Maritime Archaeology And Ancient Trade - 799 Words

In Maritime Archaeology and Ancient Trade in the Mediterranean, Andrew Wilson argues that ancient maritime trade peaked in the Hellenistic and Roman periods. First, he identifies Parker’s graph of known shipwrecks as inaccurate evidence on the trade intensity of the ancient maritime world. Next, Wilson details several technologies, specifically the bilge pump, and hydraulic cement, that enabled the expansion of trade during the Hellenistic and Roman periods. Finally, Wilson concludes that it was Roman standardization of currency and language, not new technologies, that allowed trade to increase in the ancient world. When the Roman empire deteriorated, trade decreased, leading to the loss of harbors and shipping technologies. In 1992, A.J. Parker published a study of known shipwrecks organized by their approximate century in which the ships sank. As a result, many archaeologists have attempted to equate this graph with fluctuations in ancient maritime trade, depending upon the assumptions that each period had an equal probability of ships wrecking, and that wrecks from all periods are equally visible to archaeologists. Wilson disagrees, claiming that these assumptions are inherently flawed, and therefore, the graph cannot be used to analyze ancient maritime trade. First, the risks of wrecking were dependent upon the trade routes, which, in turn, were dependent on what items were highly sought after (Wilson, 36). If products from nearby coastal cities were desired, thenShow MoreRelated The Ulu Burun Shipwreck: Underwater Archaeology at its Finest1545 Words   |  7 PagesArchaeology is a continuously evolving field where there is a constant stream of new branches and excavation methods. Due to the influx of new technologies and innovations in recent decades, archaeologists have been able to excavate previously inaccessible areas. 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International Business Report - 1776 Words

International Business 1:00p.m.-2:00p.m. Dr. Samer Dhyyat â€Å"Crime that Pays (and Pretty Well Too)† International business Environment operations/Chapter three Case Study 1 By: Aya Khirfan 0086721 Aya Al- Kurdi 0083316 Rudayna Qasem 0086609 Aya Hakh 0082464 Introduction It has always been a major concern of programmers and software developers throughout the world, to protect the intellectual property rights and software privacy. Governments in different countries fight computer software piracy; in which it provides support to national programs in order to educate and provide awareness to business communities.†¦show more content†¦Moreover, provides them the right to participate in elections. In general, democracy is concerned with individual property rights, especially the freedom to express their opinions. As well as protecting people’s innovations from software piracy. According to what is claimed, that democratic countries with strong political and civil liberties usually have lower software piracy rates. As for totalitarianism, subordinates individuals to the interest of the group. Where a single agent takes control of the political power, and tries towards not supporting the ideology of the state as well as the activities that counters the goals of the state. Therefore, it controls people’s ideas, knowledge, and experiences and directs those to its own good and interest. Therefore, the intellectual property right is not its major concern as well as standing against software piracy. Since their objectives and concerns are related to the objectives and concerns of the agent with the political power. As for the rule of law, states that no individual is above laws which are clearly specified, commonly understood, and enforced fairly, which are improved and regulated by the parliament. 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Vicarious Liability in Tort-Free-Samples for Students-Myassignment

Question: Whether Li Min can successfully sue Wang Wie or ScubaEats for Negligence, or not? Answer: Issue Whether Li Min can successfully sue Wang Wie or ScubaEats for negligence, or not? Rule A civil wrong done is denoted through a tort and negligence is deemed as one of the torts. In a case of negligence, party X owes a duty of care towards party Y and there is a violation of this particular duty[1]. The result of this duty, to create of case of negligence, has to be substantial injury, which is not remote and where the breach of duty of care directly results in the injury suffered by Y. In such cases, Y gets the opportunity of initiating a legal claim against X for negligence and gets compensated for their losses[2]. In order to show that a person was indeed liable for negligence, there is a need to show the presence of certain elements, which includes duty of care, breach of duty of care, dames/ loss/ injury, loss being not too remote, direct causation and foreseeability[3]. For establishing a duty of care, it needs to be shown that X owed a duty of care towards Y. Section 42 of Civil Law (Wrongs) Act, 2002[4] provides that the standard of care is what a reasonable person would have done in similar circumstances[5]. Donoghue v Stevenson[6] which presented the criteria for establishing the presence of duty of care. Here, the plaintiff D was sitting at a caf and he ordered a drink. Upon the consumption of this drink, she fell sick as a dead snail was inside this bottle, which contaminated it. D brought actions against the defendant S for negligence. The defendant claimed that he did not owe a duty of care to D. However, the court found otherwise and with this, the neighbor test was presented. The court stated that the relationship between two people and the ability of actions of X directly affecting Y had to be considered. And so, S was asked to compensate D for her loss. The next step is to show that the duty of care was breached. For this purpose, the case of Paris v Stepney Borough Council[7] proves of help. In this case, the plaintiff was working on a rusty bolt, when it jumped and hit his good eye, which resulted in him being blinded. The defendant was held to have breached his duty of care as the plaintiff was not provided the necessary safety equipments and gears which could protect him, especially when the defendant had been aware of the fact that the plaintiff was already blind in one eye. Due to these reasons, the defendant was required to compensate the plaintiff for their loss. The next essential is to show that the damage suffered by Y is substantial and is not remote[8]. In Overseas Tankship (UK) Ltd v Morts Dock and Engineering Co Ltd[9], the court did not award any damage to the plaintiff as the damages were remote. The next element relates to foreseeability; in the sense that thee damages have to be reasonably foreseeable for the damages to be awarded[10]. In Vaughan v Menlove[11], the defendant had been persistently given warnings about the chances of the building catching fire as it was not properly ventilated. The defendant never worked on these warnings and chose to ignore them due to which, the court held the defendant liable for negligence. The reason behind this was that a prudent individual would have paid heed to such warnings and by not considering this, the plaintiff was required to be compensated by the defendant. The next element is to show direct causation between the injury suffered and the negligence of X. Hence, there is a need to show that due to the actions of X, Y suffered the injuries and there was a direct link between them[12]. Upon successfully showing that all these elements of negligence had been present, a claim for negligence can be made. When this is done, the monetary damages for the losses can be made. The claim can be made for the physical injury and also for the economic losses incurred[13]. When a case of negligence is made against X by Y, party X can use the defense of contributory negligence. Upon successfully showing that Y had contributed towards the injuries sustained by him, the damages awarded to Y are reduced by the amount decided by the court[14]. Froom v Butcher[15] was a case where due to the fault of the defendant, the plaintiff was injured. However, at the time of the incident, the defendant was not wearing the seatbelt. Due to this reason, the damage awarded to the plaintiff was reduced by 100 by the court. Vicarious liability is a concept which arises from the agency law where the employer is held accountable for the actions of their employees, particularly the ones related to a tortious act. In order to hold the employer responsible, the tortious act is required to be taken during the employment course. Vicarious liability is born from the Latin phrase of qui facit per alium facit per se and it means that an individual would be considered to act through another[16]. For holding the employer liable, there is also a need to show that the person was the employee of the employer. There are different tests like the control test and the integration test which help in the making of this decision. However, the most useful test is the multi-factor test as per which the situations revolving around the relationship of two individuals is to be considered for naming the kind of relationship[17]. This test was primarily given in Stevens v Brodribb Sawmilling Co Pty Ltd[18] and received confirmation afterwards in Hollis v Vabu Pty Limited[19]. Hollis v Vabu Pty Limited is particularly important case as in this case the bicycle courier was deemed to be the employee due to the presence of factors like wearing uniform, strict star timings, and bicycle being provided to him. Application In the given case study, for Li Min to hold Wang Wei liable for negligence, a duty of care has to be shown. On the basis of Donoghue v Stevenson, the relationship between the two has to be analyzed. Here, Wang Wei was driving his bicycle on the road and he owed a duty of care to all of the others who were on road. This is further clear from the ACT Road Rules which required he motorists and cyclists to stop when they saw pedestrians so that a collision can be avoided. Even when this duty was owed by Wang Wei, he failed to undertake care in his bicycle riding and cycled fast to reach early, to cover the loss of time from the detour he took. By doing so, his duty of riding the bicycle carefully was breached. And this breach of duty, on the basis of Paris v Stepney Borough Coun, would make Wang Wei liable to compensate Li Min. Wang Weis actions were such that a reasonable person would have foreseen the chances of collision. Applying Vaughan v Menlove, Wang Wei ignored the ACT Road Rules. The damage suffered by Li Min was such that she had to be hospitalized for three days. Even though these were minor injuries, they required hospital stay. So, a claim for hospital expenses can be made. Along with this, she can make a claim for the economic losses suffered by her which resulted from her being discharged from internship for poor performance. However, she cannot make a claim for quitting her job as it was a voluntary decision and not occurred due to the negligence of Wang Wei. In short, Li Min can initiate a case of negligence against Wang Wei and claim the expenses of hospital, her physical injury in form of headaches and the course fee. In this case, a case of contributory negligence can be made by Wang Wei against Li Min. This is because Li Min was indulged in her phone and was not paying attention to the road. Had she been paying attention, she could have moved aside and the accident could have been avoided. These actions of Li Min contributed towards her injuries, and on the basis of Froom v Butcher, the damages awarded to her would be reduced. The applicability of vicarious liability would make ScubaEats liable for compensation Li Min for her loss, owing to the negligence of Wang Wei. Though, for this, Wang Wei has to be shown as the employee of ScubaEats. Applying the case of Hollis v Vabu Pty Limited, Wang Wei has been given the uniform by ScubaEats and also rides the bicycle given by them. The facts of this case are similar to Hollis v Vabu Pty Limited and similar to this case, the employer would be held liable for negligence of their employee. Conclusion On the basis of discussion carried above, it is clear that Li Min can successfully sue Wang Wie and ScubaEats for negligence. However, the damages awarded to her would be reduced by the amount of contributory negligence, as decided by the court. Bibliography A.Articles/ Books/ Reports Abbott K, Pendlebury N, and Wardman K, Business law (Thompson Learning, 8th ed, 2007) Bailey VE, Cape Law: Text and cases: Contract law, Tort law and Real property (AuthorHouse, 2nd ed, 2016) Gibson A, and Fraser D, Business Law (Pearson Higher Education AU, 2013) Giliker P, Vicarious Liability in Tort: A Comparative Perspective (Cambridge University Press, 2010) Graw C, Parker D, Whitford K, Sangkuhl E, and Do C, Understanding Business Law (LexisNexis Butterworths, 8th ed, 2016) Latimer P, Australian Business Law 2012 (CCH Australia Limited, 31st ed, 2012) Lunney M and Oliphant K, Tort Law: Text and Materials (Oxford University Press, 5th ed, 2013) Morissette EL, Personal Injury and the Law of Torts for Paralegals (Aspen Publishers Online, 2008) Stewart P, and Stuhmcke, Australian Principles of Tort Law (Federation Press, 2009) Turner C, Unlocking Torts (Routledge, 3rd ed, 2013) Cases Donoghue v Stevenson [1932] UKHL 100 Froom v Butcher [1976] 1 QB 286 Hollis v Vabu Pty Limited (2001) 207 CLR 21 Overseas Tankship (UK) Ltd v Morts Dock and Engineering Co Ltd [1961] UKPC 2 Paris v Stepney Borough Council [1951] AC 367 Stevens v Brodribb Sawmilling Co Pty Ltd [1986] HCA 1 Vaughan v Menlove (1837) 132 ER 490 Legislations Civil Law (Wrongs) Act, 2002 (ACT) Tort of Negligenc Mark Lunney and Ken Oliphant, Tort Law: Text and Materials (Oxford University Press, 5th ed, 2013) Andy Gibson and Douglas Fraser, Business Law (Pearson Higher Education AU, 2013) Stephen Graw, David Parker, Keturah Whitford, Elfriede Sangkuhl and Christina Do, Understanding Business Law (LexisNexis Butterworths, 8th ed, 2016) Civil Law (Wrongs) Act, 2002 (ACT) Civil Law (Wrongs) Act 2002, s 42 [1932] UKHL 100 [1951] AC 367 Chris Turner, Unlocking Torts (Routledge, 3rd ed, 2013) [1961] UKPC 2 Paul Latimer, Australian Business Law 2012 (CCH Australia Limited, 31st ed, 2012) 1837) 132 ER 490 Pamela Stewart and Anita Stuhmcke, Australian Principles of Tort Law (Federation Press, 2009) Keith Abbott, Norman Pendlebury and Kevin Wardman, Business law (Thompson Learning, 8th ed, 2007) Emily Lynch Morissette, Personal Injury and the Law of Torts for Paralegals (Aspen Publishers Online, 2008) [1976] 1 QB 286 Paula Giliker, Vicarious Liability in Tort: A Comparative Perspective (Cambridge University Press, 2010) Veronica E. Bailey, Cape Law: Text and cases: Contract law, Tort law and Real property (AuthorHouse, 2nd ed, 2016) [1986] HCA 1 (2001) 207 CLR 21

