The Graphic Syllabus And The Outcomes Map Communicating...

Introduction For my book review, I read â€Å"The Graphic Syllabus and the Outcomes Map: Communicating Your Course.† This book was written by Linda B. Nilson. The purpose of the book is to assist faculty and teachers in creating a graphic syllabi and outcomes map for their respective courses. While it is focused at the college/university level, I feel it could also be applied to K through 12, and professional workshops, and conferences. In the book, the author takes us through the limits of a text syllabus, the how and why graphics enhance learning, designing a graphic syllabus, and the outcomes map. Limits of a Text Syllabus According to the author, a syllabus is a text document and that over the years it has grown from a compact one to†¦show more content†¦In a way, the syllabus acts as an education identity of who the instructor is. The author states that be the warmth of the language and the strictness of certain course policies, it conveys how approachable and flexible they want to appear to their students (Nilson, 2007). It also gives an indication of how well they plan ahead and, more generally, how much they like structure. She also states that the presence or absence of assignments and activities that hold students accountable of the readings sheds light on whether the instructor lectures the reading in class, or doesn’t focus on the readings, or is simply naà ¯ve to student’s study habits (Nilson, 2007). The author recommends that we use the words empowerment and learner centered than lecture, know, learn, and understand (Nilson, 2007). The author mentions that one area where the syllabus fails is that many students do not read them carefully or completely (Nilson, 2007). She gives some recommendations on how to get students to read the syllabus. One recommendation is to have each student sign a contract stating that he or she has read the syllabus and understands its contents, including course grading, attendance policies, and the institution’s (Nilson, 2007). Another recommendation is to break students into groups and have them participate is a scavenger hunt, looking for important pieces of information in the syllabus (Nilson, 2007). She also recommends to give students a test on the syllabus on the second day ofShow MoreRelatedCommunication Studies Syllabus- Caribbean Students12029 Words   |  49 Pagesrelated to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica, W.I. Telephone Number: (876) 630-5200 Facsimile Number: (876) 967-4972 E-mail address: cxcwzo@cxc.org Website: www.cxc.org Copyright  © 2010 by Caribbean Examinations Council The Garrison, St. Michael BB 14038 Barbados This document CXC A2/U1/10 replaces CXC A2/U1/03 issued in 2003. Please note that the syllabus has been revisedRead MoreSkripsi Bahasa Inggris16760 Words   |  68 PagesService Program for about a month. It is a private English course registered at East Java Office of Ministry of Education and Culture No. 80/104.10B/MS/Bhs?99. By adopting ethnographic approach, which is identified as a qualitative, process oriented approach to the study of interaction, the focus of the study is the teachers activities during the teaching and learning process. 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After reading the handbook, if you have any questions, you are encouraged to discuss them with the School Leaders or your special education team. Sincerely, Alyssa Mastrocco Dean of Curriculum and Development Polaris Academy High School amastrocco@polarisacademy.org School Mission Statement To serve the children who come to us by building an extraordinary schoolRead MoreLibrary Management204752 Words   |  820 Pages. . . 90 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 5—Strategic Planning—Thinking and Doing. . . . . . . . . . . 93 Planning Strategically . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Planning—The Outcome . . . . . . . . . . . . . . . . . . . . . . . . 96 Environment—The Assessment . . . . . . . . . . . . . . . . . . . 99 Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Values and Culture . . . . . . . . . . .Read MoreFundamentals of Hrm263904 Words   |  1056 Pagespersonalize and manage their course more effectively with assessment, assignments, grade tracking, and more manage time better study smarter save money From multiple study paths, to self-assessment, to a wealth of interactive visual and audio resources, WileyPLUS gives you everything you need to personalize the teaching and learning experience.  » F i n d o u t h ow t o M A K E I T YO U R S  » www.wileyplus.com ALL THE HELP, RESOURCES, AND PERSONAL SUPPORT YOU AND YOUR STUDENTS NEED! 2-MinuteRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 Pages a part of The Thomson Corporation. Thomson, the Star logo, and Brooks/Cole are trademarks used herein under license. ALL RIGHTS RESERVED. No part of this work covered by the copyright hereon may be reproduced or used in any form or by any means—graphic, electronic, or mechanical, including photocopying, recording, taping, Web distribution, information storage and retrieval systems, or in any other manner—without the written permission of the publisher. Thomson Higher Education 10 Davis DriveRead MoreProject Mgmt296381 Words   |  1186 PagesHD69.P75G72 2011 658.4904—dc22 2009054318 www.mhhe.com About the Authors Erik W. Larson ERIK W. LARSON is professor of project management at the College of Business, Oregon State University. He teaches executive, graduate, and undergraduate courses on project management, organizational behavior, and leadership. His research and consulting activities focus on project management. He has published numerous articles on matrix management, product development, and project partnering. He has been honoredRead MoreLogical Reasoning189930 Words   |  760 PagesAttribution You must attribute the work in the manner specified by the author, namely by citing his name, the book title, and the relevant page numbers (but not in any way that suggests that the book Logical Reasoning or its author endorse you or your use of the work). (2) Noncommercial You may not use this work for commercial purposes (for example, by inserting passages into a book that is sold to students). (3) No Derivative Works You may not alter, transform, or build upon this work. An earlier

Marriage And The Role Of Women - 2150 Words

Kate Eickhoff Dr. White IB 11 English 28 November 2016 Marriage Essay During the 14th century, marriage and the role of women in the marriage were very different from today. Most marriages in the 14th century occurred between an older man and a young girl; a girl is usually chosen because they were pure and could produce the most heirs. The bride’s family would pay the husband through a dowry, consisting of land, money, or anything of high value. The more unattractive the women were, the more the family would have to pay the husband. Right here, women are already being objectified by their looks. Men want a girl who looks pure and untouched, why would anyone want a dirtied girl. Being someone who was not good-looking was an even bigger disgrace since your appearance does not please your husband, you are not doing your job of keeping him happy. Women are often portrayed as an object of men to be bought and fondled with; they are not allowed to control their lives. Geoffrey Chaucer took part in telling the story of how many women acted in the 14th century and how the women were portrayed at this time. Chaucer’s views on marriage are made very clear throughout The Canterbury Tales. He used the five marriage tales: â€Å"The Shipman’s Tale, â€Å"The Wife’s Prologue†, â€Å"The Clark’s Tale†, â€Å"The Merchant’s Tale†, and â€Å"The Franklin’s Tale† to express his views on marriage, â€Å"I was struck most strongly by how much he knew about love, about men and women, by the depth and complexity of anShow MoreRelatedRoles Of Women And Rules Of Marriage2144 Words   |  9 PagesThe roles of women and rules of marriage have changed very drastically since the 16th century. In the play Othello three women, each of a different social class, were part of the story and all had different roles and marriage rules to follow. Some examples of this would be the roles of women in the 16th century, marriage rules of the 16th century, and how the women of Othello act. 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This agreement eventually will lead the men to the discussion of marriages and procreation in the city and how it is to be regulated inRead More Canterbury Tales Essay - Marriage and the Role of Women in the Wife of Bath’s Prologue1384 Words   |  6 PagesMarriage and the Role of Women in the Wife of Bath’s Prologue  Ã‚   The Canterbury Tales, begun in 1387 by Geoffrey Chaucer, are written in heroic couplets iambic pentameters, and consist of a series of twenty-four linked tales told by a group of superbly characterized pilgrims ranging from Knight to Plowman. The characters meet at an Inn, in London, before journeying to the shrine of St Thomas a Becket at Canterbury. The Wife of Bath is one of these characters. She bases both her tale and herRead MoreThe Confusion Of Today s Culture1246 Words   |  5 Pagesin today’s culture about â€Å"roles† in marriage compels us to understand what unique responsibilities various cultures assign to a wife. With this, many cultures place a special emphasis on the headship granted to the husband and the role of subordination belonging to the wife. In various places, men have authority over their wives, in law and in practice. Modern values such as gender equality may be at odds with some traditions, one example being a traditional jewish marriage, w hich is based on the manRead MoreMarriage Is The Highlight Of Many Peoples Lives Both Women1636 Words   |  7 PagesMarriage is the highlight of many peoples lives both women and men alike. The American dream is to have a career, house, and getting married is usually at the bottom of the list, unfortunately is least properly planned. In other countries, particularly India, marriage is looked is way more significant than any other place, it is something that is deeply rooted in the culture there. American marriages are straying away from the traditional and religious role of marriage, where in some marriages hereRead MoreThroughout The History Of The United States, The Concept1686 Words   |  7 PagesThroughout the history of the United States, the concept of marriage has changed substantially. Marriage and finding a partner is a tricky social practice in the U.S., as it brings with it the promise to share life together, finances, among many other crucial aspects of living. Today, because women and men have fairly equal opportunities to pursue their own education and careers, the concept of marriage has become challenging, causing two people who value independence so heavily to have to come togetherRead MoreEffects Of Gender Roles On Marriage1306 Words   |  6 Pagesanalyzed the effects of gender roles on marriage. The study investigated the marriage rates of men versus women based on their educational attainment. By using data from the CGSS (Chinese General Social Surveys), the hypotheses were tested that college women have lower marriage rates than men, and husbands have higher education and women are younger with lower education. The study asked adults 18 years and older their age, level of education, age of first marriage, and spouse’s level of educationRead MoreThe Changes Of Marriage During The 1950s966 Words   |  4 PagesThe changes of marriage in the United States Marriage is a relationship is about coming together in which two people have promised themselves being with each other. However, marriage in the United States has changed in the 1950s from what it is today. Marriage in the 1950s was different because there was no such idea of a divorce because women had to fix their marriage. (Tartakovsky). Yet, marriage that occurs today people can get a divorce in America. Marriage is better today in America than inRead MoreGender Roles Of The House807 Words   |  4 Pagessymbol of women’s roles, between 1944 and 1982 the relationship women had with the house changed. This relationship change is indicative to the changing times and the role women played in the house, in the family, and in society. The influences that I believe initiated these changes fall into three themes: 1. The marriage relationship and outside paid work, 2. Education and its impact on femininity, and 3. Technology and its impact on domesticity. The three themes address issues that women navigated asRead MoreMarriage Is An Institution That Is Important1455 Words   |  6 Pages Marriage is an institution that is very sacred to many people in the world as well as an old institution. Therefore ideas about marriage have changed throughout the years as well as ideas about sex and gender, for these concepts have been notoriously linked and effect one another’s evolution. 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Chitizenship Coursework Free Essays

