Essay --

According to the Reuters one method that was created by the government to counter smartphone addiction is called â€Å"A horse riding therapy programme†.This programme is getting its results.One person whose surname is Kim has addicted to smart phone.She gave an interview to the television programme.She said(14 years old girl) that she had used to sit and chut with her smartphone for seven hours a day,even overnight if her mother had gone on a trip.Her(Kim’s)mother attempted a different kind of therapy like music, art to daughter’s smartphone addiction.When all of these therapy was not worked,the government suggested to create a new kind of therapy, which is called the†Riding Healing Center†,a therapy organisation that uses horse-riding to treat behavioral and emotional disorders. Kim told that she had cared about horses and thought about how she could ride them better, which helped to her to lose interset in smartphones and the internet.She has had a different kind of professional counseling at the centre like art, music but Kim(14 years old girl) believes riding horses help most.Yoosook Joung(Doctor of child psychiatry at Samsung Medical Centre) told that horse-riding was a very fun activity, but it was not just a simple physical activity but involved a living thing, the horse-riding was a new experience, which had combined physical activity with an emotional connection wi th a horse, so the horse riding had helped to prevent or overcome smart phone and internet addiction."Yoon Ga-eun(A riding instructor at the center) told that a horse was an animal that anyone could easily make emotional connection to. " The Korean Riding Association has two therapy centres and about 50 people a day go through its programmes to treat a range o... ...latonin, our natural sleep chemical, so our bodies do not register that we are tired. If you sleep with your phone right next to your bed, any late-night texts or alerts will disrupt your sleep patterns, even if you do not fully wake up to respond.Finally, tell your relatives and friends that if it is an emergency or if they really want to contact you, they should make an actual phone call instead of a text.And try to keep your phone hidden during social activities. Focus on the conversation. Take a mental picture instead of an Instagram shot, or write down a tweet idea on a piece of paper and save it for later. Initiate eye contact instead of screen contact. Whether we realize it or not, we are not as great at multitasking as we think we are. So if you are going to spend time with friends, spend time with them, not waste so much time to chat with your smart phone.

