Comparing and Contrasting Anglo-Saxon, Medieval, and...

centerbAnalysis of Early Civilizations Through Literature/b/centerbrbrA culture that evolves and changes through time is a healthy culture indeed. From the early pagan warriors to the artisans of the Renaissance, the European world dramatically reformed. The literature of each era indicates the profound cultural innovations. The Anglo-Saxons arguably most important literary piece, Beowulf, is a story of a brave warrior who fights Grendel. Grendel is described as, A powerful monster, living down/ In the darknessÂ…(lines 1-2). This affray demonstrates the timeless battle of good versus evil. The universal struggle is maintained in the Medieval plight for an ideal of perfect chivalry. Knights were guarded with utmost respect and†¦show more content†¦(93, Malory). The two former eras show a people who deeply appreciate battle and the pursuit of heroic deeds, not great knowledge or understanding of the elements around them as seen in the Renaissance and some later periods. Th e Renaissance was a highly progressive time of advancements in the arts, literature, science, and education. This ‘rebirth was much more modern than that of the English Anglo-Saxon period, although warfare and battles were still prevalent. Military innovations- primary cannons, new infantry tactics, and the royal standing armies combined to reduce the traditional dominance of the mounted feudal Knights. Knights were no longer important, as now there were armies. The Renaissance, Anglo-Saxon period, and Medieval times each contained elements of violence and battle, although each era progressed and changed in their individual respective ways.brbrAlong with the roles leadership