string(131) " tree for all program which meant they would be sent boxes of trees, hedges, shrubs etc that would be at a suitable size to plant\." On the Monday 19th January we decided to go to Meadow Primary School, which is mine and Katie’s old primary school, to talk to a class of year 4 children about why we need trees. The group of children where specially selected by the Headmaster as they had recently been on a trip that had a lot to do with nature and involved many nature based activities. Our presentation included a short PowerPoint presentation on the topic we had chosen which was â€Å"Why we need trees†, and asking the children to answer some questions at the end on the topic, using the information that was provided in the presentation and some booklets that we had also made and provided. We will write a custom essay sample on Chitizenship Coursework or any similar topic only for you Order Now These included some information, questions and other activities, as well as a web site where they could get more information. We where originally going to plant a tree with the children as well, but because of unfortunate rainy weather we where not able to as the ground was to muddy and slippery. Describe your Role As my part I introduced who we where, why we where here and what we had come to talk about. I also talked about the contents of slides 1-8, as we decided to talk about the slides that we made, mine being about why trees are important to our and other animals survival. The slides did not only have information on but also some questions that I asked them to see how much they knew already and to get them involved to interests them more as I did not think they would be to interested with us just talking for about half an hour as the children between ages of 8 and 9. As we where early finishing I also took part in quizzing the children on the presentation, which was actually quite a good method to find out what they learnt, which in turn helped see how interesting and helpful our presentation was. Planning Stages We decided to do our presentation when we where looking through a booklet in our PSHCE lesson, that had suggestions in of what we could do for our coursework. We decided this could be fun for both the children and us and be an opportunity to see how well we can interact with children. We discussed a school that would be appropriate for us to go to and then got in contact with the head master by writing a letter. After he replied saying he would like us to go and see him, me and Katie went to see him to tell him in more detail about our intensions. After he said we would be allowed, we started preparing our presentation. We told him about the woodlands trust, and asked them if it would be ok to set up a school planting program. This would mean they would get tree, plants, and shrubs sent to them, which they could plant on the school grounds. This was also, where we got the trees that we would be planting from. After we finished the presentation and booklets, Katie and I went back to Meadow to arrange a date when we could go, and the group of students we would be presenting it to. Many different factors affected this as we where hoping to do it on a Monday afternoon when we had PSHCE as then we would not have to miss any of our other lessons, but it also had to be appropriate for the school, as we could not do it before Christmas as they had school plays and where doing other activities. The Headmaster also had important meetings, and wanted to see us do the presentation as well. My Contribution My contribution to the planning was helping to write the letter to the headmaster of Meadow Primary School telling him of our intensions and asking if we could go and see him to explain in more detail and hopefully get his permission to prepare and give a presentation on our chosen topic. When he replied I went to see him along with Katie to explain in more detail and get permission to give the presentation, and to arrange a group of children who we would be giving our presentation to. Once we knew this I started making slide 1-8 of the presentation. To do this I looked on the tree for all website to get some ideas and information about what I could include, along with various other websites that provided information about our chosen topic. Contribution of Others The rest of my group done very similar work to me as we wanted to make sure the work was split equally between us, and that we where all happy with what we where doing. As I mentioned before we all contributed to helping write the letter as we knew it would be important to get a reply. Katie came with me to see the headmaster to organise dates etc and explain in more detail about what we wanted to do. She also created the next part of the power point which was slides 9-16 which where about what problems where being caused due to there being less trees, and why they where being cut down. She also researched information on the internet a created slides 17-22 which where about what we could do to help and also a slide on the woodlands trust website as they played an important part I our talk. Kelly made the booklets that we gave to the children using the information that we put on the power point, and also finding pictures and activities that would help make the booklet more interesting. As we also wanted to plant a tree we got together to talk about where we could get one from, and decided that we talk to the headmaster of meadow about getting involved with the tree for all program which meant they would be sent boxes of trees, hedges, shrubs etc that would be at a suitable size to plant. You read "Chitizenship Coursework" in category "Papers" He said that they where interested in doing this and was sent the box of plant life, and allowed us to plant one of them each instead of having to buy our own. Activity Log Activity Group/Individual Date Writing a letter to the headmaster Group 3/11/08 Meeting the headmaster to organise details Group 14/11/08 – 9/01/09 Researching information for the topics we where doing Individual 14/11/08 -06/12/08 Creating slides in the PowerPoint or booklets Group/Individual 14/11/08 -06/12/08 Talking about the presentation Group/Individual 19/01/09 Asking questions Group/Individual 19/01/09 We thought educating children about the value of trees would be a good idea because there where lots of things to talk about especially as issues such as global warming are now becoming a problem. We decided to talk to a group of younger children as we felt it would be more interesting for them and they would be more likely to listen and get involved. I also feel it is important to educate the children at an earlier age, so they will interested in helping by recycling, turning of lights etc at an earlier age, and get into a routine of it so it will carry on when they are older. Even though there was quite a bit of work involved I am still glad I decided to do the project because both the group and the children found it fun, although it was a bit disappointing that we did not get to plant the trees. When the headmaster replied to our letter, me and Katie went to see him which although was a bit daunting, it was also very helpful as he gave us some ideas and tips that could help us prepare the presentation and improve our work, which soon made us feel much better about going to see him again. Going to see the headmaster also helped me to see what it would be like in the future going to see an employer as I now know what its like to be questioned about what I want to do. I was so relived when he said yes because it was a school I was familiar with and also one of the easiest to get to, which made everything a lot easier to organise. It took quite a long time to prepare the presentation as we had to fit it all together, and find times when we all could get together at the end to edit the power point and make sure we all thought it was informational, yet not to complicated for the children to understand. We also had to make sure the booklets where informational yet fun so the children will take interest in them. A lot of the information we included we thought of ourselves, but researched facts that we could include to show them more clearly how bad problems like global warming and deforestation where getting, but telling them other things like what we can do to help we came up with ourselves from things we already knew. Team work played an important part in our project as we had to all do equal parts in order to make it fair, but we also had to be happy with the part we where given which we where. On my own it would have taken me much longer to do and also would have been more scary to do the presentation, so I’m glad I was able to work in a team as it made the experience more enjoyable. List of Supporting Evidence We have kept a copy the letter we wrote to the headmaster as proof of our visit, and we have also kept copies of the power point presentation and booklets. We where also given some copies of the letters that the headmaster sent out to the parents of the children to make them aware of our visit and our intentions, which has his signature and contact details of the school. There where also other documents that where created whilst organising dates etc which the headmaster, but we have not included them as they where just notes as a reminder of the date and time and other details like what age the children where. The power point was really just a background that would help us to give our speeches by showing facts and other details, and it also make the talk more interesting for the children, as we used bright colours and pictures. We choose a green theme as we thought that would be the most appropriate colour, and included pictures of animals as we told of how they could be affected if all the trees where cut down, because I think it is important the children know the effects global warming and deforestation has on the animals, as well as ourselves. I think creating the power point was the hardest part, because we had to make informational, but complicated to understand, which meant we had to be careful about what we talked about and our vocabulary, because if we mentioned something or said words that the children did not understand they would become confused, so we asked other people like our parents what they thought before we went back to tell him it was finished. The booklets where something we made as an extra for the for the children and consisted of activities like dot to sots and bullet pointed some information and facts that where mentioned during the presentation. We made them as an encouragement for children to do something more, like convincing their parents to recycle more etc, as they would be able to remember facts and what they can do to help better. We also included the Tree for All website on them, so they will be able to go on there and get more information and ideas. Use of Supporting Evidence I think writing the letter to the headmaster was the most important part of our work, because without it we would not have been able to do our presentation, and may have ended up doing something else, which would have been really disappointing. The power point was also important as it helped keep the children from getting bored, as well as reminding us what to say by showing facts and information, as without we would have had to memorise a speech which would have been hard to remember and probably quite boring for the children, which would have made it quite nerve wrecking and probably not as enjoyable. I also think it was better that we made booklets for them even thought they where not necessary, as it meant the children would be more likely to get involved as they had something that could tell them how, and them doing something like, turning of lights, recycling, etc would still be and achievement as our aim wasn’t just to inform, but to try and convince them to get involved. Once we finished the presentation we questioned the children on what they had learnt, and this proved that we where successful in capturing their interest, as we where afraid of none of them getting involved and putting their hands up, but many of them did which was very pleasing as it meant our visit has had some kind of effect. Doing this presentation has also taught me some new things, especially when we where creating the power point, for example I now know that the Amazon Rainforest gives us more than 20% of our oxygen, and that nearly half of it has been cut down. I found this quite shocking, and it made me realise just how bad things are getting environmentally, and made me think more about what could be drastic effects that these damages could have, like more illnesses due to less trees removing the air pollution. I am really disappointed that we did not get to plant the trees as it would have been nice to give them and example, and it would have been a new experience for me, and a lot of the children who have never planted a tree before, although hopefully they will get chances in the future now that the school is getting trees to plant from the woodlands trust. I hope that they will enjoy doing this and that our visit will encourage them to do things outside of school and suggest ideas to any outer school clubs they go to, or get involved with activities and events that go on within the community. Evaluation of my Own Contribution I think I done my role within the group well because I created my faire share of slides for the power point, and helped organise the presentation, which meant going to meadow primary after school, as well as working on the slides. I also helped put the power point together and improve other slides that may have been a bit complicated. I think the amount of work we done was all fair and equal and I think we done it quite well, and I was especially pleased with how the presentation went as I was really nervous in case they found us boring or would not listen and where badly behaved, but luckily we managed t interest them as they where eager to answer the questions, although they could sometimes get a bit chatty when we started discussing things, although I am still really with how well behaved they where. Evaluation of Others Contribution I think everyone in my group worked really well, and I think we functioned well as a group, as we shared the work equally and had now arguments or disagreements about what we where doing , or over who was doing what. I think it was our good teamwork and cooperation that made everything go so well. I think Emma and Katie done a really good job of creating their slides for the power point and explained them in a calm yet interesting way. Kelly also did a really good job with the booklets and finding and creating activities for them. She was also very good with her timing during the presentation as she gave us enough time to do each slide, and also made sure we switched at the right point and stayed within time. I really enjoyed working with my friends and am really happy that everything went so smoothly because of our hard work and motivation. For my PSHCE project, me and my friends Kelly, Katie and Emma, wanted to do something to help the environment. We choose to do a project based around trees, as they are an important part to the survival of living things as they provide us with oxygen. They also provide homes and food for animals and resources for us. Due to the air pollution that is given off from transport vehicles, burning fossil fuels to make electricity, etc, as more carbon dioxide is released into the atmosphere, and traps heat emitted by the sun. This is called the greenhouse effect, and trees reduce the problem as they take carbon dioxide out of the atmosphere and give off oxygen. Cutting down the trees therefore speeds up the process and can lead to devastating effects like flooding that will be caused by the sea levels rising from the polar ice caps melting from the hotter temperatures. We thought the best way to help, would be to inform younger people as hopefully it would interest them at an early age to recycle, turn off lights and electrical appliances when there not being used, etc, and they would also encourage their parents and brothers and sisters to do the same. We decided the best way to do this would be to go to a primary school and give a small presentation and give out some booklets about trees, why they are important, what is happening and what we can do to help. We also thought that planting a tree with them would be a fun example and reminder of what they can do to help, as they would then see the trees everyday. The school we decided to contact was Meadow Primary School because it was near by and mine and Katie’s old primary school, so we already knew the headmaster and the contact details. We decided the best way to contact him would be through a letter so we wrote one together explain what we wanted to do, why and what it involved. I put my phone number on the letter, and a couple of days later, he phoned us saying that he would be happy to let us give our presentation, and that we should go and see him after school to arrange some details. Me and Katie went because it was inconvenient for Emma and Kelly as they lived quite far away. Once there we talked about the details like when we should visit, which was preferably Monday afternoon as that is when we have PSHCE and so we would not be missing any of our other lessons. We also discussed which class we would be talking to and decided that our talk would fit in best with a group of year fours who had recently been on a school trip which had involved them learning about nature. Over the next week we created a power point presentation and some booklets. We decided to split the power point presentation into three sections, and we would each speak about the part that we done. I would be talking about why trees are important and where they are being cut down. Katie was talking about the problems cutting down trees was causing, and why they where being cut down, and Emma talked about what can be done to help. I got information of various websites which helped me to include some facts and figures, like who the Amazon Rainforest gives us 20% of our oxygen. As we where talking to children between the ages of we had to be careful of the language we used and how we phrased things, as they would not know as many words as us, and so may not understand if we said something that we had been taught in our lessons at school. I found this a bit difficult as when I am usually describing something, I like to use a wider vocabulary and try to make it very detailed, but as I had to do the opposite of this, I found I had to keep asking people for their opinion of whether the children would be able to understand, as although we did want to teach them something new, we thought it would be difficult and confusing for them to learn too many new words. When everyone had finished their part, we fitted the power point together and changed everything so it matched. We also read through it editing and adding in bits, like questions each part offered ideas from all of us making it better. When we where finished we gave Kelly the presentation so she would have the information she needed to create the booklets, which I think she done really well, as she found and created lots of activities for the children to enjoy. When we where happy with our final editing, me and Katie went back to Meadow to arrange a date for our visit, but due to the time we had some trouble, as we where doing exams, and they had Christmas plays, so we went back after Christmas and arranged the date for the 9th January. On the day we left our fourth lesson early, to get to Meadow before half two so we could prepare the presentation. While we where talking, the children where very quite and didn’t talk at all, which although this was really good as showed they where listening, I did worry that they may be too shy or uninterested to answer the questions, but this was not the case. We found the children answered the questions with a lot of enthusiasm which was really pleasing as it showed they where interested in helping the environment, and capturing their interest was something we wanted to achieve. As it was to wet to plant the trees, instead we decided to spend the last 15 minuets questioning the children about the presentation, which I think went really well as like before, the children where all enthusiastic to answer the questions we asked, and gave us many of the points that where included in the power point. This was great as it showed that they had been listening and showed they where interested in the environment. I think that everything was really well although it was really disappointing that we did not get to plant the trees as it would have been fun and a great experience for us and the children, but we did get the satisfaction of knowing that they would be planting them some other time, and that they had learnt something. They also seemed to be really interested in the booklets that we made which was pleasing as hopefully they will have taken them home and done the activities and even tried some of the activities we recommended. I also hope that they will have tried to influence their parents and their siblings to help by turning of lights and recycling, as this could spread out through out the community and encourage many more people to start helping, which could have an impact on the amount of trees that are being planted and cut down. How to cite Chitizenship Coursework, Papers

