The Relationship Between Petruchio and Katherina in the...

An analysis of the relationship between Petruchio and Katherina throughout the play The Taming Of The Shrew Introduction: The Taming Of The Shrew is a comic play based around a town in Italy called Padua. In my view, the play is mainly centred round the relationship of Petruchio and Katherina. Petruchio, a young, ambitious and (it could be said) ravenous man has his heart set on locating a young and beautiful women with a wealthy background to be his wife. The fact that he will only be interested in the women for her money is indicated several times before the meeting of Petruchio and Katherina. P: I come to wive it wealthily in Padua; If wealthily, then happily in Padua. P: Signor Hortensio, twixt such friends as†¦show more content†¦No mates for you Unless you were of gentler, milder mould. K: Ifaith, sir, you shall never need to fear; Iwis it is not halfway to her heart. But if it were, doubt not her care should be To comb your noddle with a three-legged stool, And paint your face, and use you as a fool. Katherina shows that she is in fact angered and upset by the willingness of the suitors of the town to turn to her sister when she is the older of the two, and she should be married before her. She turns her anger to violence directed at Bianca as shown in the beginning of Act 2 Scene 1, shortly before the meeting of Petruchio and Katherina. K: O, then belike you fancy riches more: You will have Gremio to keep you fair. B: Is it for him you do envy me so? Nay then you jest, and now I well perceive You have but jested with me all this while. I prithee, sister Kate, untie my hands. K: [Striking her] If that be jest, then all the rest was so. These representations of the characters I will analyse have shown that the characters have very similar personalities and are prone to violence. Especially when it comes to lack of love. This will change in a drastic way as I investigate the play. Petruchio will prevail and Katherina will be tamed. Act 2 Scene 1: The Meeting When Petruchio is alone before the first meeting, he shares with the audience his proposal to woo Kate, using a soliloquy. This opens the audienceShow MoreRelatedThe Power of Love in 10 Things I Hate About You and Taming of the Shrew1491 Words   |  6 PagesThe Power of Love in 10 Things I Hate About You and Taming of the Shrew The Power of Love is portrayed in various themes throughout both. Some of which depict superficial love, motivation by money and love-at-first-sight. 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In the fifteen hundreds, an audience would have enjoyed obvious, visual aspects of comedy such as we would see in a modern-day pantomime, whereas an audience watching the play today would also Read MoreThe Presentation of Petruchio by Shakespeare in The Taming of the Shrew2524 Words   |  11 PagesThe Presentation of Petruchio by Shakespeare in The Taming of the Shrew In addition to being the title of one of Shakespeares earliest comedies, The Taming of the Shrew was also the self appointed role and paramount purpose of one of its main characters, Petruchio. Shakespeare presents this central character in a variety of ways and care must be taken so that early unfavourable impressions of Petruchio may not be misleading. What did Shakespeare want his audience to think Read More10 Things I Hate About You Taming of the Shrew: Appropriation1376 Words   |  6 Pages10 Things I Hate About You The Taming of the Shrew The historical and cultural contexts of Shakespeare’s The Taming of the Shrew (TTS) and the 1999 film 10 Things I Hate About You (10TIH) differ exceptionally, resulting in the film’s expression of values unlike those expressed in Shakespeare’s original text. Shakespeare’s play was written during the Elizabethan era, during which the belief that men were superior to women was prevalent. This concept is centralised in TTS, through incorporationRead MoreTaming of the Shrew and Oleanna: Women Supersede Essay2517 Words   |  11 Pagesgender roles have been challenged and refined over the course of the twentieth century, main characters, Katherina from â€Å"Taming of the Shrew†, and Carol in â€Å"Oleanna†, nonetheless portray the exceptions or even the extremes, of feminine independence and superiority to the norm of patriarchy within not only the household, but within society as well (Traversi 96). In both the â€Å"Taming of the Shrew† by William Shakespeare, and â€Å"Oleanna† by David Mamet, the authors write their female characters to have

Transition Into The Professional Role - 1287 Words

Transition into the Professional Role The transition from student into the professional nursing role will be an intimidating yet exciting time fortunately I have a plan to make this transition as smooth as possible. I am seeking to be employed in the state of Florida in a pediatric facility. Luckily I have worked in Nicklaus Children’s Hospital previously known as Miami Children’s Hospital whom is one of the best children’s hospitals in the nation and plan on staying within the facility and relocating to a different department with the help of my current administrators. The hospital is located eight minutes away and is exactly 2.4 miles from my home, which is just an additional incentive to have me stay with them. If for whatever reason this does not fall through I am also interested in working in Joe DiMaggio Children’s Hospital. Although this hospital is 36 minutes away and 24.6 miles in distance I previously had the opportunity to go to the facility for clinical and find that it has a great atmosphere and is one of the leading pediatric hospitals. Before applying for a job there are certain criteria set by the Board of Nursing for obtaining an Registered nurse license in the state of Florida which are the following: According to the Florida Board of Nursing under Section 464.008 you must graduate from an accredited nursing program in Florida whom is from an Accreditation Commission for Education in Nursing or Commission on Collegiate Nursing Education and has acquiredShow MoreRelatedRole Transition and Professional Nursing1569 Words   |  7 PagesRole Transition and Professional Nursing XXXX XXX University NUR/300 MSN RN February 09, 2010 Role Transition and Professional Nursing As the student nurse transitions from the role of a nursing student to the professional level of nursing, the licensed registered nurse shall perform only those nursing activities for which the RN has been prepared through basic education and those additional skills, which are obtained through subsequent nursing educationRead MoreThe Role Of Professional Socialization During The Transition Period1686 Words   |  7 PagesIntroduction Professional socialization occurs when individuals are exposed to different socialization agents including clients, peers, faculty, healthcare professionals and family. 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Grievance Procedure of Ace Forklift Industries †Free Samples