Tell Me What You Eat, and I’ll Tell You Who You Are Free Essays

Shady Bahsoun Amst 276 December 8,2009 Research Paper #2 â€Å"Tell me what you eat, and I’ll tell you who you are† â€Å"Tell me what you eat, and I’ll tell you who you are† once said French lawyer and gastronome Jean Anthelme Brillat-Savarin. With the growth of food import/export around the world and the opportunities of expansion in foreign coutries: Could Brillat-Savarin’s statement still be possible today or has it completely lost ground? Food is one of the fields in which globalization has faced and is facing very strong and persistent resistance across the globe.How do firms work past this? With climate, flora and tastes changing from one region to another, our blue planet houses a plethora of different grains, which are first cultivated, to be later eaten by humans and animals. We will write a custom essay sample on Tell Me What You Eat, and I’ll Tell You Who You Are or any similar topic only for you Order Now This being said, we can take the example of the Far East, China, and Japan. In that part of the world, rice is the central ingredient in almost everything agricultural. This old and historical tradition has not faded over time. Figures by the UNCTAD, Secretariat from the Food and Agriculture Organization (FAO) of the United Nations show that consumption of rice in China has gone from 50 million metric ton in 1961 to 160 millions metric ton in 2002. Same increasing trend applies to the other countries of the Far East, India and South East Asia (â€Å"UNCTAD Infocomm Market information in the commodities area†). The new agro-industrial advancements have made this leap possible. William Marling emphasizes on the fact that babies raised in different cultures develop a sensibility to what they are given to eat.After the common â€Å"milk-stage† cultures distinguish from one another and serve their children with the central cultural nutriment: Japanese children â€Å"are encouraged to focus on the texture and mouth feel of rice [†¦]† in the United States â€Å"infants off the bottle [are fed] applesauce, strained plums or apricots† (Marling, 2006, p. 89-90). Thus children who late r grow up are impregnated with their traditional childhood food preferences, they may lean more towards a sugary or salty cuisine, fat/nonfat, sweet/sour. This is, until this very day, the major reason for which big food corporations cannot simply transpose products from one market to another and expect them to fare equally well. The differences actually go beyond simply food, why do Japanese people not eat parboiled rice? Because the eating utensils they use do not correspond to this type of rice, it is like trying to eat soup with a fork. Exporting American parboiled rice to Japan and other chopsticks-using countries will inevitably fail.My first experience eating a whole meal with my hands was in an Ethiopian restaurant in New York City: Food is served with a type of soft pita named â€Å"Injera†. One may guess that food that requires either chopsticks or the western fork-knife dyad are not the most successful in Ethiopia. If what we eat and how we eat it is so much different from one corner of earth to another, how come some food corporations are posted in rich countries as well as extremely poor ones, in sour eating culture s as well as sugar eating ones? the list of divergences is extremely long.It would be wrong to say that big multinational corporations have been successful directly after starting business in new countries. Helmut Maucher was the chief executive of Nestle – number one corporation in the food industry – for several years; He was one of the few who really understood what was needed in order to achieve market penetration: adaptation. In an old interview â€Å"NESTLE SHOWS HOW TO GOBBLE MARKETS The world’s No. 1 food company wrote the book on global expansion: Think long term, adapt products to cultures, and expect to lose big while building market share. The chief executive insists on how important it is to analyze and understand a market before launching any product; and if the product does not seem to fit the target market at first, Maucher said he was ready to accept losses on the short-term if it has the potential to lead to future sales (Tully, 1989). How may a product fail if not correctly remodeled? â€Å"Campbell’s canned soups mostly vegetable and beef combinations packed in extra-large cans did not catch on in soup-loving Brazil.A postmortem study s howed that most Brazilian housewives felt they were not fulfilling their roles if they served soup that they could not call their own† (Smith, 2007). Globalization faces a tough resistance in the field of food not only because of incompatible tastes (although it is one major reason) but also because of cultural aspects, how it is eaten, how it looks, if the marketing strategy suits the target well â€Å"Foreign food companies took a beating in China until they learned that the Chinese believe in â€Å"cooling† and â€Å"warming† foods† (Marling, 2006, p. 4). Smith shows us that Brazilian women were reluctant to buy Campbell’s canned soups because it alters the role they play in the kitchen. They do not like the idea that the soup is already made, they want to feel they were part of the process. â€Å"[instead,]Brazilian housewives had no problems using dehydrated competitive products, such as Knorr and Maggi† (Smith, 2007) because those products only did part of the job, housewives did not feel useless. Another big food chain, which underwent strategical restructuration, is KFC, Kentucky Fried Chicken.KFC was exported to China in 1987 right when China was starting to loosen the grip it had over its economy. The owner of KFC is Yum brands who also owns other franchises like Pizza Hut: â€Å"Yum has discovered it cannot rely on a foreign brand name for growth and must instead adapt to local tastes and lifestyles. So KFC has given a Chinese twist to its menu by adding dishes similar to the food that tens of millions of Chinese grab from street stalls or small restaurants on their way to work every day† (Shen, 2008).This could be considered as a concession: If you want your firm to establish itself on any foreign territory some sacrifices should be expected, you have to please the local clientele and try to minimize cultural shock. In this case, KFC had to add local or at least local-inspired products to its menu. In a nutshell when people do business out of a good as complex as food where thousands of variables and criteria intervene it is imperative to know that any new product/brand introduced on a foreign market with no consideration for the taste, customs, mentality or even color signification is very likely going to fail.Corporations have to invest resources into R;D, psychological reporting, on-site assessment and experimenting to know if what they have to offer stands any chance of surviving. Hence globalization in this highly competitive sector is presented with many obstacles it will have to dismantle over time if it wants to succeed.References Marling, W. H. (2006). How â€Å"American† is globalization? Baltimore: The Johns Hopkins U. P. Tully, Shawn (16 Jan 1989). Nestle shows how to gobble markets. Fortune, Retrieved Dec 9 2008, from http://money. cnn. om/magazines/fortune/fortune_archive/1989/01/16/71522/index. htm Smith, Jo Ann (2007). Developing global marketing strategy. Retrieved December 10, 2008, from http://www. web-articles. info/e/a/title/Developing-global-marketing-strategy/ UNCTAD Infocomm Market information in the commodities area. Retrieved December 9, 2008, from UNCTAD InfoComm Web site: http://unctad. org/infocomm/anglais/rice/market. htm Shen, Samuel (2008, May, 5). Kentucky Fried Chicken banks on China. International Herald Tribune, from http://www. iht. com/articles/2008/05/05/business/kfc. php How to cite Tell Me What You Eat, and I’ll Tell You Who You Are, Papers

Outline and assess the view that the role of education system is to justify and reproduce social inequalities free essay sample

