My First Rifle Essay

My First Rifle Essay My First Rifle Essay My First Rifle When I was about thirteen years old, my dad gave me my first rifle, which was a Marlin thirty-thirty lever action carbine. I was so happy that I wanted to go out right then and hunt but my dad told me that I had to take my time and do target practice, then I would have to find the perfect spot to sit, and finally I had to take my time and take the best shot possible. I then though that I would hate what it would take to go hunting because it was at that moment that I realized that not every thing is as easy as you think it will be. My dad got me my first rifle when I was just thirteen and that was the greatest thing that I had ever got for my birthday. The gun was a thirty-thirty lever action Marlin carbine. I could not wait to go hunting; however, my dad said that there were a few things that I would have to due first which hearing that I was unhappy because I thought that all I had to do since I had a gun was go out and hunt. He told me that I had to first learn how to clean the gun before I would be aloud to go hunting I did not want to learn to clean the gun to me that sounded boring. I soon found out that the reason I had to learn to clean my rifle was so that it would be fully functional. Therefore, I learned how to disassemble and clean then reassemble my thirty-thirty. My dad then said that I had to sight it in which I thought ok that would not be hard. It took use a week to get it sighted in because the scope mounts were not mounted right. Therefore, when we got that fixed and finally got it sighted in I thought I was done. I was then informed that I had to be able to shoot the bull’s-eye at least eight out of ten times without a miss. It took me about three days of constant dedication to be able to hit the target at least eight times in a row and by that time I was determined to get the full ten

