Black People Essay Example for Free

Black People Essay Tar Baby Toni Morrison’s novel might for some be a novel of cultural awakening. One also might at their first reading and perhaps also by reading the different studies made on Tar Baby, restricted to an interpretation that sees Jadine, Morrison’s protagonist, as woman who has, consciously or unconsciously, lost her â€Å"ancient properties† (305) and internalized the values of a white culture. Jadine has totally disconnected herself from her racial identity and cultural heritage. This reading is supported by the fact that Jadine has got her education in Europe with the financial assistance of Valerian Street (her aunt’s and uncle’s employer). Paraphrasing Marylyn sanders Mobley – the characterization of the protagonist, Jadine, draws attention to a fundamental problem as one that Morrison wants to affirm the self-reliance and freedom of a black woman who makes choices for her own life on her own terms. She also seeks to point out the dangers that can happen to the totally self-reliant if there is no historical connection. While the conflict in Tar Baby is undoubtedly â€Å"between assimilation and cultural nationalism represented by the sealskin coat Ryk has given her and the pie table† (Rayson, 94), the limiting categories which Jadine is continually forced into do not come from the white characters but primarily from the black community in which she finds herself because she (Jadine) has embraced white stereotypes along with white culture. While Valerian is portrayed as the traditional master-figure in the novel, it is actually Son, Sydney and Ondine, and the folk past represented by the different women in different places that try to conquer and dominate Jadine, who retain and represent their culture in the very colour of their skin. On the other hand, one could argue that it is as a result of Jadine’s university education in Europe and her career that further draws her away from her culture and identity and therefore (paraphrasing Mobley in Toni Morrison critical perspectives past and present) contributes significantly to the emotional and spiritual uncertainty that plague her as well as the many different roles that are imposed upon her by her aunt and uncle as well as the ‘society’ that caused her to seek upward social mobility. Sydney and Ondine, Jadine’s uncle and aunt in the novel can be seen as representative of one of the tar pits for Jadine. They do not accept all black people equal in the community in which they live because they employ racial hierarchies. Ondine sees herself as the only woman in the house (209), while Sydney notes more than twice that he is a Philadelphia Negro, â€Å"the proudest people in the race† (61). They seem to have a clear vision of what they want for Jadine their niece. As the story progresses, though, it becomes clearer that it is not actually a question of what they want for Jadine but what they want of her or expect her to do. In addition to them wanting Jadine to provide them safety and credit for their race, Ondine admits by the end of the novel, â€Å"maybe I just wanted her to feel sorry for us [ ] and that’s a lowdown wish if I ever had one† (282). Jadine understands that Sydney and Ondine â€Å"had gotten Valerian to pay her tuition while they sent her the rest† (49) and Ondine keeps reminding that she â€Å"would have stood on her feet all day all night to put Jadine through that school† (193). Ondine sees Jadine as her â€Å"crown† (282), and she and Sydney are continually â€Å"boasting† (49) about Jadine’s success to the point that Margaret calls Ondine â€Å"Mother Superior† (84). In return, they seem to want Jadine to offer them safety for the rest of their lives as Ondine claims that â€Å"Nothing can happen to us as long as she’s here† (102). They are not comfortable with the idea of Jadine marrying Ryk, who is â€Å"white but European which was not as bad as white and American† (48), but they are terrified of her running off with a â€Å"no-count Negro† (193) like Son. Although their views on racial hierarchies seem to alter from time to time, on the outside they seem to want what is best for Jadine. Jadine refute Ondine’s views of black womanhood when she tells her some of the things that are expected of her from society Jadine tells Ondine that: â€Å"I don’t want to learn how to be the kind of woman you’re talking about because I don’t want to be that kind of woman† (282). This, according to Rayson (1998), might be interpreted as Jadine’s â€Å"rejecting the roles of mother, daughter, and woman to stay the tar baby† (Rayson, 95), however it marks her becoming aware of what kind of woman she is by the end of the novel. Jadine‘s inclination toward upward social mobility leads to her separation from the Afro-American roots and the tar quality that Morrison advocates. This kind of flaw in Jadine effectively disqualifies her as a black woman capable of nurturing a family and by large the community. Jadine‘s perception of an ancestral relationship from which she is estranged occurs when she sees an African woman in a Parisian bakery. When she is celebrating her success as model evidenced in her appearance on the