Genghis Kahn essays

Genghis Kahn essays In about 1162, Yesugei, a local chieftain and his wife had their second son, Genghis Kahn. (Originally Genghis was named Temujin) Although it is not certain when Temujin was born, we do know where. Temujin was born along the banks of the Onon River. Today the Onon River is known as the border between northern Mongolia and southeastern Russia. There is a legend that said Temujin was born holding a large clot of blood in his hand, which is said to signify as soon he to have a career of being the world conqueror. Yesugei and his wife would have never of guessed that they would be the parents of a man that would be passed on as the man who took the most land ever in history. As a small child, Temujin had an extremely tough life. At the age of nine, Temujin and his father went on a mission to the deep east of Mongolia to find him (Temujin) a wife. There he met a ten-year-old girl named Borte. She was the daughter of the chieftain of Temujins mothers people. Temujin was left there to stay with the Konkirat because of custom. During that time it was custom that a son-in-law was to be brought up in the tent of his future father-in-laws tent. Yesugei left Temujin there and on his way home the chief of a rival clan poisoned Yesugei food. Yesugei only had enough time to tell one of his people to get Temujin out of danger and safe at home with his mother. Once they got Temujin home, he was pronounced as the new chieftain of their people. Soon to follow, their followers abandoned Temujin and his family, the Taichiut took over. Terrified of what happened to his father, Temujin and his family ran away. After all that had happened to Temujin he had grown-up into a young man. He also returned back to visit the Konkirat to claim his wife, Borte. There he was given a gift, a black sable coat. He showed his coat to Toghril, an ally of Yesugei and the ruler of Keriet, which was a tribe in central Mongolia. Toghril then took ...