A Critical Reflection on PSHE

This essay will look at the teaching of an area in PSHE (Personal, Social and Health Education); the chosen area the essay will discuss is keeping safe. The essay will discuss how this aspect of PSHE can be taught and how it varies from the teaching of other curricula subjects. The national curriculum states an aspect of the PSHE curriculum as â€Å"they learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. † (QCDA 2011) In a school environment there are a number of policies that staff will follow to ensure that they can do everything they can to keep the children they work with safe. Severs (2003) looks at the responsibilities of the class teacher and the head teacher in insuring the children’s safety; the class teacher has the responsibility to follow the set policies and guidelines, ensure that the environment and resources are safe participate in inspections and risk assessments and ensure that any problems are reported straight away. Teachers will have a responsibility to keep the children safe when the child is in that school, but what happens when the child leaves school. A teacher may have the ability to protect the child in their classroom but all children should be aware of how to keep themselves safe at all times. This essay will look at the teaching of keeping safe and the following areas that may link with this aspect. Road safety, dangers of electrical objects, stranger danger, medicines in the home, hygiene and who can help you stay safe. The Institute for Citizenship (2000) looks at how PSHE and citizenship provide children with the skills, knowledge and understanding they may need to develop confident healthy and independent lives. It is important for all children to understand how to take care of themselves; or even just to be aware of how to stay safe when an adult is not right by them. On previous School Based Learning (SBL) experiences I have witnessed a year 1 class taking part in road safety exercises; the school carried out several assemblies on the importance of road safety, and the stop, look and listen method when crossing roads. In order for the children to experience this method and apply it to real life the class took part in a walk around the local area in which they all wore the florescent vests. When arriving at a road the children were told about the importance of using the pedestrian crossings and how before they cross the road they should always look both ways, and listen out for cars before they continue to cross. Robertson (2007) talks about how pedestrian injury is the second main cause of death for children aged between 5 and 9 years. Robertson also looks at the importance of reminding parents about the supervision of their children in road crossing and anywhere with traffic. When providing the children with road safety training the school could also provide the parents with the opportunity to attend. In the above description of the activity I witnessed just like any other school trip, the children’s parents were invited to take part. When looking at the teaching of PSHE I believe it may be difficult to teach it the same as other subjects; However when looking at the teaching of road safety there is the possibility to teach it imbedded in with another subject. Hayes (2010) looks at how teaching road safety can be linked with geography, maths, ICT, and art: for example creating warning posters. When teaching road safety there is the possibility to link with national curriculum geography; â€Å"make observations about where things are located (for example, a pedestrian crossing near school gates) and about other features in the environment (for example, seasonal changes in weather)† (QCDA 2011) After introducing the geographical aspects of their local area the children could begin to discuss why they think we need pedestrian crossings and why they think the crossings are positioned where they are. By developing road safety signs and warnings in art, the children can use their work around the school and in the local area to help share the importance of what they have been learning. Primary schools that I have attended both as a pupil and in earlier placement experiences have often had a road safety council, in which the council were provided with free equipment to hand out, such as florescent badges for coats and bags along with the florescent wrist bands. The council would help organise school assemblies and contests in which all children were asked to create posters demonstrating the dangers of roads and how to stay safe; when teaching road safety the school could do it either as a whole or as individual classes. Stones (1992) talks about how very little teaching on road safety takes place in school and when it does take place it is delivered through visitors such as road safety officers or the police. If teachers received some training from these sources on the issue they may be able to deliver more frequent sessions. When walking or playing in their local area along with road safety it is important for children to be aware of stranger danger. Many young children can be easily influenced and should be taught that if they do not know an adult that approaches them; then they should not talk to them as they may not be a nice person. Higton (2004) refers to an discussion he observed from a group of children about what they would do when separated from their parents in a shopping centre, he talks about the children making suggestions of asking another shopper when one child suggested that that person may be bad and take them away, the children then decided that they should ask somebody that worked in one of the shops for help. These children had developed an understanding of the stranger danger concept, but when teaching this subject it may need to be approached gently as the aim is not frighten the children into thinking any stranger will take them away. When looking for useful resources to teach stranger danger, I came across a book by Noel Gyro Potter, this book is called Stranger Danger and tells the story of a group of children who remembered what they were taught about stranger danger and chose to run away from the stranger, they then shared their knowledge with their friends, this book also comes with stranger danger tips that you can share with both children and adults. The book was full of pictures so may be useful in helping young children to understand. Children form a young age should develop an awareness of how to deal with the above situation and who the right person to ask for help would be. This area of keeping safe can lead to looking at who they can turn to if they need help. Wyldeck (2008) looks at the use of games to help the children understand how to deal with certain situations. She talks about reading out an incident and asking the children what they think they should do; Wyldeck talks about teaching the children how to call 999 by using a toy / disconnected telephone. In a classroom situation you can ask the children to work in groups to think of a solution to the emergency. Other useful tools for providing this knowledge could be role play. Teachers may feel it helpful to invite emergency services to the school / class to explain what emergencies it is necessary to call 999 for, and what to do when they call. Children may be aware of services such as the police and the fire service and how they help with bad situations, and therefore should be taught how to contact them. Along with gaining help from emergency services children should also be spoken to about who to go to if they are lost if there is no phone or emergency services nearby: for example asking help from a nearby neighbour that they know if at home or if in an area such as a shopping centre to ask somebody that works there to help. When teaching the children to stay safe it is important from a young