Character analysis of unnamed character in greasy lake by T. Coraghassan Boyle

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The Character of the Unnamed Narrator in "Greasy Lake"

by T. Coraghassan Boyle

Bad Characters or Bad Character Wanna-be's? "Greasy Lake" is the story of the unnamed narrator and his two friends who are bad characters until they run into a situation where they question just how bad they are. Just because they act badly and look bad does not mean they are bad. They are teenagers in a period, "when courtesy and winning ways are out of style when it is good to be bad, when they cultivate decadence like a taste." (paragraph 1) They look bad, wearing torn-up leather jackets, slouching around with toothpicks in their mouths and wearing their shades morning, noon, and night. They have the attitude. They drive their parents' cars fast and burn rubber as they pull out of the driveway. They have the bad habits. They drink "gin and grape juice, Tango, Thunderbird, and Bali Hai, sniff glue, and ether and what somebody claims is cocaine." (paragraph ) What starts out as a harmless prank turns into a situation where they get into a fight, attempt to rape a girl, find a dead body, and see first hand the destruction a bad character can do to an automobile. These events that transpire on the third night of summer vacation lead up to revelations by the narrator into the fact that he may think that he is a bad character, but in reality he is not. In reality, the narrator is only portraying an image he has of a character he wants to be.

The night the narrator and his friends lose their "badness" is nothing special. After the requisite bad character activities egging mailboxes and hitchhikers, driving up and down Main Street, eating, drinking, and smoking pot, they decide to go to the local hangout, Greasy Lake, to see if anything is going on. They cruise up to the lake with their "lemon-flavored gin," requisite pot, and the itch for some action. There is no better place for these three bad characters to hang out. Greasy Lake is an important place for bad characters to learn an important lesson. The lake, like the events about to unfold, is "fetid and murky…mud banks glistened with broken glass, strewn with beer cans and the charred remains of bonfires." (paragraph ) There are only two vehicles in the whole parking lot, "the exoskeleton of some gaunt chrome insect, a chopper leaned against its kickstand." (paragraph 5) And a, "57 Chevy, mint, metallic blue." (paragraph 5) No excitement, "expect some junkie halfwit biker and a car freak pumping his girlfriend." Whatever they are looking for they are not going to find it up at the lake. All of a sudden, they see a friend's car. This is all the three need to know; now things will get interesting, maybe it is not a wasted trip after all. They flash the headlights and honk the horn, a harmless prank to pull on a friend, "for all we know we might even catch a glimpse of some little fox's tit. And then we could slap backs with red-faced Tony, roughhouse a little, and go on to new heights of adventure and daring." (paragraph 6)

What seemed a good prank turns out to be the biggest mistake the narrator could have made. The first mistake is dropping the car keys in the grass. That is a mistake because now the narrator has no way to escape the area and situation. Also, in their haste for a little excitement and adventure, they fail to realize it is not Tony's car after all, but someone else's car. This is the second mistake. The owner of the car, a greasy booted character, does not find this childish prank funny. He comes out of the car with fists flying and feet kicking. He is not about to let these guys get away with this so-called harmless prank. This guy is bad; he takes on all three of the friends, and thoroughly beats them up. Even after this, the narrator still thinks he is bad. "I went for the tire iron under the car seat." (paragraph 11) The narrator still holds onto the idea he is bad, "I [keep] it there because bad characters always keep tire irons under the driver's seat, for just such an occasion as this." (paragraph 11) Everything the narrator is thinking about is associated with the image of being bad. The reality is this guy has used the tire iron, not for other fights, but to change a flat tire. As for fighting, this bad character has been in only one other fight in his life "in the 6th grade, when a kid with a sleepy eye and two streams of mucous descending from his nostrils hit me in the knee with a Louisville slugger." (paragraph 11)

The situation is taking on a life of its own, a situation the narrator cannot stop. "The antagonist is shirtless… he bends forward to peel Jeff from his back like a wet overcoat…Motherfuer, he spats over and over, and the narrator is aware in that instant that all four of them Digby, Jeff and the narrator included are chanting motherfuer, motherfuer as if it were a battle cry." (paragraph 1) The adrenaline is pumping, hearts racing; the smell of fear is in the air. They are actors in a play watching from the stage; they are bad. In the heat of the moment; "I go at him like a kamikaze, mindless, raging, stung with humiliation the whole thing, from the initial boot in the shin to this murderous primal instinct." (paragraph 1) Logic is gone; the only thing that matters is survival, survival of the baddest. The narrator hits the greasy character on the side of his head and the greasy character goes down, a tuff of hair hanging on the edge of the tire iron. They "are standing over him in a circle, gritting their teeth, jerking their necks, their limbs and hands and feet twitching." (paragraph 14) They are bad they have knocked out the greasy character. All of a sudden, they hear a shriek; it is the greasy characters girlfriend. She is standing there, and they are feeling tough. The adrenaline and testosterone is flowing. They turn their attention to her. "We are bad characters, and we are wheezing, tearing at her clothes, grabbing for flesh. We are bad characters and we are scared and hot."(paragraph 15) They are on her …like Bergman's deranged brothers see no evil hear none, speak none."(paragraph 15) These guys are not rapists. They are three 1 year olds, who due to a case of mistaken identity, are heading for the edge. "[…] we are steps over the line and anything can happen." (paragraph 15) They never get a chance to go over the edge; a pair of headlights interrupts them. They bolt, running for the car and realizing the keys are lost; they make their way to the woods. They scatter; they are not bad anymore they are scared.

Being a truly bad character has its ramifications and the three are about to find out what the ramifications are. The narrator flees into the murky water running through weeds and muck. Just when he thinks it could not get any worse, he stumbles upon the lifeless body of a dead man. It is then, standing next to a dead body the narrator starts to realize he and his friends are not as bad as they think. He is just a scared little boy. "I'm 1, a mere child, an infant and here in the space of five minutes I'd struck down one greasy character," (paragraph 1) not to mention the attempted rape of the greasy characters' girlfriend, "and blundered in to the water logged carcass of another." (paragraph 1) The narrator is alone. He has no idea where his other two bad friends have gone. He is alone in the dark; his only companion is the dead biker. The narrator knows he is in trouble; the car, which has interrupted the rape, is still there, which means the occupants of the car are looking for the narrator and his two bad friends. He also knows no matter what, if they catch him, they are going to beat him up. Suddenly, he hears the sound of metal against metal; the bad, greasy character is smashing his mom's car with the tire iron, the weapon of choice for all bad characters. The narrator feels joy and vindication; he is not a murder, "the son of a bitch is alive". (paragraph 6) First, the headlight, then the bumper, then he hears the windshield break. The two bad characters that driven up in the Trans Am are picking up rocks, muck, garbage, and pop-tops, used condoms and throwing it all through the broken windshield. It becomes increasingly apparent these are truly bad characters. Lying in the water next to the dead biker, the narrator feels as bad as his surroundings. "The bad breath of decay is all around me, my jacket, heavy as a bear, the primordial ooze subtly reconstituting itself to accommodate my upper thighs and testicles. My jaws ache, my knee throbs, my coccyx is on fire." (paragraph 1) The narrator not only feels the physical side effects of his wild night of badness, but he feels it emotionally as well. The weight of what he and his friends have done rests heavily on him like his coat. The "breath of decay" (paragraph 1) is his feelings of death, the death of an image, and the death of ideals, of who he thinks he is. The "primordial ooze" (paragraph 1) is the feelings of regret and ugliness of what the narrator and his friends have done.

As the narrator is lying in the muck he begins to think about other repercussions as well. The narrator has to figure out what he is going to tell his parents about the car. "A tree fell on the car, I was blinded by a bread truck, hit and run, vandals got to it while we were playing chess at Digby's." (paragraph 1) If he is truly bad, he would not care his Mother's car is damaged, and no car arriving would have stopped the rape. The dead body would not bother him. He would not fear getting out of the water and being beaten up. He would not need to question whether he is bad or not. As he is sitting there, something about the nature of life is revealed to him. He realizes that life has a dark side, and there are limitations to being bad.