cover of Elle, Jadine becomes nervous or perhaps uncomfortable by the African woman in yellow attire. She triggers an identity crisis in Jadine at the moment when she should have felt more secure with her professional achievement assured by beauty and education. In his African woman, Jadine catches a glimpse of beauty, a womanliness, an innate elegance, a nurturer, an authenticity that she had never known before: ? That woman‘s woman – that mother/sister/she/; that unphotographable beauty? (p. 43). By calling the African woman ? that mother/sister/she,? J. Deswal (online source â€Å"Tar Baby- Shodhganga) claims that â€Å"Morrison presents a threefold definition of womanhood which can thrive within the confines of family and community only. The three eggs she balances effortlessly in her ? tar-black fingers? (p. 44) appear to Jadine as if the woman were boasting of her own easy acceptance of womanhood†. Wendy Harding and Jacky Martin in A World of Difference: An Inter-cultural Study of Toni Morrison explain the importance of the African woman‘s presence as such: â€Å"Whereas Jadine has just been rewarded for her conformity to Western ideals of feminity, the African woman suggests a more powerful version of black womanhood. Like some fertility goddess, she holds in her hand the secret of life. She is the mother of the world in whose black hands whiteness appears as something as easily crushed as cared for (71). When Jadine measures herself by the idea of black womanhood that she sees in the African woman the insecurities of her rootless condition surface in her mind. The women in yellow makes Jadine confront her female role and her sexuality†. Jadine sees ? something in her eyes so powerful? (p. 42) that she follows the woman out of the store. The writers also claim that â€Å"As a symbol of repudiation of Jadine‘s westernized lifestyle, the African woman ? looks right at Jadine? (p. 43) and spits on the pavement†. Jadine hates the woman for her spitting, but what she cannot do is escape feeling ? lonely in a way; lonely and inauthentic? as she tells the readers on page 45. When the sense of self is based on the denial of one‘s ethnic roots, one is certain to experience mental chaos and alienation. So, the woman‘s insult to Jadine had the powerful effect of challenging Jadine‘s choices: her white boyfriend, her girlfriends in New York, her parties, her picture on the cover of Elle and the way she lived her life. One can say that it is as a result of the African woman that Jadine desided to visit her aunt and uncle on the island. Jadine is confused and even questions her plans to marry Ryk, her white boyfriend: I wonder if the person he wants to marry is me or a black girl? And if it isn‘t me he wants, but any black girl who looks like me, talks and acts like me, what will happen when he finds out that I hate ear hoops, that I don‘t have to straighten my hair, that Mingus puts me to sleep, that sometimes I want to get out of my skin and be only the person inside – not American – not black – just me? (p. 45) It is through Son, however, that Morrison offers Jadine the ultimate opportunity to ‘redeem’ herself to her heritage, adapt it and revive her womanhood. Son picks up from where the African woman left off in a sense by making Jadine confront her inauthenticity. Jadine and Son enjoys their stay in New York because it is the place where Jadine feels at ease. She feels loved and safe: ? He ‘unorphaned’ her completely and gave her a brand-new childhood? (p. 231). In turn, Son is encouraged by her need and by his apparent ability to redefine Jadine culturally and emotionally. Son insists that he and Jadine goes to Eloe his hometown where Jadine will see how Son is rooted in family and cultural heritage. He attempts to rescue Jadine from her ignorance and disdain for her cultural heritage, trying in a sense to mould Jadine into the image of his black female ancestors. Son assumes that a relationship with Jadine will mean that they will have children together. He presses claims for family and community: ? He smiled at the vigour of his own heartbeat at the thought of her having his baby? (p. 220). Thus, he wants Jadine to love the nurturing aspects of home and fraternity. He is fed on dreams of his community women. The dreams of ? yellow houses with white doors? and ? fat black ladies in white dresses minding the pie table? (p. 119) are nourishment to Son. Sandra Pouchet Paquet (The ancestors as foundation in their eyes were watching god and tar baby) observes: ? In Son‘s dreams of Eloe, the African-American male ego is restored in a community of black man at the center of a black community. But however appreciative Son is of the beauty, the strength, and the toughness of black women; his vision is of male dominance; of the black women as handmaiden? (511). The image feminity that Son cherishes – of the black woman taking passive role as a nurturer of the hearth – is flagrantly opposite to Jadine‘s perception of the modern black woman. This terrifies Jadine and narrows the possibility of their forming a family. The modern, educated black woman seems to snivel at the aspects of traditional female- specific role