Entrepreneurship

History of entrepreneurship[edit] Etymology and historical usage[edit] First used in 1723, today the term entrepreneur implies qualities of leadership, initiative and innovation in manufacturing, delivery, and/or services. Economist Robert Reich has called team-building, leadership and management ability essential qualities for the entrepreneur. [5] The successful companies of the future, he has said, will be those that offer a new model for working relationships based on collaboration and mutual value. 6] The entrepreneur is a factor n microeconomics, and the study of entrepreneurship reaches back to the work in the late 17th and early 18th centuries of Richard Cantillon and Adam Smith, which was foundational to classical economics. In the 20th century, entrepreneurship was studied by Joseph Schumpeter in the 1930s and other Austrian economists such as Carl Menger, Ludwig von Mises and Friedrich von Hayek.The term â€Å"entrepreneurship† was coined around the 1920s, while the loan from French of the word entrepreneur itself dates to the 1850s. It became something of a buzzword eginning about 2010, in the context of disputes which have erupted surrounding the wake of the Great Recession. [clarification needed] What is an entrepreneur[edit] Entrepreneur (i/pntraprSn3r/), is a loanword from French. It is defined as an individual who organizes or operates a business or businesses.Credit for coining the term entrepreneur generally goes to the French economist Jean-Baptiste Say, but in fact the Irish-French economist Richard Cantillon defined it first[7] in his Essai sur la Nature du Commerce en G ©n ©ral, or Essay on the Nature of Trade in General, a ook William Stanley Jevons considered the â€Å"cradle of political economy†[8] Say and Cantillon used the term differently, however.Cantillon biographer Anthony Breer notes that Cantillon saw the entrepreneur as a risk-taker while Say considered the entrepreneur a â€Å"planner†. [9] Cantillon defined the term as a person who pays a certain price for a product and resells it at an uncertain price: â€Å"making decisions about obtaining and using the resources while consequently admitting the risk of enterprise. † The word first appeared in the French dictionary entitled â€Å"Dictionnaire Universel de Commerce† compiled by Jacques des Bruslons and published in 1723.

Grade 10 Cells and Cell Specialization Review

Cells, Cell Division, and Cell Specialization Fundamentally Different Types of Cell Prokaryotic Cell- single celled: only DNA+ structure (â€Å"before nucleus†) E. g. zygote-complete DNA Eukaryotic Cell-multi-celled (â€Å"after nucleus†) ProkaryotesEukaryotes DNAIn â€Å"nucleoid† regionWithin membrane-bound nucleus ChromosomesSingle, circularMultiple, linear OrganellesNoneMembrane-bound organelles SizeUsually smallerUsually larger- 50 times OrganizationUsually single-celledOften multicellular Sexual ReproductionNoneMeiosis: Combination of DMA from 2 cells 3 postulates of cell theory (Created by Schleiden, Schwann) . All living things are composed of cells 2. All cells from pre-existing cells (e. g. through cell division) 3. Cells are the basic functional units of living organisms Functions of organelles OrganelleIn business termsFunctions CytoplasmPlace to work-suspends organelles -stores substances that are needed for later -many chemical reactions take place CytoskeletonPlace to work-transports vesicles and organelles -determines cell shape E. g. while blood cell: uses it to reach and swallow bacterium Ribosome/ EnzymesWorkers-makes proteins that enter the ER for modification NucleusThe boss-protects DNA chromosome: large continuous piece of DNA, containing many genes -gene: many sets of instructions on a chromosome, make functional products -nucleolus: region of DNA that codes ribosomes -nuclear pore: holes in a nuclear membrane Endoplasmic Reticulum Internal transportation-transports materials throughout the cell with its branching tubes and pockets -brain: assists with production, release of hormone -muscles: involved with muscle contraction Golgi ApparatusExports transportation-collect and process materials to be removed from the cell -make and secrete mucus Cell MembraneSecurity/ export/import-support the cell allow some substances to enter while keeping others out (semi-permeable) Chloroplasts Cash flow-absorb light energy for pho tosynthesis? the process of converting carbon dioxide and water in glucose and oxygen using chlorophyll MitochondriaSpender of cash-make energy available to the cell -contains enzymes? convert stored energy into a easily usable form ( cellular respiration) LysosomesWaste removal/ recycling-digestive system of cell? break down waste from both inside and outside the cell Vacuoles Storage-contain substance, removing unwanted maintaining internal turgor pressure within the cellDifferentiating between plant and animal organelles AnimalsPlants Lysosome: present in all animal cells but not allCell Wall: provides structural support, prevents cells from rupturing, outside of cell membrane Centrioles: involved in cell divisionChloroplasts: absorb light energy for photosynthesis? the process of converting carbon dioxide and water in glucose and oxygen using chlorophyll Vacuole: a portion of the cell membrane may turn inside out to form a vacuole to digest the engulfed objectVacuole: controls t urgor pressure, much larger Reasons who cells must divide 1.Reproduction -all cells use division to reproduce -single celled organisms: split to form new organism (asexual reproduction) -multi celled organisms: 2 parental cells combine to form new organism (sexual reproduction) 2. Growth -transport of nutrients and waste across the cell limits cell size (diffusion: from highly concentrated areas to lower concentrated areas) -movement of chemical occurs by diffusion? cells get too large, chemical and water can’t move fast -only way to get bigger and still function properly is to add more cells 3. Repair/Regeneration -needed to stay alive E. g. kin cells replaced daily, red blood cells replaced ever 120 days, breaking bones or cuts and blisters: new cells needed to fill the gaps -replaces lost cells Why do cells specialize? Cells have exact same DNA in its nucleus? location and chemical messages from other cells activate certain genes. As a result each cell has a unique functio n in which they must perform Types of stem cells â€Å"Undifferentiated† Totipotent-â€Å"embryonic† stem cells E. g. zygote ?Completely undifferentiated E. g. cells from first few divisions after fertilization ? Can become any type ? Destroys the embryo when collected Pluripotent- â€Å"adult† stem cells E. g. trophoblast Already partially differentiated and located in specific body tissues E. g. bone marrow, umbilical cord ? Can become many types, but not all Multipotent ? Can only differentiate into a limited range of cell types Cancer- What and how it forms What: When genes that control the duration of interphase get mutations (random changes in DNA code) that causes a cell to grow out of control. As a result it forms a tumor (lumps of cells) that doesn’t fully differentiate or function properly, using valuable resources Tumor Types 1. Benign (non-cancerous): cells don’t interfere or invade other cells, but large masses can crowd nearby tissues 2.Malignant (cancerous): interferes or invades other cells, nearby tissues and potentially mestasize Mestasize: process of cancer cells dividing and going to other places in the body by breaking away from an invasive primary tumor, forming additional secondary tumors Causes of Cancer 1. Cellular: DNA is copied improperly during S phase of cell cycle 2. Environmental: mutations caused by carcinogens (E. g. chemicals, energy, some viruses) Methods of Screening Cancer -Pap smear (cervical cancer) -Mammogram (breast cancer) -Colonoscopy (colorectal cancer) -PSA blood test (prostate cancer) -Self-ExaminationBiopsy: removal of body tissue for laboratory examination (E. g. taken with endoscope) Methods of diagnosing cancer -Endoscopy: Camera and tissue extractor -X-ray: uses radiations to get images of tissues -Ultrasound: uses sound waves to create images of soft tissues -CT/Cat Scan: Computer Axial Tomography creates #. D images MRI Scan: Magnetic Resonance Imaging creates #. D image us ing magnetic fields and radio waves and computer analysis Different methods of treating cancer -Surgery: physically removing -Chemotherapy: treating with a series of drugs that target rapidly dividing cells -Radiation: killing cancer cells with target radiationBiophotonics: uses beams of light to detect and treat cancer Different parts of the cell cycle- Description Interphase: -period before a cell divides -longest part of the cycle (3/4 of its time) -cell grows, performs daily functions and chromosomes are duplicated S-Stage of Interphase Strands of the SNA are copied but remain attacted to the original protein Mitosis: process by which all cells divide (to divide up the DNA that has been copied and create 2 identical cells each with a complete set of chromosomes Prophase: duplicated chromosomes shorten and thicken (chromatin begins to condense by supercoiling, wrapping around protein balls -nuclear membrane starts to dissolve) -spindle fibres (made of microtubles) form -centriole s move to opposite ends (poles of the cell) Metaphase: -double stranded chromosomes line up along the equator (middle of the cell) Anaphase: -each double stranded chromosome splits and the single stranded chromosomes travel along the spindle fibres to opposite ends of the cell -sister chromatids get pulled apartTelophase: -chromosomes reach the opposite poles of the cell and become longer and thinner -new nuclear membrane forms around each set of chromosomes -spindle fibres disappear -supercoiled DNA begins to uncoil to form chromatin again Cytokinesis: -division of cytoplasm and cellular organelles (pinching off to form individual cells) Plant cells: grow a new cell plate built with proteins to form a new membrane) Result: mother cell splits in half to form 2 daughter cells Drawing the cell cycle