Social System of the School Essay Example

Social System of the School Essay Briefly about school as social system. As a social system, the school is the accumulation of the integral components of interacting socially and have a gait that depends between each other. Zamroni (2001) states that the approach microcosmis see school as a world itself, in which have elements to be called a society, as leaders, government, community or the rules and norms and social groups. In accordance with the structural functional approach, institutions are like the small community school which has the power to regulate and manage the organic components. The sections are organized and integrated social control system under the form of a formal organization. Formal is a reference guide from all backgrounds fundamental attitudes and behaviors of carrier status and role in the school. The structural functional approach see the school environment is essentially an array of roles and status of different, each of which is concentrated in one part of a legal power that drives the structural power of orientation in order to achieve certain goals. Of course, the social system relies on the status of the school as a formal institution. The presence of teachers, students, principals, school psychologists or counselors, parents, students, administrators. Administrator of the functional components that interact actively and determine all kinds of development dynamics of school life as an organization of formal education. So that here the functional strukural underlie our view to see the different roles and formal status in the school as the only basic guidelines for all activities undertaken by its citizens. Manifestation of the fundamental role of school norms have been binding on the integrity of its citizens in the nuances of high consciousness. We will write a custom essay sample on Social System of the School specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Social System of the School specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Social System of the School specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Meanwhile, the conflict approach emphasizes the portion of the subjective assessment of the role of school principals and objective consequences for a form of school as an institution that maintains the power system. Approach to the conflict to see the other side of the martinet school community behavior in practice the desires of the individual who is always obedient to the normative force. In more radical approach to the conflict a few adherents assert that the existing social order (including in schools) is the result of either the dominant power source from the physical coercion and symbolic violence (violence symbolic). This means that the dominant social classes have a social symbols menghegomoni sejalur awareness to all members with an objective value system which is essentially a lot of siding with the ruling group or class. Inside the school, a school principal in addition to having a formal position as a school leader it also indicates a conflict of interest and autonomy of others is lower status, such as teachers, administrative staff and so forth. Against the teacher, when a school principal formal functions, then there is the point of destabilizing opposition role of teacher autonomy in managing the teaching and learning. On the one hand, school principals hope that the students succeeded in learning the process of effective teaching, efficient and able to achieve mastery of the target material a lot. On the other hand, hopes that symbolizes the status of principal interest is of course a burden as well as the role of the position of teacher autonomy in managing the classroom learning. Faisal and Yasik (1985) states that conflict can be drawn from this approach are two basic assumptions that appear on the school institution. An institution that has certain goals and maintain a lot of different status and also has a functional role. Diversity status functions are managed through formal legal authority to utilize the principles of bureaucracy. Two assumptions are that: The potential for conflict in integrating an understanding of the goals of school to the stockholders berbedabeda status. For one purpose of education, each carrier will have a power position capture sectoral berbedabeda in interpreting the results and the process of achieving goals. The difficulty of reaching a common perception about the role and position limits of education. As a result, the situation of internal conflict sparked a cross position. The definition of the role of internal conflict is a conflict antarpihak expectations of the role of the position holders in the school. The teachers are faced with conflicting expectations with the principal, superintendent, staff counseling, education administrators, parents and even from their own pupils. Of the two main approaches above (structural and functional conflict) can be concluded that the school is not just a set consisting of the executive administration, teachers and students with all their innate nature and each (Horton and Hunt, 1999: 333). More than that, school is a social system in which there is a set of well-established relationship, interaction, confrontation, conflict, accommodation, and integration that determines the dynamics of its citizens in the school. Therefore, in the school will always contain elements and social processes as well as complex social dynamics of the general public.

Opportunities Action Plan Essay

Opportunities Action Plan Essay Opportunities Action Plan Essay Opportunities’ Action Plan Why I have come to the UK to study. [100 words]In recent years, there is a growing agreement that go abroad to studying. This is because it brings us a deal of benefits. In the first place, there is no doubt that studying in UK that provide better opportunity to student who live in here, as I could talking with native people also find many different countries friends. When studying English language in UK, I could speaking English to academic exchange with teacher or foreign friends. Also, in the new environment enable us to have many new idea. Besides, this is really good chance to exercise and improve myself. ]Live in UK which is not only studying new language and knowledge, but also broaden my horizons to understand many different culture. When I learning in western country, I will find many foreign friends then when we talking I will know many different knowledge that from different countries. Such as, culture, belief, religion and government . In this way, it is not only enrich my experience and life, but also play a key role in learning life, I become more and more knowledgeable.I need to stay in UK approximately 3years, after 3 years I will go back China. Nowadays, English is the most popular language in the world, if I am good at English which is offer more opportunity to me, as it good for work in the company to taking with foreigner also foreign education is more avant-garde and create. ]In the first place, there is no doubt that I should working hard to leaning English, as English is not my native language sometimes it is difficult to academic exchange with teacher or foreign friends. I need to recite English words everyday approximately 10- 30 which not only can raises English proficiency fast, but also it is conducive to learning my major. In my free time, I could watch English film or telethon from the comfort of my chair to relax at the same time I also can learning some new vocabulary then imitate foreigner 's pronounce and liaison which is good for my speaking and listening. In addition, When I go out to travel I usually listen to English music, to some extent, the method of free time could promote the development of English.Moreover, it is extremely necessary making foreign friends, since I