as the nurturer of hearth and home. Decadent white values and life style thwart the black woman’s vital roles of building families and raising children. The modern black woman cannot be a complete human being, for she allows her education to keep her career separate from her nurturing role. The black woman is increasingly becoming able to define her own status and to be economically independent. She tries to seek equality in her relationship with men. Robert Staples gives an insight into the faltering dynamics of modern couples: ? What was once a viable institution because women were a subservient group has lost its value for some people in these days of women‘s liberation. The stability of marriage was contingent on the woman accepting her place in the home and not creating dissension by challenging the male‘s prerogatives? (125). The black woman‘s intrinsic quality of ? accepting her place in the home? is Morrison‘s tar quality. However, in advocating the tar quality Morrison does not admonish the educational and professional accomplishments of the black woman. In fact, the black woman is expected to achieve a balance between her roles in the domestic and professional fields. â€Å"It is the historical ability of black women to keep their families and careers together. In an era where both the black male and female seek to fulfill individual desires, relationships falter and, consequently, the prospects of the propagation of a family are not too bright. Jadine‘s tar quality is submerged by the white-like urge for freedom and self-actualization. As a result, she finds the conventions of black womanhood antithetical to her own value system†. At Eloe, Jadine is determined to resist rigid male-female role categorization. Jadine cannot ? understand (or accept) her being shunted off with Ellen and the children while the men grouped on the porch and after a greeting, ignored her? (p. 248). While at Eloe, Jadine is provided with yet another chance to attain certain qualities that is for black women. She is accustomed to living an upper-class white lifestyle so she finds the people of Eloe limited and backward. Their stifling little shacks are more foreign to her than the hotel-like splendor of Valerian‘s mansion. She stays in Aunt Rosa‘s house where she feels claustrophobically enclosed in a dark, windowless room. She feels ? she might as well have been in a cave, a grave, the dark womb of the earth, suffocating with the sound of plant life moving, but deprived of its sight? (p. 254). It is in this very room where Jadine and Son were having sex that she had a second awakening vision, which is more frightening than the one she had in Paris about the African Woman. Here, Older, black, fruitful and nurturing women – her own dead mother, her Aunt Ondine, Son‘s dead wife, the African woman in yellow and other black women of her past – become a threatening part of Jadine‘s dreams: I have breasts too,‘ she said or thought or willed, I have breasts too. ‘ But they didn‘t believe her. They just held their own higher and pushed their own farther out and looked at her,? (p. 261) and ? the night women were not merely against her not merely looking superior over their sagging breasts and folded stomachs, they seemed somehow in agreement with each other about her, and were all determined to punish her for having neglected her cultural heritage. They wanted to bind the person she had become and choke it with their breasts. The night women? accuse Jadine for trading the ? ancient properties? (p. 308) of being a daughter, mother, and a woman for her upward mobility and self-enhancement. All these women are punishing Jadine for her refusal to define herself in relation to family, historical tradition and culture. As they ‘brandish’ their breasts before her eyes, they mock and insult her with their feminity. Jadine finds these women backward and sees no self-fulfilling value in the roles that they serve. However, she is constantly haunted by dreams of the black female image that she seems to have lost throughout life. Ondine express shame and disappointment over her lack of concern for her family, the African woman, at the Parisian bakery, spits at her in disgust and the night women, in the vision at Eloe taunt her with their nurturing breasts. Having refuted her own black culture and heritage, Jadine face the consequence of a divided consciousness and a mental death. Her decision to end the love affair with Son— ? I can‘t let you hurt me again? (p. 274) is an evidence of her shunning womanhood and losing her Afro- American roots as she chooses Ryk her white boyfriend over Son who refused to become the person or image that Jadine wants him to be . Jadine is compelled to make her choice and she decides that it is in Paris, away from Son, where there are prospects of financial success and personal independence. She doesn‘t want what Son and Eloe have to offer: To settle for wifely competence when she could be a beauty queen or to settle for fertility rather than originality and nurturing instead of building? (p. 271). Jadine makes it clear to the reader that she is self-sufficient and independent of men, family and community.