When the narrator and his friends finally come out of the woods, they go over the to the car and cannot believe what they see. The narrator feels as the car looks, all battered and smashed, broken, destroyed, a wreck. They go to the car and start cleaning it out. This is symbolic of what they need to do with their own lives. They need to clean up their images, they need to pick up the pieces and start over. They have to evaluate themselves. They are ashamed because they realize they have run across people who do not have to act badly because they are bad. As they are about to leave, a Mustang drives up, and one of its occupants gets out looking for the biker. When she sees the three friends, she says, "Hey, you guys look like some pretty bad characters been fighting, huh?" (paragraph 4) They do not know how to answer her. Yes, they have been fighting, but they are not bad. Her perception of them is based on the way they look, how the car looks. She is judging them by what she sees, not who they truly are. Then the narrator thinks, "I am going to cry." (paragraph 44) This is because he realizes that they may look and act like bad characters, but they are not. Looks are deceiving. He and his friends learn the valuable lesson that there will always be a character "badder" then they are. They also realize then that anyone of them could be the guy floating in the lake. The narrator and his two friends learn valuable lessons from the experience they have gone through never judge a book by its cover; never underestimate their opponents; and most importantly, there truly is a difference between a bad character and a bad character wanna-be.

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I Know Why the Caged Bird Sings: Comparing/Contrasting Mother Dear and Momma

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The title, I Know Why the Caged Bird Sings, evokes a feeling of muffled hope. The reader can easily relate to the metaphor of a caged bird that moves on through life and tries to make the best of it. Although Maya Angelou had a life containing vulgarity and ugliness, she rose above her unfortunate situation and lived her life to the fullest. She continued on after being raped, being stabbed by her stepmother, and even becoming a teenage mother. The adversity gave her strength, and the diversity of family and environment resulted in her knowledge of the world and people around her. The most contrasting people in her life were her grandmother, Momma, and her mother, Mother Dear.

Momma was the epitome of a southern African-American woman. Maya once said, "Bailey, by the way…" (10), and Momma told her she had committed a sin and prayed immediately for God to "…forgive this child…" (10). Her explanation to Maya of the outburst was that, "'Jesus was the Way, the Truth, and the Light' and anyone who says 'by the way' is really saying, 'by Jesus,' or 'by God' and the Lord's name would not be taken in vain in her house" (10). Momma routinely went to church every Sunday, making sure to dress up accordingly and have the Sunday dinner ready for the pastor if he happened to be in town. Momma was a highly regarded woman who was referred to as "Mrs." (48) which was unusual for a African-American to be called, and she had tried to be a usual, southern, God-fearing wife, but she married a total of three times and never found the right one. She also kept to the old ways and did not talk freely about whites. If she did bring white people into a conversation she would refer to them as "they" (47). Momma is, without a doubt, highly conservative. She considers herself a realist because of the fact that she does not go against the whites. She rationalizes reality is that whites are in control, and in fighting against the most powerful, she will most likely than not, fail and ruin herself and her family. Momma manages a strict house filled with necessary routine and control. She wanted the kids to set examples for the rest and often "sent [Maya and Bailey] to her bedroom with warnings to have [their] Sunday school lesson perfectly memorized or [they] knew what [they] could expect" (6). Maya learned discipline from Momma's tough love. Momma continually showed extensive care for everything she became involved in, especially church, her town, and Maya and Bailey's well being.

Mother Dear was a loose idealist with a nursing degree, but she chose to work at gambling parlors. Maya said it was "twenty years before [she] saw [Mother Dear] in a nursing uniform" (70) because she needed more glamour in her life that just a "straight eight-to-five" (70) job. She was a 'fly by the seat of her pants' kind of person, who obviously loved taking chances have having continuous change in her life as opposed to routine. Maya said that she "never saw [Mother Dear] in the house" (64). Mother Dear liked to be 'out and about', keeping busy, making money, and having fun. Mother Dear made Bailey and Maya's lives easy by giving them "…a room with a two-sheeted bed, plenty to eat and store-bought clothes to wear" (68). Bailey and Maya barely even had chores to do which was quite a change from Momma. Mother Dear preferred to live her life freely and without being tied down, as she was never married. Mother Dear loved the kids and "was competent in providing for [them]…[e]ven if it meant getting someone else to furnish the provisions" (70). Mother Dear was a genuinely caring person, especially for Maya and Bailey, Jr., but she was not in real control of the situation from day to day and basically gave them the necessities for living and then left them to their own accord.

Mother Dear and Momma are differing in most aspects of their lives, but they do hold the same feelings about being independent women, caring for Bailey and Maya, and being strong in everything they do, however opposite their goals may be. Wearing lipstick or not, making the kids do many chores or not, are in the end, going to be much more petty issues than holding strong beliefs and being independent.

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You will

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Out staff of freelance writers includes over 120 experts proficient in You will, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your You will paper at affordable prices! Socioeconomic status

Students from economically disadvantaged homes are among the most underserved students in gifted programs. Kids from the bottom quartile in family income made up less than 10 percent of students in gifted programs. In contrast to this finding, almost 50 percent of gifted program participants were from the top income quartile (Sherman, 17). It was not that there are less gifted individuals from low income homes versus high income homes or that African Americans do not have as many gifted individuals than the corresponding white Anglo Saxon Americans, but rather that these populations were not discovered, recognized, or identified as gifted nearly as often as the middle/upper class of the white population (Sherman, 17). Again, it needs to be pointed out that many underachieving gifted students are considered high risk because of situational factors that put them in a class that would be considered a double or even triple minority, such as an African American gifted girl from inner city Harlem.

Single Parent Homes

The third factor which often goes hand in hand with low socioeconomic status is that of the single parent home. Gifted children from single parent homes tend to underachieve at a much higher rate than gifted students from two parent households. Students who achieve at or above ability level usually have parents who are highly involved and on top of their child's progress and school performance. The parent-child relationship tends to be one of trust and open communication and the parents are confident in their parenting abilities as well as are monumental in setting realistic boundaries and expectations for their child (Ford/Thomas, 17). It is not that single parents love their children any less or care any less about their school performance, however, single parents tend to be stretched a little thinner than their two parent home counterparts in that most hold at least one full time job and life becomes an endless series of trying to make ends meet and fulfill everyday obligations and the focus on the child becomes secondary to the basic needs of life. Especially where a gifted child is concerned, parental concern and involvement, in both educational and social settings, is a must to help the child grow and develop into a successful, achieving adult (Ford/Thomas, 17).

In single parent households there is only one person to be the caretaker, breadwinner, and emotional supporter. With the stressful lives of many households today, the emotional needs of many children are not completely or fully met. Hence, we have a generation of stressed out children. These stresses are common in many two parent, two income households, so the stress of a single parent, one income household is capitalized to a great extent. Under involved and nonencouraging parents, negative parental attitudes, family conflict, lack of career direction, and family transitions were all found to be associated with underachievement (Peterson, 001). The underachievement becomes a vicious cycle in which it stops being apparent which came first, the underachievement or the family conflicts. It is most certain, however, that if a child is underachieving and there are many other pressing family issues, than the underachieving might very well take a backseat to the major family dysfunctions. Not only do single parent homes have more potential towards stressful lives, but the factors that have led to the single parenting often come into play. For instance, a child may be from a middle class, two parent home when circumstances change such as a divorce or death, and then the child is living in a single parent, low income home. Such drastic changes are hard for the parent and child alike and if the emotional health is not dealt with immediately and properly, a child stands a high chance of becoming depressed and as grades and school work begin to suffer, becoming what is labeled as a "gifted underachiever" (Whitmore, 180). These gifted underachievers are thought to turn out as relatively nonproductive members of the adult society. "The failure of those children to realize their creative and intellectual potential represents a tragic loss to our society and the world in its need for leadership, innovation, and competence (Whitmore, 180).

Underachievers

Children and adults alike achieve at various rates for a variety of reasons as mentioned above. There are many born with many strikes against them, including a low mentality, yet they achieve at a higher rate than what would be expected, and thus are known as "overachievers". We tend to call those who fall into the perfectionist category as overachievers as well. We often marvel at the accomplishments of the low ability overachiever in much the same sense that we marvel at the normal achievement of a gifted individual. In reality, if the majority of the gifted population were to achieve at his/her ability level, the possibilities are endless (Raph, Goldberg, & Passow, 166).

We cannot ignore that the majority of the gifted underachievers have one or more contributing, identifiable factors. These factors can usually be traced to minority, low socioeconomic status, and single parent homes. Indeed, it cannot be ignored either, that the prisons and juvenile systems are laden with gifted, talented, and creative individuals who use their abilities in unique ways that cause a detrimental effect on society rather than a positive contribution to society. A waste of the mind in this manner is not only a shame, but a loss to society. Had some of these individuals used their masterful minds in more meaningful ways, would there be a cure for cancer, AIDS, diabetes, or perhaps other diseases by now? Gifted individuals have the same basic needs that all people have, however, the gifted child has a unique imbalance created by an intellectual level that is usually functioning at a much higher level than his/her emotional level and when this is coupled with influencing factors, the gifted mind often reacts by shutting down or moving into a lower gear and not performing at his/her capability level (Whitmore, 180). In addition, gifted children are often expected to perform near perfection on all academic and creative tasks. They are often expected to behave in a certain manner also and if a child falls short in one or more of these areas, typical comments include "he can't be gifted with behavior like that" or "she has poor spelling and terrible handwriting, how did she get in the gifted program?" When a child hears comments such as these, in addition to comments about the underachievement, it often makes the child question his or her giftedness as well (Coleman & Cross, 001).

