The eNotes Blog eNotes Teachers Corner To Teach or Not to Teachâ€That is theQuestion

Teachers Corner To Teach or Not to Teach- That is theQuestion Teachers Corner is a monthly newsletter from just for teachers. In it, experienced educator and contributor Susan Hurn shares her tips, tricks, and insight into  the world of teaching. Check out this months Teachers Corner column below, or sign up to receive the complete newsletter in your inbox at . Recently over lunch, a dedicated career teacher told me that she could no longer advise anyone to go into teaching; the joy is gone, she said, with teachers now locked into regimented lesson plans and required to spend all their time chasing test scores. She also worried about what we’re doing to kids in the classroom- demanding more and more of them at younger and younger ages. There’s no time now to let them be kids, she said, or color outside the lines, if they get to color at all. It was a depressing lunch. I drove home with a lot to think about, especially since I had encouraged my own daughter when she decided several years ago to change careers, earn a second college degree, and go into the classroom. Had I steered her wrong? Remembering our animated conversations after she began teaching, however, I don’t think so. Teaching may be different today- the demands greater and the stressors more intense, but it still engages the heart and the mind in ways unlike those of any other profession. No two days are alike, and every day is a fresh opportunity to achieve something glorious, even for one unforgettable moment. Students aside- and that’s a big aside- it’s true that our profession is less respected in some quarters than it once was, for reasons that seem to be bound up in politics and publicity. If a teacher is arrested for some terrible offense in any part of the country, it becomes national news; a steady drumbeat of these stories erodes confidence, creating the impression that teachers somehow have degenerated into an immoral lot, not to be trusted. On the positive side, however, every time teachers risk their lives or lose them trying to protect their students, which seems to be happening more and more frequently, their actions make the news, too. Ask the parents of those students if teachers can be trusted. There’s also a lot of discussion these days about â€Å"bad teachers†; judging from what the public hears daily on the airwaves and reads online or in press releases, our schools are about to crumble under the cumulative weight of lazy incompetents in the classroom. Teacher tenure is under attack, with tenure laws represented to the public as guaranteeing lifetime employment for bad teachers; tenure, its foes allege, makes it impossible to fire all those bad teachers doing little while collecting large monthly checks. The term â€Å"due process† is rarely mentioned. Most recently, teachers have been stripped of tenure and the right to due process in California and in Kansas. Teachers in those states can now be fired not just for cause but for any reason at all, and stating a reason isn’t required. You can read about the California ruling at  cta.org  and about the Kansas legislation at  washingtonpost.com. Tenure aside- and that’s another big aside- teacher evaluations have become central in renewing or not renewing contracts, which brings us back to bad teachers. Supposedly, everybody can spot one a mile away. Defining what constitutes a bad teacher, however, is another matter.  This article at  teaching.about.com  boils it down to seven deficiencies, six of which would apply generally to people in any line of work. Being able to relate to students and to inspire them is not mentioned, suggesting that it is often overlooked as a characteristic of a good teacher, even though it is essential in educating kids. Another discussion of good vs. bad teachers, which touches as well on the California tenure case, can be found here at  sfgate.com. Currently, districts around the country, feeling political heat and racing for funds, are scrambling to rewrite evaluation instruments and practices to better sort out who’s doing what in the classroom, effectively or ineffective ly. According to Dr. B. R. Jones, author of  The Focus Model, the increasing emphasis on teacher evaluations, combined with new academic standards and â€Å"next-generation† assessments (think CCSS), is setting the stage for a â€Å"perfect storm† in education. He contends that an â€Å"evaluation fix† is needed in many of the instruments now being written to assess teacher performance. Jones identifies four â€Å"distinct ‘potholes’† that could result in â€Å"serious damage† in evaluating teachers effectively:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Using inappropriate evidence of a teacher’s quality   