Changing of Women Rules in Global Business Essay Example for Free

Changing of Women Rules in Global Business Essay Now, the role of women in todays society is becoming increasingly visible and important than in comparison with the situation of 30 years ago. More and more women have started to try their self in different areas of human society, such as politics, science, business, journalism, charity etc. And areas such as entrepreneurship and business is no exception, on the contrary, they have become a priority because the people who are successful in business will always be respected and considered, especially in the world mens rules. Since ancient times, men do not take women, as it was believed that a womans place in the family sphere, it is unusual and should stay at home, manage the household, raise children, take care of her husband and so forth, but those days are long gone, and the woman is free to do what though no one can deny them. While many may disagree with that, especially in societies living on the old foundations, and Sharia law, where the woman stays at home and raises her children. And I must admit that in the West and in the more developed countries, women with all other than for example in Muslim countries. Women are much freer in their choice and the right activities. That is, they are not worse than men; at least the governments of these countries have taken measures to gender equality and discrimination against women. Equality of rights is the essential foundation of any democratic society that aspires to social justice and respect for human rights. The modern woman in this world are becoming more and more independent, hence, with men moving into the background taking place with them on a social level by changing their stereotypes, which were considered by it since childhood, but when she decided to climb the social ladder, it must prepare for the development of foreign territory. And the higher it will go up, the less it will be around the fairer sex. Thus, for a higher level of women need to learn the rules of conduct in a mans world. The participation of women in business in the developed world and the familiar phenomenon is not surprising in the business world and society. Most commands respect the fact that women are showing remarkable abilities and business acumen. This paper is designed to explore the nature of womens social position and description of the main characteristics of their social status and studies of women in todays economy and business, market pressures on its social health. 1. The paradox of female companionship. According to the UN Population Division, 49. 7% of the population is women. It is difficult to understand the true customs and traditions, to experience how people live in a particular country. Moreover, even more difficult to provide an accurate picture of the situation of women in different countries where the image of a womans life is not as noticeable, where the woman does not participate in economic and political life of the country, where, as a rule, she plays the role of a wife, mother, mistress of the hearth . But sometimes those women, about which we firmly There are certain stereotypes are not living the way we imagine, have certain rights and status in society. It is known that Japanese women live in a society where dominates and rules the man. The dominant role of men in this country has developed historically for a long time, and, as in all countries of the East, the predominant role is expressed everywhere: in the business environment, and the arts, and in politics. But the beauty and uniqueness of Japanese women, her desire to agree, its great patience, a sense of harmony and balance in all things, the willingness to sacrifice were known to ancient times and carried the glory of a Japanese woman around the world. Japanese wife running the business is reconciled with the fact that her husband is found not more than a couple days a week. It may seem that the Japanese woman is under the yoke of patriarchy and pressure from the men. However, this is not the case. That Japanese has more rights than women of other countries in Asia and the Orient. Japanese woman confides education of children and the decision of their fate, it is completely given the right to dispose of her husbands earnings and decide what expenses and how much need to be done, the Japanese women work, and some of them are financially stable and resting on the feet. Japanese women are able to hide their feelings, build diplomatic relations with her husband, seeking from him a lot more than European women. But even with a lot of rights, under the influence of civilization, becoming more independent, educated and self-confident, a Japanese woman still accompanies her husband to the door, with reverence and obedience to lower our heads bowed her husband followed. In Iran, is rarely seen without a black woman, at least a green curtain that hides her hair, the shape, and sometimes even the face. From the outside it seems that the women in this traditional and patriarchal country have virtually no rights and are entirely dependent on men. In fact, it is in Iran, women live an active and fulfilling life. Active and energetic Iranian women evolved over many centuries. O daughters of checks that are cutting their beautiful hair and wore a military armor, as well as men to defeat the enemy, there is still a legend. Therefore, even the leader of the revolution in Iran, Imam Khomeini said that for the revolution is to thank the women. The case for women of the East, we can say that their situation is not so bad as we describe the Western media, so whether women in general to engage in politics or business to the detriment of his personal life and family. After all, we all know what this means, when a woman chooses a career, not a family. In Western countries, a woman does not want to lag behind men because society is so constructed that causes compete with the opposite sex, and to claim their rights. Thus, women put themselves under the family or career choice and the choice often falls on the first option. As a result, it leads to divorce or refraining from family relationships. Frequent quarrels and not paying enough attention to children, that leads to the child becoming self-contained and further experience severe stress. Also, women in these countries often lead dissolute lifestyle, drinking, smoking, etc. And it is for these reasons that many women somovolno decide to start a family, abandoning the business activity, and not because someone is prohibited for them or criticizes it. 2. Concept of â€Å"Businesswomen†. The modern woman in this world are becoming more and more independent, hence, with men moving into the background taking place with them on a social level by changing their stereotypes, which were considered by it since childhood, but when she decided to climb the social ladder, it must prepare for the development of foreign territory. And the higher it will go up, the less it will be around the fairer sex. Thus, for a higher level of women need to learn the rules of conduct in a mans world. The participation of women in business in the developed world and the familiar phenomenon is not surprising in the business world and society. Most commands respect the fact that women are showing remarkable abilities and business acumen. Business women are self-employed, as the