Question: Discuss about the Grievance Procedure of Ace Forklift Industries. Answer: Introduction: The assignment is a study o grievance redressal process in the workplace taking Ace Forklift Industries as the subject of study. The case study presents a case of sexual harassment of a female administration employee in the company. She does not receive any legal support from the HR or any senior employee. The first section of the paper starts with the definition of the term grievance. The next section deals with the grievance process the employee should follow to get justice. The assignment outlines the documents and the external parties involved if the company does not resolve the problem. Definition of a Grievance: A grievance in workplace is defined as the formal notice expressing dissatisfaction of an employee reported in a legal format. The format in which the grievance is reported is done in consistent with prevailing laws. Grievance is a legal procedure and the aggrieved person can approach court if the responsible authority does not resolve the matter. Grievance is usually lodged when the management or senior managers commits illegal actions like violation of labour laws, sexual harassment, unethical termination of employees and so on (Hechter, Pfaff and Underwood 2016). The companies are obliged to follow the laws passed both by the central government and state governments in various matters. The employees who found and suffer from the violation of these laws can lodge grievance before the management. If the management does not take steps to resolve their claim, they can approach the court. Here the employee is the applicant and the employer is the respondent (Regan Jr, and Hall 2016). F or example, in the fourth case the female employee faced sexual harassment from a male accountant. She can lodge a grievance and get protection under the Equal Employment Opportunity (Commonwealth Authorities) Act 1987 (Legislation.gov.au 2017). Grievance Procedure for sexual harassment: Internal complaint Gather evidences: The female employee and the concerned HR of the AC Forklift must at first gather all documentary evidences of the harassment and attach them to the form. The important documents will depend on the seriousness of the case (Moscoe, 2015). For example, in the case of sexual harassment the documents should include the following: Main steps taken to prevent and manage such activities. Main information gathered by the HR while investing the case of sexual harassment. A detail of the investigation report. Filling up the complaint form The female employee must fill the complaint form before lodging the complaint and sign all the pages. The format of complaint form has been filled as per the case study as below: Date Grievance Lodged: April 17, 2017 Is this the first time this grievance has been lodged by either party? (please circle) :No? Work Location: Ace Forklift Work Category /Type : Complainant: the female administration employee Respondent: the male accountant General Nature of the Grievance: Sexual harassment Option/s Utilised to Resolve Grievance: Spoke to the HRO Date Grievance Finalised: No action taken? Was the complainant satisfied with the: ?a) Process followed to resolve the grievance (please circle) No b) Outcome of the grievance (please circle) No Was the respondent satisfied with the: a) Process followed to resolve the grievance (please circle): No b) Outcome of the grievance (please circle): No Was there a request for a review? No Contact Person for the Grievance: HR Officer?PD2010_007 Issue date: January 2010 Page 24 of 27 Area/Facility: Assessed by: Date of Assessment: IMPLEMENTATION REQUIREMENTS Not commenced Partial compliance Full compliance 1. A formal local workplace grievance management system has been developed to address all workplace grievances, with a focus on prompt, fair, efficient, appropriate and effective resolution. No Notes: 2. A suitably qualified senior staff member has overall responsibility for the operation of the workplace grievance management system, including developing, implementation, monitoring and updating of the system. Yes Notes: 3. Formal procedures are in place to instruct all staff on the workings of the grievance management system, and to give all staff access to timely and effective grievance management and resolution. No Notes: 4. A grievance is individually assessed as it arises. It is also managed in a way most appropriate to the circumstances. No Notes: 5. Additional points of contact for complainants have been set up, including designated Grievance Contact Officers, who can assist staff members involved in the resolution process. No Notes: The HR officer and the senior officer did not take any step when the female employee lodged a complaint. 6. The workplace grievance management system is structured to encourage early self- resolution where possible, and supports the use of facilitation and mediation, where appropriate. No Notes: 7. The workplace grievance management system contains mechanisms to ensure grievances are treated with appropriate confidentiality. No Notes: 8. The grievance management system contains a facility to ensure access to an effective review mechanism, and outlines review procedures for staff. No Notes: The female employee did not receive any help Lodging a complaint: The female administration assistant in the fourth case stated in the case study should at first lodge an internal complain with the employer. The Sexual Discrimination Act does not mention any particular procedure and necessitate the managements of organisations to form an grievance redressal system. The internal system depends on the type and size of the organisation like ACE Forklift is a trucking company using HR business partner model (Marchington, M., 2015). The HR is supposed to take the complaint and start the actions immediately. The internal redressal body must document the employees complaint and advice her with all possible options of lodging grievance. The complaint must be addressed in a fair, timely and private way. The female employee may send a copy of the documents to the Fair Work Omburdsman and the Fair Work Inspector by post. They will try to mediate between the parties involved and if this step fails, the employee can proceed to the next step of full investigatio n (Lindsay 2015). Flowchart of the steps to be taken if the grievance is not resolved within the company: Full investigation: The trained personnel must investigate the matter and asked to approach the state anti-discriminatory bodies if required. The internal framework of grievance lodge must give in writing that the aggrieved employee will not face discrimination or be victimised if she lodges complaints for sexual harassment (Humanrights.gov.au 2017). The Fair Work Inspector will investigate the matter in detail and may contact ACE Forklift to decide on the appropriate legal course of action. Compliance and Enforcement: The fair Work Inspector will take legal steps to cause mediation between the parties. He may issue legal notices against the employer or the employees concerned. Mediation: This is a confidential and voluntary process where the parties are asked to attend the Ombudsman at his office. The Ombudsmen will try to help the parties to solve the problem and find a solution. If the mediation process fails, the complainant can lodge an external complain to seek justice of a court. External complaint: The aggrieved female employee did not receive any legal support from the senior managers which leaves her with the option of lodging a formal complaint with the external judicial system. The aggrieved female employee in this case approach the Human Rights and Equal Opportunity Commission (HREOC) or relevant authority (Humanrights.gov.au 2017). The relevant judicial authority will investigate the case and try to mediate it through reconciliation. If the reconciliation fails and the employer terminates the employee, she can approach the Federal Court of Australia or the Federal Magistrates Court. The sexual harassment acts involving criminal activities can also be lodged directly with the police. External parties involved: The Fair Work Ombudsman The legal professionals employed by the company Members of courts Police Conclusion: The employee must lodge a complaint against the harassing employee before the HR and the management of the company. She must also seek help of the Ombudsmans office or even approach the court of law to get justice. References: Hechter, M., Pfaff, S. and Underwood, P., 2016. Grievances and the Genesis of Rebellion: Mutiny in the Royal Navy, 1740 to 1820.American Sociological Review,81(1), pp.165-189. Humanrights.gov.au. 2017. HREOC Website - Racial Discrimination: National Consultations: Racism and Civil Society | Australian Human Rights Commission. [online] Available at: https://www.humanrights.gov.au/hreoc-website-racial-discrimination-national-consultations-racism-and-civil-society-0 [Accessed 17 Apr. 2017]. Humanrights.gov.au. 2017. Sexual Harassment (A Code in Practice) - Complaint procedures | Australian Human Rights Commission. [online] Available at: https://www.humanrights.gov.au/publications/sexual-harassment-code-practice-complaint-procedures [Accessed 17 Apr. 2017]. Legislation.gov.au. 2017. Equal Employment Opportunity (Commonwealth Authorities) Act 1987. [online] Available at: https://www.legislation.gov.au/Details/C2016C00775 [Accessed 17 Apr. 2017]. Lindsay, R.E., 2015. Fair Work Ombudsman v Pocomwell Ltd (No 1)[2013] FCA 250.Austl. NZ Mar. LJ,29, p.75. Marchington, M., 2015. Human resource management (HRM): Too busy looking up to see where it is going longer term?.Human Resource Management Review,25(2), pp.176-187. Moscoe, A. (2015). Sexual exploitation and abuse in United Nations peace operations: towards evidence-based prevention and response. Regan Jr, M.C. and Hall, K., 2016. Lawyers in the shadow of the regulatory state: transnational governance on business and human rights.

