Mystery Man of Stonehenge

Archeologists were completing the process of unearthing in Amesbury (arranged improvement of lodging) in spring, 2002. It is important to concede that Amesbury is arranged in the southwest of England. During removal the little Roman burial ground was revealed by archeologists and accordingly that finding was viewed as genuinely normal. By and by, two skeletons were found and one of them was significant as it was buried in grave comprised of lumber. The situation of a riddle skeleton was somewhat normal for internments in Bronze Age †skeleton’s legs were in a fetal position. Besides, skeleton had an opening in a jawbone demonstrating that he had a boil. The riddle man likewise continued a physical issue as he had substantial limp just as bone contamination. That puzzle skeleton was Amesbury Archer. Puzzle man had all the earmarks of being a well off tenant of cool locale in Central Europe having connection to vanguard. (Stone 2005) Right off the bat, it is important to guarantee that a riddle man was somewhat affluent toxophilite. As indicated by archeologists he was between 35-45 years of age and was covered â€Å"with a dark stone wrist watch on his lower arm of the sort used to shield bowmen from the snap of a bowstring†.â (Stone 2005) Sixteen rock sharpened stones were dissipated over his body and it was expected that secret man had certain connection to Stonehenge. The proof was that enormous stone landmark was close to the entombment place. Moreover, it was obvious that bowman was affluent, in light of the fact that the grave was loaded up with wrist watches, sharpened stones, copper cuts, a reserve of rock apparatuses just as metalworking instruments. Furthermore the grave was masterminded with stone formed like a couch filling in as an iron block. The following proof of riches was a couple of gold decorations, mud pot. In fact the toxophilite kicked the bucket rich.(Rubinstein 2005) Besides, bowman was conceived in a cool locale in Central Europe. This reality was uncovered due to archers’ mouth. Archeologists expressed that tooth lacquer of an individual was the most ideal approach to bring up his place of birth. Tooth veneer comprises of oxygen, calcium and phosphorous and different components. As a matter of fact â€Å"the structure of the oxygen atoms in apatite relies upon the water an individual drank as a kid, and that, thus, can uncover a lot about where he developed upâ€from the temperature of downpour or snow to the good ways from a coast and the area’s altitude†.â (Stone 2005) The cosmetics of the oxygen found in archer’s teeth was checked and subsequently it was controlled by geoscientist Chenery (British Geological Survey) that toxophilite was conceived in a cool area in Central Europe. Perhaps, the bowman experienced â€Å"a provincial setting of round lumber houses with tapered covered roofs†. (Stone 2005) Thirdly it was expressed that the bowman had certain relations to exchange and metalworking. In those occasions metalworking was the most significant ability. Furthermore, in around 2300 B.C metal actualizes totally supplanted stone weapons and instruments which characterized the time of Stone Age. The Bronze Age began in the southwest of Europe in about the fourth century B.C. as it was referenced the grave was loaded up with various copper blades being utilized as a weapon and for eating. Pad stone demonstrated that bowman realized how to utilize and for what reason to utilize metal instruments. There were a few recommendations that the toxophilite had a place with the vanguard of the conspicuous exchange creating metal things utilized in various shows. (Rubinstein 2005) As indicated by archeologists the metal apparatus saw had as covered distinctly with his proprietor. Accordingly toxophilite was capable to move starting with one network then onto the next having his insight in his mind. It is conceivable to recommend that he had novel and uncommon aptitude for those occasions, since toxophilite was like entertainer. It was uncovered that the appearance of the toxophilite totally agreed with the appearance of the metal actualizes to the British Isles. In this way the bowman is probably going to be a pioneer in the new Bronze Age. Taking everything into account it is important to layout that the puzzle men was viewed as the toxophilite who lived in the Central Europe and was occupied with creating metal devices and instruments for appears. Besides, the hour of his appearance was the start of the Bronze Age.â (Archeologists Figure out Mystery 2005) References Archeologists Figure out Mystery of Stonehenge Bluestones. (2005, June 24). Western Mail, 16. Stone, Richard. (2005, August). The Mystery Man of Stonehenge. Recovered October, 26, 2006, from http://www.kidscastle.si.edu/issues/2005/august/stonehenge.htm Rubinstein, William. (2005, November). Secret Identities. History Today, 55, 11, 28-34.  Â

