Puberty in Alice and Wonderland free essay sample

One of the most prominent themes in children’s   is maturation and grasping with adulthood. In keeping with this tradition, Lewis Carroll’s Alice’s Adventures in Wonderland presents a girl who transforms immensely from the bored little girl who can’t imagine reading a book without pictures to the mature adult described at the end of the novel. Throughout much of the novel, the reader witnesses Alice struggling with frequent, rapid changes in her body. While the repeated size changes in the book serve to illustrate the difficulties of children in grasping the changes of puberty, the changes in Alice’s personality and state of mind that come with each fluctuation in size hint at the greater rewards of knowledge and certainty that accompany Alice’s maturation. Alice’s first adventure in Wonderland presents the emotional frustration that comes with being so uncertain about one’s identity. After noticing a fifteen-inch door and the flourishing garden that lays behind it, Alice expresses a desire to shrink in order to fit through it, a wish that is then fulfilled by her consumption of a drink laying on a nearby table (Carroll 22-3). We will write a custom essay sample on Puberty in Alice and Wonderland or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page From the onset of her time in Wonderland, Alice is concerned by her inability to fit in with her physical surrounding. We see this in her initial reaction to shrinking; she’s immediately elated expressing her pleasure at being â€Å"now the right size† (24). Yet this joy quickly dissolves into apprehension.. Alice’s sudden diminution is accompanied by a strikingly different perspective of her surroundings that creates a more hostile environment. Small and out of place, Alice’s persistent effort to climb up the slippery legs of the glass table brings her to tears. This sudden inability to conquer her surroundings startles Alice and concerns the narrator, who begins to repeat variations on the phrase â€Å"poor Alice† (24), causing readers to identify her shrunken state with frustration and dejection. Essentially, Alice’s response to being small in a large world seems to mirror the frustration of those who desire to grow up. Alice’s confusion merely continues after eating the cake she finds under the table (25). From the beginning, she is unsure in which way her body will respond: will she grow larger or smaller? Alice even delays to see how her body will respond to this relatively ordinary event, placing her hand on her head and awaiting the results â€Å"anxiously† (25). The resultant size change further alarms Alice as she explores her body after growing. With her increase in stature (26), Alice is so disconcerted on how far emoved her head is from her feet that she meditates rather nonsensically on the idea in an effort to grasp the new perspective she has developed. Now too small for surroundings that were formerly too small for her (and even before that, just the right height), â€Å"[p]oor Alice† (27) is still in no position to achieve entering the garden. Remarkably, her initial reaction is quite similar: she begins crying hopelessly—but she quickly admonishes herself, claiming that â€Å"a great girl like [her]† (the word â€Å"great† here referring to her new size) has no business crying like the small child that appeared merely two pages before. Despite her remarkable change in size, then, Alice’s personality and views remain unaffected, a fact that leaves her even more frustrated as she continues crying. In other words, Alice knows she is acting inappropriately for her new size, but she still remains unable to seize control of her increasingly volatile emotions. Similar to biological hormone surges, Alice’s rapid changes in growth are accompanied by fierce emotions and mood swings that she is unable to control. Alice’s meditation upon the recent events also provides great insight into how changes in size have affected her mentally. On page 28, the girl confusedly discusses the identity crisis that has befallen her, identifying the puzzling question that these changes have led her to: â€Å"Who in the world am I? † As she begins to meditate on whether she may have been changed for another child, we see the depth to which she has been affected. So flustered by these constant changes, Alice’s memory and knowledge have suffered, as she is unable to recall basic facts. This, accompanied by the realization that her voice has become hoarse and strange, once again moves â€Å"poor Alice† to tears. Finding both her body and mind to be completely altered, Alice hints towards not liking who she has become, resolving to stay in Wonderland and only come out if she is somebody else. Just as soon as this stream of thoughts leaves her, though, Alice realizes that she has shrunk once again, and rather than being comforted, Alice is â€Å"frightened at the sudden change† (29), saying that she is now â€Å"worse than ever† and that she â€Å"never was so small as this before. † She finds herself confronted by a pool of tears that had once seemed so inconsequential, frustrated once again by her uncontrollable emotions: â€Å"I wish I hadn’t cried so much! (30). Once again, she realizes somewhat bitterly that â€Å"everything is queer to-day. † Alice’s size continues to come into play through her interactions with the mouse. Not used to seeing things from small eyes, Alice’s etiquette is brought into question as she offends the mouse with h er talk of cats (31). Despite being the same size as the normally-small animals she now interacts with, Alice is viewed as foolish for not utilizing the same logic as her counterparts. In essence, while she is physically small, her mind has not adapted to this new size and she does not fit in among small creatures. The animals’ simplicity seems incredibly childlike throughout the third chapter, particularly with the childlike arguments and faux pretentiousness that many of the creatures utilize (34). The Caucus-race seems to resemble childlike games that make little sense to observers, and Alice notes this absurdity (36), again showing her inability to fit in with this other world. As her travels continue, however, Alice begins to come to terms with the frequent size changes and shows increased logic in dealing with the unpleasant situations. Upon her foray into the White Rabbit’s house, Alice expresses both a desire to grow and frustration with being â€Å"a tiny little thing† (41). While Alice realizes that she will grow upon drinking the bottle, she still does not recognize that her inability to control her growth. She is surprised by the rapidity of the action, and despite her explicit wishes, she continues growing until she is too large for her physical surroundings, her body extending outside of the house. Alice has not yet learned that her changes in size will cause her discomfort and unhappiness, and once again she finds herself hopeless (42). Commenting on her physical size, Alice notes that she is â€Å"grown up now† and pleased that there’s no room to â€Å"grow up any more†. However a sentence later, she contradicts this thought, worrying that she will â€Å"never get any older,† yet comforted by never having to be â€Å"an old woman† (42). This contradiction shows the confusion with which Alice views herself: she is not a childnor does she desire to be one—and yet she does not entirely see herself as a woman. In other words, Alice is stuck between stages of her life: while her size suggests maturation, she does not identify herself as a mature adult. This is further evidenced by Alice’s subsequent fear of the White Rabbit (43). Still in the mind-frame of a child, she trembles, neglecting to come to terms with being â€Å"about a thousand times as large as the Rabbit. † Yet with her increased size, Alice has become more assertive and more prepared to handle her situation. Wielding her sudden growth as a weapon rather than seeing it as a ulnerability, she scares the Rabbit with her motions in order to fend him off and kicks Bill the lizard as he goes to retrieve her (44). Contrary to her interaction with the mouse, Alice is now adequately prepared to handle smaller creatures: she displays an increased knowledge and a stronger capacity for coping with her situation. More aggressive now, she embraces the physical change, resorting to vocal threats that are backed by the differen ces in size between her and the creatures. Even more remarkable, Alice becomes aware that she can use these size changes to her advantage, responding to the violent attacks of the creatures by shrinking in size (45). Still, after the ordeal, Alice is desperate to reach â€Å"the right size†, wanting to â€Å"grow up again† (47). Alice’s lack of identity is further underlined in her conversation with the Caterpillar. From the outset of their interaction, Alice explains her identity crisis, explicitly stating, â€Å"I can’t understand it myself†¦and being so many different sizes in a day is very confusing. (49) She is remarkably unable to answer the simple question of identity, telling the caterpillar that while she is fully aware who she was when her adventures began, she has changed several times since then. Alice states that her problem is not with the size that she is (an odd contradiction to her previously-stated desire to return to the right size), realizing that she simply doesn’t like changing so often. The Caterpillar responds in scorn, insinuating that Alice is being ridiculous with his standoffish remarks. He appears to be rather knowledgeable throughout their whole conversation, speaking authoritatively on not only her size changes, but her recitation of ‘You are old, Father William’. After their conversation, Alice launches into a similar identity crisis: eating the mushroom causes her body to undergo strange changes where some parts change and others do not (54-55), but after much experimenting, she eventually manages to return to her â€Å"usual height. † (56) Alice sums up her recent events by stating that the fundamental problem with her physical changes is that she never knows what she’ll be â€Å"from one minute to another. The vast knowledge of the caterpillar provides an odd conundrum when compared with the Mouse from chapter III, whose small size seemed to be associated with the childlike state of mind that he possessed. However the size contrast of Alice and the Caterpillar provides a reasonable explanation: he is larger than her (48: â€Å"a la rge blue caterpillar†), and thus more knowledgeable just as Alice was able to outsmart the Rabbit when she was previously a thousand times its size. This lays the foundations for the idea that relative size appears to indicate knowledge and power in Alice’s Adventures in Wonderland, an idea that is further affirmed by Alice’s final size change in the book and will signal Alice’s passing through puberty. During the trial, Alice’s growth accompanies the point at which her logic finally begins to triumph over the nonsense that dominates Wonderland. Alice begins growing rather helplessly during the trial, but her physical change is now accompanied with a more bold and assertive personality (106). As she moves to take the stand, Alice suddenly realizes just how large she has grown, but for the first time in the novel, she doesn’t seem concerned or disconcerted by her new stature. Alice is marked by her critical attitude towards the trial, assertively answering the King’s questions and countering the King’s attempted attacks on her with her own logic (112). Alice is also marked by her aggressive attitude towards the Queen; instead of attempting to please her, Alice now cuts her off and demands attention and order rather than nonsense and whim (113, 115). Alice’s greatest realization occurs as she grows to full size and declares that those who formerly inspired fear are only a pack of cards (116). This is the final change of the novel, and its effects are best summarized by Alice’s sister at the end of the novel. As she dreams of Alice’s adventures, she remarks on Alice’s initial status as â€Å"little Alice† with the â€Å"tiny hands† and â€Å"eager eyes† (117). However after her adventures (in the â€Å"after-time†), she views Alice as a knowledgeable and loving â€Å"grown woman† who would reflect fondly on â€Å"her own child-life† (118). She creates a contrast, identifying Alice apart from the â€Å"simple and loving heart† of her childhood. Thus, with her growth in size, Alice has received a wealth of knowledge and finally achieved maturity. On the surface, Alice’s Adventures in Wonderland regards Alice’s physical changes with hostility and apprehension. However upon further examining the mental and emotional changes that accompany them, it becomes clear that the physical changes produce the eventual reward of self-awareness and knowledge that allow Alice to finally triumph over her threatening environment. It is through these changes which Alice achieves the ability to brandish adult logic against the childhood nonsense that governs Wonderland. Thus, Carroll manages to accurately portray the emotional difficulties of maturity by also depicting their eventual reward.