In some cases it might actually be hard to define which came first, the negative comments which compound the underachievement or the underachievement which invites the negative comments. Children from disadvantaged homes are often overlooked for the gifted programs anyway and hearing comments that stereotype what a gifted child should act, look, feel, or be like is quite a burden on a child with several strikes against him/her to begin with. Indeed, even when most people think of a gifted person or a person with genius, what comes to mind is a slightly odd, white male child, usually small in stature with glasses. The idea of a gifted adult usually is a picture of someone who is somewhat eccentric and usually a loner working in a laboratory or some other research type environment. With these stereotypes, it is not a surprising coincidence that the majority of those who are overlooked for the gifted programs and those who tend to underachieve are females, ethnic minorities, and those from low income households that do not fit the stereotypical mold of the gifted child from the mid to upper class American family. The issues of underachievement and why it occurs are just now being truly brought to the forefront and steps to remedy the underachievement are being researched and strategies taken to reverse this unnecessary phenomena (Coleman & Cross, 001). Perhaps in the not too distant future, children of all races and socioeconomic backgrounds will be adequately identified and represented in the gifted population, as well as implementations to reverse underachievement and utilize the true gifts of this underrepresented population.

Remedies and strategies

Remedies to reverse underachievement can be utilized and help the underachieving gifted student reach his/her full potential. The role of the family is a big and constant issue in achievement. Due to the complexity of factors associated with broken homes and low income, there is a sizable portion of able students who are at risk for not maximizing their potential during their years in secondary school and beyond (VanTassel-Baska, 18). First of all, it has been determined that perhaps individuals and institutions other than the family may play more significant roles in these students' lives. If the family is disadvantaged due to economic hardship, single parenting, or minority influences, there are other individuals and institutions that can perhaps fill this void for these disadvantaged youngsters (VanTassel-Baska, 18). Of course, individuals closest to the child are going to play the biggest role of influence in the child's life, but there are others than can be positive, contributing factors.

There is also a way to help the child's disadvantage work to his or her benefit. Being raised in a low-income home, having only one parent, or being a member of a minority group may be a powerful stimulus for some individuals to succeed beyond expectations for their socioeconomic level in society (VanTassel-Baska, 18). There are many individuals that have overcome many obstacles in their lives and achieved at a rate and to a degree above and beyond expectations. The world is full of gifted scholars, athletes, artists, and musicians who were raised in ghettos with little food or parental support. The difference in what these disadvantaged children have compared to the underachieving disadvantaged child is the inner drive to succeed above and beyond the expected. The desire to not only rise above, but to get out of their present situations is a strong factor for many successful individuals.

In 188, Congress passed legislation to promote the interests of gifted students in U.S. public schools. The Jacob K. Javits Gifted and Talented Students Education Program was authorized under Title IV, Part B of the Hawkins-Stafford Elementary and Secondary Amendments of 188. The legislation calls for the U.S. Department of Education to carry out three major activities that are designed to provide national leadership in gifted education. The first type provides funding through grants to assist state and local educational agencies in meeting the various needs of gifted students. The second activity is the creation of a national research center on gifted and talented students. The center is the first comprehensive research effort on gifted education in the United States. The third activity responds to the legislative mandate that the Javits Program serve as a national focal point in gifted education. Therefore, it calls for additional and much needed attention to the needs and concerns of gifted children (Ford, 16). These programs, by addressing the issues and needs of disadvantaged gifted children, shed light and hope on reversing the debilitating pattern of underachievement in gifted students. In addition to changing the means of gifted identification in minorities and implementing unique programs for the gifted minorities, it is evident that there is a need to change the teacher attitudes and behaviors toward targeted students and to empower parental input and influence. School partnerships with postsecondary education institutions, community organizations, and business and industry are also important contributing factors in the reversal of underachievement for gifted children (Ford, 16).

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Government intervention in exchange rate

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Since 18, Australia has had a floating exchange rate. Under this system, exchange rates are determined by the free market forces of supply and demand.The Reserve Bank of Australia (RBA) may undertake foreign exchange market operations when the market threatens to become excessively volatile or when the exchange rate is clearly inconsistent with underlying economic fundamentals. Initially, the Reserve Bank of Australia was not intended to intervene in the market however since then it has been deemed necessary for intervention to take place, usually to prop up the price. These operations are invariably aimed at stabilising market conditions rather than meeting exchange rate targets.

there are a number of reasons why central banks choose to intervene in foreign exchange markets to affect the equilibrium value of their domestic currency.

First, it is to reduce unnecessary volatility in the exchange rate in order that the currency depreciation will fuel domestic inflation. Second, RBA increases the prices of imported goods. Third, the RBA intervenes regularly in foreign markets in australia for testing and smoothing purpose. that is, it enters the foreign market from time to time to test the market trends and to smooth out large transactions, eliminating unnecessary fluctuations in the foreign exchange value of the australian dollar.

in contrast, there are two primary arguements against the RBA intervening in the foreign exchange market. the first is the thenical issue of at what level to fix the value of the domestic currency. if the RBA attempts to fix the exchange rate at a level that is fundamentally different from the equilibrilum value that would arise in a flexible regime, then the RBA will either be running down its stock of foreign reserves- in the case where it has overvalued the domestic currency - or it will be continually building up its stock of foreign reserves - in the case where it has undervalue the domestic currency.

Cheap University Papers on Government intervention in exchange rate

the second, more important, arguement against fixing exchange rate is that fixed exchange rate remove the ability of RBA to operate independent domestic monetary policies.

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The the

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Colonists and Americans

From the end of the French and Indian War, there was a sense of unity brewing among the colonies. The colonies had to unite in order to overcome a common foe as expressed in the Albany Plan of Union that called a combined effort of defense throughout the colonies. However, even after the French and Indian War the colonies united once again to face an opponent that could not physically be shot down (A). The tremendous hole that was left in the pocketbooks of Britain's be treasury because of the French and Indian wars as well as previous wars caused a change in the economic policy for the colonies in the form of taxing and the enforcement of pre-existing laws. The collective taxing once again pitted the colonists against a common enemy. By the eve of the Revolution, the colonies knew what they were doing, and had defined their identity as no longer British or Englishmen but as Americans. Even by 1750, the colonists were already a distinct breed of people. Most were of mixed European background. Whether the colonists defined themselves as Americans at this point does not matter. They were a separate type of people who could be found in no other country (H). Yet, this alone would not be strong enough to define them as Americans just yet. The French and Indian War, though, was a major point in colonial unity. After the French and Indian War, colonists began to think of themselves as Americans rather than British or English. The heavy debt caused by the French and Indian War and other wars left the British only one option to tax the colonies. (STAMP & SUGAR ACTS) To defeat this, the colonies had to unite, for one colony or one town acting alone would have little or no effect and would result only in defeat and even harsher regulations. After the Stamp act was repealed, the colonies fully realized that their only chance of withstanding British attempts to tax them was to come together. Despite the collective boycotts of all colonies on British goods, the first real test of the colonial unity came when the Townshend Acts were declared. In addition to placing new taxes on tea, glass and paper, it also issued writs of assistance (general licenses to search property). More importantly, however, was the suspension of New York's assembly for colonial defiance of the Quartering acts. The colonies did not protest the taxes under the Townshend program because they were indirect taxes paid by merchants, but they did stand up for the closing of the colonial assembly of New York. The suspension of the colonial assembly of New York had no direct influence on the other colonies, but they showed their unity by still rising up against the Townshend program. Parliament itself was beginning to realize the differences between England and the colonies. Edmund Burke realized that America hardly resembled the towns of England, and that the nature of the colonies forbade them from being blended into the empire of England (B). England could not let the colonies go after they had fought so many wars to gain them, and they could not just not tax them, thus, making revolution inevitable, but not yet fully seen by both sides. The eve of the revolution marked a distinct integration of the colonies. All North America was now firmly united to "defend their liberties against every power on Earth that may attempt to take them away" (C). Those in the colonies were either for the colonies' actions, or against it. They were united together as patriots or loyalists (D). The patriots were willing to become self-sufficient. They were willing to donate large amounts of food and goods to other colonies (G). Before the fighting broke out at Lexington and Concord on May 1th, 1775, the colonies were indeed ready to become a self-sufficient body. They had defined themselves as Americans. While they may have been somewhat apprehensive (E) about the conflicts at first, they quickly began to thrust full steam at the British threat. Before the eve of revolution, the colonies had already begun to assert themselves as Americans and define their unity.

