers are given before the program and after lunch break. These have their defining purposes as the first one seeks to open up with the people to make the comfortable with each other. The latter addresses the sleepiness and laziness that may be felt after having lunch. Evaluation Tools There are two ways in which the student shall be evaluated in the training. The first part involves each speaker’s comments and response to the required reaction papers given to participants after the duration of the lecture and activities. In here, each one shall be given sets of questions devised by speakers to have them answered accordingly. The second way is via the feedback system given by each student in describing the overall success of the program in general and several insights revolving on what they had learned in the process. Closing At the end of the training, each one is expected to have learned something from the endeavor. It must not only revolve around the idea of distant education, but at the same time understand and comprehend what important facets continue to shape participation of students in the success and growth of interaction between the lecturer using communication, content and motivation.

Cell Transport Mechanisms and Permeability Using Physioex Essay Example

Cell Transport Mechanisms and Permeability Using Physioex Essay Example Cell Transport Mechanisms and Permeability Using Physioex Paper Cell Transport Mechanisms and Permeability Using Physioex Paper This enables nutrients to enter the cell, while keeping unwanted substances out. Active transport requires that the cell provide energy in the form of TAP to power the transport of substances through the membrane. During passive transport the substances move through the plasma membrane because of pressure or concentration differences between the interior and exterior of the cell. Facilitated diffusion relies on carrier proteins, and occurs when molecules are either not lipid soluble or are too large to pass through the pores of the membrane. Solutes have to combine with the carrier proteins in the membrane, ND then they can be transported down the concentration gradient. Filtration is the movement of solute and water molecules across a membrane due to a pressure gradient. Active transport occurs when substances are not moving along the concentration gradient, are not lipid soluble, or are too large to pass through the membranes pores. The first experiment involves the facilitated diffusion of glucose. This simulation depicts the varied rates of diffusion for glucose with differing numbers of glucose carrier proteins. As the number of glucose carrier proteins increases the rate of diffusion also increases. The second experiment simulates alteration of sodium, urea, glucose, and powdered charcoal. These substances filtrate across the membrane as a result of pressure differences between the two sides of the membrane. During simulation, the pressure is altered to examine how rate of diffusion changes with the pressure change. Experiment three depicts the active transport of An+ and K+ across the membrane using sodium- potassium pumps and AT P. TAP is altered between simulation runs to see how this affects the rates. Materials Human Anatomy Physiology Laboratory Manuel Physique 8. 0 Physiology Lab Simulation Program Computer Method Activity 2: Simulating Facilitated Diffusion In the stimulating facilitated diffusion experiment, I used the Physique 8. 0 Physiology Lab Simulation Program on a computer and the Human Anatomy and Physiology Laboratory Manuel. I set the glucose carrier proteins in the membrane to 500. I adjusted the glucose concentration in the left beaker to 2. 0 mm and dispensed only denizen water in the right beaker. The timer was set for 60 minutes. After clicking the start button, I was able to observe concentration changes between the two beakers. This same procedure was done two more times, but I changed the number of carrier proteins to 700 on Run 2 and then 900 in Run 3. The next three simulation runs were done using 8. 0 mm of glucose concentration in the left beaker and denizen water only in the right beaker. Run 4 was done using 500 carrier proteins, Run 5 used 700 carrier proteins, and Run 6 used 900 carrier proteins in the membrane. All data was recorded. Activity 4: Simulating Filtration In the simulating filtration experiment, I used the Physique 8. Physiology Lab Simulation Program on a computer and the Human Anatomy and Physiology Laboratory Manuel. I adjusted the dialysis membrane in the first run to 20 MOOCOW. The membrane was placed between the top and bottom beaker. I then dispensed 5. 0 MGM/ml of Nasal, urea, glucose, and powdered charcoal into the top beaker. The pressure unit atop the beaker was set to 50 me g. The timer was set to 60 minutes, and then the start button was pushed to begin. After simulation, the membrane was analyzed to detect solute residue using the Membrane Residue Analysis Unit. Simulation Runs 2-4 were also done the same way using 50 meg of pressure and 5. MGM/ml of Nasal, urea, glucose, and powdered charcoal dispensed in the top beaker. However, with each run, I changed dialysis membranes. During Run 2, I used the 50 MOOCOW dialysis membrane, Run 3 used 100 MOOCOW, and Run 4 used 200 MOOCOW. After each run the Membrane Residue Analysis Unit was used to detect any residue present on the membrane, and all data was recorded. Activity 5: Simulating Active Transport In the stimulating active transport experiment, I used the Physique 8. 