Heinrich Schliemann - 762 Words

Slide 1- Heinrich Schliemann an archaeological treasure hunter. Slide 2- Heinrich Schliemann was born in Beubukow, Germany in 1822 and he died in 1890 at Naples, Italy. He received little education as a child, and first was enrolled at school at age 9. But he was later removed after his father could no longer afford payments, as he was accused of stealing church money. In the Christmas of 1829 Heinrichs father gave him a book entitled, an illustrated history of the world, by Ludwig Jerrer. These, along with other classical stories read to him by his father, especially Homers Iliad, inspired him to one day uncover the city of Troy. Slide 3- Heinrich Schliemann is credited with the discovery of the city of Troy, the mask of†¦show more content†¦His techniques have been criticised and he has been accused of lying and salting, a practice where he placed artefacts at a site to make him seem more credible. Heinrich Schliemann, whilst not a perfect archaeologist, has aided the cause of archaeology, he went against the methods of other archaeologists of his time. He moved from the collection gathering and treasure hunting, to a scientific approach of creating a hypothesis and then testing it. In his diary he said my sole and only aim is to be able to establish a historical fact, on which I disagree with some eminent historians andShow MoreRelated Heinrich Schliemann Essay4711 Words   |  19 Pages quot;We could describe (Heinrich) Schliemanns excavations on the hill of Hissarlik and consider their results without speaking of Troy or even alluding to it,quot; Georges Perrot wrote in 1891 in his Journal des Savants. quot;Even then, they would have added a whole new chapter to the history of civilization, the history of artquot; (qtd. in Duchamp;ecirc;ne 87). Heinrich Schliemanns life is the stuff fairy tales are made of. A poor, uneducated, and motherless boy rises through his hardRead MoreHeinrich Schlieman Essay1032 Words   |  5 Pages Was Heinrich Schliemann a good archeologist? In this essay my aim is to separate the truth from the predjudice and find out whether Heinrich Schliemann was a greedy charlottarian, a talented archeologist or just someone who stumbled upon a great discovery. nbsp;nbsp;nbsp;nbsp;nbsp;Heinrich Schliemann was born on January 6, 1822 in the small village of Neu Buckow, Germany. His interest in Homeric Troy started when his father, a protestant minister, gave him a book or Christmas in 1829 by LudwigRead MoreA Reflection On The Lost Palace Of Sparta1186 Words   |  5 PagesCivilization, since Mycenaean culture appears to be connected with Homer s Iliad s Trojan War. Secondly, I took a course on Classical Archaeology as an undergraduate student in Classics. Therefore, I studied the nineteenth century archaeologist Heinrich Schliemann and his excavation of Agamemnon s palace and his gold mask at Mycenae inspired me very much. For me, the most striking aspect of my news story was the Linear B tablets found on the site. Ghose (2015) stated that the inscriptions representedRead MoreAssess the Extent to Which Archaeological Evidence Uncovered by Heinrich Schliemann Supports Homer’s Existence of Troy.1367 Words   |  6 Pageshunter, H einrich Schliemann was spellbound to find Homer’s classical city of Troy and it is often said that we know so much about Troy today because of one man’s obsession, indeed of his childhood dream which he made come true. Although Schliemann did in fact discover a vast amount of archaeological evidence, it is debatable just how much of this actually belongs to the Age of the Trojan War and just how much of his finds support the existence of Homer’s troy? The criticisms of Schliemann are numerous;Read MoreThe Trojan War Essay1479 Words   |  6 Pageswith large high powerful walls, wide streets, twisting paths and large houses. Some of the archaeologists that have contributed to the excavation of these historic ruins are, Frank Calvert, Heinrich Schliemann, Wilhelm Dorpfeld, Carl Blegen and Manfred Korfman. Many people believe that Heinrich Schliemann was the man who found the fallen city of Ancient Troy , however they are wrong. Frank Calvert was the first archaeologist on the site of Troy. He arrived in 1865 and found the city of whatRead More Archaeology and the Trojan War Essay1705 Words   |  7 Pages Archaeology and the Trojan War â€Å"†¦ he [Heinrich Schliemann] found layers of ruins †¦ and two bore unmistakable signs of violent destruction. One of these layers, the seventh according to more recent excavators, was no doubt the city of Priam and Hector. The historicity of the Homeric tale had been demonstrated archaeologically.† - M.I. Finley, the World of Odysseus Introduction The Trojan War and its characters are detailed in the writings of Homer, Vergil, Dante and many others. It is aRead MoreArchaeology Has Proved the Historicity of the Trojan War. Discuss1748 Words   |  7 PagesArchaeology has proved the historicity of the Trojan War. Discuss Â… he [Heinrich Schliemann] found layers of ruins Â… and two bore unmistakable signs of violent destruction. One of these layers, the seventh according to more recent excavators, was no doubt the city of Priam and Hector. The historicity of the Homeric tale had been demonstrated archaeologically. - M.I. Finley, the World of Odysseus Introduction The Trojan War and its characters are detailed in the writings of Homer, VergilRead MoreAnalysis Of Homer s The Iliad 1348 Words   |  6 Pagessite, Heinrich Schliemann. Schliemann was very different to Calvert, however the two of them made an agreement allowing Schliemann to dig on culverts part of the hill as long as the finds would be shared equally. Schliemann was rather successful, on the other hand his excavating damaged much of the site. His hunger for fame and riches drove him to dig quickly rather than methodically. Schliemann relied heavily on the Iliad to find this site, Hissarlik was the only site, according to Schliemann whichRead MoreAdvent of the Trojan War Essay544 Words   |  3 Pagesactually was widely believed that Troy and the Trojan War were imaginary. It was not until 1871 that German-born American citizen Heinrich Schliemann excavated a site in Turkey. Schliemann surprised many by discovering the lost city of Troy. Although Schliemann did discover the ruin s of Troy destroyed much of the discovery, he ‘blasted’ his way down into the lower levels. Schliemann however discovered nine cities at the sight, one on top of the other. Today we believe that cities six and seven seem to beRead MoreThe Trojan War - Fact or Fiction?1674 Words   |  7 Pagesas an old Greek myth before Heinrich Schliemann excavated the ancient city. Schliemann, a millionaire merchant, had read Homers account of the Trojan War and had later searched the pages of The Illiad for geographical clues. He believed they placed ancient Troy in the northwest corner of modern day Turkey. In 1870, Schliemann began preliminary excavations at the mound of Hissarlik where local custom also reinforced his belief that this was the site of Troy. Schliemann- an amateur excavator with

