The relationships between the upper and lower classes essays

The relationships between the upper and lower classes essays Upper class societies throughout history have always tried to oppress the populace under them. In Plinys and Jacobs time this oppression took the form of slavery. By comparing and contrasting the relationships between the upper and lower classes in the books of Pliny and Jacob , I will show that attitudes towards oppression of the lower classes mainly slaves were exactly the same, with the main difference being the degree of brutality in the treatment of slaves by the upper class. In Plinys and Jacobs time religion was used to oppress the lower classes; free will to worship as you wish was not tolerated. The Romans only allowed slaves to worship government sanctioned religions. They believed Christians caused disorder and disruption to their political control. For instance, in Pliny to the Emperor Trajan (294), Pliny describes the Christian faith as a degenerate sort of cult carried to extravagant lengths. Further, he shows his frustration over the interrogation of Christians, who are mostly slaves, and his recommendation of sending the accused off to execution (293). In the Southern U.S. slave era, Jacobs describes similar situations where religion was used as a tool to oppress. Jacobs emphasizes that religion was only introduced to slaves to keep them from killing their masters (69). The sermons to slaves were used to remind them to serve their masters obediently and to not shirk their work (70). Slave owners were eventually dissatisfied with slaves attending religious sermons because it was the only time slaves would be addressed as human beings which in the slaveholders mind was counterproductive to their efforts (73). Along with religious oppression there was also political oppression as well. Political oppression took the form of legislation against the lower classes. In Plinys Rome as well as in Jacobs U.S. South, slaves were non-persons who could not own an...

Building a Comprehensive School Discipline Referral Form

Building a Comprehensive School Discipline Referral Form A school discipline referral form is utilized in most school districts. Each district tailors the referral form to meet their particular needs. There are many important reasons that school districts require their teachers and administrators to utilize these forms. These include: Creating a paper trail to protect everyone involved.Gives the principal a starting point and foundation for gathering information relevant to the behavior infraction.Can help establish and document a pattern of student behavior.Guides the discipline process ensuring that every student sent the office on a discipline referral is being met with the same process.  Forces the teacher to evaluate what prior strategies they have implemented on their own to attempt to correct the behavior. Schools that do not use a school discipline referral form to document student behavior issues will likely have several obstacles should legal action be taken by a constituent of the district. Filling out and adhering to a school discipline referral form does take time. However, it is worth it as serves to protect everyone involved in the process. Categories Defined   Others Involved - None, Peers, Teacher, Staff, Sub, OtherPotential Witnesses - List all people who are not directly involved, but may have seen the incident.Nature of Incident - Excessive Talking, Unprepared for Class, Excessive Tardies, Inappropriate Language, Violation of Dress Code, Disrespect, Violation of School Bus Rules, Disorderly Conduct, Defacing Property, Truancy, Lying/Cheating, Uncooperative, Horseplay, Misuse of Electronic Device, Harassment, Bullying, Fighting/Assault, Vandalism, Violation of State Federal Laws, Violation of School Policy, OtherDescribe Incident - List a detailed description of the incident containing all of the known facts.Possible Motivation - Avoid Activity, Avoid Adult, Avoid Peers, Avoid Task, Obtain Peer Attention, Obtain Adult Attention, Obtain Activities, Obtain Items, Other, Dont KnowPrevious Classroom Discipline History of Student - Explain other behavior issues (related and unrelated) you have had with the student in the class.Previously Us ed Teacher Intervention Strategies - Counseling Referral, Parent Conference, Conference with Student, Seat Change, Detention, Loss of Privilege, Social Skills Instruction, Extra Assignment Students Statement - Provides the student with an opportunity to explain themselves and become a part of the process to find a solution.Consequences Assigned by Administrator - Class Removal, Campus Beautification, Counseling Referral, Alternative Placement, Loss of Privilege, Detention, Conference with Student, Mentoring, Conference with Parent, Out-of-School Suspension, In School Placement, ExpulsionFollow-Up Plan - Provides an opportunity to check up on the student, provide the resources, and a plan to support them in correcting the behavior. Sample School Discipline Referral Form Student Name: _____________________________________ Grade:_______________________ Referring Teacher: _________________________________________________ Date: ___/___/___   Time:____________ Location: ______________________________________ Others Involved: ________________________________________________________________ Potential Witnesses: _____________________________________________________________ Nature of Incident: ______________________________________________________________ Describe Incident:  Ã‚   ______________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Possible Motivation: ______________________________________________________________ _______________________________________________________________________________ Previous Classroom Discipline History of Student _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Previously Used Teacher Intervention Strategies (If applicable) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Teacher Signature: ______________________________________________________________ Administrators Report   Student’s Statement What rule did you violate? ___________________________________________________________ Why did you violate the rule? _________________________________________________________ Did you get what you wanted? ________________________________________________________ What is another alternative to get what you want? _________________________________________ _________________________________________________________________________________ Consequences Assigned by Administrator   _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Parent Notification Method   ______ Phone Call ______ In Office ______ Email ______ Letter ______ Other _____________ Referral to Other Services (If Necessary) ______ Discipline Review Team _______ Counseling _______ Local Authorities ______Other Follow up Plan   _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Student Signature: _________________________________________ Date: ____/_____/_____ Administrator Signature: _____________________________________ Date: ____/_____/_____ Parent Signature: __________________________________________ Date: ____/_____/_____