New 2018 PSAT Percentiles and Selection Index

New 2018 PSAT Percentiles and Selection Index SAT / ACT Prep Online Guides and Tips Your PSAT score report will show you a myriad of scores, including your total score, section scores, subscores, percentiles, and Selection Index (SI). This guide will focus on the last two pieces of data: your PSAT score percentiles and Selection Index. Because it’s important to understand how the other scores in your reportrelate to your PSAT percentiles and Selection Index, we’ll start with a quick review of terms. If you’re one of many students or parents looking for directions out ofthe complex mazethat is the PSAT score report, read on to have the path illuminated! What Scores Will You See on Your PSAT Score Report? If you took the PSAT, then you know your score report contains a lot of data. The various scores fall on different scales, and all of them arecalculated from your raw score, or the total number of questions you got right.In other words, your raw score is made up of one point for every correct answer. Note that you don’t get any deductions for wrong or skipped answers. Let’s take a moment to define the various scores you'll see on your PSAT score report to clear up any confusion and revealwhere your percentiles and Selection Index come from. Total score- the sum of your two PSAT section scores, ranging between 320 and 1520. Section scores (2)- a score for Math and a score for Evidence-Based Reading and Writing (EBRW), both between 160 and 760. Test scores (3)- separate scores for Math, Reading, and Writing Language, all between 8 and 38. Cross-test scores (2)- scores to measure your performance on Analysis in History/Social Studies and Analysis in Science questions taken from all three subject areas (Math, Reading, and Writing); these scores range from 8 to 38 (as test scores do) Subscores (7)- scores to measure your performance on PSAT questions in seven specific skill areas: Command of Evidence, Words in Context, Expression of Ideas, Standard English Conventions, Heart of Algebra, Problem Solving Data Analysis, and Passport to Advanced Math; each subscore ranges from 1 to 15 Nationally Representative Percentile- shows how your scores compare with scores of all US students in your grade, including those who typically don'ttake the PSAT User Percentile- shows how your score compares with scores of US students in your grade who typically take the PSAT Selection Index- a scoring system used by the National Merit Scholarship Corporation to determine eligibility for Commended Scholar, Semifinalist, and Finalist As you can see, there are a lot of scores on your PSAT score report. Your section and total scores, along with the percentiles they fall in, are by far the most important for understanding your performance on the test. Your cross-test scores and subscores are useful asfeedback on your strengths and weaknesses as a test taker. You can use this feedback to help you prep for the PSAT again (if you’re a younger student) or to get ready for the SAT if you’re already a junior. Now that we’ve defined these scores, let’s consider the metric that compares your performance with that of other test takers: your PSAT percentiles. Read on so you, too, can magically juggle percentiles in the palms of your hands. What to Know About PSAT Percentiles PSAT percentiles are useful because they compare your exam performance with that of other test takers in your grade. If you scored in the 90th percentile, for example, you scored the same as or higher than 90% of test takers (the remaining 10% scored higher than you). As explained above, the Nationally Representative Percentile takesinto account all students, even those who don’t typically take the PSAT. This percentile includes students who didn't take the test, but who, on the whole, presumably would have scored lower if they had. The Nationally Representative percentile appears to be based on the population of all US students in a certain grade rather than on the population of PSAT test takers in a certain grade.For this post, we’ll focus on User Percentiles,which are calculated based on the performance of students who actually tookthe PSAT. If these two percentiles seem confusing, it’s because they are. In fact, somecritics have questioned the accuracy of both percentiles, suggesting that they're inflated and "presentinga rosier picture† of student PSAT scores to sway students toward the SATand away fromthe ACT. While it’s unclear whether or not these criticisms are warranted, it does appear that the data has the potential to fluctuate in the future. For now, these are the percentile charts that the College Board released in 2018. They show how your total and section PSAT scores get represented by percentiles. Critics of the PSAT might be right to be suspicious. As many people know, 73.6% of statistics are made up on the spot. PSAT Total Scores to Percentiles This chart, based on the College Board's 2018 PSAT scores report,shows the User Percentiles for total PSAT scores.You can also check outour other guides if you want to learn more about PSAT percentiles for sophomores or freshmen. Whether you want to check these percentiles against your own score report or are looking up your results on a PSAT practice test, you can find your percentiles by locating your total PSAT test score. Again, this willrange between 320 and 1520 and is the sum of your two section scores (Math and EBRW). If you scored 650 in Evidence-Based Reading and Writing and 700 in Math, for example, your total PSAT score would be 650 + 700 = 1350. Based on the chart, you can see that a total score of 1350 falls in the 94th percentile. Scroll down to find yours or, conversely, to see what you would need to score to make it into your target percentile. Total Score Percentile Total Score Percentile 1520 99+ 1070 62 1510 99+ 1060 60 1500 99+ 1050 58 1490 99+ 1040 56 1480 99 1030 54 1470 99 1020 52 1460 99 1010 51 1450 98 1000 49 1440 98 990 47 1430 98 980 45 1420 97 970 43 1410 97 960 41 1400 97 950 40 1390 96 940 38 1380 96 930 36 1370 95 920 34 1360 95 910 32 1350 94 900 31 1340 94 890 29 1330 93 880 27 1320 93 870 26 1310 92 860 24 1300 91 850 23 1290 91 840 21 1280 90 830 20 1270 89 820 18 1260 88 810 17 1250 87 800 15 1240 86 790 14 1230 85 780 12 1220 84 770 11 1210 83 760 10 1200 82 750 9 1190 81 740 8 1180 79 730 7 1170 78 720 6 1160 77 710 5 1150 75 700 4 1140 74 690 3 1130 72 680 3 1120 70 670 2 1110 69 660 2 1100 67 650 2 1090 65 590-640 1 1080 63 580 and below 1- Learning any new skill takes hours of dedicated practice. Doing well on the PSAT is no different! PSAT Section Scores to Percentiles While the chart above shows PSAT percentiles represented by total scores, this next one shows the percentiles assigned to