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Improperly weighting appropriate evidence of a teacher’s quality   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Failing to adjust evidence weights for a given teacher’s instructional setting   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Confounding the functions of formative and summative teacher evaluation Everyone agrees we don’t want bad teachers in the classroom, but how to evaluate teachers, it seems, is also an area of contention in education. You can read Jones’s article at  corwin-connect.com. Our vocation, more than ever, is rife with conflict and controversy and voices raised in promoting personal, professional, and political agendas. Why would anyone want to be a teacher? Why would I encourage my daughter in her desire to leave a successful career and join the ranks? Obviously, I wouldn’t- unless I knew in my heart she would be a great teacher and would find in teaching the kind of fulfillment that only other dedicated teachers can really understand. She has asked for lots of advice along the way, and giving my children advice has never been a problem! Ultimately, I told her this: Close your door, do your job, and focus on your students; give them your best because it will make a difference in their lives, and don’t forget to enjoy them every day. So, to teach or not to teach? Regardless of whatever winds are blowing outside the classroom door, I say yes! I’m not sure how it can be July already, but here it is. Have some fun in the sun! Susan

15 Surprising Facts About Susan B. Anthony

15 Surprising Facts About Susan B. Anthony The 19th Amendment giving women the right to vote was named for Susan B. Anthony, as was a world record-holding ship. What else dont you know about this famous leader of the Suffrage movement? 1. She Was Not  at the 1848 Woman’s Rights Convention At the time of that first womens rights convention in Seneca Falls, as Elizabeth Cady Stanton later wrote in  her reminiscences  History of Woman Suffrage,  Anthony was teaching school in Canajoharie, in the Mohawk Valley. Stanton reports that Anthony, when she read of the proceedings, was â€Å"startled and amused† and â€Å"laughed heartily at the novelty and presumption of the demand.† Anthony’s sister Mary (with whom Susan lived for many years in adulthood) and their parents attended a woman’s rights meeting held at the First Unitarian Church in Rochester, where the Anthony family had begun attending services, after the Seneca Falls meeting. There, they signed a copy of the  Declaration of Sentiments  passed at Seneca Falls.  Susan was not present to attend. 2. She Was for Abolition First Susan B. Anthony was circulating anti-slavery petitions when she was 16 and 17 years old.  She worked for a while as the New York state agent for the American Anti-Slavery Society. Like many other women abolitionists, she began to see that in the â€Å"aristocracy of sex†¦woman finds a political master in her father, husband, brother, son† (History of Woman Suffrage). She  first met Elizabeth Cady Stanton  after Stanton had attended an anti-slavery meeting at Seneca Falls. 3. She Co-Founded the New York Women’s State Temperance Society Elizabeth Cady Stanton and  Lucretia Mott’s experience of being unable to speak at an international anti-slavery meeting led to their forming the  1848 Woman’s Rights Convention at Seneca Falls. When Anthony was not permitted to speak at a temperance meeting, she and Stanton formed a women’s temperance group in their state. 4. She Celebrated Her 80th Birthday at the White House By the time she was 80 years old, even though woman suffrage was far from won, Anthony was enough of a public institution that President William McKinley invited her to celebrate her birthday at the White House. 5. She Voted in the Presidential Election of 1872 Susan B. Anthony and a group of 14 other women in Rochester, New York, registered to vote at a local barber shop in 1872, part of the New Departure strategy of the woman suffrage movement. On November 5, 1872, she cast a ballot in the presidential election. On November 28, the 15 women and the registrars were arrested. Anthony contended that women already had the constitutional right to vote. The court disagreed in  United States v. Susan B. Anthony. She was fined $100 for voting and refused to pay. 6. She Was the First Real Woman Depicted on U.S. Currency While other female figures like Lady Liberty had been on the currency before, the 1979 dollar featuring Susan B. Anthony was the first time a real, historical woman appeared on any U.S. currency.  These dollars were only minted from 1979 through 1981 when production was halted because the dollars were easily confused with quarters. The coin was minted again in 1999 to meet demand from the vending machine industry. 