Are the British and Canadian Political Systems Similar Why or Why Not Essay

Are the British and Canadian Political Systems Similar Why or Why Not - Essay Example The international and domestic environment shaped by a country’s political systems has significant influences on the status of the citizens. Political systems helps the government to establish key public institutions and systems like health and education and are responsible for maintaining public order and citizen safety. This is through various agencies that are responsible for formulating, implementing, and enforcing government policies with an aim of achieving specific goals. Britain has a parliamentarian system of government where majoritarian and populism are the widely accepted political philosophy to meet the requirements of the people. History has heavily shaped Britain’s and Canada’s political systems. The political system in Britain and Canada advocate for the formation of governments by political parties that have majority control over the legislative assembly (Montpetit & Foucault, 2010). The constitution of these two countries stipulates that members of parliament should be elected through single -member plurality systems; where the elected individuals represent their constituents in parliament. These individuals must obtain the largest number of votes during elections. The party that garners the largest number of seat in parliament forms the government; with their elected members expected to support the government’s agendas and bills introduced in parliaments. These majority governments are powerful and easily pass their own policy issues irrespective of opposition by political parties outside the ruling party (Klingermann, Hofferbert & Budge, 1994). Argument This paper will argue that Britain and Canada political systems are not similar because of differences in policy making, governance, elections political structure, and parliamentary proceedings influenced by a combination of temporal, cultural, and political factors distinct and different in each country. Britain has a longer political history that has been shaped by struggles between the crown and parliament over personal prerogatives, which defines the current British constitution and executive power set up. The existing democratic leadership has been heavily influenced by civil wars, revolutions, and establishment of a superior parliament over the crown. In the Britain unitary governments, all political power is held by a single national government (Tannahill & Bedichek, 1991). This political system was unsuitable to the local situation in Canada, and they designed a federation where the constitution gave the people the right to have local control over their government (Montpetit & Foucault, 2010). The Canadian federation developed a system where the national government did not have absolute control but allowed for a constitution that would govern the people with their own set of laws. Canada has a much shorter history with the democratic leadership been shaped by continuous struggles between the prime minister and the governor general. Th e democratic rule in Britain is primarily about political representation that wields executive powers, but the Canadian democratic rule primarily focuses on governance. The Canadian political system was developed according to Westminster parliamentary institutions in the 19th century, and these institutions were retained after independence in 1867 (Hazell et al., 2009). Evidence The United Kingdom constitution has been shaped over a long time, and it consists of written