section scores. As described above, you’ll get two section scores on the PSAT: one for Math and one for Evidence-Based Reading and Writing. Each score isbetween 160 and 760. Just like in the chart above, you can use the following chart to find your percentiles ortofind out what scores you need to achieve your target percentile on a particular PSAT section. In addition to helping you prep and interpret your PSAT scores, whether on practice tests or the real thing, percentiles can be helpful for estimating your chances of gettingNational Merit distinction. We'll talk more about why this matters in a moment. Section Score EBRW Percentile Math Percentile 760 99+ 99+ 750 99+ 99 740 99 98 730 99 97 720 98 96 710 97 96 700 96 95 690 95 94 680 94 93 670 93 93 660 91 92 650 89 91 640 88 90 630 86 89 620 84 87 610 81 85 600 79 83 590 76 81 580 73 78 570 70 75 560 67 72 550 63 69 540 60 65 530 56 62 520 53 58 510 49 55 500 46 52 490 43 48 480 39 44 470 36 40 460 33 36 450 31 33 440 28 29 430 25 26 420 22 23 410 20 19 400 17 16 390 15 13 380 12 10 370 10 9 360 8 7 350 6 5 340 5 4 330 3 3 320 2 2 310 2 2 300 1 1 290 1 1 280 1 1 270 1- 1 260 1- 1- 250 and below 1- 1- If you're aiming for National Merit, you need to know your Selection Index score. How Do PSAT Percentiles Relate to National Merit? Students who score highly on the PSAT their junior year might qualify for National Merit distinction. The top 3-4% of scorers every year are named Commended Scholars, while the top 1% are named Semifinalists and can potentially go on to become Finalists and scholarship recipients. Your percentiles on your PSAT score report are an estimate rather than an exact prediction of your chances of National Merit. The National Merit Scholarship Corporation actually uses its own scale called a Selection Index (SI) to determine National Merit. The NMSC compares students nationally for Commended Scholar but determines eligibility on a state-by-state basis for Semifinalist. It uses this state-by-state system to ensure there is an even distribution of Semifinalist awards throughout the country. This discussion of National Merit brings us to an important piece of data: your Selection Index. What Is the Selection Index? Your score report will give you your Selection Index (SI) score; you can also calculate this yourself, as you’ll see below. Your Selection Index will look much different from your total PSAT score since it ranges between 48 and 228. To be named National Merit Semifinalist, you’ll need a Selection Index score at or above a certain cutoff. Each state’s cutoff is different (usually students testing in New Jersey; Washington, DC; and abroad have the highest ones) and changes from year to year. Based on reports from students around the country, we've compiled the full list of 2018 cutoffs for each state. If you took the PSAT as a junior, you can check out our National Merit Semifinalist guide to get a sense of whether or not you might qualify. Remember that cutoffs can change from year to year. So where does this Selection Index score between 48 and 228 come from? Read on to find out. Calculating your Selection Index score is easy. All you need is a calculator, a spoon, a Yukon Gold potato, and a dozen European coins. How to Calculate Your Selection Index Score Your Selection Index score is calculated from your PSAT test scores. As you saw in the glossary at the beginning of this guide, you get three test scores: one for Math, one for Reading, and one for Writing and Language. Each test score ranges from 8 to 38. If you take the PSAT/NMSQT, your score report will show you your Selection Index. You can also easily calculate this score yourself by adding your three test scores together and multiplying the sum by 2. The chart below shows how you would calculate your Selection Index score if you earned a 35 in Reading, a 32 in Writing and Language, and a 37 in Math: Section Score Sum x 2 Selection Index Score Reading 35 (35 + 32 + 37) x 2 = 208 Writing and Language 32 Math 37 If you scored in top percentiles and think you might be eligible for National Merit, you can check out our state-by-state cutoffs for the 2018 PSAT. In closing, let’s review what you need to know about the PSAT scoring system, particularly the percentiles and Selection Index. Key Points: Scores on the PSAT The PSAT is scored on a scale from 320 to 1520. Its scale is shifted down from the SAT’s scale, which is 400-1600, to account for the fact that the PSAT is a somewhat easier test. Your Reading and Writing and Language performances are reported together as a single Evidence-Based Reading and Writing score between 160 and 760. Your other section score is Math and also ranges between 160 and 760. Your score report will tell you two percentiles: the Nationally Representative and User percentiles. It is generally thought that the User Percentile is the more accurate and useful of the two,as it's based primarily on students who typically take the PSAT. The charts above show the percentiles represented by your total and section scores on the PSAT. If you’re taking and scoring your own PSAT practice tests, you can use the charts to determine what scores you need to achieve to make it into your target percentile. If you score in a top percentile on the PSAT, then you might be named National Merit Commended Scholar or National Merit Semifinalist. The National Merit Scholarship Corporation typically notifies qualifying students in September. While your PSAT score report might look confusing with all its measures and metrics, the various scores on it can actually be extremelyuseful as feedback for your PSAT and SAT prep. If you take the time to comprehend your PSAT score report or calculate these scores on your own from practice tests, you’ll gain valuable insight into your profileas a test taker. You can use this feedback to shape your prep, whether you’re taking the PSAT again or preparing for the very similar SAT. Whatever the case, it’s a good first step to take stock of your academic strengths and weaknesses and design a personalized study plan that will work for you! What’s Next? Now that you’ve gained some insight into PSAT scores, check out our guide to learn about the SAT scoring system.In it, we break down how the SAT is scored and give you scoring charts so you can score your own practice tests. What should you do after you get your PSAT score report? This in-depth guide discusses some next steps everyone should take after getting their PSAT scores. Are you aiming for top scores on the PSAT?Learn all about the test here, and then download PSAT practice tests to help you study. If you’re aiming for National Merit, check out this guide on how to get a perfect score on the PSAT. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

