You Decide: Leonard Cooper Charter School Is a K-12 School

Print This Page Scenario Scenario Summary Leonard Cooper Charter School is a K-12 school with approximately 1,000 students. The school wants to develop a local area network that meets the needs of the school now and is scalable for the future. There have been numerous complaints about the speed and reliability of the network, especially since a new addition to the building was added a few years back. Your Role and Assignment You are the systems administrator contracted by Leonard Cooper to upgrade the local area network to meet the ever-increasing needs of the building's students and faculty members.Your first task is to interview key stakeholders to determine what the key areas of concern are. Activity The charter school's CEO has requested your help in updating the network to meet the demands of the building's faculty members and students. Your job is to interview the key stakeholders and to take action to remedy the issues that they have. Write a two to three page proposal address ing each of the stakeholder concerns. Use the technologies below for the areas of concern. All of the technologies listed below will not be used, so be careful with your choices.You must use one of the solutions below to address each area of concern. Be specific in your responses, and justify the use of each technology based upon the concern. Category 2 UTP 10Base – T Ethernet Cabling Category 5 UTP 100Base – T Ethernet Cabling Category 6 UTP 1000Base – T Ethernet Cabling Server Farm File Server Print Server 8 port hub 16 port hub 24 port hub 8 port switch 16 port switch 24 port switch Storage area network RAID Fiber 1000Based-F Domain controllers Bus topology Topology Microwave wireless media Infrared wireless media Radio wireless media K E Y P L A Y E R S Helen Ross, Network Technician, FemaleBack to top â€Å"I don't know who designed our old network or what they were thinking. You see, my job is to support the faculty in the building and to fix minor networ k issues. Well, we often have major issues in our building, and I'm hoping that you can make things better. Printing is a really problematic area for us. You see, we have over 50 networked printers in this building. Although we do need the printers, we need some way to consolidate the management of print jobs, as the queues on these printers often are filled. We also need to navigate to each printer individually to clear them.There has to be a better way because this is ridiculous. Collisions have become a problem for us as well since we started to add new computers a few years ago. In the morning when everyone gets in, network performance slows to a crawl because everyone is busy on the network with their morning attendance and checking e-mail. After performing a network analysis, I figured out that there were way too many collisions on the network. There has to be a way to fix this. † John Fischer, HVAC Tech, Male Back to top â€Å"You know, 20 years ago when I started in t his business, I never had to have discussions with the computer folks.My, how have times changed! Today, about 90% of my equipment located within the facility can be managed via my laptop and Web browser. Whenever I plug my laptop into the telephone looking jack in the wall, my operating system says that I'm now operating at 10 megabits. Then, whenever I browse to my equipment, I cannot retrieve any data. After going back and forth with the HVAC support techs, they determined that my connection needed to be 100 megabits. They said it must be my network because they were able to walk me through confirming my network card supported up to a 1 Gigabit connection.It would sure make my job a lot easier if I could manage this equipment via the Web. It would also be great to have the option of connecting to this equipment via a wireless connection of some sort. † Selena Daniels, Principal, Female Back to top â€Å"Thank goodness you are here to fix this mess. A few years ago, we adde d a new wing to the building. I'm glad we were able to fund the construction, but the network must have been underfunded. Each of the classroom areas does not have a live network connection port, and that has been a big problem for us because we cannot add additional network devices to the classroom.I asked the previous systems contractor about this, and she said that we have the ability to connect up to 7 classrooms, not 23. She said that's way too many. It's not too many when you have faculty members who now have desktops that are, basically, large paper weights. I need my people connected to the network in this wing, and that equipment needs to be used – bottom line. As for the seven classrooms I do have connected, the faculty there often complain that the connection from their area to the mail server at the other end of the building is often very slow. â€Å"Alfred Wingfield, IT Director, Male Back to top â€Å"This has been a long time coming. I told the contractors th at expanded our building a few years ago that we needed two things: just two simple things. One was and updated cable infrastructure that would enable us to integrate our voice over an I. P. system with our current data system. The other was that all of our backbone switches would be connected to each other with a high speed connection. What did I get? I got neither one of these request taken care of. I swear, I don't know how that crew left here with a pay check. Our voice over I.P. phones will not work because the vendor says we should be running at least a 1,000, 100 based network. As far as the backbone is concerned, after our last testing, I can honestly conclude that it is not running up to par. There is an extreme bottleneck, and communication from one end of the building to the other is sporadic at best. They gave us a twisted pair connection between our old wing backbone switch and the new wing backbone switch, which are about 120 meters apart. You have to have a better sol ution for us than this because this has been one frustrating ordeal! â€Å"

Classes in the Kite Runner Essay

â€Å"Afghanistan is the land of Pashtuns. It always has been, always will be. We are the true Afghans, the pure Afghans, not this Flat-Nose here. † This is the start of the tension between the two distinct social classes on pages 40-43 within the novel, The Kite Runner. The author’s purpose for placing this scene within the novel is to show the relationship held between the Hazara Tribe, and the Pashtun tribe, within Afghanistan. The scene in the book allows the reader to begin to understand the tension between the tribes, which fuels the story. Due to the research I completed on the tribes within Afghanistan, I can sharpen my knowledge and interpret the scene in the novel better. While researching, I discovered that the Hazaras have Mongol Characteristics. As a result of this, I was able to understand the scene better, when Assef called Hassan a â€Å"Flat-Nose. † The reason that Assef Called Hassan this, was to poke fun at his Mongol Characteristics, such as having a flat nose. In the same manner, Assef states, â€Å"how can you talk to him, play with him, let him touch you? † Through my research, I was able to learn that it was rare for Pashtuns to play with Hazaras. Hazaras are of a much lower class than Pashtuns, and are treated poorly. Within the scene, there are three apparent literary terms—parallel, imagery and diction. Parallel is used when â€Å"Hasan [holds] the slinghshot pointed directly at Assef’s face. † Hassan uses his slingshot in this scene, to fight Assef, and Hassan’s son uses a slingshot to hurt Assef towards the end of the book. Additionally, the author uses imagery, to show the intense tension between the boys. When Hassan pulls the slingshot, â€Å"his hand [trembles] with the strain of the pulled elastic band and beads of sweat [erupt] on his brow. † This imagery allows you to realize the amount of stress, and tension Hassan must undergo. Finally, the author uses diction, when he describes the actions of the characters, including when he states, â€Å"he made a sweeping, grandiose gesture with his hands. † The diction such as sweeping, and grandiose, allows the reader to fully understand what Assef is trying to convey. There are two main ideas within the scene; they are the ideas of Assef hating Amir and Hassan, and Hassan protecting Amir. Based on the key idea of Hassan protecting Amir, the theme of love appears. Amir uses his slingshot, and does everything that he can to protect Amir, display his love towards him.

Entrepreneurial Leadership Paper Assignment Example | Topics and Well Written Essays - 1000 words

Entrepreneurial Leadership Paper - Assignment Example Five Guys emphasizes service quality more than business profitability, as the management believes that this policy is the best way to meet customer expectations. Jerry Murrell, one of the co-founders of Five Guys, says that his business plan was simply to â€Å"sell a really good, juicy burger on a fresh bun. Make perfect French fries. Don’t cut corners† (as cited in Contemporary Business, 2012). The company is not ready to compromise its product quality despite the considerable amount of money and time it has to invest to sustain it. The case study reflects that the company imported potatoes from northern Idaho regardless of the slow growth issues in order to obtain solid and tasty potatoes; and in contrast to this, the firm’s competitors imported cheaper and low quality potatoes from Florida or California (Contemporary Business, 2012). Similarly, when most of the fast food chains served dehydrated frozen fries to take advantages of size, Five Guys always provid ed its customers with fresh fries. It is observed that most of the other food chains tried to pool cheap raw materials in order to enhance wealth maximization. This business philosophy benefited the organization in achieving high level customer loyalty. From the case study, it is obvious that customers patiently wait for burger even if its 17 different toppings are made to order and it is a time consuming task (Contemporary Business, 2012). Furthermore, Five Guys’ distinct philosophy helped the company to eliminate advertising expenses since the strategy itself was a sufficient asset to make customers advertise for the company. Analyze the original values of the start-up company and how it remains strong today Since the beginning, Five Guys has been successful, and it is one of the few food chains in America that remained unaffected by recent global recession (QSR Insights, 2012). While seeking the reason, it is clear that the company’s strict policies have helped it t o overcome various market difficulties throughout its history. In other words, original values for the start-up company still remain strong despite some negligible changes. As the company management had decided at the time of Five Guys foundation, the firm still continues to offer quality products and services to its customers. At the start up time, the company had decided not to use low quality ingredients or serve frozen food items to people. Minimizing advertisement expenses and thereby passing savings to customers was another start up value of the firm. Even in the midst of the recent global recession, the company was not ready to use low quality ingredients for its food items. In addition, the company still focuses on its customer advertising strategy together with employee incentive schemes to promote its business. Even when the company began franchising in 2002, it was vigilant, insisting that franchisees do not use low quality products and do not render low quality services. In order to ensure franchisees’ potentiality, the firm does not franchise to anyone unless the prospect operates a minimum of five restaurants. Throughout its history, the company received numerous awards for its efficiency and customer services. Most notably, the firm obtained Washington Magazine’s â€Å"Number 1 Burger† award for seven years (Contemporary Business, 2012). However, according to 2010 annual report by the Center for Science in the Public Interest, Five Guys’

Individual paper Essay Example | Topics and Well Written Essays - 2500 words - 1

Individual paper - Essay Example All these efforts are aimed at making organizations more competitive and yet these activities have one profound effect on organizational life. Human resource managers are being asked (told) to do more with fewer people. This organizational mandate places tremendous pressure on HR professionals and business leaders. It is a real challenge to maintain performance, quality and customer service with fewer people. It is the equivalent of a symphony orchestra conductor being asked to make better sounding music with fewer percussionists and smaller string, woodwind and brass sections. A tough job indeed and it is being further compounded by a shortage of skilled and motivated workers in nearly every segment of the world labour market. The present essay is an attempt to examine and discuss today’s organizations that face a range of people management challenges. To achieve organizational excellence and showcase effectiveness in the modern changing business environment, a roadmap to HR transformation is required. Generally HR department is not looked at as a revenue generating model unless it takes up recruitment consultancy services and delivery of outsourced HR services. It has to understand the prevailing lacunae, have a vision, build a model, validate and implement the delivery approach to make itself a revenue model. More reasonably its HR department has transactional, functional specialization and business strategy units. The focus of HR is to work better, faster and cheaper. Recruiting benefits, administration, training, performance management and record maintenance fall under the transactional services. The crucial strategic planning, knowledge management, career and organizational development fall under the business strategy mode. HR will now tend to have a dual approach of employee-oriented and customer-oriented focus. Many large companies across the world continue to club HR