age to inform the children about using electrical objects safely. Children will come into contact with electrical objects at home as well as school. Charlesworth (2007) talks about how the teaching of science can introduce the dangers of electricity; why it is dangers to play with objects such as toasters, why you should never place a metal object such as a fork into a plug socket. Many children will want to explore how and why things work, therefore it will be safer to teach the children in a safe environment rather than have the children investigate on their own and hurt themselves. Demonstrate safely and allow the children to use the electrical objects safely this may be a good way to help them explore but carry out the investigation under supervision. Explain to children that when they wish to plug an object in to ask an adult to help; or even demonstrate the importance of making sure the socket is switched off before they plug the object in. In any environment where young children will spend their time it is important to ensure that harmful substances such as medicines and cleaning products are kept in a secure place and out of the reach of children; children unaware of these products may ingest them and cause harm to them. Moyse (2009) looks at the use of speaking to nurses, using posters and leaflets and identifying resources such as teaching packages and the use of the internet. Children depend on the adults around them to make their environment safe for them. In many circumstances children may not have an adult at home that is capable of making their environment fully safe for them, therefore the school will need to do as much as they can to teach them the dangers and help make them capable of identifying and avoiding such dangers. The school can provide lessons that introduce warning signs and symbols, for example on cleaning products the sign for harmful. Children should be taught that medicines are for ill people and that they should not take any medicine unless an adult provides it for them. The use of role play in this situation may be useful as in the home corner children can be shown that medicines go on a high shelf or a locked cupboard so that they cannot harm babies and young children. The children can take part in a circle time session in which the teacher can ask the children ‘why do we take medicine? The teacher could show the children bottles of harmful substances and ask them if they know what they are used for? Should we play with these liquids? In my last SBL experience the reception children would often help the teacher tidy the snack area, the teacher would show them that they used one spray of the cleaning product on the table and then wiped the table with the cloth and that once they had finished they were to wash their hands in order to get rid of the cleaning product on their hands. The teacher would role model this as she ensured she was in the habit of washing her hands after cleaning. In one incident a child asked the teacher why the cleaning lady wore gloves top clean, the teacher told her that the teacher has to clean lots of different places and use lots of products and doesn’t want to get them on her hands because if she didn’t wash them properly when she ate her food she might eat some of the cleaning liquids and that isn’t very good for you. This child then suggested that they get a small pair of gloves for the person that helps to clean up. If the teacher explains the dangers to children clearly children may often come up with their own solution to the problem, by making suggestions the children are showing that they have developed an awareness of the dangers. The last area of keeping safe I will look at is the aspect of hygiene and the importance of keeping clean. In one SBL experience, I took part in an activity in which the teacher brought in a bowl of water, soap and paper towels the teacher then demonstrated to the nursery class how to wash their hands ensuring they washed all the creases. Each child then came up in small groups and washed their hands; the teacher told them how important it was to wash their hands after going to the toilet in order to get rid of germs. Mayesky (2011) talks about how it is important for adults in the child’s life to present good self hygiene in order for the children to lead from example; and that the children have the environment is equipped well to encourage good hygiene. Teaching children that being unclean can lead to illness; and that when they are ill they can easily spread germs and the importance of covering their mouth when they cough and using a tissue to wipe their nose. Encouraging children to wash their hands can be placed into the child’s school routine with ease. In one SBL experience I witnessed a class in which the teacher ensured they washed their hands before dinner, after any art classes and before and after any cooking activities. This allowed the children to develop a routine for washing their hands and keeping clean. . The following section of the essay will look at the possible difficulties of teaching PSHE. When looking at providing lessons for the keeping safe aspect of PSHE, I could think of areas of importance that the children should be taught however I was unsure of how best these areas could be taught in the classroom. The national curriculum provides very specific targets for curriculum subjects, and most curriculum subjects can be observed on a weekly basis. When teaching curriculum subjects such as maths the teacher will choose or be given a set topic to teach for a section of the term, the teacher can then look for the set targets that the age they are working with will need to meet. The PSHE curriculum has outlines for specific key stages; however I have yet to witness any direct teaching. After looking at the areas for keeping safe discussed above I identified that there are numerous ways of building the PSHE targets in to other subjects and even into the daily routine, if teachers found little time to teach it directly. Halstead (2006) refers to findings from researchers on schools lacking PSHE policies, and how many schools are not teaching PSHE in order to make room other subjects and activities. After writing and researching for this essay, and taking part in lectures around different PSHE areas, I believe that is a very important subject to teach in schools, as it may help to prepare children for independent living and in relevance to this essay help children to develop knowledge and understanding of how to stay safe in their own environments. Tew (2007) looks at one of the disadvantages of delivering PSHE is the difficulty of maintaining a consistent ethos as it is often delivered by outside agencies, however if teaching staff can receive training at the same time as the other agencies the school could take a much more consistent approach. One struggle that teachers may face in the delivery of PSHE is that after multi agencies pay visit to the school the teachers are unsure on how to continue to teach the chosen topic. In conclusion to this essay I believe that the teaching of PSHE can be very informative to teachers, children and parents; by providing children with the knowledge and understanding of the PSHE curriculum you may be able to help provide them with the ability to make their own safe choices. Many of the difficulties I have identified from this essay are that teachers may not necessarily have the full training or awareness on how to provides lessons around the PSHE curriculum, if teachers had the opportunity to gain the same training of the multi agencies that deliver the assemblies in schools they may be more willing to able in delivering it themselves. After writing this essay I believe that PSHE is very important for the development of children, and it is more important for teachers to deliver than I first thought.