Biography of Christine de Pizan, Medieval Writer

Biography of Christine de Pizan, Medieval Writer Christine de Pizan (1364 to 1430), born in Venice, Italy, was an Italian writer and political and moral thinker during the late medieval period. She became a prominent writer at the French court during the reign of Charles VI, writing on literature, morals, and politics, among other topics. She  was noted for her unusually outspoken defense of women. Her writings remained influential and oft-printed through the 16th  century, and her work returned to prominence during the mid-20th  century. Fast Facts: Christine de Pizan Known For: Early feminist thinker and influential writer in the royal court of Charles VI of FranceBorn: 1364 in Venice, ItalyDied: 1430 in Poissy, FrancePublished Works: The Book of the City of Ladies, The Treasure of the City of LadiesFamous Quote:  Ã¢â‚¬Å"The man or the woman in whom resides greater virtue is the higher; neither the loftiness nor the lowliness of a person lies in the body according to the sex but in the perfection of conduct and virtues.†Ã‚  (from  The Book of the City of Ladies) Early Life Pizan was born in Venice to Tommaso di Benvenuto da Pizzano, later known by the Gallicized moniker Thomas de Pizan, in reference to the family’s origins in the town of Pizzano. Thomas was a physician, astrologer, and politician in Venice – then a republic in its own right – and accepted a posting to the French court of Charles V in 1368. His family accompanied him there. Unlike many of her contemporaries, Pizan was well educated from a young age, in large part thanks to her father, who encouraged her learning and provided access to an extensive library. The French court was highly intellectual, and Pizan absorbed it all. Wed and Widowed At the age of fifteen, Pizan  married Etienne du Castel, a court secretary. The marriage was, by all accounts, a happy one. The pair were close in age, and the marriage produced three children in ten years. Etienne encouraged Pizans intellectual and creative pursuits as well. Pizans father Thomas died in 1386, with some debts outstanding. Because Thomas had been the royal favorite, the family’s fortunes were not as bright after his death. In 1389, tragedy struck again. Etienne fell ill and died, most likely from the plague, leaving Pizan a widow with three young children. With no surviving male relatives, Pizan was left as the sole supporter of her children and her mother (and a niece, according to some sources). When she attempted to claim the salary still owed to her late husband, she was forced to engage in legal battles to get what was owed. Writer at Court The royal courts of England and Milan both expressed interest in Pizans presence, but her loyalty remained with the court where she had spent nearly her entire life. The natural decision might have been to remarry, but Pizan made the decision to not seek a second husband among the men at court. Instead, she turned to her considerable writing skill as a means to support her family. At first, Pizans  output mainly consisted of love poetry in the favored styles of the era. Several of the ballads were expressions of grief over Etienne’s passing, again highlighting the genuine affection of their marriage. Pizan was highly involved in the production of her books, and her skillful poetry and embrace of Christian morals caught the eyes of many of the wealthy, titled courtiers. Writing romantic ballads was also a crucial means of gaining patrons, given the popularity of the form. As time passed, she gained many patrons, including Louis I, Duke of Orleans, Phillip, Duke of Burgundy, Marie of Berry, and even an English earl, the Earl of Salisbury. Because of her ability to utilize these powerful patrons, Pizan  was able to navigate a time of major turmoil in the French court during the reign of Charles VI, who earned the moniker â€Å"the Mad† due to his bouts of mental illness that rendered him unfit to rule for stretches of time. Pizan also wrote many of her works for and about the French royal family. In 1404, her biography of Charles V was published, and she often dedicated pieces of writing to the royals. A 1402 work was dedicated to Queen Isabeau (Charles VI’s wife) and compared the queen to the historical queen Blanche of Castile. Literary Quarrel Pizans poetry was clearly influenced by her own experience of losing her husband and being left to fend for herself, but some poems had an unusual tone that set her apart. One poem describes a fictionalized Pizan being touched by the personification of Fortune and â€Å"changed† into a male, a literary depiction of her struggles to be her family’s breadwinner and fulfill a â€Å"male† role. This was only the start of Pizans writings on gender. In 1402, Pizan  gained attention as the instigator of a famous literary debate, the â€Å"Querelle du Roman de la Rose† or the â€Å"Quarrel of the Romance of the Rose.