0 Physiology Laboratory Manuel. I used the membrane builder to adjust the sodium-potassium pumps to 500 and the glucose carriers to 500. The membrane was placed between the two beakers. The Nasal concentration in the left beaker was set to 9. Mm and dispensed. KICK concentration in the right beaker was set to 6. 00 mm and dispensed. The TAP dispenser on top of the beakers was set to 1. 0 MM and dispensed. The timer was set to 60 minutes. I pushed the start button, and watched as solute concentrations of sodium and potassium changed between the two beakers. In Run 2 the same procedures were done again, but this time using an TAP concentration of 3. 00 mm. During Run 3, 9. 00 mm of Nasal was dispensed in the left beaker and 10. 00 mm of Nasal was dispensed in the right. TAP concentration was set to 1. Mm. I recorded data after each simulation run. Results Activity 2: Simulating Facilitated Diffusion When glucose carriers in the membrane were set to 500, the glucose transport rate for 2. 00 mm of glucose was . 008 ram/min. Equilibrium was reached at 43 minutes. At 700 glucose carriers the rate was . 0010 mm , and equilibrium was reached at 33 minutes. When the glucose carriers was set at 900 the rate was . 012 mm/min, and equilibrium was reached at 27 minutes. After changing the glucose concentration to 8. 0 mm, the glucose transport rate with 500 carrier proteins was . 023 mm/min, and equilibrium was reached at 58 minutes. With the simulation set at 700 carrier proteins the rate was . 0031 mm/min, and equilibrium was reached at 43 minutes. When the simulation was done with 900 carrier proteins the glucose transport rate was . 038, and equilibrium was reached at 35 minutes. Results Activity 4: Simulating Filtration With all solutes set at a concentra tion of 5. 00 MGM/ml and the MOOCOW set at 20, filtration stopped at 60 minutes, and the projected completion was 100 minutes. The residue analysis indicated all solutes present in the dialysis membrane. The filtrate concentrations for all solutes was 0. 00 MGM/ml. With all solutes set tat concentration of 5. 00 MGM/m and the MOOCOW set at 50, the filtration completed in 40 minutes. The residue analysis indicated all solutes present in the dialysis membrane. The filtrate concentration for Nasal was 4. 1 MGM/ml, and 0. 00 MGM/ml for all remaining solutes. With all solutes set tat concentration of 5. 00 MGM/ml and the MOOCOW set at 100, the filtration completed in 20 minutes. The residue analysis indicated all solutes present in the dialysis membrane. The filtrate concentration for Nasal was 4. 1 MGM/ml, urea was 4. 74 MGM,ml, glucose was 0. 00 MGM/ml, and powdered charcoal was 0. 00 MGM/ml. With all solutes set at a concentration of 5. 00 MGM/ml and the MOOCOW set at 200, the filtration completed in 10 minutes. The residue analysis indicated all solutes present in the dialysis membrane. The filtrate concentration for Nasal was 4. 4 MGM/ml, urea was 4. 74 MGM/ml, glucose was 4. 39 MGM/ ml, and powdered charcoal was 0. 00 MGM/ml. Results Activity 5: Simulating Active Transport In this experiment the left beaker represented the interior of the cell and the right beaker represented the exterior. With the addition of AT P, sodium was able to cross from the interior to the exterior using the sodium-potassium pumps. As TAP was increased from 1. 00 mm to 3. 00 mm, the rate of transport for both An+ and K+ increased. No transport took place when 9. 00 mm of Niacin was dispensed in the left beaker and 10. Mm of Nasal was dispensed in the right beaker. Discussion The purpose of the first experiment was to see how carrier proteins affect diffusion of the solute, glucose, across the membrane. Glucose can not cross a membrane without assistance from carrier proteins because it is not lipid soluble and is also too large to pass through the membranes pores. Solute transport varied depending on the amount of carrier proteins available for the glucose. As seen in the experiment results, the rate of facilitated diffusion increased each time the number of protein carriers increased. Equilibrium was also achieved sooner as the number of protein carriers increased. The rate of diffusion slowed down when the concentration of glucose was increased, but the number of glucose carriers stayed the same. For example at 500 glucose carriers, when the concentration of glucose was 2. Mm the rate was . 0008, and when the concentration of glucose was 8. Mm the glucose transport rate was . 0023. I noted that it took 43 minutes to reach equilibrium at a 2. Mm concentration, and it took 58 minutes to reach equilibrium at a 8. 