Action Designed To Achieve The Long Term †Myassignmenthelp.Com

Question: Discuss About The Action That Is Designed To Achieve The Long-Term? Answer: Introduction A strategy refers to a plan or action that is designed to achieve the long-term objective of business. Nowadays, e-commerce plays the vital role for the government, private sector organizations as well as the consumers which address the convenient and effective process. The study explains the competitive strategy of eBay and Flipkart which is a multinational e-commerce company and facilitating the online services to the customers. The study describes the competitive strategies which are adopted by both the companies in order to achieve excellence in the market and increase its customer base by offering the unique and innovative products and service to the customers. The objectives of this report are to identify the sources of both the organization which enables the business to get their potential customers worldwide and how it sells its goods and services to the customers. EBay Competitive strategies According to Bowonder et al. (2010), eBay is a multinational e-commerce company which provides the online consumer with consumer services and business to consumer sales. It involved in the activities of investment and acquisitions to help the buyers and sellers on the online platform. eBay also offers the marketing services which includes advertizing. The company was founded by Pierre M. Omidyar in September 1995.The reason for choosing eBay as to define their competitive strategy is to describe its worldwide popularity amongst the people and the strategies used by eBay to remain superior in the market. It perceived excellence in the field due to continuous innovation and adaptability according to customer needs. Below are the key factors which show how eBay perceived excellence in the field due to continuous innovation and adaptability according to customer needs. Powerful online platform: eBay created a strong platform for the sale of goods and services by an adoring community of individuals and businesses (De Kluyver, 2010). There are a large number of things across finished a considerable number of groupings accessible to be acquired on eBay on any given day. Around 147 million people now use the online association eBay. eBay enables on a local, national and worldwide introduce with changed districts in business areas around the world. Ease of use: eBay give the simple online stage to use offering, posting and stock gadgets make it easy to offer your things on the site and do it in a faster way. Largest portfolio of products and services: According to Gupta (2015), eBay is the online stage where the world goes shopping, offer and give. The mission of eBay is to be the world's most loved goal for enhancing the considerable esteem and extraordinary determination. Strategies are made in order to determine the companys success. eBay makes the competitive strategies in order to achieve the excellence in the market and make the competitive advantage for the business innovation by providing the goods and services to their customers are as follows: Focus on small sellers: In order for developing and sound commercial center, eBay had constantly considered that little and easygoing dealers are the highest ground. These shippers made the gathering and pass on a human touch to the business focus to make eBay a predominant shopping knowledge (Jayakumar Jayakumar, 2016). In January, eBay diminished addition charges for every one of the merchants keeping in mind the end goal to diminish the danger of offering on eBay and expedite more general stock eBay. Innovative strategy: Today, eBay is significantly more than a bartering deal. The business has developed into an overall exchange and portions arrange which engaging $205 billion in business volume in 2013. The association has three specific claim to fame units that is eBay is one of the world's greatest online business focuses which empowers customers to buy and offer in about every country on earth. PayPal enables individuals and associations to securely, easily and quickly send and get propelled portions. The fundamental thought process of eBay was to help the retail business so as to meet client rising desires for a decent shopping knowledge. In this manner, all these are the aggressive methodologies that apparent eBay to accomplish perfection in the market. CAGE Framework: eBay has first entered the Chinese market in 2002 by getting a 33 percent stake in its local partner. The worldwide market evaluates the volume of universal exchange and the volume of outside direct interest in an industry. eBay is one of the biggest brands of web based business on the planet and TOM Online which is one of the biggest remote specialist co-ops of astounding administrations to Chinese shoppers. TOM online has added a solid political resource by being bolstered by Li Ka Shing which is the greatest holder of the organization and who has likewise solid associations with the enormous positioning authorities both in Chian and Hong Kong. This accomplishment on the Chinese market demonstrates that the firm had an incredible brand that indicates of this business zone and decreases the hazard for eBay to commit errors with its technique. Flipkart Competitive strategies Flipkart is one of the essential electronic business players in the nation. With more than 11.5 million book titles recorded, 11 charming depictions, more than 2 million selected customers to offer of 30000 things for consistently. Flipkart was founded by Sachin Bansal and Binny Bansal in 2007. It has the refinement of being one of the principal expansive organizations to offer products over the Internet. It additionally has an all-around created conveyance coordinate with distribution centers spotting the nation. The reason for selecting Flipkart e-commerce Company is its popularity amongst the world (Kinyuira, 2014). Its high customer service and amazing ease in purchasing items from cart make Flipkart made it perceived excellence in E-commerce. The main factors which show how Flipkart perceived excellence in the market are: Price is a deterrent: According to Padmanabh (2017), Flipkart has accomplished such monstrous scale that it gets most perfect expenses from its traders. Flipkart can wear down razor-thin edges and still advantage on the exchange. Retailers can't do that because if they drop costs online they danger tearing up their own specific arrangements and driving edge down while having each of the comparative overhead costs. Personalizing the Shopping Experience: According to Schaper (2016), Flipkart understands that the more noteworthy the thing is to the customer the more plausible clients will purchase. Online retailers can pick up from Flipkart and redo the shopping background however substantially more could sensibly anticipate. This strategy helps the customer to pick Flipkart every time for all of its purchases. Innovative Strategy: Flipkart is coming up with an inventive methodology for picking up the prevailing position in the market. Flipkart concentrated on guaranteeing greatest incentive to clients by making the quality items reasonable and open. Flipkart starts the inventive projects like no cost EMI and item trade programs for the moderateness sanction keeping in mind the end goal to give the rebates to buyers. Flipkart as of late propelled Flipkart First which is an apparent membership benefit for its clients. The membership approaches are sufficiently straightforward which say that client need to pay INR 500 for each annum and consequently, get free dispatching of requests for guaranteeing an ensured conveyance and get 50 percent off on the same day. This imaginative methodology gives a couple of more components to the clients. CAGE Framework: With the development of a worldwide commercial center, Flipkart had since ridden on the rushes of the open doors that accompany globalization. After over a time of the extension, Flipkart worldwide operations represented around 43 percent of its income. This demonstrates the hugeness of focusing on the universal markets. Flipkart could enter in the UK showcase without noteworthy changes to its plan of action to focus on the UK advertise. The physical separation between the United States and the United Kingdom despite the fact that was expensive and could without much of a stretch be connected by Flipkart to create built up strategic system and administrations. Conclusion Strategies adopted by eBay and Flipkart are exclusive and attractive. Their customer retention comparatively high in comparison to others. eBay offers several useful features to make email experiences as smooth as possible which include spam filtering, conversation view, built-in chat and video calls which make its products and services more attractive. On the other side, Flipkart is already creating a superior brand image for all products it sells to the customer and solves queries for each customer by remaining available all time. References Bowonder, B., Dambal, A., Kumar, S. Shirodkar, A., 2010.Innovation strategies for creating competitive advantage.Research-technology management,vol. 53, no. 3, pp.19-32. De Kluyver, C., 2010.Fundamentals of global strategy: a business model approach. Business Expert Press, 202-240. Gupta, M., 2015. Strategy Formulation for Performance Improvement of Indian Corrugated Industry: An Application of SWOT Analysis and QSPM Matrix.Journal of Applied Packaging Research,vol. 7, no. 3, p.3. Jayakumar, T. Jayakumar, T., 2016.Behavioral lessons from Flipkarts Big-Billion Day sale.Competitiveness Review,vol. 26, no. 4, pp. 453-475. Kinyuira, D., 2014.Effects of Porter's Generic Competitive Strategies on the Performance of Savings and Credit Cooperatives (SACCOs) in Murang'a County, Kenya, Journal of Business and Management, vol. 16, no. 6, pg. 94-110. Padmanabhan, B., 2017. Flipkart. com's Strategy on Amazon. com's Entry into India: A Case Study. Ushus-Journal of Business Management,vol. 12, no. 4, pp. 131-143 Pandey, A., 2017. Capital structure and competitive intensity: Considerations for Start-Up Firms. Schaper, M. ed., 2016.Making ecopreneurs: developing sustainable entrepreneurship.CRC Press.

12 Research Essay Topics on Behavioral Ecology

12 Research Essay Topics on Behavioral Ecology Research essays must be factual, interesting and informative. That way, they can show a student’s ability to think critically about the topic. If you are assigned with a research essay on animal behavioral ecology, these 12 interesting facts will inspire you to come up with an exciting topic and complement your research with cold, hard facts that will guarantee you a good grade. There is a handy list of direct reference sources at the end, so check them out for more materials for your research essay. Animals have to navigate through complex living environments throughout their entire lives. This is a challenging task, especially for group-living animals. Effective navigation and response to environmental variables requires the transmission of vital information within the group. The transmission of the information follows a certain pattern. This pattern or network is based on the relative spatial position of each individual. The interactions, which are mapped from the perspective of the spatial range of one individual, can be categorized by the definition of range: Metric Range: Interaction with all individuals present within a fixed distance Topological Range: Interaction with a set number of neighbors Voronoi Range: Interaction with neighbors located in a shell or plane Potential mates are also considered a resource in the animal kingdom. Animals compete for mates among other resources such as food and territory. To maximize their chances of producing offspring, animals will try to distribute themselves across the available mating pool. The mating strategies of the males within a species differ widely. This is because the specific tactics used for obtaining mates are very different within a specific specie as well as among same species living in different environments. Animal migrations are a fascinating and ecologically significant phenomenon. Species migrate from one trophic level to another to seek food and better breeding grounds. Fluctuating resources can be better exploited in this manner. Fast moving species such as birds benefit the most from this strategy and travel hundreds of miles when winter sets in and habitats become inhospitable. Animal social behaviors and the underlying neural processes are affected by specific attributes. Within animal groups, traits such as rank in the hierarchy, physical strength, ability to effectively defend resources, age, and participation in cooperative activities are major factors which come into play. Highly altruistic behaviors, such as cooperative foraging, are observed in some species. This seems to go against the classical ideas of natural selection. Animals will make use of signaling to direct members of their own species and create a shared food source. The reason for this behavior is that animals in groups realize that incurring a little cost to their individual selves is offset by the advantages offered by a highly-fit cooperative group. Patterns of parental care differ vastly amongst animal species. Factors that affect parental patterns can be ecological or physiological. Among invertebrates, there is a pattern of no parental care. This allows the parents to produce a large number of eggs, the fate of which is left to chance. On the other hand, the female of the bee species, L. figueresi, will stock its larvae cells with nectar and pollen and then die before the offspring would hatch. Some animals are brood parasites. They do not take care of their offspring. Instead they essentially trick an animal belonging to another specie into becoming a parenting-proxy for them. When the offspring is born, it monopolizes the host’s resources and competes with the other â€Å"siblings†. The most common example of a brood parasite is the common cuckoo. The cuckoo hatchling is quite an aggressive brood parasite because it ejects all the other host’s hatchlings out of the nest. Cowbirds, large blue butterfly and honeyguides are also brood parasites. Animals are known to cooperate with each other and have even learned to show highly altruistic behaviors in some cases. The main reason for this is that the individual can maximize its own fitness levels by cooperating with other animals. In order to understand animal behavior, Niko Tinbergen, one of the pioneers of the field says that one must consider the four main factors connected to the behavior. These factors can be posed in terms of ‘why’ questions. The phenomenon is adequately explained if all these four factors are understood. The cause of the behavior The developmental aspect The adaptive function or the advantage it serves The connection with the evolutionary history The parental care pattern of most birds is centered on desertion. In cases where food sources are plenty, one partner will remain to take care of the offspring. Sometimes populational and environmental factors also play a role in desertion. For instance, if a partner has a significant chance to gain another mate, they will abandon their offspring. A major concept in behavioral ecology is economic defendability. The term is used in scenarios where an animal is defending currently held resources, but for a cost. This cost is in terms of energy expended and risk of injury. There is a definite benefit connected to it as well: having quick access to the resource. An imbalance in the costs and benefits is the root cause of territorial behavior observed in animals. Male lions sometimes practice infanticide. When a new male lion takes over a pride, they will sometimes kill the cubs already present. This is a curious behavior that is explained from an evolutionary perspective. Behavioral ecologists assume that killing the cubs ensures that the females regain their reproductive condition much faster. If the cubs are allowed to live, lionesses will come into oestrus after 25 months. Killing the cubs shortens this time to about 9 months. As the reproductive life of a male is short, this behavior does give them an advantage. These facts should be enough to get your academic paper going. If you find this article helpful then you may also check our 20 topics and 1 sample essay on behavioral ecology as well as our guide on writing a research essay on this subject. References: Strandburg-Peshkin, A., Twomey, C.R., Bode, N.W., Kao, A.B., Katz, Y., Ioannou, C.C., Rosenthal, S.B., Torney, C.J., Wu, H., Levin, S.A. Couzin, I.D. (2013) Visual sensory networks and effective information transfer in animal groups, Current Biology 23(17), R709-711. [PDF] Dominey, Wallace (1984). Alternative Mating Tactics and Evolutionarily Stable Strategies. American Zoology 24 (2): 385–396. doi:10.1093/icb/24.2.385. Dorst, J. (2015). migration | animal. Encyclopedia Britannica. Retrieved 8 March 2016, from britannica.com/science/migration-animal 63 Hamilton, I.M. et al. (2005) Size differences within a dominance hierarchy influence conflict and help in a cooperatively breeding cichlid. Behaviour 142, 1591–1613 64 Clutton-Brock, T. (2002) Breeding together: kin selection and mutualism in cooperative vertebrates. Science 296, 69–72 Torney, C., Berdahl, A., Couzin, I. (2011). Signalling and the Evolution of Cooperative Foraging in Dynamic Environments. Plos Comput Biol, 7(9), e1002194. http://dx.doi.org/10.1371/journal.pcbi.1002194 Parker, G. (1979). Sexual selection and sexual conflict. In: Sexual Selection and Reproductive Competition in Insects (eds. M.S. Blum and N.A. Blum). Academic Press, New York: pp123-166. Chapman, T.; et al. (2003). Sexual Selection. Trends in Ecology and Evolution 18: 41–47.doi:10.1016/s0169-5347(02)00004-6. Payne, R. B. 1997. Avian brood parasitism. In D. H. Clayton and J. Moore (eds.), Host-parasite evolution: General principles and avian models, 338–369. Oxford University Press, Oxford. Davies, Krebs, West, Nicholas B., John R., Stuart A. (2012). An Introduction to Behavioral Ecology. West Sussex, UK: Wiley-Blackwell. pp. 307–333. ISBN 978-1-4051-1416-5. Davies, N., Krebs, J., West, S. (2012). An introduction to behavioural ecology. Oxford: Wiley-Blackwell. Beissinger, S.R.; Snyder, N.F.R. (1987). Mate desertion in the snail kite. Animal Behaviour 35: 477–487.doi:10.1016/s0003-3472(87)80273-7. Brown, Jerram (June 1964). The evolution of diversity in avian territorial systems. The Wilson Bulletin 76 (2): 160–169. JSTOR 4159278. Davies, N., Krebs, J., West, S. (2012). An introduction to behavioural ecology. Oxford: Wiley-Blackwell.