† The debate centered on the Romance of the Rose, written by Jean de Meun, and its harsh, misogynistic depictions of women. Pizans writings defended women from these portrayals, using her extensive knowledge of literature and rhetoric to debate at a scholarly level. The Book of the City of Ladies The work for which Pizan is best known is The Book of the City of Ladies (Le Livre de la cità © des dames). In this work and its companion, The Treasure of the City of Ladies, Pizan  created an extensive allegory in defense of women, marking her as one of the earliest Western feminist authors. The central idea of the work is the creation of a great metaphorical city, constructed by and for heroic, virtuous women throughout history. In the book, Pizans  fictionalized self has a lengthy dialogue with three ladies who are the personifications of great virtues: Reason, Rectitude, and Justice. Her rhetoric is designed to critique the oppression of women and the vulgar, misogynistic attitudes of male writers of the day. It included profiles and â€Å"examples† drawn from great women of history, as well as logical arguments against oppression and sexism. Additionally, the book exhorts women of all stations to cultivate their skills and to live well. Even in the production of her book, Pizan advanced the cause of women. The Book of the City of Ladies was produced as an illuminated manuscript, which Pizan herself oversaw. Only skilled women were employed to produce it. Political Writings During Pizans  life, the French court was in considerable turmoil, with various factions constantly vying for power and the king incapacitated much of the time. Pizans writings urged unity against a common enemy (the English, with whom the French were fighting the Hundred Years’ War) rather than civil war. Unfortunately, civil war broke out around 1407. In 1410, Pizan  published a treatise on warfare and chivalry, in which she discussed the concepts of just war, treatment of troops and prisoners, and more. Her work was balanced for her time, adhering to the contemporary concept of war as divinely ordained justice but also critiquing the cruelties and crimes committed in wartime. As her connection to the royal family remained intact, Pizan  also published The Book of Peace, her final major work, in 1413. The manuscript was dedicated to the young dauphin, Louis of Guyenne, and was filled with advice on how to govern well. In her writing, Pizan advocated against civil war and advised the prince to set an example for his subjects by being wise, just, honorable, honest, and available to his people. Later Life and Death After the French defeat at Agincourt in 1415, Pizan  stepped away from court and retired to a convent. Her writing ceased, although in 1429, she wrote a paean to Joan of Arc, the only such French-language work written in Joan’s lifetime. Christine de Pizan died at the convent in Poissy, France in 1430 at the age of 66. Legacy Christine de Pizan was one of the earliest feminist writers, defending women and placing value on the perspectives of women. Her works criticized the misogyny found in classical romances and were seen as vindications of women. After her death,  The Book of the City of Ladies remained in print, and her political writings continued to circulate as well. Later scholars, most notably Simone de Beauvoir, brought Pizans works back to prominence in the twentieth century, studying her as one of the earliest instances of women who wrote in defense of other women. Sources Brown-Grant, Rosalind. Christine de Pizan and the Moral Defence of Women. Cambridge University Press, 1999.â€Å"Christine de Pisan.† Brooklyn Museum, https://www.brooklynmuseum.org/eascfa/dinner_party/place_settings/christine_de_pisanâ€Å"Christine de Pizan Biography.† Biography, https://www.biography.com/people/christine-de-pisan-9247589Lunsford, Andrea A., editor. Reclaiming Rhetorica: Women and in the Rhetorical Tradition.  University of Pittsburgh Press, 1995.Porath, Jason. Rejected Princesses: Tales of History’s Boldest Heroines, Hellions, and Heretics. New York: Dey Street Books, 2016.