Development and Globalization in Africa Essay Example | Topics and Well Written Essays - 2250 words

Development and Globalization in Africa - Essay Example Dams and water reservoirs have the ability to divert the natural course of rivers, a process that affects the economic and social position of other countries served by the same water body. The development of dams also changes the original riparian users of such natural resources to new beneficiaries, a situation that can create national animosity and understanding. Based on this argument, the construction of dams is affected by the need to bring together the conflicting interests of different nations affected by the same decision. Nations must find the best ways to share the available resources equitably and in a sustainable manner with the aim of meeting the needs of the environment and the economy as a whole2. The development of most African countries has been centered on the need to empower the agricultural sector and reduce the cost of energy generation and electricity use. This goal has been achieved fully or in part in most African countries such as Egypt and Ghana through the construction of dams and water reservoirs. The commission reports on dams highlight the significant position that dams play in the progressive development of an economy. First, dams remain significant and influential in the development and economic empowerment of human beings. Countries such as Egypt have derived massive benefits from dams constructed on controversial water bodies such as river Nile3. Secondly, most countries and people have been forced to pay significant amount of money to safeguard the benefits accrued from the construction of such dams in different parts of the continent. In most instances, the cost that has been incurred to secure the construction of such sites goes beyond the financial value it has on the economy and the people. Some communities living downstream and using the water bodies for various purposes have been forced into

Perception and Treatment of LGBT Essay Example for Free

Perception and Treatment of LGBT Essay This aggression can be sexual in nature or the effects can closely resemble those of sexual harassment and then can constitute sexual harassment. Middle and high school students are dealing with verbal and physical bullying in school to where these students are either dropping out or transferring schools or even becoming a home schooled student so that they can avoid being harassed about their sexual orientation. Bullying is an aggressive behavior that is intentional and it involves the imbalance of a persons power or strength Lesbian, gay, bisexual and transgender LGBT) youth, or those individuals that is perceived to be LGBT may be teased and bullied by their peers in schools as well out in public. Our educators, health professionals, parents, and any other concerned adult can make a difference in the lives of our LGBT youth. Often, bullying towards LGBT youth targets their non- conformity to gender norms. This type of bullying can be considered to be a form of sexual harassment and this harassment is covered under Title IX of the Education Amendments ot 1972. Research nas shown that our bullied L T youth are more likely to skip school, smoke cigarettes, use alcohol and drugs, or even engage in other risky behaviors (Ponton, 2001) The lesbian, gay or bisexual youth are more than twice as likely as other youths and children to be depressed and think about or will attempt suicide (Ponton, 2001). These risks are the same whether our youth are LGBT, are heterosexual but are wrongly perceived to be LGBT, or they will even choose to hide their sexual orientations. Our schools need to develop a clear policy on bullying of any form that can be onsidered by adding sexual orientation and gender identity to their bullying policies (Office of Civil Rights, OCR, 2010). By applying these policies, it tells all students to treat everyone equally, regardless of their sexual orientation (Get Busy, Get Equal, 2006). Schools that already have an anti-bullying policy can consider to make it clear that bullying based on sexual orientation is against school policy (Get Busy, Get Equal. 2006). Like every human being, those individuals that are LGBT, they have parents and family that love them for who they are or what their sexual orientation ay be. When a person is rejected because of his or her own sexual orientation, everyone in the family can suffer the effects unnecessarily Just like those or are LGBT. For those individuals that are rejected, the consequences are often and can be very tragic. Regardless of their sexual preference, these individuals still need their families unconditional love and acceptance, and those who receive it have a greater chance of living a happy, healthy and fulfilling life. In fact, sexual orientation of all kinds, including heterosexuality, is an innate trait, not a lifestyle choice. But if you are straight, the question is, when did you decide to be attracted to the opposite sex? To be LGBT in orientation is a normal and natural human characteristic, and it is Just one of the many ways that people are different. Both the American Psychiatric Association and the American Psychological Association have recognized that homosexuality is not a mental disease or an emotional disorder. Therefore, there is no cure for a persons sexual orientation. Most of the emotional disturbances that have been experienced by gay men and lesbians all around the world with their exual identity is not based on physiological causes but rather is due more to a sense of alienation and to the unacceptance in todays environment.