Analysis Of The Movie Dope - 1730 Words

I recently watched the Netflix movie, Dope, a coming-of-age movie that doubles as a parody and a dedication to the 1990s-vintage ghetto generation. Malcolm and his friends Jib and Diggy are nerdy high school seniors who bond over anything ‘90s related, play music together in their punk band, and have grown up together in â€Å"The Bottoms,† in Inglewood, California. Malcolm was trying to escape a gang one day when he had an encounter with a neighborhood drug dealer named Dom. Dom ended up invited him to his birthday party, and with hesitation, Malcolm and his friends decide to go. After an eventful night, Malcolm and his friends later discover that Dom had stashed a handgun and a large amount of drugs in his backpack to hide it from the police who raided the party. The rest of the movie plays out into a war over the drugs that Malcolm accidentally possessed. Malcolm ends up selling the drugs and promises Dom’s prominent supplier, who was also coincidentally Malcol m’s college interviewer, the profits made from the drugs. Malcolm makes this deal with him only as long as he helps Malcolm achieve his goal of getting into Harvard. Malcolm ends up setting up the supplier with the police while still getting into Harvard and finally being able to get out of the hood. In terms of black masculinity, Malcolm counteracts the hyper-aggressive stereotypes that some have in their head about young African-American men. In the movie Dope, numerous aspects of intersectionality are represented inShow MoreRelatedBlack Culture And The Black Experience1943 Words   |  8 Pagesthrough their sacrifices, as a teacher, mentor, lawyer, military hero, aspiring writer, or wannabe Native American warrior, is able to physically save—or at least morally redeem—the person or community of folks of color, by the film s end. Every movie needs a hero. The hero is a necessary plot device: It anchors the story and gives the audience a character to root for. In Hollywood though, the heroic character is often a white savior. The white savior is the well-intentioned, generous, and kind-heartedRead More Relationships and Marriage - Dont Marry!1494 Words   |  6 PagesDont Marry! Marriage is quite likely the one most damaging force our species have ever invented, up to and including war. Harold Christensen, author of Marriage Analysis, is not the only person who believes marriage is in many ways hogwash. To borrow a phrase from the 1980s, young women simply have to say no to marriage. Not only is it unnecessary, but a bad habit as well. We young women who are now at the age for which marriage becomes a regular topic of conversation needRead More Identifying Heroes: The Godfather and Pulp Fiction Essay3269 Words   |  14 Pagesto the problem posed by increasing film literacy, so it is appropriate that one of Rays key examples of the quot;correctedquot; genre film was The Godfather (1972), which for a time was the most commercially successful film of all time. Rays analysis of The Godfather is also driven by the distinction between the quot;Left Cyclequot; and quot;Right Cyclequot; of films in the sixties(12). These two cycles represented one of the attempts at adjustment of the Classical form by Hollywood in thisRead MoreAmerican Slang Essay 115481 Words   |  62 Pagesoperation from the slang of jazz musicians of the 1930’s, which in turn drew from the 1870s.[6] 2.4.2. The global spread of American youth slang Slang lets young people around the world share a common culture. Cool, wicked, chill, dope, nerd. Young people around the world use this kind of slang to show they’re connected to American pop culture. Slang’s main social function is to signal belonging: American slang marks the speaker or writer as an active and informed member of globalRead MoreEssay about The Razors Edge Study Guide23742 Words   |  95 Pagesplease visit: http://www.bookrags.com/studyguide−razors−edge/ Copyright Information  ©2000−2007 BookRags, Inc. ALL RIGHTS RESERVED. The following sections of this BookRags Premium Study Guide is offprint from Gales For Students Series: Presenting Analysis, Context, and Criticism on Commonly Studied Works: Introduction, Author Biography, Plot Summary, Characters, Themes, Style, Historical Context, Critical Overview, Criticism and Critical Essays, Media Adaptations, Topics for Further Study, CompareRead MoreResearch on Persuasive Techniques Used in Advertising Industry12297 Words   |  50 Pagesmedia refers to the institutions that provide such messages: newspapers, magazines, television, radio, film and multimedia Web sites. The term also is used for the specific institutions of mass media, such as radio networks and television stations, movie companies, music producers, and the Internet. 2|Page Introduction to Research RESEARCH Research is an inseparable part of human knowledge. Research is a careful investigation or inquiry especially through search for new facts in any branch of knowledgeRead MoreFundamentals of Hrm263904 Words   |  1056 PagesHRM 28 PART 2 Chapter 3 Chapter 4 THE LEGAL AND ETHICAL CONTEXT OF HRM Equal Employment Opportunity 56 Employee Rights and Discipline 84 PART 3 Chapter 5 Chapter 6 Chapter 7 STAFFING THE ORGANIZATION Human Resource Planning and Job Analysis 110 Recruiting 132 Foundations of Selection 154 PART 4 Chapter 8 Chapter 9 TRAINING AND DEVELOPMENT Socializing, Orienting, and Developing Employees 182 Managing Careers 208 PART 5 Chapter 10 Chapter 11 Chapter 12 Chapter 13 MAINTAININGRead MoreProject Managment Case Studies214937 Words   |  860 Pagessituations, but keep in mind that the larger case studies, such as Convin Corporation and The Blue Spider Project, could have been listed under several topics. Several of the cases and situations have seed questions provided to assist the reader in the analysis of the case. An instructor s manual is available from John Wiley Sons, Inc., to faculty members who adopt the book for classroom use. Almost all of the case studies are factual. In most circumstances, the cases and situations have been taken fromRead MoreLogical Reasoning189930 Words   |  760 Pageslooking at alternative actions that can be taken, then considering the probable good consequences of each action and the probable bad consequences while weighing the positive and negative impact of each consequence. It’s a kind of cost-benefit analysis. Exercises 1. Columbus Day is an American holiday. Write a short essay that weighs the pros and cons and then comes to a decision about whether there should be more or less public celebration (by Americans and their institutions) on Columbus