00 ram concentration. The objective of Activity 4 was to observe how Nasal, urea, glucose, and powdered charcoal passed through a dialysis membrane. The membranes molecular weight cut off (MOOCOW) affected the rate of filtration. As the membranes MOOCOW increased from 20 to 200, the rate of filtration increased as well. Excluding powdered charcoal, solute concentrations in the filtrate increased as the MOOCOW got larger. Filtration occurs because of pressure differences between the two beakers and the pore size of the dialysis membrane. This, for example, simulates the hydrostatic pressure difference from the interior and exterior of a cell and also pore size of cell membrane. The pressure in these simulations stayed set at 50 meg, but the MOOCOW changed. The larger the MOOCOW, the larger the poor size and the solute that could pass through the membrane. During the 60 minute interval, all solutes failed to pass through the membrane when the MOOCOW was 20. Powdered charcoal was the only solute that could not filter through the dialysis membrane no matter the number of the molecular weight cutoff. This could indicate that powdered charcoal needed a higher pressure in order to pass through the membrane or a higher MOOCOW. Nasal was the solute that filtered the best through the membrane at a molecular weight cut off above 20. After each run the Membrane Residue Analysis was seed, and it detected solute residue in the membrane every time. This indicated that there was solute substances that could not filter through the membrane to the lower beaker, instead the solutes remained in the dialysis membrane. In Activity 5, I experimented with the active transport of An+ and K+. I observed that more An+ and K+ moved better through the membrane when more TAP was dispensed. In the second run when 3. 00 mm of TAP was dispensed, all of K+ filtered from the right beaker into the left. This simulated that in the body all of K+ would have crossed from the exterior of the cell into the interior using the odium-potassium pumps.

Definition and Examples of Exhortation

Definition and Examples of Exhortation An exhortation is a  speech that attempts to encourage, motivate or incite an audience through strong emotional appeals. Here are some examples from famous works. Henry Garnets Address to the Slaves​ Look around you, and behold the bosoms of your loving wives heaving with untold agonies! Hear the cries of your poor children! Remember the stripes your fathers bore. Think of the torture and disgrace of your noble mothers. Think of your wretched sisters, loving virtue and purity, as they are driven into concubinage and are exposed to the unbridled lusts of incarnate devils. Think of the undying glory that hangs around the ancient name of Africaand forget not that you are native-born American citizens, and as such, you are justly entitled to all the rights that are granted to the freest. Think how many tears you have poured out upon the soil which you have cultivated with unrequited toil and enriched with your blood; and then go to your lordly enslavers and tell them plainly, that you are determined to be free. . . .[Y]ou are a patient people. You act as though you were made for the special use of these devils. You act as though your daughters were born to pamper the lusts of your ma sters and overseers. And worse than all, you tamely submit while your lords tear your wives from your embraces and defile them before your eyes. In the name of God, we ask, are you men? Where is the blood of your fathers? Has it all run out of your veins? Awake, awake; millions of voices are calling you! Your dead fathers speak to you from their graves. Heaven, as with a voice of thunder, calls on you to arise from the dust.Let your motto be resistance! resistance! resistance! No oppressed people have ever secured their liberty without resistance. What kind of resistance you had better make, you must decide by the circumstances that surround you, and according to the suggestion of expediency. Brethren, adieu! Trust in the living God. Labor for the peace of the human race, and remember that you are four millions!(Henry Highland Garnet, speech before the National Negro Convention in Buffalo, N.Y., August 1843) Henry Vs Exhortation at Harfleur Once more unto the breach, dear friends, once more;Or close the wall up with our English dead!In peace, theres nothing so becomes a man,As modest stillness and humility;But when the blast of war blows in our ears,Then imitate the action of the tiger;Stiffen the sinews, summon up the blood,Disguise fair nature with hard-favored rage. Then lend the eye a terrible aspect;Let it pry through the portage of the head,Like the brass cannon; let the brow oerwhelm itAs fearfully as doth a galled rockOer hang and jutty his confounded base,Swilled with the wild and wasteful ocean.Now set the teeth, and stretch the nostril wide;Hold hard the breath, and bend up every spiritTo his full height! On, on, you noble English,Whose blood is fet from fathers of war-proof!Fathers, that, like so many Alexanders,Have, in these parts, from morn till even fought,And sheathed their swords for lack of argument;Dishonor not your mothers; now attest,That those, whom you called fathers, did beget you!Be copy now to men of grosser blood,And teach them how to war! And you, good yeomen,Whose limbs were made in England, show us hereThe mettle of your pasture: let us swearThat you are worth your breeding; which I doubt not;For there is none of you so mean and base,That hath not noble lustre in your eyes.I see you stand like greyhounds in the slips, Straining upon the start. The games afoot;Follow your spirit: and, upon this charge,CryGod for Harry! England! and Saint George!