Kant the Sublime Essay

The Sublime In Lyotard’s reading Lessons on the Analytic of the Sublime, he explains how critical thought exists within an infinite amount of creativity with no principles but in search of them. Lyotard understands the Kantian sublime as a way to comply with the standards that critically analyze postmodernism using deconstruction. Kant differentiated the sublime between the vastness and greatness and the dynamic sublime. The vastness sublime is so great we can’t just use our senses like we normally do; it requires us to heighten our senses beyond comprehension. The dynamic sublime is the way in which rationalizes things and his perceptions. Lyotard describes the boundlessness of the imagination and reason as a ‘differend’ and this is ‘to be found at the heart of sublime feeling: at the encounter of two absolutes equally present to thought, the absolute whole when it conceives, the absolutely measured when it presents. ’ (Lyotard) Our imagination understands forms and measures while reason understands something without form of an infinite nature of something. There is a separation of imagination and reason and when we use the ‘enigmatic’ power of critical thought we can reflectively judge something. Kant’s presentation of the sublime has been taken up by Lyotard and he explores different ways of finding a philosophical understanding of different artworks. Through Longinus and Burke we can explore the pre-modern and modern conceptions of the sublime and through all these critiques we can draw different manifestations of the sublime in art. Kant questions how can someone judge an object before knowing how to properly judge that object and how do they know what proper judging is? Longinus in part of his critique implies that man can go beyond his limitations as a human being by experiencing emotions and language. The art or technical talents was described, as the human while the sublime was something that escaped our experience of art. ‘Sublimity consists in a certain excellence and distinction in expression’ (Longinus, pg 100). To understand and have knowledge of the sublime, there needs to be a vague understanding of something that is beyond our experience or senses. He explains that there is more to the human ordinary life because we feel this through the senses, but these senses are an incorrect interpretation caused by a physical perception as opposed to a psychological one. If you think about the sublime, it cannot be pictured or imagined but we have translated and suggested through the arts and poetry. Longinus tells us that nature is the creative and the first principle of the sublime and what follows is a matter luck and good mentors. In Goodbye Lenin, a German film directed by Wolfgang Becker, Lenin tries to hide the unification of Germany during the 1990’s from his mother who was in a coma throughout those months and has to stay in bed. He successfully conned her into thinking nothing had changed by using tricks like old product bottles and filming his own news broadcasts. This film successfully executes the idea of the sublime in what was going on between his mother and the rest of the world. ‘Our faults spring from the same place as our virtues. ’(Longinus)She believed everything around her was real and time had not changed but the people around her were well aware that this was a deception of reality. The way in which Lenin created the same world and reality his mother had always known is overwhelming to the senses and questions what is really for real? Burke believes that the ideas of pain and pleasure cannot be defined, but pleasure of every kind satisfies quickly. He goes on to say that there are two kinds of pleasure: the first that simply is and has no relation and the second that cannot exist without relation. The film has preserved and stopped time that defies nature and in reality cannot be done. The son is so scared and terrified that his mother will die that he tries to please her by keeping the world exactly the same. This terror is the source of sublime because it creates the most emotion and he imagines the worst. The fear that his mother will die has caused him to be terrified. It explores different areas of the mind by letting her believe this lie. His mother would not survive the fact that everything she has believed in had crumbled while she was asleep and that the world she once knew was suddenly a capitalistic society that now included Burger king, Pepsi and Coca-Cola. Lenin did not want to devastate his mother and cause another heart attack so he had to make everything appear, as it always was wile the outside world was growing and expanding at such an accelerated rate. The kitsch setting of the typical German 1989 apartment filled with yellow flowered wallpaper and dark wood furniture brings calmness to his communist mother. The film captures the nature of humans and their strong social beliefs and how it can affect the human psyche. Burke believes that terror is the source of the sublime and that pain is the more powerful than pleasure. Lyotard believes that