Multiculturalism in Children’s Writing in the US in the 1980s Free Essays

string(33) " may be applied to the analysis\." Introduction This essay will firstly give an overview of the history of multicultural children’s literature. Secondly, it will map out key theories and debates surrounding multicultural children’s literature in the United States. Thirdly the essay will analyse two books set within the Israeli-Palestinian conflict that were published in the United States in the late 1980s – The Flag Balloon and Israel Is. We will write a custom essay sample on Multiculturalism in Children’s Writing in the US in the 1980s or any similar topic only for you Order Now The essay will analyse if and how multiculturalism is presented in the text and the images and identify how the Israeli-Palestinian conflict is informed in the books. Each analysis will also assess whether the multiculturalism in the text and the images seems imposed or natural. The analysis of each book will also briefly assess whether the multiculturalism is natural or imposed in the society at the time each book was published. THE HISTORY OF MULTICUTURALISM IN CHILDREN’S LITERATURE According to Gopalakrishnan (2010), there is limited evidence and much debate as to when multicultural children’s literature began. For example, certain theorists argue that multicultural literature predates the 20th century (Norton and Norton 2003; Sims Bishop 2007). Regardless of when multicultural children’s writing was created, most theorists agree that before 1965, the number of multicultural children’s books was limited (Gopalakrishnan 2010). The year 1965 is described as the turning point for multicultural literature when a widely published article entitled ‘The All White World of Children’s Books’ (Larrick 1965) sparked a flurry of activity in the years following it. In the article, Larrick (1965) describes a survey she conducted, where she found that of 5206 books published in 1962, 1963 and 1964, only 349 or 6.7% included African American characters in their text or illustrations. After this article was published, two significant groups formed: the Council on Interracial Books for Children (in 1965/1966) and the Coretta Scott King Award, established for authors and illustrators of African American and Black descent in 1972 (Gopalakrishnan 2010). After the formation of these groups, another study similar to that of Larrick (1965) was conducted in 1979 by Jeanne Chall and her colleagues. In this survey Chall found that there was over an 100% increase in the number of children’s books that featured an African American character (14.4% of all children’s multicultural literature in the United States) (Cohen and Cowen 2008). According to Cohen and Cowan (2008) in the late 1980s and early 1990s multicultural children’s publishing experienced a spurt. Almost all major publishers increased their multicultural book lists and the number of smaller publishers specialising in multicultural books increased. This increase was due to sensitivity and growing awareness on the publisher’s part and also the need to purchase these books as the school demographics and requirements changed. Since multicultural children’s books now form a more significant part of the literary landscape, the subject has attracted a number of theorists and scholars who have developed their own theories surrounding children’s multicultural literature Banks and Banks (2001). Although theorists of multicultural children’s literature attempt to theorise and analyse a myriad of topics surrounding the subject of multicultural children’s literature, one of the main theoretical debates surrounds the question, what defines multicultural children’s literature? There are three theoretical approaches surrounding the definition of multicultural literature. The first approach is the all inclusive approach. Advocates of this approach argue that all literature should be defined as multicultural since, in their opinion, every human being is multicultural and each individual may describe their identity in a variety of ways (Shannon 1994; Schwartz 1995; Fisherman 1995). The second approach is the multiple + culture approach. This approaches argues that multicultural children’s writing is defined as books that are simply about more than one culture in a society regardless of who is the dominant group and who is the dominated (Cai 1998). Bloor’s (2010) definition of multiculturalism expands one step further from the multiple + cultures definition and describes a multicultural society as not one where multiple cultures merely exist, but one where diversity is promoted and the mosaic of cultures is celebrated and encouraged. The third approach is the exclusive approach. This approach is one where the theorists believe that children’s multicultural literature should only be defined as literature that is about populations that have experienced marginalisation and oppression. Some proponents of this approach state that multicultural children’s literature should only be defined as literature by and/or about people of colour since this form of literature gives people of colour the opportunity to have a voice. (Lindgren 1991; Harris as cited in Cai, 2002). In addition to the different approaches to defining multicultural children’s literature, Sims Bishop has provided us with a theoretical classification of multicultural books. Sims Bishop (1982, 2007) divides multicultural children’s literature into three sub groups: melting pot literature, socially conscious literature and culturally conscious literature. Melting pot books are characterised by those where aside from skin colour or a cultural definition, the story could apply to any character in the United States (Gopalakrishnan 2010). The second sub group of children’s multicultural literature is categorised as socially conscious books. According to Sims Bishop (2007), socially conscious books introduce one cultural group and its unique experiences to the mainstream to make â€Å"socially