Jay Gatsby- The Legend Essay

‘It is not enough to make progress; we must make it in the right direction. ’ How important is it to apply this saying our lives? Well, is very important. What is that makes us human beings and not animals? Is it where we come from and what we have or self-control of our wants and needs? To what extent are we ready to go to gain power that we no longer remember who we are! Jay Gatsby from F. Scott Fitzgerald’s novel The Great Gatsby will be able to answer these questions to us. Jay Gatsby, a year or two over thirty, was a mysterious persona. He lived in West Egg, Long Island and was greatly known in the locality for his lavish parties that housed both the invited as well as the uninvited. With extravagant cuisine, rich fresh fruits from New York, Vladimir Tostoff’s Jazz and his Rolls Royce moving to and fro picking up guests, Jay Gatsby threw big parties. He used the phrase ‘old sport’ very often while addressing everybody. His picking of words with care only showed some fishiness regarding his identity. By calling himself an Oxford Educated and wealthy person without any family, he camouflaged his true identity and was a liar. Jay Gatsby, was truly James Gatz a nobody from North Dakota whose parents were unsuccessful farm people. Gatsby’s humiliation of being poor and a man without any class increased his hunger for power and he didn’t care how he got it. â€Å"Contemporary legends such as the â€Å"underground pipe-line to Canada. attached themselves to him, and there was one persistent story that he didn’t live in a house at all, but in a boat that looked like a house and was moved secretly up and down the Long Island shore† (Fitzgerald) only establishes the fact that his business was unethical and notorious. He was a bootlegger and had various links to people like Wolfsheim. His current attitude and outlook that showed off his wealth and dignity was certainly not inherit ed as he worked as a janitor and was a drop out from St. Olaf’s college in Minnesota. Unhappy about his poverty and class, â€Å"he invented just the sort of Jay Gatsby that a seventeen-year-old boy would be likely to invent, and to this conception he was faithful to the end. † (Fitzgerald) His belief that money and power could accomplish anything and change the past, only portrays his blatant attitude that led to conceal his true identity and he thus showed off his wealth through his parties despite that fact that it mostly invited fake people. Madly in love with Daisy, a beautiful woman who was married to the Tom Buchanan, Gatsby hoped to win her back and thus kept throwing those wonderfully big parties. His world and life revolved around the dream of winning back his love Daisy. â€Å"Gatsby buys his West Egg mansion with the sole intention of being across the bay from Daisy Buchanan’s green light at the end of her dock, a fantasy which becomes Gatsby’s personal version of the American Dream† (Novel Analysis). Having his emotions bottled up for Daisy for so many years, it became a burning passion in his heart, made him very obsessive. He used richness and wealth to lure her back to him. His love for Daisy had blinded him to the fact that she had left him for a man with solid position, wealth and prosperity which was another reason in his life to become rich. He idolized her and he felt married to her and wanted her back at any cost even though she killed Myrtle-Tom’s lover while driving Gatsby’s car. Having lived the life the way he want and working towards achieving his goal and dream, Jay Gatsby is that legend with whom we can relate ourselves. We all have wants and desires. But his desire for Daisy only led to his downfall. Misguided by his belief and seeking vengeance for Myrtle’s murder, Myrtle’s husband George killed Gatsby in his own pool thinking that it was Gatsby who murdered his Myrtle which in reality was Daisy! A funeral with only few friends and his father Henry Gatz and none of the fake people who attended his parties, nor Daisy for whom he was killed, Jay Gatsby’s life only portrays that it is not money that maketh man, it is his values and ideals. It is not what we want, but why we want something and a constant check on the direction we are going makes us who we are!

See the document i send you Essay Example | Topics and Well Written Essays - 750 words - 1

See the document i send you - Essay Example the dining section at the center, filled with 14 eating men, all seated around the table, one serving lady situated between the first and second men on the left hand corner of the back row table and another lady entering from the kitchen at the right side, with a bowl of food cupped in her hands and held just above her chest. The kitchen, situated at the right side of the paining shows two ladies cooking, one facing the viewers and the other’s back revealed. On the left corner of the painting, an entrance to the dining area was depicted with three men in view: the farthest man on the left holding a pail by his right hand, one man standing just outside the door was combing his hair, and another apparently washing his face from a wash tub situated on the outer dining wall. A picture frame of horses is seen on the dining wall, and a kitchen cupboard that contains intricate details of sets of porcelain neatly arranged in panels. The colors and shades of brown, cream, light burgundy provide majority of the paintings hues with the dining room covered in matte light brown daintily printed wall paper. A checkered red and white pattern of the table cloth appears with clothes of the men predominantly blues, gray, offwites shirts tucked in denim overalls. The people were painted in three dimensional representations where viewers could clearly distinguish positions, roundness, proximities and juxtaposition of shapes, objects and forms. All these details contribute to the painters’ intent to manifest a jovial mood provided by a feast through sharing dinner served by women of the region. The backdrop is painted in light hues depicting a day event. The composition was clearly organized with balance manifested in three sections of the painting: the left outside entrance to the dining room (where a barn with two horses appear at the left side most portion), the center of the painting is the focal point – the dining room; and the right side is the kitchen. The left entry to

English-Alcoholism research report Essay Example | Topics and Well Written Essays - 2000 words

English-Alcoholism research report - Essay Example Alcohol dependence has been subject-matter of widespread studies from medical, social, and psychological angles. Traditionally, a host of stereotypes have developed around alcoholism spanning different ages, societies and cultures. There is hardly any part of the world that has not undergone the negative effects of alcohol abuse but the worst affected are the victim, his or dependant and non-dependant family members, children, colleagues and friends. Understandably, the conventional wisdom accepts alcohol but shuns alcoholism. Though ‘alcohol-intake’ is strictly forbidden in the Muslim, and to some extent in, Hindu and Buddhist societies, however, it can’t be construed that the cultures that view alcohol with permissiveness endorse alcoholism. The town drunkard is subject to ridicule, pity and despicability anywhere in the world. It is pertinent to define Alcoholism from scientific point of view before we discuss its devastating personal and social circumstances National Institute on Alcohol Abuse and Alcoholism (NIAAA) brochure cited at About.com defines Alcohol Dependence Syndrome as a disease characterized by craving, loss of control, physical dependence, and tolerance. Simply put an alcoholic shows a compulsion to drink, which he or she is unable to resist. In case, it is resisted there are withdrawal symptoms and amount of alcohol for getting a higher ‘high’ keeps on increasing. Alcohol abuse is a pattern of problem drinking resulting violence, accidents and alcoholism is the disease that makes the patient seek alcohol continually (NIAAA, 2003, cited at Healthatoz.com). Consequences: The most common consequence of Alcoholism is self-destruction through the loss of health, wealth and social respect. â€Å"Alcoholism is a lethal illness† (AMSP, Slide 4). Often the victim doesn’t get the kind of familial, societal or governmental help to alleviate him/her from the dependence syndrome as it is regarded as self-inflicted problem. We

Commercial Project Management Essay Example | Topics and Well Written Essays - 1750 words

Commercial Project Management - Essay Example Introduction of the Biometric Data Capture Facility in the renewal of driving licenses is a big move. The process need to be taken carefully and systematically in order to archive it. Because of this, there is the need to use the Gateway5 review process. From the Gateway5 review process, it is evident that the project has been successful. Review of operating phase Following an alert and committed attempt by all the employees involved the accomplishment of the project is looming completion (Cameron, Duff & Hare 2008). A few areas are yet to use the Biometric Data Capture Facility but are considered to be on time with the budget. The change has seen the Post office as one of the best performing organizations in the United Kingdom. This is because of the use of this new facility. Safety measures are taken when using the facility unlike the manual methods that were used to get the signatures, fingerprints and international civil aviation organization compliant photographs (Shoniregun & C rosier 2008). It was hectic, tiring and time consuming. This facility has eased all that. This has made the facility efficient. Despite some branches taking long to start using the facility and some employee shortage issues, the modifications have been successfully realized (LI & Jain 2009). The high level of support and devotion of all the employees involved has been broadly pointed out by those interviewed. Almost all the objectives set out in the project have now been accomplished and the project is successful even though some issues need to be adjusted in order to ensure full success of the project. A few of the issue that are yet to be handled include: Advertising the use of the new facility; so that the public does not hesitate to renew their driving license when they see the new facility being used (Gibson 2008). Ensuring all the 750 branches are using the facility; the remote areas are not excluded from the development. They too ought to upgrade their systems. Business case and benefits management The Application, Enrolment and Identification program (AEI) did not have a consolidated Business case. The service change anticipations were documented through the session and options process, whilst financial targets were made as measurement of the corporate performance and financial management command of the system (Marks 2012). However, throughout the AEI program, advancement reports to the Trust Board have been made regularly as a component of the approved governance structure. Thorough performance examination has been supported with a presentation scorecard across a number of regions that were the objectives of the programme (Marks 2012). These included, time used to renew a driving license and Flow of people; in that people just come for a few minutes and therefore no overcrowding. Extensive reports of presentation on these and other regions have been taken place. The majorities are now part of the corporate management process in the system and as such are treated very seriously. There is also a client satisfaction survey and amenable process that helps to track client’s experience (Ramakrishna 2010). The financial savings anticipated at this point have not been achieved. This has been observed with

A Question of Corporate Law Literature review Example | Topics and Well Written Essays - 1750 words

A Question of Corporate Law - Literature review Example To de Tocqueville, that is a burden of democracy. Limitless influence is dangerous because utter control is the origin of oppression. If people are mistreated, the only place to turn is the majority.    MacDougall v Gardiner clarified the principles of majority rule. If the grievance of a minority is about something to which the majority of the company has the privilege or has done unevenly a meeting may be called, and the majority ultimately gets what it wants. Over the years, the principle of majority rule has become more inclusive, however. We recount some of the more representative policies to make our assessment of the historic nature of the question at hand. A place to start is the generally accepted structure of corporate membership. Members of a corporation have rights against each other and against the business as outlined the company's charter.3 As such minority shareholders usually accept they cannot command the overall control of the organization and must accept the will of the majority rule. Majority rule can be wicked especially when there is a single controlling shareholder. Many exceptions have developed relative to the broad standard of majority rule. Here are some of the more common: Where the majority votes to carry out deception against the minority, judges may allow the minority to sue. Everyone maintains the right to file suit if the majority invades personal rights or, for example, where the company's dealings are not in accordance with the company's foundation. It is possible for minority shareholders to secede in the name of the business when the company is controlled by the supposed wrongdoers.4 In these matters of rights and ethics, the court is supposed to favor the minority. Court involvement in corporate voting has been minimized over the years though. Corporate law has focused on progressive minority protection and shareholders action, but a majority cannot force a dissentient minority to do that which is not allowed by the charter.5 It must allow the minority to express their opinions on the matter of the meeting, but the minority cannot irrationally hinder the resolution of the popular vote by filibuster, for example.6 The minority has no right against the majority with respect to actions of which they do not support if the majority is allowed to do them.   This standard applies where something has been done irregularly which the majority is at liberty to do regularly.8 Nevertheless, the minority may still sue when the majority is abusing power and depriving the minority their rights.9 Again, the court favors the majority while bolstering minority power when there is an ethical question.   