Interactive Language Skills and Communication 2 Essay

Interactive Language Skills and Communication 2 - Essay Example 9). Management is, on the other hand, the process by which organizational goals are achieved. Therefore, the task of accomplishing the achievement of the organizational goals is the assignment of a manager. Fundamentally, important functions that managers employ in this pursuit have been universally identified. They include planning along with budgeting, organizing and staffing, problem-solving and controlling. A necessary disambiguation process will be covered in this paper in the subsequent illustrations provided to contrast the roles played by a leader distinct from those of a manager. In addition, the paper will elaborate on the interrelatedness of the two personnel’s roles in a smooth flowing of an organization. An elaborately well-balanced organization has been observed to be one which has a mix of leaders and managers in the organization’s pursuit of success. Important to note, equilibrium is ideally set when few great leaders influence relatively many first-class managers in the process. Leaders play a significant part in setting a direction, aligning people, inspiring and motivating them. The leader gives the employees (including managers) of a firm a sense of direction, aligns and elicits inspiration and motivation (Crossan, Gandz, Seijts, Stephenson, & Richard Ivey School of Business, 2010, p. 17). By so doing, the managers can take the managerial roles assigned to them with a sense of inspiration, direction, and more importantly motivation to do so. This influence, as passed on by a leader, can be contagious such that the behavior the managers exhibit is characteristically that of the leader. Consequently, managers can develop to become leaders who play a paramount role in the setting of an excellent working environment for their workers. The working together of a manager and a leader can be symbolically represented. For instance, a leader can be perceived as the symbol of passion, creativity and most importantly the

Health Research Methodology Essay Example | Topics and Well Written Essays - 2500 words

Health Research Methodology - Essay Example I note that the University reserves the right to check my assignment for plagiarism. Should the reproduction of all or part of an assignment be required by the University for any purpose other than those mentioned above, appropriate authorisation will be sought from me on the relevant form. OFFICE USE ONLY If handing in an assignment in a paper or other physical form, sign here to indicate that you have read this form, filled it in completely and that you certify as above. Signature XINTONG?HAN Date 28/04/2011 OR, if submitting this paper electronically as per instructions for the unit, place an ‘X’ in the box below to indicate that you have read this form and filled it in completely and that you certify as above. Please include this page in/with your submission. Any electronic responses to this submission will be sent to your ECU email address. Agreement XINTONG?HAN Date 28/04/2011 PROCEDURES AND PENALTIES ON LATE ASSIGNMENTS (University Rule 39) ? A student who wishes to defer the submission of an assignment must apply to the lecturer in charge of the relevant unit or course for an extension of the time within which to submit the assignment. (39.1) ? Where an extension is sought for the submission of an assignment the application must : bein writing - preferably before the due date; and set out the grounds on which deferral is sought.( see39.2) ? Assignments submitted after the normal or extended date without approval shall incur a penalty of loss of marks. (see 39.5) ACADEMIC MISCONDUCT (University Rule 40) All forms of cheating, plagiarism or collusion are regarded seriously and could result in penalties including loss of marks, exclusion from the unit or cancellation of enrolment. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ASSIGNMENT RECEIPT To be completed by the student if the receipt is required UNIT  NAME OF STUDENT  STUDENT ID. NO.  NAME OF LECTURER  RECEIVED BY Topic of assignment  DATE RECEIVED The Effects of Parents and Childhood Obesity Introduction With the development of the economy, the number of overweight and obesity children are increasing dramatically in many countries (Schmidt, p. 3, 2008), and this is becoming an important health issue of children (Schmidt, p. 3, 2008). In the past ten years, the number of overweight and obese children has actually tripled, especially in developed countries (Lobstein & Rrelu, 2003, p. 195). In Australia, twenty percent of children are overweight (Wake et al., 2007, p.1044). Population data shows the amount of overweight children increased dramatically, and that this increase has even been seen among four-year old children (Vaska, 2004, p.353). The above concerns are significant concerns because childhood obesity can lead to many diseases, such as diabetes, hi gh blood pressure. It is a disease which is linked with various activities including increased screen time, lack of enough physical activities, and the increase in fast food consumption. Parents have a crucial role in the childhood obesity phenomenon. After all, they supply children with food resource; and