rules inherent in the following personal qualities and characteristics. Women, as a rule, the nature carefully and meticulously know how to count money. If you want to explore the firms position in the market, the women successfully cope with it. Diligence and thoroughness, determination and precision, care of women in the work known to all. Ingenuity and flexibility of thinking, the ability to analyze and evaluate the readiness to make decisions, communication skills and social competence these are the qualities that a woman and needed her as an entrepreneur and manager. In most of the female population is at least half the workforce. At the time, the women are still facing difficulties in fully participating in the production process; they are, however, increase their buying power. Demographic studies show that an increasing number of women, who increasingly have to make decisions of financial issues. This trend is reflected in our developing world, where most of the immigrants were women. Women play an important and growing role in the global economy; they make a significant contribution to the gross domestic product (GDP) by increasing the level of consumption of goods and especially the use of services. It is assumed that the increased participation of the female population in the labor market contributes to the potential growth of the economy, especially in the west. In most developed countries among students, first degree, as well as incomplete higher (the minimum period of training two years), more girls than boys. To business and to the success of women are moving a lot of reasons and motivations. Below are some of them: The desire to create the present and future of their own work; Hope unification into one work and personal life; The desire to realize their hopes and their style of business activity; Waiting for a good reward for their efforts and increase their personal wealth, Ability to reveal his I, his abilities as the previous post did not contribute to this; The tendency to take risks, find a way out of risk situations; The value of the specifics of growing back, which founded the company; The impact of friends and acquaintances; 3. Statistics and facts. In 2004, the U. S. percentage of girls among the students was 60%.  In the UK, this level is fixed at around 67%, in Germany 61%, and in Sweden 53%. Japan and Korea are among the leading countries in Asia: 65% and 52%, respectively (information is based on a report by the Organization for Economic Cooperation and Development). In general, this trend must modern employment opportunities, as well as increase the cost of living are not cheering. In general education strengthens position in the labor market, increasing its potential earnings. Migration of women to the private sector is not accidental. It is here that women managers can achieve some success. Business requires knowledge of financial problems, Mastering accounting, psychology, communication, and marketing. The rapid growth of economy women the burning topic of conversation, reports impress with reference to The Financial Times. According to the Boston Consulting Group, women control $ 12 trillion in global spending and are the driving force for earnings growth on a global scale, 5 trillion dollars, says journalist Lucy Warwick-Chin. From 2000 to 2007, in the U. S. he number of wealthy women, not less than one thousand five hundred dollars for investment, increased by 68%, while the number of wealthy men only 36%. Therefore, the economy women are called a force to be reckoned with. It is expected that its global economic impact in the coming years will be greater than that of Brazil, Russia, India and China combined. In some countries, women understand the strength of the economy is better: the powers of women in the U. S. are much higher, and their contribution to the economy more than British women and other women of the world. Why women are more successful in the manual? a) Women make better leaders they know how to think about several matters and, at the same time, to plan for the future, while men are able to concentrate on one issue, preferring to solve problems in series; b) Women are inherently more organized and able to act effectively because they mother. Take responsibility its in the nature of women; c) Purposeful Women and men consistently better eye for detail analyze and take into account the nuances of the work; d) Women more sociable, they tend to trust behavior. They are better at organizational and planning functions, adapt faster to changing conditions, regardless of the subordinates, contributes to these productivity improvements; e) Women leaders know best key people are products of their business are focused on the customer, the new product (or service) that is needed by the market; Women managers not only achieve lasting results of enterprises, but also create new jobs, successfully solve social problems as a team, and, especially, women, and the city in general. Organization is fully aware of the distinctive features of the motivation and methods of women will be more successful. Women take over 80% of purchasing decisions; they account for 70% of firms startups. This is the most important target group in the world. Conclusion: A woman in business today has become increasingly strengthening its position in the modern world women leading a significant percentage of all business structures. There is also a tendency to increase the number of women in business every year the percentage coming into the business men and women favor the women. From this we can conclude that the role of women in society as a whole is growing every year. Already, many men in business recognized for a number of their women preeminent in fact, in many areas of business activity, the stronger sex surrendered their positions. Thus, a woman in the business has a number of objective advantages over men, there are literally ome grown women hairdressing salons, beauty salons, retail trade, in general, any commercial enterprise, requiring attention to detail, with little or average number of staff personnel. The proportion of women is higher in small business, then medium businesses. In the large, the more international business, men continue to lead but in the management of the business often are forced to have female staff, as its presence in certain circumstances treats business tactics activi ties. According to psychologists, a woman in the business of building a more cautious relationship with its business partners, avoiding excessive risk-taking, sharp turns. It is particularly sensitive to the issues of corporate culture, introducing an element of warmth and nepotism in the business life of the strict rules of the organization. These factors, among other things, increase the profitability of new technologies that increase productivity. Female leader, as a carrier of emotional start, can acutely feel the psychological climate in the team, to understand what was going on the conflict, and, perhaps, to prevent its onset. In conclusion, I would like to give an answer of the American writer and historian G. Wils on the question of the most significant changes: For the past 40 years, the status of women has changed as it has not changed over the past four centuries. No change has not affected so deeply social. Changed relationship between wife to her husband, mother to child, woman to woman.