History and Evolution of the Women's Army Auxiliary Corp Research Paper

History and Evolution of the Women's Army Auxiliary Corp - Research Paper Example Nevertheless, they worked so hard that they were seen to be more hardworking and determined than men and had proved to be more organized than them as well. Following is the account of how their journey began and came to an end. History and Evolution of the Women's Army Auxiliary Corp In the year 1942, around 800 females had joined the WAAC ad began their elementary training in Iowa where they were properly equipped with arms and ammunition, given uniforms to wear and were assigned proper duties to be performed during the war. For the purpose of defining their goals and objectives, a manual was established which identified what they were supposed to achieve in clear words (Permeswaran & Yashila, 2008). The manual said that they had to replace men and be with them on equal terms. In those times however, it was a very critical move because women were not encouraged to come to terms with men on an equality basis, and men felt devalued seeing females standing with them involved in a furio us physical activity like war. Moreover, women had not participated in war previously on ground level. The only females to participate in war before this were nurses. Even though there was a lot of criticism on the women for being part of WAAC, there was a necessity arising in this regard due to the number of men decreasing because of the War. There were around 150,000 women who took part in the world war. They were also believed to be better than men in terms of being more organized, well-disciplined and hardworking. Even in an appalling situation where women were not given overseas pay or any other benefits like life insurance or medical coverage, their passion was enough of an evidence to prove their worth which they successfully did even after facing difficulties of initially getting the bill passed for females to participate in the World War as part of WAAC. It had become very difficult for people to accept women in this new role because most people believed that it was not the kind of job women were supposed to do. Opposing parties questioned that if women started to serve in the army then who would be responsible for the house work and that females were not smart enough to be part of the army, they were likely to make mistakes and have the tendency to act carelessly. The day the bill was passed officially, Oveta Culp Hobby was chosen as the Director of WAAC.She proved to be a very determined and hardworking lady and had proved all assumptions about WAAC wrong. According to her, women were there in the army to assist them in winning war and their roles would not exactly switch or become different from what they are in civilian life. She just believed it would help men in achieving success. In the year 1917, it was decided that women will play a role in the British Army as for being sent to France and Haig who was the then commander in chief wrote to the war office that women will be permitted to fight in the war in France and their services will be utili zed wherever appropriate. However, the kind of work they were supposed to do at that time was much more related to household than to anything else because physical labor was not what they ought to do after all. Selection in WAAC required two references and interview

The Difference Between the Total Revenue Earned and Total Cost Research Paper

The Difference Between the Total Revenue Earned and Total Cost - Research Paper Example Profit maximisation can occur only when Marginal Revenue and Marginal Costs of production are equal. The SOC, on the other hand, requires that at the point of equality, the slope of MR must be lower than that of MC or rather the MR curve should be falling while MC must be rising. In case that the marginal revenue is found to be greater than the marginal cost of production, normally, it means that an additional unit’s production will reap a revenue greater than the cost incurred in producing the unit. Thus, a firm aiming at profit maximisation will start producing more units of the commodity until the amount of cost incurred is equated with the additional amount of revenue yielded. On the other hand, in case that the marginal cost is found to be higher than the marginal revenue of production, it implies that the additional cost of producing a unit of a commodity is much higher than the revenue that the commodity is reaping. In other words, the production of each additional unit leads to a loss for the firm. Hence, a firm aiming at profit maximisation will not produce beyond the limit where the marginal cost of production is higher than the marginal revenue earned by each unit’s additional production. As a concluding note, it should be said that the above result is found to hold true irrespective of the type of market that the producer is operating in. The only difference comes in the shapes of the MR and MC curves, though the first order and second order conditions stay the same. The situation being depicted is the scenario in most of the markets of the real world. The only exception is the perfect competition market where the marginal revenue curve is a horizontal straight line.