Teaching Listening Skills In The Classroom English Language Essay

Teaching Listening Skills In The Classroom English Language Essay Introduction Because of requiring quality for teaching students, especially teaching listening skills in the classroom, assorted schools, colleges, and universities have tried to look for good strategies (Teaching listening skills), for this area is the most complicated to teach students, and then this issue has developed into a good subject for teachers and those institutions to be concerned about. On the other hand, these concerns are dealt with many books and journal articles with new strategies for teaching listening skills in the classroom these days. In online publication date: 29 July 2010 article written by Dorothy R. and Sid T. states Most teachers are aware that students listening skills are not what they once were. Our classrooms are filled with students who either do not listen or listen with their ears but not with their brains. (Dorothy R. Sid T. (2010, july 29). 56, 310-311). Instead, many more authors or writers in numerous books and journal articles can respond to this issue with out any hesitation. In order to answer this issue, authors and other teachers assert that copious strategies in abundant books and articles are much better than only one.Penny contends that in principle, the objective of listening comprehension in the classroom is that students should learn to function successfully in real-life listening is(Penny 1996, p 105).Moreover, a statement states that there is no one way of doing a listening skills lesson- it depends on such factors as the aim, the text type, the level of the students, etc.(Roger, Diane, Steve 1983, p89). Hence, studies of the strategies for teaching listening skills in the classroom according to various references- both books and journal articles- embrace a variety of techniques and strategies. I, however, now extract one of those to outline this. Depending on the journal article written by Dorothy R. and Sid T., it reveals that there are several ways of teaching listening skills in the classroom effectively (Dorothy R. Sid T. (2010, july 29). 56, 310-311). First, Call attention to careful listening will heighten childrens awareness of the importance of the skill. An oral check of student responses will call immediate attention to errors and eliminate paper checking for the teachers. Second, Taped selections can be played to students, followed by questions about their content. Questions that encourage beneficial listening skills include those that ask about cause and effect, sequence, main ideas, terminology, drawing conclusion, and the names of the main characters. In addition, Mrs. King a third-grade teacher in the Huntsville, Texas public school system starts the school year by telling the students that her very quiet voice is her teaching voice. She does not yell, and she insists on politeness speaking only with permission and not talking when others are speaking. As a result of this and other techniques, the noise level in her classroom is always low. Finally, exercises in careful listening habits are being learned by our television- oriented young people (Dorothy R. King (2010, july 29). 56, 310-311). These diverse approaches have been applied to peruse good strategies for teaching listening skills in the classroom, and how much the students understand those. This proof is shown that most of the students in listening class demand many strategies for improving their listening skills. Only studies, nevertheless, of Dorothy R. Sid T. are not sufficient for teaching listening skills in the classroom, for one skill requires a variety of strategies or techniques in order that instructors are convenient to impart knowledge to students effectively. Therefore, Roger, Diane, and Steve state that there is no one way of doing a listening skills lesson it depends on such factors as the aim, the text type, and the level of the students, etc.( Roger, Diane, and Steve 1983). Besides, the shortage of searching more information related to the strategies for teaching listening skills in the classroom is deplorable because it is advantageous to our skills (Teaching as career). Not only do you believe in one authors documents, but you also try to search the work of arts of others in order to have new ideas or techniques to teach the students both effectively and successfully. In conclusion, this study attempted to donate the knowledge base related to teaching listening skills by probing as many strategies for teaching listening skills in the classroom as possible to make sure that students are contented to accept those effectively. In order to apprehend this research clearly, you are asked a few questions as follows: 1. What are the strategies for teaching listening skills in the classroom? 2. With what benefits do they provide you? 3. How do these strategies respond to the students in the classroom and the real world? Annotated Bibliography 1. Æ’ËÅ" King, D. R Womack, S. T. (2010, july 29). Strategies for Teaching Listening Skills. The Clearing House: A Journal Of Education Strategies, Issues and Ideas, 56, 310- 311. Dorothy R and Sid T., in this journal article, show off teachers difficulty in teaching students listening skills because theirs are not what they once were, and the classrooms are filled with the students who do not pay attention to teachers explanation (Teaching listening skills). When listening, they use only their ears but not the brains. Therefore, the purpose of this article is focused on several strategies which can help teachers teach listening skills in the classroom successfully. Even though this article is not the most perfect one, it can provide good methods for dealing with this issue and my research, especially the strategies for teaching listening skills in the classroom, and then this tool is used to conduct the next one in general classes. Finally it is also able to help me to apply all the strategies in my study in order to improve the skills as teacher of English in the future. 2.Æ’ËÅ" Scrivener, J. (1994). Tearning Teaching. Great Britain: Macmillan Jim, in this book, offers several procedures and strategies that can help students improve their listening skills, such as task-based listening, the task feedback circle, how we listen, and listening ideas, which are effective to upgrade students listening skills in the classroom; also, it is really significant to the study because this research (Teaching listening skills in the classroom) is applied to the real world. This book also provides a great deal of information related to teaching listening skills for research, particularly the key points. Moreover these strategies can help many researchers and learners create more methods to conduct next research effectively. Last of all, they do assist me to use the key concepts of these strategies in my study successfully, and I also have a good opportunity to upgrade my knowledge teaching as career. 3.