The House on Mango Street :: House Mango Street

The House on Mango Street This book is so powerful because Sandra Cisneros gives a first-hand account of the everyday magic and misery of young Esperanza, simultaneously applying themes of her desire for escape and love for the people and bittersweet childhood of Mango Street. In many other novels of this sort, the dialog comes across as an extended complaint, a long and tiresome negative report of how down-trodden and hopeless is a given situation, and how arrogantly nonchalant are those who benefit from or cause it. The beauty of this book is Cisneros' deft mingling of Mango Street's poverty and low social status with its inherently human beauty and magic when seen through the eyes of a young girl. Mango Street's humanly rich qualities are what will bring Esperanza back. The mayor won't help Mango Street, so who will? Clearly, at the end of the book, she will. Her telling of their story in such a positive and invigorating light might change the mayor's mind. Reading Cisneros' brief biography on the last pag e says that she taught high school drop-outs, probably not from towns like Amherst or Acton, but from neighborhoods like Mango Street. Seldom can an author make a pointed social and political statement about poverty and social stratification without making it oppressive and depressing. Esperanza realizes her situation enough to want to escape it. She sympathizes with her father who wakes up in the dark every morning and is gone before the rest of the house is awake. But she is at the same time wonderfully innocent. She and her friends believe that the Earl of Tennessee's prostitutes are his wife, and no one can agree on what she looks like. This book is like a photo album, there is no chronological story, but each snap-shot a whole story in itself. Interspersed throughout the Mango Street-specific bits, are pieces of timeless relevance, like "A Rice Sandwich." This sketch tells the timeless truth that you always want what you don't have, but once you get it, it's not so great anymore. "Canteen! Even the word sounds important!" She doesn't belong there, and the kids who do are probably wishing they could go home for lunch.

Genres Of Literature

Genres of literature are important to learn about. The two main categories separating the different genres of literature are fiction and nonfiction. There are several genres of literature that fall under the nonfiction category. Nonfiction sits in direct opposition to fiction. Examples from both the fiction and nonfiction genres of literature are explained in detail below. This detailed genres of literature list is a great resource to share with any scholars. Types of Nonfiction: Narrative Nonfiction is information based on fact that is presented in a format whichtells a story. Essays are a short literary composition that reflects the author’s outlook or point. A short literary composition on a particular theme or subject, usually in prose and generally analytic, speculative, or interpretative. A Biography is a written account of another person’s life. An Autobiography gives the history of a person’s life, written or told by that person. Often written in Narrativ e form of their person’s life. Speech is the faculty or power of speaking; oral communication; ability to express one’s thoughts and emotions by speech, sounds, and gesture.Generally delivered in the form of an address or discourse. Finally there is the general genre of Nonfiction. This is Informational text dealing with an actual, real-life subject. This genre of literature offers opinions or conjectures on facts and reality. This includes biographies, history, essays, speech, and narrative nonfiction. Nonfiction opposes fiction and is distinguished from those fiction genres of literature like poetry and drama which is the next section we will discuss.