conscious† or to educate the larger group about the trials and tribulations of a unique cultural group. The main purpose of socially conscious books is â€Å"to engender empathy and sympathy [and] to promote tolerance for racial desegregation or integration† (Sims Bishop 2007: 61). Thirdly, culturally conscious books, according to Sims Bishop (1982), are those that depict the languages and cultural traditions of a group’s experiences most often from an insider’s perspective. The working definition of multiculturalism in this essay will be the second approach, the multiple + culture definition where there is more than one culture in a society regardless of who is the dominant group and the dominated. The analysis will also explore whether the books expand to Bloor’s (2010) version of multiculturalism where the mosaic of culture is encouraged and celebrated. While analysing how multiculturalism is presented in each book, Sims Bishop (1982, 2007) classification of multicultural children’s literature may be applied to the analysis. You read "Multiculturalism in Children’s Writing in the US in the 1980s" in category "Essay examples" THE FLAG BALLOON HOW IS MULTICULTURALISM PRESENTED IN THE TEXT AND THE IMAGES OF THE FLAG BALLOON Multiculturalism is demonstrated immediately on the cover of this book and in the second line of text. The cover of the book has been illustrated in the colours of the Palestinian flag. Flags are a means of representing an identity, and there can only be an ‘identity’ if there is an ‘other’ (Berreby 2008). Although flags tend be representative of a country, state or nation, the second line of text in the book tells us that this flag is certainly not for a country. The narrator asserts ‘I have a flag but no country’ (Stickles and Townsley 1988: 7). The narrator continues to say ‘the soldiers who occupy my town and make all the laws say it is wrong to fly my flag’ (Stickles and Townsley 1988: 7). From this text we can deduce that these are a group of people who are a part of a country where their culture, customs and even identity may not be accepted. Nonetheless, this text clearly demonstrates that this a society in which the law mak ers have different ideological beliefs to those representing the cultural minority. In summary, using Cai’s (1998) definition of multiculturalism, multiple cultures living in one society, the cover page and first page of text depicts a multicultural, albeit uncomfortable society. Multiculturalism is further demonstrated in the text, while simultaneously informing the reader about the Israeli-Palestinian. For example, the father of the narrator says he is ‘making bread for the family whose house was destroyed by the soldiers’ (Stickles and Townsley 1988: 11). We are informed that ‘the soldiers shut down the school’ (Stickles and Townsley 1988: 15) and the narrator’s brother is ‘beaten up by soldiers’ (Stickles and Townsley 1988: 15). The text is educating the reader about the trials and difficulties experienced by the Palestinians in the town. This is a clear example of Sims Bishop’s (1982, 2007) sub category of socially conscious, multicultural, children’s literature where the reader is informed of the trials and tribulations of the community (Gopalakrishnan 2010). The images of flag day further emphasise the difficulties faced by the Palestinians and encourages the reader to feel empathy and sympathy for their situation. This is a further demonstration that this book is an example of socially conscious multicultural literature. There are three images depicting how happy, joyful and cheerful the Palestinians are on flag day. Firstly, on page 23, in the square where the festivities of flag day are due to take place, each person has a smile on their face. Secondly, on page 25 there are six Palestinian men playing a series of instruments; while playing the instruments they have smiles on their faces. Thirdly, page 25 depicts five people holding Palestinian flags and smiling (Stickles and Townsley 1988). These images are sharp contrasts to the next three images, which depict the arrival and the after-effects of the opposing force. Firstly, on the image on page 26 we see three angry looking men with rifles in a car. The text informs us that these are the soldiers. Secondly, on page 27 are five soldiers carrying guns. Finally, on page 29 the image shows us the square where the festivities were taking place. All the decorations have been destroyed. In this image we see the ultimate clash of the two cultures, who live together in one society. Although inharmonious, this image demonstrates two groups living in one society (Stickles and Townsley 1988). These images fit the multiple + culture definition (Cai 1998), where two cultures live together within one society regardless of who is dominating and who is dominated. The dichotomy is emphasised further when we see the narrator of the book release her balloon bearing the Palestinian flag into the air. This image is followed by an image of a soldier attempting to shoot the balloon down. The penultimate image speaks volumes regarding the dichotomy between Israel and Palestine. The image shows four Palestinian children cheering, with a look of satisfaction on their faces that the balloon bearing the Palestinian flag is flying free. In contrast to this, the Israeli soldier is looking towards the balloon, holding his gun and frowning. The final image shows the balloon bearing the Palestinian flag flying high above the land (Stickles and Townsley 1988). In summary, multiculturalism is depicted throughout the text and images in the book however the multiculturalism found in this book is characterised by the basic definition of multiculturalism, that is multiple cultures living in one society (Cai 1998). The book does not expand to Bloor’s (2010) version of multiculturalism where the mosaic of cultures is celebrated in the society. Although, the book demonstrates the most basic definition of multiculturalism, the book does fit into Sims Bishop’s (2007) category of social and cultural consciousness, where we learn about the Israel and Palestinian conflict from one cultural perspective and where the reader is encouraged to empathise and sympathise with the narrator, her family and the town’s people.. In essence this book does demonstrate a multicultural society at its most basic level and the book does inform us, albeit from only one perspective of the Israeli-Palestinian conflict The book is effective in conveying multiple cultures living in one society since throughout the book the contrast can be