OPEC not complying under the WTO Term Paper Example | Topics and Well Written Essays - 5000 words

OPEC not complying under the WTO - Term Paper Example According to documents of the organization, the most important aim of the OPEC is to create the co-ordination of diverse petroleum policies as well as unification and diversification of different petroleum policies along with the member countries and also to set the determination of the most ideal means for preserving their interests, both individually as well as collectively.2 Also these policies and strategies have been established by the organization to create the need for securing a steady stream of income for these oil-producing countries.3 This steady level of income is also expected to produce an efficient economic as well as regulatory supply of oil and petroleum to consuming nations all over the world and a fair return of profit on their capital accumulation to those countries which are investing in petroleum industries of these nations.4In addition to this, OPEC has also suggested to ensure the aim of stabilization of prices of oil in global as well as nationwide oil market s. OPEC assumed a ‘Declaratory Statement of Petroleum Policy in Member Countries’ where it established â€Å"the inalienable right of all countries to exercise permanent sovereignty over their natural resources in the interest of their national development. Membership grew to ten by 1969†5 This policy has been established by the organization with a view regarding elimination of harmful as well as unnecessary fluctuations.6 Currently, OPEC’s membership is consisted of the eleven countries which are: â€Å"Iran, Iraq, Kuwait, Saudi Arabia, Venezuela, Qatar, Indonesia, Libya, United Arab Emirates (UAE), Algeria and Nigeria†.7 The first five nations are regarded as Founder Members, and the rest are recognized as Full Members (which have joined the OPEC between the time period of 1961 and 1971). In the year 1992, OPEC comprised thirteen nations as constituents. These included both Ecuador as well as Gabon.8 Pursuant to Statute of the OPEC, nations can be come Full Members under the condition that these nations have a substantial amount of net exports of crude oil or petroleum and also possess alike interests to the member nations. For the purpose of obtaining membership of the organization, a country needs to be accepted by a majority number of 3/4 of the Full Members which include the agreement of all the five Founder Members.9 Under the â€Å"Uruguay Round Agreements†10, it has been suggested by the WTO that members are not allowed to impose export quotas on oil. Hence, while OPEC is an organization based on single product, WTO is a multilateral unit with a larger membership.11 Along with this, the OPEC’s policies in regard to price manipulation have been regarded as one of several most important factors in regard the strategy of establishing high gas prices in last few years. The amounts of this high gas prices are now comprised of average near about $2.20 per gallon.12 United States Senator Frank. R. Lautenberg in an official meeting commented that, â€Å"If you are part of a monopoly like OPEC you cannot belong to the World Trade Organization, which offers all kinds of commercial benefits.†13 On 8th July 2004 a report with the title ‘Busting Up the Cartel: The WTO Case Against OPEC’ was published from the office of the senator Frank Lautenberg in which

Philisophy Essay Example | Topics and Well Written Essays - 500 words

Philisophy - Essay Example It is only by wondering about the difficulties and complexities involved in assessing things, men started to define principles that reduced the complexities as they progressed towards knowing the details. The major reasons for his concern included the fact that the world is changing everyday with new inventions and discoveries and one thing which may be a fact today may be changed tomorrow. Hence, Descartes was very concerned on the certainty aspect of things and principles that are confounded every day. The statement introduced the world to the ideas of psychology and to the subject of metaphysics. It allowed philosophical thinkers to realize that one’s existence is known only if he is able understand the consciousness of thinking and this thought allowed them to explore into new areas. Descartes was the first to state that the physical body of a human being is a completely different context when compared with the immaterial mind. Yet, he believed that only by the interaction of these two subjects the human entity exists. (Clarke, 1982) According to him, that a mere existence of a human being is only known when he doubts, when he thinks or, when he performs any other activities, mentally. So without that activity, he believes there is no ‘he’ or ‘I’ to represent and hence he says those words. (Clarke, 1982) The proof given by him can be subdivided into three parts. Firstly, he believes that a human feels to exist only when he thinks and, what he believes to be clear and distinct are true to him. Secondly, all these cannot arise from nothing. Finally, things which are considered perfectly done in a natural way cannot arise from something that is less perfect and hence only God could have created them. (Clarke, 1982) The correspondence theory suggests that a statement can be declared as truth if it holds good when considered in relation with the world. The

The Victorians Essay Example | Topics and Well Written Essays - 500 words - 1

The Victorians - Essay Example I not only communicated through symbols, but also expressed my emotions through playing piano. The division of responsibilities was very significant; men and women recognized the difference in their roles and accepted the fact that even within marriage they were supposed to lead separate lives until their death. Unmarried women who got pregnant were highly disregarded in the Victorian era; they were considered not only conspicuous, but also a danger to the society’s stability. However, pregnancy of a married woman was highly valued because of the high position of babies after marriage. I remember a big celebration that was held by my father when I experienced my first menstrual cycle. I think he held the celebration because he knew he was going to exchange me for a good amount of money. He was the one that had the authority of deciding which boyfriend was to marry me depending on the money on his saving account. In connection with this, only women who were virgins were considered potential wives during my era. Virginity was an indication of not only purity of the woman, but also a significant bride price. Marriage in my era was also between couples from the same social class; a wealthy man married a woman from a wealthy family as well as a poor man married a woman from a poor family. To avoid shame associated with uncalled matches, my parents controlled my company. It was a result of this that I married a wealthy man that I did not love. Double standard was also acknowledged in my era; men were allowed to have many lovers considering that women were barred from ha ving any lover apart from the husband because they were believed not to have sexual energy. The guilty of adultery, as well as well pregnancy of an unmarried woman, meant not only shame, but also humiliation. Thus, I avoided by all means having any relationship before marriage as well as outside my marriage after getting married to my husband. Divorce was also not very common during my era. It

QUALITATIVE RESEARCH DESIGN, Subject-Critical Thinking and Essay

QUALITATIVE RESEARCH DESIGN, Subject-Critical Thinking and Investigation Methods - Essay Example Peter, Olson and Grunert (1999) defined CRM as â€Å"a comprehensive strategy and process of acquiring, retaining and partnering with selective customers to create superior value for the company and the customer†. According to them, CRM involves the integration of marketing, sales, customer service, and the supply-chain functions of the organization to achieve greater efficiencies and effectiveness in delivering customer value. These definitions emphasise that CRM is a comprehensive set of strategies for managing relationships with customers that relate to the overall process of marketing, sales, service, and support within the organisation. As a result, customers are given the chance to convey their preferences through the use of explicit or implicit means. In the retail industry, they make the company or organization aware of these preferences through communication lines established or through the personalized services (i.e. loyalty schemes and frequent shoppers programs) developed by the people in charge of customer relationship management. Having made aware of these preferences, companies continue to track these responses and offer their customers with products and services that are both customized and personalized. Customer loyalty and the understanding of their customers’ preferences are very hard and at the same time, take a lot of time. Because of this, the relationship established by the two becomes unique and the customers would often come back for a repeat business, one of the proofs of their loyalty to a certain company. This paper shall focus on customer relationship marketing to establish customer loyalty in the hospitality industry. Traditionally, it has been said that the products and services being offered in one hotel is very hard to differentiate from the products and services also being offered in another hotel. Hence, hotels

If all countries were democracies, there would still be war Essay

If all countries were democracies, there would still be war - Essay Example Does it follow then that if all the countries in the world were democracies, there would be no war pitting one with the other Is democratic peace possible I would argue in this paper that while there is still the possibility of war in this scenario, it is less likely to occur as compared to a scenario wherein undemocratic countries exist. My line of thinking would be what Achen (1986) called as the selection-effects argument. An analysis of conflicts would show that most wars pitted one form of regime with another and that democracies tend to win more often than other political systems. They do so because they are more careful in deciding whether to initiate war. They select their position by evaluating the effects and oftentimes democracies find wars as a risky venture. The studies of deterrence of Fearon (1994) and the democratic peace by Rousseau et al. (1996) point out the role that democratic electoral institutions play in limiting the possibility of war between democracies. ... However, I do not claim that this fear eliminates the possibility of war but it does show that only when they are sure of victory would democracies involve themselves. The crucial point is that when countries do become democracies, they become more efficient in waging war because they become more cautious and conduct more evaluations on the likeliness of victory. A good example of how this works was shown in the 1898 Fashoda Crisis when democratic France evaded war with the British after their evaluation have shown them they military inferior. This shows that democracies tend to be more peaceful and diplomatic with others because their political institutions constrain leaders from pursuing belligerent foreign policies. A second argument is that democracies practices freedom of expression and offer higher quality and quantity of information. There are many benefits from the abundance of quality information one of which is enabling government agencies to make better policies. This is possible because democracies allow for the vigorous discussion of alternative and provide for an open dissemination of ideas. A free press, one of the salient features of democracies, provides another deterrent for waging war. When the media has limited government control and censorship, they are more likely to expose the flaws regarding foreign and local policies and improve governance in the process. Statistical studies conducted by Snyder (1991) and Van Evera (1994) indicate that the propensity for foolhardy wars decreases as media censorship decreases. Reiter (1995) showed in an empirical study that media expositions pressure government officials to release higher quality and less biased information. In contrast, nondemocratic regimes have

The Supreme Court on ‘Hazelwood’ Essay Example for Free

The Supreme Court on ‘Hazelwood’ Essay Both judges and school officials have been thinking about and dealing with the nature of students’ rights to free speech through the 1970s and 1980s, since Tinker v. Des Moines Independent School Dist., the 1969 landmark U.S. Supreme Court decision that acknowledged student rights. Stating that students do not â€Å"shed their constitutional rights . . . at the schoolhouse gate† (393 U.S. at 506), the Court upheld the right of three Des Moines high school students to wear black armbands as a peaceful symbol of opposition to the Vietnam war. . . . The Court’s ruling and reasoning subsequently were applied to student expression other than the wearing of armbands, from theater productions to art shows, from school assemblies to student publications. . . . The Supreme Court, balancing students’ constitutional freedoms and administrators’ traditional responsibilities, said in Tinker that school officials could not stop expression simply because they disliked it. . . . Student journalists’ efforts to gain press freedom experienced a major setback on January 13, 1988, when the U.S. Supreme Court ruled in Hazelwood School Dist. v. Kuhlmeier that school administrators could censor a school-sponsored newspaper. Just as Tinker had started an era of expanded student rights, so Hazelwood signals a departure that could lead toward more restriction of students’ expression. The Hazelwood principal believed that the stories he censored—accounts of unnamed, pregnant students and a report on the impact of parental divorce on students—were unfair and inappropriate for teenagers. He was concerned that the â€Å"anonymous† students could be identified, that the school would appear to be condoning teenage pregnancy, and that divorced parents criticized should be consulted prior to publication. . . . Instead of ruling narrowly on student newspapers, the Court in Hazelwood gave discretion to school officials to: 1. Serve as publisher. . . . 2. Censor, if there is a â€Å"reasonable† educational justification, any expression that does not properly reflect the school’s educational mission. The Court called it reasonable to censor a newspaper story that school officials believe is not â€Å"fair,† expression that deals with â€Å"sensitive topics,† and content that is â€Å"ungrammatical, poorly written, inadequately researched, biased or prejudiced, vulgar or profane, or unsuitable for immature audiences.† 3. Use this power to control expression through any school-sponsored activity. Legal distinctions between class-produced and extra-curricular publications disappeared. Theater production, art shows, debates, and pep rallies are just some of the schoolsponsored activities now under tighter control. . . . 4. Review student expression in advance, even when no guidelines define what will or will not be censored. Constitution of the United States, Amendment I Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