Polygons on ACT Math Geometry Formulas and Strategies

Polygons on ACT Math Geometry Formulas and Strategies SAT / ACT Prep Online Guides and Tips Questions about both circles and various types of polygons are some of the most prevalent types of geometry questions on the ACT. Polygons come in many shapes and sizes and you will have to know them inside and out in order to take on the many different types of polygon questions the ACT has to offer. The good news is that, despite their variety, polygons are often less complex than they look; a few simple rules and strategies are all that you need when it comes to solving an ACT polygon question. This will be your complete guide to ACT polygons- the rules and formulas for various polygons, the kinds of questions you’ll be asked about them, and the best approach for solving these types of questions. What is a Polygon? Before we go to polygon formulas, let’s look at what exactly a polygon is. A polygon is any flat, enclosed shape that is made up of straight lines. To be â€Å"enclosed† means that the lines must all connect, and no side of the polygon can be curved. Polygons NOT Polygons Polygons come in two broad categories- regular and irregular. A regular polygon has all equal sides and all equal angles, while irregular polygons do not. Regular Polygons Irregular Polygons A polygon will always have the same number of sides as it has angles. So a polygon with nine sides will have nine angles. The different types of polygons are named after their number of sides and angles. A triangle is made of three sides and three angles (â€Å"tri† meaning three), a quadrilateral is made of four sides (â€Å"quad† meaning four), a pentagon is made of five sides (â€Å"penta† meaning five), etc. Many of the polygons you’ll see on the ACT (though not all) will either be triangles or some sort of quadrilateral. Triangles in all their forms are covered in our complete guide to ACT triangles, so let’s move on to look at the various types of quadrilaterals you’ll see on the test. Barber shop quartets, quadrilaterals- clearly the secret to success is in fours. Quadrilaterals There are many different types of quadrilaterals, most of which are subcategories of one another. Parallelogram A parallelogram is a quadrilateral in which each set of opposite sides is both parallel and congruent (equal) with one another. The length may be different than the width, but both widths will be equal and both lengths will be equal. Parallelograms are peculiar in that their opposite angles will be equal and their adjacent angles will be supplementary (meaning any two adjacent angles will add up to 180 degrees). Most questions that require you to know this information are quite straightforward. For example: If we draw this parallelogram, we can see that the two angles in question are supplementary. This means that the two angles will add up to 180 degrees. Our final answer is F, add up to 180 degrees. Rhombus A rhombus is a type of parallelogram in which all four sides are equal and the angles can be any measure (so long as their adjacents add up to 180 degrees and their opposite angles are equal). Rectangle A rectangle is a special kind of parallelogram in which each angle is 90 degrees. The rectangle’s length and width can either be equal or different from one another. Square If a rectangle has an equal length and width, it is called a square. This means that a square is a type of rectangle (which in turn is a type of parallelogram), but NOT all rectangles are squares. Trapezoid A trapezoid is a quadrilateral that has only one set of parallel sides. The other two sides are non-parallel. Kite A kite is a quadrilateral that has two pairs of equal sides that meet one another. You'll notice that a lot of polygon definitions will fit inside other definitions, but a little organization (and dedication) will help keep them straight in your head. Polygon Formulas Though there are many different types of polygons, their rules and formulas build off of a few basic ideas. Let’s go through the list. Area Formulas Most polygon questions on the ACT will ask you to find the area or the perimeter of a figure. These will be the most important area formulas for you to remember on the test. Area of a Triangle $$a = {1/2}bh$$ The area of a triangle will always be half the amount of the base times the height. In a right triangle, the height will be equal to one of the legs. In any other type of triangle, you must drop down your own height, perpendicular from the vertex of the triangle to the base. Area of a Square $$l^2$$ Or $$lw$$ Because each side of a square is equal, you can find the area by either multiplying the length times the width or simply by squaring one of the sides. Area of a Rectangle $$lw$$ For any rectangle that is not a square, you must always multiply the base times the height to find the area. Area of a Parallelogram $$bh$$ Finding the area of a parallelogram is exactly the same as finding the area of a rectangle. Because a parallelogram may slant to the side, we say we must use its base and its height (instead of its length and width), but the principle is the same. You can see why the two actions are equal if you were to transform your parallelogram into a rectangle by dropping down straight heights and shifting the base. Area of a Trapezoid $$[(l_1 + l_2)/2]h$$ In order to find the area of a trapezoid, you must find the average of the two parallel bases and multiply this by the height of the trapezoid. Let's take a look at this formula in action, The trapezoid is divided into a rectangle and two triangles. Lengths are given in inches. What is the combined area of the two shaded triangles? A. 4 B. 6 C. 9 D. 12 E. 18 If you remember your formula for trapezoids, then we can find the area of our triangles by finding the area of the trapezoid as a whole and then subtracting out the area of the rectangle inside it. First, we should find the area of the trapezoid. $[(l_1 + l_2)/2]h$ $[(6 + 12)/2]3$ $(18/2)3$ $(9)3$ $27$ Now, we can find the area of the rectangle. $6 * 3$ 18 And finally, we can subtract out the area of the rectangle from the trapezoid. $27 - 18$ 9 The combined area of the triangles is 9. Our final answer is C, 9. In general, the best way to find the area of different kinds of polygons is to transform the polygon into smaller and more manageable shapes. This will also help you if you forget your formulas come test day. For example, if you forget the formula for the area of a trapezoid, turn your trapezoid into a rectangle and two triangles and find the area for each. Luckily for us, this has already been done in this problem. We know that we can find the area of a triangle by ${1/2}bh$ and we already have a height of 3. We also know that the combined bases for the triangles will be: $12 - 6$ 6 So let us say that one triangle has a base of 4 and the other has a base of 2. (Why those numbers? Any numbers for the triangle bases will work so long as they add up to 6.) Now, let us find the area for each triangle. or the first triangle, we have: ${1/2}(4)(3)$ $(2)(3)$ $6$ And for the second triangle, we have: ${1/2}(2)(3)$ $(1)(3)$ 3 Now, let us add them together. $6 + 3$ 9 Again, the area of our triangles together is 9. Our final answer is C, 9. Always remember that there are many different ways to find what you need, so don’t be afraid to use your shortcuts! Side and Angle Formulas Whether your polygon is regular or irregular, the sum of its interior degrees will always follow the rules of that particular polygon. Every polygon has a different degree sum, but this sum will be consistent, no matter how irregular the polygon. For example, the interior angles of a triangle will always equal 180 degrees, whether the triangle is equilateral (a regular polygon), isosceles, acute, or obtuse. So by that same notion, the interior angles of a quadrilateral- whether kite, square, trapezoid, or other- will always add up to be 360 degrees. Interior Angle Sum You will always be able to find the sum of a polygon’s interior angles in one of two ways- by memorizing the interior angle formula, or by dividing your polygon into a series of triangles. Method 1: Interior Angle Formula $$(n−2)180$$ If you have an n number of sides in your polygon, you can always find the interior degree sum by the formula $(n - 2)$ times 180 degrees. Method 2: Dividing Your Polygon Into Triangles The reason the above formula works is because you are essentially dividing your polygon into a series of triangles. Because a triangle is always 180 degrees, you can multiply the number of triangles by 180 to find the interior degree sum of your polygon, whether your polygon is regular or irregular. As we saw, we have two options to find our interior angle sum. Let us try each method. Solving Method 1: formulas $(n - 2)180$ There are 5 sides, so if we plug that into our formula for $n$, we get: $(5 - 2)180$ $3(180)$ 540 Now we can find the sum of the rest of the angle measurements by subtracting our known degree measure, 50, from our total interior degrees of 540. $540 - 50$ 490 Our final answer is K, 490. Solving Method 2: diving polygon into triangles We can also always divide our polygon into a series of triangles to find the total interior degree measure. We can see that our polygon makes three triangles and we know that a triangle is always 180 degrees. This means that the polygon will have a interior degree sum of: $3 * 180$ 540 degrees. And finally, let us subtract the known angle from the total in order to find the sum of the remaining degrees. $540 - 50$ 490 Again, our final answer is K, 490. Individual Interior Angles If your polygon is regular, you will also be able to find the individual degree measure of each interior angle by dividing the degree sum by the number of angles. (Note: n can be used for both the number of sides and the number of angles because the number of sides and angles in a polygon will always be equal.) ${(n - 2)180}/n$ Again, you can choose to either use the formula or the triangle dividing method by dividing your interior sum by the number of angles. Number of Sides As we saw earlier, a regular polygon will have all equal side lengths. And if your polygon is regular, you can find the number of sides by using the reverse of the formula for finding angle measures. A regular polygon with n sides has equal angles of 140 degrees. How many sides does the figure have? 6 7 8 9 10 For this question, it will be quickest for us to use our answers and work backwards in order to find the number of sides in our polygon. (For more on how to use the plugging in answers technique, check out our guide to plugging in answers). Let us start at the middle with answer choice C. We know from our angle formula (or by making triangles out of our polygons) that an eight sided figure will have: $(n - 2)180$ $(8 - 2)180$ $(6)180$ 1080 degrees. Or again, you can always find your degree sum by making triangles out of your polygon. This way you will still end up with (6)180=1080 degrees. Now, let us find the individual degree measures by dividing that sum by the number of angles. $1080/8$ $135$ Answer choice C was too small. And we also know that the more sides a figure has, the larger each individual angle will be, so we can cross off answer choices A and B, as those answers would be even smaller. (How do we know this? A regular triangle will have three 60 degree angles, a square will have four 90 degree angles, etc.) Now let us try answer choice D. $(n - 2)180$ $(9 - 2)180$ $(7)180$ 1260 Or you could find your internal degree sum by once again making triangles from your polygons. Which would again give you $(7)180 = 1260$ degrees. Now let’s divide the degree sum by the number of sides. $1260/9$ $140$ We have found our answer. The figure has 9 sides. Our final answer is D, 9. Number of Diagonals $${n(n - 3)}/2$$ It is common for the ACT to ask you about the number of distinct diagonals in a polygon. Again, you can find this information using the formula or by drawing it out (or a combination of the two). This is basically the same as dividing your polygon into triangles, but they will be overlapping and you are counting the number of lines drawn instead of the number of triangles. Method 1: formula In order to find the number of distinct diagonals in a polygon, you can simply use the formula ${n(n - 3)}/2$, wherein $n$ is the number of sides of the polygon. Method 2: drawing it out The reason the above formula works is a matter of logic. Let’s look at an octagon, for example. You can see that an octagon has eight angles (because it has eight sides). If you were to draw all the diagonals possible from one particular angle, you could draw five lines. You will always be able to draw n−3 lines because one of the angles is being used to form all the diagonals and the lines to the two adjacent angles make up part of the perimeter of the polygon and are therefore NOT diagonals. So you can only draw diagonals to n−3 corners. Now, let’s mark another angle’s series of diagonals. You can see that none of these diagonals overlap, BUT if we were to draw the diagonals from an opposite corner, we would have multiple overlapping diagonals. The adjacent angles will not overlap, but the opposite ones will. This means that there will only be half as many diagonals as the total number of angles multiplied by their possible diagonals (in other words half of n(n−3). This is why our final formula is: ${n(n - 3)}/2$ This is all the angles multiplied by their total number of diagonals, all divided by half so that we do not get overlapping diagonal lines. (Note: of course an alternative to using any form of the formula is to simply draw out your diagonals, making sure to be very very careful to not create any overlapping diagonal lines.) Just make sure you don't dizzy yourself keeping track of all your angles and diagonals. Typical Polygon Questions Now that we’ve been through all of our polygon rules and formulas, let’s look at a few different types of polygon questions you’ll see on the ACT. About half of ACT polygon questions you’ll see will involve diagrams and about half will be word problems. Most all of the word problems will involve quadrilaterals in some form or another. Typically, you will be asked to find one of three things in a polygon question: The measure of an angle (or the sum of two or more angles) The perimeter of a figure The area of a figure Let’s look at a few real ACT math examples of these different types of questions. 