First “Misleading” Impressions

Cypress Ranch High School Ms. Piotrowsky 3rd Period English K/Dual First â€Å"Misleading† Impression In Jane Austen’s Pride and Prejudice the most common and concurrent theme is probably the theme of first impression. The entire novel, from beginning to end, travels around conclusions made from first impressions and how, in cases, they are wrong. In fact, the first proposition for the title of the novel was First Impressions not Pride and Prejudice. As the theme of the novel progresses, characters realize that their conclusions made based on first impressions were flawed.As this happens, new relationships develop. Jane Austen even makes the reader believe or create its own first impressions only to later realize that they were wrong. During this time period, the idea of wealth and class was predominant among society; therefore, most first impressions were based on the amount of money a person had or on his/her ancestry. The main theme of first impressions goes around à ¢â‚¬Å"Elizabeth, the heroine, and Darcy, her eventual husband, the chief obstacle resides in the book’s original title: First Impressions. (Sherry, Pride and Prejudice limits of society) At the ball, Mr. Bingley encourages Mr. Darcy to dance with Elizabeth but he refuses by stating, â€Å"she is tolerable, but not handsome enough to tempt him† (Austen 13); and Elizabeth’s first impression about Mr. Darcy is that â€Å" he is proud, above his company, and above being pleased† (Austen 17). The reader understands that physical appearance is not the only factor that drives Mr. Darcy towards that opinion, but her lack of wealth and her vast family are. Throughout the novel the reader experiences realizations and transformations of views.At first Austen makes the reader create false impressions, just as the characters in the novel, only to later realize that the opinions the reader had about the characters were flawed. Many critics agree that â€Å"†¦In t his novel by Jane Austen, we don’t only see how first impressions affect relationships, but we also see how the characters in this story experience transformation through their experiences of first impressions, pride and prejudice. † (Stasio, An Evolutionary Approach to Jane Austen). Ironically enough, Elizabeth realizes â€Å"that they had entirely mistaken Mr.Darcy’s character† (Austen 219). What at first was a feeling of string repulsion towards one another slowly became a feeling of attraction. As the novel progresses, different events occur that come to the final transformation of Elizabeth’s first impressions. She learns through different sources that Mr. Darcy is not the man she believes him to be; and that most of the rumors she has heard (from Mr. Wickham) are twisted truths. At the end, as the final process of her realization, she says that â€Å"†¦Vanity, not love, has been my folly.Pleased with the preference of one, and offended b y the neglect of the other, on the very beginning of our acquaintance, I have courted prepossession [pride] and ignorance, and driven reason away where either were concerned. Till this moment, I never knew myself. † Austen contrasts the theme of first impression with the relationship that develops at the beginning of the novel between Mr. Bingley and Jane. She develops a relationship based â€Å"in a vision of love in which women and men care about each other with a passionate tenderness.Jane and Bingley have a natural compatibility for one another. † (Bonaparte, Conjecturing Possibilities) In this relationship, there are no feelings of avarice or greed because â€Å"It was generally evident, whenever they met, that he did admire her; and to her it was equally evident that Jane was yielding to the preference which she had begun to entertain for him from the first, and was in a way to be very much in love. † (Austen 22). Neither of them was worried with wealth, cl ass or family heritage. On the other hand, Mr. Bingley’s sister, Caroline, and his friend Mr.Darcy believe that Jane’s family was not high enough in the social ladder and therefore she did not deserve him. They even tried to intervene in their relationship by breaking them up, but at the end they end up marrying each other. There is no doubt that Jane Austen wanted to install a sense of realization regarding first and false impressions in the readers mind. Pride and Prejudice helps society understand how it behaves through real life examples developed by fictional characters such as Jane, Elizabeth, Mr. Darcy, etc.Pride and Prejudice is a sign of protest Austen uses to rebel against her society and its dependence on first impressions. She tries to make us understand that almost always first impressions are wrong. However, she is not implying that society should eliminate them from society, but rather undermine and challenge them because they are not entirely true. WORK S CITED Austen, Jane. Pride and Prejudice. 1813. New York: W. W. Norton, 2001 Bonaparte, Felicia. â€Å"CONJECTURING POSSIBILITIES: READING AND MISREADING TEXTS IN JANE AUSTEN'S PRIDE AND PREJUDICE. Pride and Prejudice. New York: W. W. Norton, 2001. Web. ;http://content. ebscohost. com/pdf10/pdf/2005/SNV/01Jun05/17682767. pdf? T=P;P=AN;K=17682767;S=R;D=a9h;EbscoContent=dGJyMNHr7ESep644v%2BbwOLCmr0mep7FSrqm4S7OWxWXS;ContentCustomer=dGJyMOzprk%2B2qLZNuePfgeyx44Dt6fIA;. Sherry, James. â€Å"Pride and Prejudice: Limits of Society. † Pride and Prejudice. New York: W. W. Norton, 2001. Web. ;http://content. ebscohost. com/pdf25_26/pdf/1979/SLT/01Sep79/4721658. pdf?T=P;P=AN;K=4721658;S=R;D=a9h;EbscoContent=dGJyMNHr7ESep644v%2BbwOLCmr0mep7FSrq64TbeWxWXS;ContentCustomer=dGJyMOzprk%2B2qLZNuePfgeyx44Dt6fIA;. Stasio, Michael J. â€Å"AN EVOLUTIONARY APPROACH TO JANE AUSTEN: PREHISTORIC PREFERENCES IN PRIDE AND PREJUDICE. † Pride and Prejudice. New York: W. W. Norton, 2001. Web. ;h ttp://content. ebscohost. com/pdf19_22/pdf/2007/SNV/01Jun07/25902589. pdf? T=P;P=AN;K=25902589;S=R;D=a9h;EbscoContent=dGJyMNHr7ESep644v%2BbwOLCmr0mep7BSs6u4SbOWxWXS;ContentCustomer=dGJyMOzprk%2B2qLZNuePfgeyx44Dt6fIA;.