Following Martin Luther King, Jr :: essays research papers fc

Following Martin Luther King, Jr "I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character." (King, Jr.) Following Martin Luther King, Jr.’s speech in the United States capital, many laws, including the Civil Rights Act and the Affirmative Action Act, were amended into the constitution. Despite these laws enforcing the equality of race, the US still faces the same dilemma of 1963: racism. Racism, or the discrimination of a distinguished group of people, remains a problem in businesses, government, universities, in relationships, and in many other situations. Although current laws prohibit the people of the United States to discriminate and harass people of other races, racial incidents continue to remain across the country, and even, around the world. For many years, humanitarians have been trying desperately to eliminate racism. The problem is the attempt to correct the effects of racism, without eliminating the cause of racism itself. In order to eliminate racism and achieve the ultimate dream of justice and equality of all people, Americans must start with teaching children the fallacies of racism and value of diversity. A new curriculum especially for race equality, should be introduced to young students all over the United States, providing all the facts and false stereotypical assumptions about races and racism surrounding them. Racism can be eliminated by creating a curriculum for understanding races. Providing a required racial understanding program for young students, will help them to understand different backgrounds and identities that surround them. Understanding the many identities that distinguish each and every person, will break down stereotypes that identify groups. Understanding creates knowledge and empathy towards people of different backgrounds. Racism can be eliminated by understanding the history of racism. By understanding the history of racism, students can learn how racism started, where it started, how racism is adopted, why it was adopted into our concept, and how its made its way to America, etc. If everybody understands that racism is, and always was, irrelevant to a person’s character, then racism will be eliminated. Racism can be eliminated by confronting the issue. Confronting the issues and being aware of racism’s destruction to society, will allow students, starting at a younger age, to be conscious of racism and its negative effects on life. Being conscious of racism will

Comparison Between Ipad and Galaxy Tab

Maria Andrea Trujillo Villatoro A01321564 Homework COMPARISON BETWEEN IPAD 3 AND GALAXY TAB 2 Tablets are portable, slim, internet-connected computers. They are bigger than smart phones but operate in a similar way with touch screens and downloadable apps. They generally differ from laptops and net-books by having no built-in keyboard, and being thinner and lighter. Tablets are primarily designed for interactive entertainment, whether that’s listening to music, watching movies, reading e-books, playing games or surfing the web.If we compare the iPad 3 and the Galaxy Tab 2, we can notice that the iPad 3 has a 4:3 aspect ratio Retina display while the Galaxy Tab has a widescreen display. The iPad 3 still retains the 9. 7-inch screen, but the pixels are the double now, reaching 1536 x 2048 pixels. The high amount of pixels gives a better visual experience, including sharper images and text. In addition, the 4:3 aspect ratio display works well in browsing the webpages compared to a widescreen display. You are able to view more content on the screen without scrolling the page down.Additionally, the iPad 3 has a better rated camera compared to the Galaxy, because the Ipad has 5 megapixels while the Galaxy has 3. 15-megapixels. Plus, it is equipped with a 2. 4 aperture lens that allows more light to hit the image sensor, resulting in clearer and sharper images. The camera is also capable of recording a 1080p full HD video which its competitor could not. The iPad 3 also offers LTE support in addition to the usual 3G and WiFi connectivity. Despite having a bigger battery capacity, Ipad is 11560 and Galaxy is 7000 mAh.The Ipad is still thinner than the Galaxy Tab 2 (10. 1). On the other hand, the Galaxy Tab 2 is great for watching movies with its widescreen display. Unlike the iPad 3, it has a microSD card slot that accepts cards up to 32GB. Each tablet is running on their respective operating system. The iPad 3 runs on iOS 5. 1 and the Galaxy Tab 2 runs on Androi d 4. 0. Both are equally powerful platforms, and it is subject to the individual’s preference to pick either one. Pricing-wise, expect the iPad 3 have a steeper price than the Galaxy Tab 2.The Galaxy Tab 2 (10. 1) is definitely a decent tablet for the price-conscious, but those who expect more from a tablet should go for the iPad 3. In conclusion I think that like all electronics, any tablet has pros and cons. Among the pros we can found that they are very portable, easy to handle, quickly to switch on, lots of apps to choose and more and the cons can be that they are quite expensive, some don’t have 3G connectivity and typing is not as easy as on a laptop, but now this devices have become very common among people.