1. Finding the measure of an angle We know that we can find the degree measure of a regular polygon by finding their total number of degrees and dividing that by the number of sides/angles. So let us find the sum of the interior degrees of our pentagon. A pentagon can be divided into three triangles, so we know that it has a total of: 3(180) 540 degrees. If we divide this number by the number of sides/angles in a pentagon, we can see that each angle measure is: $540/5$ 108 Now, we also know that every straight line is 180 degrees. This means that we can find the exterior angles of the pentagon by subtracting the interior angles from 180. $180 - 108$ 72 We also know that a triangle's interior degrees always add up to 180, so we can find our final angle by subtracting our two known angles from 180. $180 - 72 - 72$ 36 Our final answer is C, 36. 2: Finding the perimeter of a figure We know that a square has, by definition, all equal sides. Because DC is 6, that means that ED, EB, and BC are all equal to 6 as well. We also know that an equilateral triangle has all equal sides. Because EB equals 6 and is part of the equilateral triangle, EB, AE, and AB are all equal to 6 as well. And, finally, the perimeter of the figure is made up of lines DE, EA, AB, BC, and CD. This means that our perimeter is: 6 + 6 + 6 + 6 + 6 30 Our final answer is C, 30. 3: Using or finding the area of the figure We know that the area of a rectangle is found by multiplying the length times the width, and we also know that a rectangle has two paris of equal sides. So we need to find measurements for the sides that, in pairs, add up to 24 and, when multiplied, will make a prouct of 32. One way we can do this is to use the strategy of plugging in answers. Let us, as usual when using this strategy, start with answer choice C. So, if we have a short side length of 3, we need to double it to find how much the short sides contribute to the total perimeter. $3 * 2$ 6 If we subtract this from our total perimeter, we find that the sum of our longer sides are: $24 - 6$ 18 Which means that each of the longer sides is: $18/2$ 9 Now, if one side length is 3 and the other is 9, then the area of the rectangle will be: $3 * 9$ 27 This is too small to be our area. We need the shorter side lengths to be longer than 3 so that the product of the length and the width will be larger. Let us try option J instead. If we have two side lengths that each measure 4, they will add a total of: $4 * 2$ 8 Now let us subtract this from the total perimeter. $24 - 8$ 16 This is the sum of the longer side lengths, which means we must divide this number in half to find the individual measures. $16/2$ 8 And finally, let us multiply the length times the width to find the area of the rectangle. $8 * 4$ 32 These measurements fit our requirements, which means that the shorter sides must each measure 4. Our final answer is J, 4. Now let's look at the strategies for success for your polygon questions (as well as what to avoid doing). How to Solve a Polygon Question Now that we’ve seen the typical kinds of questions you’ll be asked on the ACT and gone through the process of finding our answers, we can see that each solving method has a few techniques in common. In order to solve your polygon problems most accurately and efficiently, take note of these strategies: #1: Break up figures into smaller shapes Don’t be afraid to write all over your diagrams. Polygons are complicated figures, so always break them into small pieces when you can. Break them apart into triangles, squares, or rectangles and you’ll be able to solve questions that would be impossible to figure out otherwise. Alternatively, you may need to expand your figures by providing extra lines and creating new shapes in which to break your figure. Just always remember to disregard these false lines when you’re finished with the problem. If we create and expand new lines in our figure, we can make our lengths and sides a little more clear. We can also see why this works because our red lines are essentially extensions of the perimeter branching outwards in order to give us a clearer picture. Now, we know that, because the bottom-most horizontal line is equal to 20, the sum of all the other horizontal lines is also equal to 20. We can also see that all the vertical lines will add up to: 12 + 8 + 8 + 12 This means that our total perimeter will be: 20 + 20 + 12 + 12 + 8 + 8 80 Our final answer is B, 80. #2: Use your shortcuts If you don’t feel comfortable memorizing formulas or if you are worried about getting them wrong on test day, don’t worry about it! Just understand your shortcuts (for example, remember that all polygons can be broken into triangles) and you’ll do just fine. #3: When possible, use PIA or PIN Because polygons involve a lot of data, it can be very easy to confuse your numbers or lose track of the path you need to go down to solve the problem. For this reason, it can often help you to use either the plugging in answer strategy (PIA) or the plugging in numbers strategy (PIN), even though it can sometimes take longer (for more on this, check out our guides to PIA and PIN). #4: Keep your work organized There is a lot of information to keep track of when working with polygons (especially once you break the figure into smaller shapes). It can be all too easy to lose your place or to mix-up your numbers, so be extra vigilant about your organization and don’t let yourself lose a well-earned point due to careless error. Before you go ahead and put your polygon knowledge to the test, take a moment to bask in some much-needed Cuteness. Test Your Knowledge Now, let's test your knowledge on polygons with some real SAT math examples. 1. 2. 3. 4. Answers: D, C, G, G Answer Explanations: 1. In order to find the number of distinct diagonals, we can, as always, either use our diagonal formula or be very (very) careful to draw our own. Let us try both methods. Method 1: formula ${n(n - 3)}/2$ We have a hexagon, so there are 6 sides. We can therefore plug 6 in for n. ${6(6 - 3)}/2$ $6(3)/2$ $18/2$ $9$ There will be 9 distinct diagonals. Our final answer is D, 9. Method 2: drawing it out If we draw our own diagonals, we can see that there are still 9 diagonals total. We can color-code these lines here, but you will not have that option on the test, so make sure you are both able to draw out all your diagonals and not count repeat lines. When done correctly, we will have 9 distinct diagonals in our hexagon. Our final answer is D, 9. 2. We know that, by definition, a parallelogram has two pairs of equal sides. So if one side measures 12, then at least one of the other three sides must also measure 12. So let us first subtract our pair of 12-length sides from our total perimeter of 72. $72 - 12 -12$ 48 The remaining pair of sides will have a sum of 48. We also know that the remaining pair of sides must be equal to one another, so let us divide this sum in half in order to find their individual measures. $48/2$ 24 This means that our parallelogram will have side measures of: 12, 12, 24, 24 Our final answer is C. 3. We are told that each of these rectangles is a square, which means that the side lengths for each square will be equal. We also know that, in order to find the area of a square, we can simply square (multiply a number by itself) one of the sides. So, if the larger square has an area of 50 square centimeters, that means that one of the side lengths squared must be equal to 50. In other words: $s^2 = 50$ $s =√50$ $s =√25 *√2$ $s = 5√2$ (For more info on how to manipulate roots and squares like this, check out our guide to ACT advanced integers.) So now we know that the length of each of the sides of the larger square is $5√2$. We also know that the area of the smaller square is 18 and that the length of one of the sides of the shorter square is the length of the side of the larger square, minus x. img src="http://cdn2.hubspot.net/hubfs/360031/body_square_example.png" alt="body_square_example" style="display: block; margin-left: auto; margin-right: auto; width: 212px;" width="212" So let us find x by using this information. $(5√2 - x)^2 = 18$ $5√2 - x =√18$ $5√2 - x =√9 *√2$ $5√2 - x = 3√2$ $-x = -2√2$ $x = 2√2$ We have successfully found the length of $x$. Our final answer is G,$2√2$. 4. We have a few different ways to solve this problem, but one of the easiest is to use the strategy of plugging in our own numbers. This will help us to visualize the lengths and areas much more solidly. So let us imagine for a minute that the longest length of our rectangle is 12 and the shorter side is 4. (Why those numbers? Why not! When using PIN, we can choose any numbers we want to, so long as they do not contradict our given information. And these numbers do not, which means we're good to go.) Now, to make life even simpler, let us divide our rectangle in half and just work with one half at a time. Now, because we have divided our rectangle exactly in half (and we know that we did this because we are told that F and E are both midpoints of the longest side of our rectangle), we know that BF must be 6. Now we have four triangles, three of which are shaded. In order to find the ratio of unshaded area to shaded area, let us find the areas of each of our triangles. To find the area of a triangle, we know we need: ${1/2}bh$ If we take the triangle on the left, we already know that our base is 4. We also know that the height must be 3. Why? Because point G is directly in the middle of our rectangle, so the height will be exactly half of the line BF. This means that our left-most triangle will have an area of: ${1/2}bh$ ${1/2}(4)(3)$ $(2)(3)$ $6$ Now, we know that our right-most triangle (the unshaded triangle) will ALSO have an area of 6 because its height and base will be exactly the same as our left triangle. So let us find the areas of our top and bottom triangles. Again, we already have a given value for our base (in this case 6) and the height will be exactly half of the line BA. This means that the area of our top triangle (as well as our bottom triangle) will be: ${1/2}bh$ ${1/2}(6)(2)$ $(3)(2)$ $6$ Both the left and the top-most triangles have an area of 6, which means that ALL the triangles have equal areas. There is 1 unshaded triangle and 3 shaded triangles. This means that the ratio of unshaded to shaded triangles is 1:3. We also know that this will be the same ratio if we were to complete the problem for the other half of the rectangle. Why? We cut the shape exactly in half, so the ratio of all the unshaded triangles to shaded triangles will be: 2:6 Or, again: 1:3 Our final answer is G, 1:3. A little practice, a little flare, and you've got the path down to all your right answers. The Take Aways Once you internalize the few basic rules of polygons, you’ll find that these questions are not generally as difficult as they may appear at first blush. You may come across irregular polygons and ones with many sides, but the basic strategies and formulas will always be the same. Remember your strategies, keep your work well organized, and know your key definitions, and you will be able to take on even the most difficult polygon questions the ACT can throw at you. What’s Next? You've mastered polygons and now you're raring to take on more (we're guessing). Luckily for you, there are so many more math topics to cover! Take a glance through all the math topics that will appear on the ACT to make sure you've got them locked down tight. Then go ahead and check out our ACT math guides to brush up on any topics you might be rusty on. Feeling nervous about circle questions? Roots and exponents? Fractions and ratios? Whatever you need, we have the guide for you. Want to learn some of the most useful math strategies on the test? Check out our guides to plugging in answers and plugging in numbers to help you solve questions that may have had you scrambling before. Want to get a perfect score? Look no further than our guide to getting a perfect 36 on ACT math, written by a perfect-ACT-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Dissertation progress report Essay Example | Topics and Well Written Essays - 1750 words