Siberian punishment essays

Siberian punishment essays In the 1660s the Russian government under Czar Alexis I had begun the practice of punishing common criminals and political offenders by exiling them to Siberia. During the last two centuries of Russian imperial rule, punishment varied significantly from czar to czar. Different styles of interrogation and justice were prevalent with each successive ruler. Autocracy allowed for what seems to be a harsh system of imperial punishment. In actuality, the practice of capital punishment and torture were commonplace throughout European rulers. Though labeled by the west as barbaric at times, Russia had no striking trends in outrageous punishment from Peter the Great to Nicholas II. What does differ between Europe and Russia in terms of punishment were the crimes committed. Europe saw much religious persecution and punishment of vagrants and peasants. Russia saw more peasant revolts and responded with oppression. Perhaps also alarming is the number of formerly powerful government officials of the Russian court sent to exile in Siberia. It becomes clear that czars were not overly cruel to the citizens of imperial Russia. However, at the same time, the gentry and peasants did know that the czar held the power, and the czar would let them know what happened to traitors. Peter the Great was a very progressive ruler, taking rational aspects of European society and incorporating them into the Russian infrastructure. These included military reform, educational reform, and cultural amending. Peter was also somewhat progressive in punishment, but he did utilize some rather harsh methods. If a person were exiled, he/she would be sent for hard labor in Siberia, perhaps at the lead/silver mines of Nerchinsk. But a favorite of Peter's was beating and interrogation rather than outright exile. A prime example of this is his son Alexis, whom he had beaten and tortured, eventually killing him. Peter knew that as long as his son was alive, h...