Why Error Correction Is Necessary Essay

Why Error Correction Is Necessary Essay Correction is necessary. The argument that students just need to use the language and the rest will come by itself seems rather weak. Students come to us to teach them. If they want only conversation, they will probably inform us or, they might just go to a chat room on the Internet. Obviously students need to be corrected as part of the learning experience. However, students also need to be encouraged to use the language. It is true that correcting students while they are trying their best to use the language can often discourage them. The most satisfactory solution of all is make correction an activity. Correction can be used as a follow-up to any given class activity. However, correction sessions can be used as a valid activity in and of themselves. In other words, teachers can set up an activity during which each mistake (or a specific type of mistake) will be corrected. Students know that the activity is going to focus on correction, and accept that fact. However, these activit ies should be kept in balance with other, more free-form, activities which give students the opportunity to express themselves without having to worry about being corrected every other word. It is to S.P. Corder that Error Analysis owes its place as a scientific method in linguistics. As Rod Ellis cites (p. 48), it was not until the 1970s that EA became a recognized part of applied linguistics, a development that owed much to the work of Corder. Before Corder, linguists observed learners errors, divided them into categories, tried to see which ones were common and which were not, but not much attention was drawn to their role in second language acquisition. It was Corder who showed to whom information about errors would be helpful (teachers, researchers, and students) and how. There are many major concepts introduced by S. P. Corder in his article The significance of learners errors, among which we encounter the following: 1) It is the learner who determines what the input is. The teacher can present a linguistic form, but this is not necessarily the input, but simply what is available to be learned. 2) Keeping the above point in mind, learners needs should be considered when teachers/linguists plan their syllabuses. Before Corders work, syllabuses were based on theories and not so much on learners needs. 3) Mager (1962) points out that the learners built-in syllabus is more efficient than the teachers syllabus. Corder adds that if such a built-in syllabus exists, then learners errors would confirm its existence and would be systematic. 4) Corder introduced the distinction between systematic and non-systematic errors. Unsystematic errors occur in ones native language; Corder calls these mistakes and states that they are not significant to the process of language learning. He keeps the term errors for the systematic ones, which occur in a second language. 5) Errors are significant in three ways: to the teacher: they show a students progress to the researcher: they show how a language is acquired, what strategies the learner uses. to the learner: he can learn from these errors. 6) When a learner has made an error, the most efficient way to teach him the correct form is not by simply giving it to him, but by letting him discover it and test different hypotheses. (This is derived from Carrolls proposal (Carroll 1955, cited in Corder), who suggested that the learner should find the correct linguistic form by searching for it. 7) Many errors are due to that the learner uses structures from his native language. Corder claims that possession of ones native language is facilitative. Errors in this case are not inhibitory, but rather evidence of ones learning strategies. The above insights played a significant role in linguistic research, and in particular in the approach linguists took towards errors. Here are some of the areas that were influenced by Corders work: STUDIES OF LEARNER ERRORS Corder introduced the distinction between errors (in competence) and mistakes (in performance). This distinction directed the attention of researchers of SLA to competence errors and provided for a more concentrated framework. Thus, in the 1970s researchers started examining learners competence errors and tried to explain them. We find studies such as Richardss A non-contrastive approach to error analysis (1971), where he identifies sources of competence errors; L1 transfer results in interference errors; incorrect (incomplete or over-generalized) application of language rules results in intralingual errors; construction of faulty hypotheses in L2 results in developmental errors. Not all researchers have agreed with the above distinction, such as Dulay and Burt (1974) who proposed the following three categories of errors: developmental, interference and unique. Stenson (1974) proposed another category, that of induced errors, which result from incorrect instruction of the language. As most research methods, error analysis has weaknesses (such as in methodology), but these do not diminish its importance in SLA research; this is why linguists such as Taylor (1986) reminded researchers of its importance and suggested ways to overcome these weaknesses. As mentioned previously, Corder noted to whom (or in which areas) the study of errors would be significant: to teachers, to researchers and to learners. In addition to studies concentrating on error categorization and analysis, various studies concentrated on these three different areas. In other words, research was conducted not only in order to understand errors per se, but also in order to use what is learned from error analysis and apply it to improve language competence. Such studies include Kroll and Schafers Error-Analysis and the Teaching of Composition, where the authors demonstrate how error analysis can be used to improve writing skills. They analyze possible sources of error in non-native-English writers, and attempt to provide a process approach to writing where the error analysis can help achieve better writing skills. These studies, among many others, show that thanks to Corders work, researchers recognized the importance of errors in SLA and started to examine them in order to achieve a better understanding of SLA processes, i.e. of how learners acquire an L2. STUDIES OF L1 INFLUENCE ON SLA Various researchers have concentrated on those errors which demonstrate the influence of ones native language to second language acquisition. Before Corders work, interference errors were regarded as inhibitory; it was Corder who pointed out that they can be facilitative and provide information about ones learning strategies (point 7, listed above). Claude Hagà ¨ge (1999) is a supporter of this concept and he mentions it in his book The child between two languages, dedicated