7. She Had Little Patience for Traditional Christianity Originally a Quaker, with a maternal grandfather who had been a Universalist, Susan B. Anthony became more active with the Unitarians later. She, like many of her time, flirted with Spiritualism, a belief that spirits were part of the natural world and thus could be communicated with.  She kept her religious ideas mostly private, though she defended the publication of  The Woman’s Bible  and criticized religious institutions and teachings that portrayed women as inferior or subordinate. Claims that she was an atheist are usually based on her critique of religious institutions and religion as practiced.  She defended the right of Ernestine Rose to be president of the National Women’s Rights Convention in 1854, though many called Rose, a Jew married to a Christian, an atheist, probably accurately. Anthony said about that controversy that â€Å"every religion - or none - should have an equal right on the platform.† She also wrote, â€Å"I distrust those people who know so well what God wants them to do because I notice it always coincides with their own desires.† At another time, she wrote, â€Å"I shall earnestly and persistently continue to urge all women to the practical recognition of the old Revolutionary maxim. Resistance to tyranny is obedience to God.† Whether she was an atheist, or just believed in a different idea of God than some of her evangelical opponents, is not certain. 8. Frederick Douglass Was a Lifelong Friend Though they split over the issue of the priority of black male suffrage in the 1860s - a split which also split the feminist movement until 1890 - Susan B. Anthony and Frederick Douglass were lifelong friends. They knew each other from early days in Rochester, where in the 1840s and 1850s, he was part of the anti-slavery circle that Susan and her family were part of. On the day Douglass died, he had sat next to Anthony on the platform of a women’s rights meeting in Washington, D.C. During the split over the 15th Amendment’s granting of suffrage rights to black males, Douglass tried to influence Anthony to support the ratification. Anthony, appalled that the Amendment would introduce the word â€Å"male† into the Constitution for the first time, disagreed. 9. Her Earliest Known Anthony Ancestor Was German Susan B. Anthony’s Anthony ancestors came to America via England in 1634. The Anthonys had been a prominent and well-educated family. The English Anthonys were descended from a William Anthony in Germany who was an engraver. He served as Chief Engraver of the Royal Mint during the reigns of Edward VI, Mary I, and Elizabeth I. 10. Her Maternal Grandfather Fought in the American Revolution Daniel Read enlisted in the Continental Army after the battle of Lexington, served under Benedict Arnold and Ethan Allen among other commanders, and after the war was elected as a Whig to the Massachusetts legislature. He became a Universalist, though his wife kept praying he would return to traditional Christianity. 11. Her Position on Abortion Is Misrepresented While Anthony, like other leading women of her time, deplored abortion both as â€Å"child-murder† and as a threat to the life of women under then-current medical practice, she blamed men as responsible for women’s decisions to end their pregnancies. An often-used quote about child-murder was part of an editorial asserting that laws attempting to punish women for having abortions would be unlikely to suppress abortions, and asserting that many women seeking abortions were doing so out of desperation, not casually. She also asserted that â€Å"forced maternity† within legal marriage - because husbands were not seeing their wives as having a right to their own bodies and selves - was another outrage. 12. She May Have Had Lesbian Relationships Anthony lived at a time when the concept of â€Å"lesbian† hadn’t really surfaced. It’s hard to differentiate whether â€Å"romantic friendships† and â€Å"Boston marriages† of the time would have been considered lesbian relationships today. Anthony lived for many of her adult years with her sister Mary. Women (and men) wrote in more romantic terms of friendships than we do today, so when Susan B. Anthony, in a letter, wrote that she â€Å"shall go to Chicago and visit my new lover - dear Mrs. Gross† it’s hard to know what she really meant. Clearly, there were very strong emotional bonds between Anthony and some other women. As Lillian Falderman documents in the controversial  To Believe in Women, Anthony also wrote of her distress when fellow feminists got married to men or had children, and wrote in very flirtatious ways - including invitations to share her bed. Her niece Lucy Anthony was a life partner of suffrage leader and Methodist minister Anna Howard Shaw, so such relationships were not foreign to her experience. Faderman suggests that Susan B. Anthony may have had relationships with Anna Dickinson, Rachel Avery, and Emily Gross at different times in her life. There are photos of Emily Gross and Anthony together, and even a statue of the two created in 1896.  