Externality Case Study Essay

What is the equilibrium wage? _$60,000_________________________ Now, consider this scenario: Due to an increase in the internet security threats, the government wants to apply a price control in this market to encourage more people to become internet security professionals. Assume that a wage control is set at $75,000. Will this increase the number of people entering this labor market? Why or why not? Will this increase the number of people hired? Why or why not? It will increase the number of people entering this labor market because of the increase of pay from the equilibrium will be enticing, but this will cause a shortage in the labor market. Because the number of people entering this labor market has increased, there will not be enough positions for them. Due to this, the number of people hired will decrease. Also, another factor to take into account is the budget for the companies for these positions. If the equilibrium is set at $60,000 the company might not be in a position to increase the pay rate to accommodate the price control, thus causing them not to be able to fill those positions. 2. Assume you are a policymaker in Washington DC. Lobbyists for the preschoolers of America have put pressure on their representatives to cap prices on graham crackers. You have been assigned a position on a new committee to study the impact of a price ceiling on graham crackers. Your job is to: a.) Illustrate using a fully labeled supply and demand graph (label all the axes and any lines you put in your graph) what such an artificial price looks like. b.) Explain what the results of such a move are for the graham cracker market. In other words, will there be a SHORTAGE, a SURPLUS, or neither created? Why? b.) There will be a shortage created. Initially the public might be happy about the price ceiling, but soon after the sellers will begin to ration the graham crackers based on other factors since the one most willing to pay will no longer be a factor. Also, this might cause consumers to stand in long lines in order to be able to purchase the graham crackers, but since there are not enough graham crackers supplied, not everyone will be able to purchase the graham crackers. In the end, producers will move on to produce other products that are more profitable than graham crackers, worsening the shortage. 3. Pollution is considered by most a negative externality. Some economists  would like to see the costs of these burdens incorporated into the price of goods that we buy. For instance, since coal fire power plants increase emissions that could potentially lead to climate change, these economists believe that the price we pay for electricity is not adequately high enough. Draw a completely labeled graph and illustrate on the graph how much higher electricity prices would be if the full costs of electricity production were taken into account. You do not need to provide actual numbers; rather, show on the price axis where the price would be before the externality is considered and the price after the externality is included. What problems might exist in determining this new, externality based, price? People might not be able to afford the new prices if the external costs are included which may lead to the consumers to look for alternatives in power source. Some of these alternatives may include using more archaic versions such as firewood or coal, which may increase pollution. Or they might be lead to steal electricity or use the black market for alternative power source. 4. In the old days lighthouses were built along the coast to prevent ships from running aground on rocks in unfamiliar ports. By shining a beam of light over a port and guiding ships away from rocks, these vital buildings reduced the risk for ship captains and were generally considered to be extremely valuable resources. Curiously, lighthouses were almost always run and maintained by local governments. Explain in economic terms why private firms would not run a lighthouse. A private firm would not run a lighthouse because it is considered a public good. The lighthouse is non-excludable since the private company cannot exclude anyone from using the lighthouse. It is also non-rivalrous since the quality does not go down if other ships or companies use the lighthouse. If a private firm built a lighthouse, eventually other businesses will use the lighthouse to travel to the port causing the private firm to be upset about the other firms taking advantage of its use. Since the private firm would not be interested in building lighthouses because it is non-excludable and non-rivalrous, it would be in the governments best interest to use its resources (taxes and such) to build the lighthouse. This in turn will help improve the economy since the  companies can now bring their supplies without fear of losing their ships in the night.