Smartphones in Society

Smartphones in Society Introduction Recent progresses in Internet-based smartphones have created changes in the contemporary society. The smartphone has computing applications with advanced features of the Internet connectivity. It also has multimedia player, digital camera, GPS tracking systems, and video camera among other features.Advertising We will write a custom essay sample on Smartphones in Society specifically for you for only $16.05 $11/page Learn More Latest smartphones have high-resolution touch screens, browsers, and high-speed Internet accessibility. Smartphones have brought about convenience to users as well as addiction problems, which are similar to those experienced by Internet users (Greenfield, 1999). The fact that smartphones are mobile has aggravated the problem of addiction. Smartphone addiction causes both physical and psychosocial challenges among users. A study by Leslie Perlow about the use of smartphones among 1,600 managers and professionals revealed v arying degrees of usages (Davis, 2012). It showed that: 70 percent checked their smartphones within the first hour after getting up 56 percent checked their smartphones within one hour before going to bed 48 percent checked their gadgets during weekends and nights 51 percent did so during vacation 44 percent would suffer anxiety if they lost their smartphones and failed to replace them within the week (Davis, 2012, p.1) Problems The latest use of the term addiction applies to Internet, gambling, behavioural problems, gaming, and smartphone usages. There are people who use their smartphones while driving or crossing roads, which may result into road accidents. Children show addiction to smartphone games while learners have concentration problems during lectures. Specific problems may include the following. First, smartphone causes users to have daily life balance challenges. Users may find it hard to concentrate, keep appointments, or miss planned schedules. Some may experience blu rred vision, dizziness, wrist pain, and sleeping problems. Second, some scholars have noted that some smartphone users believe that friends from the cyberspace are important than real-life friends. Such people feel lost when they are unable to connect with their cyberspace friends. Third, there is also uncontrolled use of smartphones. Users prefer to use their smartphones for references rather than consult their friends.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Finally, smartphone users who tried to withdraw from smartphone addictions experienced withdrawal challenges. For instance, Kwon and colleagues observed that smartphone users became â€Å"impatient, fretful, and intolerable without their smartphones† (Kwon et al., 2013). Solutions Daily life balance challenges require users to enhance awareness of events in their immediate environments and concentrate on such even ts to increase concentration. Still, reduced usages shall eliminate physical challenges users experienced. Users should engage their real-life through social activities frequently than their cyberspace friends. Uncontrolled use of smartphone requires users to review the need to respond to smartphone alerts, deactivate the alerts, and consult their colleagues rather than the phone because such actions can reduce anxiety. Withdrawal challenges require users to practice gradual withdrawal rather than abrupt in order to reduce cases of anxiety. Evaluation of solutions Enhanced awareness and concentration give users opportunities to restore balance in their daily lives and concentrate on important matters. This solution can be effective if users follow it. Reducing usages is a perfect solution to eliminating physical problems. Engaging real-life friends is effective solution to the belief that cyberspace friends are important than real-life friends. Deactivating alerts and consulting fri ends is effective for reducing uncontrolled usages and anxiety. Gradual withdrawal can be effective way of reducing withdrawal challenges. Conclusion Smartphone addiction is a source of physical and psychosocial problems among users. Solutions to these problems include enhancing concentration, reducing usages, engaging in social activities with real-life friends, consulting colleagues, deactivating alerts and practising gradual withdrawal. No scientific study has proved effectiveness of these solutions. However, they can be highly effective if users practice self-discipline.Advertising We will write a custom essay sample on Smartphones in Society specifically for you for only $16.05 $11/page Learn More References Davis, S. (2012). Addicted to Your Smartphone? Heres What to Do. Retrieved from https://www.webmd.com/balance/guide/addicted-your-smartphone-what-to-do#1 Greenfield, D. (1999). Virtual Addiction: Help for Netheads, Cyber Freaks and Those Who Love T hem. Oakland, CA: New Harbinger Publications. Kwon, M., Joon-Yeop, L., Wang-Youn, W., Jae-Woo, P., Jung-Ah, M.,Dai-Jin, K. (2013). Development and Validation of a Smartphone Addiction Scale (SAS). PLoS One, 8(2), 1-7.