The Lord of the Rings Essay Example

The Lord of the Rings Essay While others have tried to bring these stories alive by using video, animation and radio recreations, there is a problem with these video adaptations. The directors seem to alter the original story in order to make it into their own interpretation and to make it more cinematic. Looking specifically at the book The Two Towers within the trilogy of The Lord of the Rings and comparing the novel to the animated film by Ralph Bakshi and to the recently released film by Peter Jackson, one can see ideas and important elements that are left out or recreated in order to fit the new directors vision. Noticeably different in the two dramatizations are the addition and the deletion of scenes and changes made in the plot. The directors show the development of characters in a different way as more focus is put on what the actors do than what they say, or think. The directors interpretation is limited or enhanced by the available technology as well. By exploring important scenes such as the meeting of the Riders of Rohan, the development of characters like Aragorn, Gollum and Faramir with Frodo and Sam, and the time given to Helms Deep, it can be seen how both directors used their own imagination to tell the epic adventure story.In the same way both movies shy away from using the intended format of Tolkiens story. Similarly both Jackson and Bakshi switch between books three and four from the text. Thus enabling the intended audience to be able to follow the intricately woven story line.An important difference that is shown in the animated video, which contrasts with the text, is the deletion of certain scenes including the Dead Marshes, They did not know, and could not guess in that misty light, that they were in fact only just within the northern borders of the marshes ( Tolkien, 285). Also the deletion of the Black Gate with Sam, Frodo and Gollum: Well, here we are! said Sam Heres the gate, and it looks to me as if thats about as far as we are ever going to get. My word, b ut the Gaffer would have a thing or two to say, if he saw me now! (Tolkien, 300).These removals hurt the film because it does not illustrate the struggle that Frodo goes through with the physical and the mental fatigue surrounding the Ring,Frodo seemed to be weary, wearyto the point of exhaustion He said nothing, indeed he hardlyspoke at all; and he did not complain; but he walked like onewho carries a load, the weight of which is ever increasing;and; he dragged along; slower and slower. (Tolkien, 292).The friendship and trust built between Aragorn and Eomer on the Plains of Riddermark is not shown in any regard in Bakshis animated adaptation. In fact, Gandalf only casually mentions Eomers existence in Bakshis version. The skipping over of an important figure such as Eomer by Bakshi leads to the underdevelopment of other characters like Aragorn, which the book and Jacksons movie show. The movie by Jackson however, does show Aragorn and Eomer meeting and while each of the characters reveal information to the other about their own quest there is not the feeling of a connection being formed. As well there is also not the glimpse into the man that Aragorn is slowly becoming, as indicated by Tolkien in the text, Here / is the sword that was broken and is forged again! Will you / aid me or thwart me? Choose swiftly! (Tolkien, 32). Aragorn shows he is something more than just an ordinary man, his carrying of Auduril demands respect and admiration from the others and this then becomes an important camaraderie between the two characters from the text and is not shown in Jacksons movie. Another change between Peter Jacksons movie and Tolkiens book is when Eomer explains that he has been banished by his uncle, King Theoden, who is under the power of Grima Wormtounge. By having Jackson write a scene in which Eomer is expelled, it allows Jackson to set the stage for Eomers heroic return to Helms Deep when he was needed the most. When Eomer returns at a crucial point of the Helms Deep battle with his loyal Rohan it helps to build the bond between Aragorn and Eomer:Eomer and Aragorn stood together on the deeping wall.They heard the roar of voices and the thudding of the rams;And then in a sudden flash of light they beheld the peril ofThe gates. Come said Aragorn This is the hour when we drawswords together! (Tolkien, 164).In other parts of the movie Jackson has added scenes including the creation of Thoedens son, Thà ¯Ã‚ ¿Ã‚ ½odred. Peter Jackson then shows in two new scenes Thà ¯Ã‚ ¿Ã‚ ½odreds death and his being mourned by Eowyn and then later his father, the King. These scenes are unnecessary to the progression of the story line especially since Jackson cut out the last few chapters of books three and four that are important to maintain the storyline. The banishment of Eomer and his men is also a new scene, which helps Jackson to show that Grima Wormtounge longs for Eowyn and that is the reason for his betrayal to his own people:Warmongering? How long has it been since Saruman bought you? What was the promised price, Grima? When all the men are dead you would take a share of the treasure? Too long have you watched my sister, too long have you haunted her steps (Jackson).This is a good addition to the story as it helps the understanding of Wormtounges character a little better. Other changes between Jacksons movie and the text include a new battle scene that concerns the wolves of Isengard and the scene of Aragorn falling off a cliff. He is then to be rescued by Arwen, who is also a new character addition that is not in the, The Two Towers text. The book is different from the movie in that in the Jackson movie changes are made to scenes to build suspense. For example, in the situation concerning the Ents in Fangorn forest, it becomes Merry and Pippin who resort to using trickery to sway Treebeard and the Ents to go to war with Isengard.The characterization of major figures within the story is approached by many different met hods by the directors and by Tolkien. Faramir is a contrasting character to that of his brother, Boromir. This is proven in the text as Boromir is unable to resist the power of the Ring, I tried to take the Ring from Frodo He said I am sorry. I have paid . (Tolkien, 6). But Faramir is stronger than Boromir and resists the temptation that the Ring possesses:Even if I were such a man as to desire thisthing, and even though I knew not clearly what this thingwas when I spoke, still I should take those words as a vow,and be held by them. (Tolkien, 358).Realizing that the best thing is for the Ring to be destroyed Faramir helps Frodo and Sam on their journey by giving them food and gifts. Unlike the scene from the book both Jackson and Bakshi view the importance of Farmir in different ways and have different ideas as to the character of Faramir and his role in the story. In the animated film Faramir is not even mentioned at all. This is an interesting approach by Bakshi since Faramir is in many of the major scenes in the third book The Return of the King, written by Tolkien. This is unlike Jacksons in that in his dramatization he tries to develop the character of Faramir into a more in depth and realistic figure. He might be doing this in order to have Faramirs transformation and comparison to Boromir more noticeable. In Jacksons movie once Faramir learns that the Ring is within his grasp, he takes advantage of the situation unlike his character in the text. In the Jackson movie, Faramir does not even try to resist the evil power and draw of the ring. He takes Frodo and Sam to Osgiliath in new added scenes but eventually lets them go once he realizes that he has been subjected to the desire, draw and power of the ring. He realizes this as he listens to a moving speech by Sam:Sam: I think Mr. Frodo, I understand. Folks in those stories had lots of chances of turning back only they didnt. Because they were holding on to something.Frodo: What are we holding onto Sam?S am: That theres some good in this world. And its worth fighting for.( Jackson ).In The Two Towers, the character of Aragorn is slowly being developed. Through the book, Aragorn is shown as gradually turning into a king. Comparatively, in the movie by Jackson, Aragorn is already shown as being a man worthy of becoming a king and it is Aragorn who takes charge and helps Gandalf try to convince King Theoden to fight. There is a quote by Theoden that says, When last I looked, Theoden was king not Aragorn ( Jackson ).This excerpt from the movie helps to show how the character of Aragorn as depicted by the director Peter Jackson already has leadership qualities and the natural ability to command a group of people. This is different from the slower more detailed journey that his character takes in the book. Tolkien uses his skill as a writer to help lead the readers through a discovery of Aragorn, while the character himself understands his own true purpose. A reference to Aragorns real he ritage is shown in quotes from the book:He [Aragorn]seemed to have grown in stature while Eomer had shrunk;and in his living face they caught a brief vision of the powerand majesty of the kings of stone. For a moment it seemedto the eyes of Legolas that a white flame flickered on thebrows of Aragorn like a shining crown. (Tolkien, 32).Also another reference from the text that tells of Aragorns stature and how others in middle earth saw Aragorn was:So great a power and royalty was revealed in Aragorn, ashe stood there alone above the ruined gates before the host of his enemies, that many of the wild men paused, and lookedback over their shoulders to the valley, and some looked up doubtfully at the sky. (Tolkien, 173).The characters of Sam and Frodo are vital to the telling of the story in order to understand the full importance of the Ring itself and the journey that it will take to destroy it. Gollum, in the book of Two Towers, plays a critical role in Sam and Frodos journey and bec ause of his own personality shifts, it makes him an interesting character that transforms throughout the story.At the word hungry a greenish light was kindled in Gollumspale eyes, and they seemed to protrude further than everfrom his thin sickly face. For a moment he relapsed into hisold Gollum manner we are famished, yes famished weare precious, he said What is it they eats? Have they nicefisshes? His tongue lolled out between his sharp yellow teeth, licking his colourless lips. (Tolkien, 280).When Sam and Frodo first encounter Gollum in Ralph Bakshis version they attack him. Pleading with them to not hurt him and to take off the rope, Gollum swears by the Precious. This scene of the promise does not change in any of the accounts but the dialogue of Gollum is kept to a minimum. Bakshi does allow Gollums character to provide some of the only scenes of comic relief. This is done when Sam still does not trust Gollum:Sam: Where were you sneaking around too?Gollum: Sneaking, Sneaking after I did all this for you and you accuse me of sneakingSam: Im sorry, but you startled meFrodo wakes up Hello Smeagol, where have you beensneaking! replies a pouting Gollum ( Bakshi).In Jacksons movie one of the dialogues between Gollum and his other personality Smeagol is split up into three parts thus making the effect of his characters struggle more frightening. Gollum is first trying to tell Smeagol to kill the Hobbits but Smeagol become the dominant personality in this exchange. Then Smeagol feels betrayed after the encounter with Faramir so the personality of Gollum is shown convincing Smeagol that the master is bad. Soon Gollum, the dominant personality wins out over the weaker Smeagol and makes a reference to getting the Precious by nasty means. Gollum is depicted in all four stories, The Hobbit, The Fellowship of the Ring, The Two Towers and The Return of the King, as being viewed as something evil and should be disposed of but those that encountered him have not been a ble to:What a pity Bilbo did not stab the vile creature, when he hada chance!Pity? It was Pity that stayed his hand. Pity, and Mercy: notto strike without need.I do not pity Gollum. He deserves death.Deserves death! I daresay he does. Many that live deservedeath. And some that die deserve life. Can you give that tothem? Then be not to eager to deal out death in the name ofjustice, fearing for your own safety. Even the wise cannot see allends. (Tolkien, 271).Gollum, through out the stories transforms himself into the mild mannered character of Smeagol. This is a brief glimpse into the thing he once was but eventually too much evil has corrupted him and he reverts back to his old self. This characterization remains consistent through the text and both movies.The ability of modern technology has helped to make the internal struggle with Gollum one of the most amazing collaborations of animation, special effect and the actors performance. Also the battle scene at Helms Deep in Jacksons movie was brought to digital life. The use of computers and elaborate sets allow the battle and the fighting scenes to seem genuine. As a result of being able to create an actual war Jackson has turned the battle itself into a third of the movie. This seems to be very elaborate and not the best allocation of time in the movie. Disappointment was felt by many Tolkien fans when Jackson allows Saruman to make a bomb to blow up the wall at Helms Deep. With the power and ability to create impressive illusions one could have hoped for an actual visual display of wizardry, But the Orcs have brought a devilry from Orthanc, said Aragorn They have a blasting fire, and with it they took the wall. (Tolkien, 171).Ralph Bakshi had a great vision as to the way his film was to be developed. He had beautifully drawn backgrounds for his film as this was the style of the time. The backgrounds do not change but the animated characters do. He relied heavily on sound effects to impress upon the audienc e such things as doom or foreboding, as his animated characters could not always express that. Unfortunately the longer one watched this movie, one could start to see a lack of quality. In one scene in particular during the fight between the Uruk-hai and the Riders of Rohan, some Uruk-hai are jumping, screaming ready for battle and some Uruk-hai are not even moving. Bakshi also seems to have run out of money because he starts switching between real figures and animated characters.Each of the directors are trying to relay their own vision of Tolkiens text by adapting their movie story lines. Unfortunately the original creator and master story teller Tolkien was not used to help in the making of the two dramatized versions of his epic tale. In using the text to compare the different visions of the directors one can see that important scenes are either left out, hurried past or embellished upon. Although both directors were close in recreating this epic, neither movie was able to captu re the wonder, imagination and genius of Tolkiens classic story. The Lord of the Rings Essay Example The Lord of the Rings Essay Throughout The Hobbit there are several different themes. The main theme in The Hobbit is to always face your fears. Bilbo faces his fears many times during the adventure. That is the main theme because Bilbo and other hobbit are known to not like adventures, or do anything unusual. In the beginning, Bilbo was afraid to even go on the adventure, but by going on the adventure he faced many of his fears. He thinks about not doing many things during the adventure, but yet he faces his fears by doing those things. As they go on he does many things no one would ever expect a obit to do. The setting of The Hobbit is Middle Earth, Well, I should say that you ought to go East and have a look around. After all there is a side-door, and dragons must sleep sometimes, I suppose. (Tolkien, 25). This relates because it describes what Middle Earth is like. The conflict that occurs in this book, is man v. s. Supernatural. An example of that occurring is, He hated dragons and their cruel wickedness, and he grieved to remember the ruin of the town of Dale and its merry bells, and the burn banks of the bright river running. (Tolkien, 50). This quote relates to the theme because it shows what fear Bilbo has to face during the adventure. The plot of The Hobbit is for the dwarves to get their lost treasure back to them. An example of that is, Bilbo knew, of course, that the riddle-game was sacred and of Immense antiquity, and even wicked creatures were afraid to cheat when they played it. (Tolkien, 50). This quote relates because it describes some fears Bilbo had to face to get back their treasure and to get the mountain back. The theme of The Hobbit Is similar to my life In a couple ways. By facing fears, I am rowing, becoming stronger, and living life everyday. By facing fears you also gain courage in many ways. Gaining courage and facing fears makes you a lot stronger, and also gives you more self respect. If you face fears you will not only be facing fears, but also gaining self respect. The theme of facing your fears Is also shown In more contemporary writings, for example In The Hunger Games. In The Hunger Games, Catkins faces many of her fears and makes herself stronger many times. For example, when she first enters the Hunger Games, she has many fears, but once she test used to things she becomes stronger. We will write a custom essay sample on The Lord of the Rings specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Lord of the Rings specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Lord of the Rings specifically for you FOR ONLY $16.38 $13.9/page Hire Writer There are many other stories that use the theme of facing your fears. Hobbit By cheerleader 5 The setting of The Hobbit is Middle Earth, Well, I should say that you ought to go is, Bilbo knew, of course, that the riddle-game was sacred and of immense antiquity, The theme of The Hobbit is similar to my life in a couple ways. By facing fears, I am fears, but also gaining self respect. The theme of facing your fears is also shown in more contemporary writings, for example in The Hunger Games.