to childrens language education. According to Hagà ¨ge, interference between L1 and L2 is observed in children as well as in adults. In adults it is more obvious and increases continuously, as a monolingual person gets older and the structures of his first language get stronger and impose themselves more and more on any other language the adult wishes to learn. In contrast, as regards children, interference features will not become permanent unless the child does not have sufficient exposure to L2. If there is sufficient exposure, then instead of reaching a point where they can no longer be corrected (as often happens with phonetics features), interference features can be easily eliminated. Hagà ¨ge stresses that there is no reason for worry if interference persists more than expected. The teacher should know that a child that is in the process of acquiring a second language will subconsciously invent structures influenced by knowledge he already possesses. These hypotheses he forms may constitute errors. These errors, though, are completely natural; we should not expect the child to acquire L2 structures immediately (p. 81). In addition to studies of L1 transfer in general, there have been numerous studies for specific language pairs. Thanh Ha Nguyen (1995) conducted a case study to demonstrate first language transfer in Vietnamese learners of English. He examined a particular language form, namely oral competence in English past tense making. He tried to determine the role of L1 transfer in the acquisition of this English linguistic feature as a function of age, time of exposure to English, and place and purpose of learning English. The influence of L1 on L2 was also examined by Lakkis and Malak (2000) who concentrated on the transfer of Arabic prepositional knowledge to English (by Arab students). Both positive and negative transfer were examined in order to help teachers identify problematic areas for Arab students and help them understand where transfer should be encouraged or avoided. In particular, they concluded that an instructor of English, whose native language is Arabic, can use the students L1 for structures that use equivalent prepositions in both languages. On the other hand, whenever there are verbs or expressions in the L1 and L2 that have different structures, that take prepositions, or that have no equivalent in one of the languages, instructors should point out these differences to their students. Not only was L1 influence examined according to language pair, but according to the type of speech produced (written vs. oral). Hagà ¨ge (p. 33) discusses the influence of L1 on accent; he notes that the ear acts like a filter, and after a critical age (which Hagà ¨ge claims is 11 years), it only accepts sounds that belong to ones native language. Hagà ¨ge discusses L1 transfer in order to convince readers that there is indeed a critical age for language acquisition, and in particular the acquisition of a native-like accent. He uses the example of the French language, which includes complex vowel sounds, to demonstrate that after a critical age, the acquisition of these sounds is not possible; thus, learners of a foreign language will only use the sounds existing in their native language when producing L2 sounds, which may often obstruct communication. STUDIES OF CORRECTIVE FEEDBACK Corder elaborated on Carrolls work to show that the most efficient way to teach a student the correct linguistic form is to let him test various hypotheses and eventually find the right form (point 6, listed above). In these steps, Hagà ¨ge points out the importance of self correction (p. 82-83). According to Hagà ¨ge, it is useful to always perform an error analysis based on written tests administered by the teacher, but without informing the student of the purpose of the test. On that basis, self-correction is preferable to correction by the teacher, especially if the latter is done in a severe or intimidating way. Self correction is even more efficient when it is done with the help of childrens classmates. According to teachers, the younger the children, the greater the cooperation among them and the less aggressive or intimidating the corrections. Hagà ¨ge dedicates a section in his book to the importance of treating errors in a positive way. In this section, titled The teache r as a good listener, he notes that it is useless, if not harmful, to treat errors as if they were diseases or pathological situations which must be eliminated, especially if this treatment becomes discouraging, as occurs when teachers lose their patience because of childrens numerous errors. This, of course, does not mean that corrections should be avoided; after all it is the teachers duty to teach the rules of the L2. But the correction of every error as soon as it occurs is not recommended. The justification that Hagà ¨ge offers is the following: the linguistic message that the child tries to produce is a sequence of elements which are interdependent; immediate corrections which interrupt this message tend to produce negative consequences, even to the less sensitive children; such consequences include anxiety, fear of making an error, the development of avoidance strategies, reduced motivation for participation in the classroom, lack of interest for learning, reduced will for s elf correction, and lack of trust towards the teacher. Esser (1984, cited in Hagà ¨ge) also made a similar point: repetitive and immediate corrections, he noted, may cause sensitive children to develop aggressive behavior towards their classmates or teacher. Thus, Hagà ¨ge concludes, correction must not be applied by the teacher unless errors obstruct communication. This is the main criterion for error correction (i.e. obstruction of communication) presented by Hagà ¨ge; however there have been studies which examined such criteria in greater detail, such as Freiermuths L2 Error Correction: Criteria and Techniques (1997). Freiermuth accepts Corders view (point 6) and proposes criteria for error correction in the classroom. These criteria are: exposure, seriousness, and students needs. In the case of exposure, Freiermuth claims that when a child creates language (for example, when he tries to express an idea by using a linguistic form he has not yet acquired), he will most likely make errors; correcting these errors will be ineffective because the learner is not aware of them. Thus, error correction would result in the acquisition of the correct form only if the learner has been previously exposed to that particular language form. As regards the seriousness criterion, Freiermuth claims that the teacher must determine the gravity of an error before deciding whether he should correct it or not. Here Freiermuth sets a criterion which agrees with that of Hagà ¨ges: the error, he states, must impede communication before