Perspectives on Inequality and Poverty Essay Example for Free

Perspectives on Inequality and Poverty Essay Our society today is currently experiencing a widening of the gap between the rich and the poor. As the saying goes, â€Å"the rich is getting richer and the poor is getting poorer,† our society attests to such truth, where the wealthy is gaining more money while the poor’s case is getting worse by the minute. Poverty is a big problem ever since the dawn of man. In an ideal world, the number of resources produced could feed more than any of the hungry mouths all over the world. But in reality, wealth is not distributed properly to every living individual. There are those who get more as compared to those who get less or get nothing at all. The sad reality If you take into consideration every living individual in a certain community, only a small fraction of its population enjoy living a well-off life, and a majority suffer from lack of resources or doesn’t have enough to fill their stomachs. A fraction of imbalance in the distribution of resources and wealth affects a greater number of people, wherein the sad reality lies on whom are the ones getting much and who are the ones gaining a lot. This is the sad reality in our society, where people thrive in a world filled with inequality and sadly, majority of the people suffer from the extra gains of some people (Besley Cord, 2007). Class inequality can be traced way back in the history of men, when people learned to classify themselves, making some superior and some, well, rather inferior. Another sad reality is that the ones who are in the higher echelons of the society are the ones who are not doing actual hard labor. These people are the one’s capitalizing from the hard work of the poor working class, sweating their lungs out, literally giving their sweat and blood just to make money. This labor force is the one who is actually earning the money; it is their effort and strength that makes the real cash, not the ones bossing them around. But the harshness of life is reflected in this situation: the ones working hard gets paid less, barely enough to make a living out of it, while the ones bossing everyone around gets a much bigger share, wherein they have exerted minimal or no real effort in doing so (Kohl, 2003). This is the present situation of the working class of the past, the present, and maybe of the future. There are some great thinkers who have pondered on these things so to speak. This people, though separated by different views, expressed their opinions about how inequalities in the classes happen and why poverty exists, depending on how they see the situation. Their take on the realities are reciprocated by approval or by rejection from the people looking at their ideas. Some may seem radical to others, but some deem that is the necessary thought for that certain specific topic. These great thinkers include Karl Marx, Max Weber and Oscar Lewis.

Television Violence Essay -- Argumentative Persuasive Papers

Television Violence On April 20, 1999, a tragic event took place in an environment where children should feel safe. At Columbine High School in Littleton, Colorado, twelve students and one teacher were tragically gunned down by two boys, one seventeen years old, and one eighteen years old. Recently in Michigan, a first grader brought a gun to school and shot and killed a fellow classmate. These tragedies can be seen as a result of many different factors, such as violence in the home, access to deadly weapons, and extreme anger towards society. A main reason for these school tragedies is the violence children view every day on television. The amount of violence that children see on television is overwhelming. According to Mortimer Zuckerman's article titled "Victims of TV Violence," by the age of eighteen children will have seen 200,000 acts of violence on television, including 40,000 murders (Zuckerman 64). The television has become the nation's storyteller, babysitter, preacher, and teacher. With this as the case, the images and ideas that children view on the television set quite an impression on their young minds. By the time children reach the first grade, they will have already watched 5,000 hours of television. By the time they graduate from high school, they will have viewed over 19,000 hours of television. These numbers are even more astonishing to think about, considering when a child graduates they will have had only 13,000 hours of school (Zuckerman 64). A major reason for the impact on these children is that at the point they start watching these violent programs they do not yet know what is real and what is not. The children get the idea that violence does not have negative consequences. In 47 percent ... ...s at schools, such as the Columbine catastrophe, can be seen as results of television violence. As parents and adults, monitoring the amount of television shows that children watch is an essential responsibility. By monitoring the amount of television viewed and teaching children about what violence really is, they will be less likely to commit a violent act some day. Works Cited Kalin, Carla. "Television, Violence, and Children." Diss. Oregon U, 1997. Sweet, D. & Singh, R. "TV Viewing and Parental Guidance." Education Consumer Guide. Available: http://inet.ed.gov/pubs/OR/consumertv/html (April 2, 1997). Zuckerman, Mortimer. "Victims of TV Violence." U.S. News & World Report 2 August 1993: 64. "TV Violence and Kids." The Education Digest September 1996: 23-26. "Studies Report Watching TV News Triggers Fear in Kids." JET 7 September 1999: 25-26. Television Violence Essay -- Argumentative Persuasive Papers Television Violence On April 20, 1999, a tragic event took place in an environment where children should feel safe. At Columbine High School in Littleton, Colorado, twelve students and one teacher were tragically gunned down by two boys, one seventeen years old, and one eighteen years old. Recently in Michigan, a first grader brought a gun to school and shot and killed a fellow classmate. These tragedies can be seen as a result of many different factors, such as violence in the home, access to deadly weapons, and extreme anger towards society. A main reason for these school tragedies is the violence children view every day on television. The amount of violence that children see on television is overwhelming. According to Mortimer Zuckerman's article titled "Victims of TV Violence," by the age of eighteen children will have seen 200,000 acts of violence on television, including 40,000 murders (Zuckerman 64). The television has become the nation's storyteller, babysitter, preacher, and teacher. With this as the case, the images and ideas that children view on the television set quite an impression on their young minds. By the time children reach the first grade, they will have already watched 5,000 hours of television. By the time they graduate from high school, they will have viewed over 19,000 hours of television. These numbers are even more astonishing to think about, considering when a child graduates they will have had only 13,000 hours of school (Zuckerman 64). A major reason for the impact on these children is that at the point they start watching these violent programs they do not yet know what is real and what is not. The children get the idea that violence does not have negative consequences. In 47 percent ... ...s at schools, such as the Columbine catastrophe, can be seen as results of television violence. As parents and adults, monitoring the amount of television shows that children watch is an essential responsibility. By monitoring the amount of television viewed and teaching children about what violence really is, they will be less likely to commit a violent act some day. Works Cited Kalin, Carla. "Television, Violence, and Children." Diss. Oregon U, 1997. Sweet, D. & Singh, R. "TV Viewing and Parental Guidance." Education Consumer Guide. Available: http://inet.ed.gov/pubs/OR/consumertv/html (April 2, 1997). Zuckerman, Mortimer. "Victims of TV Violence." U.S. News & World Report 2 August 1993: 64. "TV Violence and Kids." The Education Digest September 1996: 23-26. "Studies Report Watching TV News Triggers Fear in Kids." JET 7 September 1999: 25-26.