Does The British School System Prepare Students For Life †Education Essay

Does The British School System Prepare Students For Life – Education Essay Free Online Research Papers Does The British School System Prepare Students For Life Education Essay In the United Kingdom of Great Britain, being a student can be very pleasant, studying in Britain is just somewhat like playing games because of its unique culture which is born of its long history. The British educational pattern advocates physical quality as well as mental quality. Schools and universities have been taking trouble over enhancing students’ operation ability, expression ability and creativity so as to adapt the students themselves to their work and life in society. In terms of preparing students for the world of work and life in society, in my opinion, British schools and universities do have done a good job. On weekends, there are always crowds of students led by their teacher doing various kinds of outdoor activities all around the country. Some of them go to zoos while some go to visit the museums. Even some just play games and do sports on grassplot with mud on clothes and joyance on their face running, jumping and chasing around. Even if they are having class, they have fun during class without thinking too much. British students don’t have many classes every day, usually 4 classes for middle school students and less for primary students. Schools and universities give the explanation that students should not be encouraged to be bookworm because you can not learn everything especially knowledge related to practical affairs simply by reading books for several hours. British students are prompted to take part in social activities like sports, traveling, volunteer movement and other social activities held by organizations like the Students’ Club which usually links one school with others. Therefore, students are able to make friends with those from other schools, to enlarge their knowledge and to develop their social communicative ability which plays an very important role in students’ future work and life. Here are more examples. Every now and then, school and universities organizes visits to some certain places for their students to learn in real life. For instance, in Edinburgh there is a belowground museum which is actually a students’ diathesis training center and scientific education center. There, students have the chance to take a â€Å"time elevator† to see what the world is like during its different developing periods. Besides, students can get to learn how Great Britain was formed, what kinds of animals and insects live in remote antiquity on a big vaulted screen with vivid audio effects. As a result, students learn geography, biology and history in a more dramatic and intuitionistic way which compared with learning in class enables the student to obtain knowledge much better. As regards assignments, the British education system pays much attention to the students operation ability rather than just matching all the keys. There are not many examinations, but students are required to do a lot of course works and presentations which awfully forge the students operation ability, expression ability and creativity. The assignments are mainly about pragmatic affairs which call for personally operation and teamwork and imagination. As there are no standard answers for these kinds of assignments, the students creativity is greatly blazed. Often teachers encourage students to develop their own thoughts and inspire the students to discover new methods to solve problems. Compared to the students who simply copy from books which normally provide correct but uniform answers, some students can get higher marks from teachers as long as they expatiate on certain topics appropriately and reasonably, especially in their own way. That is the reason why students are able to ad apt themselves to the job right after graduation. Furthermore, the profundity of the course is wide and the scope is low. British keep the point of view that the competition of the society is so fierce that one is not able to get a fine job unless one is accomplished in a specific field .Most of the English students choose major according to their own interest and make it a lifetime career, only those who concentrate on a specific major will be able to base one self upon the society. As a result, there are various items of majors with a minute classification in Britain. For instance, the MBA major in some colleges will be classified into finance MBA, marketing MBA, international MBA, transportation MBA, raiment MBA and even sports MBA. As we all know, professionals are people who know everything about something. Compared to those who know something about everything, companies will of course take the former considering the contribution they can make for the company. In addition, schools and universities provide omnifarious things for students to learn. Literally speaking, students have to go through everything that is considered â€Å"big event† in one’s life. For example, British government officially adds a course of being a father which includes how to deal with marriage contradiction and children punishment to required courses. Obviously, the aim is to get students ready for their marriage. During the class, students are asked to act a mother or father whose job is to take care of their children concerning all kinds of problems in real life like finance, housework, communication with children, income so on and so forth. According to a report from the British government, teachers are required to teach the students with their own experience for example. Besides, psychological guidance is also provided for the students before they graduate. There is a course which trains the students’ how to face death of oneself or of oneà ¢â‚¬â„¢s kins and friends, parents’ separation and