seen between the Palestinians and the Israeli soldiers. DOES THE MULTICULTURALISM PRESENTED IN THE BOOK SEEM IMPOSED OR NATURAL The interpretation of the book by the reader is highly subjective (as demonstrated by a variety of reader-response theorists (Rosenblatt 1978; Bleich 1978) and to a large extent, the answer to this question depends on a variety of factors including the ideological beliefs of the reader and the knowledge and experiences of the reader. For these reasons, it is problematic to prescribe whether or not the multiculturalism in the text and illustrations is imposed or natural. Each reader will interpret this differently. It may be safer to look at the text and illustrations from both angles. One may argue that the images and the text of the book is imposed, forced and unnatural. After all, it is clear from the text and images as described in the examples that the Israeli soldiers do not want the Palestinians to raise the Palestinian Flag and the Palestinians do not want their territory to be occupied by the Israeli soldiers, implying that the multiculturalism is forced, unnatural and unwanted. On the other hand, one might argue that the multiculturalism presented in the text and images is natural and that regardless of the reasons behind these cultures living side by side, both groups live in the same society regardless of who is dominating and who is dominated. This argument would insist that if the reader ignores reasons or circumstance, multiculturalism is natural in the text and images. At the time the book was written, the world was protesting against the treatment of the Palestinians including people in the United States (Neff 1997), thus to these people the multiculturalism would appeared imposed. In fact, regardless of political affiliation it is doubtful that one would describe the society as a natural multicultural one since the multiculturalism was a result of war. ISRAEL IS HOW IS MULTICULTURALISM PRESENTED IN THE TEXT AND IMAGES IN ISRAEL IS From the cover page of this book, we see a striking image of multiculturalism. Three children appear to be on a Muslim prayer rug (Encyclopaedia Britannica 2008) hovering above Jerusalem. The boy is wearing a Kippah; Observant Jewish men keep their heads covered by wearing a skull cap (Kippah) (Board of deputies of British Jews 2006)) indicating that he is Jewish. The second child on the prayer rug has black braided hair in pigtails. While there is no confirmation on the cover, this girl may be Palestinian. Interestingly both the Jewish boy and the girl who may be Palestinian have taken their shoes off, indicating that the Jewish boy is showing respect for the Muslim prayer rug (Encyclopaedia Britannica 2008). There is another girl who is kneeling on the prayer rug. She has her shoes on, however her shoes are not on the prayer rug. Again could she be showing respect for the other culturesThe prayer rug is hovering in the air and in the background are scene depicts Jerusalem. We see t he Dome of the Rock which is known to be symbolic to the Jewish, Muslim and Christian faiths (Petersen 1994). In summary, the cover page surely demonstrates multiculturalism in Israel as we have three children from different cultures together on the prayer rug. This represents three cultures in one society (multiple + cultures) (Cai 1998). The image described is significant as it represents harmony between cultures when at the time (late 1980s), there were hostilities between Israelis and Palestinians (Neff 1997). The second page most definitely represents a society of multiple cultures living harmoniously together. In this illustration there a number of images that demonstrate multiculturalism. Firstly there is a Jewish woman, identified by the fact that she is wearing a Tichel; Observant orthodox married women cover their hair in public (Board of Deputies of British Jews 2006). Interestingly, she is purchasing some products from a woman that is dressed in the colours of the Palestinian flag – black, green and red. In the background there is a man wearing a Kippah but also wearing non- traditional clothes. He may represent a more liberal approach to Judaism. He and his wife (who is not wearing Tichel) are purchasing items from a man wearing traditional Arab attire. In this scene people who seem to interacting with each other are smiling with one another indicating peaceful, harmonious relations between each culture (Topek and Kahn 1988). Not only do these images depict multiple culture s living together in one society, the images are also congruent with Bloor’s (2010) definition of multiculturalism, where the mosaic is celebrated. One interesting scene demonstrating multiculturalism and the comparison between Palestine and Israel is the scene on page 6, which contains the text ‘big farms’ (Topek and Kahn 1988: 6). The farm appears to a Kibbutz demonstrated by the houses towards the left hand side of the page. What is interesting is that although this a Jewish Kibbutz, in the middle of the page there is a large chicken, illustrated in red, green and outlined in black, the colours of the Palestinian flag. The image shows the backdrop of a Jewish Kibbutz and in the foreground a chicken coloured in the Palestinian colours peacefully standing on a cow. Again this image demonstrates peaceful relations between Israel and Palestine and two cultures living together harmoniously side by side. This is Bloor’s (2010) definition of multiculturalism. In the penultimate page, there are dove (a symbol of peace (Soucek 2006)) above a group of people. From the far left is a woman without a Tichel, standing next to a man who is wearing a Kippah, but also western clothes. This family may represent a more liberal attitude to Judaism. He is standing next to a man with a beard, who is wearing a long black coat, black trousers and a black hat. His wife is also wearing a Tichel and his daughter’s skirt below her knees. This family appears to be an observant Orthodox Jewish family. Next to the more conservative Jewish family is what might be assumed to be a more liberal Palestinian family. They are happily standing next to a family who are dressed in a more traditional Palestinian outfit. The son of the more conservative Jewish family is wearing blue and white and the son of the family is also wearing blue (the colours of the Israeli flag). The Jewish boy has his arm extended to the Palestinian liberal boy indicating a desire for a pe aceful multicultural society. The different cultures together on one page fit both the definition of multiple cultures in