Chicago Lifestyle and Sustainability essays

Chicago Lifestyle and Sustainability essays As the world's population has grown it has become increasingly concentrated in large urban areas. The extent to which urbanization impacts the ecosystems of these cities is an important emerging area of study. Access to nature is vital to the physical, mental, emotional and social health of humans and their communities. Our increasing urbanization is depriving current and future generations of exposure to functional, productive green space, contributing to rising crime, violence, social alienation, poverty, hunger, and other individual and community-level dysfunctions (Kuo, 2001). This session will examine the effects of urbanization on Chicago, an older While it may seem strange to use the term "ecosystem" when discussing a major city, but urban ecosystems exist around the country (PBS, 2003). An urban ecosystem is the community of plants, animals, and humans that inhabit the urban environment. It is an area physically dominated by man- made structures, such as buildings, roads, sewers, and power lines. However, it also contains a rich patchwork of green spaces parks, yards, street plantings, greenways, urban streams, commercial landscaping, and undeveloped lots that make up the urban ecosystem. As separate and fragmented as these elements may appear, they collectively make up a single organism (PBS, 2003). The urban forest is one example. It is easy to imagine all of a city's trees whether in a park, on a street, in an undeveloped parcel, or in a backyard joined together in a citywide system, just as they appear to be when viewed from an airplane. This urban forest may be different than an undisturbed rural forest, but many of its There are major differences between urban ecosystems and other ecosystems that have been less dominated by humans (PBS, 2003). Urban ecosystems are typically highly disturbed sy...

The Strauss Car Rental Company. Reward management strategy Essay

The Strauss Car Rental Company. Reward management strategy - Essay Example In addition, it does not appear that a viable reward management system can be established by the human resources department, which is supposed to be in charge of matters concerning the treatment of workers, before changes are made in terms of communication between the senior management and ordinary workers. Kevin Pietersen, who has been in charge of the human resources department at Strauss, has not been emphatic in insisting that the company’s Board begin to consider the human resources company as a serious contributor to the goals of the company. From the information provided, human resources officials are not even invited to any meetings held by the board in which members consider serious issues and decide on regulations that will be followed in the organisation. For instance, the Strauss Car Rental’s Board is seriously considering redundancy programs and yet has not even elected to let the human resource department, which will be tasked with carrying out the practical aspects of this suggestion, know about the suggestion. Additionally, none of the workers have been informed about this, yet their lives will be irrevocably changed once this program is implemented. Kevin Pietersen, who runs the human resources department, also confirmed that the Board has decided on implementing plans without consulting the workforce, or the human resources department.

Domain Name System in Different Jurisdictions Term Paper

Domain Name System in Different Jurisdictions - Term Paper Example According to (Turban, Leidner, McLean, & Wetherbe, 2005, pp. 217-218), web addresses at Internet are acknowledged as domain names. The Domain Name System synchronizes the two main types of translations: website hostnames to IP (internet protocol) addresses as well as IP addresses into hostnames. The conversion of web-based IP addresses into website hostnames is indispensable if the remote machine presents confirmation or logging. In the working of the DNS, the Internet applications access DNS in the course of a resolver that is a software library connected by the application. A Domain Name System resolver interacts with one or more DNS servers to carry out these jobs on behalf of the application (Krishnan, 2004) and (Turban, Leidner, McLean, & Wetherbe, 2005). Basically, there are two levels of domain names. The first level is known as the top-level name like that amazon.com or phoenix.edu. While a second level name will be amazon.com/books or fuel.ac.uk. The top-level names are issu ed by central nonprofit companies that inspect the issues and potential violation of trademarks. Undoubtedly, organizations that sell products and services using Internet require customers to be capable to reach them without difficulty; therefore it is most excellent when the URL (web address) relates the organization’s name. However, troubles occur when a number of organizations that have matching names struggle for the same domain name. For instance, if a customer wants to reserve a room at a Holiday Inn hotel and the customer opens the URL ‘holidayinn.com’, and he finds the website for a hotel situated in Niagara Falls, New York. On the other hand, to go to the hotel chain’s website customer needs to open this URL holiday-inn.com, which looks similar. Furthermore, a number of cases of disputed name previously registered in the courts.

Response to Coments on DQ1 Smith and DQ2 Smith,WK2 Essay

Response to Coments on DQ1 Smith and DQ2 Smith,WK2 - Essay Example A way to determine whether the debt balance of a company is bad is by calculating the debt ratio and the current ratio. The debt ratio shows the ability of a company to pay off its long term debt, while the current ratio demonstrates the ability of a firm to pay off its short term debt. DQ2 The use of cash based accounting is more suitable for small operations that are highly dependent on the short term income to stay in business. An example would be a hot dog vendor. The hot dog vender uses the weekly sales to purchase more material to operate the next week. The hot dog vendor collects all his sales in cash. The majority of public corporations use accrued based accounting because they deal with large sums of money and numerous transactions. The existence of credit does not work in accounting unless the firm used an accrued based accounting system. In cash based accounting credit is not existent. Despite the differences between cash based accounting and accrued based accounting the a pplication of both systems will lead to the same accounting results. For example if the net income of a company is $10,000 under cash based accounting the use of accrued based accounting will also give a net profit of $10,000.

