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Hate It or Love It Essay

Women in the Renaissance Era

Women in the Renaissance Era Renaissance Humanism: The Feminine Voice The Renaissance Humanism, albeit a movement headed by males who agreed with the misogynist insights in ancient texts opened the door to the review of the misogynist tradition making it possible for the female humanists like Isotta Nogarola, Cassandra Fedele, Laura Cereta, and Olimpia Morata et al to write about the woman question, and thus changing the notion of Humanism from it earlier misogynist approach to re-evaluation of womens nature by putting household issues at the heart of academic concern and regenerating the relevant classical texts (Cereta, 1997). The triumph of women in Western Europe and the United States originates from a movement about six hundred years ago in the era of Renaissance. This was the time when the other voice, meaning the feminine voice, was first heard against the background of a three-thousand-year history of misogyny rooted in western culture, whether Hebrew, Greek, Roman or Christian. The hatred against women in these traditions suffused the intellec tual, medical, legal, religious and social systems that grew during the European Middle Ages. Concurrent with a general reformation of European culture in this early modern or Renaissance days (roughly during 1300 to 1700) issues related to female equality and opening emerged out that still echo and are still unanswered. This paper deals with the misogynistic tradition defeated by early modern Europeans and the new institution that suppressed the other voice called to defy the ruling theories and conjectures about women as lesser to the male in mind and body. The long-established Misogyny in European culture broke down to take to pieces when the modern period began hard task, no doubt. The progress started as part of a huge cultural movement involving a serious review of ideas received from the antiquated and medieval past—an attempt initiated by the humanists. The Renaissance, as the name suggests, was something new, according to some. The contenders hold that it fundamentally pursued medieval models revising them — an idea that gets more confused with the added fact that the Renaissance in Italy was at variance from the Renaissance in other places. The Renaissance started in Italy around 1300. The first and foremost name associated with this movement was Dante Alighieri, the deeply religious author of spiritual parables, a dedicated catholic who used academic philosophy and was often adverse to the political set-up of the Italian church. One can easily sense from his Divine Comedy that he basically belonged to the Middle Ages except that, as distinct most lofty intellectuals, he wrote mostly in Italian rather than Latin. After him comes the named of Giovanni Boccaccio in the fourteenth century, who wrote the extremely sensational Decameron, written in Italian too. Goeffrey Chaucer in England also wrote the lewd The Canterbury Tales , most likely, which like the Decameron, was a true account of how medieval people acted. But the classic successor of Dante was Francesco Petrarch who wrote both in Italian and Latin about secular themes, even though he was deeply religious often bothering that his secular writings were a diversion from mans only right goal, that is, deliverance (Stearns, 1977). Dante, Boccaccio, and Petrarch put very much in to the unearthing and safeguarding of classical works. Humanist values were powerfully articulate by another Italian scholar, Pico della Mirandola, in his Oration on the dignity of man. Hamlet’s well-known speech: â€Å"What a piece of work is a man? How noble in reason, how infinite in faculty, in form and moving how express and admirable, in action how like an angel, in apprehension how like a god—the beauty of the world, the paragon of animals!†is directly influenced Pico della Mirandola’s Oration on the Dignity of Man. The humanist movement was supplemented by the entry of Byzantine scholars to Italy after the collapse of Constantinople to the Turks in 1453 and also by the founding of the Platonic Academy in Florence. The academy established by the 15th-century Florentine statesman and sponsor of the arts Cosimo de Medici, revitalized Platonism and changing the literature, painting, and architecture of the period. The compilation and translation of classical texts among the higher clergy and nobles, the invention of printing with variable types around the mid-15th century gave fuelled humanism to progress more through the distribution of editions of the classics in Italy though literature and art, in central Europe through theology and education—a primary basis of the Reformation. One of the most significant scholars in humanism in France was the Dutch cleric Desiderius Erasmus, who also played crucial role to spread the movement into England, firstly at the University. By the middle of the 16th century humanism had won wide acceptance as an educational system. Oxford by classical scholars like William Grocyn (1446-1519) and Thomas Linacre, and at the University of Cambridge by Erasmus and the English prelate John Fisher (1459-1535) to ultimately all through English society thus making the way for the thriving of Elizabethan literature and culture (Witt, 1978). The Humanists reverence for the academic philosophy of medieval universities effected a literary flare-up consisting of works by both men and women, in Latin and in lingua francaworks detailing the attainments of prominent women, works confuting the main allegations made against women, works contending for the equal education of men and women, works labeling and reclassifying womens appropriate role in the family, at court, and in public and works depicting womens lives and experiences. The proto-feminism of these other voices represents an important aspect of the literary effects of the Renaissance. Around 1365, Boccaccio whose Corbaccio made the typical attacks against female nature wrote Concerning Famous Women, a humanist discourse based on classical texts eulogizing distinguished women from pagan Greek, Roman ancient times, and from the religious and cultural tradition since the olden times making all readers conscious of a sex usually damned or forgot ten. However, in it, Bocca ccios position was typically misogynist. The book only honored those women who maintained the conventional female â€Å"qualities† like virginity, quiet, and compliance. Socially active women, for example, sovereigns and fighters, were portrayed as enduring appalling penalties for infringing into male-domain. Even if Boccacio chose women as his theme, he maintained his male chauvinistic attitude although in the book. Christine de Pizans Book of the City of Ladies contains a second catalogue of famous women, as a reaction to Boccaccios. Where Boccaccio’s book shows feminine virtue as extraordinary, her book describes it as common. Many women in history were leaders, visionaries and valiant sufferers for a cause or stayed pure in spite of the lecherous advances from men. The work of Boccaccio enthused a run of