Dissertation progress report - Essay Example One may assume that the topic that I have chosen for undertaking research studies is a pretty simple one and that anyone could simply refer a few editorials in the newspapers and journals and come up with the requisite dissertation. In fact, I strongly believed that this was a good way to conduct my research as I had access to excellent library and archive facilities in the University in addition to being under the able guidance of my supervisors, who have always been extremely supportive and understanding at all times and have acted as true guides at all times. But, as the rest of this report will go to show, I am of the firm belief that opinions and the actual facts will never be highlighted in either newspapers or journals. I have strongly understood over the years that the facts and information presented in the newspapers are merely the opinions of the writers, at least in a majority of whatever gets printed in the form of articles and that the real facts are largely subdued or remain unheard. Therefore, I felt the need that something concrete had to be done in order to get to the real facts and upon analysis, I came to the conclusion that rather than rely solely on literary sources, it would be better for me to get to the people who have been feeling this hatred against the west. I strongly believed that getting to know them, the conditions and events that have come to characterize their lives over these years and the reasons for them to blame the west for all this. The undertaking of any such activity in this regard, especially in the form of a public survey really seemed as if it would bolster the quality of my research even though I knew that I would have to travel to countries that are considered to be dangerous and unsafe especially for people from western countries.But, before I proceeded with any such activity, I needed to make sure that I was on the right path and this required me to do a lot of groundwork so as to allow myself to generate an action plan for my research activities. This, I felt could be done by attending seminars and conferences, which I had not done before due to personal reasons. Therefore, I made it a point to attend all such conferences that discussed about the topic of 'Anti westernism' in detail. Due to my inability to be able to shift to Paris owing to personal reasons, I had made arrangements with my supervisors to work on a part-time basis. But, even then, the thought of my new approach propelled me up and I have been on it over the last few months.Primarily, I began to attend th e conferences and seminars that were conducted regularly at SOAS, which stands for- 'The School of Oriental and African Studies'. The various seminars and conferences that have helped me design a road plan for my research are listed below: "Attitudes towards Reform and Western Integration: Comparing Late 19th-Century lema and Early 21st-Century Kemalists" by Mr. Zafer Yoruk. "The Justice and Development Party: Still Searching for Security and Legitimacy" by Prof. Ihsan Dagi. 'Turkey's Accession Process' by Ambassador Michael Lake, Former EU Ambassador in Turkey (1991-98). "The Prospects for Cyprus post-Annan and Turkey's Accession Decisi' by Andrew Dismore, MP From the subjects of the seminars that have been listed above, I can say conclusively that I got a fair idea of the major

None Assignment Example | Topics and Well Written Essays - 250 words - 11

None - Assignment Example Apple Inc realized a slight increase in its payments during the fiscal year ended September 28, 2013, compared to the expenses incurred fiscal year 2012. Total value for long-term marketable securities as at September 28, 2013 is $106,215 million, which represents 51.3 per cent of Apple Inc’s total asset value. The company increases investment on the long-term marketable securities in the fiscal year ended September 28, 2013 comparing to the financial year ended September 29, 2012. Long-term marketable securities attract the greatest share of business asset investments; long-term marketable securities represented 51.3 per cent of the total asset value. Apple Inc recorded accumulated net sales of $170,910 million as at September 28, 2013 (Apple Inc. 1). The company records a steady increase in the net sales from the fiscal year ended September 24, 2013. The largest increase in net sales is in the financial year 2011/2012. Accumulated value of Earnings per basic share for Apple Inc fluctuates in every financial year, and there is no forward or downward trend. The largest earning from the Basic shares is in the financial year 2011/2012. Apple Inc recorded the largest operating income in the financial year ended September 29, 2012. The accumulated values of operating income fluctuated with no uniform trend. The value for operating income has inherent relations to the scales of operations. Apple Inc. (AAPL).†Annual Report, Income Statement†. Stock Analysis on Net. Web. 24 Aug. 2014. Accessed from

Howard Gardner and Applications of Multiple Intelligences Essay Example for Free

Howard Gardner and Applications of Multiple Intelligences Essay Gardner believes that there are different ways of solving problems and that there are different ways that intellectual ability is manifested or expressed (Gardner, 1993; 1999). What had been accepted in education in general had been to assess students in terms of their capabilities in Science, Math and Language or Communication (English in written and spoken communication). Gardner expanded this to what he termed as multiple intelligence which introduced the domains with which every individual may possess in whatever degree. These domains include, the logical-mathematical, musical, spatial, bodily-kinesthetic, linguistic, intra and inter-personal, naturalistic and existential intelligences (Gardner, 1993; 1999). There are evidences that support the theory in terms of the biological and cultural underpinnings such as those done on development focused on children, empirical research from individuals with brain damage and persons with giftedness. The theory has significant implications on both structure and curriculum in the educational setting such as the kind of set up with which the classroom is arranged or the strategies employed in introducing material or assessment of learning (Gardner, 1993; 1999). Problem statement Since Gardner believes that the educational setting at all levels must foster and promote the understanding of multiple intelligences the following pertinent parts of the educational set up involving curriculum and assessment strategies must be changed or reformed (Gardner, 1993; 1999). This research therefore attempts to answer the following problem statements: What is Multiple Intelligences as a framework in school? What is the description of a curriculum in the secondary level (high school) incorporating the Gardner theory? In this framework, how can assessment be done on student learning and overall progress of students? Discussion Nature of the learner in the Secondary Level There are basic observations gathered by experts on the kind of learner expected to enter into the secondary level. Since the concept of Multiple Intelligences by Gardner would be revolutionary even today, when in essence, most institutions of learning already recognized the brilliance and applicability of his position. It would be helpful to have alongside in the direction of this notion, quite important figures and principles that would further make the application of the Gardner framework in the secondary level easier to grasp and more feasible to comprehend. The curriculum would serve to reflect how learners inch their way into the classroom and courses they are about to undertake and to finish. It is always important to start right by understanding how the learner apprehends and appreciates the material, his preparation in terms of physical, emotional, and psychological maturity, and the way these materials or knowledge could be absorbed and thereafter applied at the correct time and place. It was Malcolm Knowles (1978, 1990) and his theory andragogy who emphasized the model of adult learning. The premise is based on his hypothesis that the maturation of an individual into adulthood is manifest when people conduct themselves in adult behavior and consider themselves to be adults. Then they should be dealt with as adults. By adulthood people are self-directing. Knowles taught that adult education was special in a several ways. This will mean that the presence or absence of some significant details will improve or pull down adult learning experience. This implies that knowledgeable background on adults and the developmental characteristics of that particular stage will spell effective or disastrous results. This paper attempts to show the various positive and negative learning environments specifically for adults. Positive Learning Environment include: 1. Adult learners carry with them a vast amount of experience to the learning environment. This means that tuning in to their particular psyche creates a conducive atmosphere for learning; 2. Adults expect on the kind of training they are exposed to and how they are to be educated. Example: Unlike the younger learners where most take on passive role, adults have goals in mind and the learning they receive must fall within those predetermined personal goals; 3. the active involvement of students should be encouraged in planning and implementing educational programs; 4. Adults need to be able to see applications for new learning; 5. Adult learners expect to have a high degree of influence on how learning will be evaluated; 6. Adults expect their responses to be acted upon when asked for feedback on the progress of the program. Andragogy is therefore student-centered, experience-based, problem-oriented and collaborative (Brooks, J 1995). On the other hand, the following can influence adults specifically in the learning experience in an unhelpful way. The Negative Learning Environment includes the fact that: 1. some adults can move toward prescribed educational settings with anxiety and feelings of high or low self-efficacy. Their method to new learning milieus can be prejudiced by how they assess or evaluate the new experience. A case in point: given two adults in a classroom where an exercise is about to begin, one individual may interpret the assignment in such a way that leads to a feeling of excitement, while another individual interprets the task in such a way that leads to the feeling of embarrassment. It is a fact that the way the individual interprets the situation and the consequent emotion that arises, will affect the kind of action the individual is to take (Burns, 1995, p.16). Burns considers that such assessments, together with the labels such as fear or anxiety can direct some learners to psychologically disengage from the source of distress that is the learning experience. Conversely, when coupled with labels such as excitement or challenge the learner is conducted to take measures that focus on the undertaking. With this slant, the abovementioned findings just aptly show how the Multiple Intelligences framework is the better if not best option to amplify what adult learning insights have offered and how the issues are met and addressed. It would seem that the Gardner framework can be both an approach in the arrangement of teacher’s approach to the student’s ease assimilating information and training of skills development; Gardner’s framework serves as assessment tool as well to further check and evaluate status of learning as well as secure its usefulness (i.e., training and knowledge) for a future job (Gardner, 1993; 1999). The curriculum then would appear more like a university level type that can be seen as implementation of several tracks, individualized in nature, with personal advising installed, and students are evaluated on their overall grade point average performance. Personality tests that are primarily geared to measure the Gardner â€Å"traits† are indispensable tools to discovering the possession of either or combinations of the â€Å"intelligences† (Gardner, 1993; 1999). On the course or subject level, students are also handled in individual cases but getting used to the variations will be established in the long run and may no longer be as difficult to implement and follow-up. Evaluation of the student performance and any behavioural changes are pertinent tasks that teachers are to be cognizant of. In this manner, the application of formative and summative assessments would not only be appropriate but timely as well. According to studies on the subject, both summative and formative assessments are employed to provide a very objective result as to the efficiency and efficacies not only of the teacher’s methods. The evaluation itself (i.e., assessment for and of learning) is a vital factor that is found to help the student realize his potentials and attenuate the weaknesses he’s had in the process of learning (Northern Arizona University, 2009). I believe that the methods of evaluating the interventions for the problem cannot be easily applied or even seen/grasped. However, this can only be understood well when applied (hands-on) to a particular school, class, and individual during a certain period like during the first half of a given school year. A detailed lesson plan, or syllabus is part of this tool with specific dates and key result areas to serve as a guide. This way, every student has each given the chance to shine his best and not just be a statistic in an otherwise lopsided contest where no real winners are found but instead disillusionment for failed dreams and succumbing to societal pressures are more common and expected. Reference: Brooks, J (1995) Training and Development Competence: a practical guide Kogan Page, London. Burns, S. (1995) Rapid changes require enhancement of adult learning HRMonthly June, pp 16-17. Knowles, M.S. (1978) The Adult Learner: a Neglected Species 2nd edition, Houston: Gulf Publishing Company, Book Division   and Knowles, M.S. 1990 The Adult Learner: a Neglected Species 4th edition, Houston: Gulf Publishing Company, Book Division. Gardner, H. (1993). Multiple intelligences: the theory in practice. New York, NY: Basic Books. And Gardner, H. (1999). Multiple approaches to understanding. In C. M. Reigeluth (Ed.), Instructional-design theories and models (pp. 69-90). Mahwah, NJ: Lawrence Erlbaum Associates Northern Arizona University. Formative vs. Summative Evaluation. Retrieved on May 9, (2009), from http://jan.ucc.nau.edu/edtech/etc667/proposal/evaluation/summative_vs._formative.htm