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

Value - Essay Example Secondly, highlighting the excellence of the product or its use or attribute that could be of use to the customer can increase the value of the specific product/service in customers’ perception. Thirdly, by providing the best quality product at reasonable price and by providing greater variety or product differentiation can attract more customers. Innovative products are of great value to marketing activity as they provide more opportunities for advertisement and sales. In relation to this, branding and advertising, marketing can enhance customers’ perceptions related to a specific products of a company and eventually increase their sales. The marketing function can play a central role in identifying customers’ needs and changing preferences; the marketing function can communicate these aspects to the research and development department. The R&D can then design products as per customers’ preferences and also increase variety of products thereby widening th e product lines. . The role of marketing in creating shareholder value is a strategic function and depends upon the operational efficiency of the firm which uses shareholders’ funds.

Nursing Essay Example | Topics and Well Written Essays - 500 words - 2

Nursing - Essay Example In the process, the researcher will examine the impact of portfolio assessment as a strategy used in promoting the students’ learning. The selection and use of assessment tools can significantly affect the quality of students’ learning. (Biggs, 1999) In order to achieve the best learning evaluation results, teachers should use the selected assessment tools in measuring only the previous learned context. Several studies show that different approach to learning is achieved with the use of different assessment tools format. (Scouller, 1998; Tang, 1994) For this reason, the utlitization of assessment portfolios is considered as a very powerful learning tool considering the fact that it can be used in enabling as well as motivating the students to experience a deeper approach to learning. (Scouller, 1998: 136) constructivist theory of knowledge is defined as â€Å"the act of purposely collecting and selecting the students’ work as a strategic way of documenting the students’ learning process and achievements.† The essence behind the use of portfolio assessment is not achieved from a direct teacher-to-student teaching process but is created by the students themselves as they go through their own learning activities. (Biggs & Tang, 1998) Basically, there are three main processes when using the portfolio assessment technique: (1) there is a need to carefully choose the criteria to be used in assessing the learning of the students; (2) the selection of evidence that is relevant in judging the criteria; and (3) judgment used in determining the extent wherein the criteria is met. (Biggs, 1999: 157) Although teachers could set the assessment criteria such as the course objectives and other necessary guidelines, each student will have an idea with regards to the required evidence of learning that will be used in portfolio assessment. For instance, the topic for the day is about the management of chronic pain associated with cancer. Therefore, the

A Brief History of the Jews of Brazil Essay Example for Free

A Brief History of the Jews of Brazil Essay The history of Jews in Brazil is a unique case, because we do not know of many other countries in which they have been significantly present in the very first movements of that nationrsquos history, continuously participating in its economic and social development. In fact, since the ldquodiscoveryldquo of Brazil to the present time, the Jews, almost without interval, openly or disguised, have been integrated into the processes of formation of Brazilian nationality. My aim in this paper is to provide a summary of Jewish history in Brazil by highlighting four major historical periods The First Portuguese Period (1500-1630) The Dutch Period (1630 -1654) The Second Portuguese Period (1654-1822) and The Cosmopolitan Period (1822-1966). br / The First Portuguese Period (1500-1630)br / ?When Portugal was at the height of its expansion in the world, in 1500, Brazil was ldquodiscoveredrdquo by the kingdom. It was then simply military glory, coupled with the desire to enlarge the Catholic faith, that compelled the Portuguese to their grand maritime expeditions (Grinberg 15). But just these reasons alone would not have sufficed to promote the extraordinary expansion of Portugal. The great cycle of the Portuguese conquests would not have been achieved without the long period of scientific discoveries and improvements that preceded it, in which the Iberian Jews played such a key role. As a prime example of this involvement, in Henry the Navigatorrsquos quotNautical School of Sagresquot, the first Portuguese academy of navigation(founded in 1412), was employed one of the most famous cartographers of the fifteenth century, the Jewish Yehuda Cresques, whose main task was to teach Portuguese pilots the basics of navigation well as the production and handling of nautical instruments (Serebrenick and Lipiner 7). br / ?The Jewish contribution to the discovery of new routes and new lands to the Portuguese crown was not limited only to the scientific field, however, but also translated into direct participation in these dangerous travels, including the expedition that resulted in the discovery of Brazil. The fleet led by Pedro Alvares Cabral, included at least three Jewish advisers the astronomer Master John, Pedro Nunes the navigator, and Gaspar de Lemos, an interpreter and ship commander, rightly regarded by historians as partly responsible for the discovery of Brazil (Serebrenick and Lipiner 9). br / ?With increasing incentives of the Portuguese government towards the occupation and settlement of the Brazilian territory, more and more Iberic Jews began migrating to Brazil. Because the wealthier Portuguese and Spanish Jews sustained a lot of the territoryrsquos early economic progress, they were able enjoy considerable freedom of worship and custom (Grinberg 21). This panorama of tolerance contrasted sharply with the wave of hatred and discrimination that swept Portugal, where, like neighboring Spain, persecution was widespread. It is thus understandable that many Jews of 1 / 3 Portugal, affected by overwhelming religious persecution, felt compelled to try a new life in Brazil,which to them seemed like a safe haven where they could materialize their aspirations for peace and freedom. br / ? The Jewish community, thanks to strong immigration and natural growth, reached a reasonable proportion in comparison with the general population, enough to counter the risk of assimilation. Around 1570, however, things took a turn for the worse, as there began to appear signs of restrictions on freedom, which only grew with time (Serebrenick and Lipiner 12). The circumstances soon forced the Jews to return, much like those in the motherland, to a life of great caution and alertness. The first official manifestation of intolerance was found in 1573 in the city of Salvador, which installed an auto-de-fe. Paradoxically, but perhaps on purpose, the first victim was not a Jew, but a Frenchman who was accused of heresy, condemned and burned alive. In Bahia, the Inquisition remained (though inactive for many years) until 1593 (Grinberg 29). br /?In 1618, Bahia was the target of a new visitation of the Holy Office, during which time many Marranos were reported and pursued, among them many wealthy men of the sugar mills. This fact that prompted the first large wave of immigration of Jews within Brazil they left the Northeast in search of the more tolerant South, especially the captaincy of Satildeo Vicente (Satildeo Paulo), which was the most liberal region (Serebrenick and Lipiner 15). Because of the growing persecution of Jews in Portugal in the last decades of the sixteenth century, they began to emigrate not only to Brazil but also, inlarge numbers, to several countries of Western Europe, especially to Holland, where flourishing trade and religious tolerance prevailed (Grinberg 32). This allowed for the rapid formation of a large Jewish community, centered in the city of Amsterdam, rightly nicknamed the quotNew Jerusalemquot. The simultaneous emigration of Portuguese Jews to Brazil and the Netherlands, led to the establishment of a commercial and affective link between the Jews of Brazil and those of Holland (Serebrenick and Lipiner 15). br / The Dutch Period (1630-1654)br / ?The hope of the Brazilian Jews that their lot would improve due to some form of Dutch intervention did not fail. Through a series of attempts at the conquest of the Brazilian Northeast in the years 1624 to 1627, the Dutch finally succeeded on February 15, 1630. The city of Pernambuco was attacked by a powerful fleet of 70 ships, effectively beginning the occupation of the Northeast, which would last until 1654. The years of peaceful Dutch rule were few, but enough to enable the Jews to rapidly flourish economically, socially and culturally, building in Northeast Brazil one of the most thriving communities of the time (Grinberg 35). br / ?With the advent of the Dutch and the consequent deployment of a great religious tolerance, the landscape was changing. Uninterrupted waves of Jews flocked to Pernambuco from several countries, especially from Holland, bringing commercial experience and a wonderful spirit of achievement. These Jews from the Netherlands ndash who were largely former refugees from Portugal,Spain and France had the further advantage of speaking several languages Spanish, French, Ladino, Dutch, besides the most important, Portuguese, which was the language spoken in Brazil (Grinberg 35). A great number of them served as interpreters for the thousands of men in the Dutch army and navy, consisting of mercenaries Dutch, English, French, German, Polish and others who did not speak Portuguese. From simple interpreters, they increasingly became businessmen, merchants and landowners, coming to, in effect, virtually control the economic life of Brazilrsquos New Holland. The main street of Recife (in Pernambuco) was known as quotStreet of the Jewsquot and the port was called quotpier of the Jewsquot (Serebrenick and Lipiner 17). br /. The Second Portuguese Period (1654-1822)br / ?With the fall of Recife and subsequent surrender of the Dutch, the Jewish community in northeastern Brazil became largely scattered. A small portion of the people resigned to staying in the country, dispersing through its territory, while the majority opted for emigration. Of these, one group consisting of the richest and probably most connected in the Netherlands decided to return to Holland, while most preferred to face the unknown, venturing into more distant stops throughout 2 / 3 the Americas Guyana, West Indies and New Netherlands in the United States. Numerous Jewish settlements began to appear to the North, one of which would eventually lead to the extraordinary Jewish community of the United States of America (Grinberg 52). In North America, a group of 23 Jewswho left Recife immediately after its fall, camped on September 12, 1654, on the margins of the Hudson, in the village of New Amsterdam (now New York). br / ?As already mentioned, the exodus that took place after the expulsion of the Dutch did not cover the entire Jewish population of Northeast Brazil, since a good number of Marranos resolved to remain on the land they had learned to love. These remaining Jews eventually were able to peacefully spread throughout Brazil, including in areas of the Northeast itself, minimizing the appearance of their Jewish origin (Serebrenick and Lipiner 23). Unfortunately, the flames of persecution were to be once again fanned by the Inquisition. This new wave of terror unfolded for about 70 years, especially violent in the periods 1707 to 1711 and from 1729 to 1739, making the first half of the seventeenth century perhaps the darkest period of Jewish history in Brazil (Serebrenick and Lipiner 26). Only after 1770 would the conditions come to place that would forever eradicate the cancer of the Inquisition. To this day no one knows for sure how many Jews from Brazil fell victim to the Portuguese Inquisition. br / The Cosmopolitan Period (1822-1966)br / ?Once the country was made independent from the Portuguese crown, in 1822, full freedom of conscience was established. In the second half of the century, Jews from various countries of Western Europe French, English, Austrians and Germans ndash began to come in force to Rio de Janeiro and its neighboring states, especially in Sao Paulo and Minas Gerais(Serebrenick and Lipiner 31). Another large group emigrated from Morocco to the Amazon region. The two settlements the Amazon region and Rio de Janeiro did not seem keep any significant relations and had, moreover, some different characteristics (Grinberg 61). The Amazon community was more stable, while in the South, the Jews originating in Western Europe came in order to flourish and then return to their country of origin, although many would end up staying in Brazil (Grinberg 61). br / ?In the last decade of the nineteenth century Jewish immigration grew, multiplying the diversity in countries of origin and also the in regions where immigrants came to settle. Whereas until then the Jewish immigrants came almost exclusively from North Africa and Western Europe, now there were waves of Jewish immigrants from the Eastern Mediterranean Greece, Turkey, Syria, Lebanon and Palestine as well as Russia and neighboring countries. These settled mostly in the Southeast (Rio de Janeiro, Sao Paulo and Minas Gerais), but also spread out in smaller groups to many other states, both to the South and Northeast. br / ?Though the scope has been very limited and many details necessarily left out, I have sought to give a brief account of Jewish life in Brazilian history. The history of Jews in Brazil is a long and honorable history, dotted undoubtedly suffering, but also full of success, translated into positive and fundamental contributions to the development of the country and the training of its people ndash and that history that is still being written. /body /html POWERED BY TCPDF (WWW. TCPDF. ORG).