Federal Laws Protecting Employees in the Workplace essays

Federal Laws Protecting Employees in the Workplace essays Introduction: There are a number of federal laws protecting employees in the workplace. Included in them are the Fair Labor Standards Act, the Equal Pay Act, the Occupational Health and Safety Act, and the Age Discrimination in Employment Act. According to Dana Shilling in her book Human Resources and the Law, the Age Discrimination in Employment Act of 1967 (ADEA) was passed to protect older workers who are still able to carry out vital job functions. Under the ADEA, employers with twenty or more employees are prohibited from discriminating against employees over forty years of age in hiring, compensation or other employment related areas including training, promotions or layoffs and terminations. The ADEA does not prohibit the discharge of employees over the age of forty for good cause or employee misconduct. The ADEA does prohibit employers for retaliating against older workers that file complaints under the ADEA alleging that they are being discriminated against because of their membership in a protected class. Under the ADEA, the basis for termination must be a reasonable factor other than age. In any scenario in which retaliation by an employer is alleged, the burden of proving it can be difficult according to Shilling. Each federal law that protects workers has a different set of facts and factors used to determine if there is a prima facia case for a lawsuit. In the case of the ADEA, Shilling writes that a prima facia case for an ADEA lawsuit would be one in which the following criteria are met: The plaintiff or complainant is part of the protected group meaning he or she is over forty The plaintiff was qualified for the position that he or she held or was applying for The plaintiff was discharged, not hired, demoted, not given a raise, or in some other way was discriminated against on the basis of age (Shilling, 1998) Introduction: According to Mike Deblieux in his book L ...

What Is the What by Dave Eggers Book Review

What Is the What by Dave Eggers Book Review What Is the What is an astonishing, eye-opening, and heartbreaking book that defies classification. Once you’ve read it, the story of Valentino Achak Deng refuses to leave your mind. Even if you’re not familiar with the Lost Boys and their struggles to escape from war-torn Sudan, you’ll be drawn into this pseudo-autobiography. What Is the What tells a devastating story but never plays for sympathy. Instead, the hope, complexity, and tragedy of the situation take center stage. Valentino’s story stands alone as powerful and worth reading and Eggers’ superb writing compellingly brings Valentino’s voice and story to life. The novel is a successful portrayal of  a large-scale  tragedy through one man’s story though it does include graphic depictions of suffering and death. Synopsis Valentino Achak Deng was just a boy when Sudan’s civil war found its way to his village. Forced to flee, he walks for months to Ethiopia and later Kenya with hundreds of other boys. Resettled in the US, Valentino struggles to adjust to the mixed blessings of his new life. Book Review What Is the What is drawn from the real-life story of Valentino Achak Deng, one of the Lost Boys of Sudan. The title comes from a local story about the reward of choosing what’s known over what’s unknown. As they flee the destruction around them, though, the Lost Boys are constantly forced to choose the unknown future of refugee camps and life in America. What Is the What describes the interminable walking, the militia and bombs, starvation and disease, and lions and crocodiles that kill countless young boys as they attempt to find refuge in Ethiopia and Kenya. The obstacles of their journey are so astonishing and heartbreaking that you - and they - often wonder how they can go on. Eventually, many of the Lost Boys gain entry to the United States, and they form a vibrant community displaced across the country but constantly in touch by cell phone. Valentino ends up in Atlanta, adjusting to the fact that America offers its own evils and injustices. His past and present are masterfully interwoven through Valentino’s habit of mentally recounting his story to the different people he meets. Reading Valentino’s horrifying story can make the mere act of reading a book feel frivolous. The power of literature, though, is to bring remote stories to life. Eggers is famous for his book,  A Heartbreaking Work of Staggering Genius. That title could easily apply to What Is the What. Book Discussion Group Questions If youve chosen this book for your discussion group, here are some sample questions. Why do you think Valentino/Dominic/Achak had so many names?Why do you think Valentino directs his story towards Michael, Julian, and the clients of the gym?Which one of Valentino’s friends did you like or remember the most?Did you know the plight of the Lost Boys before you read this book? Did it change what you thought about the situation?What details impacted you the most?

MRSA Research Paper Example | Topics and Well Written Essays - 1500 words - 1

MRSA - Research Paper Example It is bothersome for immunocompromised patients. MRSA gains entry into the body through these lesions on the skin and can spread to other organs too. Once it gains entry into the internal organs the condition may worsen and symptoms like, fever, chills, reduction in blood pressure, pain in joints could be witnessed, further, headaches, shortness of breath may result. Under grave conditions rashes appear all through the body and a medical emergency occurs. The condition may lead to endocarditis, necrotizing fasciitis, sepsis, osteomyelitis all these conditions may turn out to be fatal. Tracing the history, it was discovered in 1961 in UK. Later, in 1981, it come into notice in USA amongst the drug abusers or those who were taking medications through intravenous routes. It is because of its terrifying nature it is also referred as â€Å"super bug† in medical science. With time the bacterium has gained resistance over different antibiotics and thus has emerged as ferocious disease causing organism. Records state that the number of cases are enhancing at a rapid pace. According to published reports by Centers for Disease Control and Prevention (CDC), 127,000 cases were reported in 1999 while in 2005 the number augmented to 278,000, moreover the death toll also enhanced from 11,000 to 17,000. Further it was estimated that 94,360 deaths were due to MRSA infection, of these 18,650 were due to hospitalizations in the year 2005 (Klein, 2007). The statistics suggests that MRSA is responsible for greater number of deaths per year in USA as compared to the deaths caused by AIDS (Stein, 2007). Based on the studies, MRSA has been categorized as Community Acquired MRSA (CA-MRSA) or Healthcare Associated MRSA (HA-MRSA). 1. MRSA is a painful condition; individuals with compromised immune system may get affected at a rapid pace as compared to those with enhanced immunity. It is observed that consumption of junk food or food items poor in

Executive summary Assignment Example | Topics and Well Written Essays - 500 words - 1

Executive summary - Assignment Example The business would follow an incremental business expansion pattern, towards other areas such as Beverly Hills, Santa Monica, Venice, Inglewood, North Hollywood and Glendale, in the initial phase of expansion. Numerous franchise units would also be opened in these areas, as per the demand and sales forecast. To provide gluten-free breads and desserts of the highest quality, that can satisfy the customer’s taste buds at an affordable price. We are committed to respecting our employees, suppliers, vendors and customers alike, following a strict non - discrimination policy with a strong belief and motto to enhance the health and well being of our community as a whole. ‘Glutopia Gluten-free Desserts and Breads’ is an American enterprise, established to serve the gluten and lactose intolerant population of the nation, for customers of all age groups – young and elderly. The company aims to fill the current gap in the market and constantly innovate newer recipes that promise to enhance nutrition and taste at an attractive and affordable price. The company would be headquartered in Los Angeles and cater to three large cities in close proximity with an efficient logistics and supply chain system. The outlets would be situated in prime localities, with a young customer base. The enterprise would obtain all the necessary licenses and strive to meet the health standards of the regulatory bodies. It is widely acknowledged that proper planning and formal structuring of business processes leads to greater success in the service sector (Gottfridsson (2011). Thus, the entire Business Plan must comprehensively address all major departments, activities, processes and protocols, for the smooth functioning of the business. The company’s growth strategy would be to open franchise units in each of these cities in its initial phase of expansion. The target customer sectors would be individuals with health issues or religious concerns and

The Psychology and Philosophy of Education of Ayn Rand in The Comprachicos Essay Example for Free

