5 Action Verbs That Will Energize Your Resume

5 Action Verbs That Will Energize Your Resume For a long time, conventional wisdom held that resumes should be super-templated, super-formal affairs, complete with stiff language that no one would use in actual conversation:  I was responsible weekly for the procurement of sales figures and expenditure reports. These days, things have gotten less formal in general, and with so many distractions, people look for attention-grabbing words and concepts. Resumes are no different in that respect. The easiest way to make your resume more exciting and engaging is to redo the verbs. Specifically, using strong action verbs is the way to go.Your resume probably already has plenty of verbs like â€Å"managed,† â€Å"was responsible for,† â€Å"innovated,† or â€Å"communicated.† All of these are totally legitimate verbs- they’re also totally overused in the job sphere. Anyone who reviews resumes sees these same words over and over, every day. If you want to stand out from the pile of other communicating innovative managers, you can start by choosing other verbs that convey the same concepts, but in a more interesting way. These verbs are known as â€Å"action verbs,† and when placed strategically, they can re-energize your whole resume.1. Managing verbsIf you’re looking to show your leadership skills, consider using words like, â€Å"orchestrated,† â€Å"spear-headed,† â€Å"headed,† or â€Å"developed.†2. Problem-solving verbsSkip verbs like â€Å"saved† or â€Å"improved.† Show, don’t tell, with words like, â€Å"resolved,† â€Å"negotiated,† â€Å"strengthened,† â€Å"revamped,† or â€Å"enhanced.†3. Serving verbsIf you’re trying to convey your client skills, avoid â€Å"supported† or â€Å"dealt with.† Instead, use â€Å"facilitated,† â€Å"enabled,† â€Å"mediated,† â€Å"bridged,† or, if you’re feeling fancy, â€Å"liaised with.†4. Communicating verbsHere, the basics like â€Å"wrote,† â€Å"spoke,† or â€Å"communicated† are old hat. Try varieties like â€Å"corresponded,† â€Å"lobbied,† â€Å"publicized,† or â€Å"synthesized.†5. Innovating verbsEveryone’s an innovator these days, so try to find a different way to approach â€Å"organized† or â€Å"streamlined.† Instead, you could say â€Å"integrated,† â€Å"modified,† â€Å"updated,† â€Å"revamped,† â€Å"transformed,† or â€Å"remodeled.†You don’t need to go through and replace all the verbs in your resume, just for the sake of doing it. Rather, review what you already have, and at each verb you come to, ask if there’s a clearer or more exciting way to frame that bullet point. You want to show movement in your history (accomplishment! Action! Romance! Maybe not the last one). Find the words to show how you’r e a do-er extraordinaire, and that may vault your doc to the top of the list.