Application of Chinese Folk Art Patterns in Animation Design

Application of Chinese Folk Art Patterns in Animation Design Research on the Application of Chinese Folk Art Patterns in Animation Design Keywords: Fine arts, folk art, animation design, traditional culture, application. Abstract. Chinese folk art is the working people in the long life practice created by the art form of great aesthetic value and cultural connotation, because there is plenty of animation resources, mature image design experience and rich folk culture characteristics, animation image of the design has a very strong reference value. Folk Art in the animation image design applications outstanding performance in the shape, color and other visual elements and by giving current cultural elements and learn from foreign cultural elements and innovation. Chinese folk art is an important element of all ethnic art heritage, is one of the important art in accordance with our current development, the creation of the working people to beautify the environment, rich folk customs and daily life for the purpose of popular art. Chinese folk art is colorful, such as: pottery, stone carvings, paintings, paper-cut, have accumulated working people appreciate beauty, it reflects our colorful folk art. The Chinese animation heritage of the art features, the integration of Chinese folk art of color, conception, composition and other characteristics, the Chinese animation in the world animation market has created one after another new situation, so that our animation a place in the world. Folk art in our possession long national culture in an important position, it is the continuation of our original art, and show a strong vitality and profound historical and cultural heritage. We analyze the characteristics and present situation of folk art, study of its application in the design of animated features for creative folk have the characteristics of modern animation propose specific measures and recommendations. Introduction Folk Art Plastic Arts inherit the national culture of the visual image, which embodies the strong local flavor and life of human labor in the most pristine art thinking, and with a real, positive emotions. Animation as a young form of artistic expression, and promote the heritage and development of folk art. Folk art is an important national art content, contains the value and beauty of Meaning, it is a source with the development of human civilization spread far, of course, with advances in technology in constant change and innovation, different ethnic Times has its own unique folk art, China is no exception. Folk Art left a rich artistic property, to posterity a rich theme in the animation design and learn resources. Various products on behalf of Chinese art all have their own characteristics, are also closely related between them, closely linked Folk Art is art created by the working people personally, the creative process with the color, the shape of the deployment, configuration and design are from the hands of the masses, it added a layer of decoration for the United States society, but also enrich their daily lives to express their vision of life, the United States point of view, in their generation to generation, continuous development of innovative forward. With the leap in recent years, science and technology, the development prospects of Chinas folk art is also not optimistic. Chinese folk art has a long history, rich heritage, ancestors left us a huge treasure trove of wisdom are parents, and parents for their hard work inseparable. Our folk art everywhere, and range, many aspects are involved. For example: paintings, prints, painted lantern painting class, it is breathtaking;   toys, working people make aesthetic toys with clay, paper, etc., to add a variety of childhood memories of the United States; there is, they use bamboo grass with wicker woven into one aesthetic of daily necessities to the people tiring day adds to appreciate beauty; of course, like our clay statues, figurines, stone, etc. to better reflect the Chinese folk art is profound, both these works of art show the daily life of art, gave posterity to appreciate beauty. Of course, this is only a small part of folk art, thousands of years, folk art has been throughout the life of the working people, but also penetrate into our everyday practice, we have always regarded them as our mo st important art property, especially in recent years, people are increasingly aware of the importance of folk art, increasing the variety of protective measures, so that these folk art can be more perfect spread. Figure.1 Folk arts and crafts The Proposed Methodology Characteristics and status of folk art.Folk art are territorial, it embodies the different folk customs of different regions, such as folk dress material Northern winter is leather, wool, felt, the south is more of cloth, hemp, silk; civil hand-knit northern straw, reeds, south bamboo and rattan weave the purpose. Folk art has mass, is the collective wisdom of the working people, labor and civil life is a celebration embodies the most simple folk life. Folk art is practical a lot of folk arts can not only use, but also enrich public life, creating beauty and joy, such as folk lantern. Folk art has inheritance, it is a historical process of development of cultural continuity and succession, as paintings, Lu shadow, etc. It is the heritage of people from generation to generation, reflecting its unique culture and art forms. Our wide variety of folk art, such as paintings, paper cutting, shadow play, clay, puppets, printing and dyeing, they reflect the folk life, auspicious beautiful, with strong local flavor and local color, and form their own artistic style. Folk art is our precious artistic heritage, inheritance and development of different ways, but with the continuous impact of economic development, peoples vision gradually wide, the status of folk art and degree of attention is being reduced, as has been the lack of well protected and attention, so that folk art extinction rate today is accelerating. With renewed awareness of this precious artistic heritage of folk art, a variety of protective measures and systems are pay attention to it, how to protect the heritage of folk art and become a major issue. As a contemporary sunrise industry, the medium of animation for the inheritance and development of folk art has played a catalytic force, learn folk art essence, create their Chinese characteristics , a new image animation animation creator became a sacred mission. Inspiration Folk Art of Animation design.Our animation design style is in the period of gradually explored, in the shape of the image of creativity and expression as well as lack of shape in the form of imitation means heavier, originality is not prominent, modeling language rather monotonous, lack of artistic vitality. Animation creator animation style too much respect for Japan and the US, the traditional Chinese local culture lack of knowledge, it is difficult to break through in the original design. Animation design in the training of personnel, lack of curriculum for Chinese traditional culture, draw less design philosophy of traditional Chinese elements in the animation modeling language has some limitations. Folk Woodcut New Year Painting is a gradual development and evolution of evil, decorate holiday custom environment. More content is good luck, business fortune, slayer of evil auspicious patterns. Animation design, you can draw pictures of exaggerated, full of style, composition plane symmetrical manner, which reflects its decorative sense of fun. Animation modeling on color matching can also use colorful pictures, pay attention to color and other characteristics correspond to enhance the visual sense of the screen. Folk shadow styling features and silhouettes, paper-cut hollow shape and the same, and more is a side image. Animation design can draw on its image exaggerated features, emphasizing the flat and decorative shapes through different articulation, the movement in line with the movement of the animation, there are some fun. Many of the folk art has a rich modeling language, as animation modeling design and shape, you need to learn the folk art styling, while innovative design more in line with the animation image of contemporary aesthetic needs. Folk Art in Modern Art Design Animation.Folk art form of language lessons and lessons can be reflected in the animation design in every aspect. Firstly screenplay experience its spiritual essentials, to determine the type of animation; secondly, to collect performance material modeling language, design style first draft; again, to determine the role of style, design character renderings, dynamic maps, emoticons, turn-sectional view, clothing diagram, the proportion of maps, maps props; and finally, complete animation modeling artwork, mention the color line. Design animated image.In the early development of Chinas animation industry, folk art is widely applied to the design of the animated image, and achieved good results. Folk art in China has a very long history, from the murals to the Han Dynasty brick, paper cutting from northern Shaanxi to Tianjin clay figurines, paintings from Weifang to Shaoxing opera, are forms of folk art. In addition, the design of the characters also has a very rich experience, these design experience and skills for animated image designs, has a very good reference guide, which is the most typical drama. Theatre is one of the widely popular folk art forms of folk art in terms compared to other, more emphasis on characters design, which is the most typical mask and clothing. Folk cultural identity.Folk art is the art form of the working people in their daily work in the formation of a strong national cultural identity and cultural characteristics of these peoples for the animated image of the design is also very necessary. With the national aesthetic features animated characters easier stand in the column of the animation world. Application of visual elements. Modeling refers to the external form of the animated character, unique and rich ethnic flavor of role modeling can be attracted attention of the audience in the shortest possible time, to lay the foundation for the success of animation works. Folk art modeling techniques used in animation character design is very extensive, such as lines, shapes, and so on. Figure.1 Animation design Color is the main feature of folk art, folk art in the development process of China for thousands of years, different colors are formed different aesthetic connotations, cultural symbolism and even apply the law, these colors constitute the Chinese folk art color system. Animated Image Design Innovation. Application of Folk Art in the animated image is not simply rote, but to carry forward the grand, its essence, discard the dross. Also requires creators to innovate based on the historical background, the aesthetic needs of the community and other factors and otherwise, not only difficult to achieve the purpose of the application of folk art, but also restricting the development of the animation industry. Folk art innovation in the animation image design, and must rely on contemporary culture, in line with the aesthetic pursuit of modern people, therefore, folk art in the animation image design applications must fully take into account the age requirements, in which the given moment of culture element. Learn from foreign cultural elements.Folk art innovation in the design of the animated image cannot be behind closed doors, but also need to learn to absorb moderate foreign cultural elements. On the basis of keeping their own culture on each other, the localization of foreign cultural elements, the elements of international folk art. As we all know, the current world animation industry, the focus in Japan and the United States. US animation industry technology-driven, is a typical flow of technology, which for our country to promote the animation industry modernization, enhance the technological level of the animation industry has an important role in guiding, Japans animation style is clear that the type of diverse and delicate emotions, very textured, which enhance the quality of animation works great benefit. Thus, when applied to animated image of folk art designs, we should pay attention to absorb the United States as the representative of the animation technology to Japan on b ehalf of the animated texture, thereby enhance the overall image of the animation design level. Drama mask is one of the important manifestations of theater, through abstraction, exaggeration, etc., so that the characters face patterning, symbolic, usually intuitively revealed the character and attitude of the hero characters feature; secondly, theater costume design is also very complicated , different character modeling complemented by color, different forms of clothing, these garments to show the personality traits have important secondary significance. In the animation, the creators of folk art fusion to broaden involves animation, animation development to a higher level; at the same time, you want the animation to widen the audience of all ages, so that our animation spread more long, wider. In short, the Chinese folk art bits and pieces can be integrated into the animation design, make Chinese animation reached its peak in development, the task of our contemporary art is to our young folk art and animation integrate, will carry forward our animation . Our folk art to express irony or sometimes praised and so emotional, but also in the shape of the use of certain hyperbole, using a variety of similar shape to express the mood, such as animation Monkey, Pig, us, God of the land, etc., have the shape of a certain exaggeration, but they have certain meanings on some feudal society reflects the dissatisfaction of some of the savior reflects the desire and longing like. Conclusion Folk art into animated image designs, to cartoon characters designed to provide sufficient nutrients to provide a valuable resource for the image animation image design, experience, technology, it has a rich folk culture, too. In the creative process designs of cartoon characters in the whole animation, it should be fully absorbed the cultural characteristics of folk art and aesthetics. Of course, the image of folk art in the animation design is not static it should be to dig deeper spirit of our national culture, with the modified animation modeling language, the spirit of the times and integrate contemporary aesthetic concepts, creating more artistic charm of the animated image. Reference 1. Xing, Baixi, et al. Emotion-driven Chinese folk music-image retrieval based on DE-SVM. Neurocomputing 148 (2015): 619-627. 2. Bastos, Flà ¡via, and Enid Zimmerman. Connecting Creativity Research and Practice in Art Education: Foundations, Pedagogies, and Contemporary Issues. National Art Education Association. 1916 Association Drive, Reston, VA 20191, 2015. 3. Lijuan, Xu. The relationship between Folk Furniture and Folk Culture of Puxian [J]. Furniture Interior Design 1 (2014): 029. 4. Rom, Avital H. Zhuo Sun: The Chinese Zheng Zither: Contemporary Transformations.(SOAS Musicology Series.) xiv, 269 pp. Farnham: Ashgate, 2015. £ 65. ISBN 978 1 4724 1667 4. Bulletin of the School of Oriental and African Studies 79.3 (2016): 699-701. 5. Si, H. U. A. N. G. Analysis and thoughts on the Teaching Pattern of Chinese Folk Dance Education. Journal of Beijing Dance Academy 1 (2013): 006.