such catalogues of famous women of the biblical, classical, Christian, and indigenous past: works by Alvaro de Luna, Jacopo Filippo Foresti , Brantà ´me, Pierre Le Moyne, PietroPaolo de Ribera (who recorded 845 names), and many others. Whatever prejudices these catalogues contained, these catalogues illustrated the public the prospect of female superiority. Yet simultaneously, questions surfaced: Could a woman be moral? Could she act strikingly? Could she be as equal as a man? These questions were argued over four centuries, in French, German, Italian, Spanish, and English, by male and female authors, among Catholics, Protestants, and Jews, in tedious volumes and gusty booklets, the debate being referre d as the querelle des femmes, the Woman Question. The opening torrent of this war took place in the first years of the fifteenth century, in a literary debate generated by Christine de Pizan. Humanism provided the materials for a positive counter concept to the misogyny embedded in scholastic philosophy and law, and inherited from the Greek, Roman, and Christian pasts. A series of humanist treatises on marriage and family, on education and deportment, and on the nature of women helped construct these new perspectives. There were, of course, views opinions by women that went against women’s emerging new roles, the works by Francesco Barbaro and Leon Battista Alberti, respectively On Marriage ( 1415) and On the Family ( 1434-37), reaffirmed womens duties to look after children and supervise house hold maintenance while being submissive, virtuous, and quiet. Even then, that served the purpose of pondering over the â€Å"question women† by placing household matters at the focus of academia and reviving the relevant classical texts. In addition, Barbaro stressed the importance of a wifes religious and rational virtues for the happiness of the family, topics that came back in later humanist works on marriage and the education of women by Juan Luis Vives and Erasmus who were fairly sensitive to the condition of women, without taking it too far. A more constructive stance towards women was seen in the virtually unknown work In Praise of Women (ca. 1487), a catalogue of famous women, by the Italian humanist Bartolommeo Goggio where he contended that male and female are essentially the same, and that women are in fact better. Almost similarly, the Italian humanist Mario Equicola stressed the sacred equality of men and women in On Women. An outlook more favorable to women characterizes the nearly unknown work In Praise of Women (ca. 1487) by the Italian humanist Bartolommeo Goggio. In addition to providing a catalogue of illustrious women, Goggio contended hat male and female are essentially the same and that women are in fact better. Similarly, the Italian humanist Mario Equicola stressed the divine equality of men and women in On Women ( 1501). In 1525, Galeazzo Flavio Capra (or Capella) published his work On the Excellence and Dignity of Women. This humanist tradition of discourses guarding the value of women ended in the wo rk of Henricus Cornelius Agrippa, On the Nobility and Preeminence of the Female Sex, an incomparable attempt by a male humanist to concisely or openly present the case for female self-respect. Works written on the womens question had an extra point in the sense that volumes of them were written by women. A woman writing was in herself a declaration of womens assertion to self-respect. Only a handful of women wrote anything before the the early modern era, for three reasonsfirst, they hardly ever had the culture that facilitated them to write, second, they were not let in to have public roles-as officer, civil servant, lawyer or attorney, university professor where they might attain information about matters worth writing about and lastly , the male-dominated culture suppressed the voice of women with the hidden social dictate that considered speaking her mind as a unchaste. Under such condition it was amazing for those who did write before the fourteenth century. Women writes mostly were nuns or spiritual women whose secluded life made their assertion more tolerable. From the fourteenth century on, the number increased rapidly, women went on writing devotional literature, even though not always as secluded nuns. They also wrote journals, often having it in mind as mementos for their children; guides to their children; letters to family members and friends; and family memoirs that could as well be considered as histories of some sorts. A few women wrote works directly related to the woman question, and some of these, were well trained. While women’s rights were a novel idea, educated women concentrated on another aspect of women, which is witch-hunting. There was a distinctive hostility against witches and a number of booklets and pamphlets on instructions to protect them against witches, who were considered essentially women. The most notorious witch-hunting manual was The Hammer of Witches ( 1486), by two Dominican inquisitors, Heinrich Krà ¤mer and Jacob Sprenger. Witches were often accused of exaggerated deeds as well as deceitful and lust-ridden. Hence, women were equated with the devil who held unholy powers. Of course, rational men, protested such opinion but the most believed in these. For example, the German Ulrich Molitur, the Frenchman Nicolas Rà ©my, the Italian Stefano Guazzo described sinister orgies with the devil and the celebrated French jurist, historian, and political philosopher Jean Bodin often suspended regular legal routine in order to try women charged with exceptional crime. Thus, the early Renaissance involved misogynists. Even when they followed new norms in all matters of society and philosophy, these did not include women. It was up to the women themselves to make their new rules. They formed their own literature and culture whiles the men, even rational otherwise, had distinctive hostility. But the women slowly broke down the barriers gradually as women who were otherwise cocooned within the arena of women began to write and express themselves. Yet, the Renaissance did help women to find their own voice. Even as they have faced new challenges over the years, they have continued to struggle to make their own place up to now. Bibliography Primary sources: Cereta, Laura. Collected Letters of a Renaissance Feminist. edited by Diana Robin. University Of Chicago Press. Chicago, 1997. dePizan, Christine. The Book of the City of Ladies. trans. Earl Jeffrey Richards; Foreword Marina Warner. New York. 1982 Thomson, Melissa (2005). Women of the Renaissance. Lucent Books. San Diego. Zophy, Jonathon W. A Short History of Renaissance and Reformation Europe: Dances over Fire and Water. Prentice Hall; 2 edition., 1998 Secondary sources: Elton, G. R. (1963). Renaissance and Reformation. 1300-1648. Hale, J.R. (1993-1995). The Civilization of Europe in the Renaissance. Simon andm Shuster. New York. Letts, Rosa Maria (1981). The Renaissance. Cambridge University Press. New York. Stearns , Peter N. The Face of Europe. Forum Press: St. Louis, MO, 1977. Shakespeare, William. Hamlet: edited by David Bevington: Bantam, 1988.