one society (Cai 1998) and also Bloor’s (2010) definition of multiculturalism where cultures are living together harmoniously. In summary, the book Israel Is certainly demonstrates a multicultural society, both in the most basic of definitions where there are multiple cultures living together in one society and in more advanced definitions; this book also fulfils Bloor’s (2010) definition of multiculturalism where the mosaic is celebrated and encouraged. The intent of the authors seems to be to encourage peace and harmony between all cultures in Israel. The only way this book informs us of the Israeli-Palestinian conflict is its underlying insistence on peace. There are no images of war, only images of different cultures living in harmony. DOES THE MULTICULTURALISM PRESENTED IN THE BOOK SEEM IMPOSED OR NATURAL The answer to this question is subjective and an insider’s perspective may be very different from an outsider’s perspective. From an outsider perspective, nothing appears unnatural about the illustrations; however an individual who lived in Israel during the late 1980s may have differing opinion. For example, an individual who may have experienced hostility from another cultural group may argue that the images presented are unnatural and have been imposed by the authors. Given the events that took place in the late 1980s in Israel (the First Infatida) (Neff 1997) one may argue that the multiculturalism presented in the text is imposed and unnatural due to the hostilities between Palestinians and Israelis. Again, this is very subjective and each individual may have their own interpretation of events based on their own experience and knowledge. Bibliography Au, K. H. (1993) Literacy instruction in multicultural settings. Fort Worth, TX: Harcourt Brace Jovanovich College Publishers. Banks, J. A., Banks, C. M. (2001) (Eds.). Handbook of research on multicultural education. San Francisco: Jossey-Bass. Berreby, D. (2008) Us and Them: The Science of Identity. Chicago: University of Chicago Press. Bleich, D. (1978) Subjective criticism. London: The John Hopkins University Press. . Bloor, K. (2010) The definitive guide to political ideologies. Milton Keynes: AuthorHouse BOARD OF DEPUTIES OF BRITISH JEWS. (2006) Jewish Family Life and Customs: a practical guide. Available from: http://www.bjpa.org/Publications/details.cfm?PublicationID=14876 [Accessed 11th October 2014]. Cai, M. (1998) Multiple definitions of multicultural literature: Is the debate really just â€Å"ivory tower bickering†. The New Advocate, 11(4), 311–324. Cai, M. (2002) Multicultural literature for children and young adults: Reflections on critical issues. Milton Keynes: Lightning Source. Cohen, V., and Cowen J. (2008) Literacy for Children in an Information Age: Teaching Reading, Writing, and thinking. Bedmont: Thompson Wadsworth. Encyclop?dia Britannica. (2008) Prayer Rug. [Online] Available from http://www.britannica.com/EBchecked/topic/474169/prayer-rug [Accessed 11th October 2014]. Fisherman, A. R. (1995) Finding ways in: Redefining multicultural literature. The English Journal, 84(6), 73–79. Gopalakrishnan, A. (2010) Multicultural Children’s Literature: A critical approach. California State University, Los Angeles: Sage Publications Larrick, N. (1965, September). The all white world of children’s books. The Saturday Review, 63–65, 84–85. Norton, E., Norton, S. E. (with McClure, A.). (2003) Through the eyes of a child: An introduction to children’s literature. Upper Saddle Fiver, NJ: Merrill/Prentice Hall. Lindgren, M. V. (1991) The multicolored mirror: Cultural substance in literature for children and young adults. Fort Atkinson, Wisconsin: Highsmith. Neff D., (1997) The Intifada Erupts, Forcing Israel to Recognize Palestinians Washington Report on Middle East Affairs. December 1997, p. 81-83. Peterson, A. (1994) Dictionary of Islamic Architecture. London: Routledge Rosenblatt, L. M. (1978). The reader the text the poem: The transactional theory of the literary work. Carbondale Edwardsville: Southern Illinois University Press. Schwartz, E. G. (1995). Crossing borders / shifting paradigms: Multiculturalism and children’s literature. Harvard Educational Review, 65(4), p. 634–651. Shannon, P. (1994). I am the canon: Finding ourselves in multiculturalism. Journal of Children’s Literature, 20(1), p 1–5. Sims Bishop, R. (1982) Shadow and substance: Afro-American experience in contemporary children’s fiction. Urbana, IL: National Council of Teachers of English. Sims Bishop, R. (2007). Free within ourselves: The development of African American children’s literature. Portsmouth, NH: Heinemann. Soucek, G. A., (2006) Doves (Complete Pet Owner’s Manual). New York: Barron’s Educational Servies Inc Stevens C. A., (1989) Turkey Palestine: Both Middle Eastern Secular Democracies Washington Report on Middle East Affairs. March 1989, p 17. Stickles, F.C., and Townsley J. (1988) The Flag Balloon. Washington: Amer Educational Trust Topek, S. R., and Kahn, K. J. (1988) Israel Is. United States: Kar-Ben Pub How to cite Multiculturalism in Children’s Writing in the US in the 1980s, Essay examples

Siddhartha Essay On Enlightenment Example For Students

Siddhartha Essay On Enlightenment Human life contains crisis. This is one reason that religions exist; they seek to deal with the crises that face every human being. Crisis is a major component of any religion including Hinduism, Siddhartha’s religion. Therefore, crisis is a major theme in the novel Siddhartha. He has multiple experiences with life changing crises. The first crisis in his life leaves the biggest impression on me. Siddhartha decides to become a Samana after a group of them come through his town. His best friend, Govinda, does not want him to leave. His father is angry that he wishes to leave. He stands in one place all night until his father finally tells him to go and be a Samana, that is how determined he is. Siddhartha knew it was time to make a choice in his life and do something different. He made this choice although it caused crisis in his life. His crisis had two elements, the first was all the anxiety associated with leaving his family and friends and going out on his own. Second, he realized he had to become a Samana to break the cycle of Samsara. He knew he could do this by bettering himself through discipline and finding his true self. I have had two crisis experiences that stand out in my recent memories. First, in the eighth grade I made the choice to attend a private school that was 30 miles away from where I lived. This was a school that none of my