Outline and assess the view that the role of education system is to justify and reproduce social inequalities (50) The view that the role of educations system is to justify and reproduce social inequalities is one from a Marxist perspective. They believe that capitalism creates inequality and allows those with wealth to keep theirs. Bowles and Gintis argue that there is a very close relationship between education and work. This is called the correspondence principle. Bowles and Gintis argue that in a capitalist society they are known to give children different types of education based on the class than on their actual ability. Meaning that schools will give working class children a different type of education in comparison to middle and upper class children. Consequently allowing the working class to stay where they are on the class system, but they also allow the middle and upper class to stay where they are too. Capitalism reaffirms the idea that the working class are required to be hardworking and obedient therefore not resisting the teachers, as this is what they will be required to do when they enter the workforce. The education system creates a future workforce that have the desired qualities by passing on the hidden curriculum to school children. The hidden curriculum is the things you learn through going to school and the experiences you get there, and not those that you learn in class and through the formal curriculum. The hidden curriculum is there for working class schools to help shape them for the workforce. The hidden curriculum helps create a subservient workforce, meaning that workers will not challenge the system, and have an acceptance of hierarchy. Meaning that when teachers give directions the students will follow them without asking questions, this prepares them for later in life when they are in work. School subjects have very little reference to each other and that there is not much correlation between each subject. Much like the working class children’s future career as their job may be broken down into small, individual tasks. Whereas in more elite and private schools the children are learnt very different skills, and taught a different set of norms and values. Children at these schools are more likely to be taught to be more in command of the situation that they are in. Bowles and Gintis also reject the idea that the education is meritocratic, and providing equal opportunities for everybody. Middle class children will gain high qualifications and receive higher pad jobs because of their ability but also through their large quantities of cultural capital. Whereas working class children may not have the same opportunities to receive cultural capital this creating inequalities within the education system, much like the class system. This is called cultural reproduction. Bourdieu believes that education reproduces the culture and class system. It shows the importance of the upper class culture and therefore reinforces the power those have over the working class. They are allowed to do this by basing the education system off cultural capital, whilst the culture that the working class children are receiving is not on the education system and therefore they lose interest. Bourdieu believes that education has been developed by the bourgeoisie and therefore the working class have never had any real ownership on the education system they are forced to be a part of. However functionalists believe that the education institution is there and built for a reason, that it affects and benefits both the individual and society. Education allows students to learn and create a shared set of norms and values, therefore creating a similar attitude between everyone. Ultimately allowing a whole society to have values of achievement, competition, and equal opportunities created by education. This is confirmed by Durkheim’s, view that the shared norms and values create social solidarity, allowing the whole society to work in harmony. This can create a skilled workforce as everybody knows what is needed from them and is necessary for the future economy. According to functionalist Parson education is part of a meritocracy, being based on a person’s ability. He believes that education is a bridge between the family and society. Parson’s believes that education creates a set of values including competition, equality, and individualism. Within a meritocracy every student is given the same opportunity, and that achievements and rewards are based off an individual’s efforts and abilities, thus creating an achieved status. A functionalist like Parsons could state that this achieved status allows individuals to strive for more and as a result choose to work and have a career. Education allows students to be categorised and shown what skills they are best at. Role allocation, sorts through people according to their ability at different subjects. Davis and Moore stated that the education system was a meritocracy, and that it is based on the individual’s merit and ability, allowing staff to steer them towards the most suitable career for them. This suggests that everybody has an equal opportunity to gain the most important and best paid jobs, as everybody has had the same opportunity. From a functionalist perspective the most important jobs in society are those that require the longest periods in education and that you have spent a long time working your way there. Therefore Davis and Moore could argue that education is the most important factor in growing up as it is what allows people to be steered into a career. Although a functionalist theorist such as Tumin would argue that those in the highest paid jobs are being rewarded for how hard they have worked. This consequently maintains the meritocratic system, as it implies that we will accept inequality if we know that those with the highest wage are doing the most important jobs. Just as we can accept that it is okay for somebody to be on a higher wage as long as they have more talent and drive than what we do. In conclusion it can be argued that the education system is there to justify and reproduce social inequalities that has been created thus allowing students to be no further forward when trying to prosper in a system that does not want them to succeed. However from a functionalist perspective it can be seen that every child has an equal opportunity to succeed and that it creates an opportunity for working class children to move up the class system.