The Psychology and Philosophy of Education of Ayn Rand in The Comprachicos Essay Ayn Rand writes mainly about the status quo and what and who is to be blamed for such circumstances. She talks of a miseducation so ingenious that when one reads about it one simply gets baffled as he is forced to look into his own experiences from the home, to the school, to the Church and in the province or in the city. One can expect to see various parallelisms with how he is brought up and what he is usually told by his superiors. The reason for these apparent similarities, I think is that aside from the ‘system’ that almost each person is forced into; there is something common in every one of us. This is what makes us man, Rand says, our capability to be rational. Rand believes that man is rational and that this characteristic is, by itself unyielding. It is a capacity that can be impaired and can be prevented to work at its best, as what the comprachicos do but it survives even in those who are the ‘exact concretization’ of the Nursery School ideal, the hippies. Rationality is that which enables any man to; even with the worst education given to him feel that something is wrong because things appear blurred to him, that things must have clarity for it to appear blurred in the first place. It gives him an inkling perhaps or an intuition that something is not right around him and yet he still feels that ‘he has to make something somehow’. This is because of his rationality which naturally is the opposite of the fake, the submission, the uncertainty and the chaos. Man is rational because he has a mind. For Rand, this mind is empty at birth as what John Locke holds to be Tabula Rasa. It does not have innate contents; it is on the other hand waiting to be written upon by the experiences to come. Rand says that it has the potential for awareness, with a conscious and a subconscious mind that he must learn to operate to be able to construct inferences about the perceptions he will make. Thus, one can easily see how important it is for every child to be given enough opportunity to develop this potential especially in the years of his life that it is most needed. Rand stresses that it is in the first two years of a person’s life that what he is capable of learning is most significant both in the quantity and the degree of his curiosity about everything around him and the intensity of how he takes every detail seriously. When he reaches his third year, Rand says, his cognitive development is completed. He has acquired the things he need, what he has to do at this point is to use them. How he uses his cognitive tools will determine how well his conceptual ability will be when he grows older. Hence, as early as the nursery level, educators should already start training the child’s mind. Rand holds that teachers should focus on the progress of his mind’s automization of conceptual knowledge. By this, he can then retain the knowledge gained in his consciousness and move on to new information so that gradually, he will learn to integrate the old and new inputs and thus establish relationships between them. This will guide the child in understanding the basic concept of time-continuity and in internalizing a projection of the future instead of acting on whatever he feels like doing in the moment. If the simple idea of having something like tomorrow, or even later, and that what is done at the moment affects the time thereafter is introduced to the child, he will inevitably practice his rational faculty because he needs to look at all his choices and reason when he is choosing among the different alternatives. He needs to think and debate by himself what best could be done in the situation because the consequences of it would always have a lot of implications. Rand postulates that if a child is given the chance to exercise his reason, being caught in an event where he has to make decisions will not be much of a hurdle for him. The important thing is not really for him to make what is in the older people’s opinion the right decision; but to let him, in all his capacity as a rational person and in all his limitations as a child have at least some disposition and not let him be governed by whims or emotions be it of himself, of another person or of the whole pack. To have a disposition requires that one should have a firm ground to stand his beliefs on. This is why Rand tells us that it is wrong to place the children in an environment that would not help him be secured about an objective world, one that would only make him settle for the company of persons the same age as he is and of course do not know any better. What he needs, says Rand is cognitive guidance especially to acquaint him to the reality instead of making him adjust to a group of people he does not know and lose himself in the process. In getting to know the reality, Rand talks of the Montessori Method which utilizes materials that are didactic thus very useful for child learning because it provides a solution that the child needs to discover by actively thinking of how to do it. Instructive materials, Rand moreover says introduces the child to a sense of order since it is directed to a right answer or a right way. During this stage, Rand says that a child can only identify objects around him and its characteristics as it appears to him. The child cannot comprehend its other properties like height, volume, color and so on. This is why at this time, it is best to provide for the child special exercises of attending, observing, comparing and classifying. I have noted that while keeping the learning pace in gear with the child’s current stage, the four exercises mentioned also further develops his reasoning skills [especially comparing and classifying]. It is significant to note in my opinion how the previous knowledge learned leads to the knowledge learned later and how the knowledge learned later reinforces the knowledge learned earlier. When the child is introduced to the reality and becomes more and more aware of his own self, Rand implies that the time for language, particularly speech comes. Interestingly, Rand says that language comes to fix by means of the exact words which the child’s mind acquired and this profoundly lets him find himself alike in the world. This is a start for him to have a sense of belongingness, an idea which is necessary as Rand says to be an active and intelligent explorer of the world. All learning involves a process of automizing, Rand has stated. In forming, integrating and using concepts, Rand establishes that it involves the person’s will; it is volitional. How else better to bring out the will of the child in learning and thinking critically than to let him use practice his cognitive abilities especially in the age when he is most up and ready for it? Rand stresses that educators should not let this time pass because what could have been a joyful activity of enhancing his mind when the child is young will turn to be an extremely strenuous task when he gets older. Rand also gives favor of understanding as a method of learning over memorizing. Understanding means to grasp the content and the essentials of a thing, an event or a concept, to establish relationships between these essentials and what was previously known in the past and most importantly, integrate it with other subjects. By understanding is how the child will learn reading, for instance. Rand mentions what she calls the ‘look-say’ method which is not merely focused on shape of the letters (which the child can reverse; i. e. b-d, m-w, etc. [1]) but more on their phonetic equivalent which encourages the child to think in abstractions; directing his attention to the sound of the letter and not the mere appearance of it. Memorization, Rand further holds, is appropriate only for the level of observation, when the child’s capacity to understand is not developed yet. Another method Rand despises is the Discussion Method. As implied, she prefers to have a teacher in the classroom to guide the students in learning about the subject and to not let them carry the learning process by their premature knowledge. Besides the obvious fact that to learn is why they come to school in the first place, Rand prescribes that the teacher really teach what he expertly knows because to leave the deliberation to the students is to give them an illusion that they can know without being taught; that they can claim expertise without really learning. It is not possible to learn from this method because as Rand tells us, the students are clueless about that which is supposed to be lectured. To employ this method, according to Rand is to give the false idea that any person’s opinion can be the right answer or that the right answer can be produced by a person who does not yet know anything about what is being talked about. This cannot be for the truth is independent of anyone’s mere whims and this, in turn is the reason why education is highly significant and relevant and must remain so by imparting on the students the knowledge and the skills necessary for his growth as a rational being. I think that the reason why Rand says that this method is inappropriate for the students is because the mind prior to learning about the subject is, to say still immature. By this immaturity, they are driven to be hostile people, indulging them to the guilty habits of criticism instead of creativity for they mistakenly think that to demolish a bad argument is to construct a good one. We can see very clearly here how Rand takes it to be an awfully big mistake to leave students of any age unguided and left to themselves when they in fact need to learn and thus to be taught by a superior more knowledgeable than him. To conclude, Rand takes the psychology and philosophy of Maria Montessori and John Locke in her basic idea of education. Her metaphysics on the one hand rests on the basic idea that there is an objective reality that the child will naturally belong to; in which he will find proper distinction between existence and consciousness. Her epistemology on the other hand lies on the thought that every person is born without knowledge but has the potential to exercise his rational capacity if given the due opportunities for development. Moreover, it is best to develop a person’s cognitive skills when he is young not only because it is when he is most ready and willing to do so but also because for Rand, a purposeful and disciplined intelligence is the highest achievement possible to man. Implied then by her basic ideas derived from Montessori and Locke, Rand takes a common stance with the position of Perennialism. [2] Abigail Thea O. Canuto EDFD 201 (HZQ2)/ Thursdays, 5:30-8:30 P. M. 2003-31176 / MA TEG (K-2) Prof. Muega / A Paper on ‘The Comprachicos’ II. Evaluating Ayn Rand’s Philosophy and Psychology of Education from the Standpoint of Pragmatism, Essentialism and Perennialism, Existentialism, Social Reconstructionism and Marxism As evaluated earlier, the philosophy and psychology of Ayn Rand with regards to education rests on the basic idea that man is rational; born with a Tabula Rasa mind that is to be filled with knowledge brought by experiences he will have in the world. She also holds that cognitive training is best started as soon as possible, which is in the nursery level because it is when the child is most ready and willing to learn about the reality and that to delay, or even worse to provide what I may call a wrong education will greatly impede his reason which is his basic means of survival; his reason. Again, the wrong education that I interpret to be in Rand’s article is basically the Progressivist method and any classroom setup that leaves the child to the whims and immature ideas of the collective. Pragmatism, especially that of John Dewey is just one of the various positions contended by Rand. Perhaps the most apparent distinctions that can be made between these two views is the way they regard reality and everything in it human experience, ideas, truth and so on. On the one hand, Rand believes that reality is objective and unchanging and that the experience man derives from this reality is primarily for his own ends alone. She does not think that what man learns from his environment should be directed towards the good of the society or any other person because to do so would be to surrender one’s own will and rationality. Rand says that to be rational is to refuse to act based on the collective’s demand and that this refusal makes him properly selfish. On the other hand, Pragmatism stresses that the reality is changing; what exists is an open universe of constant flux. This position believes that we cannot say that there are metaphysical absolutes because this assertion is unverifiable by human experience. Instead of resting his ideas on an objective, unchanging reality, the Pragmatists prefer to give emphasis on being, work and action as opposed to ideas, spirit and thought, which are targeted to the betterment of the society; to solve its problems. It thus follows that Pragmatism proposes an epistemology that is conditioned by societal institutions. By this, this view is in favor of experimental learning wherein theories which are derived from experience are tested and applied and that which contributes and affects the society in the best way is perpetuated. By extension, truth and morality then are not things that are absolute but are, respectively a tentative assertion based on the application of hypotheses to solving problems and values that arose from outcomes of human responses to varying situations. In evaluating Rand’s philosophy and psychology from the standpoint of the different positions through the use of my own interpretation, I deem it highly significant to first categorize where I think the latter’s ideas are coming from. Pragmatism, in my opinion does not choose the society over the individual. I do not think that its intention is to diminish the value of the individual man in order to promote progress of the society. What I think it does rather is to try to bring together, as harmoniously as possible human beings in every community to work together for the good of the group not only for the group itself but also because the group inevitably affects the individual. The point of the matter for Pragmatists, in my opinion is that every person is a member of a group and what happens in that group affects the individual. What best be done is to act and react based on what can be verified by human experience and to do so as freely as possible, unlimited by absolutes that act as constraints to the inquiry of every man. Therefore, Pragmatism would disagree with Rand in saying that the child should not be left to a group of other children and not to let him pursue activities based on his interests. This method is, on the contrary what best helps children in teaching them to be open to numerous possibilities that are discoverable by their minds through inquiry. Moreover, to let children mingle with other people especially those of their own age introduces them to the nature of a democratic society; one that fosters virtues of sharing, of waiting and of cooperating which I think would come in very useful in establishing healthy relationships in adult life. Rather than what Rand says about this method as justifying the omnipotency of the pack, the Pragmatists would say that to be with other men is the natural state of every individual and to expose them to this nature would better prepare them for a productive and empathic existence with each other, mutually beneficial for each and every man. Additionally, Rand’s method of cognitive training would, for Pragmatism limit that child’s capacity for free inquiry. Rather than the traditional way of teaching with the instructor merely imparting knowledge and skills, the Pragmatists are more inclined in an activity method which involves play, construction, nature-study and self-expression. These activities are I think formulated by the Pragmatists not for the reason of impeding the cognitive development of the child. Contradictory, the activity method enhances not only the thinking ability but the capacity of this ability to speculate critically by firsthand experience, by concept-building, by getting acquainted