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The Portrayal Of Education in Jane Eyre

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The Portrayal of Education in 'Jane Eyre'

Jane Eyre provides a truthful view of education in nineteenth-century England. It is also largely autobiographical, as some of the events that happen in Jane's life also happen in Charlotte's for example, Janes time at Lowood is similar with Charlottes education at a school for daughters of the clergy, which she and her sisters Maria, Elizabeth and Emily left for in 184.

Jane Eyre is set in the early to mid eighteenth century and we see how life in the present compares to the time in which Jane lived. In the eighteenth century, school was not compulsory and that is why many people had little or no education at all. If you were wealthy, you would have a high-quality education, and you wouldn't have to work. If you were underprivileged however, your education, if any, would not be of a very good standard and you would have to work to earn enough money to survive.

In 'Jane Eyre' Charlotte Bronte used her experiences at the Evangelical school and as governess. Jane Eyre in terms of education is a severe criticism of the limited options open to educated but poor women, the idea that women ought to confine themselves to making puddings and knitting stockings, to playing on the piano and embroidering bags. It is also shows the separation of social classes.

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In "Jane Eyre" the clear division of classes and education is shown in the depiction of the higher classes in society being able to afford governesses for the education of a child where as the lower class children were sent to public schools.

Jane Eyre an orphan is living with her aunt Mrs. Reed and her three children; Eliza, John and Georgiana. J. Mrs. Reed believes she is from a poorer family and is only keeping her because she had promised her late husband, Jane's uncle that she would. Ten-year old Jane lives at the Reeds Gateshead Hall. It becomes obvious that Janes place in the household is not a comfortable one, and Mrs. Reed does not think highly of her.

After an accident in the 'red room' where Jane is knocked unconscious, she wakes up to find herself in her own bed. Mr. Lloyd, the apothecary, comes to see her, and the next day she is up and about, though she is still feeling a little dazed. Mr Lloyd starts to question her and asks her is she wanted to go to school, Jane answers yes.

A few months pass without the mention of school, until Jane is called down to meet with Mrs. Reed and Mr. Brocklehurst of Lowood School. There it is decided that Jane will go to Lowood Institution, which Jane later finds out is a charity school.

Lowood Institution was set up for girls that had lost one or both of their parents. These girls parents would have come from a professional background but most likely would have failed to produce the money to send their daughters to a fee-paying school. The hypocritical Mr Brocklehurst ensured that these girls were plain and humble, while his own wife and daughters dressed in fine, expensive clothes.

Lowood is described as a very underprivileged school. In chapter six, Jane wakes up to find out that the water in the basins had frozen overnight and as a result the girls would not be able to wash. When breakfast time came Jane gets her porridge it was "…not burnt; the quality eatable, the quantity small; how small my portion seemed!" The lessons mentioned include sewing and when Jane does well at school, is soon promoted to a higher class she starts French and drawing.

Like Jane, Charlotte Bronte also attended a girl's school, the Clergy Daughters School in Lancashire in 184 but returned home the next year because of the harsh conditions.

In chapter seven, it seems that the conditions in Lowood are no better than they were in chapter six. Jane's first quarter at Lowood passes and it is so cold that the girls feet swell from the walk in the cold to church. The girls do not have sufficient clothes for such weather, and they do not have enough food. Mr. Brocklehurst seems more concerned with his own wealth than that of the welfare of the pupils at Lowood, for example when Miss Temple tries to give the girls a lunch of bread and cheese, he tells her "Oh, madam, when you put bread and cheese, instead of burnt porridge, into these children's mouths, you may indeed feed their vile bodies, but you little think how you starve their immortal souls!" Miss Temple had to follow Mr. Brocklehursts rules because he was her boss.

Mr Brocklehurst sounds like the stereotypical 'demon headmaster' to which all must fear, and from the looks of things he isn't one to be meddled with. Jane tries to remain unnoticed by Mr Brocklehurst, however when she accidentally drops a slate, he brings her up and makes her stand on a stool in front of the class. He tells the class and the teachers that Jane is a castaway, and that they should avoid her example and exclude her, as he learned from her benefactress, Mrs. Reed that she is deceitful. Mr. Brocklehurst leaves the room, and Jane is to stand on the stool for half an hour. Jane is only able to stand it because she sees Helen Burns and her smile. Helen is Janes first friend at Lowood. She does not complain about the situation, but tries to be good, telling Jane that she should too. When the half-hour on the stool ends, and the other girls have gone to tea, and Jane gets off the stool and weeps. Helen brings her coffee and bread, and tells her that the others will not dislike because of what had happened and what Mr. Brocklehurst had said, as the girls don't like Mr. Brocklehurst.

When spring comes, the difficulties i.e. coldness, are lessened. However the school struck down with an infection as a result of "semi-starvation and neglected colds" and the institute is turned into a hospital therefore classes were broken up and the rules were relaxed. Sadly, some of the girls' die, among those was Helen Burns. Some of the girls who were privileged to have relatives were able leave the school.

When the public learns of how many had died from the infection at the school and how poor the conditions were, many wealthy individuals came forward and built a new building and made new regulations and improvements. While Mr. Brocklehurst is still the treasurer, a committee of more sympathetic men now aids him. It was likely that wealthy individuals funded most charity schools, in the mid eighteenth century. The bad health conditions follow the conditions of the school the Bronte's went to.

Jane is at Lowood for eight years, six as a student and two as a teacher. Miss Temple is there as superintendent the whole time, and while at first she is like a mother and governess to Jane, later they are close friends.

Miss Temple gets married and leaves Lowood, it is then that Jane realizes there is a world outside the confines of Lowood, so she puts an advertisement in the paper to be a governess, to which a Mrs. Fairfax in Millcote answers. There in Millcote, she becomes governess to a Miss Adela Varens. Having had a good education and teaching experience at Lowood, Jane was more qualified than most governesses. Janes lack of confidence in her abilities to fulfill the requirements of the job is unfounded. The education of Adela isn't really described in the novel. Jane is obviously kinder and more compassionate in her teaching than that of Lowood, Jane talks about what Adela can and can't do which suggests that she is teaching to Adeles personal abilities, following Pestalozzis theories.

Charlotte Bronte also tried her hand at being a governess In 181 she went to school at Roe Head, where she later worked as a teacher. However, she fell ill, suffered from sadness, and gave up this post. Charlottes attempts to earn her living as a governess were slowed down by her disabling shyness, her ignorance of normal children, and wanting to be with sisters.

Charlotte Bronte wrote Jane Eyre in 1847. At this time education followed the theories of the Swiss educationalist Pestalozzi, who was hated the restricting and hurtful disciplines that monitorial schools had. Montorial schools were schools that kept order by appointing monitors that gave advice and warnings to those who misbehaved. The monitorial system coincides with the systems created by Joseph Lancaster and Andrew Bell. Teaching in the monitorial system mostly involved memorization and spoken instructions. This is shown through Janes narration, At first, being little accustomed to learn by heart, the lessons appeared to me both long and difficult the frequent change from task to task, too, bewildered me. Both Burns and Jane excel only with great effort and by paying close attention. At the time Charlotte Bronte was writing Jane Eyre, Pestalozzis theory of learning was being practiced, which included kind, loving educators teaching the child through different sensory experiences. Lowoods system of a master teacher, under teachers, and monitors is similar to Bells complicated system. In addition, the brand of discipline given by Mr. Brocklehurst is similar to that of Lancaster.

Jane's horror at the harsh punishments at Lowood is meant to prompt a similar reaction from the reader. The disciplining of Jane (when she was to stand on a stool) was not necessary, it was the result of an accident. Most of the punishments at Lowood seem to be for minor and unavoidable infractions such as having dirty nails when the wash water was frozen.

Even though the health problems at Lowood were common among charity schools, the outbreak of typhus brought Lowood into the public eye, where the living conditions at Lowood were found unacceptable. When the school was moved and Mr. Brocklehursts power was lessened, the discipline was relaxed as well. More kind men were in power of the school and Miss Temple didn't have to follow Mr. Brocklehursts rules. While strict discipline was common in monitorial schools, it was not accepted by all, and lost favour as time went on. When Jane sums up the eight years between the passing of Helen Burns and her own leaving Lowood, she upholds the value of her education at Lowood, after Lowoods improvement While Bronte may have found the schools of the 1840s to be more efficient, she did learn much in her school days, as did Jane.