The Life and Legacy of Johann Sebastian Bach

The Life and Legacy of Johann Sebastian Bach The Life and Legacy of Johann Sebastian Bach Many important figures have impacted and shaped the comprehensive history of western classical music. Even today, most laymen know of the names of the great classical composers like prodigy Wolfgang Amadeus Mozart, and can even identify some of the most iconic melodies such as the opening subject to Ludwig Van Beethoven’s 5th Symphony. Surprisingly, these men of great talent all stem from the foundation set by one German composer: Johann Sebastian Bach. Now, the name J.S. Bach evokes the Baroque period of music and its influence can be seen throughout the works of later periods and other composers. With such a substantial impact, J.S. Bach in actuality had a very modest and local career and after Bach’s death, his music was almost completely forgotten. It was through his legacy among musicians and protà ©gà ©s which sparked a rekindling of Bach’s music and he now receives immense admiration and veneration for his technically challenging keyboard works, his pote nt liturgical works, and his vast amount of sheer repertoire. Johann Sebastian Bach was born on March 31st, 1685, into a highly musical family. His father, Johann Ambrosius Bach, was the director of the town musicians and was skilled in the violin and harpsichord. J.S. Bach was the youngest of eight children all of whom were trained in harpsichord, violin, and basic music theory. Bach also had many uncles who were all professional musicians working as local organists, court chamber musicians, and composers. Thus, J.S. Bach was immersed in music from a young age and also was trained in music theory, composition, the harpsichord, clavichord, organ, and violin. In particular, his older brother Johann Christoph Bach, an organist at the St. Michael’s Church in Ohrdruf and pupil of Johann Pachelbel, became a prominent musical figure in J. S. Bach’s life and further engendered his passion for music. At the age of 14, Bach attended the prestigious St. Michael’s School in Luneburg, Germany where he was exposed to a wide variety of c ultural sounds such as the music of Northern and Southern Germany, Italy, and France. In 1703, J. S. Bach was appointed the position of court musician at the chapel of Duke Johann Ernst III in the city of Weimar but was unhappy with his work as he was often unsatisfied with the church choirs and the amount of composing he was responsible for. Thus, Bach and his family was required to travel and move in order to seek better job opportunities. However, unlike most musicians, who would travel all across Europe performing and making a living, Bach lived relatively local moving from town to town all within the confines of Germany. Bach often had ideological differences with his employer and he would compose some of his greatest works all in different cities and churches as well require to teach students. For instance, in 1723, Bach was appointed the Cantor of the St. Thomas Church in Leipzig where he served and composed till his death 27 years later. Bach was required to teach the students of the St. Thomas Church singing and keyboard. It was at this time that Bach wrote his Inventions and Sinfonias for keyboard, a collection of exercises that most pianists play even to this day in order to improve their technique, articulation, dexterity, precision, and speed. It was also as Thomaskantor that he wrote his Mass in B minor, considered to be one of the greatest choral works of all time. Johann Sebastian Bach died on July 28th, 1750 and although he was celebrated as an organist and harpsichordist, very few people beyond the city of Weimar knew of Bach’s compositions. It was only the great composers and keyboardist to keep Bach’s music alive in conservatories and libraries. Thus, the even the greatest of composers such as Wolfgang Amadeus Mozart, Frederic Chopin, and Felix Mendelssohn, all revered Bach’s work as excellent keyboard music. This is because Bach’s music was one of the most highly technical for the era, another being the music of Bach’s contemporary, George Frederic Handel. During the Baroque period, keyboard instruments were often for accompaniment to harmonize and contrast with the string instruments of the orchestra. However, substantial advances for keyboard in result of Bach’s compositions led to more solo prominence in music as well as facilitated the invention of the pianoforte, now one of the most learned m usic instruments. Moreover, Bach has left not only a large amount of music manuscripts but also his legacy as a keyboardist, and composer of liturgical and secular music. Through his travels and his encounters with different cultures and colleagues within the Baroque Era, Bach was able to capitalize on both the aesthetic culture of the time and the variety of styles across countries. Also, as Bach had shifted positions and employers many times, he was required to create new music contextually depending on purpose and location. As Bach was a religiously devoted man, he wrote a numerous amount of chorales, pastoral songs, and congregational hymns for the choir and organ or harpsichord. As Bach began teaching and instructing, Bach began to write more works for keyboard that included a variety of preludes and fugues, toccatas, fantasies, and theme and variation works. Baroque music in general is classified by its heavily ornate technicality and grandiose sounds all within a systematically controlled framework. Thus, Bach’s music is highly articulate and technical a reason why the great pianists Felix Mendelssohn and Franz Liszt both practiced with Bach works and built upon his keyboard foundation. Bach also further developed German music through his skill in counterpoint, harmonic, and motivic organization, and the adaptation of rhythms, forms and textures. However, after Bach’s death, much of his music was deemed archaic and old-fashioned as new composers such as Franz Haydn, Wolfgang Amadeus Mozart, and Ludwig van Beethoven brought forth the new era of Classical music. Soon, most of the general public did not know of J. S. Bach’s name in the beginning of the 19th century. Many pivotal figures reincarnated Bach’s name through the years. First, Johann Nikolaus Forkel’s wrote the composer’s biography in 180 2. The pianist and composer, Felix Mendelssohn further popularized Bach’s name by arranging and performing the St. Matthew Passion. The performance proved to be successful as Bach’s name and reputation as a composer soon revived. By the 1850s, the Bach-Gesellschaft, or the Bach Society, was founded in order to further preserve Bach’s works and promote his repertoire. New works by Bach are still being found to this day. Bach’s enormous library of music is simply a testament to his diligence and creativity. With such music, Bach was able to pave a way for future musicians and composers. Through his advancement in keyboard work, Bach provided the technique for great pianists. With his teachings and instructions, many of his protà ©gà ©s moved on to become great Classical era composers. Even presently, Bach’s works are performed by the finest of performers and has become truly a household name for both musicians and laymen alike. Works Consulted â€Å"Bach, Johann Sebastian (1685-1750). â€Å"Encyclopedia of world biography. Detroit: Gale, 1998 Grout, D. J. (1980) A history of western music. New York, NY: W. W. Norton Kerman, J. and G. Tomlinson (2012). Listen (7th edition). Boston, MA: Bedford/St. Martin’s Kennedy, M. (2006) The Oxford dictionary of music. New York, NY: Oxford University Press Kevorkian, T. â€Å"Bach Family.† Europe, 1450 to 1789: Encyclopedia of the early modern world. Ed. Jonathan Dewald. New York: Charles Scribner’s Sons, 2004 The New Grove Dictionary of Music and Musicians. Ed. Stanley Sadie. London: Macmillan Publishers, 1980. Randel, D. M. (2003) The Harvard Dictionary of Music. Cambridge, MA: Harvard University Press.

Red Convertible Essay -- essays research papers

Perceptions & Deceptions: Life before and after Vietnam for Henry   Ã‚  Ã‚  Ã‚  Ã‚  Have you ever wanted to take the summer off from work and escape from reality in order to travel around the world without having any worries? Well this is what Henry and Lyman in the â€Å"Red Convertible† by Louise Erdrich decided to do one summer. Henry and Lyman are two brothers who grew up on the Indian reservation. They perceive life on the reservation as an ongoing circle with a harmonious atmosphere. During their trip to Montana and Alaska Henry and Lyman’s idea of a carefree life is only reinforced, but when Henry is sent to Vietnam this perception is surpassed by a new reality and changes Henry’s reactions to the surrounding circumstances.   Ã‚  Ã‚  Ã‚  Ã‚  Henry and Lyman grew up on the reservation where life was peaceful and harmonious. The two brothers had a very close relationship growing up together and were able to expand their adolescence and simplicity with the purchase of the red convertible. A red convertible was not the typical car you would expect to see on the reservation but Henry and Lyman saw the car and bought it on a whim. They traveled to many different places with the car. The red convertible only let the two brothers enjoy their summer by taking them to many comfortable and peaceful places other than the reservation. One of the places they traveled to was filled with willows. â€Å"I remember I laid under those trees and it was comfortable. ...