Great Expectations - Chapter Summaries :: Great Expectations Essays

Great Expectations Notes Chapter 1 Setting: early in the 1800s; Churchyard in tiny village east of London  Joe Gargey and her husband in the Marshes.  His parents died Pip- Phillip Pirrap- main character- 7 years old- Lives w/ sister Mrs. when he was younger  One time while visiting his parents grave he meets a strange man- He asks Pip to get him a file and some writtles (food). Chapter 2 Setting: At home; We meet Joe Gargery, the blacksmith, and Mrs. Joe, Pip’s sister  Joe Gargery and Pip were both brought up by hand  At dinner Pip placed his bread for the convict down the leg of his trousers  The family receives news that Hulks(convicts) are on the loose  Later that night, Pip gets some bread, cheese, pork pie, mincemeat,  brandy, and the file (from the forge, this is where Joe works) Chapter 3 Setting: In the churchyard again; Pip delivers the stolen goods  Pip approached a man who was dressed in coarse grey, and had a great iron on his leg, but this was a different man  Pip saw the right convict hugging himself and limping. He had the chills and the fever  The convict asked Pip if he brought anyone and he said no, and the man believed him  The convict asked Pip where the man w/ the bruised face went. Pip pointed and handed him the file Chapter 4 Setting: At home; Christmas dinner we meet Mr. Pumblechook, Mr. Wopsle, and the Hubbles  Pip was fearful on his return that there would be a police officer waiting for him at home, but no one suspected the robbery  Pip made the excuse that he was listening to Christmas Carols  The guests: Mr. Wopsle- Church’s assistant to a parish priest- Mr. Hubble- one who makes wheels- Uncle Pumblechook- a grain merchant. He also had a chaise-cart  A file of soldiers w/ handcuffs. The wanted Joe to fix the handcuffs  They all go to the marshes in search for the convicts Chapter 5 Se tting: On the marshes; Pursuit  The search party could hear voices calling  They found the two convicts; There was water splashing and mud flying, and oaths were being sworn and blows being struck  They lit torches and marched separating the convicts  In order to take pip out of suspicion, this convict tells the sargent that he stole the food from Joe – The convict was taken on a boat and disappeared into the night Chapter 6 Setting: At home; Pip receives an odd job  Pip learns to write at Mr.

The Significance of The Blue Dress in Hurston’s Their Eyes Were Watchin

The Significance of The Blue Dress in Hurston’s Their Eyes Were Watching God and Seraph on the Suwanee Their Eyes Were Watching God: Janie (talking to Phoebe about Tea Cake): â€Å"He done taught me de maiden language all over. Wait till you see de new blue satin Tea Cake done picked out for me tuh stand up wid him in. High heel slippers, necklace, earrings, everything he wants tuh see me in. Some of dese mornin’s and it won’t be long, you gointuh wake up callin’ me and Ah’ll be gone.† (pp. 109-10) Seraph on the Suwanee: â€Å"Over her mother’s outraged protests, Arvay put on the blue mull dress the next day. She thought that it was very becoming to her looks. She was ready away ahead of time, but ate no dinner. She was excited and curious about this buggy ride, and besides her corset was laced very tight. She put on the new leghorn-intention hat with the big pink rose on the floppy brim and waited.† (pp. 47-8) Two impatient brides-to-be, puttin’ on the blue dress – but what different wedding nights and marriages await them. From the moment Janie and Tea Cake meet in Chapter 10, they delight in each other’s company and conversation. By Chapter 12, Janie joyfully acknowledges him as her partner and her teacher. His â€Å"lessons† consist not of imparting new information, but of reinstructing Janie â€Å"all over again† in something that she formerly possessed: â€Å"de maiden language.† This phrase recalls the biblical origins of the world (â€Å"In the beginning, there was the Word†), suggesting that through her relationship with Tea Cake, Janie’s own world and even her relation to the cosmos are being reordered. â€Å"Language† also refers to the verbal delight that Janie and Tea Cake take in each other. In contrast with Arvay and Jim, whose communi... ...e can, however, signal her virginal status by dressing in a way that represents its equivalent: as a southern belle. In addition to her low-cut blue dress, with its feminine, puffed sleeves, Arvay wears a floppy-brimmed â€Å"leghorn-intention† (straw hat), decorated with a â€Å"big pink rose† (suggestive of reproduction). Most tellingly, we are told that she is wearing a corset that is â€Å"laced very tight† – so tight that she cannot eat her dinner. Corsets hold in the flesh and nip in the waistline to an attractively small diameter. By narrowing the waist, they emphasize the swellings of the hips and breasts, a contrast intended to stimulate sexual arousal. Thus Arvay’s wedding/reception attire emphasizes her fragility and innocence while highlighting her desirability. The clothing signs her as an object for consumption, rather than celebrates her as a beautiful companion.

John Grisham Essay -- essays research papers

John Grisham’s Appeal to Contemporary Viewers   Ã‚  Ã‚  Ã‚  Ã‚  The success behind the Grisham’s novels has come from the author’s ability to focus the suspense and drama around the character, rather than the cases the character is involved in. When one looks back into time at the novels and TV shows about law, the authors tended to focus on the cases rather on the drama surrounding the event that took place. In John Grisham’s book The Firm, he turns the focus of the audience away from the actual case(s) and instead focuses on the life of the lawyer (Mitch McDeere). This allows Grisham to add drama, suspense and anything else that would help support the plot. If Grisham decided only to write about the technical aspects of law surrounding a case, then his following of viewers would probably be much smaller then it is today. Matt Zoller Seitz, an author who wrote an essay that reaffirms this point, by claiming that the contemporary viewers are attracted to Grisham’s work because of his real life like stories surrounding the main characters, like the lawyer, Mitch McDeere, in The Firm.   Ã‚  Ã‚  Ã‚  Ã‚  John Grisham’s leading character in this novel is Mitch McDeere, he is the center of the plot. Grisham uses supporting characters such as Mitch’s wife, and other partners in the law firm, that brings life to Mitch McDeere. Grisham creates conflict between these characters and Mitch to form the drama of the plot and find a resolution to the problems that...