Master Your Interview Questions with these 3 Savvy Strategies

Master Your Interview Questions with these 3 Savvy Strategies You’ve scored the job interview. Congratulations! Now you have to get the job. You know the drill: get a good night’s sleep, dress smartly, show up on time, shake hands, and be charming and informed. But here are three things you maybe haven’t thought of, strategies that can make all the difference and help you ace your interview.1. Know Before You GoMemorize the job description, make sure you have all the skills required so you can sell yourself precisely for the position. Brush up on the latest news and trends in your field. If there are any holes in your knowledge, plug them up. Learn everything you can about the company and your future coworkers. Go the extra mile and prove your interest and expertise.2. Sell It SweetCraft and hone your elevator pitch; it’s the best way to buttress your resume and cover letter and to put a face and a message to your application. Remember, you have 30 seconds to give your spiel- make it matter. And stay positive. No mat ter what your reasons for looking for a new job, focus on your big dreams and ambitions. Focus on what a difference you can make in that position at that particular company. Your enthusiasm and positive attitude will be contagious.3. No HumblebraggingWhen the interviewer asks you what your biggest weakness is, be honest. Frame it constructively, of course, but don’t just spew out something that you hope will secretly count as an extra strength. There’s plenty of time to brag about your accomplishments. This is the time to be actually humble. Express that you have faced challenges before and are always working constructively to overcome them and learn from your mistakes.Remember, your interviewer wants to know two things: first, that you have the skills and expertise to do the job, and second, that you’d be a good fit in their workplace culture. Show them how easily you fit the bill.

Microsoft Zune vs Apple iPod Essay Example | Topics and Well Written Essays - 500 words

Microsoft Zune vs Apple iPod - Essay Example Apple released its first-ever portable media player, iPod Classic, in 2001. Like the usual portable media players, one can listen to music, watch videos, show pictures and even play games on the iPod. Apple has since modified the original iPod and has made it small and wearable (iPod Shuffle) and with more and more features like having built-in Wi-Fi and enabling it to record and edit HD videos, download and play online games, among other things. Each product has its own device generation as well.Microsoft released its own media player device in the year 2006 and called the original Zune 30. The numbers in their name indicates how big the capacity of the device is. Zune 30 can play songs, video and show pictures just like the iPod. The only difference is that photos and videos can be watched or played in either portrait or landscape mode. The Zune can also be modified to play games and can play in many different audio formats. It also has a Zune-to-Zune wireless sharing of music and photos. Next is Zune 4 which has the generation of 8 and 16. According to Surhone et al. (2010), it can be clicked 5 ways. Like its predecessor, it has Wi-Fi used for wireless sharing of photos and music in other Zune. It has also a FM radio. Zune 80 or 120 was the next release for the Microsoft, which produce positive results as it was called an â€Å"iPod alternative†. The features are the same as its previous predecessor but with higher capacity as the number indicated in the name and bigger screen.   The most recent release is the the Zune HD. As its name suggests, one can buy and rent high-definition (HD) movies and TV shows, play HD radio, download apps and games and surf the internet on the Zune HD.  

Supply Chain Management and Logistics Coursework

Supply Chain Management and Logistics - Coursework Example 4.1.4.5 Don't reinvent the wheel 23 4.1.4.6 Map out the Risk process 23 4.1.4.6.1 Building Risk modules 24 4.1.4.6.2 Identify inputs and parameters 24 4.1.4.6.3 Simulate 24 4.1.5 Create the plan 24 4.1.6 Implementation 25 4.1.7 Review and evaluation of the plan 25 4.2 Limitations 26 4.3 Areas of Risk Management 26 4.3.1 Enterprise risk management 26 4.3.2 Risk management activities as applied to project management 27 4.4 Risk management and business continuity 28 4.5 The proposed methodology 29 4.6 Quality Targets of the Simulation Models 30 4.7 Gantt chart showing the activities against time 31 5. Case study of AON 34 5.1 Global risk management solutions 34 5.1.1 Mergers & Acquisitions 34 5.1.2 Captive Services and Alternative Risk Transfer 35 5.1.3 Crisis Management Practice 36 6. Conclusion 40 References 42 1. Introduction Supply Chain Management (SCM) is a technology-enabled management approach to getting goods and services from a firm's suppliers to its customers in a quick, efficient and cost effective manner. SCM links and co-ordinates these flow among business entities across the entire value chain (Bill Detwiler). This includes material suppliers, production facility, distribution, services and customers; linked together via the feed-forward flow of information and the feed-back of materials [Evans, 1995]. 1.1Nature of study This project is to examine management logistics in supply chain management as it relates to the business process with the goal to produces a model for risk management. The project is descriptive in nature. It seeks to quantify the types of risks manufacturing management has experiences and models used to develop resolutions. This will be accomplished using experimental simulation models. 1.2 Reason for...The objective of this study is to examine management logistics in supply chain management as it relates to the business process with the goal to produce a model for risk management. It also demands a holistic understanding of risks, assessments, and responses in supply chain management. Supply Chain Management (SCM) is a technology-enabled management approach to getting goods and services from a firm's suppliers to its customers in a quick, efficient and cost effective manner. SCM links and co-ordinates these flow among business entities across the entire value chain (Bill Detwiler). This includes material suppliers, production facility, distribution, services and customers; linked together via the feed-forward flow of information and the feed-back of materials [Evans, 1995]. This project is to examine management logistics in supply chain management as it relates to the business process with the goal to produces a model for risk management. The project is descriptive in nature. It seeks to quantify the types of risks manufacturing management has experiences and models used to develop resolutions. This will be accomplished using experimental simulation models. 5. This project further seeks to modify the future of risk incidence and intensity of threats or opportunities and their possible impact on business performance (Chapman and Ward, 1997).