The Sister Revealed :: essays research papers fc

The Sisters Revealed Blog Sisters’ (www.BlogSisters.com) slogan â€Å"Where men can link, but they can’t touch† describes itself very well. The Website is a team blog with over one hundred registered female members of all ages who â€Å"come together to share knowledge, ideas, stories, conversation, wisdom, and the occasional dirty jokes† (Sessum). Jeneane Sessum founded Blog Sisters in February 2002 based on the premise that men bloggers outnumber women bloggers by a great amount. The Sisters come from diverse backgrounds but have a common passion for blogging. The members range in age from upper teens to early 70’s. They come from different countries including Australia, Canada, India, Poland, Russia, and Latvia. Members include married mothers, single mothers, married childless women, single women, professional technicians, writers, employed, unemployed, feminists, and non-feminist women. In this blog women share information, ideas, problems, advice and simply â€Å"vent†. Some of Blog Sisters’ discussions deal with breast cancer, divorce, and human right abuses. Some of the latest posts include a parody of Senate hearings with Condoleezza Rice (Cooper); criticism of Bush’s â€Å"Culture of Life† rally; a review of a book The Good Body by Eve Ensler (Suyaffolee); and a marriage discussion (Wells). The archives of the blog date back to February 2002 with the first entry posted by the founder to welcome the Sisters. Ever since the first entry the members have been posting regularly, from one to fifteen entries a day. It is no surprise that women in this blog are well educated and many have at least one degree in fields such as Literature, English, Educational Administration, Sinology, Journalism, Business, and Neuroscience. Many members are (or were at some point) schoolteachers or college and university instructors. The women appear to be technologically up-to-date: in touch with their computer and web browser skills. Most of the members have a blog of their own. Jill Walker, Elizabeth Lawley, and misbehaving.net are affiliated with Blog Sisters. The posts are versatile: besides politics the blog features topics such as relationships, religion, entertainment, economy, and even a recipe Green Bean Casserole. After reading some of the entries it becomes clear that these women like to mix entertaining, informative and educational comments on every day life. Although the members have different values and opinions there is a sense of mutual respect observed among the women. Despite numerous controversial issues there has never been an inappropriate or offensive comment (Frankonis). A lot of these women live by Laurel Thatcher Ulrich’s quote â€Å"Well-behaved women seldom make history.