Mary Wollstonecraft

WOLLSTONECRAFT, MARY, A VINDICATION OF THE RIGHTS OF WOMEN & A ; MARIA, OR THE WRONGS OF WOMANThis survey will use the thoughts from Mary Wollstonecraft ‘s A Vindication of the Rights of Woman to its fictional comrade Maria, or The Wrongs of Woman, demoing how the thoughts in Vindication are embedded in Maria. Basically, Vindication argues that the inferior place of adult females in British society in the late eighteenth century is due non to any unconditioned defect or failing in adult females, but instead to the fact that work forces have the power to specify and determine relationships, to do the Torahs, to have the belongings, and to make up one's mind the fate of the genders socially, economically, and politically. The writer does non shrive adult females of their duty for this state of affairs. She first acknowledges the natural physical strength which work forces have over adult females, so adds: But non content with this natural pre-eminence, work forces endeavour to drop us still lower, simply to render us tempting objects for a minute ; and adult females, intoxicated by the worship which work forces, under the influence of their senses, pay them, make non seek to obtain a lasting involvement in their Black Marias, or to go the friends of the fellow animals who find amusement in their society ( Wollstonecraft Vindication 7 ) . Vindication is a supplication, so, to both work forces and adult females: to work forces to â€Å" allow adult female portion the rights † ( 201 ) , and to adult females to take portion in a â€Å" REVOLUTION in female manners † ( 199 ) . Wollstonecraft argues that most of what are seen as the failings of the female gender are in fact direct consequences of the societal, economic, political, and educational want of adult females at the custodies of work forces: â€Å" Asserting the rights which adult females in common with work forces ought to postulate for, I have non attempted to palliate their mistakes ; but to turn out them to be the natural effect of their instruction and station in society † ( 200 ) . Womans are raised to believe that their felicity, their really being, are dependent on delighting work forces, on being loved by work forces, on being tempting to work forces. This is the province into which adult females are educated by society, which is a concept of work forces. Womans, in consequence, are created by work forces to be at the same time guiltless and seductive: Womans are every where in this distressing province ; for, in order to continue their artlessness, as ignorance is politely termed, truth is hidden from them, and they are made to presume an unreal character before their modules have acquired any strength. Taught from their illusion that beauty is adult female ‘s scepter, the head shapes itself to the organic structure, and, rolling around its gilding coop, merely seeks to decorate its prison. . . . Women. . . [ have ] their ideas invariably directed to the most undistinguished portion of themselves ( Wollstonecraft Vindication 43 ) . A adult female in such a society does hold power, which Wollstonecraft acknowledges. However, that power — to score, to delight a adult male physically — exists merely at the caprice of the adult male, or, more specifically, as Maria depicts, at the caprice of the adult female ‘s hubby. If the hubby decides to disregard or overrule that power, through assorted maltreatments, including institutionalization, he may make so lawfully at any minute, with no resort available to the adult female. In Vindication, Wollstonecraft title-holders ground, virtuousness, independency, and the rights of adult females to â€Å" the same natural ‘rights ‘ † which work forces enjoy: â€Å" a right to liberty, equality, and the chase of felicity or virtuousness † ( Wollstonecraft Maria V ) . Without instruction, without these rights, without equal societal, economic, political, or legal power, particularly compared to and in relationships with work forces, adult females are reduced to the degree of toies for work forces, to be adored one minute and pitilessly abused the following. In the instance of Maria Venables, the reader finds a adult female whose hubby has her locked away in a Bedlam — lawfully — for demoing marks of independency or â€Å" noncompliance. † Whereas Vindication speaks in wide and general ideological footings, Maria brings the statement down to its most basic unit — the household. In this unit, society discoveries microcosmic look. All that Wollstonecraft shows to be incorrect with society in the thoughts of Vindication, in footings of the maltreatment of adult females, is shown in dramatic signifier in Maria. If the thoughts of Vindication do non make the reader and do him or her to rouse to the wrongs perpetrated against God and humanity ( both male and female ) by the repressive, patriarchal society, so possibly that reader might be driven to ramp at George ‘s chesty abusiveness or to compassion for the abused Maria. Vindication surely addresses the establishment of matrimony in the most critical footings. Womans, she argues, are raised to see matrimony as their primary end and intent in life, the lone means to happiness. Whereas work forces are raised to see which of many professions they might seek to prosecute, adult females are taught to believe merely of matrimony, which means believing merely of what they can make to delight and trap a adult male so that he might care for them and supply them with the pleasances of life: It is non concern, extended programs, or any of the digressive flights of aspiration, that engross [ adult females ‘s ] attending ; no, their ideas are non employed in rise uping such baronial constructions. To lift in the universe, and have the autonomy of running from pleasance to pleasance, they must get married well, and to this object their clip is sacrificed, and their individuals frequently lawfully prostituted ( Wollstonecraft Vindication 60 ) . A married woman, so, to Wollstonecraft is â€Å" frequently † nil more than a legal cocotte. The contract of such a legal relationship is determined by the purchaser, the hubby, who defines that contract every bit good as decides when it will be terminated or adjusted. In the instance of Maria, her matrimony, at the beginning of the book, has been badly adjusted. she has been placed against her will in an insane refuge by her hubby George, who is able to perpetrate her lawfully without her holding any legal resort. This fact reveals that matrimony is even worse than legalized harlotry — it is legalized bondage. Wollstonecraft leaves no uncertainty about her purpose with the novel. â€Å" My chief object, † she writes, is â€Å" the desire of exhibiting the wretchedness and subjugation, peculiar to adult females, that arise out of the partial Torahs and imposts of society † ( Wollstonecraft Maria 5 ) . By â€Å" partial Torahs and imposts, † the writer means that her society is one in which merely the rights of work forces are protected, and the rights of adult females exist merely in so far as work forces allow them to be. As a microcosm of society, the matrimony reflects this legal world. Womans in Wollstonecraft ‘s epoch in England are deprived of their rights whenever work forces so desire. While the general fortunes of maltreatment and want of rights described in Vindication in society at big are evidently unfair and justly pull the anger of the reader, the specific agony of Maria gives those general maltreatments an single human context with which the reader can more deeply place. One might condemn the maltreatments perpetrated by work forces against adult females, by hubbies against married womans, but the specific indignations committed by George against Maria give one a more passionate sense of the unfairness of those maltreatments. Womans in general are the victims of male-dominated society, but the single adult female — in this instance, Maria — who is imprisoned in a awful matrimony is, to Wollstonecraft, the most suffering of victims: For my portion, I can non say any state of affairs more distressing, than for a adult female of esthesia, with an bettering head, to be bound to such a adult male as I have described for life ; obliged to abdicate all the humanizing fondnesss, and to avoid cultivating her gustatory sensation, lest her perceptual experience of grace and polish of sentiment, should sharpen to agony the stabs of letdown. . . . I should contemn, or instead name her an ordinary adult female, who could digest such a hubby as I have sketched ( Wollstonecraft Maria 5-6 ) . Wollstonecraft ‘s basic statement in Vindication is that a adult female, like a adult male, is created by God and is hence meant to develop her endowments and her head and spirit to the fullest, as looks of God ‘s illustriousness in human being. Clearly, so, the subjection of adult females by work forces in society and in matrimony is an act of rebelliousness against the will of God. Women, in the melting pot of adult male ‘s maltreatment, are â€Å" organized † non for full development of their modules and psyche but for â€Å" ignorance. † Wollstonecraft argues that the worst consequence of such maltreatment is the prolongation of stereotypes about adult females ‘s character: I come unit of ammunition to my old statement ; if adult female be allowed to hold an immortal psyche, she must hold, as the employment of life, an apprehension to better. And when, to render the present province more complete, though every thing proves it to be but a fraction of a mighty amount, she is incited by present satisfaction to bury her expansive finish, nature is counteracted, or she was born merely to reproduce and decompose ( Wollstonecraft Vindication 63 ) . Wollstonecraft is non against matrimony per Se, but merely against the baneful signifier it had taken in her clip. Marriage such as the one between Maria and George is an agreement based on the arrant domestication of Maria, the complete riddance of her ability to ground efficaciously as an independent human being. Wollstonecraft writes that â€Å" Reason is perfectly necessary to enable a adult female to execute any responsibility decently † ( Wollstonecraft Vindication 64 ) . Maria is non an â€Å" ordinary † adult female, non a married woman who will obey her opprobrious hubby in the name of matrimonial responsibility. Thrown into a Bedlam by her barbarous hubby and the patriarchal society which supports his inhumane mistreatment of her, Maria maintains her will to contend, but inquiries the ground for that battle: â€Å" And to what aim did she beat up all her energy? — Was non the universe a huge prison, and adult females born slaves? † ( Wollstonecraft Maria 11 ) . Indeed, the universe may be a prison for adult females, but Maria, aided by Jemima, finds the will and strength to make a universe of comparative freedom within that prison. The book remains unfinished, for Wollstonecraft died 11 yearss after giving birth to her 2nd kid, but the writer ‘s notes for possible terminations suggest that adult females can happen the strength within themselves and in conference with one another to get the better of the desperation, to g et away the patriarchal prison, and to populate for one another and for their kids. Maria is driven to suicide, the notes suggest, but is saved by her ain will, by Jemima ‘s intercession, and by the sight of her kid ( Wollstonecraft Maria 136-137 ) . Tellingly, Maria takes five proceedingss in which she struggles in her psyche between the picks of life and decease, between giving to her wretchedness or choosing to assist her girl survive and exceed more easy than she had the confines of the prison of cruel and inhumane patriarchate. Those five proceedingss may be seen as symbolic of the power of ground which Wollstonecraft title-holders in Vindication. Merely when adult females are educated in freedom to develop themselves and their gifts, through ground and apprehension, can they, and work forces, and society, net income to the full from all they have to give. As it is, nevertheless, Wollstonecraft writes, Womans have non any built-in rights to claim ; and, by the same regulation, their responsibilities vanish, for rights and responsibilities are inseparable. By merely so, O ye work forces of apprehension! and mark non more badly what adult females do awry. . . and let her the privileges of ignorance, to whom ye deny the rights of ground, or ye will be worse than Egyptian task-masters, anticipating virtuousness where nature has non given apprehension! ( Wollstonecraft Vindication 201 ) . In that decision to Vindication, Wollstonecraft might look to overrate the goodness of work forces and their willingness or ability to radically change their patriarchal attitudes toward and intervention of adult females. However, her call for a â€Å" REVOLUTION in female manners † ( her capitalisation and accent ) suggests that she knows full good that it will take a fully fledged motion of extremist feminism to alter the construction of the patriarchal society. Surely some work forces helped in the liberating procedure that was to come, and which still continues today, but without radical adult females the state of affairs of Maria would still be platitude today in England ( as it is excessively frequently commonplace in states which maintain their patriarchate ) . The component upon which Maria ‘s narrative stands is her relationship with Jemima. Vindication does non adequately address this demand for female solidarity in the battle for freedom from work forces, but Maria surely makes up for that lack in Wollstonecraft ‘s statement in the earlier work. Jemima and Maria are of wholly different backgrounds, different socioeconomic categories, but they are sisters in footings of their imprisonment in a universe run by work forces for the benefit of work forces. They are both, basically, the belongings of work forces. Together, they form a women's rightist bond which endures and grows in strength through endurance. Their shared power bases in blunt contrast to the passiveness of the other adult females in the book, who yieldingly follow the dictates of the work forces in their lives. Maria is surely no such meek or ordinary adult female. She is a strong human being who is pushed to the bound by her wicked hubby. Wollstonecraft may show a all right polemical statement for the rights of adult female and against the maltreatments of work forces in Vindication, but her in writing description of the agony of Maria in the novel is, in this reader ‘s position, far more powerful in rousing one ‘s fury and compassion. The concluding straw for Maria is her hubby ‘s understanding with another adult male to hold sex with Maria in exchange for a loan. Making the exchange even more enraging and painful for Maria is her feeling that the adult male had been something of a friend to her. In any instance, Maria confronts her hubby and tells him she is traveling to go forth him: â€Å" I have borne with your dictatorship and unfaithfulnesss. I disdain to express what I have borne with. I thought you unprincipled, but non so unquestionably barbarous. † She tells him that she has felt the enticement of other work forces but has determined to stay faithful to him and to the vows of matrimony which she held sacred. Now, nevertheless, she declares, â€Å" you dare. . . to diss me, by selling me to harlotry! — Yes — every bit lost to daintiness and rule — you dared sacrilegiously to barter the honor of the female parent of your kid † ( Wollstonecraft Maria 95 ) . In a society based on justness and decency, the legal system would back up Maria in her attempts to fly such a ugly adult male and so pervert a matrimony. In fact, that society, described in item in Vindication and portrayed fictionally in Maria, supports non Maria but George, non the victim but the victimiser. Not merely does the system non back up Maria, it allows George to hold her locked away in a Bedlam. She refuses to obey her evil hubby, refuses to passively digest whatever barbarous tortures George dreams up, and society allows him to declare her lawfully insane. Harmonizing to the patriarchal definition of saneness for adult females, she is, so, insane. Sanity for a adult female in the society of Wollstonecraft and Maria is obeisance, passiveness, following every dictate of her hubby and the patriarchal society from which he draws his opprobrious power. A sensible adult female who thinks for herself, who defies her wicked hubby, who refuses to be turned into a cocotte, is, h armonizing to such a society, by definition insane. Although Wollstonecraft in Vindication does hold her minutes of fury at those work forces who perpetuate prevarications about the character of adult females, for the most portion she presents a sensible if impassioned supplication for equity from work forces in their intervention of adult females. She basically asks work forces in power to see allowing adult females the rights she says they should be guaranteed by God. In Maria, nevertheless, written after Vindication, Wollstonecraft seems to propose that work forces can non be relied upon to change their positions or to allow adult females the rights they are granted by virtuousness of God ‘s creative activity. As representative of work forces of his society and clip, and particularly of hubbies, George is shown to be a thoroughly evil adult male, a adult male incapable of any meaningful alteration in his attitude toward adult females and particularly toward his married woman, whom he sees, and whom society sees, as his legal belongings. There seems to be in Maria small hope that work forces will alter on their ain, if at all, and if any alteration does come it will make so as the consequence of the attempts of adult females banding together in love and concern for one another and for their kids. One might reason that Darnford is meant to stand for some new assortment of adult male, an single capable of seeing adult females as human existences and non simply objects of pleasance. Such an statement would be sensible, but Darnford ‘s attitude is in portion the consequence of his ain imprisonment, his ain agony. Work force such as George, on the other manus, are incapable of larning compassion from their ain agony, but alternatively merely expression for retaliation. In any instance, Darnford is non the key to Maria ‘s freedom. That key is provided by herself, her will and ground, by her friend and fellow captive Jemima, and by her love for her kid. The hereafter, Wollstonecraft seems to reason, lies in the custodies of adult females contending together for justness and ground, for the rights of adult female given by God and stolen by work forces.Plants CitedWollstonecraft, Mary. Maria, or The Wrongs of Woman. New York: Norton, 1994. — – . A Vindication of the Rights of Woman. Mineola, NY: Capital of delaware, 1996.