Contrast the factors a qualitative Essay Example for Free

Contrast the factors a qualitative Essay There is no hard and fast rule when it comes to the size of the sample used in a study, and there are many aspects to take into consideration. Contrast the factors a qualitative and quantitative researcher must consider when determining the sample size. How does the sample size impact the study? â€Å"Quantitative researchers seek to select samples that will allow them to achieve statistical conclusion validity and to generalize their results† (Polit 2012, p. 273). And as our text reminds us there is no simple formula to tell you how large a sample is needed for a study. The general recommendation our text gives us is â€Å"the largest sample size possible. † The larger sample size that is used increases the validity of the research. So in turn the smaller the sample size for either study increases the sampling error. The researcher should comparing characteristics of the study in relation to the variable, dependent and independent. The size for most studies â€Å"depends on the magnitude of the expected effect size, which is usually quantified by a relative risk, odds ratio, absolute risk difference, hazard ratio, or difference between two means or medians. The smaller the true-effect size, the larger the study needs to be (Hackshaw, 2008, p. 1141). References Hackshaw, A. (2008, November 1, 2008). Small studies: strengths and limitations. European Respiratory Journal, 32(5), 1141-1145. http://dx. doi. org/10. 1183/09031936. 00136408 This discussion will revolve around the topic of control. In quantitative studies, control is an important issue. What does control mean in research? Why is it important? What do you think is meant by controlling intrinsic and extrinsic variables? Give examples of effective ways to control variables in quantitative research. In qualitative research In research control is a variable in a study that usually remains constant. This variable is what the study results are compared to. This control is what helps the researcher to know if the study was performed correctly or appropriately. When we think about controlling intrinsic and extrinsic variables first we must know what these things are. By definition extrinsic means (Dictionary. com, 2013): being outside a thing; outward or external; operating or coming from without. Intrinsic means: belonging to a thing by its very nature.

Prejudice in America Essay example -- Prejudice United States

Prejudice, the Spoil of Life I was born and raised in Europe. I have learned from my history books that there were freedom and equality in the United States. I learned that, among many other rights, people enjoy freedom of religion and freedom of speech - the rights that were envied by millions of people of the Eastern Block countries. When I came to the United States, I truly believed in the truthfulness of these terms. To my complete satisfaction, my experience taught me the existence of these facts. However, I became disappointed in my surroundings, when I was forced to recognize that a portion of people were not free of prejudice. "Prejudice," Gordon Allport writes, "is thinking ill of others without sufficient warrant" (Allport, qtd. in Rottenberg and Winchell 81). This short definition helped me to discover that, regardless of race, color, national origin, or gender, people share a universally existing problem: prejudice. Despite of my experience regarding prejudice, many people believe that prejudice does not exist, and one should not interpret the opinion of others as prejudice. These people reason that it is their right to express their opinions. However, I do not agree with this judgment. Let me bring Gordon Allport's essay of "The Nature of Prejudice," and his observation of the types of prejudice to my defense. According to Allport, who summarized the different types of prejudices and defined prejudice in his essay, some people feel dislike against minorities, but they are not able to explain their reasoning, however. Allport found that this dislike is a mannerism taught by society and surfaces in their "treatment to Negroes" (Allport, qtd. in Rottenberg and Winchell 80). Others, who live "in various parts of ... ...e years, but I still receive unfair treatment at times. Besides some occasional unfairness, the majority of people find my heritage rather interesting than controversial. My experience is only one example of the thousands of incidents against people. No matter where I look, I see unfair treatment all over the world. Regardless of the continent or culture, nobody is exempt from biases. But I cannot blame people carrying this disease because any average community has to rely on a limited amount of knowledge. However, and my experience is the best example, it takes time, effort, and courage to reveal causes and reasoning to draw up a conclusion so that the public would have a full understanding of the historical background of any newcomer. Works Cited Rottenberg, Annette T., and Donna Haisty Winchell. Elements of Argument. 8th. Boston: Bedford/St Martin's, 2006. Prejudice in America Essay example -- Prejudice United States Prejudice, the Spoil of Life I was born and raised in Europe. I have learned from my history books that there were freedom and equality in the United States. I learned that, among many other rights, people enjoy freedom of religion and freedom of speech - the rights that were envied by millions of people of the Eastern Block countries. When I came to the United States, I truly believed in the truthfulness of these terms. To my complete satisfaction, my experience taught me the existence of these facts. However, I became disappointed in my surroundings, when I was forced to recognize that a portion of people were not free of prejudice. "Prejudice," Gordon Allport writes, "is thinking ill of others without sufficient warrant" (Allport, qtd. in Rottenberg and Winchell 81). This short definition helped me to discover that, regardless of race, color, national origin, or gender, people share a universally existing problem: prejudice. Despite of my experience regarding prejudice, many people believe that prejudice does not exist, and one should not interpret the opinion of others as prejudice. These people reason that it is their right to express their opinions. However, I do not agree with this judgment. Let me bring Gordon Allport's essay of "The Nature of Prejudice," and his observation of the types of prejudice to my defense. According to Allport, who summarized the different types of prejudices and defined prejudice in his essay, some people feel dislike against minorities, but they are not able to explain their reasoning, however. Allport found that this dislike is a mannerism taught by society and surfaces in their "treatment to Negroes" (Allport, qtd. in Rottenberg and Winchell 80). Others, who live "in various parts of ... ...e years, but I still receive unfair treatment at times. Besides some occasional unfairness, the majority of people find my heritage rather interesting than controversial. My experience is only one example of the thousands of incidents against people. No matter where I look, I see unfair treatment all over the world. Regardless of the continent or culture, nobody is exempt from biases. But I cannot blame people carrying this disease because any average community has to rely on a limited amount of knowledge. However, and my experience is the best example, it takes time, effort, and courage to reveal causes and reasoning to draw up a conclusion so that the public would have a full understanding of the historical background of any newcomer. Works Cited Rottenberg, Annette T., and Donna Haisty Winchell. Elements of Argument. 8th. Boston: Bedford/St Martin's, 2006.