Stereotyping in the Film the Birdcage (1996)

Marketing, education, suggestion and propaganda all subtly influence the opinions and values a society’s members hold. All too often, we have no clear idea how we came to hold the opinions we develop over the course of our lifetimes. From the earliest days of the film industry’s rise at the beginning of the twentieth century, film has had an enormous impact in shaping public views and ideas about everything from what it means to be a â€Å"good citizen† to what roles are acceptable and proper in a â€Å"civilized† society.With the exception of academics and serious students in film or cultural studies, most movie-goers regard the viewing of films (with the exception – sometimes – of documentaries) as simply an entertainment activity when, very often, central to the experience is the swallowing of messages that the creators of the film wish to advance. Since films are often very expensive to produce, the films that find financial backing must also meet with the approval of a society’s elite, moneyed class.It is most often the case, then, that subtle messages and affirmations about the political, social and personal norms the dominant class wishes to endorse and inculcate are embedded in films that reach a wide segment of the population. Richard Dyer, Professor of Film Studies at King's College London, in his essay Stereotyping (1), argues that one of the most common methods by which the dominant economic class attempts to reinforce the worldview it wishes to have embraced by the people, is the employment of stereotypes, which are often one-dimensional, static characterizations of people in various social roles or members of classes of people.These stereotypes range from the flattering depiction of Hero or Faithful Servant, for example, to the cartoonish, demonic or depraved portraits of a â€Å"typical† member of a group of people whose behavior or values the dominant class finds antithetical to their inter ests. Dyer argues that learning to recognize the use of stereotypes in films is provides some self-defense against being oblivious to the attempt to influence one’s thinking and opinions.One such group which has long been the target of such propaganda via stereotyping in films is the homosexual community. It was with the rise of capitalism that homosexuality began to be seen as leading to lifestyles that were not conducive to the provision of good, stable, obedient workers.One of the most influential frameworks for analysis of human relations and the evolution of social norms and political structures from the late 19th century through the present has been Marxist analysis, based on the works of Karl Marx (1818-1883). Dyer employs Marxist analysis, with a nod to sociological terminology (role, individual, type, member) to illustrate that stereotyping in film can occur through the use of iconography â€Å"Iconography is a kind of short-hand—it places a character quickly and economically.P. 32), structurally (â€Å"†¦. by the function of the character in the film’s structure {whether these be static structures, such as the way the film’s world is shown to be organized, materially and ideologically, or dynamic ones, such as plot. P. 33}, and through typing – the opposite of individuation of characters, instead ascribing of attributes to a person based on the idea they are a certain â€Å"type,† and we can understand all we need to know about them by being familiar with that type.While we, generally, think of stereotyping in a negative light, one consideration clearly of great importance to Dyer is the idea that some aspect of typing –insofar as the typing reflects the positive attributes of gay people – should not be discarded entirely, since the recognition for the audience, of some level of commonality in the experience of being gay will serve to illuminate for viewers the struggles faced and the opp ression experienced, hopefully leading to more support in the larger society for improved status and equal civil rights for gay people.In analyzing the use of stereotypes in The Birdcage (Mike Nichols, 1996), I will argue that, while the use of stereotypes by the filmmakers was clearly done with the intention of exposing the stupidity of so many of society’s prejudices, the film does not entirely succeed in leaving the audience with anything close to real motivation for re-thinking approval for the established social idea that gays are somehow â€Å"other† and, at best, sympathetic clowns. The audience simply gets its laughs and goes home.A remake of the French film La Cage aux Folles (Jean Poiret and Francis Veber, 1978), Birdcage is set in drag club called The Birdcage in South Beach, Florida. We learn very early in the movie that Armand Goldman, played by Robin Williams, owns the club and his partner, Albert, played by Nathan Lane, appears regularly as â€Å"Starin a†, the show's star drag queen. The plot of the movie develops when Armand’s son Val becomes engaged to Barbara Keeley, the daughter of the hypocritical, ultraconservative Republican Ohio Senator Kevin Keeley, who is seeking re-election as the co-founder of the â€Å"Coalition for Moral Order. In light of the engagement, the young couple decides that it is finally time for the two families to meet. However, Val requests that Armand and Albert must conceal their homosexuality for this meeting. Stereotyping is not just employed in presenting the characters in Birdcage; the sets also are highly stereotyped and function almost as additional characters. The film opens with the camera panning around from the outside the club, and the viewer gets a quick look at the outside environment.They see bright lights in the night, palm trees, and pedestrians milling about the streets or waiting in line, all in scantily clad outfits and bathing suits. Sequences similar to this occur nu merous times throughout the movie when showing the outside environment. Whether they’re at the beach or in the streets, day or night, the surrounding people are dressed in skimpy clothing, small bikinis, or Speedos. This aspect of the environment is emphasized when the senator and his family are stuck in traffic right outside of the club, approximately seventy-five minutes into the film.While all the cars are stuck in traffic, people are chaotically climbing in and out of open-roofed cars or roller-skating by. Women and men in skimpy and brightly colored bikinis, thongs, and Speedos continuously pass the senator’s idled car while the family stares, aghast, and Mrs. Keely states, â€Å"This is less like Palm Beach than I imagined. † Despite the fact that no indication is given that there is any special occasion being celebrated in South Beach, the carnival-like atmosphere and setting depicts the gay generated environment in a one-dimensional, stereotyped manner.W hile the sexual orientations of the pedestrians is not defined, these sequences are stereotypical cues that the sultry, brightly colored, free-wheeling Florida locale surrounding the drag club, an environment where all the citizens present themselves flamboyantly and provocatively through their dress is to be seen as the typical environment for such a club, a â€Å"gay paradise. † The home of Armand and Albert, located above The Birdcage, is abundantly decorated with stereotypically gay ornamentation. Every available surface is purposefully adorned with lit candles, decadent glass sculptures, flouncy lamps, poufed pillows and homoerotic artwork.The walls are either bright yellow or covered in obnoxious, loud, jungle-themed wallpaper. The significance of the iconographically gay character of the setting is emphasized when Val makes clear that the decor poses as big a pitfall for the senator’s visit, as does the presence of drag queen, Albert. Approximately thirty-six mi nutes into the film, Val insists that they redecorate prior to the Keeley’s arrival. Armand does not understand what is wrong with the decor, and Val points out to a nude sculpture of Neptune, a portrait of a man in drag without his wig, numerous primitive sculptures depicting exaggerated male erections.At first, an offended Armand replies â€Å"But this is art! † and casually turns the erect sculptures around to face the wall, but eventually, out of love for his son, he gives in and clears his home of the many â€Å"gay signaling† items he possesses, completely redesigning it into a setting similar to a Catholic monastery (Armand is Jewish. ). The most ridiculously, screamingly stereotyped character in Birdcage of Armand’s spouse, the drag queen star, Albert.It is no accident that the character, Albert, is the embodiment, not only of the drag queen type, but also of the worst stereotyped version of a woman: shrill, melodramatic, self-absorbed, vain, over ly emotional, and prone to hysterics, suspicion and jealousy. The viewer is introduced to him five minutes into the film while he is in a fit of hysterics. Albert, suddenly devastated by the recognition that he is no longer young and beautiful, and convinced Armand is losing interest in him, is extremely upset and refuses to prepare for his nightly stage performance.The audience immediately sees that Albert is overreacting by the melodramatic way he behaves in this scene. As Armand attempts to enter the dressing room, Albert, who was previously hiding under some sheets, wailing and lamenting his sorrows to the couple’s housekeeper Agador, squeals and barricades the door because he doesn’t want Armand to see him in his â€Å"hideous, hideous, fat and hideous† state. Even in the chaos of Armand trying to break into the room, Albert’s shrieks are completely audible over the ruckus. Once Armand enters the room, Albert begins to make melodramatic claim after m elodramatic claim: â€Å"I’m in such pain!It’ll never pass! I hate my life. † â€Å"Never mind about me feelings. † â€Å"Don’t use that tone to me†¦that sarcastic, contemptuous tone that means you know everything because you are a man, and I know nothing because I was a woman†, â€Å"I was adorable once, young and full of hope and now look at me! I’m this short, fat, insecure middle-aged little thing! † Such behavior and sentiments are typically attributed to the stereotypical, emotionally unstable and utterly dependent woman, Albert’s character embodies the classically drawn stereotype of a melodramatic, overly emotional, ridiculous gay man who might as well be considered a woman.While Albert’s raging hysterics, melodramatic behavior and â€Å"prissiness† was on full display in this particular scene, his diva-like self-absorption and hysterical reactions are carried throughout the entire film, with t he exceptional surprise when he rises to the occasion and â€Å"saves the day,† later in the film Fifty minutes into the film, in an attempt to win the favor of Barbara’s parents, Armand tries to teach Albert how to portray himself as a straight man. This attempt, however, is completely unsuccessful.No matter how hard he tries, Albert cannot walk without swishing his hips while holding out the palms of his hands, his posture is too upright, and the register of his voice is too high. The fact that Albert is incapable of pretending not to be a flamboyant, over-the-top, and extremely feminine person tells the viewer that his â€Å"gay-ness† is what completely defines his entire personality and every aspect of his behavior, and further sets the stereotype in stone.Structurally, the characterization of the relationship between Armand and Albert is reduced by its definition as reflecting a cartoonish parody of the stereotypical traditionally defined roles played by â €Å"husband and wife. † While it is clear that the Albert has a more feminine personality than Armand, the film also depicts Albert as the â€Å"mother† and caretaker of the household.For example, twenty minutes into the film, Armand is silently reading the newspaper and drinking coffee in the kitchen, Albert is feverishly folding the laundry, babbling about matters such as how ratty Val’s shirt is and how he got a pork roast for dinner instead of fillet minion. This scene and many others show how this movie depicts the roles of a gay relationship as being identical to the stereotypical gender roles of a heterosexual couple. There is no question that the creators of this film intentionally employed thoroughly stereotyped characters.There is little to no individual character development whatsoever. However, since these stereotypes are so over-the-top and blatant, there must have been a conscious effort on the part of the filmmakers to feed into such stereotypes. This film is merely a lighthearted nod towards the ridiculous stereotypes that much of society today believes to be completely realistic depictions of homosexuals. Therefore, such obvious stereotyping does not outweigh the comedy or the quality of the film, but rather define it.