divorce. Even sometimes, stuff from funeral house or nurses are invited to give a speech on one’s death. The British Ministry of Education says, â€Å" We by no means to frighten the students, instead, we intend to help the students experience the loss and tragic changes they might encounter in the future in order to develop ability to control emotion and tough endurance towards different situations. What about the situation in China? If the British education is called â€Å"practical orientation†, then we should call the Chinese education â€Å"theoretical orientation†. In China, from the very beginning, students are strictly required to follow every regulation in school or in universities. You will easily find a very typical routine for a Chinese student: he wakes up early in the morning and hastily swallows his breakfast; then begins the four morning classes before a 2-hour period for noon rest; he has to have another 4 classes (afternoon classes); after the day-classes, he with great exhaustibility has his supper and slightly enjoys himself in a very limited time. Following comes the night independent study which lasts from 7 in the evening to 9:30. Finally, he drags himself home, takes a bath which gets rid of all the weariness. However, he has to finish the rest of piles of homework before he can go to bed. How terrible! What’s more, usually Chinese students keep deathly silent in class to show their concentration and respect to teachers. Meanwhile, students are mainly acquiring knowledge by listening to teachers’ lecture as well as reading textbooks and doing a large amount of homework which is the most unique characteristic of Chinese education. And there are many examinations which classifies students by marks.(usually full marks is 100). Moreover, no matter what subject a Chinese student is interested in, he has to cover all the subjects required including Chinese, mathematics, English, politics, physics, chemistry, geography, biology and P.E. lesson. Because of the fierce competition of entering a good university, Chinese students have to put every effort to get as high marks as they can to gain a favorable ranking in the university entrance examination. In China, we have a idiom goes like â€Å"marks decide everything†. Unlike the British education, Chinese ed ucation attaches more importance to students’ theoretical ability than practical ability although Chinese students are provided with experimental classes and other supplementary teaching method. Nevertheless, the number of social and operational activities are far from that of Britain’s. In conclusion, we can see the gap between China and Britain on education. Concerning the current situation and development of the world, we Chinese should learn from Britain whose education contributes a lot to its jot market. Nowadays, the competition is growing more and more fierce with the globalization and incorporation deepening, skilled people are in great need. In fact, people with a range of knowledge as well as an outstanding operational ability are more competitive and likely to make great contribution to the country. Therefore, if China wants to stand upright in the world, the all-important mission is to reform its education and try its best to supply skilled people to its economic development and social progress. I believe in the near future, China will become more and more powerful. Research Papers on Does The British School System Prepare Students For Life - Education EssayStandardized TestingHip-Hop is ArtAppeasement Policy Towards the Outbreak of World War 2Bringing Democracy to AfricaAssess the importance of Nationalism 1815-1850 EuropePersonal Experience with Teen PregnancyTrailblazing by Eric AndersonRelationship between Media Coverage and Social andQuebec and CanadaInfluences of Socio-Economic Status of Married Males

Commensalism Definition, Examples, and Relationships

Commensalism Definition, Examples, and Relationships Commensalism is a type of relationship between two living organisms in which one organism benefits from the other without harming it. A commensal species benefits from another species by obtaining locomotion, shelter, food, or support from the host species, which (for the most part) neither benefits nor is harmed. Commensalism ranges from brief interactions between species to life-long symbiosis. Commensalism Definition The term was coined in 1876 by Belgian paleontologist and zoologist Pierre-Joseph van Beneden, along with the term mutualism. Beneden initially applied the word to describe the activity of carcass-eating animals that followed predators to eat their waste food. The word commensalism comes from the Latin word commensalis, which means sharing a table. Commensalism is most often discussed in the fields of ecology and biology, although the term extends to other sciences. Terms Related to Commensalism Commensalism is often confused with related words: Mutualism - Mutualism is a  relationship in which two organisms benefit from each other. Amensalism - A relationship in which one organism is harmed while the other is not affected. Parasitism - A relationship in which one organism benefits and the other is harmed. Theres often debate about whether a particular relationship is an example of commensalism or another type of interaction. For example, some scientists consider the relationship between people and gut bacteria to be an example of commensalism, while others believe it is mutualistic because humans may gain a benefit from the relationship. Examples of Commensalism Remora fish have a disk on their heads that makes them able to attach to larger animals, such as sharks, mantas, and whales. When the larger animal feeds, the remora detaches itself to eat the extra food.Nurse plants are larger plants that offer protection to seedlings from the weather and herbivores, giving them an opportunity to grow.Tree frogs use plants