with the environment and by doing all these through expressing the self. Pragmatism would thus see Rand’s general thought regarding education as imposing on the individual; limiting the child’s capacity of learning by himself through play which he enjoys in his young age and helps a lot in critical thinking by inquiry and living in harmony with others. Finally, Rand says that the Pragmatists see the mere absorption of facts and values does not provide any social gain; in this I do not think that the latter would disagree. Conversely, the Pragmatists would not say that the activity method would make a child submit to the pack for what they promote is not submission but cooperation. The positions that are most similar to Rand’s thought on education, on the other hand are Essentialism and Perennialism. I find these views as very similar to each other but to properly distinguish and outline their individual points is nevertheless significant to see how exactly Rand’s ideas are alike with them and determine where they would diverge from each other. Essentialism, from its name itself talks about basic education. It calls for a return to the essential subjects that have been proven to be useful in the past and are likely to be beneficial in the future. Essentialism says that such a return is needed because the modernization of education, by the relaxation of academic standards for widespread social promotion and by the dominant educational theories that are enfeebling are causing academic standards to fall. Its orientation is thus very scholastic, holding that societal problems should not hinder academics. Essentialism deems it of high importance to transmit generative skills and intellectual disciplines that identify and perpetuate basic cultural elements. Hence, the teacher should exhibit high competence of the subject and of the task of bequeathing such knowledge to the students for the needed mastery in preparation for work and citizenship. All these, according to the Essentialists cannot be accomplished in a Progressivist classroom where the Whim rules, destabilizing the primary function of the school. Rand’s theory of education perpetuates the idea of basic education by Essentialism. Because of the stance that Rand takes with regards to man as being rational and in need of cognitive training, she proposes a classroom setup where a teacher handles the class in his full capacity to pass on knowledge that the children came to the school to learn about. Conversely, Rand’s idea of a purposeful and disciplined use of intelligence is also in common ground with what Essentialism promotes; as it would be attained in an environment of systematic and sequential learning. Interestingly, where one might tend to see Rand’s theory as alike with Essentialism is in her proclamation that the poor quality of man’s use of reason and the increasing frequencies and number of people engaging in violent behavior and drug use should be attributed to the educational system that has plagued human life for many years. However, I find it very remarkable that the precise aspect of the system that Rand is blaming for the status quo is different from what the Essentialists are talking about. As discussed earlier, Essentialism is fighting against the Progressivist schools that cater to children’s whims because they destroy the academic function of the school, which is to impart basic skills and knowledge that are useful in the past and will likely be useful in the future. The justification of the preservation that the Essentialists are vying for is that they believe that such basic education is what is needed for a person to grow a responsible adult who will gear his capacity towards economic productivity and growth. This is where I find a separation between Rand and the Essentialists. Rand criticizes Progressivism because it hinders the child from developing his capability to become a fully-functioning rational being by making him conform to the pack. She does not say anything about the society’s growth being impeded for in my opinion, it is not what she is most concerned about. The Essentialists, I think would find the curriculum and the method of teaching of Rand as those that would best encourage their thesis of preserving basic knowledge but they do not share her sentiments with regards to the rationality of man. Furthermore, the Essentialists share Rand’s views in expressing that the declining education is to be held responsible for violence and drug abuse that are getting more rampant nowadays. I have observed, however that while Essentialism blamed the Progressivists’ permissivism to students thus leading them astray, Rand tells us that such malady in the lifestyle of people today is an evidence of their impaired rationality’s search for a higher reality or higher experience. The ideas of Rand and the Essentialist are indeed related but quite unlike each other. They do not oppose each other but they nevertheless do not meet at the same point of the arguments. Perennialism, on the other hand promotes an education of man that upholds his potentialities; an education that is based on the universal characteristics of human nature. It goes further than Essentialism in promoting basic education; it does so in the name of rationality, that which, as Rand says defines us as human. Further, rationality is man’s highest attribute thus the cultivation of intellect is education’s highest goal. Rand, as well as the Perennialists blame the social orientation of today’s education to the growing malaise in the situation of man. They both proclaim that when students are left to educational trends that lean towards mere whims and emotions of the students and mediocre educators, they are brought to internalize false notions of success and progress (i. e. emphasis on the society, premature vocational training, specific economic training) that contradicts their individuality; their nature to be objective. This is the inevitable result of the elimination of the proper cultivation of intellectual abilities by means of acquainting them to an objective and universal reality, one that is in line with their existence and human nature, also objective and universal. The Perennialists would thus correspond Rand in the idea that a proper study of metaphysics would restore rationality. It is I believe the key point of their positions: that the reality in which we live in is universal and our human nature is unchanging as well. To say then that rationality, which defines human nature, is constant implies that education should be fixed as well. Perennialism, like Rand also emphasizes that the students come to school because they wish to know that is why it is imperative for the teachers to be mature; competent and knowledgeable about the subject. They both talk about a classroom setup which is open not to the mercy of the whims and emotions of the students but to the development of their cognitive abilities in a structured manner thus avoiding the tendency to be anarchic or despotic. The curriculum and the subject matter that they speak of are those that are systematic and sequential, thus both want to foster the basic skills in the younger years of the child to help him prepare for the disciplines he would need to study later. Moreover, the consciousness of the child should begin with his immediate environment and the idea that it is universal and objective before immersing him into a group in order for him to identify himself first as belonging in the reality thus achieving self-identity. By extension, Perennialism together with Rand would find that when the child is older, he will not be driven to the physical sciences to escape questions of morality and other issues in the humanities. The Perennialists would I think agree with Rand that a symptom that a person’s rationality is in good condition is when he is asking and forming his own concepts of these kinds of problems. I have found thus that the general views of Rand and Perennialism are alike except on some orientation (not root or ground) in their positions. Just to note, I have noticed that while Perennialism is usually associated with religion and the relationship of the individual to the universe and with God, Rand was a renowned atheist. This interestingly does not cause them to conflict with each other since they remain resolute on the universality of metaphysics and epistemology which is not affected with a belief or a disbelief in a higher being. Another position (or rather an inclination) that takes a totally different view of reality and human nature from Rand’s is I find, very fascinating to discuss. I say so because I have realized that even though they are very distinct from each other, at some point they still manage to meet. Existentialism is well-known for its statement ‘existence precedes essence’. Human nature, for them is subjective and independent from any antecedent reality thus negating Rand’s idea of metaphysics as objective and universal. For the existentialists, the freedom to choose is man’s highest attribute and not reason for if such is the case, then they cannot choose reason as a value. To be rational, thus is something for an individual to choose. This thesis is extended to the human purpose, which is also subjective for every person. One man can make and define his own purpose and his own alone; he is responsible for his every action that is derived from his freedom as a human being independent of the opinions of other people and on any reality that some may assume to exist before him. The existentialists thus would not agree with Rand in saying that man should be introduced to an objective and unchanging reality because it limits him in constructing his own definition of his existence. They further, unlike Rand do not see any problem with seeing the individual as not only possessing abilities for rationality but also for irrationality, feelings, and affective characteristics. They claim to see a person in more varied terms because they do not believe that one can simply define him as just rational or just emotional and so on. Human beings are to complex for this kind of definition, they say. The values, moral dispositions and the validity of knowledge for the Existentialists are thus to be determined by the individual. This is not to say, as Rand does that truth for instance becomes dependent on a collective group that the individual loses himself in conformity. Rather, what the Existentialists mean is that man’s determination of values, morality and knowledge validity stems from the recognition that human experience is subjective basically because of every person’s capability and freedom to choose. Therefore, while Rand speculates that it is reason, impaired or properly developed that determines how a person lives his life, for the Existentialists it is the freedom to choose which never wavers regardless of the situation he is in. For both points of view however, though what they interpret to be the highest attribute of man (reason vs. freedom to choose) is rigid and unchanging, it can still be limited and impeded by a crucial factor. That which harms human existence is one and the same thing for Rand and the existentialists: a societal orientation or the growth of a mass society. Both the Existentialists and Rand claim that the quality of human life is threatened because of the group that makes a student conform to it, thus preventing him to decide for his own and think in terms of his own liking. The general tendency of the Progressivist school, both for Rand and Existentialism is to be coercive on the student, alienating him if he expresses creativity and divergence from the norms. However, because of the rigidity of human nature, both contend that the essence of being human survives even in the bleakest of moments. Rand, on the one hand does not coin the term ‘choose’ in saying that man’s rationality will find ways of alternative expression in later life (i. e. drug addiction, violent behavior). She instead expresses it in a way that means that a man does not really choose for his rationality to be expressed in whatever way; the way it expresses itself is dependent on the cognitive training he receives in the course of his academic life. On the other hand, the Existentialists hold that his freedom to choose is the thing that lives on and even if he is oppressed and alienated, he can still choose to either conform, to submit or to revolt. With regard to the classroom setup and method of instruction, the Existentialists would find what Rand is proposing as prescriptive because they might interpret it as placing too much emphasis on the role of the teacher in imparting knowledge than letting the student discover for his own even when young. The Existentialists, hence would find the main goal of education to be that of cultivating in the children the freedom to choose and awareness of this freedom. They would agree with Rand insofar as, perhaps, autonomy and emphasis on the self is concerned but they definitely denounce her idea of rationality as man’s basic essence for such an idea limits and prescribes the individual to, in my interpretation, act rationally. Another position that detects problems in the status quo is what is called Social Reconstructionism. It talks of a cultural crisis, brought about by the growing population, conflicts between different cultures especially by discrimination, environmental pollution, violence and terrorism that threaten human existence. All these predicaments infiltrating human life, they say can be traced to the severing of human values from social and economic realities. What the Reconstructionists propose, from the name of the position itself is a reconstruction of personal and social experience to reform society. The obvious implication of this thesis, of course is that culture and society is not universal, it continually grows with the direction of its growth depending on the time, place, people and the general circumstance of it. Conversely, human can refashion culture to fit and promote human development and growth. Social Reconstructionism would thus first and foremost denounce what Rand calls an ‘objective and universal reality’ because it believes that change is a necessary feature of human life. The absence of change for them, I think is like a dead society; it is deprived of its potential for progress and betterment, all things in it obsolete and useless. The Reconstructionists would not support Rand in her theory that students should be encouraged to be selfish because he is rational and that to use one’s reason is by nature a selfish affair; rather, they would declare that there is no room for selfishness in any society at any time for how can progress be realized if men used their rationality for mere thinking and not much doing? The solution, according to the Reconstructionists is not to eliminate or deny the process of change but to learn to cope with it. As they put it, change itself did not provoke crisis; crisis occurred when man was unprepared to cope with it. They would hence find Rand’s virtue of selfishness as dangerous because it discourages social cooperation, perhaps because it hurriedly concludes that to belong in a group is to conform to it, losing one’s individuality. I do not think that the Reconstructionists have any problem with Rand’s assertion that man is rational and that it is what makes him human. On the other hand, what they would propose is that such rationality should be geared towards social progress for cognitive training for the sake of rationality only will not render any gain for society. Schools then should educate students with a deliberate purpose to inculcate in him a commitment to work for deliberate social reform and a planning attitude for cultural revision. For them, there is nothing wrong with orienting students even when young, a sense of cooperation and the acknowledgement that reality is changing not only because it is the case but also because it is happening rapidly and to ignore or deny it would cause a lag between the moral consciousness and social organization and technological inventiveness. They do not propose mere conformity to the group but they also do not renounce that the society and culture is imposing on the individual.