Medical Ethics and Euthanasia free essay sample

The mere act of euthanasia represents the most gentle and painless way of terminating a persons life in order to relieve them from their suffering. This term itself is derived from the Greek word euthanatos, which literally means easy death. In many cases, it is carried out at the persons request, but there are times when they may be too ill and the decision has to be made by relatives, medics or, in some instances, the courts. Deciding whether to euthanise a person or not is one of the ost difficult questions concerning not only practical, but also religious and ethical matters. However, people should choose euthanasia because it can help the patient by relieving his/her pain and suffering, it can reduce economic costs and provide human resources for other people suffering from curable diseases, and it helps the sick persons family to overcome the loss without much pain. We will write a custom essay sample on Medical Ethics and Euthanasia or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page One of the first and most important reasons for choosing euthanasia is definitely the act of relieving a persons suffering. Family members all over the world usually choose euthanasia in order to save their loved one suffering from a terminal illness or incurable condition, from further pain and suffering. In most cases the patients themselves give their consent to euthanasia, which is considered to be the act of voluntary euthanasia. Besides voluntary there is non-voluntary euthanasia, also known as mercy killing, which is performed only when a person is in a persistent vegetative state and cannot make a decision on his/her own. This means that the amily has to give their consent to euthanasia instead of the patient. Even though the question raises many debates including ethics, morality and religion, the only purpose of euthanasia should be to prevent a person from living in an irreversible coma, constantly taking pain relievers. Taking into consideration the states the patients are usually in, deciding to euthanise them is the right thing to do. In addition to this, it is a fact that many countries are dealing with a shortage of hospital space and medical personnel. In other words, keeping someone alive affects not only the lives of the patients and their families, but also the lives of other people who could be saved instead of continuing the lives of those who cannot recover. Furthermore, to keep people alive past the point they can take care of themselves and live normal lives has no purpose, for the resources used for their treatments could be spent on treating people who are suffering from curable diseases. All in all, euthanasia is a good choice which helps many people in many different ways. On top of all this, euthanasia should be performed in order to help the family overcome the loss of their loved one more quickly. Even though the family is in contact with the patient and always by his/her side, the pain and suffering that person feels during a disease can be absolutely incomprehensible to those who have not gone through it. The family feels helpless because they can do nothing to help and reduce the amount of pain the person is feeling. To lose a family member is one of the hardest things a person can experience, and if this can be reduced by uthanising the patient, it should be done. As it can be seen, euthanasia actually represents a humane deed which can help many people. It is an act of not only relieving the patients pain and suffering, but also a way of reducing the shortage of economic costs and medical personnel and a way of helping the patients family overcome the loss of their loved one. So, the act of euthanasia should not be considered as killing a person or ending a life by force, but as a way of giving a person a chance to be relieved from never ending pain and suffering.

foreign policy essays

foreign policy essays Australia was a good friend to the Indonesian independence movement in the years after World War 2, but Australia stood silently by as Dutch New Guinea was given to Indonesia. Again, Australia stood on the sidelines when Indonesian soldiers killed Australian journalists in Balibo, invaded East Timor and annexed the territory in 1975. [Review, November, 1995] Australias indecisiveness in matters of foreign policy has significantly affected the make up of the regions political structures. Bipartisan political inactivity in Australia, prevalent during the quiet time 1955-1965 compounded earlier decisions of foreign policy made in the highly active post WW2 period. Throughout and after the Second World War, Australia was an avid supporter of the Indonesian separatist or independence movement seeking self-determination from the colonial Dutch government. Indonesia had been in a state of hostility and fear for decades. The few enraged independence rebels, regular feeble attempts at revolution were put down harshly and without question by the Dutch Colonial Forces. Australias political arrogance in providing illicit support for the rebels, yet having a head in the sand attitude to subsequent results of their actions contributed immensely to the Indonesia problems of today. ...

Chicago vs. Turabian (3 Key Questions)