Equality Rights: Feminism

Equality Rights: Feminism Equality Rights Feminism Equality a term associated with fairness, cohesion, and rights has been an important goal for various theoretical movements that have formed in Feminism. The debate surrounding equality has and continues to be of concern at all different levels feminism arose as a response to the inequalities between men and women. The question of equality itself puts up a parameter of analysis and critique that allows for investigation and speculation. To ponder equality, is to enlighten the senses to explore the possibilities of what is known, what needs to be done, and who or what is involved in seeking equality it challenges the word as well as the people framed within it. Catharine MacKinnon states that â€Å"Feminism is the discovery that women do not live in this world, that the person occupying this realm is a man, so much more a man if he is white and wealthy† (367). With this in mind, feminist movements emphasize the importance of every women’s position in social and political spaces. Various feminist movements can be used to achieve equality. However, each perspective provides a different contribution in obtaining such equality. Feminist theories of the liberal, Marxist, radical, and postcolonial perspectives all cover certain aspects of inequality while limiting in the acknowledgement of another. The integration of these perspectives will allow for a truly beneficial equality for women. Liberal feminism is a stance that argues for women to have equal rights to men and to achieve individual autonomy. They propose a model of individual autonomy by fighting for the right of women to have educational opportunities and to obtain a career that is outside of domesticity. This is part of their main focus of their strive for women to have the same rights that men hold â€Å"naturally† men being the gender of privilege and power (Whelehan 29). Liberal feminists are interested in the politics of law to maintain equality between women and men. From this perspective, equality for women is achievable but due to the nature and intensity of its movements, liberal feminism is considered as a starting point for equal rights and freedoms guaranteed to each individual. It takes a more â€Å"soft† lobbying approach to fight for the equal rights of women to those of men as they try to refrain from any direct challenge to institutions that cause them to be unequal. They would like to change laws but stay within the boundaries of institutions as they prove to be valuable to many women. Imelda Whelehan points out that the â€Å"liberal perspective on state intervention in people’s lives also proved problematic, since state support was crucial to many women’s lives, and any shrinkage of its services would probably mean that their living standards deteriorated† (34). As a result, liberal feminists were caught between fighting for women’s rights and expressing their victimization that is due to their differences in biological sex. Moreover, social change is restricted because if the current liberal state was overthrown, the male-dominant liberalistic status quo would be disrupted and many services provided by the state (especially services provided to women to improve their living standards) will be in jeopardy. Combining liberal thought and feminism provides many contradictions because their beliefs do not apply equally to both male and female due to the constraints of reality. If males and females are given equal rights (as hoped by liberal feminists), there will be strains on both sexes in terms of gender roles within and outside of the economy as well as an emphasis on the females biological anatomy of giving birth. As a result, liberal feminism’s concept of equality is an ideal that is contradictory due to reality, personal benefits, and environmental constraints (such as the state, education, and family needs). It is important to realize that this does not necessarily prove liberal feminism as an ineffective approach to equality. In fact, liberal feminism is the most widely known feminist movement in today’s society. The liberal feminist movement can be seen as the basis and the starting point for the fight towards gender equality. However, this approach needs to be combined with other perspectives for a more effective outcome. Another effective approach to strive for gender equality is to analyze the problem through the Marxian framework. Marxist feminism emphasizes that capitalism and patriarchy are organizing devices that hinder the contemplation of having a society that is equal between genders. They argue that class is a major factor that creates the division between men and women. In other words, the hierarchy system of class produces inequalities by placing power in the hands of a few while oppressing others that do not have this privilege. Marxist feminism focuses their attention on women’s position in labor and in the capitalist system women’s participation in the home and in wage work. Heidi Hartmann states that â€Å"the problem in the family, the labor market, economy, and society is not simply a division of labor between men and women, but a division that places men in a superior, and women in a subordinate, position† (7). As a result, Marxist feminists take on a revolutionary approach to overthrow capitalism in order to dismantle male privilege [really really really good clean cut statement]. They recognize that women are subordinated as a class and that women’s unpaid work in the home needs to be acknowledged because â€Å"women at home not only provide essential services for capital by reproducing the labor force, but also create surplus value through that work† (Hartmann 8). Moreover, Marxist feminism recognizes the social and historical context of all women’s work in paid and unpaid labor. By acknowledging women’s participation in society, women’s contribution will not be taken for granted hence elevating their gender status. Equality can therefore be achieved in a capitalistic sense. While the liberal approach focuses on gender equality in rights before the court of law, the Marxian perspective takes on a capitalistic approach strengthening women’s status in the economic system. These two approaches aim to fight for more power for oppressed women but, at the same time, they lack focus on a major source of this oppression the problematic male-dominant gender system. Radical feminism is useful in analyzing this issue as it focuses on patriarchy as the source of gender inequality. This binary gender system is seen to be a social construct that serves as the basis of gender inequality. Radical feminists argue that men’s privilege oppresses women though social institutions and cultural productions. As a result, men’s dominance over women is seen to take on a social hierarchy that produces unequal power relations. They stress that social organizations created male domination, which has forced upon society a type of thinking that is â€Å"malestream.† Moreover, violence towards women and the objectification of women’s bodies have placed women in a position of exploitation and victimization. Radical feminism coined the slogan â€Å"The personal is political† to emphasize that individual experiences brings out political issues that need to be addressed and acknowledged. They take on a revolutionary approach in that social and political changes are necessary in order to overthrow the structural framework of inequality between men and women. They argue that â€Å"individual female identity and experience [is] the first step to collective revolution† (Whelehan 36). Acknowledging female identity apart from the structural gender framework will allow the female gender to break free from â€Å"malestream† ideals. In other words, the elimination of this gender system will possibly bring the two genders into equality. Another feminist movement that aims to challenge existing social norms and constructs is postcolonial feminism. This movement focuses on rejecting all foundational thought that is known and used as truth. They argue that this truth is constructed and created by the powers of those that are the colonizers (middle-class, white males) who have power over the colonized. Moreover, this truth becomes part of the universal it is accepted to be true with little or no questioning. As a result, postcolonial feminist reject universalizing principles because it marginalizes those that are not part of the norm. Leela Gandhi argues that a â€Å"comprehensive dismantling of colonial hierarchies and structures needs to be matched by a reformed and imaginative reconception of colonized society and culture† (82). Postcolonial feminists stress that women are situated in a â€Å"double colonization† in which they are oppressed as women and colonized people as well as constructed as sexual objects. A reformation of the constructed male-dominant society should take place revamping all social norms that naturally set women as the subordinate. By destabilizing the colonization, ideals on gender that are taken for granted will be overthrown granting an opportunity for women to be acknowledged in society. With an increased level of appreciation of women’s contribution, equality between the genders can be achieved. With the unique standpoint of each perspective, inequality issues regarding different structures of society can be understood better. Each of these perspectives is effective in their own way as they all aim to bring equality between the genders. By incorporating the multiple perspectives, equality can be achieved to a certain extent. The issue of equality is based on people’s perspectives and the social contexts these people are positioned. No matter how hard these feminist movements try to strive for equality, gender differences will continue to exist biological differences can never be eliminated. If â€Å"absolute† equality is achieved, men and women will be seen as equal and existing protection for female’s biological differences will be removed. Protection such as laws regarding birth right allowing women to be released [better word?] from work for a recovery period is beneficial and should not be revoked due to â€Å"equality.† In a sense, rather than relieving female victims from oppression, this â€Å"absolute† equality may cause even more distress for the female community. With this in mind, achieving absolute gender equality should not be the main goal of feminist movements. These perspectives should be used to help strive to seek for the acknowledgement of women’s position in society. Equality does not necessarily have to be achieved in order for females to obtain a better life. Providing respect and recognition for the female gender will be more useful and beneficial. Based on people’s perspectives/attitudes and the social context people are positioned Equality may or may not be possible Possible for certain sectors but women still needs more rights (ex. birth Þ biological difference) May agree/accept certain aspects of a feminist perspective but don’t have to accept all of it All these feminist perspectives has helped strive to seek equality for women and have made significant contributions to the acknowledgement of women’s position in society Liberal and radical both aim at giving women more rights Even if they strive for equality, gender differences will still exist no matter what (biological difference) Would should still have more rights and be protected for those differences Works Cited Gandhi, Leela (1998). â€Å"Postcolonialism and Feminism† in Postcolonial Theory: A Critical Introduction (81-101). New York: Columbia University Press. Hartmann, Heidi (1981). â€Å"The Unhappy Marriage of Marxism and Feminism: Towards a More Progressive Union.† In Lydia Sargeant (Ed.) Women and Revolution (1-41). Montreal: Black Rose Books. MacKinnon, Catherine (1985). â€Å"Pornography, Civil Rights, and Free Speech.