current friends were going to attend. I chose to leave all my friends and thrust myself into a new experience for my own good. My friends didn’t want me to leave, just like Siddhartha’s. The second crisis experience happened four years later when I chose to leave my town and attend college here at the University of Portland. Most of my good friends were staying and going to school in the town that we lived in. These two experiences bear resemblance to Siddhartha’s because they contain similar elements of what makes a crisis. First, the anxiety of leaving friends and starting anew is present in both of my experiences. The anxiety associated with switching to high school was compounded with the even worse anxiety of having to meet all new people and make new friends. My second experience, going away to college, also contains the anxiety of leaving old friends and starting out somewhat on my own. These two decisions were crises because I was fearful and felt great amounts of anxiety, as I believe Siddhartha must have when he chose to be a Samana. Once I made these choices, I knew I should go through with them and that they would be beneficial. I think Siddhartha realized this same thing about his choice. Both of these experiences contain the second element of Siddhartha’s crisis. The two decisions were made with the intent of bettering and finding myself. I knew a quality education is one of the best ways to better oneself. I am in that process right now, but it seems to have been the right decision. I believe I have been semi-successful at finding myself thus far in my life. Crises like leaving a comfort zone and making all new friends have required me to find who I am and what I am like. This is required in order to make friends with people who please me and to reestablish a comfort zone. In conclusion, by analyzing Siddhartha’s crisis and determining the elements present in it, I have been able to see how two experiences of my own were also beneficial crises and not just isolated unpleasant times of my life. Bibliography:

The Yalta Conference Essay Example For Students

The Yalta Conference Essay The Yalta Conference was one of the most important events in history, let alone, this century. It took place from February 4 to February 11, 1945, at Yalta, Crimea, a port/resort. The three main individuals at this meeting were Churchill of Great Britain, Roosevelt of the United States and Stalin of the U.S.S.R, known back then, and now known as Russia. This meeting was to discuss the post war effects. The publics opinion of this was of a great Anglo-American- Soviet friendship. The agreement that as achieved at the conference was that a Coalition government would be set up in Poland. This guaranteed free election in Poland. It also gave eastern Poland to the Soviet Union and in return, Poland would receive land from Germany. Germany on the other hand was divided into four zones which were Great Britain, United States, France, and the Soviet Union. Germany had to pay all reparations of the war but not to the extent of World War I. One other major decision made in the conference was t he creation of the United Nations. This was a new world organization which worked for world peace as did the League of Nations. Along with the Soviet Union, Byelorussia and the Ukraine were admitted into the United Nations. Since Russia had influence on there voting, the United States was given 3 votes to be equal with the Soviet Union. After the conference, American public opinion was very high and all of the Allied nations responded favorably. There were also secret agreements that were made but kept secret until the end of the war. It was said that the Soviet Union were to enter the war against Japan two to three months after the end of the war in Europe. This was necessary in order for The Soviet Union to regroup because of the heavy causalities in Europe. The Soviet Union had a great advantage in the secret agreement. It received much land and did not have to do much in the end for it because of the use of the atomic bomb which ended the war much earlier then expected and the S oviet Union did not even have to fight Japan. In the classroom simulation of the Yalta Conference, the same results were not reached. The Soviet Union was not able to get most of its demands because in the classroom, most of the student looked at communism was not looked at very favorably. There were three groups that represented the United States, the Soviet Union and Great Britain. Out of the three, no one reached the same decision actually made in the conference. Most of the groups did not want the Soviet Union to join the war against Japan. Many groups also thought that the borders should be returned to the pre-war boundaries but that did not happen in the actual conference. The Yalta conference was good for the Soviet Union because of the heavy reparations it received and also much land was given to the by the decisions made at the conference. Over all it was a good conference because it ended the war in Europe without much argument amongst the major powers in the war. Germany was spared and was only responsible for minimal amount of reparations and Poland received a government that would work. Others might say that Germany did not get a harsh enough punishment but if they received a harsher punishment, we might have another world war. The conference allowed the major world powers to keep peace within the world but prevent and future breakouts of major wars. By far the most important part of the conference was the creation of the United Nations which is still in existence today and plays a major roll in communication amongst the countries so that there will be world peace. .u955eba842f952cd7598a6290515a9e4c , .u955eba842f952cd7598a6290515a9e4c .postImageUrl , .u955eba842f952cd7598a6290515a9e4c .centered-text-area { min-height: 80px; position: relative; } .u955eba842f952cd7598a6290515a9e4c , .u955eba842f952cd7598a6290515a9e4c:hover , .u955eba842f952cd7598a6290515a9e4c:visited , .u955eba842f952cd7598a6290515a9e4c:active { border:0!important; } .u955eba842f952cd7598a6290515a9e4c .clearfix:after { content: ""; display: table; clear: both; } .u955eba842f952cd7598a6290515a9e4c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u955eba842f952cd7598a6290515a9e4c:active , .u955eba842f952cd7598a6290515a9e4c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u955eba842f952cd7598a6290515a9e4c .centered-text-area { width: 100%; position: relative ; } .u955eba842f952cd7598a6290515a9e4c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u955eba842f952cd7598a6290515a9e4c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u955eba842f952cd7598a6290515a9e4c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u955eba842f952cd7598a6290515a9e4c:hover .ctaButton { background-color: #34495E!important; } .u955eba842f952cd7598a6290515a9e4c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u955eba842f952cd7598a6290515a9e4c .u955eba842f952cd7598a6290515a9e4c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u955eba842f952cd7598a6290515a9e4c:after { content: ""; display: block; clear: both; } READ: The Naked Sun Essay We will write a custom essay on The Yalta Conference specifically for you for only $16.38 $13.9/page Order now