Musings on the Uses of Abash

Musings on the Uses of Abash Musings on the Uses of â€Å"Abash† Musings on the Uses of â€Å"Abash† By Maeve Maddox The word abash has always seemed to me to belong more to the literary sphere than to the workplace. That’s why I did a double-take when I read this on a site dedicated to marketing: A corporation operating in a capitalist society has the obligation to make a profit. It does not have the obligation to make friends, except where/when that would lead to profit.  It does not have an obligation to abash itself at every possible opportunity. I wondered if the word was being used as a synonym for â€Å"bash† in the sense of â€Å"disparage.† As a transitive verb abash means To destroy the self-possession or confidence of (any one), to put out of countenance, confound, discomfit, or check with a sudden consciousness of shame, presumption, error, or the like.  Ã‚  OED. Older literature provides plenty of examples of the use of abash as a verb: That you are a princess does not abash me, but that you are you is enough to make me doubt my sanity as I ask you, my princess, to be mine. A Princess of Mars, Edgar Rice Burroughs The titter that rippled around the room appeared to abash the boy, but in reality that result was caused rather more by his worshipful awe of his unknown idol and the dread pleasure that lay in his high good fortune. The Adventures of Tom Sawyer, Mark Twain. (The teacher has just sent Tom to sit with the girls.) Most of the examples I find in recent writing use the -ed form abashed to describe a person whom a remark or occurrence has caused to feel embarrassed, humiliated, or ashamed. Bruce had the sense to look abashed as he came out of his office looking dry and handsome and seeing Betty standing next to her desk dripping and wet. (review of an Ugly Betty episode) Though he does his best to cover himself with his hands and look abashed, Stiller merely comes off as ridiculous. (review of Ben Stiller movie) She seems to look abashed in her photos all tarted-up for the media. (comment on Scarlett Johansson’s publicity photos) According to the OED, the reflexive use is obsolete, but it is in use on the web: dont abash yourself for jumping the gun Do You Abash Yourself With These Negotiating Mistakes? when we believed the GOP could not abash itself any more it The strangestand most abundantuse of abash that I found was in gibberish postings like these: I deliberate on the most impressive horror you desideratum to do when starting in a home based affair is to figure out your budget before you start and stick to it.   Don’t abash yourself in a fix financially where you last will and testament be hurt if it doesn’t   This is from a site purporting to provide information for running a home based business. You don t charge to be a hero and do everything, and anticipate of everything, yourself. Abhorrence to acquaint you this but, if you alpha out you DON T understand aggregate ok so don t abash yourself by cerebration you do The second example had a byline. I was surprised that anyone would put her name to such stuff. Then I found one of my own posts transformed into gibberish with my name still attached to it. A group of fiction sites connector to posts on the DailyWritingTips neighbourhood. We like that. Sometimes they overreach a clear up excerpt followed alongside a connector to the remainder of the article on our neighbourhood. I date nothing falter with that. (Original here) Bottom line on abash: by all means, use abash when it seems to be just the right word. Just remember that it does not mean the same thing as bash. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:70 Idioms with HeartYay, Hooray, Woo-hoo and Other AcclamationsGrammatical Case in English