it should be considered an error that necessitates correction. But what constitutes a serious error? Which errors are those which should not be corrected? As an examples of non-serious errors, Freiermuth mentions those errors which occur due to learners nervousness in the classroom, due to their stress or the pressure of having to produce accurately a linguistic form in the L2. These errors can occur even with familiar structures; in that case, they are not of serious nature and are similar to what Corder called mistakes. Here again we see Corders influence in error analysis, and in particular in the distinction between errors and mistakes. Freiermuth goes on to suggest a hierarchy of errors (accor ding to seriousness) to help teachers decide which errors should be corrected: Errors that significantly impair communication [are] at the top of the list, followed by errors that occur frequently, errors that reflect misunderstanding or incomplete acquisition of the current classroom focus, and errors that have a highly stigmatizing effect on the listeners. He also clarifies what can cause stigmatization: profound pronunciation errors, or errors of familiar forms. Another important criterion that must be considered by the teacher is individual students needs. The importance of this factor is mentioned in Corder, who in turn notes that this idea had been suggested previously by Carroll (1955, cited in Corder 1967) and Ferguson (1966, cited in Corder 1967). Each student is different and thus may react differently to error correction. We infer from Freiermuths claim that the teacher must perform two main tasks: first, assess some specific character traits of students, such as self-confidence and language acquisition capability. Freiermuth agrees with Walz (1982, cited in Freiermuth) that self-confident, capable students can profit from even minor corrections, while struggling students should receive correction only on major errors. This claim agrees with Esser and Hagà ¨ges claim that repetitive corrections are likely to decrease motivation; it is reasonable to accept that students who lack self-confidence will be stigmatized to a greater degree than confident students. The teachers second task, according to Freiermuth, is to listen to learners L2 utterances in order to determine where errors occur (i.e. which linguistic forms cause students difficulties), their frequency, and their gravity (according to the severity criteria mentioned above). Then the teacher can combine the outcome of these tasks and decide on correction techniques for individual students. A different approach to error correction was suggested by Porte (1993), who stressed the importance of self-correction. Porte refers to Corders distinction of errors and mistakes and points out that many students do not know the difference. It is important, Porte notes, that students know how to identify an error in order to avoid it in the future. She agrees with Corder that it is more efficient for learners to correct themselves than be corrected by the teacher, and goes on to suggest a four-step approach for self-correction. This approach consists of questions that the teacher provides to students. After writing an essay, students should read it four times, each time trying to answer the questions included in each of the four steps. Thus, in each re-reading task (each step) they concentrate on a different aspect of their essay. In brief, the first task asks them to highlight the verbs and check the tenses; in the second task students concentrate on prepositions; the third task req uires them to concentrate on nouns (spelling, agreement between subject and verb); finally in the fourth task students should try to correct potential personal mistakes. Porte also offers some clarification of what is meant by personal mistakes, in order to help the students identify them. The studies mentioned above are only a few examples that demonstrate how S. Pit Corders work influenced the area of error analysis in linguistics. The concepts that Corder introduced directed researchers attention to specific areas of error analysis; they helped linguists realize that although errors sometimes obstruct communication, they can often facilitate second language acquisition; also they played a significant role in training teachers and helping them identify and classify students errors, as well as helping them construct correction techniques.

The Fun Atmosphere of Knoxville, Tennessee :: Tourism

The Fun Atmosphere of Knoxville, Tennessee Knoxville, Tennessee, keeps its citizens and visitors busy with many options for shopping and food at places like The Old City and the college strip. The town also makes for a cheap vacation spot with high-energy nightlife. The city gives its visitors a wide variety of shopping options from the antique and thrift shops of the Old City to the West Town Mall and ritzy plazas of West Knoxville. The antique shops of the Old City prove to be a hot spot for the frugal tourist. Downtown K-Town is a popular antique shop located in the Old City that is best known for opening up on selected weekends with everything in the store on sale for half price. There are also a few thrift shops around the Old City, such as Frenchys’ Hip Hop, that provide the low-budget shopper with a mixture of second hand clothing and trendy new material. West Knoxville caters more to the visitor who is looking for a finer quality of shopping, and is located about ten minutes from the college strip. West Town mall is always busy with shoppers jotting in and out of its many shops from Proffits to Abercrombie & Fitch. This is the answer for parents on a family vacation because at the mall there is a wide variety of shops, so everyone will have access to a store that interests them. Around the mall are located several shopping plazas chalked full of small, pricey shops that sell unique designer clothes and accessories that are usually imported. Sophies and BeBe are two "designer" shops that sell mainly women’s clothing and shoes. They will definitely put a dent in your budget, but for the tourist who came financially prepared these are a couple of fine shopping stops for unique apparel If you are looking for nightlife in Knoxville, the college strip is the best place to be. O’Charlies on the strip is usually packed with sports fans and is open late into the night. This is a great place if you are interested in sports because there are televisions positioned throughout the restaurant (and one big screen out on the patio) that are usually tuned into a sports station. The scene for most college students in Knoxville after about ten o’clock is Moose’s’ Music Hall, which is located just across the street from O’Charlies. Moose’s’ attracts a variety of club-goers because they always have events going on such as weekly foam dancing and concerts.