A Biblical Response to Society Essay -- Sociology, Society, Culture

Sociology is an extremely valuable tool in understanding how society and individuals interact, function, develop, and change. The study of sociology seeks to make sense of what occurs in front and behind the scenes in a society. For the purpose of clarification, society is defined as a â€Å"comprehensive, territorially based social grouping that includes all the social institutions required to meet basic human needs† (Popenoe, 86). We live in a secular world and in a society permeated with sin. As Christians we need to have a proper, Biblical response to society and the world around us. The three aspects of society that will be addressed in this paper are culture, social norms and mores, and social ills and injustices. First, culture is simply the â€Å"shared products of a human group or society† (Popenoe, 53). The two products of culture are nonmaterial culture and material culture. Nonmaterial culture is basically the intangible such as right and wrong, values, and knowledge. Material culture is material objects that tend to represent nonmaterial culture. Material culture ranges from monuments to fads and technology to even the mundane. All material culture represents nonmaterial culture. A culture can easily be metered by its nonmaterial values. America was originally founded on solid values that today are all but abandoned. Self-discipline and hard work have been replaced by instant gratification and laziness. Also, the American material culture is shown though the products sought after in our materialistic society. The iPod, sports, car, boats and other luxury items are what are considered America’s material icons. It is becoming harder and harder to live a Christian testimony given the negative cultural shift in our society. G... ... to correctly. All in all, the greatest priority a Christian should have in society is to bring glory to God and be the salt and light of the earth. Christ mandated we be different and gave us the great commission before departing to heaven (Matthew, 5). Paul exhorted the Corinthians to bring glory to God no matter what is done (I Corinthians 10:31). To that end, humans were created. God is the only one who can bring about revival and reformation, but we still have the Bible to follow. Every situation is different, but the Bible never changes. The Reformation was a great spiritual shift toward God that resulted in a major positive social change. Man did as God commanded him, and God gave grace and blessing. The â€Å"five solas† were the biblically extrapolated principles that were followed by Christian reformers. Though God’s grace both Christians and society prospered.