Frequently Asked Questions About Astronomy and Space

Frequently Asked Questions About Astronomy and Space Astronomy and space exploration are  topics that really get people thinking about far away worlds and distant galaxies. Stargazing under a starry sky or surfing the Web looking at images from telescopes always fires up the imagination. Even though a telescope or pair of binoculars, stargazers can get a magnified view of everything from distant worlds to nearby galaxies. And, that act of stargazing spurs a LOT of questions. Astronomers get asked a lot of those questions, as do planetarium directors, science teachers, scout leaders, astronauts, and many others who research and teach the subjects. Here are some of the most-often-asked questions that astronomers and planetarium people get about space, astronomy, and exploration and collected them along with some pithy answers and links to more detailed articles!   Where Does Space Begin? The standard space-travel answer to that question puts the edge of space at 100 kilometers above Earths surface. That boundary is also called the von Krmn  line, named after the Theodore von Krmn, the  Hungarian scientist who figured it out. Earths atmosphere looks very thin when compared to the rest of the planet. The green line is airglow high in the atmosphere, caused by cosmic rays striking the gases up there. This was shot by astronaut Terry Virts from the International Space Station. The legal definition of space is that it begins at the top of the atmosphere. NASA How Did the Universe Begin? The universe began some 13.7 billion years ago in an event called the Big Bang. It was not an explosion (as is often depicted in some artwork) but more of a sudden expansion from a tiny pinpoint of matter called a singularity. From that beginning, the universe has expanded and grown more complex. Most depictions of the beginning of the universe show it almost as an explosion. It was really the beginning of the expansion of space and time, from a small point that contained the entire universe. The first stars formed a few hundred million years after the expansion began. Our universe is now 13.8 billion years old and measures 92 billion light-years across. HENNING DALHOFF / Getty Images What is the Universe Made of?   This is one of those questions that has an answer that is quite mind-expanding. Basically, the universe consists of galaxies and the objects they contain: stars, planets, nebulae, black holes and other dense objects.  The early universe was largely hydrogen with some helium and lithium, and the first stars formed from that helium. As they evolved and died, they created heavier and heavier elements, which formed second- and third-generation stars and their planets. This represents a timeline of the universe from the Big Bang through the present. At the left is the birth event of the cosmos, known as the Big Bang. NASA / WMAP Science Team Will the Universe Ever End? The universe had a definite beginning, called the Big Bang. Its ending is more like the long, slow expansion. The truth is,  the universe is slowly dying as it expands and grows and gradually cools. It will take billions and billions of years to cool completely and stop its expansion.   How Many Stars Can We See at Night? That depends on many factors, including how dark the skies are where. In light-polluted areas, people see only the brightest stars and not the dimmer ones. Out in the countryside, the view is better. Theoretically, with the naked eye and good seeing conditions, an observer can see around 3,000 stars without using a telescope or binoculars.   What Types of Stars Are Out There? Astronomers classify stars and assign types to them. They do this according to their temperatures and colors, along with some other characteristics.  Generally speaking, there are stars like the Sun, which live their lives for billions of years before swelling up and gently dying. Other, more massive stars are called giants and are usually red to orange in color. There are also white dwarfs. Our Sun is properly classified as a yellow dwarf.   This version of the Hertzprung-Russell diagram plots the temperatures of stars against their luminosities. The position of a star in the diagram provides information about what stage it is in, as well as its mass and brightness. A stars type depends on its temperature, age, and other characteristics plotted on diagrams such as this. European Southern Observatory Why Do Some Stars Appear To Twinkle? The childrens nursery rhyme about Twinkle, twinkle little star actually poses a very sophisticated science question about what stars are. The short answer is: the stars themselves dont twinkle. Our planets atmosphere causes starlight to waver as it passes through and that appears to us as twinkling.   How Long Does a Star Live? Compared to humans, stars live incredibly long lives. The shortest-lived ones can shine for tens of millions of years while the old-timers can last for many billions of years. The study of stars lives and how they are born, live, and die is called stellar evolution, and involves looking at many types of stars to understand their life cycles.   This is what a sun-like star looks like as it dies. Its called a planetary nebula. The Cats Eye planetary nebula, as seen by Hubble Space Telescope. NASA/ESA/STScI What is the Moon Made of?   When the Apollo 11 astronauts landed on the Moon in 1969, they collected many rock and dust samples for study. Planetary scientists already knew the Moon is made of rock, but the analysis of that rock told them about the Moons history, the composition of the minerals that make up its rocks, and the impacts that created its craters and plains. Its a largely basaltic world, which implies heavy volcanic activity in its past. What are Moon Phases? The Moons shape appears to change throughout the month, and its shapes are called the phases of the Moon.  They are a result of our orbit around the Sun combined with the Moons orbit around Earth.   This image shows the phases of the Moon and why they happen. The center ring shows the Moon as it orbits around the Earth, as seen from above the north pole. Sunlight illuminates half the Earth and half the moon at all times. But as the Moon orbits around the Earth, at some points in its orbit the sunlit part of the Moon can be seen from the Earth. At other points, we can only see the parts of the Moon that are in shadow. The outer ring shows what we see on the Earth during each corresponding part of the moons orbit. NASA Whats in the Space Between Stars? We often think of space as the absence of matter, but actual space is not really all that empty. The stars and planets are scattered throughout the galaxies, and between them is a vacuum filled with gas and dust.  The gases between galaxies are often there due to a galaxy collision that rips gases away from each of the galaxies in involved. In addition, if conditions are right, supernova explosions can also drive hot gases out into intergalactic space. Whats it Like to Live and Work in Space?   Dozens and dozens of people have done it, and more will in the future! It turns out that, aside from the low gravity, higher radiation hazard, and other dangers of space, its a lifestyle and a job.   What Happens to a Human Body in a Vacuum? Do the movies get it right? Well, not actually. Most of them depict messy, explosive endings, or other dramatic events. The truth is while being in space without a spacesuit WILL kill whoever is unlucky enough to be in that situation  (unless the person gets rescued very, very quickly), their body probably wont explode. Its more likely to freeze and suffocate first. Still not a great way to go. What Happens When Black Holes Collide? People are fascinated by black holes and their actions in the universe. Until very recently, its been tough for scientists to measure what happens when black holes collide. Certainly, its a very energetic event and would give off a lot of radiation. However, another cool thing happens: the collision creates gravitational waves and those can be measured! Those waves are also created when neutron stars collide! When two supermassive black holes collide and merge, some of the excess energy from the event is broadcast as gravitational waves. These can be detected on Earth using very delicate instruments at the LIGO observatory. The SXS (Simulating eXtreme Spacetimes) Project There are many more questions that astronomy and space spur in peoples minds. The universe is a big place to explore, and as we learn more about it, the questions will continue to flow! Edited and updated by Carolyn Collins Petersen.

Strategic Management Analysis - Based on case study Essay

Strategic Management Analysis - Based on case study - Essay Example Better Place opened its first car demonstration center in Israel back in February 2010. The opening of the demonstration center helped the company in showcasing its ambitious plan in challenging the status quo in the rigid and complex industry. The performance of the company has since been outstanding with the formation of partnerships and increased capital funding. Strategic purpose: Mission, Values and mission The mission of the company was to reduce and eventually eliminate oil dependence of the automobile industry. The company aims at reducing the associated health, political and environmental issues that arise from the dominance and ubiquity of internal combustion engine (ICE). The increasing number of vehicles around the globe that have high emission of carbon monoxide and hydrocarbons from the use of oil is responsible for the greenhouse gas emissions. With the growing ratio in the world populations as well as the demand for personal transportation, the environment and economi c sustainability of an ICE dominated transportation sector is highly likely to increase The company aims at attaining a widespread adoption of electric vehicles (EVs) by the creation of links between battery companies, car companies, utilities and consumers. The strategic objective of the company is to take over the market on product performance and delivery of quality and emission free cars to the consumers. This involves having a broader and deeper use of technological capabilities and they believe that the solution to electric cars does not lie in re-engineering the battery but in the re-engineering of the car. Stakeholder analysis Shareholders all those groups of individuals or individuals who depend on a given organization in order to fulfill their goals where the organization ends up benefiting. The main stakeholders of Better Place are the consumers, political groups, suppliers and competitors (Johnson, Whittington & Scholes 2011). Stakeholder management is very high in Bette r Place as they have been factored into the development of Electric Vehicles. For example, Shai Agassi the founder of Better Place believes that overcoming the problem of limited mobility is the only way that consumers would be enabled to adopt the Electric Vehicles (EVs) on a massive scale. The different stakeholders for Better Place influence each other in a positive way. The electric vehicle solution has made provisions and considerations of all the stakeholders. The political stakeholders include the state. For example, the State of Hawaii has launched a Clean Energy Initiative that is aimed at the development of clean energy alternatives by 2030. Adoption of EVs in the State would be the best clean energy alternative for people. This has had positive impacts on the consumers, suppliers and competitors. For the consumers, the move by the state will lead to the reduction of risks which results from carbon monoxide emissions and to enhance adaptability and flexibility. Maintenance costs of electric vehicles are much lower than the ICE vehicles for consumers. It is a social, economic and ethical responsibility for companies to produce and manufacture those cars that will not cause any environmental harm. Better Place owes this to its stakeholders hence the reason for the EVs. External environment analysis The macro-environment (Porter’s 5 forces analysis) Supplier power- There is few suppliers in the supply of electric vehicles around the globe. Better Place is a powerful supplier due to the