Middle East History Essay

Concerning the security and foreign policy issue, this paper will discuss about the history and politics of India, Pakistan, and Afghanistan that experience intertwined since the first two became independent in 1947. In addition, the three countries also have also distinctive relationship with United States. For the reason, this paper will address how India, Pakistan, and Afghanistan define their vital security interests in relation to the other two during the past 59 years, how the each country seek to advance their respective interests vis-a-vis the other two, and how successful or unsuccessful each has been in doing so. Moreover, this paper will also highlight the countries’ policy positions with regards to their relationship with United States within the past 59 years and how their bilateral relations with the United States related to their relations with the other two South Asian states. 2. India, Pakistan, and Afghanistan Over 50 years in the past, India and Pakistan developed into separate countries on August 15, 1947. The frightening murder of half a million peoples and the evacuating of approximately 15 million men, women, and children blemished what should have been a wonderful event. Just a few months previously, a small number of people had ever perceived sound of the word â€Å"Pakistan†, a thought created by some Muslim intellectuals in 1933 who maintained that there were two separate states in India (Riencourt, A. , 2007). The two-nation assumption of the Muslim League was never admitted by the Hindu-dominated Congress Party, which leaders were all for the formation of an integrated and severely worldly India with complete defense for every religious minority and poor exiles. Pakistan turned into a reality in the 1947 and analyzed its bravery almost directly in the first Indo-Pakistani war on Kashmir (Riencourt, A. , 2007). Therefore, in a very short period, the major advantage of British colonialism in the subcontinent-its political agreement-was annihilated. The Western world compensated slight consideration, at the time, to the long-scope geopolitical effects of this growth. At the present, maybe well over three decades afterward, it ought to compensate a expensive price for this carelessness, in the glow of the current occasions in Afghanistan. 3. India, Pakistan, and Afghanistan and Definition of their vital security interests In the most common definition, the cold war was political, ideological and economic struggle that emerge between the Soviet Union and the Unites States (and allies) right after the Second World War the struggle occurred between 1947 and 1991. It was called the cold war because real physical confrontation never occurred between the superpower nations. The ‘war’ was happening in the form of arms race (including nuclear weapons), developing military alliances, economic warfare (which involves trade embargos, etc), political propaganda, and intelligence warfare (espionage). There were always risks of full range nuclear war with tremendous casualties; however, the closest event to a war is the Cuban Missile Crisis in the 1962, which ended with US, triumphed over the Soviet Union by means of international diplomacy (Gaddis, 1972). Within the cold war issue, it is reasonable if superpower country like the U. S. worries about the development of countries in Asia that continue advancing power. In addition, security becomes a vital interest of any countries. For example, in the year 2000, United Kingdom faced an issue of security due to a preposition by the United States government, as efforts of addressing security concerns of the 21st century. The US government would like to deploy a National Missile Defense (NMD) which would most likely have a significant impact on strategic stability and UK security (‘The 2000 review’, 2000). Similarly, direct on South Asia has mainly remained on the India-Pakistan opposition and conflicts over Kashmir more than fifty years ago. This facet outshined the consequence of Pakistan-Afghanistan relationships on the security interests of the South-Central Asian area. The past and social aspect of the Afghanistan-Pakistan relationship has been and will continue significant in the developing regional spirits (Riencourt, A. , 2007). Following the ending of the Cold War, this relation turned into a major catalyst of the global terrorist group that found its locus in the area. For the majority of Pakistan’s impartial history, relationships with Afghanistan have been difficult and have been distinguished by continuing reciprocal doubt that sometimes revealed in rules of intervention and even efforts at deterioration (Riencourt, A. , 2007). Positioned at the convergence of big mountains and through a chaotic history, the Pakistan-Afghanistan area was once denoted as the â€Å"fight arena of Asia†. Natural features have positioned the area at the junction of international and regional political affairs, strategic and especially financial interests, as a possible channel for energy ways (Riencourt, A. , 2007). The political environment of the area has changed considerably since the proceedings of September 11, 2001. Afghanistan and Pakistan have since gone back to the normal of the global system. However, cynicism and apprehension of rehabilitated conflict amid them continues and they refresh bilateral relationships through wary hopefulness (â€Å"PAKISTAN†, 2006). In due course, India, Pakistan, and the United States ought to think about a cooperative Provisional Reconstruction Team in the northwest of Afghanistan, further than the Pakistan boundary. All these attempts are going to be time-consuming received. However, unless an approach to alleviate the fundamental Pakistan-India conflict in Afghanistan is established, the state will remain to be an arena for this chiefly undeclared fighting. The advantages of making collaboration and confide in Afghanistan will aid forward the broader India-Pakistan tension and improve security around the area (â€Å"PAKISTAN†, 2006). In its security scheming, Pakistan identifies India looking for a tactical covering, a rule of influencing occasions in Afghanistan and Iran to bring out anti-Pakistan reactions to produce political and security troubles for Pakistan. Military policy currently particularly in the nuclear circumstance has transformed the situation and the notions of combat fighting. At greatest, Pakistan possibly will find a sociable Afghanistan presenting a tactical relief zone for restricted logistic nourishment and endorsement in the occasion of upcoming fighting with India (â€Å"Resolving the Pakistan-Afghanistan Stalemate†, 2006). 4. Respective interests among India, Pakistan, and Afghanistan There is abundance to be cynical about the recent ‘concord’ progression amid Pakistan and India. The direct desires following this concord process are none too heartening. Specifically, the military-led government in Islamabad is in great force from its U. S. supporters to accept a collaborative position vis-a-vis the giant eastern neighbor. As you would have thought, the Pakistani military is a communal participant with a record and culture of hostility in the direction of India. Several peace-process idealists say that it is for this very motive that the military is the most dependable bringer of peace. Fragile national leaders cannot create believable guarantees and continue to exist (â€Å"PAKISTAN†, 2006). At all normalization process would weaken the political legality of the armed forces as an unit, accordingly giving augmentation to challenges to its assertions on the state’s financial resources. These assertions would not be restricted to the community reward, although that is significant. They would expand to the military’s great and increasing business territory, covering segments for example manufacturing, economics, property enlargement, shipment, air travel, and farming (â€Å"PAKISTAN†, 2006). Pakistan’s military founding, the state’s most influential political attention group, maintains to consider India as an existing hazard. The U. S. might depart Pakistan to its own ways, its purposes might be restrained, there might be a government failure in Afghanistan, or a government transform in Washington DC. American motivation to support the Pakistani military moderates the latter from financial requirements and political voters for peace making (Riencourt, A. , 2007). The Pakistan-India boundary is forced to be infringed, for the financial necessities are just too overpowering. The increasing amount of lawful and recognized business amid the two countries, as well as approximates of unlawful and unrecognized business, confirms to this predictability. The two economies are not merely geographical neighbors. They work at equal levels of knowledge, and divide comparable levels of buying power, flavors, and favorites. They are genuine candidates for market incorporation (Riencourt, A. , 2007). India and Pakistan are increasing their financial systems with the intention of struggle in international markets. They run in greatly aggressive zones where market share relies on small dissimilarities in border. The lagging of the two financial systems places tensions, occasionally intolerable ones, on national customers and producers in a similar way. Pakistani producers have been converted into powerful supporters of the import of cheaper Indian capital assets and underdone materials. Main upcoming investments in the energy area, and therefore in every other area, depend on political collaboration amid the two states. Although the U. S. obstructs the Iran-Pakistan-India gas channel, an option for example the Turkmenistan-Afghanistan-Pakistan-India gas route is feasible as long as the Pakistan-India part remains integral as well (â€Å"Resolving the Pakistan-Afghanistan Stalemate†, 2006). 5. The policy positions the three countries took toward the United States and the bilateral relations with the United States In India’s circumstances, the behavior of cooperation with Washington have been belatedly in developing and have yet to attain the levels occasionally documented in the history of U. S. and Pakistan relationships. Trade and industry, however, binds amid India and the U. S. have extended outstandingly in current years and an epidemic of combined military completions and artillery agreements among them give assurance of developing into a qualitatively new type of tactical corporation (â€Å"U. S. Policy Toward India, Pakistan, and Afghanistan†, 2003). For one point, Pakistan’s nuclear controlling and selling in the previous some years has stimulated considerable concern in the U. S. in excess of the security of Islamabad’s nuclear weapons course. Pakistan’s unsteady promise to self-governing regulation is also difficult for Washington, and the Indian and Pakistani governments have conditions, to this point mainly subdued publicly, on the subject of Washington’s Iraq strategy. More than the long-standing, both governments stay intensely apprehensive of Washington’s purposes, particularly of its readiness and capability to uphold recent promises (Rauf, T. , 2001). Preserving welcoming binds with the U. S. continues a subject of greatest significance to both India and Pakistan. Therefore, appeasing the U. S. , preventing acts that might disturb the intrinsically fragile trilateral agreement in position at present, obviously considers in computations completed concerning their relations with the other. This noticeably provides Washington surprising advantage, comprising several abilities for soothing and even changeing India-Pakistan relationships. When forceful national interests are in the balance, on the other hand, Washington’s advantage is probable to show somewhat not real (â€Å"U. S. Policy Toward India, Pakistan, and Afghanistan†, 2003). 6. Conclusion Pakistan and Afghanistan have had mainly opposed relationships beneath all governments except the Taliban, since Pakistan was built as constituent of the separation of India in 1947. Several parts of disagreement were also taken over from tensions amid Afghanistan and India when it was in British colonial regulation. Afghanistan’s governments, together with that of the Taliban, have never identified the Durand Line amid the two countries as a global boundary and have created assertions on the Pashtun and Baluch areas of Pakistan. Today’s cross-border rebellions, with their refuges and encourage networks in Pakistan, are cultivated by the similar sources as earlier tensions, as well as worldwide Islamist movements (â€Å"Resolving the Pakistan-Afghanistan Stalemate†, 2006). A progression must work in the direction of restructurings in the FATA of Pakistan. The U. S. , NATO, and the UN should have the same opinion to send a general note to Islamabad: that the perseverance of Taliban refuges in Pakistan is a danger to global peace and safety that Pakistan has to deal with instantly. In addition, they should concur to advise Afghanistan and India to accomplish all in their authority to support Pakistan to create hard decisions by forwarding sources of Pakistani diffidence, as well as problems with reference to the boundary area and Kashmir. They are supposed to aggressively endorse this progression and take action as backers and funders of every agreement that generate from it (Riencourt, A. , 2007). On condition that India and Pakistan continue antagonistic to each other, Afghanistan is deliberately significant to both. It is very important to Pakistan that it not have unsociable authorities on its east and west boundaries, while from India’s viewpoint, Afghanistan would present excellent strategic moorland to press Pakistan. Reasonably, as well, Afghanistan possesses great assurance. Last year, The U. S. joined Afghanistan and Pakistan mutually in the course of the formation of Reconstruction Opportunity Zones that would get U. S. tax exceptions (â€Å"PAKISTAN†, 2006). Moreover, Afghanistan is a solution to the business ways and energy channels of Central Asia. Therefore, if the U. S. is going to overturn this miserable weakening in Afghanistan, it will require the encouragement of both India and Pakistan. These two big states are supposed to be taught from the past mistakes, combating over Afghanistan is not the way out. The losses are too large.Washington and Kabul have to seek methods to invest both states in aiding to build Afghanistan an accomplishment (â€Å"PAKISTAN†, 2006). Reference: â€Å"Effects on Trends in Trade Policy from 1850-1914. † GradeSaver. Retrieved August 28, 2007 from http://www. gradesaver. com/search Gaddis, John Lewis. The United States and the Origins of the Cold War 1941–1947. Columbia University Press, 1972 House of Commons Foreign Affairs Committee, Eighth Report, Weapons of Mass Destruction, Session 1999-2000, HC 407, The Stationery Office, 25th July 2000, paragraph 40 Krugman, Paul R. , and Maurice Obstfeld. International Economics: Theory and Policy. Addison-Wesley, 1997 Lipschutz. Ronnie D. â€Å"Seeking a State of One’s Own: An Analytical Framework for Assessing `Ethnic and Sectarian Conflict. † 1998. pp. 44-77, in: Beverly Crawford & Ronnie D. Lipschutz (eds. ), The myth of â€Å"ethnic conflict†: politics, economics, and â€Å"cultural† violence (Berkeley: Institute of International & Area Studies, UC-Berkeley). at: http://escholarship. cdlib. org/ias/crawford/crawford02. html †PAKISTAN. † 2006. Retrieved August 28, 2007 from http://www. angelfire. com/mac/egmatthews/worldinfo/asia/pakistan. html Rauf, T. â€Å"United States Seeks Pakistan’s Assistance. † 2001. Retrieved August 28, 2007 from http://cns. miis. edu/research/wtc01/pak. htm â€Å"Resolving the Pakistan-Afghanistan Stalemate. † 2006. Retrieved August 28, 2007 from http://www. usip. org/pubs/specialreports/sr176. pdf Riencourt, A. â€Å"India and Pakistan in the Shadow of Afghanistan. † 2007. Retrieved August 28, 2007 from http://www. foreignaffairs. org/19821201faessay8309/amaury-de-riencourt/india-and-pakistan-in-the-shadow-of-afghanistan. html