Study On The Deprivation Trap Religion Essay

Study On The Deprivation Trap Religion Essay The government of South Africa has called in an expert in community development to assist a group of individuals who have created an NGO (Non- governmental organization) to help deal with the alien landing that has happened 20 years ago. The humans salvage the aliens and put them in a restricted zone on the outskirts of the city called District 9. In the beginning the MNU (multinational united), a multinational cooperation was in charge and was recently disbanded from service because the company ill-treating the alien group. It is the experts job to help the NGO better manage the aliens and treat them the way a typical community in South Africa would be treated, as many say that the very fact that they have traveled here means this particular species (or synthetic intelligence) is so far beyond us. The idea that the human race regards them, as low-grade life forms is not quite realistic. In summary, the main aim of the MNU was around the forced relocation of the aliens from District 9 to District 10, moving the aliens even further outside the outskirts of South Africa. Besides being constricted to the township and being forcibly relocated, they suffer various other kinds of oppression by MNU, very closely to the way blacks were treated during the time of apartheid, making the aliens fearful and unable to trust the human race further. According to Flora and Flora (1993) Community development unites the knowledge of community with development. Community being a group of people who share common characteristics, identity, Interests and perceived itself as separate in some regard from the larger society it exists. For this reason, community development depends on interaction between people and combined action, rather than individual activity. Cavaye (2000) added that putting the two terms together community development means that a community itself participates in a procedure intended to recover the social, economic and environmental situation of the community. While on the other hand development is the process of choice, different ways of thinking, anticipate change and try to improve quality of life for those living in the community. 2. The deprivation trap The concept of the deprivation trap (Refer to the Appendix) shows clusters of groups of deficiency that interact with each other (pentagon of interactive links between each) to form the trap the people find themselves in and trying to survive it. This traps framework consists of the following: Powerlessness, this purely means someone who does not have any power, who is helpless as they are lacking the necessary legal authority. People who fall in this heading are fearful to express their needs and are trying to hold on to what little they have without having that taken away from them, Heywood (2007) In short stated it is the lack of social and economical influence. The aliens are stranded in South Africa, as they are unable to find the necessary object needed to start their ship to take them back home. Therefore not only are they in a foreign place with no knowledge of the customs they are also unable to help themselves because they do not have the necessary resources. The humans therefore take advantage of this by forcing them to relocate to district 10 without giving them notice before hand. If the human did not like the answer, the aliens gave to their questions they would shout and threaten to shoot them and in some instances gloat at them. Isolation, people who live in remote, inaccessible, secluded and quarantined areas, where assess to health care facilities, job opportunities, clean water, security, education etcà ¢Ã¢â€š ¬Ã‚ ¦ is either out-of-the-way, scarce or in some cases non-existent. Therefore, their geographical area secluded them from the rest of civilization, where help is not easier to come across. There is a special section of Johannesburg that frosted the aliens (district 9), this keeps them away from the human civilizations; the humans do prefer it this way. An individual from the community says, They must fix the ship and go. Another state at least they kept away from us Poverty, Swanepoel and de Beer (2011) in short stated that poverty can roughly be seen as the lack of having necessary land, assets, jobs, money, skills etcà ¢Ã¢â€š ¬Ã‚ ¦ to be able to function properly to meet abstract (e.g. Human dignity), concrete (e.g. Clean Water) and most importantly basic needs (e.g. food) needs to function in society healthy both financially and mentally. They do not have money, human education, resources therefore they are taken advantage off and are treated like animals (served cat food as meals). Physical Weakness, a person is in a state of being weak; therefore, they do not have any physical strength to improve their lives. In some cases chronic illnesses are contracted which affect physical weakness even more. They are placed in an area that is not hygienic, there are piles of litter everywhere, they urinate in the opened, there are meat chopping in the middle of the road, over all the area looks like the slums. Therefore, they are not physically strong or have the energy to do anything about it. The only proper source of food that they could possibly purchase is cat food, if they are unable to afford that which are given in exchange for the aliens advance weapons, they have to eat the pile of dirty leftover food Vulnerability, this is where a person has limited choice and engagement, which makes them easy candidates to be intimidated, and taken advantage off. Since they had no power, and are living in poverty and isolation this makes the aliens vulnerable, Humans knowing this used ways of manipulations to get the aliens to do what they needed, they bribed with cat food and other occasions threatened to take way their children if they did not cooperate with what they wanted. In other cases, we see that they destroy the aliens eggs, which they call abortion. The deprivation trap is an interconnected trap, the only way a CDW (Community developer worker) can break the hold the trap has over the people is, according to Swanepoel and de Beer (2011) is to figuratively break the links in the chain and then the trap shall be broken or at least loosen that hold. With the above information, it is clear to see how easy it was for the humans to coerce the aliens into doing as they please. 3. Ethical and practical principles 3.1 Ethical Principles Van Heerden (2005) states that ethics is a set of rules or a standard that regulates the lives of people and are used to make decisions in some instances. Each individual have their own personal ethics and this helps them determine the rightness and wrongness of things. Swanepoel and de Beer (2011) mentioned six districted ethical principles that every community developer should consider when going into a community: 3.1.1. Human Orientation People who have fallen into the deprivation trap have not been successful in meeting their daily basic needs, therefore a CDW should help enable the community to live fulfilling life with all their needs met. The most important abstract need is human dignity; this is where they are aware that they are able to make decisions for themselves making them feel self-relevant and self-efficient. As they meet their internal potential, it motivates the community to fulfill their physical needs Human dignity according to Kleyn and Viljeon (2010) is one of the essential needs for individuals. Looking at the way the aliens where treated its clear that their human dignity has not been met. They aliens where unable to reach their full potential as the humans restricted their movements, this discouraging them even further. They where also treated as barbarians, given names such as prawn, constantly being swore at and treated as punching bags and humiliation around every corner, they are also shown publically urinating, savagely ripping meat apart, and fighting with each other constantly. 