Writing Assignment 2 Essay Example | Topics and Well Written Essays - 250 words - 1

Writing Assignment 2 - Essay Example This is the same as banning all mini app stores such as the Amazon Kindle app or the Sony Reader Store. The idea is for all trading transactions to be performed within the iTunes app store exclusively and not through other means. This policy is actually not surprising because Apple has been known for its tight control of its products. For instance, iPod and iPhone users cannot download music and applications to their gadgets using other means besides the iTunes software. Third party applications being entered and sold in the app store also have to meet very stringent requirements as well. This case is a classic example of monopolistic market structure. It provides very clear and very limited choice for customers to either buy and use the product or simply do without it. The same goes for publishers and application developers. They could adhere to Apple's regulation otherwise they will be prevented from selling their products. The dynamics of the system all boil down to one single sel ler - Apple through its app store and iTunes. Any attempt of entering the market is useless because of these mechanisms. There is no competition. Both consumers and publishers cannot do anything about it despite the restrictions and monopolistic policies. The sheer number of Apple users empowers the company to do whatever it wants through the principle of economies of scale.

Pharmacology (Drug Profile Midazolam) Essay Example | Topics and Well Written Essays - 2750 words

Pharmacology (Drug Profile Midazolam) - Essay Example b) Oral administration is also done for short term treatment. This is done mainly for the insomnia patients. c) Midazolam is also indicted for the management of schizopernia. 3. Midazolam is found to interact with many drugs. The drug interaction is found to either increase the activity or decrease the activity of Midazoalm. The drug interaction occurs mainly with the antipsychotic medications, barbiturates, antibiotics and antifungal, cimetidine, Diltiazem, Narcotics, Seizure and Sleep medications, alcohol and antidepressant medicines such as Antipsychotic drugs include: Aripipraxole , asenapine, chlorpromazine, clozapine, fluphenazine, haloperidol, Iloperidone, loxapine, lurasidone, molindone, olanzapine, paliperidone and perphenazine and pimozide. Barbutarates include: Amobarbital, Butalbital, Pentobarbital and Secobarbital. Antibiotics such as Clarithomycin, Erythromycin, Isoniazid, Itraconazole , ketoconazole and Telithromycin. Narcotics such as morphine and oxycodone are used i n combination with Midazolam. (drugs.emedtv.com) The pharmacokinetic drug interactions are found to occur based on the enzymes involved in the metabolism. The drug interaction with the CNS depressants such as alcohols, opioids and barbiturates are found to have lethal, clinical and forensic consequences with midazolam. Many studies have found that this interaction results in death. (Mozayani and Raymon 2004). Similarly when analgesics are used along with the midazolam, they are found to have greater sedative effects. The gastrointestinal agents when combined with midazolam are found to increase the rate of absorption of the drug. Cimetidine when used along with Midazolam is found to increase the retention time of Midazolam in the body. Similarly the antifungal agents are also found to inhibit the movement of Midazolam from the body. 4. a) The mechanism of interaction of Midozolam is understood well. The main target of Midazolam is the GABAa receptor. This is an ionotropic receptor w ith gamma amino butyric acid as the endogenous ligand. When GABAa receptor is activated then it transmits Chloride ions through their pores and polarizes the neurons. This polarization results in the inhibition of the neurotransmission. The benzodiazepines binds to the receptor found between the alpha and gamma receptor subunits. The five subunits of GABA receptor are sensitive to benzodiazepine. When benzodiazepine binds to the alpha and the gamma subunits of the GABA receptor, and brings the receptor into its control. The binding brings out a change in the conformation of the GABA – alpha and makes them to open the chloride ion channel and this polarizes the membrane. This process inhibits the signal transduction pathway by arresting the GABA molecules and creating sedatory and anxiolytic effects to the human. (Sigel 2002). b. Midozolam is the substrate for the receptor GABA only. This is very specific in nature. It binds to the GABA receptors that are having only alpha and gamma subunits. The binding of benzodiazepine modifies the GABAs response by the receptor. As these receptors are found in the cerebral cortex region, limbic system, cerebellar cortex and spinal cord, its effect can be felt in many parts of the body. The two compartmental model enables the specificity of the molecule and increases the sensitivity. (Stoelting and Miller 2007) c.