Shadow Kiss Chapter 5

Five MOST DISCIPLINARY ISSUES AT the Academy went to Headmistress Kirova. She oversaw Moroi and dhampirs alike and was known for her creative and oft-used repertoire of punishments. She wasn't cruel, exactly, but she wasn't soft, either. She simply took student behavior seriously and dealt with it as she saw fit. There were some issues, however, that were beyond her jurisdiction. The school's guardians calling together a disciplinary committee wasn't unheard of, but it was very, very rare. You had to do something pretty serious to piss them off to get that sort of response. Like, say, willfully endangering a Moroi. Or hypothetically willfully endangering a Moroi. â€Å"For the last time,† I growled, â€Å"I didn't do it on purpose.† I sat in one of the guardians' meeting rooms, facing my committee: Alberta, Emil, and one of the other rare female guardians on campus, Celeste. They sat at a long table, looking imposing, while I sat in a single chair and felt very vulnerable. Several other guardians were sitting in and watching, but thankfully, none of my classmates were there to see this humiliation. Dimitri was among the watchers. He was not on the committee, and I wondered if they'd kept him off because of his potentially biased role as my mentor. â€Å"Miss Hathaway,† said Alberta, fully in her strict-captain mode, â€Å"you must know why we have a hard time believing that.† Celeste nodded. â€Å"Guardian Alto saw you. You refused to protect two Moroi – including the one whose protection you were specifically assigned to.† â€Å"I didn't refuse!† I exclaimed. â€Å"I†¦ fumbled.† â€Å"That wasn't a fumble,† said Stan from the watchers. He glanced at Alberta for permission to speak. â€Å"May I?† She nodded, and he turned back to me. â€Å"If you'd blocked or attacked me and then messed up, that would be a fumble. But you didn't block. You didn't attack. You didn't even try. You just stood there like a statue and did nothing.† Understandably, I was outraged. The thought that I would purposely leave Christian and Brandon to be â€Å"killed† by a Strigoi was ridiculous. But what could I do? I either confessed to screwing up majorly or to having seen a ghost. Neither option was appealing, but I had to cut my losses. One made me look incompetent. The other made me look insane. I didn't want to be associated with either of those. I much preferred my usual description of â€Å"reckless† and â€Å"disruptive.† â€Å"Why am I getting in trouble for messing up?† I asked tightly. â€Å"I mean, I saw Ryan mess up earlier. He didn't get in trouble. Isn't that the point of this whole exercise? Practice? If we were perfect, you'd already have unleashed us upon the world!† â€Å"Weren't you listening?† said Stan. I swore I could see a vein throbbing in his forehead. I think he was the only one there as upset as I was. At the very least, he was the only one (aside from me) showing his emotions. The others wore poker faces, but then, none of them had witnessed what had happened. If I'd been in Stan's place, I might have thought the worst of me too. â€Å"You didn't mess up, because ‘messing up' implies that you have to actually do something.† â€Å"Okay, then. I froze.† I looked at him defiantly. â€Å"Does that count as messing up? I cracked under the pressure and blanked out. It turns out I wasn't prepared. The moment came, and I panicked. It happens to novices all the time.† â€Å"To a novice who has already killed Strigoi?† asked Emil. He was from Romania, his accent a bit thicker than Dimitri's Russian one. It wasn't nearly as nice, though. â€Å"It seems unlikely.† I dealt out glares to him and everyone else in the room. â€Å"Oh, I see. After one incident, I'm now expected to be an expert Strigoi killer? I can't panic or be afraid or anything? Makes sense. Thanks, guys. Fair. Real fair.† I slumped back in my seat, arms crossed over my chest. There was no need to fake bitchy defiance. I had plenty of it to dish out. Alberta sighed and leaned forward. â€Å"We're arguing semantics. Technicalities aren't the point here. What's important is that this morning, you made it very clear you did not want to guard Christian Ozera. In fact †¦ I think you even said you wanted us to be sure we knew that you were doing it against your will and that we'd soon see what a horrible idea it was.† Ugh. I had said that. Honestly, what had I been thinking? â€Å"And then, when your first test comes around, we find you completely and utterly unresponsive.† I nearly flew out of my chair. â€Å"That's what this is about? You think I didn't protect him because of some kind of weird revenge thing?† All three of them stared at me expectantly. â€Å"You aren't exactly known for calmly and gracefully accepting things you don't like,† she replied wryly. This time, I did stand up, pointing my finger at her accusingly. â€Å"Not true. I have followed every rule Kirova laid down for me since coming back here. I've gone to every practice and obeyed every curfew.† Well, I'd fudged some of the curfews but not willfully. It had always been for the greater good. â€Å"There's no reason I'd do this as some kind of revenge! What good would it do? Sta – Guardian Alto wasn't going to really hurt Christian, so it's not like I'd get to see him punched or anything. The only thing I would accomplish is getting dragged into the middle of something like this and possibly facing removal from the field experience.† â€Å"You are facing removal from the field experience,† replied Celeste flatly. â€Å"Oh.† I sat down, suddenly not feeling as bold. Silence hung in the room for several moments, and then I heard Dimitri's voice speak from behind me. â€Å"She has a point,† he said. My heart thumped loudly in my chest. Dimitri knew I wouldn't take revenge like that. He didn't think I was petty. â€Å"If she were going to protest or take revenge, she'd do it in a different way.† Well, not too petty, at least. Celeste frowned. â€Å"Yes, but after the scene she made this morning†¦Ã¢â‚¬  Dimitri took a few steps forward and stood beside my chair. Having his solid presence nearby comforted me. I had a flash of d? ¦j? ¤ vu, back to when Lissa and I had returned to the Academy last autumn. Headmistress Kirova had nearly expelled me, and Dimitri had stood up for me then too. â€Å"This is all circumstantial,† he said. â€Å"Regardless of how suspicious you think it looks, there's no proof. Removing her from the experience – and essentially ruining her graduation – is a bit extreme without any certainties.† The committee looked thoughtful, and I focused my attention on Alberta. She had the most power here. I'd always liked her, and in our time together, she'd been strict but always scrupulously fair. I hoped that would still hold true. She beckoned Celeste and Emil toward her, and the other two guardians leaned closer. They had a whispered conference. Alberta gave a resigned nod, and the others leaned back. â€Å"Miss Hathaway, do you have anything you'd like to say before we tell you our conclusions?† That I'd like to say? Hell, yeah. There were tons of things. I wanted to say that I wasn't incompetent. I wanted to tell them that I was one of the best novices here. I wanted to tell them that I had seen Stan coming and had been on the verge of reacting. I especially wanted to tell them that I didn't want to have this mark on my record. Even if I stayed in the field experience, I'd essentially have an F for this first test. It would affect my overall grade, which could subsequently affect my future. But again, what choice did I have? Tell them that I'd seen a ghost? The ghost of a guy who'd had a major crush on me and who had quite likely died because of that crush? I still didn't know what was going on with these sightings. One time I could write off to exhaustion†¦but I'd seen him – or it – twice now. Was he real? My higher reasoning said no, but honestly, it didn't matter at the moment. If he was real and I told them, they'd think I was crazy. If he wasn't real and I told them, they'd think I was crazy – and they'd be right. I couldn't win here. â€Å"No, Guardian Petrov,† I said, hoping I sounded meek. â€Å"Nothing more to add.† â€Å"All right,† she said wearily. â€Å"Here's what we've decided. You're lucky you have Guardian Belikov to advocate for you, or this decision might have been different. We're giving you the benefit of the doubt. You'll go on with the field experience and continue to guard Mr. Ozera. You'll just be on a probation of sorts.† â€Å"That's okay,† I said. I'd been on probation for most of my academic life. â€Å"Thank you.† â€Å"And,† she added. Uh-oh. â€Å"Because the suspicion isn't entirely removed, you'll be spending your day off this week doing community service.† I jumped out of my chair again. â€Å"What?† Dimitri's hand wrapped around my wrist, his fingers warm and controlling. â€Å"Sit down,† he murmured in my ear, tugging me toward the chair. â€Å"Take what you can get.† â€Å"If that's a problem, we can make it next week too,† warned Celeste. â€Å"And the next five after that.† I sat down and shook my head. â€Å"I'm sorry. Thank you.† The hearing dispersed, and I was left feeling weary and beaten. Had only one day gone by? Surely the happy excitement I'd felt before the field experience had been weeks ago and not this morning. Alberta told me to go find Christian, but Dimitri asked if he could have some time alone with me. She agreed, no doubt hoping he'd set me on the straight and narrow. The room emptied, and I thought he'd sit and talk to me then and there, but instead he walked over to a small table that held a water dispenser, coffee, and other beverages. â€Å"You want some hot chocolate?† he asked. I hadn't expected that. â€Å"Sure.† He dumped four packets of instant hot chocolate into two Styrofoam cups and then added in hot water. â€Å"Doubling it is the secret,† he said when the cups were full. He handed me mine, along with a wooden stirrer, and then walked toward a side door. Presuming I was supposed to follow him, I scurried to catch up without spilling my hot chocolate. â€Å"Where are we – oh.