3.1.2. Participation When the community participate they become part of the decision making and planning process, which on return makes them feel empowered and in control of their surroundings. The humans avoided at all cost getting the aliens to be involved in maintaining the environment and having some say about their circumstances, thus encouraging the submissiveness of the aliens. 3.1.3. Empowerment Simply stated by Heywood (2007) empowerment refers to the political power, not having the necessary skills to complete a task but instead have power to make decisions. The aliens had no power in any circumstance, they where always watching their back and worried about a human encounter. When a human approached they had to go down on their needs to show that the humans had the authority, they where always being belittled and mocked and if they showed a sign of emancipation they where gun downed. 3.1.4. Ownership This helps people gain power to make decisions in their own life. According to Swanepoel and de Beer (2011), they mentioned that it is the persons own future and development no one else, as they are the main role- players. Mobilization is used to help trigger the people and allow them to take responsibilities of ownership and management in their future and future projects. Mobilization was not implemented at any point in the handling of the aliens. Humans preferred that they took the ownership away from the aliens so that they could be in charge of the alien community at all time, giving the humans a sense of authority. 3.1.5. Release The real goal of developmental projects is eliminate poverty, not to address poverty or deal with some of its manifestations of poverty. Therefore trying to release the hold the deprivation trap has on the community. They try to gradually improve the communities situation, as a result releasing them from poverty not relieving. As stated on the top, the goal of release is to try and rid the community from poverty, by the looks of the way MNU maintained district 9 it seems as if they where trying to keep the aliens in poverty. They did not try to produce means of improving their living circumstance, such as providing education so the aliens can learn necessary skills to help themselves. Instead, they left them living in slum-like living condition. 3.1.6. Sustainability If the natural environment is under threat or damaged, then individuals who are integrated part of the environment will also be under threat or in harm. Healthier natural environment means a gradual improvement of the communitys health. The aliens living condition proves the top true. The environment in which the aliens lived was constantly threating their ability to survive. It was rubbish dumb with aliens urinating everywhere, meat being cut in the opened, alien tug-of-war happening in the middle of the road, aliens fights, aliens vomiting in the opened etcà ¢Ã¢â€š ¬Ã‚ ¦ 3.2 Practical Principles Swanepoel and de Beer (2011) mentioned four districted practical principles that every community developer should consider when going into a community. These practical principles need to be pursued and regarded in order to carry out the ethical principles (mentioned above): 3.2.1. Learning The learning process has an aim to meet needs for an adaptable, continuous, investigational, action-based and assistance. This helps the Community and the CDW to exchange knowledge and resources. Van Heerden (2005), states that people can lead their own change processes of learning, because of some of the success stories that she have taken note off. The main aim is to emphasis autonomy as the community is very capable to make their own decisions, as this would also give them a sense of empowerment. Firstly, MNU provided no learning opportunity for the aliens thus not giving them an opportunity to try to make a difference in their community and the human one. They had no autonomy or empowerment so they where unable to be adaptable and make decisions in their own lives. Secondly there was no CDWs or projects implements in attempts to help better their stay and encourage knowledge building in district 9 for the aliens. 3.2.2. Compassion CDW should pursue being able to be sympathetic or empathetic, this is especially useful when the community is in that deprivation trap and have lost hope. Baron, Branscombe and byrne (2009) states that Compassion helps them build trust, gain friendships and co-operation with the community members. Considering the other particle principle discussed it is accurate to say that compassion was one of the main practical principle that MNU fell short off. There was no compassion was so ever shown to the aliens, the aliens where constantly being called derogatory names, blasphemed, threatened usually for no reason, being captured, their baby eggs being burned, Nigerians kill and eat the aliens, the aliens held at gun point or being shot at from the sky. These principles are undeniably essential to make community development works as it works on freeing the people from the deprivation trap. 3.3 Conflict Van Heerden (2005) wrote that conflict is when two or more values, perspectives and options are contradictory in nature and have not been aligned or agreed about yet. The main reason conflict arises is by miscommunication, meaning messages that have been carried across wrongly. Since communication arises from miscommunication, the way to overcome it is by good communication. There are varies causes of conflict that Mersham and Skinner (2009) mentioned such as unclear boundaries which are definitions not being understood clearly, Clashing interests and personalities, situation, consensus needed, misunderstanding and unresolved prior conflict with the receiver. Cavaye (2004) went on saying that values are another reason why conflict arises. Community values are diverse and inherently involve conflict. Community members maintain very unusual values based on their own experience and background. The expression of values involves managing conflicting views and community power. There was definitely a communication barrier that arise between the humans and the aliens, which did in fact cause conflict which lead to hundred of aliens being killed. 3.4. Rights violation Each individual on this planet when born is entitled to rights. According to Kleyn and Viljoen (2010) rights are the core to humanity and is therefore inviolable, no one can take these rights away, people are born with them. Human rights are the formulation of the requisite for fairness, acceptance, mutual respect, and human dignity in all endeavors. Grech (2006) states ones human rights are not granted by the state and instead is an innate quality that each human been is granted when they are born. When it came to the handling of the aliens there where regrettably numerous areas of the rights that where violated, for instance the right that was most violated was the right of human dignity, this is according to Kleyn and Viljoen (2010) is having respect for the individual and regarding their self-respect. The aliens where treated with no respect, the humans manipulated them on many occasions and demoted them as individuals, there was even a derogatory names for them called Prawns, referring to them as bottom feeders and those who scavenge the leftovers and made the aliens basic food supply being cat food. Other right that where violated was the right to life, as the humans killed the aliens without second guessing and in one instance burned a house of eggs that was soon to hatch with baby aliens. The right to privacy, the aliens had the right