Do You Think Parents Should Be Punished for the Crimes Their Teenage Children Commit?

Do you think parents should be punished for the crimes their teenage children commit? Teenage crimes are on the rise and in trying to prevent this condition from aggravating, people start to consider an alternative solution – to punish the parents instead. The question is, are parents really the core of the problem or are there other bigger issues we have to consider? Punishing parents by law is certainly not the ideal way to handle these rising crime rates. Though it cannot be denied that parents are responsible to a small extent, they should not be punished by law for the crimes their teenage children commit simply because they have limited influence and control over them As studies have shown, parents are not the only influence in a child’s behaviour. What plays a bigger role is the society. The school and the media are two major components. Typical children in today’s society spend majority of their youth in school, not at home. In schools, these teenagers are often affected by peer pressure. They are often blinded by this desire to be accepted and to blend in with the rest of their friends. Many a times, children are influenced by the wrong kind of peer pressure – pressure to behave inadequately, including committing crimes. The media is another powerful influence. The pervasiveness of the media makes it difficult for children to avoid all those violence and negative demonstrations in television programs, movies, music, advertisements and so on. What children see and hear from their friends or the media are often reflected in their actions. Exposure to such an undesirable environment with many negative influences have instigated them to make the wrong decision and lead the wrong path. Children do not always grow up to become the kind of person their parents desired. Parents could have provided their children with appropriate moral education, living conditions and the warmth of a family. Unfortunately, due to all these powerful external influences from the society, their children turned out to be a huge contrast to what the parents were expecting. Moreover, it is beyond the parents’ capabilities to achieve complete control ver their children’s actions. In this phase of life, teenagers are often rebellious and tend to oppose their parents. Parents have limited control over their children. In other words, they have only as much control as their children would allow them to. Every individual has his or her own mindset, rights and ability to make decisions. It is impossible for one to have full control over ano ther. Therefore, parents cannot be expected to control the uncontrollable. In addition, children can abuse the law in order to get their parents to let them have their own way. All they have to do is to threaten that they would commit a crime and get their parents into trouble with the law. If this is beyond the parents’ control, punishing parents for their children’s crimes will not work since it does not in any way allow them to have complete control over their children’s actions. Furthermore, it might even put parents in a difficult position. In face with situations like this, parents are helpless too. On the contrary, parents are the ones who brought their children into this world, not the society. It was their choice and they have to take responsibility for it. Creating a child is different from nurturing a child. Nurturing would require parenting, and parenting encompasses a myriad of responsibilities. Parents have to teach their children of the moral values and it is from all these values that children can learn to control their own actions independently. If parents neglect their children, it is not surprising that they are easily influenced by the society and cannot make the right decisions – the result of bad parenting. Parents are responsible for their children’s crimes, however, to only a small extent. Appropriate parenting is crucial. Nevertheless, even the best brought-up children can go astray too, like any other children, because of all the society’s negative influences. Due to limited control, parents can do nothing much if their children has set their mind into committing the crime. Therefore, it makes no sense for parents to be punished for crimes their teenage children commit. In fact, parents have already paid the price through all the disappointment and shame. Hence, neither is it justified, nor effective, to punish parents for a situation which society has created.