Snowmobiling on Priest Mountain Essay -- Descriptive Writing Examples

Snowmobiling on Priest Mountain In late May I never pictured myself carving a highmark on Priest Mountain. Priest Mountain is nestled on the east edge of the Grand Mesa National Forest. Deep sugary snow and feathery blue spruce trees cover the mountain and the area around. One fine day it occurred that I had the opportunity to carve my highmark and I still I have the mental image of my territory after that day. Even before that day, Priest has left a impression on me. Priest Mountain, for me, has been such a majestic riding area; IÃ ­ve been riding in this area for more than 10 years, and it is such a magical place to ride. On this one fine day, we had a typical Colorado snow storm.. I can recall this very trip to the wonderful Grand Mesa because my mom was sick and it was Mother's Day. She told me to go have fun, and that she'll wait until she feels better. My dad wanted to play in a golf tournament, but I wanted to go snowmobiling. We both agreed that he would play golf in the morning and once he was done, I would meet him in the parking lot on the mesa to go snowmobiling. My dad said, "Don't leave until I call you!" "Dad, just watching TV, I'll be here." I replied. The snow began to fall, and I could not control myself; so I just left. Jeff rode with me in the Power Stroke, and Alex rode with Justin in the Dodge. By the time I reached Cedaredge, I couldn't even see the sleds behind me because the snow was flying like crazy. I wondered why my dad was still playing golf in this weather, but that's my dad; he loves to play golf. The whistle of the turbo diesel and the classic rock was getting me pumped for the awesome ride to come. By the time we were on top of the mesa, there was one foot of new fluffy snow... ... halfway. Justin followed, he came down and told us to take the high side, there is less snow. I was ready; I hit the throttle and from the basin up, the ride seemed to last forever. I began to climb and my Yamaha screamed like a cat in a fight. I followed the backbone and kept climbing until I came out on top I arrived at the crest and quickly noticed the mountain top bowl lined with snow. I plowed through the snow up to the peak of the bowl; man, what a view from the top. I could see the guys down at the bottom and miles into the distance. I could almost see all of Delta County in one shot and it was magnificant. I had now conquered the mountain, Priest from now on feels like my place. This mountain will certainly be a part of me for the rest of my life. I'm sure I will travel to other places that will be beautiful, but nono of them will match Priest Mountain.

The Heroism, Divine Support, and Greek Unity Displayed in the Persian W

In early fifth century BC Greece, the Greeks consistently suffered from the threat of being conquered by the Persian Empire. Between the years 500-479 BC, the Greeks and the Persians fought two wars. Although the Persian power vastly surpassed the Greeks, the Greeks unexpectedly triumphed. In this Goliath versus David scenario, the Greeks as the underdog, defeated the Persians due to their heroic action, divine support, and Greek unity. The threat of the Persian Empire's expansion into Greece and the imminent possibility that they would lose their freedom and become subservient to the Persians, so horrified the Greeks that they united together and risked their lives in order to preserve the one thing they all shared in common, their "Greekness". The Persian War stemmed from the Ionian Revolt which began in 499 BC. The Ionians became a part of the Persian Empire in 546 BC, but after many years desired to break away from this forced bond. Therefore, the Ionians sought help from the mainland Greeks. The Athenians and Eretrians responded by sending ships, but eventually became more involved. "What began as a relatively minor involvement in the revolt became more serious when the Athenian and Eretrian forces aided in a surprise attack on Sardis, during which the city was set afire" (Demand 1996, 184). Although the Ionian revolt was ultimately unsuccessful, it sparked the anger of Darius, the King of Persia, that the Athenians dared to interfere with his vast empire. Herodotus writes he was so angry that he "ordered one of his servants to say to him three times every day before dinner, 'Sire, remember the Athenians" (Hdt. 5.105.2). Whether Darius really said this is questionable, but it is clear that either to exact venge... ...reeks won a war of unbeatable odds because they had both everything to lose and everything to gain - their very survival. Works Cited Crane, G., ed. The Perseus Project. http://www.perseus.tufts.edu/cgi-bin/text?lookup=trm=ov&vers=english&browse=1 Demand, Nancy. A History of Ancient Greece, Indiana University. McGraw-Hill, Janson by Ruttle, Shaw & Wetherill, Inc., 1996, pp. 185-196. Dillon, Mathew, and Garland, Lynda. Ancient Greece: Social and Historical Documents from Archaic Times to the Death of Socrates. Routledge International Thompson Publishing Company, 1994, pp. 179-215 Lefkowitz, Mary. "You Are There- A novel set in ancient Greece revisits a key battle between Sparta and Persia". The New York Times Book Review, Nov. 1, 1998 Pressfield, Steven. Gates of Fire: An Epic Novel of the Battle of Thermpoylae. New York: Doubleday

Case Study Summary Intergovernmental Relations and Ocean Policy Change: 1971-85 Essay

As I focus on summarizing the case study pertaining to â€Å"Intergovernmental Relations and Ocean Policy Change: 1971-85†, there are several aspects that should be considered. One of the most essential as well as important aspects involves understanding the affects that policy changes have toward society. In my opinion, this case study is an appropriate example of how the concerns within political transmit inactivity or change because of corporate and profit growth. Although the dumping in oceans does have effect on all individuals; it is quite easier to obtain a profit if it associates with the correct power of political or connection. However, this case study addresses the changes of policy and political concerns influenced in the 1970’s to the mid 80’s. In this essay, I will summarize the key issues and select a point of view on ocean dumping to discuss. President Nixon announced in the early 1970’s his opinion toward administration, which stated that America should decide on un-regulated ocean dumping. After this immediately addressed the EPA nationally, while the Administration presented the appointed leaders, this notion was fully supported and a bill was spearheaded, which soon after 1972 convince Congress to pass the Act of MPRSA (Stewart, Hedge Jr. & Lester, 2008). This new bill was composed to place strict guidelines within history and be considered as a way toward completely terminating ocean dumping. In addition to the new bill or policy, a permit system was established to place limitations on all other materials as well as prospect of damage items. However, the EPA introduced their final recommendations by October 1973 to discontinue all dumping regardless of reasons encountered by corporation that it would not bring harm to lives of marines. Furthermore, the EPA was determined as being the first to authorize protection for the oceans.