(William Shakespeare, Henry V, Act 3, scene 1. 1599) Coach Tony DAmatos Halftime Address to the Players The inches we need are everywhere around us. They’re in every break of the game, every minute, every second. On this team, we fight for that inch. On this team, we tear ourselves and everyone else around us to pieces for that inch. We claw with our fingernails for that inch because we know when we add up all those inches that’s gonna make the . . . difference between winning and losing! Between livin and dyin! I’ll tell you this: In any fight, it’s the guy who’s willing to die who’s gonna win that inch. And I know if I’m gonna have any life anymore, it’s because I’m still willin to fight and die for that inch. Because that’s what livin is! The six inches in front of your face! Now I can’t make you do it. You got to look at the guy next to you. Look into his eyes! Now I think you’re gonna see a guy who will go that inch with you. Youre gonna see a guy who will sacrifice himself for this team because he knows when it comes down to it, you’re gonna do the same for him! That’s a team, gentleman! And, either we heal, now, as a team, or we will die as individuals. That’s football guys. Thats all it is.(Al Pacino as Coach Tony Damato in Any Given Sunday, 1999) ​Parody of Exhortation in Stripes Were all very different people. Were not Watusi. Were not Spartans. Were Americans, with a capital.  A, huh? You know what that means? Do ya? That means that our forefathers were kicked out of every decent country in the world. We are the wretched refuse. Were the underdog. Were mutts! Heres proof: his nose is cold! But theres no animal thats more faithful, thats more loyal, more loveable than the mutt. Who saw Old Yeller? Who cried when Old Yeller got shot at the end? I cried my eyes out. So were all dogfaces, were all very, very different, but there is one thing that we all have in common: we were all stupid enough to enlist in the Army. Were mutants. Theres something wrong with us, something very, very wrong with us. Something seriously wrong with uswere soldiers. But were American soldiers! Weve been kicking ass for 200 years! Were ten and one. Now we dont have to worry about whether or not weve practiced. We dont have to worry about whether Captain Stillman wants to have us hung. All we have to do is to be the great American fighting soldier that is inside each one of us. Now do what I do, and say what I say. And make me proud.(Bill Murray as John Winger in Stripes, 1981)

Profile of Ford Motor Group - Henry Ford organisation Lab Report

Profile of Ford Motor Group - Henry Ford organisation - Lab Report Example The organisation culture of FMC has also been a heritage for the company, which would be evaluated in the report. Finally the framework of FMC for motivating the employees would be scrutinised so as to understand the human resource management initiatives of the company. FMC has always believed in one theme when it comes to human resource, i.e. ‘One Team, One Plan, and One Goal’ (Ford Motor Company, 2013). It has always tried to deliver solutions which will affect not only the business but the lives of people. It is the motto of the company to support and develop its human resources that design, develop, and sell the best vehicles in the world. Company Overview FMC is one of the most famous automobile manufacturers in the world. The company is headquartered in Dearborn, Michigan, USA. It was founded in 1903 by Henry Ford. FMC was the most sold automobile brand across the world before World War II. The large scale car manufacturing concept was introduced by Ford Motors in 1914 (Ford Motors Company, 2011). Ford has been a stable company all throughout its journey, though the company was also a victim of the global financial crisis which engulfed many stable leading companies of America, but Ford managed to save itself from bankruptcy. It recorded an operating profit of $ 8.8 billion in 2011, or $ 1.51 per share earnings. This revenue figure states that there has been an increase of $463 million in 2011 from 2010. The net income amounted to $20,213 in 2011, which is much higher than the net income of 2010, $6,561 million. The company is also into financing of vehicles, insurance and leasing (Bloomberg, 2012). Profile of Henry Ford ‘Entrepreneurs are not born, rather they become through the experiences of their lives’, has been stated by Professor Albert Shapiro of Ohio State University (National Content Standards for Entrepreneurship Education, n. d.). This saying is appropriate for Henry Ford. Henry Ford was born on the 30th of July 1863. He is well-known around the world, of course for FMC, but apart from this, he is also known for developing the system of mass production with the help of assembly line. Henry Ford discovered the creed called Fordism, which