pain is not the end point, there is the ‘movement’ of pain to ‘pleasure’ In Joseph Turners Impressionistic painting titled Slave Ship, he has created a seen of vastness that relates to the Kantian sublime but moreover he has demonstrated the use of color and dynamic composition to create a sense of horror. The brushstrokes give a natural look to the painting and the seemingly unintentional brushstrokes create an organized composition. We are aesthetically pleased when we look at the painting because an overwhelming response is experienced when looking at the picture. Burke believed that the Beautiful was very different from the sublime. â€Å"All privation is great because they are all terrible: Vacuity, darkness, solitude, and silence. Low and intermittent sounds and shadows bring about feelings of the sublime. Above all, the actions of the mind are affected by the sublime. â€Å" The way in which Turner has used rough brush strokes and lots of contrast between moods and contrasting colors creates the Sublime as opposed to the Beautiful. The use of purple and blue shadows that cast over the foggy night, the bloodline skyline, the flaming enraged sea and the insignificant ship create a sense of horror. The Sublime is experienced in this painting because it is detached from the actual danger of being in an actual situation and rather experienced through the visual arts and poetry in its overwhelming vastness. There is a sense of elation and intimidation when traveling through the painting. Thomas Cole’s Landscape with Tree Trunks create a struggle to be able to understand what is being implied. It becomes uninviting to the viewer as the scary tree trunks in the foreground block our path into the painting and we get further into only for our view to be blocked again because of the mountains that come right into the middle part. The painting does not accommodate to human feelings. These are sublime components such as the scary trees, the contrasting light and dynamic sky create frustration in entering the painting make us feel that we are not welcomed and that we are in a wilderness that we cannot control. The overwhelming tree and sky not only creates and unexplained phenomena but also implies that time and power of nature is vast and infinite and these unpredictable forces can in themselves become sublime. The painting composition seems to have been distorted by Cole yet it feels genuine and believable. In the Pianist directed by Roman Polanski we are safe to knowing the reality of the actual circumstance of Jewish victims trapped in a concentration camp but we still enjoy the horrific actions taken against them caused by the overwhelming power of human nature. We are awed, disgusted and in disbelief by the question: â€Å"How can human beings do such things? † ‘There is no explanation for the communication of passion, but it is concluded through the experience or premonitions of others. ’(Burke) there is no way to rationalize how the Jews were treated during this time of suffering and we can’t even fathom such events to reoccur, but it still exists today. The pain and suffering that we experience as a witness is subliminal and in cannot be justified. Within the film Szpilman is able to detach from the war and all the pain and suffering he has experienced by playing the piano. When different men have a common faith in the object of admiration we come to the Sublime’ (Longinus). Szpilman creates his own sublime world through the piano. He creates a stimulus of powerful and inspired emotion and he seems to be dignified and elevated when playing the piano, not guilty or ashamed for being a Jew. His talent brin gs even his worst enemies to respect him and be in completely awestruck by his music breaking all boundaries of human laws and standards and elevating itself to a much higher place that is universal. The unknown and unbound is created in the film when everyone is awestruck and in total admiration of the music. In the end, art has the vastness that allows the mind to be free of obstacles of distraction. Basically, I understand Kant in his way of thinking of art as a way of means to letting the senses experience a feeling far greater than the everyday ordinary life and sublimity only exists in our minds and not in nature, and if we are conscious of this we can become superior to nature within and to nature which does exists without us. Lyotard explains that art should work with no rules and that it therefore cannot be judged and instead be combined and pluralized. Longinus explains that the human is the technical aspect of art while the sublime is the existential part of the human psyche that goes beyond our experience of art. Burke’s modern view of sublimity in art can only be experienced through actual knowledge an actual experience where things are only recreated and reordered. He thinks that death and fear are feelings of the sublime and that what one might expect is very different to what actual really happens and that expectation creates fear which in turn makes us unreasonable and therefore brings about the sublime.