Rate and Sequence of Development

Babies are born at 40 weeks. If a baby is born before the due date, they will be classed as premature. Premature babies generally take longer to meet the early development milestones, Newborn babies spend more time sleeping than being awake. It is very important to a newborn baby to spend quality time bonding with their primary carer. Babies develop fast during the first four weeks; feeding and sleeping patterns can start to form and will start to communicate through smiling and crying. As from 3 months old, babies are much more alert, and generally settled into a day and night routine and cry less often.Being more settled and interacting with people around them, and can recognise their primary carer. From 6 months babies can express enjoyment through laughing and smiling. They can reach for objects; this heightens the need for exploration. From 9 months babies are usually becoming more mobile, they can explore their environment. Cognitive and communication development is improving a nd babies are aware of words. From this age, the emotional lesson is being learnt, as babies begin to understand that carers who leave the room will return.At 12 months babies are much more mobile. The baby is becoming much more vocal and babbling to the carer. Fine motor skills are developing and the baby is becoming more interested in feeding themselves, also the baby starts to remember things. From 15 months a child’s language is really developing, and can start to put together a small key worded sentence. Walking is steadier, and as the sense of independence develops, so does the frustration within the child, and prevention is usually the cause.From 18 months, a child will understand most of what is being said to them, so communication is important. Children of this age still cannot control their emotions and need a lot of sensitivity from their carers when they become overwhelmed by their feelings. From 2 years, a child’s personality is evident and become more app arent every day. Cognitive and behavioural development is continuing during this stage, short sentences are spoken and walking and movement is confident, leading to trying new things, like climbing and jumping. The child will begin to understand emotion and consequences.At 3 years, children start to take an interest in peers, this is suitably timed as at this as children start pre-school, and can enjoy playing with others of a similar age. Children learn to express themselves through speech, in doing so, this reduces the child’s frustration. At 4 years, children will make the transition to school, which marks a massive change in their lives. When starting school the child will be fluent talkers, confident movers and will already have a social group of friends. Their concentration span will be increasing all the time.At 5 years old children will be settled into formal schooling. Many children will enjoy the challenge of the classroom and independence of playtimes. Others howev er can find it all very difficult because learning doesn’t interest them or find the learning difficult. This can cause a negative feeling towards school. Friends are very important now. At 6-7 years old, physical development has now slowed down to previous years, but confidence levels increase, as does learning within the school. Between the ages of 8-12 years, Children will be reading and writing well.Children have learnt what it is they enjoy and dislike. During this stage of life, it can be a emotional time, children will be moving on to new school and leaving old friendship groups and starting to make new friendship groups. Puberty can start around this age (mainly girls). Technology often causes a child to be less active in this age group and so a balanced diet is required. Between the ages 13 – 19 years, there is a lot happening, puberty, relationships, exams, leaving school, career choices. [pic] [pic] [pic] [pic] New Born CryingHappyPrimary carer [pic] [pic] [ pic] [pic]In prone SittingCrawling Walking [pic] [pic][pic] [pic] [pic] Learning through play (18 months – 4 years) [pic] [pic] [pic] [pic] Learning through play (5 years – 19 years) Physical Development |Age Range |Development within the age range | |0 – 3 months |Babies hands are tightly closed most of the time. The baby will lay with head to one side | | |(in supine position) and legs pulled up toward the abdomen (in prone position), head falls| | |forward (head lag) and the back curves.As the baby gets older they are aware of faces, | | |more so when fed and talked to. | |3 – 6 months |Â  The baby’s head in central position (in supine), the head and chest can be lifted from | | |the floor and can supported themselves with their forearms (in prone). The back is | | |straighter and slight head lag remains. The baby will have found their arms and can be | | |waved and brought together; legs can be kicked separately and together. The baby is aler t | | |and will move their head to watch others.The baby has found their fingers and can engage | | |in hand and finger play and briefly are able to hold objects before dropping. | |6 – 12 months |Â  During this age, babies develop fast and start to learn big movements like, rolling over | | |to going onto their hands and knees to progressing to taking a few steps. Sitting unaided | | |is also developed during this age. Also a number of fine motor skills develop during this | | |age, the palmar grasp to and inferior pincer grasp to then recognising and controlling the| | |release of this grasp.The hand – eye coordination is more defined and now able to feed | | |with a spoon and finger foods. | |1 yr- 2yrs |Â  The child’s walking has become more confident and will attempt to run. The child will | | |start to crawl the stairs, and will walk them if hand is held by a carer. The marks on | | |paper progress into scribbles, a small tower of block will progress int o a tall tower. The| | |child can now push themselves along on ride-on-toys, and is able to kick and throw balls. | |The child will now be able to thread cotton reels using the delicate pincer grasp. | |2 yrs – 4 yrs |Â  During this age, the physical activity becomes independent. The child will learn to walk | | |up the stairs holding on to the hand rail; this will develop into the child confidently | | |climbing stairs and outdoor play equipment. The child will develop from riding large | | |wheeled toys without peddles to using peddles and steering confidently. Kicking a | | |stationary ball will develop into kicking moving balls in straight lines.Drawing becomes | | |an interest, faces and letters are often attempted, using the preferred hand. | |4 yrs – 7 yrs |Â  From the age of 4 years, children will be learning how to fasten buttons, zips, use | | |scissors and cut out basic shapes. Writing becomes more familiar and will be learning how | | |to write his/her na me and other short familiar words. A Child’s coordination will increase| | |and will be able to play games with rules. General balance is good; bikes stabilisers will| | |start to be removed.By the time a child is 7 years, they will be able to hop, skip and | | |use larger outdoor play equipment in schools and parks. The child will be able to catch | | |with one hand and be able to tie up their shoe laces. | |7 yrs – 12 yrs |Â  Physical growth slows down during this age group. The development of coordination and | | |speed of movement along with physical strength develops during this time. The child’s | | |interest in TV, computers and games consoles over take the physical play.The child’s | | |writing becomes more adult like, as does the use of computer equipment. | |12 yrs – 16 yrs |Â  Generally puberty begins between 11-13yrs. The bodies of both boys and girls change | | |throughout puberty. There is a variation in age in which this occurs; gi rls usually enter | | |puberty by 13 years and boys 14 years. Sporting talents become more apparent during this | | |time. | |16 yrs – 19 yrs |Â  A girl’s body can become more woman-like by 16 years old, and a boy becomes manlier by | | |16-17 years. Intellectual and Cognitive Development |Age Range |Development within the age range | |0 – 3 months |From birth a baby can be soothed by a familiar voice, usually the primary carer. Through | | |the use of senses, the baby starts to understand that he/she is a separate person. The | | |baby will begin to notice object in their immediate environment | |3 – 6 months |Â  From 3 months a baby will show interest in bright shiny objects.The baby will be very | | |alert and will watch things going on around them keenly. The baby will explore by putting | | |objects into their mouth | |6 – 12 months |Â  The baby will explore the immediate environment, the primary carer staying within close | | |proximity. During this age, the child will start to look for items which have fallen. | |1 yr- 2yrs |Â  From 1 year, the baby’s memory develops.Remembering past events will highlight the | | |anticipation of future familiar events. The baby will also start to look for objects that | | |have fallen out of sight, knowing they still exist, but can’t be seen. At this young age, | | |child will look for, and return familiar things in there right places. The child will use | | |toys in a way they are familiar with e. g. putting a doll in a bath. The child becomes | | |aware of peers and takes an interest in their activities.A child will use trial and error| | |in a way to explore and discover the world around them. | |2 yrs – 4 yrs |Â  A child from 2 years will understand that actions have consequences. He/she will be able | | |to complete simple jigsaw puzzles and build a tower of bricks; creativity within imaginary| | |and creative play is developed. The child will start as king what and why question and | | |using speech of thinking and reporting. The child can name colours and sort items into | | |simple sets.The child will now be able to recognise his/ her own written name | |4 yrs – 7 yrs |Â  At 4 years old, a child’s memory has developed, and can recall many songs and stories. | | |The child is now able to problem solve, number correspondence improves, reading and | | |vocabulary develops. The child will learn from new experiences at school, and learning | | |style preferences may be apparent. | |7 yrs – 12 yrs |Â  The child now understands mathematical questions and is able to find the answers in | | |number calculations, measuring nd weighing. Many children can read and write simple text | | |by the age of 7. A child will learn a new range of subjects at secondary school, and might| | |follow their own individual interests out of school. A sense of logic develops. | |12 yrs – 16 yrs |Academic knowledge increases as exam curriculum is followed. | |16 yrs – 19 yrs |Towards the age of 16 years, future career decisions are made . e. g. further education, | | |career choices. | Communication Development Age Range |Development within the age range | |0 – 3 months |A newborn baby communicates through sound, crying and physical closeness. The baby will | | |begin to coo and gurgle with the primary carer when talked to. The baby starts to | | |recognise and link familiar sounds such as the face and the voice of a carer. He/she will | | |copy high and low sounds and will return a smile when smiled at. | |3 – 6 months |Â  Sounds are used primarily to call for a carers attention.The baby is babbling frequently| | |and enjoys rhymes and the rhyme actions. The baby plays tunefully with the sounds he/she | | |can make. | |6 – 12 months |Â  The baby now recognises his/her own name and recognises familiar words, including ‘no’. | | |The baby will makes longer strings of babbling sounds and intentionally uses volume | | |vocally. The baby will increasingly understand basic messages communicated by carers and | | |older siblings. |1 yr- 2yrs |Â  The babbling increasingly starts to sound like speech and lead to single words being | | |spoken. The child shows an understanding that particular words are associated with people| | |and objects, by using a few simple words in context. Labelling such as ‘you’ ‘me’ ‘mine’ | | |is understood and the use of single words increases and begins to use people’s names. The | | |child understands a great deal of what carers say. | |2 yrs – 4 yrs |Â  At 2 years, the child will point to items and name them.Vocabulary increases and | | |sentences are used. Some sentences can be used incorrectly, but by 42 months most language| | |is used correctly. The child enjoys stories and rhymes and will use plurals, pronouns, | | |adjectives, possessives and tenses. | |4 yr s – 7 yrs |Â  From 4 years, a child uses language fluently and is clear and understood to all. He/ she | | |have an understanding of language, and can enjoy rhymes, stories and nonsense.The child’s| | |vocabulary is growing each day, and will be learning to read, he/she will recognise small,| | |key words. At the age of 6 years, the child’s language becomes more adult like and enjoys | | |word play and jokes. | |7 yrs – 12 yrs |Â  The child enjoys social chats with friends and family, the conversation becomes more | | |adult like. Both verbal and written communication is fluent and the correct grammar is | | |used. The child may read as a leisure pass time. |12 yrs – 16 yrs |Â  The child may be reluctant to ask adults for advice or information required. It may be | | |sourced anonymously. | |16 yrs – 19 yrs |At this age the child will enjoy socialising with friend and having catch up chats with | | |friends and family. | Social, Emotional and Behavioural Development |Age Range |Development within the age range | |0 – 3 months |A new born baby will smile from about 5 weeks, the baby will discover what he/she can do, | | |and create a sense of self.The baby may cry if the primary carer leaves the room because | | |the baby doesn’t understand that the person still exists and will return. The baby is able| | |to show excitement and fear. The baby responds positively to a kind soothing carer, If a | | |carer doesn’t respond to the baby, the baby will stop trying to interact. | |3 – 6 months |Â  The baby can now clearly tell people apart, showing a preference for a primary carer and | | |siblings. During this age the baby shows a wider range of feeling clearly and vocally. | |He/she will reach out to be held and may stop crying when spoken to. The baby enjoys | | |attention from others and seeing themselves in the mirror. | |6 – 12 months |Â  During this time the baby becomes increasi ngly mobile which allows the child to approach | | |people. The baby understands that when a carer leaves the room, they will return. Baby’s | | |offer objects in their hands but do not let go. The sense of self identity increases as | | |self-esteem and self-confidence develop.The child will start to wave goodbye, prompted at| | |first, then freely. The child is now happy to play alongside other children for increasing| | |lengths of time. | |1 yr- 2yrs |Â  The child becomes more curious to the world around them. The child may signs of | | |separation anxiety and can be jealous of attention or toys given to other children. | | |Emotions are changeable; they quickly alternate between wanting to do things alone, and | | |then requiring their carers help.The child becomes frustrated easily when not able to | | |carry out their chosen task. The child show angry defiance and resistance to adults At | | |this age the child likes to follow their carer and like to help with the act ivities, | | |imitating them. | |2 yrs – 4 yrs |Â  At this age a child is beginning to understand his/her own feeling and identifies happy | | |and sad faces. The child is also aware of other people’s feelings. They will be able to | | |tell others how they feel.Children will respond to carers lovingly, and is affected by | | |their mood. The child may use language to protest verbally, causing them to be less | | |rebellious. The child will now be using the toilet and washes own hands, He/she will also | | |be able to dress them self. | |4 yrs – 7 yrs |Â  The child may be socially confident and self-esteem is apparent and responds well to | | |praise for behaviour, encouragement and responsibility. The control over emotions | | |increases but as imagination increases the child can become more fearful.At this age the | | |child will be keen to ‘fit in’ with other and approval from adults and peers is desired. | | |Friends are important; most of the se are made in school. The managing of behaviour is best| | |carried out and often responds best to ‘time out’ method. The child will enjoy games and | | |activities. | |7 yrs – 12 yrs |Â  Around the age of 7 years, a child will doubt their learning ability and often say ‘I | | |can’t do it’. This leads them to becoming frustrated easily.Personality is established | | |more firmly as attitudes to life are developed. The child is more susceptible to peer | | |pressure, solid friendships are formed and ‘best friends’ are important. The child may | | |feel unsettled when making the transition from primary school to secondary school and as | | |puberty approaches. Strong friendships are relied upon and usually the same sex. The child| | |may be reluctant to go to clubs unless a friend is there too.At this age the child is | | |more independent and able to make more decisions. | |12 yrs – 16 yrs |Â  The child will now travel t o school alone. Mood swings become more apparent due to | | |puberty. There will be a desire for the child to ‘fit in’ with peers and express | | |individuality this can be through art/ music/ dance or creative writing and possibly | | |through dress and hairstyles. The child may prefer to spend time with friends rather than | | |family, and may tend to spend more time in their bedroom at home.A balance of school and | | |leisure time is important. | | 16 yrs – 19 yrs|Â  The child becomes interested in own sexuality and feels attracted to others and may | | |develop romantic and sexual relationships. The child may experiment with smoking, drugs or| | |alcohol, this behaviour is linked with low self-esteem. The child may self experiment with| | |identity through appearance . e. g. piercings and tattoos. A child may start a new job, it | | |is important that a home, work and social life balance is taken on. | Moral Development Age Range |Development within the age range | |0 – 3 months | | |3 – 6 months |Â   | |6 – 12 months |Â   | |1 yr- 2yrs |Â   | |2 yrs – 4 yrs |Â  The child is increasingly able to understand consequence of behaviour and the concept of | | |‘getting in trouble’. The child understands the concept of saying sorry and ‘making up’ | |4 yrs – 7 yrs |Â  The child has a good understanding of familiar, basic rules. If he/she are in an | | |environment where swearing is happening, it is likely the child will use in their own | | |language.The child will have experienced blaming and blame, and feels shame/guilt when | | |adults disapprove. The child will be keen to win and be ‘right’. | |7 yrs – 12 yrs |Â  Attitudes to life are being developed – these are the basis of future moral codes. The | | |child can understand increasingly complex rules, impacting on the sense of right and | | |wrong. Conflict with parents arise due to wanting independence, home rules are unfair, and| | |refuse to wear clothing that parents have bought. | |12 yrs – 16 yrs |Â  The child will now develop personal morals, beliefs and values outside of parents’ | | |influence . e. g. egetarian | |16 yrs – 19 yrs |Â  The child may protest to make their feelings know and to act on a desire to change the | | |world . e. g. petitions, student protests | All tables are guides and development ages groups are approximate. Question: What is the difference between Sequence of development and Rate of development? Why is the difference important? |Sequence |Rate | |The sequence is the order on which children develop. For |The rate is the speed or age on which children develop.For | |example, a child will learn to sit up before they can walk. |example, children of the same age will not reach all of the | |There are exceptions to this; children or young adults with a |milestones at the same age. | |disability may develop different ly. | | It is importance to identify the difference and how each one plays a role in identifying the accomplishments of a child, what milestones have been reached and when. They enable charting of a child or young person's development to happen and provide a structure or picture that can measure where a child might be in need of support.