to do as they please in their homes but the humans rampaged in their houses and accusing them of unnecessary allegations. The right of fre edom of movement which was demolished when the aliens where restricted and detained to living only in district 9 and where not allowed to move from that area or they would be killed. The right to nationality and a free and fair world, meaning everyone has the right to be a certain colour, gender, age etcà ¢Ã¢â€š ¬Ã‚ ¦ the aliens where alienated because they where a different nationality from what the average human race is used to therefore being treated as felons and excluded from civilization. There was no free or fair treatment taken into consideration toward them. The right to food, shelter, and education, shelter was provided but not sufficient or safe enough. Food supply was only cat food, which is only appropriate for cats. In addition, education at no point in time was offered to help teach the aliens about the human customs. The right to live free, the humans killed the aliens without hesitation and made some of them into experimental lab rats. Freedom of expression, if the aliens Questioned the human authority they where held at gunpoint or manipulated in to giving in. The violation of rights leads to suffering and devastation which most of the time arises from conflict ( discussed in the previous section), in some cases it can cause physical and psychological harm and in the instance of the aliens political oppression of discrimination arise which made their basic needs easier to deny. Maises (2003) states war crimes as the laws of armed conflict forbid acts of hostility on people in a community and the use of firepower that triggers unnecessary suffering or long-term environmental damage, exactly what happened with the aliens in district 9. Lastly, genocide was is also an issue that arises especially with the aliens, when the humans coldly burnt the aliens baby eggs. 5. Recommendation for better handling of the aliens. It was clear that MNU handling of the aliens were cruel, vicious, brutal, merciless and appalling which made the aliens untrusting, fearful and skeptical of the humans. The new NGO group is trying to overcome this circumstance and make the planet livable for all. By doing this, the following recommendations should be taken into consideration: 5.1. The organization as an enabler of community development The main goal of any Community developer is to make the community enablers and an enabling environment. This simply means that it enables the community to adapt to the ever-changing environment that they live in. The aliens where unable to be involved in development previously, so it is essential that a CDW gets the aliens to be involved in community work, this contributes to helping them feel welcome and at the same time facilitating confidence building within. 5.2. The local development environment The local environment helps CDW become aware of the global context, as the existing situation being the environment is fundamentally valuable. By knowing these environments, it helps aid towards support and strengthens it. These environments also play a key role in communication, also being one of the fundamental aspects of an enabling community and improvement of the community. The following are the different environment that would be useful to the alien community we have: Social Environment, Baron, Branscombe and Byrne (2009) notes that this environment consists of bodies such as families, churches, clubs or formal institutions such as friendships. All communities are organized differently and a CDW should consider those when entering one. Some of the negative factors in this area could be power struggle, different group formations and crime. By understanding the way the aliens gather and group to form entitles it would make the CDW able to better communicate and make the necessary change that is needed. The social environment is very important and should be stable so that adaptation is successful to eradicate the negative aspects. Cultural Environment, this consists of societys values, morals and the person tradition. It is essential that a CDW creates an environment where the individuals space is true to the values they where brought up in. Cavaye (2004) states that values regulate progress significances. Additionally by understanding these traditions, it forms a framework of understanding the reasons behind the way people act and react to actual life. The aliens have come from a different cultural background therefore the CDW should broaden their knowledge on the aliens culture so that the aliens can feel part of a bigger picture. It is also important for the aliens to understand the South African culture if they would like to reside on the planet comfortably. Psychological Environment, every persons experience to life would be different from each other. Willian and Sheffe (1989) writes that abstract manifestation of their experience of reality is know as the psychological make-up of people. The negative aspects could be stress, psychological scars, fear, and feeling of rejection, lack of self-esteem and empowerment and apathy from outside community. Due to the unfortunate circumstance that the aliens had to deal with during MNU rein, which left the aliens scared, battered and fearful of any future endeavors. It is important that the CDW beings working on those abstract feeling so that trust can once again be integrated in their lives, which will motivate them into helping create a better future for themselves and the community alike. 5.3. Community as the main actor According to the Oxford study dictionary (2002) defines Community as a body of people living in a distinct place considered as a whole, they have common interests and values. According to the definition, it is easy to say that the community should be the main-role players as they have the expert community knowledge about their specific area they live in. The aliens where treated submissively since their arrival 20 years ago, therefore by creating a space where they feel they are in charge can bring some of their confidence back. It can also help the humans gain trust from the aliens and finally help the aliens to have some authority in terms of the living conditions they preferred, this would to help make them feel comfortable, as they are far away from their home. 5.4. Communication and Motivation Communication is a very intricate process that is unpredictable because different people use different codes of communication, hence why there can be barriers of communication that can arise. Swanepoel and de Beer (2011) mentioned some barriers that can arise is the receiver ( The target person) might be afraid of the sender (where the message originated), receiver may have expectations, the receiver at the moment may be preoccupied, there could be a physical disability, environmental interruptions If communication was done from the beginning, there would have never been that conflict between the aliens and the humans. Communication would have created understanding on both parts and thus interventions could have been installed to help sort out the novelty that has arise. Communication would of also made the human community a bit more open minded to the arrival of the aliens, therefore CDW aim should be to communicate effectively so that both side without a doubt understand each other till the very end. Motivation, communication is implemented for various reasons, one of those reasons are to motivate people. Van Heerden (2005) said that motivation could contain hope and a positive outlook on life, being enthusiastic and keen and help change the communities attitude in a progressive way. In summary motivation can lead a person to change their mindset in a positive and innovating way such as feeling a sense of triumph, being entrusted with responsibilities and achieving them. It is noted that due to the harsh after effects of MNU the aliens have lost all hope in the human race. It is the CDW job to try to change their perception about the human race, hence why motivation is the best tool for this instance. Motivation in all occasions in the aliens life can help push the aliens to start getting smart and adapt to the South African environment, and with the efforts from the aliens would push the humans to become more productive in trying to understand and fully accepting the aliens. 