Sumatran Orangutan

The pongo abelii (Sumatran Orangutan) is classed as critically endangered under the IUCN red list. In 1994 the estimated number of Sumatran orangutan was 12,000. This number declined further in 2003 where the estimate shown 7,300 and again in 2008, estimating 6,500. This clearly is a massive reduction in the species population at a loss of 5500 orangutans in a 14 year period. The Sumatran orangutan lives on the island of Sumatra, Indonesia, and is commonly found in the lowland and hilly tropical rainforests. Indonesia’s forests are threatened with legal and illegal logging and deforestation. This is a huge problem, not only to the orangutans but also to other plant and animal life. This is a difficult living situation for the orangutan, which are living in smaller areas which are located at the northern region of the island. With this consisting of lesser forest areas, this offers ease for the poachers and hunters. One of the bigger problems of this human threat to orangutans is the illegal pet trade. The poacher will have to kill the mother of the young they are snatching. This leaves the younger defenseless as they require care to survive. The younger orangutan is seen as a popular pet. This can also result in further decline in numbers as there are more being killed therefore less being unable to breed. The breeding period of the orangutan is much slower than that of any other primate. The smaller number of offspring being produced is not able to meet the rapidly decreasing orangutan population. Over time this will develop into a worse state as the decreasing numbers worsen. I have chosen to prioritize the pongo abelli (Sumatran orangutan). This is because of the current conservation status labeled on this species. The recovery of this species will be slow. Although the threats to the orangutan are similar to that of the other species, they are incapable of producing larger numbers to cope with the much needed larger population in order to exist and are more capable of becoming extinct.

Gender Archaeology Essay

Gender archaeology is a field of study that encompasses different approaches in the study of gender. It developed in the 1980s at the time feminist movement emerged in many societies including America and Britain questioning the male bias of the mainstream archaeology. Gender plays a significant role in constructing society and its values, categorizing which are female or male roles, and creating meanings and identity. However, studying the concept of gender is difficult as its meaning is influenced by many factors and relationships in the society. Arguments are raised that gender, unlike the biological sex, does not exist and complicated to test through archaeology. One of the traditional approaches in studying gender is through material culture where tangible evidences are correlated with the presence of men and women such as artefacts and tools excavated, suggesting a representation of the two genders and their activities (Shaw and Jameson 2000: 251). The productive use of material culture is one of the most significant contributions of archaeologists unlike other disciplines which ignore the potentials of material and its symbolic representations and meaning construction of gender (Bintliff 2004:85). Scholars should recognize the relevance of material culture as it is able to correlate the objects and its physical realities and consequences to gender, allowing varied ways of exploring an object or material. It provides resources for reference and medium for practice of gender. It aids the study of gender archaeology in all geographical regions, categories of material culture, and periods (Gilchrist 1999: 15). One of the research methods used in studying material culture is a case study, which is also commonly used in feminist archaeology, where archaeologist become ethnographers. They visit the site or region of analysis aiming to reconstruct the past societies with as much details as possible about the past people’s lifestyle, customs, traditions, beliefs, and other events (Nelson 2006: 45). In this way, history of people and its meanings are identified through material evidences which represent relationship to gender. Numerous studies have revealed astounding facts and evidence leading to an understanding on how the meanings of gender and its facets are identified. Many pre-historical studies have been conducted around the world in knowing how men and women are represented, particularly in artefacts, and how these representations construct or deconstruct the roles of each gender. In a study, Ungendering Archaeology: Concepts of Sex and Gender in Figurine Studies in Prehistory, Naomi Hamilton analysed and interpreted the prehistoric anthromorphic figurines from Eastern Europe and the Near East (Donald and Hurcombe 2000: 18). Hamilton devised as methodology to identify sex on the figures and analyse the stereotypes attached to it regarding Western gender roles. There were numerous figurines unearthed from Europe but the interpretations are different and sometimes contradicting. Some scholars argue that these figures, particularly those with women, represents ‘goddess worship’ but others did not agree. According to Hamilton, there is a need for a theory on gender and gender relations that would at least provide better explanations than the traditional studies. For any unfamiliar figure, it would be easier to assume that a certain object represents a male or a female goddess or creature but others might interpret it differently. In Seklo group from Greece, for example, an excavator thought of the distorted figure with womanly shape as representation of female centaur while other objects resembling male figure are assumed as enthroned men. Later, the female-like figure was interpreted in different views: seated figure, goddess, or female on a birth stool. These varied translations happen most of the times because, as Hamilton argued, archaeologists readily accept that aspects of human life have universal characteristics such that what is commonly associated with women in another region or era is assumed to be similar in another region of different period (Donald and Hurcombe 2000: 28). Hamilton argued that the ambiguity the two mutually exclusive genders (male and female) and its resemblance to historical Western societies have not been questioned. Traditional assumptions on these figurines readily announced as representation of sex and gender roles and not other things. Besides, interpretations are based conservative view on gender. Archaeologists assumed that there is a standard gender division in culture but anthropologists say otherwise. In many historical figurines, most represent female as it was how assumed by archaeologists. It must be that male is not so superior in the old times than now. Obviously, there are difficulties and contrasting views on identifying which gender figurines stand for. Hence it is important to consider not to identify each figure as sex symbol only but also gather other information on culture to avoid pre-conceive notions that men or women are represented in such matter for a period of time and also to avoid stereotypes on the roles of women. Research on gender might suffer if there is a strong bias on either gender or gender differences. The assumption that every culture has standard or similar male-female divisions of characteristics might lead to building a gender based on stereotypes (Hamilton 2004). These might influence on how men and women are viewed today and how their roles are determined in every aspects of life such as family, politics, or academe. Hamilton’s study on figurines has a plausible argument that the traditional assumptions of archaeologists have made conclusions that are inaccurate and lacks credibility. This is an important consideration since these kind of assumptions lead to opposing views damaging or overrating either gender especially women who has been, for a long time, regarded as subordinate to men. List of References Blintiff, J. L. (2004) A Companion to Archaeology. United Kingdom: Blackwell Publishing Ltd. Gilchrist, R. (1999) Gender and Archaeology: Contesting the Past. Taylor & Francis. Hamiton, S. M. (2004) Gender in Archaeology. Rowman Altamira. Nelson, S. M. (2006) Handbook of Gender in Archaeology. Rowman Altamira Shaw, I. and Jameson, R. (2000) A Dictionary of Archaeology. United Kingdom: Wiley-Blackwell