Æ’ËÅ" Ellis, R. (2003). Task-based Language Learning and Teaching. China: Oxford University Press. In this book (tasks, listening comprehension SLA), Rod shows that this chapter based on listening tasks has contributed to theory (as it concerns both listening and language acquisition), research methodology, and language pedagogy. These three key terms are really crucial to the research related to teaching listening skills; for example, Academic listening task research has shown that when learners lack relevant schemata their ability to take notes and comprehend a lecture suffers. Thus Rod offers a promising tool for investigating the micro processes involved in comprehending and language acquisition. These strategies are very much valuable for the study since it not only focuses on the classroom teaching but also concentrates on learners in general, and this task too is very useful to my study because it is the guideline to achieve either the next new research or the teaching listening skills in the classroom. 4. Æ’ËÅ" Ur, P. (1996). A Course in Language Teaching. Great Britain: Cambridge University Press Penny, in this book (Chapter 8: Teaching listening, Unit one), teaches about Real-life listening in the classroom. In the unit, he indicates three main steps to teach listening skills, such as Guidelines, Practical classroom application, and Implementing the guidelines: some specific practical implications. These key points are very essential, for they can make teaching listening in the classroom effective and beneficial. Furthermore it is able to provide a lot of information and new strategies to my study, which relates to the teaching listening research. Therefore this research can be applied not only in my classroom but also in the real world. 5. Æ’ËÅ" Pearse, E. Davies, P. (2000). Success in English Teaching. New York, Hong Kong: Oxford University Press. In this book, Paul and Eric provide the strategies for teaching listening skills; that is, the strategies generally recommended are: pre-listening, while-listening, and post-listening, which are absolutely useful to draw students attention on teaching listening class effectively. In addition this book classifies listening text in terms of learner control and some more activities that can help both teachers and learners achieve the objectives during their processes. All the strategies can be applied to all teaching listening classrooms not only one class as they are absolutely practical to all learners, in particular they are very crucial to my research study, for my topic is related to this area, and it can assist me to apply the strategies in the real classroom teaching. 6. Æ’ËÅ" Gower, R., Phillips, D., Walters, S. (1983). Teaching Practice Handbook. China: Macmillian,Heinemann. Roger, Diane, and Steve, in this book, raise good strategies related to the skills how to improve students listening skills, which help the students find it easier to embrace this area. In addition they say that there is no one way of doing listening skills lesson it depends on such factors as the aim, the text type, and the level of the students, etc. and they also give the example involving in guidelines on one way of conducting a listening skills lesson which is divided into three sections before listening, first listening, and second listening; i.e. all these are included with its feedback too. These strategies are applied to implement classroom teaching, in particular these key points used to do the survey on students understanding of listening skills effectively. They will also help me to conduct the authentic research on my field- teaching as career successfully. 7. Æ’ËÅ" Hedge, T. (2000). Teaching and Learning in the Language Classroom. China: Oxford University Press. In this book, Tricia tells a lot about the strategies related to teaching listening skills in the classroom. First he talks about the role of listening in the ELT curriculum, such as pre-listening task and listening note taking, which can be assumed that listening ability will develop automatically through exposure to the language and through practice of grammar, vocabulary, and pronunciation. Next he shows what we know about listening process bottom-up processes and top-down processes in listening, which can be applied with real knowledge of learners. Furthermore he also indicates the purpose of listening; i.e. it refers to conversation of a personal kind in which the listening is reciprocal or participatory and so on, especially designing listening activities for the classroom, which is really vital to the academic course because I need this for my teaching listening classroom. All these key strategies will make my research study more and more advanced as teacher of English. 8. Æ’ËÅ" Peterson, P. W. Teaching English as a Second or Foreign Language. (M. C. Murcia, Ed.) the USA. Pat W., in this book, indicates a few prompts related to the strategies for listening skills. First he shows the types of strategies specific to listening comprehension, such as categories of metacognitive, cognitive, and socioaffective strategies, which are very important to the study because each has a various function in teaching listening methods. Next, he spots a development view of listening skills. In this section he focuses on profile of the beginning, intermediate, and advanced-level student in listening good strategies which can be segregated for teaching in each class. Moreover he sets the goals for them Bottom-up and Top-down processing, Goals and exercise types, and beginning, Intermediate, advanced-level learners which can make teachers easy to teach them successfully. All these strategies are valuable to the study, for they are classified differently. I hope that these will not only help me teach my students in the class but also be helpful to my MA research program . 9. Æ’ËÅ" Hadfiekd, Jill Charles. (2008). introduction to teaching English. Portugal: Oxford University Press. In this book, Jill and Charles show the explanation to the stages of a listening lesson set up as follows: First he talks about before a listening Lead-in method engages learners interest, introduce the topic and context, activate learners background knowledge, help the learners to predict what the speakers might say, and introduce some key words and expression; also, Language focus introduces some key vocabulary, and other words. Second it is about during a listening lesson; that is, Tasks show that you should aim to repeat the listening several times with a series of listening tasks. Finally it is about after a listening lesson; i.e. Language focus concentrates on some of the language in the text, such as new vocabulary, and Transfer uses the listening and the language work as the basis for work in a different skill. These strategies are really practical to the study. Even though they are not the perfect ones, they show off good advantages to teachers in order to implement these t echniques in the classroom successfully. Also they will be useful to me because I become a teacher of English and I have to use these as my teaching tools. 10. Æ’ËÅ" Fernandez-Toro, M. (2005). The role of paired Listening in L2 listening instruction. Language Learning Journal, 31, 3-8. Maria, in this journal article, mentions much of the difficulty related to the fact that listening processes cannot be easily observed and shown because they all take place inside t he listeners mind. She, however, indicates that paired listening offers a number of potential benefits, both as a diagnostic tool and as a valid learning exercise in itself. Moreover, this research is also profitable for the study, for the writer shows not only the problem to the skills but also the good methods applied to deal with its issues. Thus, this article is really useful to my research because I can use these strategies to operationalize all good points in my own study.