† In Rosemary Tong (Ed.) (1999) Feminist Philosophies. New Jersey: Prentice Hall. Whelehan, Imelda (1995). â€Å"Liberal Feminism: The Origins of the Second Wave† in Modern Feminist Thought (25-43). New York: New York University Press. Question Three: Discuss the potential and limitations of feminist theories with respect to the analysis of gender and sexuality. Compare several perspectives and then draw your own conclusions about this issue. The social stratification of our society has placed boundaries on all aspects of our lives. With deeper exploration of these constructed issues, multifaceted debates arise in feminism. Moreover, by looking at the social organization of the everyday, feminist theories are able to take a closer look into the complex views surrounding gender, sex, and sexuality. It is important to make a clear distinction between the concepts of gender, sex, and sexuality to understand the underlying message that each of these words conveys each concept has a particular meaning and construction to its term. Gender is often referred to as the social construction of our identity of being â€Å"man/masculine† and â€Å"woman/feminine† (sometimes known as being â€Å"gendered†), whereas sex pertains to the biology of our species (male and/or female). Heidi Hartmann eloquently emphasizes that â€Å"we are born female and male, biological sexes, but we are created women and man, socially recognized genders† (16). Sexuality, on the other hand, refers to our emotional and intimate relationships (heterosexuality, homosexuality, and bisexuality). The work of liberal, Marxist, radical, postcolonial, lesbian, and third wave feminism all have considerable overlap in their analysis of gender, sex, and sexuality, but each of these perspectives has its own central focus. As a result, the dissimilar concepts have always resulted in contrasting debates. It is beneficial to analyze the potentials and limitations of each of these feminist theories in order to fully understand the complexity of gender, sex, and sexuality. The integration of these various perspectives will provide a deeper understanding and awareness of the diverse issues that our social structure tries to mask. As a mainstream feminist movement, liberal feminism claims that differences in gender are not based in biology. They believe women and men are not very different due to their common humanity. As a result, they argue that women and men should not be treated any differently under the law women should have the same opportunities and legal rights as men by striving to eliminate laws that differentiate people by gender (Whelehan 29). Liberal feminism has the potential of slowly changing people’s attitudes toward gender and sexuality by increasing women’s participation in what is known to be male occupations as well as encouraging support networks for women. They also provide great contribution by socializing and educating the young with gender-neutral terminology. However, liberal feminism is limited in their focus there is too much emphasis on the macro and very little on the micro. The private sphere of women’s experiences in their home is not brought to the forefront. As a result, many troubling issues such as domestic violence and marital rape are not spoken about. This limitation undermines liberal feminism’s goal to have men and women being treated equally. The silencing of the private and personal life has hindered the individual autonomy and freedom of speech of women women’s domestic and sexual lives become unacknowledged (Whelehan 38). Moreover, Imelda Whelehan states that there is a â€Å"limit to how far liberal feminists will ‘pry’ into individual’s private social/sexual choices† (38). As a result, they do not directly challenge capitalism (the main contributor to the oppression of women), which undermines the idea of changing the institutions that maintain gender bias and censors sexuality. Whelehan also emphasizes that liberal feminism is problematic in that its views are predominately white, middle class, heterosexuals this ignores women who do not inhabit what is a relatively privileged social position (41). Although liberal feminism has created conditions to fight for equality, it is only a stepping stone for the other feminist theories that follow it is limited in the macro and public realm of politics. Another way to approach the problematic concepts of gender, sex, and sexuality is through the Marxian perspective. Marxist feminism suggests that the dual system of roles as paid and unpaid workers in a capitalist economy is the reason behind women’s oppression. They argue that in the workplace, women are exploited by capitalism whereas in the home, they are exploited by patriarchy (Hartmann 5). Moreover, women have fewer economic resources due to their low paying wages as compared to men. Heidi Hartmann argues that sexist ideology has adopted a capitalist form in that patriarchal relations bolster capitalism the subjugation of women in the private and public sphere has allowed for the continuance of patriarchal and capitalistic needs. Women’s work is devalued even though they are the major source to an efficient economy they are caregivers, housekeepers, and work for the paid marketplace. Marxist feminism greatly focuses their analysis on gender being a source of job segregation that exploits women as paid and unpaid workers in the workplace and in the family. They argue that women are subordinated as a class and that â€Å"the problem in the family, the labor market, economy, and society is not simply a division of labor between men and women, but a division that places men in a superior, and women in a subordinate, position† (Hartmann 7). However, Marxist feminism is limited in its macro analysis of society because the individual and private lives of people (especially the exploration of sexuality in regards to producing products of capital) need to be analyzed. It covers feministic issues within the economic system but, due to its limited framework, it is inefficient in addressing problems surrounding individual issues that women are facing in today’s male-dominant society. To analyze these problematic individual issues, the radical feminist framework has proven to be effective. Radical feminism is a conscious-raising group that addresses intense debates surrounding issues of women’s everyday lives. They argue that â€Å"the personal is political† in that the â€Å"original and basic class division is between the sexes, and that the motive force of history is the striving of men for power and domination over women, the dialectic of sex† (Hartmann 13). Radical feminism are greatly concerned about violence towards women due to the depictions of women as sexual objects to be used, abused, and produced in the mass media. Catharine MacKinnon argues that â€Å"maleness is a form of power and femaleness is a form of powerlessness† (369). As a result, according to radical feminism, patriarchy results in the sexual exploitation of women through social control and construction. However, radical feminisms limitation is that the creation of a women-only space includes particular â€Å"women† while excluding those that do not conform to certain gender assumptions such as transgenders it creates another form of power. This exclusion will lead to another type of inequality and oppression that will once again damage society as a whole. The liberal, Marxist, and radical feminist perspectives all focus on the major structures that act as the basis of society’s gender concepts. Postcolonial feminism, on the other hand, challenges the gender blindness that is masked in traditional colonial history it focuses on problematic gender concepts rather than the major structures behind them. In traditional thought, the â€Å"Third World Women† is represented as the colonized women of nonindustrial societies and developing countries who are brought into civilization by imperial, patriarchal domination of Western and European masculinity. Feminist postcolonial theorists argue that the basis of these women’s gender and race places them under imperial circumstances of being women of â€Å"double colonization† â€Å"Third-World Woman† are seen â€Å"as victim par excellence the forgotten casualty of both imperial ideology, and native and foreign patriarchies† (Gandhi 83). This is problematic because the â€Å"Third-World Women† are placed in contrast with Western woman as opposites, othered, and marginalized a position of inferiority to ones gender of not being a dominant, white, middle-class woman. Leela Gandhi exemplifies that this â€Å"implied cultural lack of the ‘third-world woman’ fortifies the redemptive ideological/political plenitude of Western feminism†¦seen yet as another object of Western knowledges, simultaneously knowable and unknowing† (86). As a result, postcolonial and feminist theories challenges discourses that are about women by highlighting the anti-colonial gender blindness and to acknowledge â€Å"Third-World Woman† as a voice of difference instead of an object to be silenced by the power and privilege of colonialism. However, postcolonial feminism is limited in that, like the above perspectives, a more macro-level of analysis is taken whereas the micro-level analysis of sexuality. Postcolonial feminism focuses their attention on the social organization of the â€Å"third-world woman† in relation to colonial practices and exploitation. Lesbian feminism, unlike other perspectives, acknowledges the oppression of compulsory heterosexuality. By challenging traditional norms and heterosexuality, they fight for both women’s and homosexual rights. Lesbian feminism has the potential to combat homophobia by empowering women to explore sexuality and to understand of heterosexual relationships. They argue that the diverse range of â€Å"woman-identified experience† needs to take into account the history and individual experience of each woman’s life (Rich 648). Adrienne Rich argues that compulsory heterosexuality is not examined but accepted as the â€Å"sexual preference† of our society (633). As a result, the perspective of lesbian feminism has implications of dismantling compulsory heterosexuality by recognizing the central truth of women’s history in that the â€Å"preference† of heterosexuality has been â€Å"naturally† imposed on women and that â€Å"women have always resisted male tyranny† (Rich 652). It allows women to move away from the prescribed scripts produced by the distorted lie of compulsory female heterosexuality as â€Å"normal† and a â€Å"preference† a form of liberation for all women. However, lesbian feminism is limited in that they do not address the power issues may still exist in lesbian relationships just as they do in heterosexual relationships. It also neglects larger oppression issues that are bringing distress to the female gender. Contrasting other perspectives, third wave feminism guides their analysis towards a more micro perspective and emphasizes that individual identities are unique and complex. They strive for women to have agency and acknowledge that female sexuality is a form of power to express oneself. They find the category of â€Å"woman† to be problematic because, as stated by Himani Bannerji, women’s issues should not be located on a broad and generalized way of â€Å"Woman a singular yet universal entity† of patriarchal social construction (48). Third wave feminism embraces sexuality and the act of sex as fun rather than deviant or dangerous. They see themselves as empowering and as women of choice. Third wave feminism appreciates and views the internet as an important source for opening up lines of communication and support networks for young scholars (Alfonso and Trigilio 7). They stress the importance of speaking and writing about individual personal experiences in order to resist universal assumptions. However, this is limiting in that they do not evaluate certain issues that arise. Third-wave feminism provides a more micro-approach to analyze everyday conversations. This can be problematic because the specificity of these conversations becomes hard to apply to societal issues. In Rita Alfonso’s dialogue to Jo Trigilio, Rita acknowledges that a â€Å"political generation can account for subject positions across historical waves of feminism, as well as for the existence of two relatively distinct waves of feminism (9-10). However, Trigilio stresses that the use of â€Å"political generation† needs to accompanied with concerns about which groups are empowered to give them a voice (10). Trigilio also fears that there is becoming less class-consciousness in third wave feminism and highlights the increasing problems of academic discourses (written in a form that is only accessible to a few and again oppresses). All perspectives have their own unique qualities that provide insight into the deeper issues that underlie our social and political structures in society. Each stance is beneficial to our understanding even though they are limited due to their specific nature. The combination of liberal, Marxist, radical, postcolonial, lesbian, and third wave feminism will allow us to recognize the historical shifts of these perspectives all these perspectives have risen at certain points in time due to societal issues concerning gender and sexuality. Society is a gradual process that slowly finds acceptance in issues (especially in sexuality) that surface as a result of progressive movements that fight for change. The problematic issues surrounding gender, sex, and sexuality have always brought a lot of distress to women in society. On a larger scale, these problems exist in the economical, political, and patriarchal aspects of society. From a micro viewpoint, domestic oppression and heterosexual gender ideologies are also the concerns of the female gender. Sexuality is a major concern because not only is it seen to be deviant but talk of having sex is seen to be sacred. Instead of finding pleasure in explore ones sexuality, traditional ideology has oppressed the talk and the act of engaging in this private and personal sphere of the individual. Historically, many issues were shunned because of dominant discourses but over time, it has been a gradual movement to give rise to these issues that were always present. By incorporating the multiple perspectives discussed, society can continue to evolve and move towards better social structures and norms that will help improve the living standard of the female gender. Works Cited Alfonso, Rita and Jo Trigilio (1997). â€Å"Surfing the Thrid Wave: A Dialogue Between Two Third Wave Feminists.† Hypatia 12, 3: 7-16. Bannerji, Himani (1999). â€Å"Inroducing Racism: Notes Towards an Anti-Racist Feminism† in Thinking Through: Essays on Feminism, Marxism, and Anti-Racism (41-53). Toronto: Women’s Press. Gandhi, Leela (1998). â€Å"Postcolonialism and Feminism† in Postcolonial Theory: A Critical Introduction (81-101). New York: Columbia University Press. Hartmann, Heidi (1981). â€Å"The Unhappy Marriage of Marxism and Feminism: Towards a More Progressive Union.† In Lydia Sargeant (Ed.) Women and Revolution (1-41). Montreal: Black Rose Books. Rich, Adrienne (1980). â€Å"Compulsory Heterosexuality and Lesbian Existence.† Signs 5, 4: 631-660. MacKinnon, Catherine (1985). â€Å"Pornography, Civil Rights, and Free Speech.† In Rosemary Tong (Ed.) (1999) Feminist Philosophies. New Jersey: Prentice Hall. Whelehan, Imelda (1995). â€Å"Liberal Feminism: The Origins of the Second Wave† in Modern Feminist Thought (25-43). New York: New York University Press.