† I stepped through the doorway and found myself in a little glass-enclosed porch filled with small patio tables. I'd had no idea this porch was adjacent to the meeting room, but then, this was the building the guardians conducted all campus business out of. Novices were rarely allowed. I also hadn't realized the building was built around a small courtyard, which was what this porch looked out to. In the summer, I imagined one could open the windows and be surrounded in greenery and warm air. Now, encased in glass and frost, I felt like I was in some kind of an ice palace. Dimitri swept his hand over a chair, brushing off dust. I did the same and sat down opposite him. Apparently this room didn't see a lot of use in the winter. Because it was enclosed, the room was warmer than outdoors, but it wasn't heated otherwise. The air felt chilly, and I warmed my hands on my cup. Silence fell between Dimitri and me. The only noise came from me blowing on my hot chocolate. He drank his right away. He'd been killing Strigoi for years. What was a little scalding water here and there? As we sat, and the quiet grew, I studied him over the edge of my cup. He wasn't looking at me, but I knew he knew I was watching. Like every other time I looked at him, I was always struck by his looks first. The soft dark hair that he often tucked behind his ears without realizing it, hair that never quite wanted to stay in its tie at the back of his neck. His eyes were brown too, somehow gentle and fierce at the same time. His lips had that same contradictory quality, I realized. When he was fighting or dealing with something grim, those lips would flatten and turn hard. But in lighter times †¦ when he laughed or kissed†¦well, then they'd become soft and wonderful. Today, more than his exterior hit me. I felt warm and safe just being with him. He brought comfort after my terrible day. So often with other people, I felt a need to be the center of attention, to be funny and always have something clever to say. It was a habit I needed to shake to be a guardian, seeing as that job required so much silence. But with Dimitri, I never felt like I had to be anything more than what I already was. I didn't have to entertain him or think up jokes or even flirt. It was enough to just be together, to be so completely comfortable in each other's presence – smoldering sexual tension aside – that we lost all sense of self-consciousness. I exhaled and drank my cocoa. â€Å"What happened out there?† he asked at last, meeting my gaze. â€Å"You didn't crack under the pressure.† His voice was curious, not accusatory. He wasn't treating me as a student right now, I realized. He was regarding me as an equal. He simply wanted to know what was going on with me. There was no discipline or lecturing here. And that just made it all the worse when I had to lie to him. â€Å"Of course it was,† I told him, looking down into my cup. â€Å"Unless you believe I really did let Stan ‘attack' Christian.† â€Å"No,† he said. â€Å"I don't believe that. I never did. I knew you'd be unhappy when you found out about the assignments, but I never once doubted that you'd do what you'd have to for this. I knew you wouldn't let your personal feelings get in the way of your duty.† I looked up again and met his eyes, so full of faith and absolute confidence in me. â€Å"I didn't. I was mad†¦Still am a little. But once I said I'd do it, I meant it. And after spending some time with him†¦well, I don't hate him. I actually think he's good for Lissa, and he cares about her, so I can't get upset about that. He and I just clash sometimes, that's all†¦ but we did really well together against the Strigoi. I remembered that while I was with him today, and arguing against this assignment just seemed stupid. So I decided to do the best job I could.† I hadn't meant to talk so much, but it felt good to let out what was inside of me, and the look on Dimitri's face would have gotten me to say anything. Almost anything. â€Å"What happened then?† he asked. â€Å"With Stan?† I averted my eyes and played with my cup again. I hated keeping things from him, but I couldn't tell him about this. In the human world, vampires and dhampirs were creatures of myth and legend – bedtime stories to scare children. Humans didn't know we were real and walking the earth. But just because we were real didn't mean that every other story-time paranormal creature was. We knew that and had our own myths and bedtime stories about things we didn't believe in. Werewolves. Bogeymen. Ghosts. Ghosts played no real role in our culture, short of being fodder for pranks and campfire tales. Ghosts inevitably came up on Halloween, and some legends endured over the years. But in real life? No ghosts. If you came back after death, it was because you were a Strigoi. At least, that's what I'd always been taught. I honestly didn't know enough now to say what was going on. Me imagining Mason seemed more likely than him being a true ghost, but man, that meant I might seriously be heading into crazy territory. All this time I'd worried about Lissa losing it. Who had known it might be me? Dimitri was still watching me, waiting for an answer. â€Å"I don't know what happened out there. My intentions were good †¦ I just†¦ I just messed up.† â€Å"Rose. You're a terrible liar.† I glanced up. â€Å"No, I'm not. I've told a lot of good lies in my life. People have believed them.† He smiled slightly. â€Å"I'm sure. But it doesn't work with me. For one thing, you won't look me in the eye. As for the other†¦ I don't know. I can just tell.† Damn. He could tell. He just knew me that well. I stood up and moved to the door, keeping my back to him. Normally, I treasured every minute with him, but I couldn't stick around today. I hated lying, but I didn't want to tell the truth either. I had to leave. â€Å"Look, I appreciate you being worried about me†¦but really, it's okay. I just messed up. I'm embarrassed about it – and sorry I put your awesome training to shame – but I'll rebound. Next time, Stan's ass is mine.† I hadn't even heard him get up, but suddenly, Dimitri was right behind me. He placed a hand on my shoulder, and I froze in front of the door leading out. He didn't touch me anywhere else. He didn't try to pull me closer. But, oh, that one hand on my shoulder held all the power in the world. â€Å"Rose,† he said, and I knew he was no longer smiling. â€Å"I don't know why you're lying, but I know you wouldn't do it without a good reason. And if there's something wrong – something you're afraid to tell the others – â€Å" I spun around rapidly, somehow managing to pivot in place in such a way that his hand never moved yet ended up on my other shoulder. â€Å"I'm not afraid,† I cried. â€Å"I do have my reasons, and believe me, what happened with Stan was nothing. Really. All of this is just something stupid that got blown out of proportion. Don't feel sorry for me or feel like you have to do anything. What happened sucks, but I'll just roll with it and take the black mark. I'll take care of everything. I'll take care of me.† It took all of my strength just then not to shake. How had this day gotten so bizarre and out of control? Dimitri didn't say anything. He just looked down at me, and the expression on his face was one I'd never seen before. I couldn't interpret it. Was he mad? Disapproving? I just couldn't tell. The fingers on my shoulder tightened slightly and then relaxed. â€Å"You don't have to do this alone,† he said at last. He sounded almost wistful, which made no sense. He was the one who'd been telling me for so long that I needed to be strong. I wanted to throw myself into his arms just then, but I knew I couldn't. I couldn't help a smile. â€Å"You say that†¦but tell me the truth. Do you go running to others when you have problems?† â€Å"That's the not the same – â€Å" â€Å"Answer the question, comrade.† â€Å"Don't call me that.† â€Å"And don't avoid the question either.† â€Å"No,† he said. â€Å"I try to deal with my problems on my own.† I slipped away from his hand. â€Å"See?† â€Å"But you have a lot of people in your life you can trust, people who care about you. That changes things.† I looked at him in surprise. â€Å"You don't have people who care about you?† He frowned, obviously rethinking his words. â€Å"Well, I've always had good people in my life†¦and there have been people who cared about me. But that doesn't necessarily mean I could trust them or tell them everything.† I was often so distracted by the weirdness of our relationship that I rarely thought about Dimitri as someone with a life away from me. He was respected by everyone on campus. Teachers and students alike knew him as one of the deadliest guardians here. Whenever we ran into guardians from outside the school, they always seemed to know and respect him too. But I couldn't recall ever having seen him in any sort of social setting. He didn't appear to have any close friends among the other guardians – just coworkers he liked. The friendliest I'd ever seen him get with someone had been when Christian's aunt, Tasha Ozera, visited. They'd known each other for a long time, but even that hadn't been enough for Dimitri to pursue once her visit was over. Dimitri was alone an awful lot, I realized, content to hole up with his cowboy novels when not working. I felt alone a lot, but in truth, I was almost always surrounded by people. With him being my teacher, I tended to view things as one-sided: He was the one always giving me something, be it advice or instruction. But I gave him something too, something harder to define – a connection with another person. â€Å"Do you trust me?† I asked him. The hesitation was brief. â€Å"Yes.† â€Å"Then trust me now, and don't worry about me just this once.† I stepped away, out of the reach of his arm, and he didn't say anything more or try to stop me. Cutting through the room that I'd had the hearing in, I headed for the building's main exit, tossing the remnants of my hot chocolate in a garbage can as I walked past.