as protection.Golden jackals, once they have been expelled from a pack, will trail a tiger to feed on the remains of its kills.Goby fish live on other sea animals, changing color to blend in with the host, thus gaining protection from predators.Cattle egrets eat the insects stirred up by cattle when they are grazing. The cattle are unaffected, while the birds gain food.The burdock plant produces spiny seeds that cling to the fur of animals or clothing of humans. The plants rely on this method of seed dispersal for reproduction, while the animals are unaffected. Types of Commensalism (With Examples) Inquilinism - In inquilinism, one organism uses another for permanent housing. An example is a bird that lives in a tree hole. Sometimes epiphytic plants growing on trees are considered iniquilism, while others might consider this to be a parasitic relationship because the epiphyte might weaken the tree or take nutrients that would otherwise go to the host. Metabiosis - Metabiosis is a commensalistic relationship in which one organism forms a habitat for another. An example is a hermit crab, which uses a shell from a dead gastropod for protection. Another example would be maggots living on a dead organism. Phoresy - In phoresy, one animal attaches to another for transport. This type of commensalism is most often seen in arthropods, such as mites living on insects. Other examples include anemone attachment to hermit crab shells, pseudoscorpions living on mammals, and millipedes traveling on birds. Phoresy may be either obligate or facultative. Microbiota - Microbiota are commensal organisms that form communities within a host organism. An example is the bacterial flora found on human skin. Scientists disagree on whether microbiota is truly a type of commensalism. In the case of skin flora, for example, there is evidence the bacteria confer some protection on the host (which would be mutualism). Domesticated Animals and Commensalism Domestic dogs, cats, and other animals appear to have started out with commensal relationships with humans. In the case of the dog, DNA evidence indicates dogs associated themselves with people before humans switched from hunting-gathering to agriculture. Its believed the ancestors of dogs followed hunters to eat remains of carcasses. Over time, the relationship became mutualistic, where humans also benefited from the relationship, gaining defense from other predators and assistance tracking and killing prey. As the relationship changed, so did the characteristics of dogs. Reference:  Larson G (2012). Rethinking dog domestication by integrating genetics, archeology, and biogeography. Proceedings of the National Academy of Sciences of the United States of America. 109: 8878–83.

The ten faces of innovation IDEO's Strategies for defeating the Essay

The ten faces of innovation IDEO's Strategies for defeating the Devil's Advocate and Driving Creativity Throughout Your Organization Thomas Kelley, Jonathan - Essay Example Kelley does so by describing the way in which an innovation team can be built and function, providing numerous examples of application of these concepts. The introduction sets the scene by singling out the "devil's advocate approach" as the worst enemy of innovation, before defining three groups of roles, or "personas" which typically constitute a successful innovation-oriented activity. In a manner reminiscent of other team role models defined in organizational behavior, Kelley names the groups "learning", "organizing" and "building" personas. It is the learning group, which is the focus of the first three chapters. First the Anthropologist's role is discussed, where the key to beginning successful innovation is un-blinkered perception of how people behave. The theme continues with the Experimenter, whose accelerated failure allows for faster progress towards the goal, before closing with the Cross-Pollinator, adept at applying concepts from one area to a completely different one. Following this is the organizing group, again with one role per chapter. The Hurdler is the problem-solver, the Collaborator brings people together for a result and the Director sets the pace, the direction and the goals. The chapter on the last group, "building", open wi... The Caregiver is tasked with making it easier for the customer to transition to a new innovative context and the Storyteller, the final persona, enhances the motivation and the bonding of the team to produce real and useful innovation. The book closes with a final chapter with some general pointers on succeeding in innovation. The strength of the book lies in the very attainable possibility of replicating the innovation system that it describes. Kelley expresses the concepts and methods in terms that are related to everyday business life and does not make any excessive demand on the reader's intellect. The "cookbook" approach also allows readers to review their own organizations and to pinpoint any particular areas of weakness or malfunction. In a sense, the strength of the book is also its weakness: managing 10 different role models in a fast-moving business environment is a complex task and requires considerable energy. A section on a minimalist approach with ease of application would have been welcome, all the more so in that chapters on some roles (Director for example) appear to have been "padded" with more generic material. In addition, the transversal or underlying nature of certain personas notably in the organizing group could be further developed to enhance practical application. However Kelley makes a valid contribution to business in general with a workable innovation system underpinned by his own real experience. In the field of organizational behavior in particular, Kelley contributes at a micro-organizational level, mostly by charting the development of individual contributor roles, but also to some extent