Speech on Christianity after Festive Season

Speech on Christianity after Festive Season A Job to Do It is all over. That for which we hoped has come and gone. Christmas is over. All of the excitement and energy has waned. The decorations have disappeared; boxed and stored in the attic, the garage or the basement for another year. School vacation is over. The old year is gone, and a new one has begun. Everything is back on schedule. We are back to life, as we know it. It happens every year. It is part of life not just a Christmas, but at other times as well. Something is on the calendar for which we are filled with great anticipation-birthdays, anniversaries, weddings, vacations, graduations, a new job, a new adventure. Then in the blinking of an eye, the time has passed, and we are back to life in the ordinary, the normal, maybe it is a new normal, but there is a routine. There are things that need to be done groceries need to be purchased, the house needs cleaned, bills need to be paid-we have a job to do, whether it is our employment, parenting, school work, housework. Whether you are in childhood, or are an adolescent, teenager, young adult, middle age, or enjoying the years of retirement, there are things that we have to do each day. We all have a job to do Through the advent season, Christmas, and now into the New Year, into the season of Epiphany, the stories, the lives of John and Jesus have been intertwined. We have heard the sister stories of the announcements of their births, the sister stories about their births and today, the weaving of their stories continue, even now, in their adulthood. They too have a job to do. Johns job is to be the one who prepares the way of the Lord. He is the voice crying out in the wilderness. In the other gospels, he is the prophet, the baptizer. Luke presents him differently. His job is not to baptize. His job is to preach. He is a preacher first and foremost for Luke. Like any good preacher, some of his sermons point out the peoples sinfulness and their need for repentance. He reminds them that they have wondered off the path, ventured into dangerous territory, and turned away from God and Gods purposes. Like any good preacher, some of his sermons focus on how we are to live life in the sphere of Gods influence. He preached sermons that answered the question What shall we do? How do we live as people of God? These are the sermons that remind us of what we learned in Sunday School, Kindergarten, or around the dining room table-share, treat people fairly, be honest, and dont be greedy, but be content with what you have. All throughout life, we need to be reminded of these values. Like any good preacher, some of his sermons focused on the judgment of God and his coming into to the world. The messiah, the anointed one comes to turn the upside down things right side up. A day will come when God will reveal himself and he will rid the world of evil, and restore creation to its rightful order. John was to preach repentance, covenant living, and the coming of the kingdom of God. John had a job to do. Jesus had a job to do as well. He came to the Jordan. He heard the words of his cousin. He stepped in line with the other people. If you want details about his baptism, you need to read the other gospels, because Luke is not interested in that event. For Luke, Jesus, in human flesh, joined the crowd and was baptized without notice. Just as his birth was unremarkable, for Luke so was his baptism. Luke tells us that sometime after his baptism, while he was in prayer, the Holy Spirit came upon him. I like to think that he was in prayer seeking, like you and I do, discernment and direction for fulfilling Gods purposes, that the Holy Spirit came upon him, anointing him for the tasks that lie ahead, and through the blessing You are my Son, the Beloved; with you I am well pleased[i] he was set apart for the task ahead. Through his baptism, his commitment to prayer, the anointing of the Holy Spirit, the blessing of God, and his experiences of the wilderness temptations, Jesus was commissioned for the job for which he was born, the job that will lead him to Calvary and the tomb. We will learn more about his job throughout the coming weeks What is important for us to know is that after the visitations of the angels, the heavenly choir, the journey to Bethlehem, the smelly shepherds, the visitation of the Magi, the singing of Joy to the World, life got back to normal. John and Jesus grew up. The cousins matured. John and Jesus both had jobs to do. This morning, we are here to ordain and install Stephen Anderson, Mary Anne Fitzgerald, and Bernice Gibson to the office of Ruling Elder in the Presbyterian Church (U.S.A.). They too, now have a job to do. The Holy Spirit led the nominating committee, through their prayer for discernment, to these three persons. The Holy Spirit came upon them as they sought Gods will on the matter and led them to accept the job as Ruling Elder. Upon further assessment, this congregation, through its prayer for discernment, confirmed the call of God upon Stephen, Mary Anne, and Bernice, and elected them to the office of Ruling Elder, to lead this congregation in the work of the Kingdom of God. Now today, we will ordain and install them to the office, and bestow upon the apostolic authority to guide us in our Christian vocation. Beginning today, they will attend to the job they are called to do. These three will join the other Ruling Elders on session who have also been called and confirmed in the job before them. In that job, they will need to be prepared to be honest, pure, and loving in their lifestyle. Leadership is a privilege, and with privilege comes responsibility. God holds teachers of His truth doubly responsible because we who lead are in a position where we can either draw people toward Christ or drive them away from Him. This is illustrated in the life of the famous author Mark Twain. Church leaders were largely to blame for his becoming hostile to the Bible and the Christian faith. As he grew up, he knew elders and deacons who owned slaves and abused them. He heard men using foul language and saw them practice dishonesty during the week after speaking piously in church on Sunday. He listened to ministers use the Bible to justify slavery. Although he saw genuine love for the Lord Jesus in some people, including his mother and his wife, he was so disturbed by the bad teaching and poor example of church leaders that he became bitter toward the things of God. Indeed, it is a privilege to be an elder. But it is also an awesome responsibility. The Ruling Elders have a job to do. But so do you. Each of you has a job to do. Just as the commission of Jesus began with his baptism, and was confirmed through his prayer life and his struggle with the temptations of the world, each of us, regardless of whether we hold a position of authority and speak from the pulpit, make decisions in the session room, teach Sunday School classes, work in the nursery, provide for fellowship or pray for those who do, we have a job to do. Kimberly Leetch rightly states, Every time we feed a hungry soul, visit one who is isolated, celebrate a widowers birthday, give money to charity, reduce, reuse, and recycle, we are bringing about Gods kingdom on earth. Gods kingdom is not an otherworldly, unreachable place. This is Gods kingdom. Right here. Right now.[ii] Each of us has a job to do. We may not all be preachers like John the Baptist. We may not all be called to be the decision makers. We may not all be called to positions of leadership in the church or in the community. However, we are called to live acts of kindness, to share what we have, to treat others with respect and dignity, to be content with that with which God has blessed us. When Martin Luther became discouraged and filled with doubt, he would put his hands on his head while saying, I have been baptized. Â   Â   Friends, remember your baptism. In it, God claimed you, God called you out of the world, and he placed you back in the world to serve him: to serve God and to serve human need. Remember your baptism. Remember, that because of your baptism, you have a job to do. Amen. [i] The Holy Bible: New Revised Standard Version (Nashville: Thomas Nelson Publishers, 1989), Lk 3:22. [ii] The Rev. Dr. Kimberly Kace Leetch. Clergy Stuff. www.clergystuff.org.