Unlike others in her circle, however, her relationships with women never had the permanence of a â€Å"Boston marriage.† We really can’t know for sure if the relationships were what we’d today call lesbian relationships, but we do know that the idea that Anthony was a lonely single woman is not at all the full story. She had rich friendships with her female friends. She had some real friendships with men, as well, though those letters are not so flirtatious. 13. A Ship Named for Susan B. Anthony Holds a World’s Record In 1942, a ship was named for Susan B. Anthony. Constructed in 1930 and called the  Santa Clara  until the Navy chartered it on August 7, 1942, the ship became one of very few named for a woman. It was commissioned in September and became a transport ship carrying troops and equipment for the Allied invasion of North Africa in October and November. It made three voyages from the U.S. coast to North Africa. After landing troops and equipment in Sicily in July 1943 as part of the Allied invasion of Sicily, it took heavy enemy aircraft fire and bombings and shot down two of the enemy bombers. Returning to the United States, it spent months taking troops and equipment to Europe in preparation for the invasion of Normandy. On June 7, 1944, it struck a mine off of Normandy. After failed attempts to save it, the troops and crew were evacuated and the  Susan B. Anthony  sank. As of the year 2015, this was the largest rescue on record of people from a ship without any loss of life. 14. The B Stands for Brownell Anthonys parents gave Susan the middle name Brownell.  Simeon Brownell (born 1821) was another Quaker abolitionist who supported Anthonys womens rights work, and his family may have been related to or friends with Anthonys parents. 15. The Law Giving Women the Vote Was Called the Susan B. Anthony Amendment Anthony died in 1906, so the continuing struggle to win the vote honored her memory with this name for the proposed 19th Constitutional Amendment. Sources Anderson, Bonnie S. The Rabbis Atheist Daughter: Ernestine Rose, International Feminist Pioneer. 1st Edition, Oxford University Press, January 2, 2017. Falderman, Lillian. To Believe in Women: What Lesbians Have Done For America - A History. Kindle Edition, Mariner Books, Movember 1, 2017. Rhodes, Jesse. Happy Birthday, Susan B. Anthony. Smithsonian, February 15, 2011. Schiff, Stacy. Desperately Seeking Susan. The New York Times, October 13, 2006. Stanton, Elizabeth Cady. History of Woman Suffrage. Susan B. Anthony, Matilda Joslyn Gage, Kindle Edition, GIANLUCA, November 29, 2017.

Business Operations of Ford Motor Company Essay - 1

Business Operations of Ford Motor Company - Essay Example According to the research findings, it can, therefore, be said that today, Ford Motor Company is the second largest vehicle manufacturer in America and ranks fifth in the world. The company initially introduced Ford Fiesta in the American market during the 1970s. However, this new product failed to grab a large percentage of the automobile market. Although Ford Fiesta did not sell in the American market, the product grabbed a place in the market of Europe and its sales volume has been good for more than four decades now. The Fiesta car is changing the preference of buyers in fairly quicker rate. Particularly, in Britain, Fiesta car model has the largest market compared to other car models. Based on the results of recent researches that customers are more willing to buy low CO2 automatic and low-cost vehicle, Ford has used Fiesta strategy to accommodate these preferences. The Fiesta’s gearbox is different from traditional torque converters. It is a dual-clutch transmitter and t his enables it to drain less power, thus having a decent fuel economy. The Ford Fiesta car has a kinematic design. Ford Company uses this design to ensure minimal noise, harshness, vibration, and smooth ride. This product also has many features like 6-Speed Powershift Automatic Transmission (SPAT), Ti-VCT Engine (Twin Independent Variable Camshaft Timing), ESP (Electronic Stability Programme that has TSC (Traction Control System), fuel efficiency, easy fuel, seductive center console, and Bluetooth that has voice control. The company represents this new brand with a better warranty and services. The buyers of Ford Fiesta are given a 3-year warranty that is only valid when the vehicle is in the appropriate condition prescribed in the owners’ manual that is authorized by Ford Service Center.