Research Report on Jonathan Swift’s “A Modest Proposal” Essays

Research Report on Jonathan Swift’s â€Å"A Modest Proposal† Essays Research Report on Jonathan Swift’s â€Å"A Modest Proposal† Paper Research Report on Jonathan Swift’s â€Å"A Modest Proposal† Paper A Modest Proposal by Jonathan Swift was written in 1729 using diction and political and social references from that time period, which may provide a challenge for a student reader in a 2011 classroom. The full title of Swift’s essay is â€Å"A Modest Proposal for Preventing the Children of Poor People from Being a Burden to their Parents, or the Country, and for making them Beneficial to the Publick. This satirical essay is attempting to find a simple method for converting the starving children of Ireland into useful members of society. 1. 1 Background Information Through irony, satire and exaggeration Swift explains that across the country poor children, mainly Catholics are living in filth because their families are too meager to keep them fed and clothed. The author continuous on to state that the problem of poverty in Ireland can best be fixed by selling the children of the lower class as food to the wealthy. . 2Structure Swift originally published A Modest Proposal using the popularize pamphlet form using the standard essay format with an introductory paragraph stating the thesis, body paragraphs and a conclusion. What differentiated this essay from others, and made it superior to most was Swifts successful use of Historical Content, direct connection with the Audience, Satire/Humour, perfectly executed Irony, and the use of Logos vs. Pathos vs. Ethos. 2. Historical Content . 1 English-Irish Political relationships Years before A Modest Proposal was written British groups began invading Ireland for need of land for there growing kingdom, and had established there own laws and created their own parliament in Ireland. Penal Laws were created specifically designed to reduce the Catholics as the dominant religion in Ireland, laws like Catholics banned from public office or parliament, and Catholics banned from intermarriage with Protestants. In 1714 the Georgian Era begins when George I took the throne of the United Kingdom (so called when England swallowed Scotland in 1702, which Swift refers to â€Å"QUOTE†). He continues to strengthen the parliament and in 1720, the British parliament passed the Sixth of George I Act allowing it to pass legislation in Ireland without the agreement of the Irish parliament. 2. 2 Protestant – Catholic religious conflict The People of Ireland in the 1700’s are broken into three groups; the Original Irish: The Celtic people of Ireland who received Christianity during the 600s A. D, The Old English: the Normans from England who invaded Ireland during the late 1100s and governed for some centuries, and the English and Scottish settlers: Protestants from England and Scotland were settled on lands confiscated from the Irish by the Tudors in the 1500s. By 1714 only 7% of land in Ireland was held by Catholics, despite the fact that Catholics constituted 75% of the population. (www. irishhistorylinks. net)

Top 7 Job Market Trends That Will Help You Find a Job in 2017

Top 7 Job Market Trends That Will Help You Find a Job in 2017 So you want a new job for 2017. That’s great! Unemployment is lower than it has been in 7 years, at 5%- and even lower if you have a bachelor’s degree or higher. It’s also a great time to get a raise. Studies show workers might be able to expect a 3.1% raise this year- even higher if you’re a top performer. Here are a few job market and hiring trends to keep in mind as you head into the new year.1. There’s more out there than tech and healthcare.Those sectors are always growing, but they aren’t the only places hiring. There are plenty of opportunities for new jobs and long-range career growth in fields like marketing, sales, transportation, and finance. Aside from nursing, software development, and network/computer system admin, marketing and sales management, industrial engineering, construction, and financial management are all booming.2. If you are in software development, congratulations!This is going to be a great year for you. Almost 1 out of every 20 job postings will be right up your alley. Your skills are in incredibly high demand, particularly if you have any expertise in data analytics.3. Marketing management  is your entrance into the tech world.Some of the biggest companies like Amazon and Facebook need marketing managers. It’s the second highest volume job opportunity after software development. And it’s becoming more and more about digital consumer advertising. Beef up your analytics skills and transition into the tech field with your marketing chops.4. Millennials, your time is coming.Nearly 30% of managers these days are millennials- and we can expect that to go up in the coming year. Within the next 10 years, nearly half of these positions could be occupied by millennials- even senior and executive positions.5. Look out for an increase in video recruitment.Video is a great medium to convey company culture and to generate excitement and understanding of a company’s mission or prod uct or services. There’ll be lots more of this- even videos shot on cell phones- used for recruitment purposes. There might very well be video job postings and even actual video job offers.6. Companies are turning to data-driven recruiting.Did we mention data is key? New technology will help recruiters optimize the process, with data guiding them to better, more qualified candidates and more streamlined methods of recruiting and hiring.7. There will be a Mid-Atlantic and Southeast boom.These areas will experience the biggest hiring uptick- up from as much as 40% from last year. If you live in the Mid-Atlantic or the Southeast, or are willing to move there, your odds of getting hired just went up.