Essay --

Jhumpa Lahiri is an Indian American author who likes to write mainly about the experiences of other Indian Americans. She is a very successful author. She won the Pulitzer Prize for her first novel and her fiction appears in The New Yorker often. One of those works from 1998 is a short story, â€Å"A Temporary Matter†, about a husband and a wife, Shukumar and Shoba, whose electricity will be temporarily cut off for one hour for five days. This seems simple enough, but as you read the story you find that maybe it’s their marriage that might be the â€Å"temporary matter† itself. The title is interesting from the beginning. It gives us hints about the setting, the characters and their situation, as well as plants the whole theme of the story. The story circles around two big things, the death of a baby and Shukumar and Shoba’s failing marriage. Although this is the case, it also focuses a lot on the little things. Lahiri uses small details to point out the pain and lack of communication between Shukumar and Shoba. When Shukumar thinks back to the last time he saw Shoba pregnant, he doesn’t remember if she looked happy or sad, he remembers the much smaller things, such as the cab. â€Å"Each time he thought of that moment, the last moment he saw Shoba pregnant, it was the cab he remembered most, a station wagon, painted red with blue lettering. It was cavernous compared to their own car. Although Shukumar was six feet tall, with hands too big ever to rest comfortably in the pockets of his jeans, he felt dwarfed in the back seat.† As incon siderate as it may seem, this is actually how many people remember important events in their lives. Important events don’t go through our memory as sequential narratives, but in a series of random feelings, sens... ... all of the little, yet important details. In the end, we understand that all this time Shoba has been trying to tell Shukumar that she has been looking for apartments and finally found one. Shukumar is relieved, yet sickened by the thought of her wanting a life separate from him. This shakes him into sharing information that is sacred to Shoba in hopes that it would always be her mystery; the sex of their baby. We are left with a cliffhanger. All we know is the information the last sentence provides us, â€Å"They wept together, for the first time in their lives, for the things they now knew.† Possibly them weeping is a sign of them coming together to grieve. It marks another turning point in their lives, much like when they lost their child. We just don’t know if that turning point is them staying together or weeping in knowing that they are going their separate ways.

Margaret Atwoods Cats Eye :: essays research papers

Trace the development of the bullying. How convincing are the situation and Elaine's feelings are portrayed. -How it changes and increases We are first introduced to Cordelia and prepared for the future conflict between the two girls when it is mentioned, "The third girl doesn't wave". This lack of warmth towards Elaine is a premonition of what is to come, and is at the same time believable- new girls are often wary of each other, uncertain of what the other will be like. This key moment also reveals certain character aspects in both Cordelia and Elaine that continue through out the bullying period, for example Cordelia's judgmental attitude "her eyes are measuring" or " Cordelia is looking past me to where my parents are†¦" To me, this first meeting seems too rich on detail, too unbelievable because of the amount of detail that the adult Elaine has remembered. I cannot remember so far back as to what another person's eyes looked like even yesterday, perhaps what they said made a deep impact and I would have remembered it, but surely a conversation between two girls when they were eight years old would not have been remembered in such great accuracy so many years afterwards. Soon after Cordelia's arrival she begins to intimidate Elaine, albeit unintentionally, by leading Elaine to make judgements and comparisons which she had not made before "It occurs to be for the first time that we are not rich." Showing the early signs of pressure and bullying starting to happen. Much of Cordelia's character is also related to the audience at this point, her grownup behaviour is revealed "She has a smile like a grown-ups", "But children don't shake hands like this", "I feel shy with Cordelia", as is her childish nature, "The soft squishy kind, like peanut butter". These extreme swings are shown later when Cordelia appears to be friends with Elaine, while really harassing her. This again is typical of children- that they pick up on the behaviour of their parents is quite natural, especially in Cordelia's circumstances which are related when Elaine visits her with "I ask Cordelia if she is gifted, but she puts her tongue in the corner of her moth and turns away". The main motive to bully Elaine seems to be the neglect that she has to deal with at home- the older siblings who are 'gifted' and her ordinariness and inability to be more like them.

The Need to Study English as a Foreign Language

WHY DO WE STUDY ENGLISH It is necessary to study at least one foreign language today. That’s why pupils have got such subject as a foreign language at school. The problem of learning foreign languages is very important today. Foreign languages are socially demanded especially at the present time. We know that the progress in science and technology has led to an explosion of knowledge and has contributed to an overflow of information. The total knowledge of mankind is known to double every seven years. Foreign languages are needed as the main and the most efficient means of information exchange of the people of our planet. Today English is the language of the world. English isn’t only the national or official language of some thirty states, which represent different cultures, but it is also the major international language of communication in such areas as science, technology, business and mass entrainment. English is one of the official languages of the United Nations Organization and other political organizations. It is the language of literature, education, modern music and international tourism. I learn English because I understand that I can use it. As I’m going to work in the sphere of management in Electronic Equipment Trade, I think that it is very important for a specialist of high qualification to speak at least one foreign language. English is extremely necessary as it is the most popular language of international business communication. I learn English because I want to read foreign literature in the original. Besides, the English language is the language of the great literature. A lot of modern literature and many new films in English come out every year. If you know English, you can understand them without translation. No wonder that most educated people speak English fluently. I like to travel, but it is difficult to visit new places, when you don’t know the language of these countries. And it is much easier to travel when you know the language. If I want to ask something, I can do it in English. Today, one person in seven of the world’s population either knows English or learns it. So a modern and a cultured person must learn foreign languages.

Daily School Routine Essay

Life is an interesting adventure worth living. I enjoy every bit of my life and enjoy things around me such as, beautiful landscape, budding flowers, green scenery, wonders of science seen in different forms, marvels of city life, the leisure of free time,. Though much of my daily school is routine-based, yet the variety and diversity of daily existence make my daily school routine an exciting adventure. Every person on the planet has his own life and obligations. A lot of people have different daily school routines. Some of them have long day and others an easy day. But that depends on how many classes they have. The biggest problem is the Time management which is the act or process of planning and exercising conscious control over the amount of time spent on specific activities. But there are ways to manage your life routine. My daily school routine starts at home. First, I get up from bed early in the morning. I do my morning duties. I wash my face and brush my teeth. Then I take a little physical exercise . Next I dress myself to go to school. I am never late in attending school. I take different subjects and I always try to listen to my teachers in the class. My daily routine is packed with school stuff these days. My days at school are Tuesday and Thursdays. The first class starts at 9:30 which is an ESL class with Mr. Dave Bruno that finishes at 10:45. Then I have my psychology class it’s my favorite it. It starts at 11:00 to 12:15 with Mr. Mike Colbert. After that I have a break for 3 hours, so I go to have lunch with my friends’ . then my last classes is math with a funny teacher . We call him General. School routine can be hard sometimes especially during exams. Throughout the course of my ESL classes, English tests always proved to be difficult for me. I had trouble remembering terms and vocabulary, despite the fact that my memorization skills were quite capable. Indeed I had a teacher that sometimes surprise us with little quizzes. And no preparation the odds of passing the unannounced test were not slanted in my favor. Time management is a phrase that I have lived by throughout parts of grade school, high school, and now college. I have been introduced to this because of the numerous activities and amounts of work that I have accumulated over the years. In high school, I had to balance my time from going to school, to practice, and then to homework. I would try to balance out the work, but sometimes there was not enough time in the day to finish all of it. I quickly learned that working ahead of time was key to my success. I learned a lot about the common myths of time management and where I fall in the classification of effective time management. Time cannot be managed; it can only be controlled by each individual person and the way time is directed. Scheduling is extremely important when it comes to managing the use of time. It is important to manage time wisely. When time is managed and organized wisely; it can make the difference between a productive day and a very hectic day. Using time management during an ordinary day can help reduce stress and simplifies life. Without have a plan on how to manage time, it can create stress in life and also forgetting important dates and deadlines. By not having some type of organization in life it will create chaos and will seem as if there is not enough time in one day to complete daily tasks. Time management may be aided by a range of skills, tools, and techniques used to manage time when accomplishing specific tasks, projects and goals complying with a due date. When I learn and maintain good time management skills, I find freedom from deadline pressure and from stress in general. I am more productive, procrastinate less, and I have more time to relax, which helps further decrease stress and anxiety. Making a list, Set deadlines and Stopping multi-tasking are things I do to manage my time in school. I set reminders on my phone and computer. One of the most important things is I make sure I list feel attainable. No one wants a 30-item to-do list and have to, at the end of the day, I look at the 20 items that I didn’t get done. Prioritize my and others’ needs and plan accordingly. I might even want to make three lists — personal, home and school. Setting deadline. Again, there is no point in setting deadlines if I make executive decisions to always push them back. Setting a deadline and trying my best to stick to it. This allows for the possibility that other things will get in the way, but also allow for me still to get the task done. Also stopping multi-tasking. Multitasks often seem to think they get more accomplished, but it’s not always the most productive or efficient route. my mind work better when I am truly able to focus and concentrate on one thing. Daily school routine makes the five dharma’s work for the body. Actually, man’s lifespan can be 150 – 170 years or even more. Since we are violating hese dharmas, it has been reduced to 60-80 years. This routine is not suggested to make you live for 100 years for certain, but to live a healthy life. This Natural Life Style is a part of Naturopath. Once you started time management schedule your body is in good condition and is ready for the dharma of fast. Until you have been following this routine for months. The natural lifestyle suits anyone and everyone – man or woman, young or old, chronic patient or ordinary person. It requires only a strong desire and inspiration to have a sound body. That’s more than enough.