Gender & Sexual Studies. Joan Acker-Class Question, Feminist Answers Assignment

Gender & Sexual Studies. Joan Acker-Class Question, Feminist Answers - Assignment Example Acker uses the term to describe the general position of women and how the society has come to accept and practice the dictates of hegemonic masculinity which is an extension of the patriarchal leanings. In the book, Acker talks of the general imbalance of men and women in senior position and privileged positions within our corporations. She explains that this is no way a reflection of education but representative of hegemonic masculinity. In practice, the term implies that our society is still laden with gendered inequality. This prompts questions and effort on how such inequality can be addressed to achieve a balanced society that does not judge on gender but on ability. Beyond the book, the term can be used in creating awareness on how gender biasness has created a chasm in our society. Question 2-Means of provisioning Acker constantly uses the term provisioning to describe the activities that people engage in, mostly informal, to be able to cater for their basic needs. She cites a ctivities such as babysitting as a means of provisioning. In a wider scope, and in relation to the economy, means of provisioning appears to refer to all activities that hold the capacity to provide a means of livelihood for members of various classes within an economy. An example of how she uses the term is in her efforts to define class; in this instance she cites â€Å"class as a differing and unequal situation in access to and control over the means of provisioning and survival† (Acker 55). The term implies a struggle between classes, an effort to compete for the limited economic means which are largely beneficial in ensuring livelihood. Question 3-Corporate Nonresponsibility In Acker’s view, corporate nonresponsiblity represents a situation where modern day corporations pass on certain responsibilities, mainly survival and caring work, to households. This places greater responsibility to women who are in essence home keepers. Through corporate nonresponsibility, o rganizations relay responsibility from centers of wealth and power to those with little resources. In a large scope, Acker uses this term to bring into perspective the role of wealth centers, mainly corporations, in compounding the culture of class suppression and gender biasness. This is because these centers refuse to take on responsibilities that would otherwise grant women a favorable chance in competing for opportunities in the corporate world. In the book, Acker uses the term severally, but perhaps one situation where she draws on a practical illustration is when she notes Wal-Mart as an example of corporate nonresponsibility. She notes the corporation as a â€Å"prime example of corporate nonresponsibility mainly by turning workers into lowest cost, easily replaceable, factors of production† (Acker, 162). Question 4-Unpaid Labor/reproductive labor Unpaid labor or reproductive labor is brought to the fore in an attempt to describe the value and contribution of women to a capitalist economy. In essence, it represents labor that is actually not compensated but one that has value to the economy. An example of unpaid labor is domestic labor. In her larger argument, Acker appears to â€Å"monetize† this class of labor and also brings into perspective the idea that women are basically the victims of unpaid labor. In this context, she appears to link unpaid labor and the unfortunate position of women whose efforts are not duly compensated and whose position is majorly determined by the men they support. An example of how

Multiple Sclerosis Essay example -- Biology Essays Research Papers

Multiple Sclerosis Multiple sclerosis is a disease of the central nervous system. It most commonly occurs in individuals between the ages of twenty and forty (1) and in higher numbers of women than men (2). In Multiple Sclerosis (or "MS") a loss of the nerves' axon coating myelin prohibits the nerve axons from efficiently conducting action and synaptic potentials. Scar tissue (called plaques or lesions) forms at the points where demyelination occurs in the brain and spinal cord, hence the name "Multiple Sclerosis"or "many scars" (3). The demyelination found in MS is thought to be caused by an autoimmune process, in which the body's immune system attacks its own healthy tissue (4). Other diseases thought to have an autoimmune basis are rheumatoid arthritis, systemic lupus and the insulin dependent form of diabetes mellitus(5). In the immune system, there are two types of white blood cells, B-cells and T-cells. T-cells exist in three forms, all responsible for different