Hardys novel The Mayor of Casterbridge Essays

Hardys novel The Mayor of Casterbridge Essays Hardys novel The Mayor of Casterbridge Paper Hardys novel The Mayor of Casterbridge Paper Essay Topic: Literature In Hardys novel, The Mayor of Casterbridge, the theme of Patriarchal Victorian morality is explored through the different characters. In light of Lucettas character, the extent to which it can be agreed that Hardy reveals his dissatisfaction with patriarchal Victorian morality will be discussed. Hardy uses Lucettas emotions to reveal his dissatisfaction with patriarchal Victorian morality. Lucetta is indeed an emotionally volatile character, who is lonely and in a way, desperate. In Henchards reminisces about Lucetta, it is learnt that they were involved in a highly scandalous affair which was off course, ruin to her. This is structurally important as first, the reader learns Henchards perspective, yet, she is then publically humiliated, which further captures her vulnerable character. The reader is encouraged to see Lucetta in a moral light. Additionally, we see her sympathising with Susan, as Lucetta does visit her grave. Hardy writes The personage was in mourning like herself, was about her age and size, and might have been her wraith or double and the imagery created through words such as mourning is important, as we see that Lucetta identifies the tragic circumstances of the life of a Victorian woman, therefore, Hardy is bringing into question Victorian Patriarchal morality. Hardy further brings into question Victorian patriarchal morality, by Lucettas opprobrium in Jersey, and evoking to the reader how she has changed through that experience. Through Elizabeths eyes, the reader sees that Lucetta has a public persona of sophistication which is false. : For example, upon first seeing Lucetta, Elizabeth allowed herself the pleasure of feeling fascinated, the omniscient narrator further commenting that The stumpy and practical walk of honest homeliness which mostly prevailed there, the two styles of dress whereabouts equally avouched that this figure was no Caster bridges womans which highlights Lucettas false public persona of sophistication, a result, of yet again, Victorian patriarchal morality. Hardy, however, portrays the harsh reality of Victorian patriarchal morality through the fact that she has manipulated and concealed the truth. In one of the early letters she writes to Henchard, Lucetta writes I thus look upon the whole as a misfortune of mine, and not a fault of yours. So that, Michael, I must ask you to overlook those letters with which I pestered you day after day in the heat of my feelings. This clearly evokes that her reputation is in ruins, and her response to this shows that she has learnt the values, and knows that if she breaks them, there will be social repercussions, therefore, she only asks for the letters to protect herself from further public humiliation. Hardy further emphasises his dissatisfaction with Victorian patriarchal morality through Lucettas tragic destruction by the skimmity ride. According to critics, this idea is indeed rather collusive with Marxist theories, as the Casterbridge proletariat become avenged in folk-ritual, planning the skimmity ride, which triggers an epileptic fit in Lucetta. Furthermore, feminists would argue that her manner of death by falling to the floor in epileptic seizures could be reductive in itself, portraying that women were viewed as emotionally weak. This also creates a contrast to Elizabeth-Jane, as she is a stronger, stoic, and an emotionally stronger character when compared to Lucetta. Therefore, Hardy is bringing into question Victorian morality through Lucettas suffering. Hardy further encourages the reader to echo his cynical view on Victorian patriarchal morality by employing an effective use of setting. Lucettas place, High-Street Hall is rich in symbolism, effective in conveying Hardys dissatisfaction with Victorian patriarchal morality. For example, Hardy writes It was not altogether aristocratic, still less consequential, yet the old-fashioned stranger instinctively said blood built it and wealth enjoys it. The latter part of Hardys comment, suggests the oppression of poor people, which is rather collusive, yet again, of Marxist theories. Furthermore, the house is clearly allegorical of Lucetta herself. Its location so near the centre of town suggests that Lucetta is thrown into the heart of the novel, by this point. Hardys intricate description of High-Street Hall further highlights the intrigue that Lucetta brings to the novel. Hardy starts of his description of the Hall by writing The Hall, with its grey facade and parapet was the only residence of its sort so near the centre of town, and the facade is not only capturing Hardys own clear interest in intricate architecture, but it also clearly symbolic of Lucetta, and her mysterious and sophisticated character. The intrigue of the ever-looming shadow of her past is further shown through words such as stranger, which accentuates the mysterious nature of her past with Henchard. Therefore, through symbolising Lucettas suffering through the house, Hardy is revealing how she has indeed suffered because of patriarchal Victorian morality However, feminists argue that Hardy fails to overcome the ideology of Victorian patriarchal morality. His description of Victorian women, like Elizabeth and Lucetta is very aesthetic-oriented. For example, he describes Lucettas appearance as an artistic perfection focusing highly on her looks. This shows how Victorian women (especially middle class) were expected to look perfect. Feminists would argue that Hardys aesthetically-oriented narrative of women is degrading in itself; therefore, he remains collusive with the ideology of Victorian patriarchal morality, making the statement agreeable. Overall, this statement can be agreed to a great extent. Lucettas character brings light to the fact that Casterbridge is after all, a society of twisted morality. The skimmity ride is the ultimate shameful act which destroys Lucetta, showing that the ever-looming shadow of her past she is not really accepted in Casterbridge, and she does suffer opprobrium. Therefore, Hardy is revealing his dissatisfaction with Victorian Patriarchal morality. The statement is further agreeable, because through the aesthetically oriented description Hardy does ultimately fail to overcome the ideology of Victorian patriarchal morality.