Faith of Children by Proxy Essay

In response to the query as to how an infant can be capable of making an act of faith, which is regarded as being necessary for baptism; Catholics refer to faith of infants born into Christian home, as guaranteed by faith of their parents and sponsors. The parents of such infants have the bounding duty to bring them up as Christians. When such children have grown in the faith their baptism is now given ‘confirmation’. In Mark 2: 1-5, an example of faith by proxy, sufficient for salvation of another is often cited by Catholics. ‘And after some days, He again entered into Capernaum. And it was heard that He was in the house. And so many gathered that there was no room left, not even at the door. And He spoke the word to them. And they came to Him, bringing a paralytic, who was being carried by four men. And when they were not able to present him to Him because of the crowd, they uncovered the roof where He was. And opening it, they lowered down the stretcher on which the paralytic was lying. Then, when Jesus had seen their faith, he said to the paralytic, â€Å"Son, your sins are forgiven you. †Ã¢â‚¬â„¢ {Mark 2:1-5} In this passage, the Lord Jesus offered salvation and remission of sins to a paralytic man, based on the faith of those who brought him to Jesus, not necessarily on the faith of the sick man himself; because he was obviously incapable of professing his own faith. Therefore in like manner, Catholics who take their infants to Jesus for baptism are substituting their faith for that for the faith of their children. Another example of faith of one person guaranteeing salvation for another is found in the book of Matthew: ‘And when he had entered into Capernaum, a centurion approached, petitioning him, and saying, â€Å"Lord, my servant lies at home paralyzed and badly tormented. † And Jesus said to him, â€Å"I will come and heal him. †And responding, the centurion said: â€Å"Lord, I am not worthy that you should enter under my roof, but only say the word and my servant shall be healed†¦Ã¢â‚¬ ¦Ã¢â‚¬  And, hearing this, Jesus wondered. And he said to those following him: â€Å"Amen I say to you, I have not found so great a faith in Israel†. And Jesus said to the centurion, â€Å"Go, and just as you have believed, so let it be done for you. † And the servant was healed at that very hour. { Matthew 8: 5-13} Salvation for Whole Household Examples abound in the Holy Scriptures where the faith of the head of a household led to salvation of the whole household, children included. In Acts11, we read about a man being saved along with his entire household after Simon Peter had preached the gospel to them. ‘†¦. And he described for us how he had seen an Angel in his house, standing and saying to him: ‘Send to Joppa and summon Simon, who is surnamed Peter. And he shall speak to you words, by which you shall be saved with your whole house. ’ And when I had begun to speak, the Holy Spirit fell upon them, just as upon us also, in the beginning. ’ {Acts 11:13-15} Therefore, Catholics take the informed Biblical view that since a whole household can be saved by the profession of faith of the head of the house and consequently all members of the household are baptized including little children, the Bible supports the Catholic practice of baptism of infants. Authority from Church Accepted Tradition The second major source of authority for the Catholic practice of baptizing infants is the accepted practice dating back to the very beginning of Christianity, the Apostolic Church. Right from the earliest days of the Christian Church, infant baptism has been an accepted practice. One Church authority, Origen wrote in the third century AD: â€Å"Baptism is given for the remission of sins; and according to the usage of the Church, Baptism is given even to infants. And, indeed, if there were nothing in infants that required the remission of sins and nothing in them pertinent to forgiveness, the grace of Baptism would be superfluous. † (Origen, Homily on Leviticus 8:3 — AD 244) The Roman Catholic Church which succeeded the early Apostolic Church reaffirmed the correctness of the practice of baptism for infants and has continued the practice to this day. WORKS CITED Origen, Homily on Leviticus 8:3 — AD 244 The Sacred Bible: The Acts of the Apostles http://www.catholicdoors.com/

Importance of Art Education during Childhood Essay

Since more than two decades researchers have been discovering affirmative relationships between arts education and cognitive improvement in children. Gardner (1983) has claimed an affirmative relationship between arts and intellectual (Clark & Zimmerman, 2004). There are multiple advantages of arts education that range from the improvement of vocabulary and math competence, to the improvement of spatial reasoning. Today arts education is given much more importance than previously, when it was thought to be a lot of fluff. Art is not simply an extra subject in education; it is necessary to learning. When students learn about the visual arts, they get a view of the rich and fascinating world around them. This teaches them theirs as well as others history and customs. Art leads to a cultivation of expressiveness, imagination and originality along with critical thinking and analytical competence. It has been stated by the art educators that children as young as three years of age consistently use their imagination in different ways (Golbeck, 2001). The children studying about art expand their capabilities to consider meanings and to make assessments and decisions. Through comprehending and creating art, a student can learn how to work collaboratively with others and also how to put in effort to attain an objective. Also, art education helps in making a major contribution to the enhancement of the child’s capabilities to tackle with the abundance of visual indications obtainable to him and to comprehend and utilise these visual indications (Anway & McDonald, 1971). The enhancement of such competencies and qualities allows for making children better learners along with helping them to feel good; that is, it creates self-worth. It is a world where concepts and data are usually conveyed visually, and the children are required to learn the way they can consider and ascertain the sense of the pictures and also how they can use them so as to convey their own concepts. These talents and qualities are considered essential for individual success as well as America’s improvement.   In spite of this several schools have reduced their budget in art programs since the last decade and this has resulted in some schools providing with almost no art education (Prentice, 2000). These schools are not offering their students with the chance to improve their talents that are so essential if they are to succeed in a competitive fiscal setting in such an ethnically varied, visually adjusted world. Teaching Art Enid and Laura Zimmerman say that there are three standpoints of art teaching that have affected art education for youngsters since the last five decades. The first point is that a child’s piece of art is an expression of the natural internal procedures of improvement. The second point is established on a cognitive improvement attitude, and it concentrates on children’s building of general knowledge concerning the world. The third point is that art education leads to a promotion of self-improvement in order to allow the children to absorb themselves relative to the community they live in. According to Gardner (1980) when adults offer the youngsters with the kit, materials and support, their natural art capabilities develop. The adults should not be directly interfering with the children so as to develop their natural capabilities (Schaffer-Simmern, 1948). Infants and preschool children rather prefer to explore colors, feel and type of materials and express thoughts, concepts and insights. These are fine objectives for them. They value the procedure more than the end result. After completion of the work by a child, the teacher or parent should talk to him about it instead of simply praising him. This allows for learning more about the artwork and how the child thinks. Also, the instructor can put down points on paper and, if the child allows, fix it to the child’s work. Plus, the artwork should be dated. That allows the instructor to keep a track of the youngster’s improvement. Visual arts can be a source of advantage to children of all ages. From a kid’s first rate motor skill development to a teen’s expressive enhancement, the arts can prove to be a much efficient training and managing means. A person does not have to be absolutely knowledgeable on each and every procedure or have to purchase extremely costly equipment in order to bring in the arts to a kid’s life. Straightforward product selection and child focused examination can direct initial creative attempts. Children’s Motivational Beliefs about Art Art classrooms offer with distinct motivational tests. Even though kids usually take pleasure in the hands-on exercises which are part of most of the curriculum and they without reluctance involve themselves in the delegated projects, it is quite often hard to get them to put in all their efforts, to make their â€Å"hurried production† more detailed and improved. Many a times young students are overheard talking about who is good at art and who is not, which is mostly themselves. Usually with age kids become pessimistic concerning their art capability (Flannery & Watson, 1991; Gardner & Rosenstiel, 1977). The necessity of motivation in order to maintain children’s interest in art is accentuated by the usual weakening in self-esteem and interest in art which the kids start displaying during middle childhood. This weakening is linked with the children’s idea that their production should fulfil the principles of traditional practicality and that they do not possess the abilities of accomplishing this (Flannery & Watson, 1991). Nevertheless, comparable deteriorations in self-assessments of capabilities are commonly perceived in various subjects (Stipek & Maclver, 1989), and also the progressive weakening of student’s encouragement as they advance through school. In goal theory the advice is implied that teachers motivate students to follow individual imaginations of mastery more willingly than to work to impress outside assessors. This is a problem for regions like visual art where students should bear in mind the ultimate receiving of their performance (imaginative production) by an audience even as they try to focus on self-enhancement and mastery. This matter poses a problem to the art teachers who should make every day choices concerning the degree to which they will try to motivate students by emphasizing grades and the chance for exhibit of work. Art teachers are also caught up with the fact about whether art contests raise children’s concentration on spirited performance to the disadvantage of their assignment involvement and ability improvement. Parents and Art Education Parents can help their children in art education and not just rely on the institutions. They can encourage the children’s involvement in art when at home which can be done by encouraging art programs in the nearby society and also by assisting in making a decision as to how the school can teach the art. Parents can also turn out to be important speakers for developing art programs at schools. Parents can work along with the school staff, with the members of art societies, and also with other people. In this way they can ensure that art is being given a significant position in their children’s education plus in the society. There can be PTA meetings held that would emphasize on the importance of art education. In this way parent awareness concerning art education will be built. A very significant step that parents, and even rest of the people, can take is to back up education leaders and officers so as to sponsor the addition of art education in the syllabus. Every person can lead to a difference if he contacts these persons.