Janes jump from student to teacher at Lowood is quite rare. There is no mention in 'Jane Eyre' of Jane ever becoming a monitor, as many of the greatest girls were at Lowood, but it can be thought that she was before she became a teacher. Most under teachers in monitorial schools first went to a training school. Qualification requirements were often not needed in charity schools. It was also rare for a woman to be the master teacher at a monitorial school; it was usually men who had a university education to hold the position, although it was more common in charity schools. In putting Miss Temple in charge, Bronte parallels her own life at Miss Woolers school, as well as giving Jane a role model in Miss Temple.

St. Johns Morton School is an example of a class school. Again, Jane is never depicted teaching; only talking to her students after class. The school is accurate with the times, in which most of the public schools were now class schools. In these schools, a teacher is given a small class, allowing her to spend more time with each student, and every student would receive work suitable for his or her own age and ability. The passages which do show Jane at the school usually include praises of how well her students are doing and how the children of England are so much better than the children of the rest of the Europe. This belief also suggests that their education system is the best, including the newest form of schooling, the class school.

While at first Lowood was an awful experience, Jane ended up getting a very good education, and went on to offer even better education to other children. Jane Eyre illustrates the troubles that someone could face in the charity schools of the early nineteenth century and the development of that education system into a much better, more efficient system.

Please note that this sample paper on The Portrayal Of Education in Jane Eyre is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The Portrayal Of Education in Jane Eyre, we are here to assist you. Your cheap custom college paper on The Portrayal Of Education in Jane Eyre will be written from scratch, so you do not have to worry about its originality.

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Romeo and juliet

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Intimacy can be an excellent or terrible phase in life which may lead into serious matters such as death, family feud, tragedy, and suicide. This closely relates to Romeo and Juliet written by William Shakespeare. Despite the feuding families, the Montagues and Capulets, Romeo and Juliet try to be together. Many fights occur between the two families which leads to tragic deaths. In the end, Romeo and Juliet sacrifice their lives, and because of this the two families decide to resolve their differences. However, Romeo's death does not affect the way he feels about his true love. Due to Romeo's outlandish actions, it is evident that he will do anything for love.

Romeo highly anticipates finding true understanding for his passion and love for another. For instance, Romeo discovers Juliet at her balcony after the party and he says, "It is my love. O, it is my love! / I that she knew she were!" (..10-11). By implying that Romeo has fallen in love after seeing Juliet for the first time, it shows that there is meaning to the frequently said quote love at first sight. He has just met Juliet and immediately calls her his "true love." In addition to his search for true love, Romeo talks to Friar Lawrence the day after the party and says, "With Rosaline, my ghostly Father? No. / I have forgot that name and that name's woe." (.48-4). Romeo and Juliet are acquainted and he instantly forgets about Rosaline. Obviously, all Romeo cares about are his feelings for him and his loved one. Romeo has infatuation towards Juliet's beauty which he calls love.

Romeo tends to engage in physical trouble. At first, Romeo kills Tybalt which leads to Romeo's banishment. His anger and fury get out of hand to the point of no control. He does anything that he can do in his power to get his way. At the tomb where Juliet lays, Romeo kills Paris and himself. Juliet stumbles upon Romeo's body and eventually kills herself as well. Romeo's actions are incredibly insane. This shows that one little misunderstanding can lead to a major tragedy. The forces of nature are difficult to go against with the knowledge of destiny at stake.

Romeo's actions are liable to be absurd. For instance, Romeo finds out that Juliet is dead thus buying poison to commit suicide. Romeo's devotion towards Juliet is so powerful that he will do anything in his power to be with her. This results in bizarre actions that affect himself and others around him. Ultimately, Friar Lawrence talks to both families saying, "Tybalt here slain, whom Romeo's hand did slay. /Romeo has spoken him fair, bid him bethink / How nice the quarrel was, and urged withal." (.1.160-16). Tybalt's death is the beginning of this tragedy. After his death, Romeo is banished from Verona which is another factor that increases the violence. There were many other ways that Romeo could have attempted to prevent himself from being responsible for these deaths.

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Chiefs daughter

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There once lived a chiefs daughter who had many friends. All the young men in the village wanted to have her for their wife, and were all wanted to fill her bucket when she went to the stream for water. There was a young man in the village who wasa good hunter; but he was poor and from a mean family. He loved the chick and when she went for water, he threw histowel over her head while he whispered in her ear Be my wife. Idont have alot but I am young and strong. I will treat you good, I love you. For a long time the chick did not answer, but one day she whispered back. Yes, you may ask my father if you can marry me. But first you must do something honorable. I belong to a great family and have many friends. You must go on a mission and bring back the scalp of an enemy. The young man answered, I will try to do as you ask. I am only a hunter, not a warrior. Whether I shall be brave I dont know. But I will try to take a scalp for your sake.

So he made a war party of seven friends, himself and six other young men. They wandered through the enemys country, hoping to get a chance to strike. But no one came, for they found no one of the enemy. Our medicine is all gone, said their leader. We shall have to return home. Before they started they sat down to smoke and chill by a nice lake at the foot of a green hilll that rose from its shore. The hilll was covered with green grass and somehow as they looked at it they had a feeling that there was something about it that was weird. But there was a young guy in the party called the prankster, this guy was pretty crazy and full of fun. Looking at the hill he said Lets run and jump on its top. No, said the young loverguy, it looks creepy. Sitl and finish your toke. Oh, come on, whos afraid, said the prankster, laughing. Come on man, dont be a wuss! and jumping to his feet he ran up the side of thehill. Four of the young guys followed. Having reached the top of the hill all five started to jump, calling, Come on bro. come on, to the others. Suddenly they stopped the hill had begun to move toward the water. It was a gigantic turtle. The five friends yelled out in startlement and tried to run but it was too late! Their feet by some power were held to the monsters back. Help us, they cried; but the others couldnt do anything. In a few moments the waves had closed over them.

The other two men, the lover and his friend, went on, but with sad hearts. After some days, they came to a river. They were tired so the loverguy threw himself down on the ground saying Im gunna go to sleep for a while Im pretty damn tired. and the friend said And I will go down to the water and see if I can score some fish.And luckily enough, he found a fish which he cleaned, and then called to the lover guy. Come and eat the fish with me. I cleaned it up and made a fire and its cooking. No, you eat it; let me rest man, said the loverman. Oh, come on lazy bones. No, let me rest damn it. But you are my friend. I wont eat unless you share it with me bro. Fine, Ill eat the damn fish, but you must first make a promise. If I eat the fish, you have to promise, pledge yourself, to get me all the water that I can drink. I promise, said the other, and the two ate the fish from there pot they brought. When they were done eating, the pot was rinsed out and the lover man friend brought it back full of water. The lover man drank alot of water. Bring me more, he said. Again his friend filled the pot at the river and again the loverman drank it dry. More damnit more! he cried. Oh, I am tired. Cant you go to the river and get it yourself? asked his friend. Remember your promise. Ya, but Im tired, so get your own damn water. Uh oh, Iknew something was goin to happen, said the loverboy sadly. He walked to the river and jumped in, and lying down in the water he drank so much water his friend couldnt believe it.Time after to time he called to his friend. Come here, so called friendSee what happens when you brake your promise. The friend came and was flaberghasted to see that the loverboy was now a fish from his feet to his stomach. Again and again he came back to check on him. The loverman was now a fish all the way up to his neck.

The loverman knew it was to late for him so he asked his friend to tell the chiefs daughter that he loved her all the way to the end and he died for her. And to take this belt that she gave me and return it to her. The friend said ok and headed home, while the lover man now was a lover fishy that swam out to the middle of the river and stayed there only with his top fin exposed.

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Business managenment

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World is becoming closer because of globalization, and more and more business companies started to do the international business. As organizations become more global, the managers and staffs need to take on the cultures and customers of the areas in which they wish to operate. One of the major problems of globalization is how to manage cultural differences. Some may have relatively homogenous culture whereas others come from the less homogenous countries. When they are doing business, the managers will meet different countries businessmen who have diverse culture backgrounds. For example, some people have their evening meal at five o¡¯clock whereas others eat at nine or ten in the evening, which is just one example of cultural diversity. Obviously, cultural diversity plays an important role in the development of international business activities and in the problem of managing these activities.

¡°Culture is defined as an integrated system of learned behavior patterns that are characteristic of the members of any given society. It includes everything that a group thinks, says, does, and makes-its customs, language, material artifacts, and shared systems of attitudes and feelings.¡± (Czinkota, Ronkainen & Moffett, 00, p) Culture is considered a key factor in understanding how organizations to work, which can connect organizations together.