Understanding Of Feminist Theory And Patriarchy Sociology Essay

Understanding Of Feminist Theory And Patriarchy Sociology Essay Western female thought through the centuries has identified the relationship between patriarchy and gender as crucial to the women ¡Ã‚ ¦s subordinate position. For two hundred years, patriarchy precluded women from having a legal or political identity and the legislation and attitudes supporting this provided the model for slavery. In the late 19th and early 20th centuries suffrage campaigners succeeded in securing some legal and political rights for women in the UK. By the middle of the 20th century, the emphasis had shifted from suffrage to social and economic equality in the public and private sphere and the women ¡Ã‚ ¦s movement that sprung up during the 1960s began to argue that women were oppressed by patriarchal structures. Equal status for women of all races, classes, sexualities and abilities in the 21st century these feminist claims for equality are generally accepted as reasonable principles in western society; yet the contradiction between this principle of equality and the demonstrable inequalities between the sexes that still exist exposes the continuing dominance of male privilege and values throughout society (patriarchy). This essay seeks to move beyond the irrepressible evidence for gender inequality and the division of labour. Rather, it poses the question of gender inequality as it manifests itself as an effect of patriarchy drawing from a theoretical body of work which has been developed so recently that it would have been impossible to write this essay thirty years ago. Feminist Theory and Patriarchy Although  ¡Ã‚ ¡K patriarchy is arguably the oldest example of a forced or exploitative division of social activities ¡Ã‚ ¨ and clearly existed before it was ever examined by sociologists, the features of patriarchy had been accepted as natural (biological) in substance. It was not until feminists in the 1960s began to explore the features and institutions of patriarchy, that the power of the concept to explain women ¡Ã‚ ¦s subordinate position in society was proven (Seidman, 1994) . The feminist engagement with theories of patriarchy criticised pre-existing theoretical positions and their ideological use, tracing theoretical progenitors of popular views about gender, gender roles etc (Cooper, 1995; Raymond, 1980). Developing theories to explain how gender inequalities have their roots in ideologies of gender difference and a hierarchical gender order, feminist theoretical concepts of patriarchy are able to explain and challenge gender inequality and the gendered division of labour in the private and social spheres (Seidman, 1994). They have done this by challenging concepts of gender, the family and the unequal division of labour underpinned by a theory of patriarchy that has come to reveal how it operates to subordinate women and privilege men, often at women ¡Ã‚ ¦s expense. Patriarchy, Structure and Gender Inequality Walby (1990) reveals how patriarchy operates to achieve and maintain the gender inequalities essential for the subordination of women. Crucially for this essay, she shows how it can operate differently in the private and public domain but toward the same end. She identifies patriarchy as having diverse forms of and relationships between its structures in the public and private spheres, and yet still operates in a related fashion. Walby ¡Ã‚ ¦s explanation sees the household and household production as being a key site of women ¡Ã‚ ¦s subordination but acknowledges that the domestic area is not the only one that women participate in. She shows how the concept of patriarchy is useful in explaining the relationship between women ¡Ã‚ ¦s subordination in the private and public arenas by showing that they work equally to achieve this subordination as well as supporting, reflecting and maintaining patriarchy itself. Firstly, Walby points out that the structures of patriarchy differ in their form. The household has a different structure to other institutional forms, e.g., the workplace. This is an important point because if feminist theories of patriarchy are to stand they must show that patriarchy operates to the same end in both the private and public sphere, even if it uses different strategies, otherwise it could not be the main reason for the continuing inequality of women in both the private and public sphere. Walby shows that within the private structure and the public structures, patriarchy does use different strategies to maintain gender inequality and these strategies both achieve the subordination of women. The household strategy is considered to be exclusionary and the public structures strategy as segregationist. The exclusionary strategy in the private arena is based on household production. Application of this strategy in the domestic sphere depends on individual patriarchs controlling women in the private world of the home. The male patriarch in the household is both the oppressor and recipient of women ¡Ã‚ ¦s subordination. This strategy is direct  ¡V women are oppressed on a personal and individual basis by the individual patriarchs who share their lives. The segregationist strategy used in the public patriarchy actively excludes women from the public arena using various structures to subordinate them. Application depends on controlling access to public arenas (Golombok and Fivush, 1995). This strategy does not benefit the institution directly, but it does ensure that individual patriarchs are privileged at the expense of women, and it maintains gender differences. The way in which individual patriarchs and public institutions use there power further reveals how related the structures of patriarchy are. Public institutions do not have the power to oppress individual women or exclude them directly from public structures; this work is carried out in the home. Power in institutions is used collectively rather than individually, and the segregationist strategy pursued in the public arena maintains the exclusionary strategy used in private that in turn supports the segregationist strategy used in public. Yet, the institution can only pursue its segregationist strategy because the individual patriarch subordinates the individual women daily. Walby ¡Ã‚ ¦s description of patriarchal structure looks powerful where there are fewer variables  ¡V e.g., when women and men seem to share the  ¡Ã‚ ¥privilege ¡Ã‚ ¦ of being exploited equally as a labour force working equal hours for equal pay in equal conditions (Haug, 1998). Haug (1998) cites research from East Germany which allows her to calculate that women do 4 hours and 41 minutes of domestic labour against men ¡Ã‚ ¦s 2 hours 38 minutes. Men split their extra two hours between leisure time and paid employment. She asks if it is a realistic possibility that patriarchy could be so completely and comprehensively asserted in as little as two hours a day. Haug does not answer this question (perhaps it is rhetorical) but I think that Walby ¡Ã‚ ¦s (1990) theory of patriarchy is so powerful because it can reveal the answer to questions like this. Walby ¡Ã‚ ¦s theory stands because she shows that the power of patriarchy is asserted in both the private and public sphere simultaneously supporting, reflecting and maintaining itself, regardless of the economic and social framework that prevails. In Haug ¡Ã‚ ¦s case, patriarchy is not being asserted in two hours per day, rather it is an expression of patriarchy, i.e., a symbol of male privilege, which could only be expressed if the general strategies of patriarchal structure were intact and functioning. This description of the relationship between patriarchy and structure demonstrates how inequalities in the workplace and in inequality in the home are two sides of the same coin and individual males are involved in the direct and indirect subordination of women simultaneously. The concepts that allowed Walby (1990) to define patriarchy as she has are discussed below, with reference to the work of second and third wave feminist thinkers. Gender and Gender Inequalities in the Domestic and Occupational Divisions of Labour Feminist concepts of gender and gender inequality allow us to refer more or less directly to a theoretical framework for understanding how they have come to form a basis that helps structure the whole of society according to the concept of patriarchy (Seidman, 1994). The gender differences, which lead to gender inequality in the division of labour, and presented as natural by patriarchy and unequal gender order has been normalised and legitimated by science, medicine and popular culture (Raymond, 1980). Feminists hold that this normalisation conceals the social and political formation of an unequal male order, arguing that gender difference is socially produced