Unique Photographers: Their Lives and Their Art

From 1979 to present there have been many famous photographers, but there are three who really stick out: Jerry Uelsmann, Freeman Patterson, and Annie Slivovitz. These three photographers had very distinct photography and viewed photography as more than pictures but as pigments of emotions and feelings. These photographers are very famous for their pictures and one photographer is known for her help in third world countries. The first photographer that I would like to mention in my research paper will be Jerry Uelsmann. Uelsmann was born in Detroit on June 11th, 1934. Uelsmann acquired school degrees and actually went on to teach classes. He was an intelligent man, who knew exactly what he wanted to do in his life. When Uelsmann was 23 years old (1957) he received his B. F. A degree at the Rochester Institute of technology. When he was 26 (1960) he received his M. F. A at the Indiana University. In 1960 he received his first job offer to teach photography at the University of Florida in Gainesville. Jerry Uelsmann is also a member of the Royal Photographic Society of Great Britain. Jerry Uelsmann founded The American Society for Photographic Education. Jerry Uelsmann did mostly double exposures. When working a day in the darkroom Uelsmann would go through 50 sheets of photo paper, trying to find at least one or two prints that he liked. During a year, Uelsmann may produce one hundred and fifty images, and only fifteen of those one hundred and fifty images last through out the year. The fifteen prints that are left are the prints that had meaning to him. Sometimes he would draw sketches of the pictures he would like to develop, just to give him an idea of the kind of image he would like to create in his next photo. Jerry Uelsmann is not known for computer images but on a couple of his photographs he has used his Mac Intosh computer to enhance the prints. One photograph that he has computer enhanced is (â€Å"Man Walking on the Deskâ€Å"). Uelsmann decided to use a computer to alter this print because it amazed him; all the possibilities/creations that are available to him through a computer. The print that he altered with his computer is one of his most famous prints (â€Å"Man Walking on the Desk†) which was created in 1976, and then resurrected in the year 2000 to modify he print by scanning it on to his computer and dding a shadow to the man walking on the desk. He didn’t make a really big change to the photo but he could not have added the shadow in the darkroom so his computer gave him that possibility. The image (â€Å"Homage to Man Ray†) was completely done on his computer in 1999 and he printed it out on an Iris printer to give a shinny professional finish. Uelsm ann has done over one hundred solo shows in the United States in the past thirty years alone. In the past twenty-five years, Uelsmann has had over ten books devoted to him and his artwork. He has more than 15 museums around the world that display his art work, these include: The Victoria and Albert Museum in London, the Bibliotheque National in Paris, The National Gallery of Canada, and The National Galleries of Scotland. Other museums show casing his artwork are located in Paris, Australia and New York. Some of his work has been reproduced and put into international journals, magazines, books, newspapers and television shows (The Outer Limits) . Some books produced about Jerry Uelsmann and his art are Jerry N. Uelsmann Millerton, and Jerry Uelsmann: Silver Meditations by Dobbs Ferry. Jerry Uelsmann is experienced in his art and has created memorable and unique photos and has displayed them so that the world can see what kind of imagery he can produce. Freeman Patterson is another interesting photographer currently lives in Shamper’s Bluff, New Brunswick. As a child Freeman grew up on a farm in New Brunswick. This is one of the reasons why he won’t photograph vegetables; he’s seen to many of them and they have boundaries. Freeman has acquired school degrees including a honours degree in philosophy from Acadia University in Wolf Ville, Nova Scotia in 1959; and a Master of Divinity degree from the Columbia University in New York. At Alberta College, Freeman was the dean of religious studies, and in Toronto Patterson, worked at Berkley studio in 1966. In 1984 Freeman co-founded the Namaquland Photographic Works Shops in Africa. Freeman has given many workshops around the world, including countries such as the United States, New Zealand, Israel, and Australia. Since 1973 Freeman has also given many seminars in countries such as Canada, United States, New Zealand, Israel, and Australia. These seminars are about music, art, ecology, and education. Freeman Patterson produces his own books on photography and his artwork. Some books that he has published are â€Å"Photography for the Joy of itâ€Å", â€Å"Shadow Light: A Photographers Lifeâ€Å", â€Å"Photographing the World Around You and Portrait of Earthâ€Å". The books that he has made are not just to show off his artwork but also to demonstrate and give guidelines to new photographers. Patterson’s work has been in exhibitions, magazines, books and calendars. Photography is an interest to Patterson because pictures excite him. Patterson feels that he needs to be at ease with his camera in order to take good pictures, without the technicality of rules and formulas made by equipment. He also believes that good images are made carefully and take time, they don’t just happen. Patterson states that â€Å"In these images, subject matter is like potters clay – you mould it however you want†#. The pictures he likes best are those pictures where he can discover himself and those pictures that have no rules. Patterson thinks that a good photograph portrays the photographer and the image and for him most of his