Homogenous culture means the similar culture, and people have similar values, beliefs, regions and language so on and so forth. People in this country are quite pure, such as Japan. ¡°Diversity, a word which originally meant simply variety, has come to be used as a specialized term to describe a workplace that includes people from various backgrounds and cultures.¡± (Speechley & Wheatley, 001, p4) ¡°It makes a distinction among ethnicity, race, color, gender, and wealth.¡± (Parhizgar, 00, ) It means that people have different values, beliefs and assumptions because of different race and background, and everyone uses his or her own ways to think and do businesses, such as Americans.

This is a kind of challenge for the homogenous-cultured company to do business with the culturally diverse culture countries. ¡°The challenge for managers is to handle the different values, attitudes, and behavior that govern human interaction.¡± (Czinkota, Ronkainen & Moffett, 00, p) On the international scale, the ability to manage different cultures has become an essential business skill for the managers.

Challenges

First of all, different languages are the challenge that managers need to face when they doing business. Communication facilitates international business transactions through language. Without languages, conducting business would be very difficult. English is widely considered to be the language of international business, but there are a number of versions of English, such as British English, United States English, and even Canadian English, and each with its own grammar, spelling and meaning of many words. Furthermore, there were multiple versions of Dutch, French, Italian and Portuguese. Assumed that how a Japanese and American to do business if they only can speak their own languages. When working with people that normally use another language, it is always wise for a manager to seek feedback to ensure that the words used have identical meanings to each party.

Then, ¡°religion has an impact on international business that is seen in a culture¡¯s values and attitudes toward entrepreneurship, consumption, and social organization. The impact will vary depending on the strength of the dominant religious tenets.¡± (Czinkota, Ronkainen & Moffett, 00, p) Religious beliefs can be one of the most influential parts of a culture and managers need to understand their influence, and learn how to avoid giving offense. ¡°Indeed the later years of the twentieth century saw a rise of fundamentalist Muslim religious groups gaining political power with very determined religious, social and political agendas ¨C something that is still growing. Even in the US, the politics of certain areas have been influenced by religious beliefs ¨C as can be seen in the so-called Bible Belt.¡± (Cartwright, 00, p5-6) International managers must be aware of the differences not only among the major religions but also within them.

Additionally, when the managers are doing business, it is important to understand a people¡¯s manners and customs, which can help managers to avoid making embarrassing mistakes. For example, ¡°Arab culture considers the left hand is the ¡®toilet hand¡¯, using it to pour tea or serve a meal is considered very bad manners.¡± (Wild, Wild &Han, 00, p4) If the managers don¡¯t know this, it will offend Arabic persons.

Furthermore, the legal issues are a danger factor in global operation. Governments are naturally and normally very particular that their laws apply on their territory. For instance, ¡°US managers operating in Europe need to be aware that European Union law is superior to the national law of member stares. Equally, managers from other countries who are doing businesses in the US may be unused to a system where State law is so strong, allowing, for example, the death penalty in some states but not in others.¡± (Cartwright, 00, p6-7)

Moreover, time is another factor that different cultural groups have different meanings. In most developed countries, time is commonly viewed as the clock whereas in less-developed countries, time is often viewed in a natural sense, such as in many parts of Latin America. For example, ¡°businesspeople often arrive after the scheduled meeting time and prefer to spend time building personal trust before discussing business. Obviously, it usually takes longer to conduct business in these parts of the world than in the United States.¡± (Wild, Wild &Han, 00, p46)

In addition, managing the problems created by cultural diversity increases the transaction costs when the managers are conducting international business activities. If cultural differences between trading partners are large, the economic and benefits of engaging in business activities are large enough to offset the extra costs of doing business with different cultures.

Additionally, people who have different cultures must have different social structures. For instance, it may be very difficult for a manger from the US or Europe to appreciate the different social structures operating in a diverse country such as India, which has the caste system and organizational hierarchies. ¡°In many parts of India, organizations operate on a purely western model, but it is still possible to find more remote areas where other social systems are prevalent.¡± (Cartwright, 00, p4)

Last but not least, differences in values and attitudes affect management functions, which is also a challenge for the managers. The cultural values have to be used in the management of business functions. For example, dealing in China, the international managers will have to realize that making deals has more to do with cooperation than competition. The Chinese think that building the good relationships is the most important thing, and then the transactions follow. At the same time, the attitudes towards business are quite different. ¡°In most Islamic social systems, business is part of an all-important personal relationship which exists to provide goods and services based on mutual trust and respect.¡± (Harrison, Dalkiran & Elsay, 000, p11)

Solutions

It is quite normal for the managers meet the diverse culture countries when they do the global businesses nowadays. Therefore, companies should try their best to face these challenges appropriately, overcome the cultural barriers and make doing business smoothly.

First of all, managers who operate in the global business need to understand the nature of diverse culture and how it influences behavior in the workplace, and recognize that different parts of the world may have ¡°different attitudes and value systems in respect of hierarchies, gender, the family, age, social structure, disability, religion, legal issues affecting employment¡±. (Cartwright, 00, p4)

Then, every manager should have considered the culture of his own her own organization, and the influences that might have on other organizations and individuals who may operate to different norms. Managers should have a very clear idea of how his or her own organization works and why it works in that way.

In addition, the managers should recognize which and how cultural factors influence the expression of business structures and systems. If they know these first, the managers can avoid the barriers and problems in businesses.

Moreover, the most effective method of ensuring successful globalization is for an organization to study the cultures in which it wishes to operate, and then to consider the reasons why certain things are done in these particular ways. The managers and their staffs should know other countries¡¯ cultures and habits, and the companies can offer some training about the cultures for staffs. For instance, companies that operate globally, ¡°such as British Airways, provide cultural orientation training for staff before they are sent on a foreign posting. A considerable part of that training is devoted to the avoidance of unintentionally giving offense.¡± (Cartwright, 00, p-) Both sides should give careful study and consideration to the ways that others work and think, such as the different cultural contexts, which is always the danger in misunderstandings, which will affect the building and maintaining of the harmonious and positive relationships.

Additionally, the managers should learn more languages to facilitate their business. Learning a second language may give them chances of succeeding in business. Learning any other language will help the managers understand the culture of those who speak it. As the managers learn the language, they learn how things are done where the language is spoken. Simultaneously, they learn the beliefs, values, and assumptions of that society as well.

Last but not least, the managers should know that they couldn¡¯t expect members of another cultures to fit into his or her own cultural norms. The managers should respect other countries¡¯ cultures, and learn about specific cultures and others¡¯ strengths to facilitate the businesses and communicating. They should know that different countries must have their own cultures. At the same time, the managers should be sensitive. Sensitive handling of diversity and a willingness to listen and take new ideas on board is a critical skill for all managers.

Conclusion

All in all, as the development of globalization, the managers need to do the international businesses with other countries that have diverse cultures. Cultural diversity is everywhere. People from different cultures share basic concepts but view them form different angles and perspectives. Therefore, there are so many challenges that the managers need to face when they are doing businesses, which means that different cultural backgrounds bring a lot of communication barriers to people, such as different languages, values, beliefs, manners and customs, working attitudes, religions and social structures, legal issues and transaction cost so on and so forth. Manages should respect and learn others¡¯ diverse cultures, and try their best to face them appropriately and learn how to facilitate their businesses.

References

Cartwright R. (00), Managing Diversity, Capstone Publishing, Great Britain

Czinkota M. R., Ronkainen I. A. & Moffett M. H. (00), International Business, Sixth Edition, Thomson Learning, Inc., USA

Harrison A. L., Dalkiran E. & Elsay E. (000), International Business Global Competition from a European Perspective, Oxford University Press, Great Britain

Parhizgar K. D. (00), Multicultural Behavior and Global Business Environments, International Business Press, USA

Speechley C. & Wheatley R. (001), Developing a Culture for Diversity in a week, Hodder & Stoughton Educational, Great Britain

Wild J. J., Wild K. L. & Han J. C.Y. (00), International Business, Second Edition, Prentice Hall, USA

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The Educated Officer

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The Educated Officer

Throughout a twenty-year career in the military, emphasis was continually placed on tenacity, battle drills, and rote memorization of tasks. Being able to react quickly without thought was a benefit during the early years of my career. This was important in order to move a squad or platoon in reaction to an enemy threat. The study of tactics and military science didn't occur until my fifteenth year of service during attendance at the Command and General Staff Officer Course (CGSC), and even there pursuing an advanced civilian degree was frowned upon. The common explanation was that the time required to do so would be detrimental to my career. Specifically, I would miss certain career opportunities and my peers would pass me by. Even my branch would discourage getting out of the mainstream to advance my education. It was commonly thought that advanced education of an officer would serve well if he was to teach, but a warrior needed to be tough and courageous.