Rashomon Essay

The book is laid out in sequence. It opened up with the testimony of the woodcutter who was being interviewed by a high police commissioner. The woodcutter proceeded to tell the commissioner that he had just stumbled on a crime scene – a man wearing a bluish silk kimono with his face on the ground with fatal wound on his chest. This set up the tempo for the book. After each interview, the story jumps into another character’s testimony. It tells the story through the perspectives of the characters where they are all witness of a crime where a samurai had been murdered. There were a few witnesses to the crime: woodcutter, traveling Buddhist priest, policeman, bandit, old woman, his wife, and the man himself through a medium. Each one of the testimonies given by the witnesses differs from one another. The only thing they all had in common was that a samurai was killed. The book and the movie sets it up where we the reader are the jury of the crime. They all started telling what they have seen, what had happen, what were they doing, and how did they stumbled upon the murder scene. It’s almost like an exercise of finding out the truth based on the testimony given by each witness. Where we (readers and viewers) come to a consensus of determining who is the one telling the truth among them. Which is hard because they were all subjective interpretations of all witnesses. There isn’t anything that would point out who the real culprit is. After doing some research of the time frame when this book was written, I found out that the scenes that the author was trying to portray was pretty much identical to the time period that the book was trying to portray. It was written during the 20th century, a time where social disintegration and population distress prevalent. Most of the population practiced Buddhism, Shinto, and Taoism, which reflected in the movie when the husband was giving his testimony through a medium. The medium was his wife, which also seems like one of the short story that we read, Sotoba Komachi. Which have the same situation where the woman have done something terrible to a man therefore she is punished by having her body possessed by the man that she had wronged. During this time period, Buddhism was on the rise along with Shinto. It was apparent on the film when the opening scene showed Rashomon (Rajomon gate), which was the main gate for Kyoto. The gate looked devastated and torn down because during that time there was plenty of natural disasters and buildings being set on fire and also gangs and vigilantes were prevalent during this time that tried to rebel against the corrupt governors. The book and the movie showed the correlation with the time period by showing us how bad the living conditions are, or any of the characters situations are for that matter. In particular was the former samurai servant. Where he had taken refuge from the rain under the bridge but have no idea what to do after the rain stops because he was just discharged by his master. He was troubled about what the future holds for him. He didn’t have a job and also depressed because of it. Since he thought his situation was desperate, he started to debate whether he should look for a job and spend his life working as an honest man or become a thief. Regardless, the outcome wasn’t in his favor. After some time spending in the gate, the samurai servant cross path with a woman. Their situation was further magnified when the author described the environment of the place that they were taking refuge in – it was so bad that they didn’t care that the place was littered with copses. So many corpses that he had to watch where he step so that he wouldn’t trip over them and he couldn’t count how many there were around him. Also the stench of the corpses didn’t bother them. The servant started to investigate the noise that he heard from upstairs. There he encountered an old woman who he thought was a wretched hag. The old woman was there because she was plucking hairs from the corpses for her to use as a wig. This was the time where the samurai servant decided that he would go down the path of living as a thief by robbing her of her kimono. After reading and watching the movie, I think the movie stayed true to the book. The film uses flashbacks during the testimonies of the witnesses, which I thought was great because it cleared things up a little bit more. The scenes put you in the situation that they were in and try to relay the experience to you from their viewpoint. It showed the story being influenced by the characters emotions and the accuracy changes from person to person which is probably the intended objective of the director. The sequence of the witnesses was different in the movie than the book. In the movie, they used one of the guys in the Rashomon taking refuge as a witness where in the book – to me, it seems like the movie used none of the witness that was in Rashomon. I could be mistaken because in the movie, the opening scene was under the Rashomon and three guys were talking about what happened. They seemed in disarray at first and then it jumped to a scene where one of the guys was walking in the woods and discovered the carcass, from there the scene transitioned to the characters taking turns giving their testimony. In the book, there were two people in Rashomon taking refuge from the rain; it was a samurai servant and an old woman. Although the movie did a great job on using flashbacks to paint a clearer picture on what happened. There was no backstory on the characters. They were all portrayed as country-dwellers and vagabond staying in Rashomon. The only one that was clear to me was the wife, samurai, and the bandit. In the movie, they showed the woman was kissed and the scene cut out after that, allowing the audience to guess what happened. I would imagine that the scene was shocking since it was they very first kiss that was captured on film. Also, during the kiss, I thought that the woman was fighting it at first but then seemed to relax and go with it as the camera faded. For those who haven’t read the book, it might seem like that’s the only thing they did but he did much more things to her than just kiss – the woman was raped. It’s hard to guess that if you haven’t read the book. The only thing that I can think of that can possibly give away that the woman was raped was the reaction of the husband. His emotion changed from struggling to escape and angrily, to staring off in the distance and at peace with himself. This reaction was probably based on the Japanese culture where the woman is now given a choice between her rapist and her husband. I like how the author showcased the culture during that period, the reaction of the husband towards the wife whenever she succumbs to the bandit and how it portrayed the samurai. To the samurai, she had committed an act against him that did not warrant him to show any emotions. He understood that it was a loss cost fighting for her whenever she made the decision to let the bandit do whatever he wants with her. After reading and watching Rashomon, it’s easier to understand how Japan has been struggling with their identity. I lived in Japan for a couple years, which gave me a brief idea how the Japanese culture is. Their culture is very hospitable and very welcoming. During my stay there, not once did I feel threatened or feel like I was in some kind of danger. I never knew that Japan was just literally coming out of the medieval period transitioning to the industrial period. The only way I can explain that is, a baby that just learned how to turn on its belly then all of a sudden started trying to sprint. Which would also explain how hard they are trying to hold on to their tradition but slowly losing it, because the young generations are trying to embrace the western culture. The book and the movie did a fantastic job in showing the living condition during the time period. It’s hard to believe that just a couple of decades from that period, Japan was still struggling and fighting to have a democracy. In the span of a couple decades – Japan would have built an army that rivals the military power of the western world. Not only build, but also, declare a war with the western powers.