Hawthorne’s Typical Females Essay

Hawthorne’s stories talks a lot about human evil deeds and nature. Several of the themes are parables or allegorical depiction of human nature. Many readers believes that his stories posses morals which represents the culture and traditions during his time. Others consider his approach as sublimely misogynistic due to his portrayal of woman. This paper ought to present an analysis of Hawthorne’s stories. This includes ‘The Minister’s Black veil’, â€Å"Young Goodman Brown’ and ‘The Birthmark’. It involves a critical analysis of the themes and the plot of the stories centering on the presentation of women or female characters in the stories. Also, a high regards on the prevalent culture and traditions during the period when the stories were written will also be analyze to provide a brief history or background as to how the author come up with such ideas. Hawthorne Former American Literature prior to Hawthorne’s stories represents woman or female characters as innocent or as mothers caring, gentle and kind. In this regards one can assume that women are viewed and treated as weak, emotional, understanding and naive (Amoia, 1998). Some even viewed woman as threats which is depicted by Eve. Others discard women as simply unimportant. In literature they almost always play the role of supporting characters if not servants. This mirrors the typical view of woman during Hawthorne’s childhood. Men view woman to be inferior. Nonetheless such outlook does not affect Hawthorne’s judgment. Some scholars believe that this is due to the fact he grows up without a father. Living his whole life with woman around him, helping and caring for him (Amoia, 1998). Ideas common during the time revolves also with equality of men and women as expressed by Rousseau and his followers. In literature, women are always seen as witness of a crime or victims. Hawthorne’s stories tries to remove this stereotypical female function by creating female characters that serves as men’s companions rather than their servants. There is also emphasis given on men’s fear of woman as the main theme of his writings. Such conclusions are made not through observation but by experience. One should also note that most of Hawthorne’s writings create an impact of social deviation. As he tries to include his main theme in his stories, he also tries to cover it with the disastrous result of human sins or of evil. His writings primarily describe the Puritan way of life and the culture in America most specifically in Salem, which is his home town. In reading Hawthorne’s short stories, one would come across a prevailing plot of man’s failure or loss of power. Power can then be considered as the central idea where Hawthorne’s writings revolve. Men are rendered as powerful, women are displayed as weak. Such denotations stagger with Hawthorne’s persistent referral to women’s control of life. Young Goodman Brown In the ‘Young Goodman Brown’, Hawthorne portrays a man who is innocent about evil. Thus, Goodman Brown is a character who does not know about his mistakes or sins. Faith is Goodman’s wife, which also symbolizes Goodman’s faith in general with reference to life and God. The discovery of treachery or unfaithfulness of Faith leaves Goodman with doubts and a stereotypical female figure similar to Eve. Goodman’s view of Faith as a loving, spiritual wife changes into a whore-like woman similar to most women he knows. In this regards it seems that Hawthorne tries to dissect the usual marital relationship by magnifying man’s common notion of woman. This being woman along with sex and all other things which they represent are tools or apparatus which the devil uses to fool men. It seems that this perspective thrives on men’s mind for as early and as long as the story of Adam and Eve exists. The Christian religion creates the idea and practice of sexual intercourse as something unnatural and must be done, privately between husband and wife. Thus as can be seen in the story of Goodman Brown, the belief in such dogma led him to think that sex is unnatural. Hawthorne gives the reader the view about sex as something that degrades woman for eternity making it a sin. The Minister’s Black Veil The next story which also describes man and woman marital relationship is ‘The Minister’s Black Veil’. Although the focus of the story seems to revolve around Mr. Hooper and his black veil, the reader/s cannot miss the part wherein Mr. Hooper had a talk with Elizabeth. Elizabeth is Mr. Hooper’s fiancee in the story (Stearns). She is a good woman and their relationship is good up until Mr. Hooper starts to wear the black veil. The conversation between Elizabeth and Mr. Hooper is a confrontation regarding the wearing of the veil and the reason for it. To everyone it seems that the veil symbolizes something close to a secret sin. Hawthorne makes the female character looks good or nice while male characters are displayed with evilness. In this particular story, the male character appears deviant not only to the citizens but to the church as well. The wearing of the veil seems to symbolize a secret sin indeed. Nonetheless, if one would read the story in light of the female’s role, one will see that the veil actually prevents the marriage between Mr. Hooper and Elizabeth (Stearns). In first reading one may regard Elizabeth to be inconsiderate. Mr. Hooper even begs her to stay. But upon reading the conversation again, one will see that the smiles of Mr. Hooper symbolize success or the triumph to stay away from Elizabeth. This is in line with the celibacy rule of the church. Hawthorne seems to make his reader consider the fact that celibacy is but a form a male expression of dominance over women. Everyone in the town believes that the veil that the minister wears symbolizes sin and evil. Hawthorne uses this symbolism to define the norms and the way people think in that town. The story ends with Mr. Hooper telling the people that it is fine if such veil represents sins, nonetheless his sins are covered unlike their sins which are revealed. Hatred of woman seems to be obvious in the first few paragraphs of the story. There are consistent referrals on bachelors attending the sermon. The minister needs to attend the funeral of a young lady and the wife who does not want to eat with the minister. With celibacy as a form of excluding woman to a specific male sphere, misogyny is brightly illuminated. With celibacy man has triumph to exclude woman from the power vested upon them by God. Inventions or the proliferation of such conventions still exist nowadays with the same purpose but with less effect. Hawthorne makes it explicit that the veil does create a barrier that grabs away the possibility of woman entering the Minister’s life. Hawthorne assists his readers to generate the idea that the veil generates ‘power’. When he explains how the veil functions on his sermons and how the veil makes the Minister look more authoritative, it crates the impression that a veil signifies power and/or control. The Birthmark This addictive stance of man towards power was moreover expounded on Hawthorne’s ‘The Birthmark’. In this story Hawthorne creates a man of genius, depriving from the usual religious role. Hawthorne manages to construct a character which is a ‘man of science’. Such man has dedicated all his life to the pursuit of Utopia and/or perfection that by which demonstrated through the man’s persistence to out do Mother Nature. The female figure in the story is Georgiana whom the author describes to be almost perfect. Such descriptions of perfection compose physical appearance which must be flawless and fair. This type of ‘beauty myth’ is something that exists during Hawthorne’s era up until today. This idea of beauty has successfully controlled women over the years. It defines woman’s status and possibilities in life. Another thing that is prominent in Hawthorne’s depiction of Georgiana was her submission to her husband’s wishes. The thought of her letting him do whatever he thinks to be applicable and best for her even if it means her own death. This sacrifice seems to explore the subjectivity of woman to men’s choices and women’s submission to men’s control. The story also depicts the profound way that men ‘disguise themselves’ as someone ‘not emotional’ concealing their true selves with a facade of illusions and self-deceptions. In the story, Aylmer conceal his emotional side by being a ‘man of science’ having the ‘genius’ to even try to counter nature. Although all of his experiments landed as failures, his display of objective knowledge gives him a higher authority or power over his wife. This is evident in the way by which the story ended, with his wife, Georgina submitting to his wants even at the costs of her death. The hatred of woman evident in the story as discussed by Fetterley covers man’s attempts to capture the power that both nature and woman share in common, the power to create. Such power is not available to men making him feel inferior. Fetterley also argues that the story provides insights on man’s ability to disguise ‘hatred as love, murder as idealization and failure as successes’. In this regard, I believe that Fetterley is right in her reading of the story. Man is indeed capable of masking himself with another identity apart from which he really is and what he really intends as can be seen on Aylmer’s vision of success marked by an inescapable failure, for his attempt to win over nature only led to a creation of death. Apparently, this creates an image that Aylmer is someone who would do anything to exceed nature and woman, even at the cost of death to prove his success. When Fetterley accounts that female was envisioned as ‘hideous and unnatural’ in the story, she mentioned the ‘cult of female beauty’ which create an idealization of women that makes her look ‘monstrous’ in her natural form. Women were portrayed to be hated on their natural form, just as in the story, when a birthmark represents an imperfection, a thing that may cause her to be hated and thus needs a remedy, which she will be wiling to accept even in expense of her own life. Fetterley showed that man posses such power over women that he can dictate and influence her outlook, he can even manage and control her life to his liking, making her a possession or a thing that owned by him. Deviation of Female Characters Georgiana deviates from the typical female character the most. She is someone who succumbs to the wishes of her husband as if she is a ‘lab mice’. Although she sees the blatant failures he committed in the past, she still worships his genius. At the face of death she still looks forward for his triumph. The other female character such as in the case of Elizabeth managed to leave her husband while Faith at least did not display such display of subjectivity. Elizabeth on the other hand deviates from Georgiana and Faith in the sense that she left her husband instead of standing by his side, which is the typical nature of Hawthorne’s female character. Female characters are always support characters but take the role as fire starters. It seems that they are the reason or is partially responsible for the actions made by their husbands. The male characters are displayed with an inclination towards evil. The woman are displayed innocent but it is implicitly shown that they are just doing what a good woman should do and how they should act in a society. At the least, plain reading of Hawthorne’s literature would create an image of woman as reason’s for male’s failure, an image that is common during their time. But thorough reading would guide the reader to the courage an power that woman posses and men lacks. Conclusion All in all, the writings of Hawthorne hold high respect for woman. Although it somehow discusses and depicts hatred of woman, it is quite obvious that it is not the authors purpose to promote such hatred. Instead the misogyny is elaborated to be able to present man’s cowardice and insecurity with respect to woman. It also present the different ways by which man tries to grab the power from woman by making them feel subordinates or looking down at them. Finally, Hawthorne creates female characters which display the typical female in his era. They do not argue with man as much as woman of today do however the way that men sees and/or treat woman stays the same. This might be rooted in the fact that women does not only permit men to treat them as subordinates and or objects but also encourage them. Work Cited Amoia, A. , Hawthorne’s Rome: Then and Now, Nathaniel Hawthorne Review. 1998. Fetterley, J. The Resisting Reader: A Feminist Approach to American Fiction. Indiana University Press. 1981. Stearns, F. The life and genius of Nathaniel Hawthorne. Wineapple, B. Hawthorne: A Life.. 2004. PagebyPageBooks. com. NAtaniel Hawthorne. Retrieved on April 18, 2008, from http://www. pagebypagebooks. com/Nathaniel_Hawthorne/