Motivation Letter Essay

I am writing to submit letter to express my interest as a Catering assistant in your organisation. Being fresher, It is a good match with the job description you have provided on your website, I am confident in my ability to meet and exceed my goals with your organisation and helps me in future by getting experience in catering assistant. I am applying for this position because I have following skills: Washing dishes and utensils by hand. Having reliability and patient when working in fast pace environment. Provide outstanding customer service and friendly with all team members. Great understandings of cleaning and cleaning tools. Great at multi-tasking and time management skills. Ability to handle things in a discreet and confidential manner. Based on my qualifications, it is the perfect job for me to improve my skills to provide good quality customer service and learn new things from other employees. In addition to my customer service strengths, I have mastery  knowledge of kitchen cleaning or customer service and have good communication skills. My primary objective is to assist your business grow and function smoothly in any way I can This job is favourable for me because I am quick learner and ability to do anything. I am prepared to undertake any training offered and I am available for an interview anytime. If you have any further questions please do not hesitate to contact me (0223963129) I look forward to hearing from you.

Assignment4 Assignment Example | Topics and Well Written Essays - 1750 words

Assignment4 - Assignment Example Saxophones are a common instrument in the contemporary society. Thus, the instrument can be found in musical classes or other Jazz sessions. The shiny nature of the instrument portrays it as an artistic masterpiece that arouses varied feelings on musical players. The instrument was originally intended for military and classical musical purposes. Owing to the versatility of the instrument, musicians in other genres around the globe are now playing the saxophone. Consequently, musicians in the avant-garde, classical, jazz, and pop and rock are playing the saxophone. The instrument can sound wild and poignant or smooth and stifling (Stewart et al., 5). The instrument can seamlessly blend into any joint, be it jazz big bands or orchestras. Moreover, the saxophone blends into the ensemble rock band solos or jazz quartets. Musicians in the contemporary world are trying to stretch the instruments into accommodating virtually every genre of music. Thus, the saxophone is steadily finding novel purpose in many genres of music. The design features of the saxophone depict an exceptional work of art. The design features appear attractive from the outward look to the inner features that create sound. The saxophone is a wind instrument of the nature of a conical bore. The instrument has a varying that increases from one end to the other (Hippe, 40). Thus, the instrument begins with a single diameter in one end that expands proportionately to the lowermost end of the instrument. By contrast, cylindrical instruments such as the clarinet, maintain uniform diameters in the whole length of the instrument. The varied design features of the saxophone have inner functionalities besides the outward looks. Conical bore instruments characteristically produce mellower and warmer qualities of tone compared to cylindrical instruments. Although saxophones are typically constructed using brass, plastic, gold and silver can also be utilized in the construction (Hippe,