5.5. Goals of contact making The main goals are to get to know the people and being accepted in and analyze exactly what the community needs. Getting to know the people is all about understanding the circumstance of each person. The needs are what the individual want introduced to better their circumstances e.g. schools for the children. The needs of the aliens are to be accepted unconditionally and to live a normal life free to pursue their human rights and meet their basic needs on a regular basis. By making this possible, they shall gain a sense of empowerment that will help motivate them for further development in their lives and in the community. 5.6. Outcomes of community development Most CDW fail in their attempt to help develop the community, mainly because they are approaching the approach wrong. There are couple of positive attributes that needs to be followed to create a positive outcome for the community as stated by Swanepoel and de Beer (2011): Awareness creation, this approach is used to help the community become aware of their surrounds and therefore understanding it better. When the aliens becomes aware of themselves in terms of the environment, needs, resources etcà ¢Ã¢â€š ¬Ã‚ ¦ there are able to make some changes to their situation, and with that gaining knowledge. Further development, by becoming aware the community is able to recognize what needs to be done, therefore goals are set, some are reached, and therefore further development can be done When the Aliens become aware and are able to further develop they are able to fulfill abstract needs and gain confidence and optimism to approach new horizons. Demonstration effect, successes in certain places have influence on other areas and outside observes to participate in leading a hand. By a community accepting the aliens and attempting to bond with them, other would follow in their steps, according to Baron, Branscombe and Byrne (2009) this know as social influence. Community Building not only does the concept of community development aid in strengthening a community but is also helps support abstract and concrete needs and help them become more aware, creating dignity in which they can be self-sufficient and self-relevant. This helps the aliens become more involved and for that reason can teach them skills such as being adaptable, organized and becoming their own community developers. 5.7. Education and human rights As discussed in Part 1 by assigning human rights to the aliens and living up to those promises it would help the handling of the aliens become easier and developmental run smoothly. Rights are important as it provides the framework of security, which would give the aliens piece of mind knowing they have their rights to fall back on so a repeat of MNUs behaviors shall not be impose on them again. Education is also on of those very essential aspects of growth in any community. By educating, the aliens they will be better able to function in the community thus reduce their fighting among each other, their disempowerment and submissiveness, their demotivation, and lack of survival skills. With the correct education there are able to find jobs, better looks after their family, homes and better handle the community and the human race. Education can be seen as their green card into living and making it on planet earth. 6. Conclusion It was clear that MNU approached the whole situation wrongly from the beginning, not only did they violate the rights of the aliens, but they also did not attempt to effectively communicate and implement a peaceful society for all. Society was quick to judge and isolate those that where slightly different without attempting to make means to understand the aliens better. The aliens have arrived in a new planet many are unsure whether it was planned or not but it has happened so if positive interventions are laid out it shall be a interesting challenge to combine the alien and human races. This time using effective method to get the aliens educated and to get the human informed so that better communication is done and there will be no repeat of MNUs behavior. The real voyage of discovery consists not of seeking new landscapes, but in having new eyes. Marcel Proust

Buddhism Essay -- essays research papers

Before Buddha had started teaching, many people were ignorant of their feelings and could not understand a lot of their senses. Before Buddha, people suffered without understanding why. Buddha taught people how to release themselves from this daily suffering. They learned that the pathway to self-righteousness was bordered with the release from suffering. Buddha’s way of life has benefited the whole world because now people can choose to understand why we are suffering, and how we can be released from it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In the depths of India in C.563 b.c., a child was born. His parents named him Siddartha Guatama, and it was prophesized that he would one day become a universal emperor or teacher. Siddartha’s father was a wealthy ruler of an important tribe called “shakya';1 Young Siddartha spent his early life enclosed within the walls of the palace, where he was sheltered from anything but luxury, and serenity. He was not satisfied with only material possessions. Siddartha felt like he needed something else in his life. So he pleaded to his father that he could become a follower of the polytheistic religion that was at that time the only religion in India. When his father refused, Siddartha stood in one place for days on end, until his father agreed. So Siddartha left his enclosed palace and set out on his own.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Not long after he started ... Buddhism Essay -- essays research papers Before Buddha had started teaching, many people were ignorant of their feelings and could not understand a lot of their senses. Before Buddha, people suffered without understanding why. Buddha taught people how to release themselves from this daily suffering. They learned that the pathway to self-righteousness was bordered with the release from suffering. Buddha’s way of life has benefited the whole world because now people can choose to understand why we are suffering, and how we can be released from it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In the depths of India in C.563 b.c., a child was born. His parents named him Siddartha Guatama, and it was prophesized that he would one day become a universal emperor or teacher. Siddartha’s father was a wealthy ruler of an important tribe called “shakya';1 Young Siddartha spent his early life enclosed within the walls of the palace, where he was sheltered from anything but luxury, and serenity. He was not satisfied with only material possessions. Siddartha felt like he needed something else in his life. So he pleaded to his father that he could become a follower of the polytheistic religion that was at that time the only religion in India. When his father refused, Siddartha stood in one place for days on end, until his father agreed. So Siddartha left his enclosed palace and set out on his own.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Not long after he started ...