The phenomenon of city as a symbol of a modern way of life

The phenomenon of city as a symbol of a modern way of life is as complex as the structure of modern societies. In fact, city can be seen as a miniature version of a smaller society within a larger one, as most people living in cities tend to strongly identify themselves with them. And if we take into account the fact that in the Western world the percentage of city dwellers in contrast to people living in the countryside is continuing to grow due to the process of urbanisation (Hayward, 2004, pp.17-18), the phenomenon of city as a of dominant life style of humans deserves the most attentive examination.In particular, the urgent topic in the study of the ways in which city functions is the problem of its inner structure and dynamics in light of the often voiced concerns that the contemporary city is becoming more fractured and polarised than ever. The disturbing degree of this polarisation can be appreciated with the help of the so-called ‘dual city theory’, which, among other things, aims to show how the changes in economy, such as the removal of most of manufacturing jobs from the urban areas coupled with the state`s minimal involvement into the social sphere, lead to significant changes in the social structure of modern cities â€Å"in which the richer get richer, the poorer more poor and the middle classes are shrinking† (Holt-Jensen, 2002, p.3).Still, even without this socio-economic aspect of the city life, there is a plenty of reasons why the contemporary city may become fractured. One of them is the presence of ethnic sub-groups in many cities that occupy distinct areas and in this way in essence form isolated cultural islands. This peculiarity of many modern cities is reinforced by the more traditional but very important division between their functional parts, such as historical districts, usually attractive for tourists, downtown, industrial areas, and bedroom communities. This internal structure also inevitably shapes the economic and social structure of cities, as being historically perpetuated this type of division forms corresponding social patterns, represented by correspondence of a certain city district to a certain social class of people inhabiting it. As a sad example of such a firm correspondence may serve districts with the increased criminal activity, which cannot be exterminated by any legal enforcements.As the result of the working of the mentioned factors, it is indeed possible to say that the contemporary city in many respects resembles a fractured and polarized environment, in which it is possible for people to feel themselves lonely even in the crowd (Clarke, 2003, pp.192-195).By the way, speaking about specific problems stemming from the high density of population in most modern cities, such as ubiquitous traffic jams or the issue of environmental pollution, it is worth to mention that it is perhaps one of the unifying factors for all the city communities as such challenges require a cohere nt and unanimous action. Also, in relation to the positive roles that cities play in the modern world, it should be said that in their frames a lot of opportunities exist for the cultural exchange and development, so that cities can be seen as miniature melting pots of languages and cultures.As we can see, the view that the contemporary city is becoming more fractured and polarised is indeed not devoid of the truth. However, it seems safe to claim that this is happening not so much due to the peculiarities of the life in cities as such, but rather due to the natural processes of social interaction. Thus, city is an environment in which all the forms of social change are just manifested and amplified in a very clear form. SourcesClarke, D., B. (2003). Consumer Society and the Postmodern City. RoutledgeHayward, K. (2004). City Limits: Crime, Consumer Culture and the Urban Experience.

Slavery During The United States - 966 Words

It seems as though slavery has always been etched into our history since the beginning of time. The first recordings of slaves are from the Biblical times. From the Babylonian’s, 18th century BC; to the abolishment of slavery in the United States, 1865; people across the world endured the hardships of slavery. People of all races were enslaved, from the Jews to the African American people. The Jewish people suffered a great deal from the Holocaust, according to, the Detroit News, â€Å"Germany has agreed to pay the Jewish survivors $89 billion in reparations† (Furtherglory.com). While the United States, has made no effort to repay the African American descendants, any reparations. Slavery in American is forever deeply rooted in its history.†¦show more content†¦(infoplease.com). Although this was a step in the right direction, African Americans were still discriminated against, beaten and separated from the whites. Many leaders came about during these times in order to lead the African American people out of racism and to establish equal rights for themselves. Many well-known activists such as W.E.B DuBois, Booker T. Washington, Marcus Garvey and Malcolm X all paved the way for African Americans and their advancement. But it was not until the Civil Rights Movement, led by Martin Luther King, Jr, that made major strides for the African American people. The Civil Rights Movement, â€Å"†¦is the courage and tenacity people showed in their own communities in their determination to attack segregation and exclusion from the political process.† (The African American Odyssey, pg 596.) The Civil Rights focused on peaceful protests, and non-violent acts. The March on Washington held great significance. Many people believe the Civil Rights movement was a success, but there were also some people who believed the Civil Rights failed the African American Community. During the Civil Rights Movement there were many supporters as well as those who opposed the