in order to sustain male dominance (Seidman, 1994). Frable (1997) points out that there is no basis for a biological account of gender difference since gender identity can only refer to the psychological sense of being male or female. Gender is now understood as a social category (Frable, 1997) and so liberal feminism was correct to deny that nature requires rigidly separate and unequal social roles based on gender (Ruehl, 1983). The patriarchal concepts of gender criticised by feminists are used to ascribe the roles that result in gender inequality in the division of labour (Sarup, 1993). This view is supported by Garnsey (1991) when she describes the division of labour as the differentiation of work tasks organised in structured patterns of activity. These activities are imposed and remunerated in a specific and unequal manner. When the evidence allows us to place the words  ¡Ã‚ ¥according to gender ¡Ã‚ ¦ into the last two sentences, and they new sentences mean something, then the concepts of patriarchy argued by feminists begin to take on an explanatory power. Occupational Labour and the Economy Liberal feminist provided concepts of gender that account for pay differentials and might even account for why women can receive less money than men for doing the same job (Golombok and Fivush, 1995). They can be used to explain why the political and social change which has allowed substantially greater numbers of women to enter the labour force has also concentrated them in the poorest employment (Golombok and Fivush, 1995). This is especially so if Garnsey ¡Ã‚ ¦s (1991) description of the differentiated and imposed tasks of the division of labour is used to structure the argument. However, they do not explain the reasons behind women ¡Ã‚ ¦s oppression and in order to do this Marxist feminists to began to argue that gender inequality has been shaped by capitalist development, highlighting explanations which connect gender inequality with economic needs (e.g., Mitchell J, 1966 used Marxist theory in Women: The Longest Revolution). However, while most feminists see the close links between the organisation of production and the division of labour many thought that there was a limited future for feminism under theories which reduced the specifics of women ¡Ã‚ ¦s lives to the extent that the subjective and interpersonal flavour was not captured (e.g., Firestone S, 1970; The Dialectic of Sex: the Case for Feminist Revolution). The socialist or Marxist feminist proposition positions class as the most basic form of human conflict but this position was challenged by radical feminists according to whom, equality does not mean being like men (Sarup, 1993). Radical feminists successfully argued for the substitution of gender conflict as the source of all other conflict and fighting for equality in the occupational field became subordinate to challenging the social and cultural order (Sarup, 1993). Asserting that a female identity and subjectivity could only be defined without reference to the patriarchal framework, many radical feminists looked for ways to identify and develop a female culture and way of being which was free from the influences of patriarchy. For example, Irigaray (1985) proposed that this be done through the promotion of entre-femmes, a kind of social form specific to women. A cultural terrain distinct from women ¡Ã‚ ¦s usual site the family. Household Labour Feminist writers have taken the family as a central feature of their explanation of patriarchy but they do not always agree about its role in shaping women to serve patriarchal ends in domesticity and work (Sarup, 1993). Liberal feminism recognized the gendered, social roles of wife and mother but advocated choice for women with respect to marriage, family, career etc., proposing to achieve this through a process of education and reform (Seidman, 1994). In radical feminism, the family is viewed as a major institution whose role is to foster gender inequality through the socialisation of children and subordinate women by forcing them to conform to feminine stereotypes (e.g, Greer G, 1970, The Female Eunuch). Postmodern feminism based on Foucault ¡Ã‚ ¦s work explicitly criticises the emphasis on the family as  ¡Ã‚ ¥the unit in charge ¡Ã‚ ¦ (Sarup, 1993). In order to carry out its functions, the family relies on differential relationships (Broderick, 1993). Coole et al (1990) point out that the functional needs served by the nuclear element of the nuclear family are neither exclusive nor universal which indicates that differentiation it is not essential to the performance of the vital functions of the family. This means that the social roles of wife and mother as conceived by liberal feminism are a gendered and manufactured choice. The differential relationships that identify the roles of wife and mother are part of the nuclear family model promoted by patriarchal ideologies for more than one hundred and fifty years (Coole et al, 1990; p43). This suggests that the one or some of the roles ascribed to the family by other feminists may be more accurate. Despite the differences, feminism ¡Ã‚ ¦s main assertion, that gender identities and roles are socially formed, makes the theoretical proposition that a social and political explanation (patriarchy) can be given for male dominance and patterns of gender inequality possible (Seidman, 1994). Conclusion The strength of feminist perspectives on patriarchy is that most of them have been developed from the standpoint of women ¡Ã‚ ¦s lives (Seidman, 1994) and yet this is also a criticism  ¡K what women ¡Ã‚ ¦s lives does the standpoint reflect? If feminist perspectives of patriarchy are to be useful they must not only make sense structurally, they must also make sense of all women ¡Ã‚ ¦s lives. Lesbian, Black,  ¡Ã‚ ¥Third World ¡Ã‚ ¦ and post-colonial critics have demonstrated some of the limitations of western feminist agendas that prefer patriarchal accounts of equality to racialised and cultural accounts (Burman, 1998). For example, the promotion of reproductive choices by western feminists in the 1970s focused on contraceptive and abortion rights. However, many women at that time were being discriminated against because of their colour, sexuality or physical abilities and were fighting to keep their children, born and unborn (Burman, 1998). Whilst these criticisms of western feminist raise questions about how and why the priorities of the issues and campaigns these women cho (o)se to think and act on were agreed, they do not suggest an alternative account of inequality in which the public and private oppression of women is explained (Seidman, 1994). Critics are however right to point out that the feminist account of patriarchy developed by western liberal feminists needs to be expanded to ensure that the experiences of more women can be included but they must also acknowledge that the priorities and concerns of liberal feminists have resulted in some of the most far reaching and important education and legal reforms of this century taking place in the last the last twenty years. These reforms particularly reflect the western feminist concern with differential relationships. In the area of social policy and the law, reformers have begun to focus on protecting the individual rights of vulnerable household members  ¡V women, children, and the elderly (MacLean Kurczewzki 1994) at the expense of patriarchal privilege. Crucially, whilst the law has become aware of the potential for the exploitation of family members and in acting underlines the importance of public attitudes and legislation in maintaining gender inequalities and differential relationships; the reform approach cannot be seen as an open acknowledgement that socialisation patterns and family arrangements are male dominated (MacLean Kurczewzki 1994). Following the vote of the General Synod in 1992, the ordination of women in the Church of England has challenged hundreds of years of patriarchal authority and tradition in the church. The implicit relationship between individual men and institutions can be viewed explicitly in the complex provision made to protect those who are individually opposed using the church ¡Ã‚ ¦s own structures. Regardless of the refusal of key patriarchal institutions to acknowledge the extent to which man have been and are systematically and deliberately privileged by their structures and actions, these dominant forms of power can help produce social change, even if they are only attempting to keep in touch with contemporary society (Cooper, 1995). The process of power is therefore open to change and feminist theorists have shown using their account of patriarchy that the  ¡Ã‚ ¥by products ¡Ã‚ ¦ of power (e.g., inequality) can be mediated by the institution which represents it and moderated to be less damaging to individuals (Cooper, 1989).