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1. 1Agreeing objectives is essential for a team or individual to know what they are focusing on to avoid wasting resources and time. Deadlines strongly affect what you research, for example, if a deadline of one week is agreed for writing a newspaper, you wouldn’t want to include today’s news as it would be very outdated by the time of publication. 1. 2It’s useful to identify and agree a source to use when researching information, as a standardised method means more uniform work.All information would be in a similar format when gathered from one source, but also, there is less room for error, as the agreed upon source is likely to be accurate and widely trusted. 1. 3Storing information is essential for many reasons; these include ease of access and readability, the level of detail you are able to store, the choice to have various copies of the information in case of loss and ease of transfer. 2. 1 Agreeing aims and objectives helps me to do my work efficiently as they give me a clear idea of what I need to find and why.Deadlines are also very important to me as our customers and our reputation are negatively affected if don’t complete work in the required time so time limits help me estimate the time I have to spend on each one, otherwise, for example, I could spend too long researching one dental practice and affect another. 2. 2 Information can come from numerous sources, for example, other people such as colleagues or friends, online knowledge bases such as Wikipedia or books on the subject in question.

The Last Day of My Life †English Composition Essay

The Last Day of My Life – English Composition Essay Free Online Research Papers The Last Day of My Life English Composition Essay Everyday there are people coming into this world while there are some people leaving. Sometimes, it makes me think about the life. What’s the meaning of life? People always want to live a meaningful life. But how do we define a â€Å"meaningful† life? I think that everybody would have his own definition of â€Å"meaningful.† Most people work very hard day and night in search of fame and fortune. When they become millionaires eventually, they may think it is enough for their life. But if they had only one day to live, what would they do? Suddenly, their fame and fortune turn out to nothing at all, for they cannot take those things with them when dying. Therefore, they may worry about their possessions and be annoyed even on their last day. It’s not my type of life. I won’t pursue fame and fortune so that when my very day comes, I will have nothing to worry about and can be relieved in the long run. But I cannot be sure when I will leave this world. If the answer is tomorrow, what will I do on the last day of my life? First, I will clean up my room. Some people may think that since I am going to die, what good will it do me? None, actually, but it can mean something to me. After living my life, I may find that all my life was just like chaos, and I won’t leave it in the world. Therefore, I will clean up my room as if I make my life neat and tidy. I want it to be perfect. Second, I want to thank people who mean a lot to me, such as those who have helped me, who have loved me and who I loved, for it was they who gave me the meanings in my life. Then, I will visit many places where I was born, I grew, I studied, I worked, and I lived. Those places can recall my precious memory. I cannot bring anything with me but my memory. At last, I will find a place where nobody can find me. I will be contented if anyone can weep for my death, but it will be too sorrowful for an emotional person like me to see those once happy faces become sad. Therefore, a serene place like seashore will be good. I can lie on the yellow sand, listening the relaxing sound made by waves. I can see the last sunset in my life. It will be a little sentimental. At night, crescent moon will shine on me and the sky will glitter with the myriad stars. With the unremitting waves, sea breeze will blow lightly, brushing through my hair, as if beautiful melody resounds harmoniously. In a state of comfort, I will lose my consciousness gradually and finally lapse into deep sleep. And it will be the finale of my life. In our daily life, we take everything for granted that parents should tale care of us and friends help us without reward. All seems to be natural, but actually it isn’t. They give us so much because we are their beloved. However, people always treasure what they have lost. Don’t be that kind of people. Sometimes, repay our thanks to them and then we won’t have remorse when the last day of our life comes. Research Papers on "The Last Day of My Life" - English Composition EssayThe Masque of the Red Death Room meaningsHarry Potter and the Deathly Hallows Essay19 Century Society: A Deeply Divided EraTrailblazing by Eric AndersonThe Spring and AutumnNever Been Kicked Out of a Place This NiceThree Concepts of PsychodynamicThe Effects of Illegal ImmigrationBook Review on The Autobiography of Malcolm XMind Travel