Descriptive Speech Essay

Well i choose to save one of the most important things to me as a tattoo. As you may now i have a huge passion for dancing and i love to have this passion in me forever. I have a tattoo of a music note that represents dancing because music is very essential to dance. I choose this topic because i like to share with you my own method of remembering moments forever and because this tattoo is very unique. Body: The tattoo i am talking about is my second tattoo, localized in my left foot very near to my ankle. It has the size of a quater, so it can be consider small. The tattoo is the musical note â€Å"sol† and has two loops: the superior one which is thinner than the second loop that is below. I choose the musical note â€Å"sol† because dance is the light that brightens my days just like the sun give us light everyday. Inside the lower loop, which is the thick one, it has a black small outlined heart.This heart has the size of a tictac and represents my love and passion to music and to dance. Below the second loop with the heart there is the continuation of the musical note which is a black small and round curve that forms a filled black circle. Now i will show you a picture of my actual tattoo. (Picture of the tattoo) Conclusion: Well like i said, my tattoo is the musical note sol, that has two loops one thin and the other one thick. Also it has a heart inside the thick loop and is all black. I did this tattoo represents my love and passion to dance. I would like to finish reading you this great quotes.

Change Management and Leadership Development Have Essays

Change Management and Leadership Development Have Essays Change Management and Leadership Development Have to Mesh Ryan W. QuinnRobert E. Quinn JANUARY 07, 2016 Leadership development and change management tend to be top priorities for many organizations. In spite of this, a majority of organizations tend to fall far short of their goals for both. One major reason organizations struggle is because they treat both leadership development and change management as separate rather than interrelated challenges. Cultural changes cannot happen without leadership, and efforts to change culture are the crucible in which leadership is developed. For better results, organizations should coordinate their leadership development and change management efforts, approaching them as one and the same. True leadership involves deviating from cultural expectations in ways that inspire others to choose to follow. What's more, leadership is not the sole responsibility of the C-suite. Managers at all levels of an organization must overcome resistance if genuine cultural change is to occur. Thus, change initiativeswhich require a deviation from a dominant set of norms and behaviorsare the best learning environments for star managers to develop leadership skills, as well as a necessary component of a successful culture-change initiative. How then, should organizations go about integrating their change management and leadership development initiatives? We recommend an approach that is both top-down and bottom-up. The bottom-up part of the integrated development and change process requires potential leaders throughout the organization to engage in a process of learning how to enact a desired change in an organization's culture in the everyday experiences of organizational life. For example, one company suddenly found itself audited at the request of their largest client and were told that they needed to change their accounting procedures. In response, many employees insisted that the changes could not be made by the demanded deadline. They were impeded by cultural beliefs around how quickly the organization could mobilize and complete complex tasks. Janet, a member of the task force assigned to handle the requirements of the audit, was participating in leadership development training at the time. Using a leadership tool we developed called the fundamental state of leadership, she decided to reach out to employees who had a stake in the new requirements to understand their perspectives (rather than wait for others with more authority to tell her what to do). She gathered new information and discovered their fears, while simultaneously coming to the realization that the deadline could be met. With this new understanding, she was able to help other employees question their beliefs and come up with creative ways to streamline the accounting procedures so as to meet the deadlines. As part of a class assignment from her leadership training, she also reflected on the experience and used her own (and others') reflections to inform her subsequent plans and actions. Eventually, more and more of her colleagues began to accept the importance of the accounting changes and their accompanying deadlines, and were participating in creative action. Their actions led to bottom-up change: the emerging culture and accounting policies could not have been planned in advance, but came from the ideas and actions of motivated employees and were uniquely suited to the local challenges they faced. Janet, however, was more than just a change agent in this one situation. Her planning, acting, reflectingand planning againdemonstrated true leadership. Buta bottom-up process isunlikely to work unless it is also embedded in a top-down learning process. A top-down process creates structure and motivation for employees to maintain engagement in the change/leadership development process. If done well, it also provides emotional and social support potential leaders, because deviating from cultural expectations can be a lonely endeavor. A successful top-down process begins with executives clarifying desired results for change management/leadership programs. For example, executives may want to change accounting procedures or inspire creativity in order to become more efficient, as in Janet'scompany. Or they may want to lower barriers between departments or create financial stewardship throughout the organization. The goal depends on the organization and its situation, but what is important is that it is specific (ideally, with a measurable outcome) and accepted by all members of the executive team. Once the goal is clear and accepted, executives can identify potential leaders throughout the organization to engage in the leadership development/change management process. These may be