The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson E

The story â€Å"The Strange Case of Dr. Jekyll and Mr. Hyde† by Robert Louis Stevenson conveys the theme of duality in nature in which man is fighting himself, or in this case, another version of himself. Being a psychology major, it is interesting to see a case this serious over how an alter ego can control the main psyche up to the point where it no longer conveys influence, but instead manipulation. In order to understand the control an alter ego can eventually have on the individual, it is important to comprehend exactly what an alter ego is and how an individual can lose dominance over it. A common misconception with this story is the readers’ belief that Dr. Jekyll suffers from schizophrenia. Schizophrenia (also called dementia praecox) is a psychotic disorder characterized by progressive deterioration of the personality, withdrawal from reality, hallucinations, delusions, social apathy, and emotional instability. In layman’s terms, someone who suffers from schizophrenia is born with this disease and believes they hear voices, or see images, in their minds commanding them to complete certain tasks. They have no idea who the voices are or when they came to exist, but eventually they give into the demands in order to silence the voices. Subsequently, they withdraw themselves from society in the process. These symptoms do not accurately match up with the symptoms of Dr. Jekyll. Dr. Jekyll did extract himself towards the end of the story only because he could no longer manipulate his transformations. Nothing in the story reveals him being born with such a disease. Due to this, he cannot be classified as a schizophrenic. Another universal misconception is that Mr. Hyde is Dr. Jekyll’s split personality. This seems comprehensible ... ... song represents the emotions tied in with someone who has an alter ego. The movie â€Å"Mr. Brooks† is a reflection of the story of Dr. Jekyll and Mr. Hyde and how he battled with himself to contain control over his mind and his nature. This is how each source reflects the story of â€Å"The Strange Case of Dr. Jekyll and Mr. Hyde†. Works Cited Stevenson, R. Louis. "The Strange Case of Dr. Jekyll and Mr. Hyde." The Norton Anthology. New York: W.W. Norton & Company, Inc., 2008. Print. Mr. Brooks. Dir. Bruce A. Evans. Perf. Kevin Costner. Blockbuster: 2007, Film. Celesty. â€Å"Demon Inside.† Song and lyrics retrieved 3 May 2012. Hamilton, John. "Dr. Jekyll and Mr. Hyde." Imdb.com. Web. 3 April 2012. Florentino, Sonya. â€Å"Alter Ego†. Poems by Sonya Florentino. New York, New York. Penguin Publishing. 2009. 48. Print. The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson E The story â€Å"The Strange Case of Dr. Jekyll and Mr. Hyde† by Robert Louis Stevenson conveys the theme of duality in nature in which man is fighting himself, or in this case, another version of himself. Being a psychology major, it is interesting to see a case this serious over how an alter ego can control the main psyche up to the point where it no longer conveys influence, but instead manipulation. In order to understand the control an alter ego can eventually have on the individual, it is important to comprehend exactly what an alter ego is and how an individual can lose dominance over it. A common misconception with this story is the readers’ belief that Dr. Jekyll suffers from schizophrenia. Schizophrenia (also called dementia praecox) is a psychotic disorder characterized by progressive deterioration of the personality, withdrawal from reality, hallucinations, delusions, social apathy, and emotional instability. In layman’s terms, someone who suffers from schizophrenia is born with this disease and believes they hear voices, or see images, in their minds commanding them to complete certain tasks. They have no idea who the voices are or when they came to exist, but eventually they give into the demands in order to silence the voices. Subsequently, they withdraw themselves from society in the process. These symptoms do not accurately match up with the symptoms of Dr. Jekyll. Dr. Jekyll did extract himself towards the end of the story only because he could no longer manipulate his transformations. Nothing in the story reveals him being born with such a disease. Due to this, he cannot be classified as a schizophrenic. Another universal misconception is that Mr. Hyde is Dr. Jekyll’s split personality. This seems comprehensible ... ... song represents the emotions tied in with someone who has an alter ego. The movie â€Å"Mr. Brooks† is a reflection of the story of Dr. Jekyll and Mr. Hyde and how he battled with himself to contain control over his mind and his nature. This is how each source reflects the story of â€Å"The Strange Case of Dr. Jekyll and Mr. Hyde†. Works Cited Stevenson, R. Louis. "The Strange Case of Dr. Jekyll and Mr. Hyde." The Norton Anthology. New York: W.W. Norton & Company, Inc., 2008. Print. Mr. Brooks. Dir. Bruce A. Evans. Perf. Kevin Costner. Blockbuster: 2007, Film. Celesty. â€Å"Demon Inside.† Song and lyrics retrieved 3 May 2012. Hamilton, John. "Dr. Jekyll and Mr. Hyde." Imdb.com. Web. 3 April 2012. Florentino, Sonya. â€Å"Alter Ego†. Poems by Sonya Florentino. New York, New York. Penguin Publishing. 2009. 48. Print.