The Jim Crow Era

The Jim Crow Era The Jim Crow Era in United States history began towards the end of the Reconstruction Period and lasted until 1965 with the passage of the Voting Rights Act. The Jim Crow Era was more than a body of legislative acts on the federal, state and local levels that barred African-Americans from being full American citizens. It was also a way of life that allowed de jure racial segregation to exist in the South and de facto segregation to thrive in the North. Origin of the Term "Jim Crow" In 1832,  Thomas D. Rice, a white actor, performed in blackface to a routine known as â€Å"Jump Jim Crow.†Ã‚   By the end of the 19th Century, as southern states passed legislation that segregated African-Americans, the term Jim Crow was used to define these laws In 1904, the phrase Jim Crow Law was appearing in American newspapers. Establishment of a Jim Crow Society In 1865, African-Americans were emancipated from enslavement with the thirteenth amendment. By 1870, the fourteenth and fifteenth amendments are also passed, granting citizenship to African-Americans and allowing African-American the right to vote. By the end of the Reconstruction period, African-Americans were losing federal support in the South. As a result, white legislators on state and local levels passed a series of laws that separated African-Americans and whites in public facilities such as schools, parks, cemeteries, theaters, and restaurants. In addition to barring African-Americans and whites from being in integrated public areas, laws were established prohibiting African-American men from participating in the election process. By enacting poll taxes, literacy tests and grandfather clauses, state and local governments were able to exclude African-American from voting.   The Jim Crow Era was not just laws passed to separate blacks from whites. It was also a way of life. White intimidation from organizations such as the Ku Klux Klan kept African-Americans from rebelling against these laws and becoming too successful in southern society.  For instance, when  writer Ida B. Wells began exposing the practice of lynching and other forms of terrorism through her newspaper, Free Speech and Headlight, her printing office was burned to the ground by white vigilantes.   Impact on American Society In response to Jim Crow Era laws and lynchings, African-Americans in the South began participating in the Great Migration. African-Americans moved to cities and industrial towns in the North and West hoping to escape the de jure segregation of the South. However, they were unable to elude de facto segregation, which barred African-Americans in the North from joining specific unions or being hired in particular industries, purchasing homes in some communities, and attending choice schools. In 1896, a group of African-American women established the National Association of Colored Women to support women’s suffrage and fight against other forms of social injustice. By 1905, W.E.B. Du Bois and William Monroe Trotter developed the Niagara Movement, assembling more than 100 African-American men throughout the United States to aggressively fight against racial inequality.  Four years later, the Niagara Movement morphed into the National Association for the Advancement of Colored People (NAACP) to fight against social and racial inequality through legislation, court cases, and protests. The African-American press exposed the horrors of Jim Crow to readers throughout the country. Publications such as the Chicago Defender provided readers in southern states with news about urban environments- listing train schedules and job opportunities. An End to the Jim Crow Era During World War II the wall of Jim Crow began to slowly crumble. On the federal level, Franklin D. Roosevelt  established the Fair Employment Act or Executive Order 8802 in 1941 which desegregated employment in war industries after civil rights leader A. Philip Randolph threatened a March on Washington in protest to racial discrimination in the war industries.   Thirteen years later, in 1954, Brown v. Board of Education ruling found the separate but equal laws unconstitutional and desegregated public schools. In 1955, a seamstress and NAACP secretary named Rosa Parks refused to give up her seat on a public bus. Her refusal led to the Montgomery Bus Boycott, which lasted over a year and began the modern Civil Rights Movement. By 1960s, college students were working with organizations such as CORE and SNCC, traveling to the South to spearhead voter registration drives.  Men such as Martin Luther King Jr. were speaking not only throughout the United State but the world, about the horrors of segregation. Finally, with the passage of the Civil Rights Act of 1964 and the Voting Rights Act of 1965, the Jim Crow Era was buried for good.

2. The balance of international payments is a book-keeping tautology Essay

2. The balance of international payments is a book-keeping tautology which is essentially irrelevant to a market economy. Discuss - Essay Example Conversely, a more vital concept of the balance of payments equilibrium is the basic balance, which is based on the presence of autonomous items in BOP. The autonomous items include items that cannot be influenced easily by the Government and are determined by certain long-term factors. Basic balance regards autonomous, the long-term capital shifts both on Government or private account held in the capital account and excludes items in the current account balance of payments. Conversely, in the capital account short-term movements such as the use of special drawing rights, borrowing from Central Banks or IMF, change in foreign exchange reserves are of accommodating the nature and transitory. Therefore, they are excluded from equilibrium and the concept of basic balance (McConnell & Brue, 2013). An alternative to these accommodating items (compensatory items) has to be made to ensure equality of foreign exchange receipts and payments. A change in the compensatory elements is essential to offset the surplus or deficit in the autonomous items. Autonomous movements cancel out over some suitable period and therefore there lacks the need for compensatory changes and in such a case the balance of payments is said to be in equilibrium (McConnell & Brue,

Restaurant Management Research Paper Example | Topics and Well Written Essays - 500 words

Restaurant Management - Research Paper Example evelopingstandard test methods and conducting scientific testing on the energy performanceof both gas and electric commercial kitchen equipment and appliances, expanding the market for energy efficient commercial kitchen technology, and working with partners in encouraging innovative and sustainable ideas, products, services and operations which would reduce harmful effects on health and environment. Food service has been in constant dynamic growth over the years. As a food service increases, the need for technology to enhance the processes of receiving goods and supplies, storage, preparation and service, rises as well. Because of this, the sales of kitchen equipment and appliances that promote efficiency in food service kitchens are in continuous growth over the years. The utilization of these food service equipment and appliances placed food service industry to a high position in the pyramid of energy consumption by industry. Energy production, especially the burning of fossil fuels, is among the topmost enhancers of environmental deterioration. In this case, reinventing food service technology, in such a way that energy consumption is in minimum without compromising the quality and performance sounds promising. The continuous growth and expansion of the food service industry should not compromise the health and condition of people and environment, hence innovations that woul d address these concerns is of crucial and vital importance. According to the International Institute for Sustainable Development, the term sustainable development is development that meets the needs of the present without compromising the ability of the future generations to meet their own needs. In the same light, sustainable restaurants are food service providers that manage the social and environmental impact of their operations. These industries are promoting measures which address environmental and social issues such as climate change, animal welfare and food waste. Sustainable