preached mass production of inexpensive products by offering high wages to workers (Seligman, n. d.). He had intense commitment towards reducing the cost of production and offering automobiles to Americans, which they can easily afford to buy. It was the vision of no one other than Henry Ford, to offer unprecedented mobility to the people which changed the lives of millions around the world. He is not only remembered for the automobiles that his company produced, but also for improving the standard of living of people through his inventions such as Ford Model T, or Qadricycle, and the assembly line approach (Ford Motor Company, 2012). Henry Ford introduced better automobiles after Qadricycle, and in order to publicise them, he drove his own race cars. The first c ar that FMC sold was in 1903, and it was a Model A car which was sold to a dentist at a price of $850. However, Henry Ford became one of the richest men in the world, mainly because of Model T cars. Even during 1914, he paid $5 per day wage to his workers. Henry Ford had a view that if the

Ways Prehistoric Art can be Interpreted Essay Example | Topics and Well Written Essays - 1750 words

Ways Prehistoric Art can be Interpreted - Essay Example Ways Prehistoric â€Å"Art† can be Interpreted Prehistoric art are generally artifacts and artwork ranging from cave paintings, megaliths, to figurines that were produced prior to the existence of written language. The interpretation and analysis of prehistoric art requires the collaborative efforts of both historians and archeologists. For example, archaeologists are usually involved in looking for any tangible evidence through the examination of rocks, stones and minerals while historians may be needed to help in creating a chronology as well as the relationship of the artifact to the culture of its time. Generally, during the interpretation of any prehistoric work, a number of concerns regarding the driving force behind the creation of such works usually arise. Consequently, in order to fully interpret and understand prehistoric arts, archeologists, historians as well as art historians usually make their interpretations based on the clues of the cultures of the people that produced such artifacts. The interpretation of any prehistoric work usually begins with understanding and placing them in the context of human creative expressions, the age, as well as the form of the artifact. Additional investigations can also be carried out to determine the tools that were used to make the artifacts and other necessary material evidences that can help towards the formation of a working explanatory hypothesis. For example, archeological evidence reveals that rituals or religious purposes were behind most of the prehistoric artifacts. The interpretation of ancient depictions generally focuses on t he probable message of the art, aesthetic and principles and norms, their composition, and reflection of life. Although many archeologists, historians or art historians may interpret prehistoric arts differently depending on their own personal understanding, scientific clarity requires that any interpretation must not negate the narrative possibilities of the remains of the prehistoric art. This paper discusses some of the different ways through which prehistoric â€Å"art† can be interpreted. Contextual Interpretation One of the most important ways of interpreting prehistoric artefacts and artworks is the contextualization of images during the interpretation of their symbolism based on the prevailing cultures of their time. Generally, this method involves making judgments on prehistoric artifacts within the presumed context of the peoples daily routines and domestic structure. For example, the interpretation of prehistoric works such as the vulture paintings of Mellaart†™s shrine VII.8 can be effectively interpreted as an evidence of the excarnation of the dead. This is particularly because the vultures were not related to any of the archeological practices of the time and therefore it is more likely that such paintings may have seen the vulture as a Goddess of death when they saw vultures cleaning copses (Lewis-Williams, 73). It can be argued that contextual interpretation is based on the fact that most prehistoric artists were more concerned with the abstract relationships of their artifacts than with the artworks themselves. It is however worth noticing that the contextual interpretation of prehistoric archeological artifacts is normally based on unjustifiable assumptions regarding the tastes or religious practices and ideologies of the people who designed or made the artifact. As earlier been noted, prehistoric art can be several things from the dolmens to little stone collectibles. Sometimes paintings on the walls of the ancient man’s caves as well represent prehistoric art which are vital in the interpretation of the ancient history of the development of art by man. Many palaeontologists, geologists and geneticists while studying the past art use the participant observation in formulating hypothesis concerning social behavior of man during the Stone Age periods when the artistic nature of men improved greatly.