immune system responses. Helper T-cells recognize foreign antigens (the substance the immune system aims to destroy), stimulate antibody production, and produce cytokines (chemicals which act as biological messengers) which activate other T-cells. These T-cells are able to recognize antigens through their receptors, made of protein molecules that selectively bind to certain other molecules. Suppressor T-cells perform a function converse to that of their helper counterparts, turning off the immune system response. Cytotoxic T-cells directly attack and destroy antigenic material (6). In MS, an unknown trigger activates helper T-cells whose antigen specific receptors recognize central nervous system myelin as an antigen. While what exactly activates these T-cel... ... MS GENETIC SUSCEPTIBILITY http://www.nmss.org/msinfo/current_research/updates/RMP9620.html 25) VIRUSES http://www.nmss.org/cmsi/cmsi18.html 26) Remyelination Progress Reported http://www.myelin.org/puppress.html 27) EXPERIMENTAL ALLERGIC ENCEPHALOMYELITIS http://www.nmss.org/cmsi/cmsi157.html 28) Current Research Updates http://www.nmss.org/msinfo/current_research/updates/summary.html 29) Virtual Hospital, Chapter 14: Neurology: MS http://www.vh.org/Providers/ClinRef/FPHandbook/Chapter14/08-14.html Other WWW Sites 30) Knowledge Weavers http://medstat.med.utah.edu/kw/ms/ 31) World of Multiple Sclerosis http://www.msif.org/language_choice.html 32) National Multiple Sclerosis Society http://www.nmss.org/ 33) MS Gateway http://www.ms-gateway.com/ 34) MS Gateway Glossary http://www.ms-gateway.com/glossary.html

Culture of the 1950s Essay

Websites allow global product and services distribution through intranets, extranets and internet Websites. Both groups of designers and professional analysts concur that a well-designed user interface is an essential component that improves the appeal and operation of the Web, allowing â€Å"browsers† or â€Å"tourists† to be converted into â€Å"customers† and â€Å"residents. † Recognizing demographic diversity and understanding the users are the two main focus of attention in the user-interface development process. However, these differences may demonstrate worldwide cultures in a global economy. The impact of culture in web content and tools is a factor which companies that aim to engage in online international business should consider. Few important pointers should be regarded. For instance, a person has a favorite website, how might this site be understood in countries like Paris, USA, London, Japan, or India, assuming that enough verbal translation are carried out? There might be something in a website’s metaphors, interaction, mental model or even the appearance offend or alienate a user. The date, most Culture of the 1950s is one of the controversial periods in American history marked by changes in worldviews of people and equal rights movements, new social values but old traditions dominated in the society. The World Wars had a great impact on cultural, political, social and economic life changing thinking and values of people. The post-war period of time became a watershed between ‘old’ and ‘new’ world of meaning, economy and ideas. Thesis The 1950s represents a time of disruption because the old values were rejected by the society but new ones had not been formed and accepted yet. The first half of the XX century changed greatly views of people and their destinies. The large-scale death and destruction exacted by World War II destroyed the security that had made current history a comfortable approach to international politics. The 1950s became an edge of the social change marked the beginning of the XX century. Such values as consumerism, trendy way of life and stylish goods were rejected by the society faced with grievances and disillusionment of war time (Fukuyama 8). Further support for the old social orientation to man’s impulses has been provided recently by a growing body of literature which seeks to document the innately violent and aggressive aspects of human behavior (Booker 34). In all these converging views of human nature, trust, intimacy, and openness are virtually self-destructive, and vulnerability and unguarded expressiveness become a positive threat. In this area, the puritan code was most explicit and ponderous. During 1950s, Americans did not have ‘a culture of consensus’ influenced by diverse social factors and liberation movements: the social life was influenced by feminist ideas and racial question. The second wave of feminism was diverse and involved lesbian, black, liberal and social feminism movements. Sexual liberation was a factor which had a great influence on the national idea during the middle of the XX century. Women paid particular attention