Proficiency Level Analysis Essay

For this assignment, I will group a seventh grade class into appropriate groups depending on their proficiency levels. There are five English proficiency levels in Ms. Jensen’s class, Pre-Emergent, Emergent, Basic, Intermediate, and Proficient. By looking at the score results of the Arizona English Language Learners Assessment (AZELLA), I will be able to place the students into appropriate groups by placing higher level students with ELL students during in-class activities to help them understand and succeed in their classroom assignments. When looking at the class roster, I noticed that Ramon is at the Pre-Emergent and Emergent level throughout Reading, Writing, Listening, and Speaking areas so I would place him in a group with students who are mostly at the Intermediate and Proficient Level so he can pick up the English language faster and easier. â€Å"Students can be paired or grouped as either ‘like-ability’ or ‘cross-ability’. Cross-ability is where students of different proficiency levels work together and the benefit of cross-ability matching is that the higher-level students can help the lower-help students† (Roberts, 2007). There is a total of fifteen students, therefore I would create five small groups of three. The first group would consist of Ramon, Aryanna, and Carlos. The second group would be Gabriel, Hailey, and Jerry. The third group would include Corynn, Desiree, and Michael. The fourth group would include Jakob, Noah, and Suzanne while my last group would consist of Hade, Petie, and Rebecca. My explanation for placing these students in these specific group is because each group would consist of a low level student (Emergent) with a Basic and Proficient level student. When working during class activities, the higher level (Intermediate/Proficient) students will help out the lower level (Emergent/Basic) students understand the assignment by providing additional support and being a role model to them across Reading, Writing, Listening,  and Speaking areas. In order for this kind of classroom setting to work, I would need the support of the higher-level students to help with providing the additional help to the ELL students. The teacher still would model the assignment first and provide a guided practice and then walk around each group to see what help is needed. I think creating small groups of three would work better than groups of five because ELL students would gain more knowledge and understanding when they have one or two students helping then instead of three to four persons. This is because students working in smaller groups are better able to focus and help each other. When the group has too many students, they have the tendency of getting sidetracked and potentially cause conflict within the group. References Roberts, Melinda. (2007). â€Å"Teaching in the Multilevel Classroom†. Pearson Education, Inc. Retrieved from http://www.pearsonlongman.com/ae/download/adulted/multilevel_ monograph.pdf

Preposition Review ESL Lesson Plan

Preposition Review ESL Lesson Plan Prepositions are a challenge for almost all students. There are many reasons for this, not least of which is the fact that English has numerous phrasal verbs. In this case, theres little to do except to encourage consistency and the ability to listen carefully to mistakes made. In any case, there are a few activities teachers can undertake to help students learn basic differences. Aim: Develop recognition of similar preposition use through contrast in written exercise, review of prepositionsActivity: Discussion of similar prepositions followed by a written exerciseLevel: Intermediate Outline Take a few objects into the class, such as a model car, an apple, etc. Use simple sentences to help the class understand the differences between in/into, out/out of, etc. using the propositions.Give the students some of the objects and encourage them to come up with their own sentences, especially focusing on the finer differences between the prepositions discussed.Discuss some of the basics using the preposition checklist below. Ask students to come up with exceptions such as in the morning, afternoon, and evening but at night.  Pass out the handout and ask students to get into pairs to work through the short exercise.Correct worksheet as a class and discuss problems  or questions.Repeat first activity to help reinforce learning. Preposition Checklist Use to with verbs of movement.  She drove to the store./He walked to the park.Use at with places within a city with verbs that do NOT express movement.  Ill meet you at the shopping mall./I like to relax at home on the weekend.Use on with surfaces, both horizontal and vertical.  Thats a beautiful picture on the wall./I like the vase on the table.Use into, out of and onto to express movement from one place to another.  She drove out of the garage./Please put the keys onto the table.  Use in with months, years, cities, states, and countries.  She lives in San Diego./I will see you in April.Use at with times of the day. Lets meet at five oclock./I want to begin the meeting at two.   A Strange Noise in the Night Worksheet It was late (at/in) night when I heard the noise. I got (out of/outside) bed and decided to investigate. First, I went (into/in) the living room and kitchen. Everything seemed to be OK in those rooms. Then I heard the noise (again/over). It was coming from (out/outside), so I put (on/off) my jacket, opened the door and went (into/out of) the backyard. Unfortunately, I had forgotten to (pick up/in) a flashlight on my way (inside/out) the door. It was a dark night and there was a light rain falling. I couldnt see much, so I kept stepping (into/onto) things in the yard. The sound continued to repeat and was coming (over/from) the area (on/in) the other side (to/of) the house. I slowly walked (through/around) the house to see what was making the noise. There was a small table (in/on) the porch which was (next/near) to the wall. (On/To) top of this table was a bowl with some rocks (into/inside). A small mouse was trying to get (out/above) and was moving the rocks (around/through) the bowl making the noise. It was very strange, but now I could go back (in/to) sleep!