Boycotts, Sanctions and Embargoes

Boycotts, sanctions and embargoes have been used for a very long time by the government to maintain social order. Although their use is characterized by lack of democracy, autocratic leaderships as well as dictatorial leaderships, the three terms have come to be recognized as international tools of dealing with rogue nations especially when such are applied by the international community through world recognized bodies such as the UN.While boycotts refer to the act of desisting from using a certain product of engaging in relationship with a given organization or individual it may also be applied to individuals such as presidents and political leaders as a means of coercing such to comply with the given code of conduct . Boycotts, sanctions and embargoes as applied to South Africa during the apartheid era were used as tools of suppressing the apartheid rule to recognize the rights of the blacks in South Africa. Boycotts, sanctions and embargoes are only effective if there is internati onal solidarity on the dimension on which they can be applied.For such tools can never be effective if applied in small proportions. Beginning in the late 1960s throughout to the early 1990s the international community put pressure on the apartheid rule in South Africa to recognize the rights of the blacks in South Africa. The successive handover of independence to South Africans can be partly attributed to the effectiveness of the boycotts, sanctions and embargoes. The history of boycotts, sanctions and embargoes can be traced back to the 1700s with colonial boycotts of British trade goods during the colonization of America by the Britains .In the 1800 boycotts were evident and were successfully used as a tool to fight slave trade when different nations such as France, the Balkans and the Americas called for their population to boycott and resist from buying goods or products originating from slave fields . This led to the colonial masters to understand the dissent and dislike of s lave trade as a practice. This amongst other factors can be used to explain the eventual abolishment of slave trade in late 18th century.Boycotts were used by the anti-apartheid movement in two folds, either as a threat or an actual action aimed at eliciting the desired reaction from the apartheid rule to hasten the hand over of independence to South Africa . The pervasive nature of the boycotts made the boycotts to be viewed by the apartheid movement as one of the effective tools in that whenever boycotts were called either from the international community or by the south Africans themselves it would deal a big blow to the smooth functioning of the apartheid government.This was the desired effect on the government given the ability of boycotts to disrupt the normal functioning of government. For instance, the South African apartheid government depended on exports of products such as gold, diamond and uranium and therefore successful boycotts meant that the apartheid government woul d be denied the much-needed income to carry on its governance issues .Boycotts were so effective in South Africa such that they are classified as one of the greatest factors which led to the fall of the apartheid regime considering the fact that South Africa relied on export of its goods to earn foreign exchange. The anti-apartheid in South Africa played a critical role in ensuring that the boycotts received international recognition hence the reason why much of the campaigning was directed towards achieving official state sponsored international support.International anti-apartheid movement as it applied to South Africa was founded on tenets such as the belief in the right of every human being to fundamental right to freedom, self-rule, the right to every state to be independent, the right to recognition and upholding of every people’s culture and beliefs as well as the social and moral responsibility of the international community to fight apartheid irrespective of who prac tices it or who perpetrates it. The above tenets formed the basis for the international anti-apartheid movement and were consequential in the subsequent defeat of apartheid in South Africa.International solidarity is manifested in the ability of nations of the world to join together and advocate for a common goal . In regard to an apartheid movement in South Africa solidarity was demonstrated in sanctions and embargoes enforced by the international community to fight apartheid. In that sense the international community shows the intention to decapitate the legal framework with apartheid rule upholds as a means of sustaining the economic dominance over people.In the case of South Africa the Boers segregated Africa by making sure that the quality of education they received was insufficient to guarantee them good position in the labour market . This greatly relegated the natives to abject poverty in that they were economically not a match to the Boers. Apart from denial of access to ed ucation, the native South Africans were denied equal opportunities even in situations whereby they possessed equal qualifications to those of the whites. In addition, the apartheid rule dictated where the Africans could own property as well as what kind of trade they could conduct.This meant that economically, the Africans were at a disadvantage. At the policy level all policies were biased against the Africans and this meant that it was very hard for them to achieve the economic independence required to wage any meaningful ‘war’ against the mighty white rule. This shows how the Africans were incapable of successfully fighting apartheid on their own. Without international solidarity as demonstrated in the international apartheid movement the native South Africans would not have achieved independence.Where the Africans lacked the economic power to fight apartheid, the international community showed solidarity by enforcing sanctions, which would greatly reduce the whiteâ €™s economic prowess . Pressure from the international community led to the call of boycotts and expulsion of South Africa from participating in the international sporting events . This was too much for the apartheid rule to bear as embargoes such as expulsion from world sporting events and the calls for boycotts of the consumer goods meant that South Africa was slowly drifting away from the international community .Even before the official handover of independence to the South Africans the impact of the international community intervention was evident and by 1985 the apartheid rule started doing away with some apartheid practices such as forced ejections from homes, classification based on colour, as well as the denial of equal opportunities . As the internal resistance waged by the South Africans through their umbrella party ANC sufficed international relations worsened as the sanctions, embargoes and boycotts were unbearable to the apartheid rule.The support from the internat ional community accorded to the native South Africans acted as a morale booster and as a result the native South Africans took the fight against apartheid a note higher as all social groups took to the fight. As a result of international solidarity in calling of the eradication of apartheid in south Africa, the natives regained confidence and the fight against apartheid changed tactics from confrontational needs to more subtle means such as freedom songs, as well as the use of black owned media to produce films which called for the end to apartheid .In the contemporary society international solidarity contributes largely to political struggle. This takes other forms other than embargoes, boycotts and sanctions for instance, international recognition of democratically elected governments. For example, in the present day Somalia, it is the leadership, which gains international support, which enjoys credence and credibility. For instance, the Islam court government could not successful ly lead in Somalia because it lacked the support of the international community.International solidarity calling for the recognition of the democratically elected leadership lead to the ousting of the Islam courts’ led government barely six months after it had seized power from yet another leadership; the tribal led government. The case of Somalia clearly shows that international solidarity can play a role in winning struggles not only the struggle against apartheid but also other struggles against terrorism, colonialism as well as dictatorial regimes.However, there is a need for caution in how the international community plays its role when it comes to intervention in conflict situations. There is evidence that most international actions are informed by the leadership of specific groups as opposed to being informed by the need for impartiality, fairness and the observation of international law. The moment international community degenerates into a tool for certain groups in the struggle, the effectiveness of the international community to fight against oppression of a given people whether in apartheid, colonial or occupation.The international community should base their support on any given group on merit but not other factors such as on the basis of friendship with the leadership of a given struggle movement. The international community has in the past made grave mistakes by supporting struggle leaders who later turned out to be no better than the oppressive powers. This can be clearly demonstrated in the case of leaders who have taken over from dictatorial regimes with the full support of the community only to turn out to be worse than the ousted regimes.For the official leadership of any struggle to receive international support, it must clearly demonstrate its ability to end aggression once it takes power. Such official leadership must have put in place proper mechanism to deal with issues of poor governance, which often lead to difficulties in lea dership once such a struggle movement, takes power. It is therefore paramount that the international community serves the role of a mediator rather than actively being involved in the political activities in any given struggle.Sanctions, boycotts and arms embargoes have been criticized for going in contravention of freedom and autonomy of states especially in cases whereby the sanctions, boycotts and embargoes are imposed on independent sates for reasons ranging from; failure to honor some demands by donors which may not be in the best interest of such nations or in other cases where embargoes, sanctions and boycotts are solely motivated by the need to exert influence over a regime which has fallen out of touch with the wishes of western powers.For instance, the world is currently witnessing a situation whereby there is a tendency by the United States of America to endorse boycotts and sanctions to nations which fail to support it or collaborate with it on fronts such as the war aga inst terrorism. This leads to questions on how appropriate it is for the United States of America and other developed Nations to dictate to independent nations on how they can handle their internal affairs.For example, the sanctions imposed on Iran solely on grounds that, the country is developing weapons of mass destruction are a clear indication of how sanctions, boycotts and embargoes can be imposed at will by the powerful nations to the detriment of militarily and economically weaker nations. This has been a cause of tensions in the Middle East region and it threatens to get worse and spill into an international conflict. Embargoes lead to the suffering of citizens whose country is brought under sanctions.In addition, embargoes, sanctions and boycotts increase vulnerability for such a country to face external attacks if arms embargoes are imposed. The above clearly demonstrate that, in as much as sanctions, embargoes and boycotts are useful in containing the capacity of dictator ial regimes, apartheid regimes and rebel movements, if not well regulated, they can lead to atrocities against the people they are meant to protect or liberate. Where sanctions, embargoes and boycotts are imposed haphazardly, citizens suffer. In addition, the countries under arms embargoes become more vulnerable to attacks.In addition sanctions, arms embargoes, and boycotts can lead to heightened regional and international relations characterized by tensions. There is a need to de-emphasize the use of sanctions and embargoes and concentrate on other methods of intervention in times of crisis. While sanctions, embargoes and boycotts can create an opportunity for abuse of human rights, abuse of independence of states and unnecessary interference in the running of internal affairs of independent countries, other alternatives such as negotiations can work marvelously and cause less undesired effects.In addition, an alternative such as diplomacy is les expensive to implement in the long run. Diplomacy is usually given a wide support by nations of the world compared to sanctions, boycotts and embargoes. For instance, although there are sanctions in place against the current regime in Zimbabwe specifically targeting the leadership of President Robert Mugambe, not every nation in the world supports the measure as some countries like China have gone ahead with healthy trade ties with Robert Mugambe.This clearly indicates that, sanctions are not always ideal and must only be applied selectively as opposed to being applied blatantly. In conclusion, it is clear from the discussion above that international intervention in form of enforcing boycotts, sanctions and embargoes against the apartheid rule in South Africa was effective in the fight and eventual defeat of apartheid. The international campaign, which saw South Africa being banned from participating in international sporting events as well as the calls for boycotts of South African products, was greatly successful a s a tool to fighting apartheid.At the center of the struggle against apartheid was the apartheid movement, which coordinated the anti-apartheid struggle and advocated for the imposition of embargo, sanctions and boycotts. The case of apartheid struggle is a clear demonstration of the power of international solidarity in relation to the politics of a particular struggle and how international solidarity can greatly influence the outcome of the given struggle. Reference Lodge, T. 1983. 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