Marketing at Nike Essay -- Business Management Studies

Marketing at Nike The purpose of Nike is to meet actual and potential customer needs, doing this the ethical and legal way. Marketing is about businesses such as Nike, getting the product to the right sort of people at the right price in the right place, by using the right promotion. Nike must target the right product at the right audience, for example, it would be worthless aiming sports shoes to older people because they don’t exercise because they are to old and weak. For the marketing strategy to be successful Nike must follow the main principal of marketing, which is identifying and meeting actual and potential customer needs, however, to follow this principal the next principals listed must be followed: †¢ Understanding customer needs, †¢ Understand and keep ahead of the competition, †¢ Communicate effectively with its customers to satisfy customer expectations, †¢ Co-ordinate its functions to achieve marketing aims, †¢ Be aware of constraints on marketing activities. To understand customer’s needs, Nike must be aware of their customers changes in tastes and preferences, the business will have to keep up to date with what customers want. Incomes must also be considered. This is important because if an expensive product was aimed at adults who are on the poorer end of the market, and they basically couldn’t afford it then the product will not sell. Therefore, the price of the product will obviously have to compliment the target market in order for it to be successful. Nike needs to understand and keep ahead of competition (other sport brands e.g. Adidas and Gap); to do this Nike must have better marketing strategies and activities. In order to be the best competitor, Nike should have better products and more high quality products with excellent quality and must keep trying to improve them. Competition analysis can be used to check what their competitors are doing in order to beat them. For Nike to get their message across they will need to communicate with the customers. Nike must discover how to get the message across about the new product, this could be through several ways of advertising, such as, leaflets, radio stations or even television, Nike must chose the best advertising method to suit the target market and actually promote the product. Understanding customer needs is another of the activities Nike carries out. They do this by carryi... ...n as possible. This is very important to Nike as they say they don’t operate no sweat shop policy. As Nike manufactures many of their products abroad it needs to ensure all the rules and regulations are being followed abroad to. These have been concerns by pressure groups that suspects that Nike isn’t following their code of conduct abroad, in the factories that are producing their products, however their isn’t no sold evidence. Consumers are very concerned that products they are purchasing are produced ethically and when they start doubting businesses they may start to boycott and purchases alternative products form their competitors. Consumers have a right to know how the products are being made that they produce, there is also a UN agreement the ethical constraints for Nike are no child Labour or unfair pay, but the employees get  £8 a week and it would take them a whole month to buy on of the shirts they are producing without spending any of their money on food, water etc. some people would consider that to be unfair but compared to other local jobs they are being paid a lot more. Also hour’s Nikes employees were required to work are 14 hour shifts which Nike also still denies.

The relationship between the economic development and the prevalence of education

This research paper examines the relationship between the economic development and the prevalence of education. Also, the correlation between the two will be discussed. The main goal of this paper is to identify whether a country’s economic growth increases the widespread of its education or not. Furthermore, the changes in universal literacy will be analyzed in relations to the reinforcement on economic advancement. Following this main question, this paper will also deliberate on whether or not an economic prosperous country will allocate more funds in education. Thus, as a family’s wealth increases, parents would be more likely to invest more money in educating the next generation. Through this research, increasing the prevalence of education indeed brings a tremendous amount of benefits to the personal financial growth, yet not national economic growth. Unexpectedly, econometric tests invalidate the correlation between education and economic growth. More expenditure in educational funds does not mean more economic growth for a nation. Nevertheless, economic development does lead to an accelerated literacy rate in a country. The millions of people are going through the pains of hunger, abject poverty, illiteracy, homelessness, orphanage, and rejection. A dollar a day may seem meaningless to us, but it can pay for a one-year’s worth of school supplies for a third world country. Television commercials and flyers always solicit donations to help the third-world countries, in particularly their literacy rates, through organizations such as The World Charity Foundation, Inc. Would a higher literacy rate improve a country’s economic status? Does a country’s economic development boost the level of education in its citizens? In the past thirty years, the phenomenon of immigrating and studying abroad is more common in China. This phenomenon reflects that China’s rapid economic development leads people to a greater opportunity of acquiring a higher-level education. Not only China, but also other several third-world countries have become developing countries and made some prolific economic progresses. The growth of a country confers on education a major role as an essential engine of the economic development. The controversial argument of whether a country’s economic growth increases the widespread of its education has been examined from various perspectives. Furthermore, the changes in universal literacy and the population’s average years of schooling will be analyzed in relations to the reinforcement on economic advancement. Economic growth is a sophisticated phenomenon that involves masses of economic, social and political judgments. Explicating the growth is a crucial task by accounting for these factors. Dawood Mamoon and S. Mansoob Murshed compare â€Å"the role of human capital accumulation measured by the number of years of schooling with the relative contribution of institutional capacity to prosperity. Therefore, education is not the only determining factor of the development of a country’s economy; the direct link between the two has yet to be established. However, the relationship between the national GDP and education cannot be overlooked. It is a common myth that more education certainly leads to higher economic growth has an omnipresent influence across both the developed and the developing countries. Many po licy makers of these countries emphasize the importance of allocating budgets in expanding and improving the education system will lead to a prosperous future for their countries. Alison Wolf (institute of education, University of London) indicates that â€Å"when tested against the evidence, both of these ideas turn out to be surprisingly ill-founded. † Besides, widespread education is equivalent to a country as building a solid foundation. Although, there is no clear correlation between education and economic growth, to make compulsory education universal still bring huge rate of returns for the growth in the individual living standard. According to a new report from the College Board in 2005, which makes the circumstance that higher education profits all U. S. citizens by increasing the rates of return on investments in higher education both for one’s who is doing well in college or university and for society as a whole. In this paper, I explore a comprehending of the role of education in the processes of flowering a country’s economics. Through this research, increasing the prevalence of education indeed brings a tremendous amount of b enefits to the personal financial growth, yet not national economic growth. Unexpectedly, econometric tests invalidate the correlation between education and economic growth. More expenditure in educational funds does not mean more economic growth for a nation. Nevertheless, economic development does lead to an accelerated literacy rate in a country. In what follows I will look upon my three chosen academic articles in turn, stating a succinct framework of the neighborly connections between a country’s economy and education. Then I will utilize some tangible evidences to advocate the main ideas. Ultimately, I will conclude this paper with some impressions on what connotations these justifications have for the study of education and growth.