to the role of sexual relations and sexual freedom in the society and their role in formation of self and universal order. Martin Luther King organized antiracial campaigns addressing a very important problem of racial inequality in America and its impact on the society. King expected that many people would â€Å"awake† from long sleeping and start fighting, because the established Constitution grants the right to the populace, and no doubt that in modern society the main role is featured to democracy and liberty. Social differences also influenced culture and led to the disruption (Booker 24). During the previous period, the good life consisted of work, work conducted with a religious attitude, for work was dedicated to God. The new way of liberation movements promulgated ideas of equality and equal pay for men and women contracted with the old values and norms (Fukuyama 237). Old social order and worldviews were rejected but the society did not create new values and traditions to replace the old ones. The puritan ethos in itself contained a number of crucial inconsistencies. They were exacerbated by the appearance of a set of values deriving from and entirely different source and based on an entirely contradictory set of premises about the nature of man. There were the democratic values founded on the assumption that man is innately good and trustworthy and that society is a contract among men that should enhance rather than restrain man’s humanity (Fukuyama 186). The themes of equality, social responsibility, democracy, liberty, and fraternity confronted the already internally conflicting themes of the world view and resulted in a dizzying welter of confusion and paradox. The internally paradoxical aspects of old views, combined with new democratic values together constitute anything but the disruption. In spite of the fact that some critics see 1950s as the ‘consenual period’, Derbyshire explains that The main reason the 1950s looks so good to so many of us is that in moving from the old order to the new, we lost much of our civilizational confidence. You may say that that confidence was misplaced, or an illusion; you may even say that it was obnoxious, and good riddance to it; and you may be right on all points† (Derbyshire cited Young & Young 29). American young people have inherited a â€Å"spurious† culture, a set of inconsistent arrangements and attitudes which have necessitated a variety of psychological and sociological stratagems aimed at disguising the basic lack of integrity and consistency in our culture. In the novel â€Å"On the Road†, Jack Kerouac vividly portrays this process through life and expectations of the main characters, Sal and Dean. Denial, self-deception, compartmentalization are some of the stratagems employed to cope with this disturbing state of affairs (Fukuyama 76). Kerouac portrays that segment of the younger generation was attacking the value orientations deriving from our puritan heritage. Such a direct and open-eyed confrontation was precisely what was necessary before any resolution of some of the inconsistencies can be attained. Sal says: I realized that these were all the snapshots which our children would look at someday with wonder, thinking their parents had lived smooth, well-ordered, stabilized-within-the-photo lives and got up in the morning to walk proudly on the sidewalks of life, never dreaming the raggedy madness and riot of our actual lives, our actual night, the hell of it, the senseless emptiness (Kerouac 208). It is just this resolution that the new generation were exploring in their alternative versions of â€Å"the good life†. The new generation interpreted the success goals of their parents as extremely constricting and threatening, and they were highly sensitive to the props adults use to buttress lives that were somehow less than fulfilling. Cultural diversity (and a new wave of immigration) added social tension and heated liberation movements. Perhaps the most interesting parts of the new ethic were themes which can be seen as not traditional or indigenous, that was the genuinely â€Å"foreign† elements, which because they were new arouse the most alarm, fear, and often repressive responses on the part of adults. The merchants of popular culture used the felicitous phrase, the â€Å"beat† generation, to refer to the group of people who celebrate the present and attempt to experience it as timelessly and intensely as possible. Being was desired for its own sake and becoming disappeared as a desired way of life (Booker 65). For instance, the novel by Jack Kerouac originated in racial fetishism and reflected vocabulary and language typical for diverse society and culture. Immigrants had an impact on literature and