During the year at the CGSC in Fort Leavenworth, Kansas, I became interested again in continuing my education. My hope was to obtain a master's degree through one of the programs available at the school. I was told that this was a waste of time, and I should focus on the required subjects taught by the school while enjoying the time with my family. During a conversation with my branch manager he said that my job performance was the crucial requirement that would pave the way for my career, but an advanced degree had limited to no impact. He even had promotion data to back up this claim.

Since my time at the CGSC I've had the opportunity to work with very intellectual civilians and officers from other services. They were able to think conceptually, where I only dealt with manuals and checklists. To plan an air assault operation was simple, but to theorize about the second and third order affects of our actions was beyond my grasp. As I progressed in rank my professional contacts were generally very well educated military contractors, DA civilians, and even politicians. Many times I felt as if I didn't have the tools required to adequately represent my service or myself. I fondly remember an occasion during Ranger School when I was verbally issuing an operations order and I used the word, synergy. My instructor promptly told me to "speak infantry like a soldier." I still think of this today as I struggle at times to articulate a point or issue.

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We are not all intellectuals capable of working in the nations top ranked think tanks or teaching graduate level studies, yet only great benefit can come from lifelong education that enhances our ability to think. An officer need not publish a book or be well known for a specific theory or concept, but he should have the ability to understand and grow intellectually. As mentioned in the article, military intelligence is thought of as a soldier taking a thought or concept and making it so confusing that no one can understand, or making a task so difficult no one can complete.

The army has progressed immeasurably over the past 0 years of my career. We have a much more educated army with a high degree of technical expertise. My hope is that time and encouragement be given to our officers to continue their education as they progress through their careers, and that they not be penalized as they pursue this goal. It is apparent that the army officer will work in a very educated environment where he must be able to hold his own. There are several great people within the army who have done this very well, and are worthy of emulation, Secretary of State (General) Colin Powell, Maxwell Thurman, Carl Vouno, and many others. These generals are well known as intellectuals, which may be due to their natural ability to learn, but they represent the finest in the military and are thought of in the highest regards within academic circles. We must ensure that our profession continues to progress and that we provide the best-educated officers possible to work in all facets of military and political operations.

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Dream Outline

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Dream Outline

Specific Goal I want my audience to understand the five diffrent types of dreams.

Introduction

I. Why does the eye see a thing more clearly in dreams than the mind while asleep? Leonardo Da Vinci

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II. Everyone Dreams. Whether it ghosts, rainbows, goblins, unicorns, sex, food, ax murders, kisses, Brintney Spears, Bradd Pitt, ex boyfriends or ex girlfriends, or even dream about your wedding reception. We all have dreamnt at some point in life sometimes out dreams take important events, thoughts, ideas, even premenisions to describe out past, present and possibly fortelling your future. We dream about our worries, hopes, fantasies, goals, wants, needs, and expextations.

Thesis Statement The five diffrent types of dreams are explanatory dreams, nightmares, reacurrent dreams, out of body dreams, and past life dreams.

Body

I. Explantaory dreams are dreams that explain your everyday problems.

A.) In this dream you recieve all the information you need in order to solve any problem you may be unable to accept.

B.) These types of dreams tend to be very symbolic and it may be very difficult to understand the problem you need resolved.

C.) If a person is unable to accept,and understand the dream, it may becaome more strange and complicated for them to understand the problem.

II. Nightmares are never pleasant dreams but tend to be specific fears or worriers the dreamer might have.

A.) A nightmare is never pleasantly vivid, there usually very violent dreams that tend to awake a dreamer from their sleep.

B.) Although most people do have nightmares throughout their lives, nightmares usually stem from unresolved issues from a persons life tend to happen during stressful periods in ones life.

C.) Having a nightmare does not indicate you have a sleep disorder or does not mean you have a psychological problem and they very seldomly do.

III. Do you ever feel like your watching a rereun? Thats usually how it feels when you are experiencing a reaccuring dream.

A.) Reaccurent dreams are usually like the replaying of dvds or movies.

B.) The reaccuring dreams can occur monthly, or once yearly or night after night.

C.) The subject of this issue hasnt been resolved and probably has bothered you for years, triggering your subconcious.

IV. Out of body dreams occur when your body has left your present body, and has left the rested state.

A.) Everyone who has had an out of body dream dream during sleep have left their body.

B.) Out of body dreams are generally very realistic and very vivdly colored.

C.) In a awake state the senasation is called deja vu, it might be beacuse you had pre dreamnt the present.

V. Symbols and events that deal with another time are called past life dreams.

A.) Dreams that are very bright,vivid, realistic, and has nothing to do with your present life belong to another time, either a earlier time or possibly a past life.

B.) Past life dreams happen when you may be attempting to discover or understand your present life.

C.) When you meet a person or go to a place you might have been before in a past life these factors may trigger this kind of dream.

Conclusion

I. Dreams are a way for us to cope with all our information and experiences that make up our lives. If you pay attention to your dreams you may learn to resolve problems in your life helping you better understand yourself.

II. Since youll be spending nearly a third of your life sleeping really try to undersatnd the meaing behind your dreams. You dreaming is the minds natural way of coping and maintaing sanity in life.

III. Anthing the mind can conceive and believe, it can achieve! Anonymous Author

Bibliography

Frank Garfield and Rhonda Stewart Unlock the Secrets. Sydney Australia Kathie Barker Smith 15

Trish and Rob MacGregor The Everything Dreams Hand Book Hollbrook, MA Adams Media Cooperation 18

The Dream Symbols http//www.dreams.org The Dream Foundation Matthew and Symond Neywork,NY 1

Keys to Dreams http//www.lovelifesymbols.com Dream Interpertations Linda Help Web Page Sydney, Australia 00

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Asxsa

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Summary of John Q

The film stars Denzel Washington as John Q. Archibald, a Chicago factory worker whose apparently healthy son collapses during a Little League game. John Q. and his wife Denise race the kid to an emergency room, where his signs are stabilized and then a cardiologist explains that young Mikes heart is three times normal size. There are two options a heart transplant or optimizing Mikes quality of life during the months ... weeks ... days left to him. Joining the doctor is appropriately named hospital administrator Rebecca Payne, who already knows the Archibald has no money, and argues for the quality of life choice. John Q. thinks hes covered by insurance, but it was not. His company switched to a new HMO that has a $0,000 ceiling, and since John has been downsized to 0 hours a week, hes lucky to have that much coverage. Payne demands a $75,000 down payment on the $50,000 operation, and explains the harsh realities of life for cash patients. John Q. considers taking the kid to County Hospital, but is urged by a friendly hospital employee to stay right there at the ominously named Crisis of Hope Memorial Hospital. John Q. exhausts all his options and eventually pulls a gun and takes hostages, demanding that his son he put at the top of the list of eligible recipients However, it wasn't easy. The hospital tries to make a deal with John Q. The deal was that if John Q liberates hostages and surrenders himself, they will accept his demands. However, it was a trick. John Q's wife tells him that the hospital and policemen are making the trick to catch him. The TV ads already inform people. Many people protests at front of the hospital. However, John Q felt that there is no hope. He asks a urged by a friendly hospital employee to stay right there at the ominously named Crisis of Hope Memorial Hospital. John Q. exhausts all his options and eventually pulls a gun and takes hostages, demanding that his son he put at the top of the list of eligible recipients However, it wasn't easy. The hospital tries to make a deal with John Q. The deal was that if John Q liberates hostages and surrenders himself, they will accept his demands. However, it was a trick. John Q's wife tells him that the hospital and policemen are making the trick to catch him. The TV ads already inform people. Many people protests at front of the hospital. However, John Q felt that there is no hope.

Please note that this sample paper on asxsa is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on asxsa, we are here to assist you. Your cheap custom college paper on asxsa will be written from scratch, so you do not have to worry about its originality.

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I can't find an essay on my computer.

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Authoring principles and practices Navigation in Educational Web Sites

Introduction

As more and more students go online and spend more time on the Internet (Pastore, 001) [summary], web site navigation has become more important in helping students find information for their studies. This paper details navigational design techniques that help web site designers make their navigation more user-friendly, especially for educational users, such as university students and researchers.

The Purposes of Navigation

Krug (000, p.5) [summary] outlines these as firstly, telling users how to find information, for example by offering menus and search functions, and secondly, helping users to understand their location in the site by using page titles, breadcrumbs, colour coding etc. Thirdly, navigation gives users an overview of the site's content, for example through site maps and the text of the menus. Finally, navigation shows users how to use the site if the site requires some kind of process, such as registration or login, for example as in WebCT.