subjects have a symbolic meaning to him and he feels free to take any approach to the subject to make them a visual statement. Patterson believes that emotions and feelings come out in photography, so if the photographer is happy, they would take pictures of the warm colours from a sunset. He truly believes that photography is an expression of feelings. Many of Patterson’s photographs are plants like trees and wild flowers, which make him feel happy, and they are free and have no limitations. Patterson thinks that photography starts with subjects such as wild flowers, sunrises, children, motorcycle gangs, gothic cathedrals etc†¦ Freeman Patterson does both coloured and black and white prints. He also ventures into some double exposures. Patterson does a lot of his photographic work at his home in New Brunswick, but does travel to take photos and to teach others about photography. So Freeman Patterson is interactive with many of his admirers due to him giving seminars and producing his own books about photography, all of which also makes his photos unique and organized, with a sense of freedom in his prints. The next famous photographer is Annie Leibovit’s, who was born in West Port, Connecticut, in 1949. When Annie was 22 she received her Bachelor of Fine Arts degree from the San Francisco Art Institute. At the age of 20 Annie was living in Israel and was helping in an archeologically dig near the famous Temple of King Solomon, where she took some photos of. After she received her BFA she continued to study with another photographer by the name of Ralph Gibson. Ralph Gibson taught her a few things about photography and he was an inspiration to the way she took some of her photographs. In Washington D. C Annie owns her own show called â€Å"Women†, which is located at the Corcoran Gallery of Art. In the past, Leibovitz has taken pictures of famous actresses such as a pregnant pose by Demi Moore and Jerry Hall breast-feeding her child. Annie photographed many people such as a former governor, two Supreme Court justices, an astronaut, a drag racer, and many more. Most of her artwork contains pictures of rock stars, fashion and advertising, and women. One of her most memorable photos is a naked picture of John Lennon and his fully clothed wife Yoko Ono in bed. This picture was taken two hours before John Lennon’s death in 1980. Since the 1980’s, Annie Leibovitz has taken many photographs of people living with Aids and photographs from a study of Sarajevo and its people. Leibovitz took pictures for magazine companies that she worked for such as: â€Å"Rolling Stonesâ€Å", â€Å"Vogue†, and â€Å"Vanity Fair†. Annie’s Photography career started in 1970 when she gave some samples of her work to the â€Å"Rolling Stone† magazine. Later on in the mid 1970’s she became the chief photographer for â€Å"Rolling Stone Magazine† as well a concert-tour photographer for â€Å"The Rolling Stones†. One of Leibovitz photographic projects was the book â€Å"Olympic Portraits†. This was an on going two-year project for her, that showcased athletes practicing for the Olympics. This book was published in 1996. Another project was a book published in 1999 of women’s photographs. Leibovitz artwork consists of using the whole subjects body captured in action (physically). One of the great things that Annie Leibovitz has experienced is that she is the first woman ever, and only the second living photographer to have her work shown in the National Gallery of Smithsonian Institute, in Washington D. C. which took place in 1991. Annie Leibovitz captures her effects with artificiality, flair and outrageousness, and that is what makes her artwork different from other portrait photographers. These photographers have lead remarkable lives and have evolved and developed throughout their lives. These changes are shown through their amazing photography work. Jerry Uelsmann, Annie Lei bovitz and Freeman Patterson’s unforgettable photos make them all so much different from any other photographers. Bibliography Ames, J. , Uelsmann Process and Perception, Florida: University Presses Of Florida, 1985. Anderson, J. , â€Å"Leibovitz, Annie†, Leibovitz, Annie An Encarta Encyclopaedia Article, [Internet], Sept 19, 2001. Available: http://www. encarta. msn. com/find/concise. asp Freeman, J. , â€Å"Jerry N. Uelsmann†, Jerry N. Uelsmann, [Internet], Sept 17, 2001. Available: http://www. arts. uf/edu/art/creative_photography/faculty/jerry_uelsmann/portfolio. shtml Ozeroff, W. , â€Å"Camera Looks Both Ways†, Freeman Patterson: Shadow Light – A Photographers Life, [Internet], Sept 19, 2001. Available: http://www. canoe. ca/jambooksreviewss/shadowlight_patterson. shtml Patterson, F. Photography For The Joy Of It, New York: Key Porter Books Ltd. , 1989. Squiers, C. , The Importance Of Women, American Photo: Hachette Filipacchi Magazines Inc. , March/April 2000. Unknown Author, â€Å"Annie Leibovitz Biography†, Annie Leibovitz Biography, [Internet], Sept 19, 2001. Available: http://www. shinegallery. com/anniebog. shtml Unknown Author, â€Å"Biographyâ₠¬ , Jerry Uelsmann’s Biography, [Internet], Sept 19, 2001. Available: http://www. uelsmann. com/bio. shtml Unknown Author, â€Å"Biography Freeman Patterson†, Freeman Patterson Biography, [Internet], Sept 19, 2001. Available: http://www. freemanpatterson. com/biograph. shtml Unknown Author, â€Å"Books By Freeman Patterson†, Photography Books By Freeman Patterson Presented By Webphoto. com, [Internet], Sept 19, 2001. Available: http://www. webphoto. com/book/patterson/ Unknown Author, â€Å"Jerry Uelsmann†, Apple – Apple Masters – Jerry Uelsmann, [Internet], Sept 17, 2001. Available: http://www. apple. com/applemasters/juelsmann Verzia, S. , â€Å"Annie Leibovitz Lou†, Annie Leibovitz, [Internet], Sept 19, 2001. Available: http://www. kuttara. gratex. sk/krajavicova/leib/annie_a. htm