Psychoanalytic Criticism of A Rose for Emily

Psychoanalytic Criticism of A Rose for Emily A Rose for Emily is a sad story about a woman who struggles with being unable to cope with the death of her father and being a lonely woman. It is broken into 5 sections in which in each part the narrator shifts the point of view. In section 1 the story starts off at Miss Emily’s funeral. The funeral is taking place at her home and many people come to pay their respects and also are curious to see the inside of the house. No one had seen the inside of the house besides the manservant for 10 years.Throughout the story we see the struggles a woman has with loneliness, depression and even necrophilia. Miss Emily’s character has many mental problems. Her biggest problem that we see her struggles with is denial. Several times through out the story she struggles with the denial of big issues. Sometimes it’s the death of a person or other times it was denying the fact that she owed taxes. Another struggle that she deals with is the fear of abandonment, which that seems to be what brought on her denial.Growing up her father was very controlling and when her father passes I think she has trouble dealing with not having a controlling figure in her life. That is what brought on the denial of her father’s death. That denial also plays a role in her necrophilia problem later in the story. The first of Miss Emily’s problem is denial. In a couple of cases we see that her denial is a big problem for her. We first see her denial take place when she takes place when the narrator talks about how she avoided paying taxes.This seems minor at this point because the town had told her that she owed no taxes, and in fact that the city owed her money from her fathers loan to the town. The loan was false but when her father passed she was left with only a house. Since she was thought of by the town as â€Å" a tradition, a duty and a care† (pg. 148). the town decided to help her out. They didn’t think she would take charity money so they made up the lie. When the younger people started taking over the town they sent her a letter to pay her taxes. She insisted that she owed nothing to the town. The leaders of the town sent a couple of letters to her but got no return.Back and forth it went until they decided to go to her house and collect the money. After a brief discussion she forced them out of her home with out paying and telling them to talk to Colonel Sartoris because she has no taxes in Jefferson. Colonel Sartoris had died by this point but she was unaware because she wouldn’t leave her home. We see her deal with denial when the death of her father comes. The day after he died a group of ladies went up to the house to â€Å"offer condolences and aid† (pg. 151) and Miss Emily â€Å"met them at the door, dressed as usual and with no trace of grief on her face. † (pg. 51) She denied that her father was dead. For 3 days people went to her house trying to get her to let them dispose of the body. And right as they were about to use law and force she allowed them to take the body and burry him. This is when we first signs that she was gong crazy. However, the narrator does say that they didn’t think she was crazy at this point but â€Å"she had to do that. † (pg. 151) The third denial she faces is when she murdered Homer Barron. Her and Homer were seen together on several occasions out in town. Many people thought they would marry but then Homer was last seen entering her home.The people of Jefferson thought he had left town after that since he was never seen again. At the end we learn that she had killed him. His body was lying in an upstairs room. The room was set up almost like that of a room for a bridal. Although filled with dust, the narrator describes a room that at one time was decorated. Homer’s body was decayed and only the bones were left. There was evidence that she would lay beside him at night. Sh e killed him because she was fearful of abandonment. In a way I think she thought she would always have him by killing him then leaving his body up stairs so she could lay with him until she died.We can look at how she treated death of her father and Homer as denial but it can also be looked at, as she feared abandonment as well. Growing up her father was very strict with her. She wasn’t allowed to date any man. Her father was extremely controlling over almost every part of her life. So when her father passed she didn’t want to admit it to herself because he was all she had as for as close family goes. I think she needed that controlling figure in her life. It’s obvious that she liked Homer and maybe she was scared he would leave her so she killed him. By doing that she would have him forever.Her love for Homer may have come due to the fact that she was like her dad. Even though her dad was controlling of her she had loved him dearly. She was longing for that co ntrolling figure and that is why she fell for Homer. The narrator describes him as a â€Å"mans man†. (pg 152) His controlling tendencies were clear when he was seen cussing at the people he was over at work. Through out this story we see Miss Emily struggle with the inner demons of denial and fear of abandonment. I think Faulkner does a great job by showing how there is a mental affect of someone growing up in a controlling environment.