Chicago vs. Turabian (3 Key Questions) Chicago vs. Turabian (3 Key Questions) There are many referencing systems used in academic writing. And many of these systems look similar at first glance. But possibly the most confusing are â€Å"Chicago† and â€Å"Turabian† style referencing. How do they differ? And does it matter which one you use? Let us explain. 1. What Are Chicago and Turabian Referencing? When people refer to â€Å"Chicago referencing,† they mean the citation style set out in The Chicago Manual of Style. Sometimes known as CMoS for short, this style guide is published by the University of Chicago Press and aimed at professional scholars and publishers. â€Å"Turabian referencing,† meanwhile, refers to the citation style set out in Kate L. Turabian’s Manual for Writers of Research Papers, Theses, and Dissertations. But this is actually a simplified version of the citation style in CMoS, aimed specifically at students and focused on academic writing. Style manuals published by the University of Chicago Press. 2. How Do Chicago and Turabian Differ? In practice, there are no real differences between â€Å"Chicago† and â€Å"Turabian† referencing. You can see this if you look at the examples of Turabian and Chicago book citations from the CMoS site: Chicago 1. Zadie Smith, Swing Time  (New York: Penguin Press, 2016), 315–16. Turabian 2. Katie Kitamura, A Separation (New York: Riverhead Books, 2017), 25. As you can see, the format here is identical in each case. The same is true for other source types. There are some differences between the two style guides as a whole. But these simply reflect the Turabian style guide’s focus on students rather than publishers. As such, the Turabian guide: Is significantly shorter than the full CMoS due to not including information about preparing book manuscripts and journal articles for publication Contains a section on how to write and structure a research paper Features less information on grammar, spelling, and word usage Turabian is therefore much better if you are looking for specific advice on writing a college paper rather than a general style guide. 3. Which Referencing System Should I Use? The Chicago and Turabian style guides are tailored to different audiences, so you may want to use the one most suited to your needs. However, both style guides recommend the same approach to referencing sources, so it does not make a difference from this perspective. In other words, advice on how to cite a source in Chicago referencing will also apply to Turabian referencing. And advice on Turabian referencing will apply to Chicago style, too. The more important question is which version of Chicago/Turabian referencing you’re using: Notes and bibliography style, which requires referencing sources in footnotes as well as giving publication information in a bibliography. Author–date style, which uses in-text citations plus a reference list. As a general rule, footnote referencing is more common in the humanities, while author–date referencing is used in the physical and social sciences. However, make sure to check your school’s style guide or ask a professor if you are not 100% sure about which approach to use in your work.

Typical Day in the Life of Middle Class Family Essay

Typical Day in the Life of Middle Class Family - Essay Example As she got out of bed, her maid Anne, walked in bearing a tray of coffee and wished her good morning. She replied rather distantly, her mind already on the various things she had to prepare for this week. Amelia, her youngest daughter, really needed a governess. She needed to learn a little discipline and decorum. After all what was overlooked in India wouldn't do here. She was only eight it was true, but London society was very different. The child had been allowed to run a little wild in India what with her ayah and the various servants around. I'll talk to Susan today and see what she recommends, she thought , as she was helped into her corset by Anne. The maid laid out her morning dress on the bed as Mrs. Bentham got into her stockings and donned the various layers of petticoats that would hold up her skirts. Walking downstairs she ran a slightly critical fingertip over the statuary in the niche on the landing and frowned at the light layer of dust that covered it. Downstairs she found her housekeeper, Mrs. Lovell waiting for her to discuss the weeks menus. "I've spoken to Charles ma'am and I think it would be better to order the fish from another man. I don't think the man's to be trusted at all these days. I had to return the plaice today; it wasn't fresh at all." The housekeeper said. She continued into the dining room, where... "Yes'm". She continued into the dining room, where she found her husband already at breakfast. She sighed as he folded his newspaper and smiled at her. He was a man who was used to activity and enjoyed solving problems. The years in India as a district judge had suited him. Now, upon his return to London, he was more than a little lost in the life expected of a man of his class. He was a regular in his club where he enjoyed long discussions on politics and science, but she knew that he secretly longed for a far more challenging practice of law than his genteel clientele of upper - middle class personages allowed. Lately, he had been hinting of his wish to handle some rather disreputable cases from the lower classes of London. "Well, I've finally got my hands on it," he said waving a book at her. "What dear" "Darwin's treatise on the origin of species. Heard so much about it, that I thought I should order it from Jones. Now perhaps I can argue with that old fool Samuels." "I really wish you wouldn't dear", she replied, perturbed. "After all, he's as much right to believe in God as anyone does. And I heard that this is really preposterous, claiming we arose from animals and so on." "Good morning, Papa, Mamma.", chimed a voice from the door. The couple looked up to their eldest daughter Lydia, tripping in , in a pretty pink-sprigged dress. She was nineteen and pretty and had been a great success in London's society since they had returned six months ago. As Mrs. Bentham looked at her, her thoughts went to the problem of getting her married well. It was high time, now that there was so much interest in her. The girl needed a new opera gown and then there was the