language using specific vocabulary and colloquialisms typical for their cultures (Nicholls 525). Another element which must be regarded as distinctly new was the attitude toward affluence, money, and private property on the part of these young people. Traditional adult success was regarded by them as â€Å"too expensive,† that was requiring too much sacrifice of the self, and of spontaneity, freedom and integrity, and giving too little in return (Fukuyama 270). In sum, the 1950s represents a time of disruption influenced by a mixture of the old and new social values. The decline of traditional culture encour ¬aged individualism which placed the self at the centre of concerns. Increasing social diversity led to a general relativism, not just in matters of taste or morals but even in matters of fact. These values were genuinely believed, there is no doubt, on the part of the parents, but the parents’ life experiences were so different as to locate them in a different culture. Life experiences were drastically different from the secure and protected environment before the WWII. The 1950s represents the disruption influenced by persona experiences of two different generations, cultural diversity and new social order. Works Cited 1. Booker, M. K. The Post-Utopian Imagination: American Culture in the Long 1950s. Greenwood Press, 2002. 2. Fukuyama, F. The Great Disruption: Human Nature and the Reconstitution of Social Order. Free Press; 1st edition, 2000. 3. Kerouac, J. On the Road. New York: Viking, 1957. 4. Nicholls, B. The Melting Pot That Boiled Over: Racial Fetishism and the Lingua Franca of Jack Kerouac’s Fiction MFS Modern Fiction Studies, 49 (2003): 524-549. 5. Young, W. H. , Young, N. K. The 1950s (American Popular Culture Through History). Greenwood Press, 2004.

Cats in Ancient Egypt - 1732 Words

When one imagines Ancient Egypt, the images of sand, mummies, and pyramids usually come to mind. Modern times portray cats as a lovable, furry household animal. Did the thought of the two intertwining ever occur? By examining the goddess Bast, tombs where cat mummies reside, and the process of mummifying cats, one can better understand the true significance of the gentle creature in the days of the Ancient Egyptian. Ancient Egyptians worshipped gods and goddesses frequently. They seemed to posses one for any concept or thing imaginable. People think of Bast as one of the most popular goddesses of her time and generally remember her as a cat goddess. She wore the head of a lion or wildcat in the beginning and possessed the predatory†¦show more content†¦The Egyptians viewed statuettes as symbols of religion with great importance and history. Tombs of Egyptians and cat cemeteries along the Nile River held many cat mummies. Thebes housed many important cat tombs. In mountains to the west of the Nile River, the Theban tombs resided. Thebes had 4 main burial cites that heavily depicted cats. The Bible referred to Thebes as the City of Amun, which showed that the city majorly impacted the people. Over the course of history, the first cat name to ever appear occurred in an 11th dynasty tomb. At the feet of a statue of the King of Hana, a title of Babylonia, overbearingly sat a cat with the name of Bouhaki. The name means something similar to divine healer of the home. The 18th dynasty emerged as one of the first dynasties to show the tomb walls of the nobles to depict scenes from everyday life. Pharaohs’ tomb walls tend to focus more on religious scenes. As a result, historians understand more about the day-to-day activities of Ancient Egyptians through the nobles. Because of the numerous representations of felines on the tomb walls, one can infer they played an essential role in an Egyptian’s life. One specific tomb wall painting proposes tha t cats hunted with humans, much like hound dogs, and humans kept them as pets. The loving function they assumed could possibly attribute to how popular the Egyptians found Bast. ArchaeologistsShow MoreRelatedAncient Egyptian Art : A Visual Analysis Of Bastet And The Menat Of Taharqo1267 Words   |  6 Pages Cats in Ancient Egyptian Art: A Visual Analysis of Bastet and the Menat of Taharqo: the King Being Nursed by the Lion-Headed Goddess Bastet The ancient Egyptians are known for their fondness for animals, and the cat was a favorite household companion. Cats were common in ancient Egyptian art that depicted domestic scenes since they were greatly appreciated as killers of rodents, snakes, scorpions, ect. Typically homes with cats had less sickness, and fewer deaths. But beyond these roles, cats wereRead MoreAbu Mena Essays1441 Words   |  6 Pagesï » ¿ Abu Mena (Egypt) By: Porsha Lee. 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