Is New Zealand/Aotearoa A Classless Society

I declare the following to be my own work, unless otherwise referenced, as defined by Unitec New Zealand’s policy on plagiarism. This essay will argue that New Zealand/Aotearoa is not a classless society. Moreover, it will also be demonstrated that New Zealand is a stratified society of which class is only one part, and that gender is the basis of social stratification. This discussion will begin with a definition of some key terms. In determining that New Zealand is not a classless society, the historical definition of class will be examined and then developments in New Zealand’s society explored to ascertain the place class occupies in contemporary New Zealand society. At this point the discussion will revert to the position that gender is the dominant form of stratification and evidence will be provided to support this. Throughout the essay the effect of the industrial revolution will be explored as a mechanism that contributed to both class and gender consciousness. In concluding, an explanation of my own socially constructed perspective which has informed the position I have adopted will also be offered. Before proceeding with this argument, it is first necessary to define two key terms used in discussing this topic: class and stratification. Stratification refers to the hierarchical organisation of groups within a society and the social inequality this produces (Jary & Jary, 2005). Stratification and class utilise such similar terminology in their analysis of structured inequalities that class analysis and social stratification often are inseparable concepts. Class is a term that has complex implications but at its simplest level, and echoing stratification, is also defined in the Collins Dictionary of Sociology as the hierarchical distinctions that exist in society (Jary & Jary, 2005). Sociologists agree that all societies are stratified in some way. A simple distinction between the two terms is that stratification can exist independently of class, but class and stratification are inseparable, since class is a form of stratification. The effect of stratification on any society is that by its hierarchical and divisive nature it marginalises and disadvantages those outside of the dominant discourse and favours those who conform to that discourse. It forms distinct groups of people and is exclusive in nature, creating an â€Å"us and them† paradigm. Marx argued that class was the fundamental form of social stratification and that the control of economic resources and wealth defined class structure. Moreover, Marx argued that class was determined by an individual’s relationship to the mode of production. Marx developed his theory after analysing the structure of society, which resulted from the capitalist economy created by the industrial revolution. The two distinct classes this relationship formed were based on the exploitation of the proletariat by the capitalists (McLennan, Ryan & Spoonley, 2004). Marx’s definition of class prevailed to a certain degree throughout the 19th and 20th centuries and many theorists adopted elements of his definition, although his position of class as being the fundamental form of stratification has been challenged. Weber agreed with Marx that economic relations were a determinant of class, but argued that inequality could not just be explained in terms of ownership and property, and that in addition, status and party must also be taken into account (Osborne & Van Loon, 2004). Weber, therefore, held a similar view to my own in that class is simply one means of stratification, although as with most other sociologists of his era, gender as a form of stratification was discounted. More recently, Giddens (1997, p. 43) defines class â€Å"as a large scale grouping of people who share common economic resources, which strongly influence the type of lifestyle they are able to lead. He continues in this definition that the â€Å"ownership of wealth, together with occupation are the chief bases of class differences†. The similarities to Marx’s theory are apparent, although this definition does not inextricably link class divisions to the mode of production. This essay will adopt Marx’s definition of class in examining class as a form of stratification in New Zealand. Most discussions regarding class adopt a position that it is related to work and economic life; that it is determined (at least at some level) by employment status and financial affluence. Conversely, the neo-Weberian theory postulates that position in the housing market broadly determines class, (McLennan et al. , 2004) and although this appears valid it is my opinion that culture rather than class underpins this theory. This view is supported by Conley (2001) in her study on housing and social stratification. I find it is often as difficult to separate class from culture and ethnicity as it is to separate class and stratification, since they each contain elements common to each other. Day (2001, p. 200) supports this view in stating that â€Å"ultimately, of course, race, gender, sexuality and culture cannot be separated from class. † Even allowing for differences in definition, class stratification is evident in New Zealand though its significance has diminished, as will be demonstrated. An analysis of class commonly involves the terms â€Å"upper class†, â€Å"middle class† and â€Å"working class†. These terms were introduced to New Zealand through the period of colonisation in which Britain sought to expand its empire into new markets. Although the colonisers brought with them the prevailing discourses underpinning their white, western culture, it was also their intent to escape the restraints of the class structure of their homeland (McLennan et al. , 2004). This in itself supports my view that lass divisions are less pronounced in New Zealand. In continuing this argument, it is impossible for me to present this analysis of the class structure in New Zealand without also being influenced by my own interpretation of class, acquired through having been born and raised in England, where class has historically been a dominant social order. It is my view that membership to the upper class is not just dependent on social status in terms of wealth, occupation and ownership. It has a unique culture of its own and is more often than not something one is born into rather than acquired. This culture includes one’s accent, how one dresses and behaves, where and with whom one socialises, one’s hobbies, school attended etc. Financial affluence is usually inherited and â€Å"new money† is unwelcome and excluded. In New Zealand this same level of class culture does not exist, social mobility is more notable and entry into the upper classes depends largely on wealth than other non tangible forms of social status. In this regard, access to the upper class, and movement between the classes – which in themselves are less defined – is available to all (although usually on the basis of financial success), and is not limited to an exclusive club. I therefore interpret class divisions as being much weaker in New Zealand. Returning now to Marx’s analysis of class, one of its limitations is that it does not account for the middle class, the nature of which has changed enormously due to changes in capitalist production and new forms of ownership. Historically the working class was comprised of blue collar workers or manual labourers; the middle class, white collar workers and professionals; and the upper class, the aristocracy, the very wealthy and business/land owners (SocINDEX, 2003). Changes in New Zealand’s economy transformed the nature of employment and further diminished the fluid class boundaries that did exist. Post war economic prosperity, characterised by full employment, and the introduction of the welfare state diluted the financial disparities between the classes and in doing so also further weakened class divisions. More recently de-industrialisation, characterising the era of post-Fordism, and the formation of new service and technology based industries have contributed to significant changes in the working class structure of the manufacturing industry. The policy of economic rationalisation adopted in the 1980’s has also contributed to the evolution of an underclass which never previously existed (McLennan et al. , 2004). As well as affecting the working class, these economic developments have also changed the nature of the middle class. Embourgeoisement refers to the process of the working class becoming more like the middle class, and is characterised by the rise in white colour jobs at the expense of the decline in secondary sector industries. In addition, the rising standards of living of blue collar workers have contributed to increased levels of affluence, whereby many now own their own homes and have the purchasing power to access all manner of consumer goods to which they were previously financially excluded (Giddens, 1997). Home ownership is another factor which supports the argument against class stratification in New Zealand, according to Marx’s theory. Whereas Marx linked class to the means of production, a growing debate centres on stratification now being shaped more to changes in consumption (Saunders, 1990). This is particularly relevant in New Zealand since currently 70% of the population are home owners and this has been a source of income for many. However, it has been counter-argued that property as a source of income predominantly occurs in the main centres of Auckland, Wellington and Christchurch, and that with property booms and slumps, much also depends on the time property was purchased. In addition, property commonly remains in the family and therefore tends to reinforce the financial position of the family rather than alter it dramatically (McLennan et al. , 2004). As a final word on the subject of class I would like to return to the importance Marx also places on the exploitation of the workers by the business owners. In many industries today business owners are beginning to recognise the link between how workers are valued and increased production and profitability. In reward of their efforts employees are often invited to share in the profitability of the company, and reap the rewards of their own labour by access to employee share purchase schemes. With increased funding being provided by capital injections from various shareholders, the nature of ownership is further questioned and the link between ownership and production is defined in unlimited shades of grey rather than Marx’s black and white theory. Having demonstrated that class does still exist in New Zealand, but that its nature has altered due to various factors, I now return to my argument that gender is the dominant form of stratification. McLennan et al. (2004, p. 143) agree that â€Å"there remains a reluctance†¦to see class as a central defining characteristic of New Zealand†¦Ã¢â‚¬  and that â€Å"gender or ethnicity are important markers of group membership, and therefore are the basis for stratification† (p. 139). In societies stratified by gender it is most often women who are disadvantaged, due to the patriarchal society that is characteristic of most first world civilisations. Indeed, the sociological discourse itself has historically privileged a very andocentric view in which sociological research has mostly focussed on men (Giddens, 1997; Osborne & Van Loon, 2004). The fact that sociology has historically been biased towards a male perspective offers support to my argument that gender is the dominant form of stratification in developed western societies. I will now expand upon this argument further and offer evidence in support of this claim. From the very moment a child is born society is preoccupied with gender, and boys and girls are treated differently based purely on sexual differences. This often begins with the way children are dressed – blue for a boy and pink for a girl. McLennan et al. (2004) point out that although this might seem trivial, it amplifies the importance that is placed on gender and highlights the various settings to which gender differentiation is applied. In continuing to illustrate the development of the social construction of gender, by about age three both girls and boys have developed a gender identity, although they have little understanding of what that means. At a young age children also develop gender role awareness, or a knowledge of what behaviours are expected of them (Morris & Maisto, 2002). Harold Garfunkel (1967) expanded on this concept and argued that in addition to the assignment of gender at birth, masculinity and femininity are discourses that are accomplished through our behaviours. In this way gender roles are ascribed and traits are learned through an ongoing process of socialisation. The following quote highlights the profound effects that gender socialisation produces: Gender assignment will shape the child’s life in a myriad of ways, influencing the clothes it wears, the sports it plays, the education it receives, the kind of job it will have, its income level, the illnesses it will suffer – perhaps it will even explain how he or she will die. † (McLennan et al. , 2004, p. 60) It is apparent from the above quote that life chances differ dramatically between the sexes and that gender is a fundamental f actor which influences many, if not all, areas of life from birth to death. Giddens (1997, p. 260) supports this view in stating that â€Å"gender itself is one of the most profound examples of stratification†. Upon analysing New Zealand society it is clear that the gendered discourse privileges men and marginalises women. James & Saville-Smith (1989) give credence to this statement in acknowledging that â€Å"the gendered culture itself is progressively being acknowledged, and not only by feminists, as a source of social disorder and social problems†. Employment status is another considerable means of social stratification in New Zealand and is inextricably linked to gender, although that is not to say that it is only women who are marginalised through employment. Nevertheless, its inclusion is relevant to my argument on gender stratification in three ways: gender is a dominant aspect of stratification in the area of work and economic life; work is a fundamental element of human existence; and women are the principal group marginalised by employment. The dominant discourse regarding work in New Zealand is that paid work is more socially and economically significant than other forms of work. This in itself creates a gendered discourse that marginalises women. In New Zealand, studies by Marilyn Waring agree that women’s unpaid work is vitally important, that it contributes significantly to the economy and well-being of society, but is typically ignored (cited in McLennan et al. , 2004). The notion of work as excluding domestic labour is one effect of the andocentric perspective that underpins New Zealand society. As in other colonised countries, the woman’s role in New Zealand has been to provide unpaid care-giving and household services, whereas the man is considered the income earner (Robertson, 2001). In addition, men are regarded as dominant, strong and aggressive, whereas women are considered passive, emotional and nurturing. New Zealand’s gendered culture financially disadvantages mothers by restricting their participation in the paid labour market and therefore, the life chances women are afforded are severely restricted. As such, women are marginalised both biologically and psychologically. Biological accounts of gender tie women’s destinies to their bodies as opposed to the psychological theory that has already been discussed, based on gender as a social construction. It was the emerging capitalist economy resulting from the industrial revolution which redefined the nature of work. As a result of this separation of work from home domestic work was devalued since it was not rewarded with payment. The industrial revolution also gave rise to the sexual division of labour which ascribed gender roles to specific activities, and defined them as being women’s work or men’s work. As a result, in capitalist societies, women are concentrated in particular industries, such as the caring professions, and receive lower levels of pay than their male counterparts. In New Zealand women’s average earnings equate to only 77. 1% of male earnings (cited in McLennan et al. , 2004). It is also a sociological truth that the opportunity for women to hold positions of superiority in the workforce is much lower than for men (Osborne & Van Loon, 2004). The workforce is not the only place where gender differences are apparent. There are also clear gender differences regarding the division of labour in the home and much of women’s work is rendered invisible by applying the concept of work only to those activities for which payment is received. Studies have shown that regardless of the number of hours women spend in paid work, their domestic responsibilities at home decrease only very slightly, and they continue to spend many more hours in unpaid work than men do (Else, 1997). This significantly contributes to women’s position of disadvantage in society as Else (1997, p. 19) argues in the following quote: â€Å"It can not be too strongly stressed that the primary cause of women’s disadvantageous financial position and their consequently high level of financial dependence (on male earnings or on the state) is not that they are deficient in various measures – for example in terms of skill, experience, or ‘working hours’ –compared with men. Instead it is that they carry excess responsibility for unpaid work, particularly childcare. † In addition to gender being a contributing factor in restricting women’s access to the workforce, women are also disadvantaged when they have secured employment, as illustrated in the following quote from Davis and Jackson (1993, pp. 150-151): The reality is†¦that women, particularly women with domestic commitments, may not be in as strong a position to negotiate wages, employment conditions and training opportunities of their own choice as men†¦[Their disadvantage results] from three fundamental factors: the way that women are socialized and perceived; the impact of care commitments on choice; and the effect of present structural inequalities. The argument thus far has provided substantial evidence that gender is the fundamental form of stratification in New Zealand and that class no longer holds the dominance it enjoyed historically. Some sociologists even argue that we are moving towards a completely classless society (Osborne & Van Loon, 2004). As already alluded to, much depends on the definition given to class and as with all other discourses, class is a discourse that is socially constructed and is affected by culture and time. It must also be noted that although this essay has adopted a feminist perspective, the intention is not to discount other forms of gender based stratification such as homosexuality. Gender socialisation occurs across a multitude of domains. It is written into laws concerning which sexes may marry one another and until very recently outlawed homosexual relationships between men. The church is still an institution which unlawfully criminalises homosexuality and excludes women from certain positions in its hierarchy. It has been demonstrated that human beings are conditioned by gender from birth and the gendered roles we are ascribed affect us both at home and at work, undoubtedly the two largest sectors of life. Moreover, gender also impacts on leisure time and to a large extent determines the sports and relaxation activities that are deemed appropriate for the different sexes. Perhaps one of the few occasions when we are not affected by gender is when we are asleep! In closing I feel it necessary to state that this essay reflects my own unique socially constructed viewpoint in adopting the feminist perspective of placing gender at the centre of this discussion. My experience of society centres on the fact that I am a woman first and foremost. Secondary to my gender is my culture: I am a white woman of English heritage. This is somewhat dichotomous in its effect, since as a white person I form part of the dominant (and therefore privileged) culture, yet as a woman I am continually marginalised and disadvantaged by my gender. I have little doubt that a black man would feel more marginalised by his culture than his gender and would therefore consider culture to be a more dominant form of stratification than gender.