Standard Navigational Components

These are usually available as links on the home page. The logo of the organisation identifies the site and is usually visible on most pages. The logo can help to assert the authoritativeness of this source of information, which is especially important to students as the Internet contains many pages that are not quality controlled by independent editors (Schroeder 001) [summary]. Outside the home page the logo is often a clickable link to home. Although many users are now familiar with this convention, it may help new users if the logo looks clickable, for example if it is on a button, or if an explanation pops up when the mouse is placed over it. Users expect the logo to be positioned in the top left corner of the page (Bernard, 001a) [summary].

Home pages should also give a site description or 'tag line', informing the user of what they can do on the site (Nielsen, 001a; Krug 000, pp. 101 - 10) [summary], which helps students estimate whether they will find information on the topic for which they are searching. The home page should also provide various links to enable the user to access this information. Krug (000, p.65) [paraphrase] categorises such home page links into 'sections' and 'utilities'. The sections include links to categories of content, for example teachers' presentations, and lists of useful links. The utilities may include an 'About Us' section, often including staff and organisation contact details, a 'What's New' page, a site map and a frequently-asked questions page.

Search

The ability to search within a site is especially important for educational users. For example, if a student or researcher knows that an online journal covers a topic of interest, he or she will need to search within that site for specific information.

Nielsen (001b) [summary] emphasises the importance of site search facilities as a both a tool for finding information, and an escape route if users get lost. He recommends that there be a Search facility on the home page, and also on every page. This is often in a menu bar or at the top of the page.

The results page giving the results of the search can follow the example of the Google search engine (Google, 001), and have the following components the search terms used, a link to advanced search in case the search was unsuccessful and links to other search resources. Each link on the results page at Google includes the relevance of the page, the page title, the URL, the contents of the meta tag 'description', extracts from the text of the page with the search terms highlighted, a cached version in case of the page no longer exists or the server is unavailable, and a 'More like this' link. It may also be possible to include a list of bookmarks on the page, so that users can go directly to relevant sections of a page.

Hoffman (17) [summary] makes a number of recommendations about optimising the information in the head markup of a page for search engines to use to provide users with an overview of the contents of the page. He highlights the use of the meta tag, especially for keywords, and the use of the title tag. Another method of providing more meta information is to use the Dublin Core system.

The combination of proper meta-tagging and informative search engines should help lead students quickly to relevant sources.

Menu bars

The second main way to navigate a web site is through menus (Krug, 000, p.55) [summary]. Sites have menu bars in various positions (Bernard 001a) [summary], with different components in different places. At the top of the page common components are the name of the site, breadcrumbs, search, and tabbed section pages (Krug 000, p.61) [summary]. On the left are often site sections, which on educational sites can serve as categorisation not only of the site, but also of the academic field. On the right are found further links related to content, although Bernard (001b) [summary] states that users prefer embedded links. Hoffman (17) [paraphrase], however, suggests the use of menus and criticises these embedded hyperlinks, presenting a number of arguments against them. These include that conscious choices add up to conscious overhead and distractedness; that embedding hyperlinks within prose paragraphs makes for rough reading and slow navigation; that excessive branching disintegrates structure and reduces the ability to build a mental model, and that there are already enough navigation choices to overload the readers attention.

Neilsen (16 & 000, p.84) [summary] criticises the use of frames, which often contain menus, for example stating that they make bookmarking a page impossible. Bookmarking is especially important in education, as learners record sites in their literature search, and then go back to them to cite in their academic writing.

Menus in frames can be replaced by server-side includes or javascript .js files, which can be dynamically positioned to remain in place on screen with JavaScript and Cascading Style Sheets. For an example see the left menu on the Centre for Independent Language site at http//elc.polyu.edu.hk/cill/ .

Indexes

Various types of index to the contents of a site are possible (Hoffman 17) [summary]. For example, a educational site on the topic of history might include alphabetical indexes of events and people, timelines, a site map and galleries of images of people and places. In Bernard's (1) [quotation] study of site maps, his subjects said that they preferred categorised to alphabetically-organised maps because they may have to guess the wording of the hyperlink name in order to search in the appropriate area. This may be more important on educational web sites, where learners may be unfamiliar with the terminology of the field, and especially important for non-native speaker students.

User-centredness

As well as being unfamiliar with the terminology of the field, learners may be unsure of the categorisation of contents of a field, for example, whether pronunciation is a sub-category of speaking, or a main category of equivalent level. Information & Design Pty Ltd [summary] suggest card sorting by representative users in order to reflect the learners' rather than the experts' categorisations.

Cookies and logging-in can help in the user-centredness of pages by personalisation. WebCT, for example, tracks usage by students, and shows users what information they have already seen. Commercial sites such as Amazon.com provide personalised services such as 'one-click-ordering' and book recommendations based on personalisation techniques. Navigation is made easier by the site presenting the user with information and links that its records show is relevant to them. For example, researchers can instruct Amazon.com to alert them if certain authors publish new books.

Links

Hyperlinks are one of the primary navigation methods on web sites. There are a number of guidelines on the usability of links (Krug, 000 & Nielsen, 000) [summary] . Firstly, they should look click-able before mouse-over (Krug 000, p.7) [summary] . Many designers turn off link underlining or image borders for aesthetic reasons, but Nielsen (000, p.15) recommends using underlining and standard link colours [summary] .

Nielsen (000, pp. 188 - 60) [summary] makes a number of recommendations for links. These include that they should be self-explanatory, or have an explanatory blurb in the text or in a title tag (Nielsen, 000, p,60), should lead to useful content, should have the same text as the page title or heading they are linked to, and that there shouldn't be too many on one page for aesthetic and cognitive overload reasons (Hoffman, 17) [summary] .

Lastly, links should be big enough to hit with a dirty, sticky mouse. In education, computers are often a shared resource in a computer lab and the mice sometimes get dirty. Fitt's Law states that the time to acquire a target is a function of the distance to and size of the target (Tognazzini, 1) [summary], and therefore bigger links are easier and faster to click.

Images

Images are used on the Internet not only to convey pictorial information, but also to overcome the limitations of HTML in controlling the appearance of text. Images containing text are often used in menus and image maps as part of the navigation controls of a site. As images these take longer to download than text, thus making the navigation slower to appear. In educational settings it is especially important to have small image file sizes so that images download faster. This is because a whole class might access the same page at the same time, and lesson time is wasted if the download is not fast. Selvidge's (1) [quotation] study of the download time issue concludes that The longer the wait for pages to load, the greater the frustration. Nielsen (000, p.4) [summary] recommends that page download time should be less than one second, but a realistic target is less than 10 seconds. To speed image downloads, Larsen and Phillips (001) [summary] recommend the use of small thumbnail images, reducing the number of colours in .gif format images, cropping image size, and using the right format, .gif, or .jpg.

However, there is evidence that download speed might not be as important as previously thought, Rhodes (001) quotes Jared Spool, Founding Principal of User Interface Engineering, a research company, as saying, it was almost a law of nature that the faster pages download, the more usable the site was. But when we actually compared the usability of sites to their download times, we didnt see any correlations. He explains this as follows,

To go farther, we found that when we asked users to rate the speed of a site, that didnt correlate to the actual download time either. Instead, the perceived speed of the site correlated strongly to whether they completed their tasks! This tells us that, when users are complaining about download time, they probably arent actually talking about the download time, but about their ability to complete tasks.

(Rhodes, 001). [long quotation]

There is further evidence from Selvidge (1) [quotation] that download times may not need to be as fast as Nielsen advocates, and says that Lostness and task difficulty were not affected by delay length and that Users were frustrated by the 0 and 60 second delays in page loading time, but would tolerate the 0 second delays. Whether this is true in educational settings is a topic for further research.

One way to decrease the time taken to download images is to reduce the number of images on a page (Nielsen, 000, p.14) [summary]. Some pages use image maps and images containing text. Unless server logs show that users' browsers are unable to handle them, Cascading Style Sheets (CSS) can be used to control the appearance of text, reducing the need to use images. CSS can also be used to control the appearance of buttons, for example, their widths and colours, reducing the need for graphics that look like buttons (University of Illinois at Urbana-Champaign, 000) [summary] .

To improve accessibility to educational resources for all learners, all images should have ALT tags describing the image, especially if the image is a hyperlink. The World-wide Web Consortium (WC, 001) gives this and more accessibility advice on its Quick Tips page. Image hyperlinks should link to a page, not just to another image, and have captions containing text links, as demonstrated by Castro (000, p.145) [summary].

Conclusion

In informal conversations with my students about researching information on the Internet, a common complaint is that while the Internet is very convenient for research, it can take a long time to find relevant materials. This highlights the need for good navigation, and especially good search results.

Present research into navigation tends to concentrate on general or e-commerce users. Therefore, more research into navigation in the educational context, and especially into navigation for non-native speakers, is needed. ff

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