Asian Cinema Essay Example | Topics and Well Written Essays - 2750 words

Asian Cinema - Essay Example Emergence of women’s cinema in China Being a woman in patriarchy has been a resonating theme in the Chinese films of the 1980s, where the narrative accorded women a central position in the purview of cinematic representation (Dissanayake 13). While the mainstream Chinese cinema of the 20th century was benchmarked on portraying martial arts in all its fury, there had been a diversion, albeit at a subliminal level, in the way women directors addressed gender discourses in relation to making of the modern Chinese society. However, one can find a blend of different opinions coming from women directors of contemporary Chinese cinema. Cui cites an interview where three well-known Chinese women directors talked about three distinct purposes behind filmmaking. Director of Sacrificed Youth Zhang Nuanxin candidly admitted that she was driven more by artistic impulses than by pledging allegiance to any particular genre of cinema, contextually ‘women’s cinema’. Maker o f The Women’s Story Peng Xiaolian endorsed the idea that women’s cinema should by all means reflect â€Å"a woman’s psychology†, whereas Hu Mei insisted that films centered on women ought to be compelling enough to let the audience view the world before the camera from women’s perspectives . When it comes to granting exclusivity to women’s cinema, very few directors from the Chinese diaspora could successfully negotiate the mammoth task of depicting women’s lives during the transnational shift in the 1990s. Hong Kong-based director Ann Hui is certainly amongst those rare breed of filmmakers who set a paradigm for understanding the concerns only women dealt with in times of handover. (Eleftheriotis and Needham 89). Hui’s Song of the Exile (1990) delineates with profound craftsmanship the intersections between political landscape and subjective memory, and examines the contours of individualism and interpersonal relationships. In years to come, Ann Hui would become the most revered Chinese woman director in Hong Kong, garnering international fame (Wang 35). Populated by female characters, the film analyses the agony of homecoming at a time of personal and national turmoil. Most importantly, Song of the Exile incites the viewers to support the feminine viewpoint embedded in the storyline (Naficy 233). Clara Law: Films at cultural crossroads Macau-born woman director Clara Law, who later migrated to Australia before the United Kingdom transferred sovereignty over Hong Kong to the People’s Republic of China in 1997, is most well known for her directorial masterpieces Farewell, China (1990), Autumn Moon (1992), Floating Life (1996) and The Goddess of 1967 (2000). Law’s films powerfully deliver the message that gender identity is susceptible to falter under cross-cultural influence. The first three of the aforementioned films sketch the lives of young people roving from one continent to another in search of fortune. The concept of the Global Chinese, as posited by Marchetti, becomes pronounced in Law’s cinematic undertakings that draw migrant characters without any apparent homogeneity in class, ethnicity, age, or gender traveling around the globe