The Arts of Russia essays

The Arts of Russia essays The Arts play a large role in the expression of inner thoughts and beauty in life. From dance and music to art the concept of life is shown through the various ways in which we interpret it. The arts play a valued role in creating cultures and developing and documenting civilizations. Russia has been developing the its culture for as long as anybody could think. Nowadays, Russian painters and musicians are quickly becoming well known among each and every one around the world. It should be no surprise that the rich Russian culture is producing so much talent, and everyone around the world seems to enjoy it. Great artists such as Peter Ilich Tchaikovsky (music), Valery Yakovlevich Bryusov (literature), and Marc Chagall (art) have shared Russias culture with the rest of the world. Peter Ilich Tchaikovsky is mostly known for his great musicals. One of his greatest musicals The Nutcracker has been turned into an ice show in United States of America. Peggy Flaming, Nicole Bobek, Todd Eldredg, and Brian Orser along with others star in the beautiful and magical ice show. The Nutcracker is a story of a young girl (Clara) who receives a Nutcracker doll as a Christmas present from her Godfather (Drosselmeier), and with the help of a little magic, the doll comes to life in her dreams. Everybody, especially children, love to watch how these ice champions bring the Christmas story of the Nutcracker to life. The Swan Lake is also a very known production of Tchaikovsky. The well-known theme of the tragic Swan-Princess from Swan Lake seems to embody the intense, heartfelt, romanticized suffering which Tchaikovsky music gives voice to so often. Numerous people around the world listen to Tchaikovsky when they are either in a bad mood and want to relax or just to break away f rom the world and go to an imaginary world. In music competitions countless of musicians perform Symphony ...

Assignment 10 Example | Topics and Well Written Essays - 500 words

10 - Assignment Example (Picturing the Past) These words are brought to life from the picture in the advertisement. We see a ship that appears to have docked and is unloading cargo which is Pears’ soap, and another picture showing a black man crouching in front a white man with a bar of soap by their side. It is implied that the white man has brought in the soap to help the black man achieve cleanliness which is the mark of western civilization. This can also be seen from the picture of the white man who seems to have washed his hands in a very clean bathroom. He is meant to epitomize cleanliness that is the mark of the white man’s civilization. (Picturing the Past) Non Europeans are referred to as ‘dark corners’. The white man is said to use the soap to brighten the dark corners of the earth; which they consider their burden, as civilization advances. This refers to non Europeans who are supposed to be receiving civilization by being made clean. The picture of non Europeans that is presented in the advertisement is one who is inferior to the white man, crouching before him to receive the gift of civilization, Pears’ soap. (Picturing the Past) The phrase ‘Cleanliness is next to Godliness’ can be related to this advertisement because both the phrase and the image portray the white man as superior and the helper to Non Europeans. This is because these are God-like traits that the white man is assuming in trying to ‘lighten their burden’, i.e. make everyone like them, which is also a God-like trait as he made everyone in his own image. (Picturing the Past) The white man’s burden is to bring cleanliness to the whole world by lightening up the dark corners of the earth, and the use of Pears’ soap will enable everyone who uses it to achieve cleanliness. By accepting to use the soap, Non Europeans will be accepting the white man’s ways and in the process lightening up the dark corners of the earth. (Picturing the Past) On analyzing the map of Africa

PROJECTS & SYSTEMS THEORY Assignment Example | Topics and Well Written Essays - 2750 words - 1

PROJECTS & SYSTEMS THEORY - Assignment Example Von Bertalanffy (1962, 12) adds that the systems theory is fundamentally based on the notion of system interactions. The concept of system can also be drawn back to Aristotle claims who believed that knowledge is built when one understands the whole and not the single parts. Since the systems theory have proven to apply to many disciplines, most scientists have struggled to shift from the notion of whole to part, in order to capture the particular systems that run the world in different disciplines. Research shows that a number of scholars and authors have adopted the system analysis in describing organizations in relation to their environments. Burns and Stalker (1961, 81) argues that visualizing organizations as systems enables management and marketing. Notable scientists that have developed the systems theory include William Rowan Hamilton. Hamilton (2000, 230) developed the theory focusing on the system of rays in physics. He states that a system of light rays is a collection of lines, which are connected by a common bond and have similar points of origin. When the rays diverge from a source, they compose an optical system, and, when they are reflected on a mirror, they form another system. Hamilton ideas are essential in describing the systems theory that encompasses the aspects of a super system, systems and sub-systems. Hamilton (1997, 35) argues that it is important to integrate the parts of a problem in order to understand the systems theory as a whole as well as the interdependency of these parts. Tien and Berg (2003, 23) defines systems theory as the way of studying any system as a whole instead of the individual parts. Therefore, a system is the group of individual system components that work together to achieve certain goals and objectives. In order to understand and appreciate the systems theory, it is important to learn the components of the