Attitude Formation

†¢ The affective component consists of the emotional feelings stimulated by the object of the attitude. †¢ The behavioral component consists of predispositions to act in certain ways toward an attitude object. The object of an attitude can be anything people have opinions about. Therefore, individual people, groups of people, institutions, products, social trends, consumer products, etc. all can be attitudinal objects. †¢ Attitudes involve social judgments. They are either for, or against, pro, or con, positive, or negative; however, it is possible to be ambivalent about the attitudinal object and have a mix of positive and negative feelings and thoughts about it. †¢ Attitudes involve a readiness (or predisposition) to respond; however, for a variety of reasons we don’t always act on our attitudes. †¢ Attitudes vary along dimensions of strength and accessibility. Strong attitudes are very important to the individual and tend to be durable and have a powerful impact on behavior, whereas weak attitudes are not very important and have little impact. Accessible attitudes come to mind quickly, whereas other attitudes may rarely be noticed. †¢ Attitudes tend to be stable over time, but a number of factors can cause attitudes to change. †¢ Stereotypes are widely held beliefs that people have certain characteristics because of their membership in a particular group. †¢ A prejudice is an arbitrary belief, or feeling, directed toward a group of people or its individual members. Prejudices can be either positive or negative; however, the term is usually used to refer to a negative attitude held toward members of a group. Prejudice may lead to discrimination, which involves behaving differently, usually unfairly, toward the members of a group. Psychological factors involved in Attitude Formation and Attitude Change 1. Direct Instruction involves being told what attitudes to have by parents, schools, community organizations, religious doctrine, friends, etc. 2. Operant Conditioning is a simple form of learning. It is based on the â€Å"Law of Effect† and involves voluntary responses. Behaviors (including verbal behaviors and maybe even thoughts) tend to be repeated if they are reinforced (i. e. , followed by a positive experience). Conversely, behaviors tend to be stopped when they are punished (i. e. , followed by an unpleasant experience). Thus, if one expresses, or acts out an attitude toward some group, and this is reinforced by one’s peers, the attitude is strengthened and is likely to be expressed again. The reinforcement can be as subtle as a smile or as obvious as a raise in salary. Operant conditioning is especially involved with the behavioral component of attitudes. 3. Classical conditioning is another simple form of learning. It involves involuntary responses and is acquired through the pairing of two stimuli. Two events that repeatedly occur close together in time become fused and before long the person responds in the same way to both events. Originally studied by Pavlov, the process requires an unconditioned stimulus (UCS) that produces an involuntary (reflexive) response (UCR). If a neutral stimulus (NS) is paired, either very dramatically on one occasion, or repeatedly for several acquisition trials, the neutral stimulus will lead to the same response elicited by the unconditioned stimulus. At this point the stimulus is no longer neutral and so is referred to as a conditioned stimulus (CS) and the response has now become a learned response and so is referred to as a conditioned response (CR). In Pavlov’s research the UCS was meat powder which led to an UCR of salivation. The NS was a bell. At first the bell elicited no response from the dog, but eventually the bell alone caused the dog to salivate. Advertisers create positive attitudes towards their products by presenting attractive models in their ads. In this case the model is the UCS and our reaction to him, or her, is an automatic positive response. The product is the original NS which through pairing comes to elicit a positive conditioned response. In a similar fashion, pleasant or unpleasant experiences with members of a particular group could lead to positive or negative attitudes toward that group. Classical conditioning is especially involved with the emotional, or affective, component of attitudes. 4. Social (Observational) Learning is based on modeling. We observe others. If they are getting reinforced for certain behaviors or the expression of certain attitudes, this serves as vicarious reinforcement and makes it more ikely that we, too, will behave in this manner or express this attitude. Classical conditioning can also occur vicariously through observation of others. 5. Cognitive Dissonance exists when related cognitions, feelings or behaviors are inconsistent or contradictory. Cognitive dissonance creates an unpleasant state of tension that motivates people to reduce their dissonance by changing their cognitions, feel ing, or behaviors. For example, a person who starts out with a negative attitude toward marijuana will experience cognitive dissonance if they start smoking marijuana and find themselves enjoying the experience. The dissonance they experience is thus likely to motivate them to either change their attitude toward marijuana, or to stop using marijuana. This process can be conscious, but often occurs without conscious awareness. 6. Unconscious Motivation. Some attitudes are held because they serve some unconscious function for an individual. For example, a person who is threatened by his homosexual feelings may employ the defense mechanism of reaction formation and become a crusader against homosexuals. Or, someone who feels inferior may feel somewhat better by putting down a group other than her own. Because it is unconscious, the person will not be aware of the unconscious motivation at the time it is operative, but may become aware of it as some later point in time. 7. Rational Analysis involves the careful weighing of evidence for, and against, a particular attitude. For example, a person may carefully listen to the presidential debates and read opinions of political experts in order to decide which candidate to vote for in an election. Attitude Formation †¢ The affective component consists of the emotional feelings stimulated by the object of the attitude. †¢ The behavioral component consists of predispositions to act in certain ways toward an attitude object. The object of an attitude can be anything people have opinions about. Therefore, individual people, groups of people, institutions, products, social trends, consumer products, etc. all can be attitudinal objects. †¢ Attitudes involve social judgments. They are either for, or against, pro, or con, positive, or negative; however, it is possible to be ambivalent about the attitudinal object and have a mix of positive and negative feelings and thoughts about it. †¢ Attitudes involve a readiness (or predisposition) to respond; however, for a variety of reasons we don’t always act on our attitudes. †¢ Attitudes vary along dimensions of strength and accessibility. Strong attitudes are very important to the individual and tend to be durable and have a powerful impact on behavior, whereas weak attitudes are not very important and have little impact. Accessible attitudes come to mind quickly, whereas other attitudes may rarely be noticed. †¢ Attitudes tend to be stable over time, but a number of factors can cause attitudes to change. †¢ Stereotypes are widely held beliefs that people have certain characteristics because of their membership in a particular group. †¢ A prejudice is an arbitrary belief, or feeling, directed toward a group of people or its individual members. Prejudices can be either positive or negative; however, the term is usually used to refer to a negative attitude held toward members of a group. Prejudice may lead to discrimination, which involves behaving differently, usually unfairly, toward the members of a group. Psychological factors involved in Attitude Formation and Attitude Change 1. Direct Instruction involves being told what attitudes to have by parents, schools, community organizations, religious doctrine, friends, etc. 2. Operant Conditioning is a simple form of learning. It is based on the â€Å"Law of Effect† and involves voluntary responses. Behaviors (including verbal behaviors and maybe even thoughts) tend to be repeated if they are reinforced (i. e. , followed by a positive experience). Conversely, behaviors tend to be stopped when they are punished (i. e. , followed by an unpleasant experience). Thus, if one expresses, or acts out an attitude toward some group, and this is reinforced by one’s peers, the attitude is strengthened and is likely to be expressed again. The reinforcement can be as subtle as a smile or as obvious as a raise in salary. Operant conditioning is especially involved with the behavioral component of attitudes. 3. Classical conditioning is another simple form of learning. It involves involuntary responses and is acquired through the pairing of two stimuli. Two events that repeatedly occur close together in time become fused and before long the person responds in the same way to both events. Originally studied by Pavlov, the process requires an unconditioned stimulus (UCS) that produces an involuntary (reflexive) response (UCR). If a neutral stimulus (NS) is paired, either very dramatically on one occasion, or repeatedly for several acquisition trials, the neutral stimulus will lead to the same response elicited by the unconditioned stimulus. At this point the stimulus is no longer neutral and so is referred to as a conditioned stimulus (CS) and the response has now become a learned response and so is referred to as a conditioned response (CR). In Pavlov’s research the UCS was meat powder which led to an UCR of salivation. The NS was a bell. At first the bell elicited no response from the dog, but eventually the bell alone caused the dog to salivate. Advertisers create positive attitudes towards their products by presenting attractive models in their ads. In this case the model is the UCS and our reaction to him, or her, is an automatic positive response. The product is the original NS which through pairing comes to elicit a positive conditioned response. In a similar fashion, pleasant or unpleasant experiences with members of a particular group could lead to positive or negative attitudes toward that group. Classical conditioning is especially involved with the emotional, or affective, component of attitudes. 4. Social (Observational) Learning is based on modeling. We observe others. If they are getting reinforced for certain behaviors or the expression of certain attitudes, this serves as vicarious reinforcement and makes it more ikely that we, too, will behave in this manner or express this attitude. Classical conditioning can also occur vicariously through observation of others. 5. Cognitive Dissonance exists when related cognitions, feelings or behaviors are inconsistent or contradictory. Cognitive dissonance creates an unpleasant state of tension that motivates people to reduce their dissonance by changing their cognitions, feel ing, or behaviors. For example, a person who starts out with a negative attitude toward marijuana will experience cognitive dissonance if they start smoking marijuana and find themselves enjoying the experience. The dissonance they experience is thus likely to motivate them to either change their attitude toward marijuana, or to stop using marijuana. This process can be conscious, but often occurs without conscious awareness. 6. Unconscious Motivation. Some attitudes are held because they serve some unconscious function for an individual. For example, a person who is threatened by his homosexual feelings may employ the defense mechanism of reaction formation and become a crusader against homosexuals. Or, someone who feels inferior may feel somewhat better by putting down a group other than her own. Because it is unconscious, the person will not be aware of the unconscious motivation at the time it is operative, but may become aware of it as some later point in time. 7. Rational Analysis involves the careful weighing of evidence for, and against, a particular attitude. For example, a person may carefully listen to the presidential debates and read opinions of political experts in order to decide which candidate to vote for in an election.

Women in Hunting and Gathering Period Essay Example | Topics and Well Written Essays - 500 words

Women in Hunting and Gathering Period - Essay Example Thus while the men are engaged in productive labor, the women are engaged in unproductive household work that does not command the same amount of respect. Traditionally, the role of an individual in society has been defined and characterized by the person’s contribution to home and society in monetary terms. Being tied down by the responsibility of childbearing, women in traditional, patriarchal societies have been viewed as an inferior race. Women have been confined to homes due to their traditional roles of cooking, cleaning and child rearing. However, a study of Paleolithic and Neolithic times has proved that this was not always the case. In the hunting and gathering societies, it has been noticed that women had a greater role in gathering food around their homes. Wermuth et al have defined womens economic power as being shaped by womens level of control over surplus and the relative importance of what they produce. They have also quoted womens economic control as being influenced by importance of womens labor, organization of labor and the gender ratio in the population. Wermuth et al have also referred to hunting and gathering societies as small bands of loosely associated families with low surplus and low inequality. Men have little power over women in these societies. Mutual cooperation is necessary for survival, and the division of labor between men and women is functionally and materially based. Despite their hunting role, men often interact closely with women and even with small children. Draper, Professor of Anthropology at Harvard observes that in the hunting and gathering society, women are more independent and powerful. They are not considered as subordinate to men and generally both the genders enjoy an equal status. As women in such societies contribute to gathering food for the families’ subsistence, they have greater control over the food (produce in this case) and enjoy an equal