Macbeth Motifs Essays - Characters In Macbeth,

Macbeth Motifs Macbeth Motif Essay William Shakespeare, in his deplorable play Macbeth, written in 1606, sensationalizes the persistent intensity of misdirection, craziness, and ravenousness which eventually brings about the end of Macbeth. Macbeth permitted his craving to become lord overrule his judgment which perfectly ended his reality. The play is brimming with plague and set in Scotland during the eleventh century. In Macbeth, restlessness is a significant theme that pervades the emotional structure. Shakespeare utilizes this weariness to prove the blame of Macbeth, to speak to subliminal madness, and to show a portending of awful what might be on the horizon. The theme serves to sensationalize the genuine review of how the characters are taking care of the different disasters that happen. At first, the theme of restlessness is utilized as a model of foretelling. For instance, in Act II, scene I, Banquo thinks that its difficult to rest the night Macbeth should execute King Duncan. This is proof that malevolent things will happen all through the play. Besides, in Act II, scene ii, while Macbeth was executing Duncan, Malcolm and Donalbain emerged in their rest. One snickered and the other ?cried murder.? This is their restlessness anticipating in light of the fact that Duncan was dead, despite the fact that the siblings didn't have any acquaintance with it yet. Shakespeare's utilization of the restlessness theme as hinting permits the peruser to get an idea of what malice will come later on. In addition to the fact that Shakespeare uses restlessness for hinting he utilizes it as a method of blame. For instance, in Act II, scene ii, Macbeth thinks he hears a voice say, ?Sleep no more! Macbeth does kill rest!? This is Macbeth envisioning voices, advising him not to rest since he is feeling unethical and at risk for Duncan's homicide. Next, Macbeth is reluctant to rest calmly on the grounds that he realizes that Duncan is ?in eager ecstasy?(Act III, scene ii). Obviously, Macbeth knows about his bad behavior and feels punishable that he is above all else and alive, yet just at the penance of Duncan. By utilizing blame to show restlessness, Shakespeare shows that a degenerate wrongdoing can just leave the brain uncertain and unfit to rest. The most critical part of this theme, be that as it may, is the manner by which it is utilized to show the madness of Macbeth and his better half. For case, in Act II, scene iv, Macbeth is at supper with Lennox, Ross, and different masters. He sees phantoms and is evidently crazy. This demonstrates all the rest on the planet would never free Macbeth from his wrongdoing, he is as of now obliterated. Also, Lady Macbeth rest strolls and daydreams a spot of blood on her hands in Act V, scene I. This demonstrates she has gone insane too. She can't rest since she is attempting to expel the spot, which speaks to blame. The solid utilization of craziness as a moving power in the play makes the peruser comprehend that Macbeth and Lady Macbeth can't free themselves of their insidious deeds. The play exhibits that the inner mind can permit insidious things to happen. The restlessness theme is huge on the grounds that it shows how the characters in the play manage their anxieties. The ghostly utilization of restlessness added to the blame of the characters, the foretelling of underhandedness provided a dim sensation, and the incongruity of madness indicated that the character's spirits couldn't deal with the disastrous circumstances. Macbeth couldn't rest since he was too coerce ridden, which in the end drove him to the limit. Macbeth's destiny, predicted by the witches, at long last got up to speed to him and after his shockingly restless evenings, he was presently charmed by the everlasting rest called demise. Shakespeare Essays

The death of an innocent girl

The death of an innocent girl A touching poem about an innocent girl who was killed in an accident caused by a drunk driver. Please dont drink and drive.I went to a party, Mom, I remembered what you said. You told me not to drink, Mom, so I drank soda instead. I really felt proud inside, Mom, the way you said I would. I didnt drink and drive, Mom, even though the others said I should. I know I did the right thing, Mom, I know you were always right. Now the party is finally ending, Mom, as everyone is driving out of sight. As I got into my car, Mom, I knew Id get home in one piece. Because of the way you raised me, so responsible and sweet. I started to drive away, Mom, but as I pulled out into the road the other car didnt see me, Mom, and hit me like a load.As I lay there on the pavement, Mom, I hear the policeman say, the other guy is drunk, Mom, and now Im the one who will pay. Im lying here dying, Mom. I wish youd get here soon. How could this happen to me, Mom? My life just burst like a balloon. There is blo od all around me, Mom, and most of it is mine. I hear the medic say, Mom, Ill die in a short time.I just wanted to tell you, Mom, I swear I didnt drink. It was the others, Mom. The others didnt think. He was probably at the same party as I. The only difference is he drank and I will die.Why do people drink, Mom? It can ruin your whole life. Im feeling sharp pains now. Pains just like a knife. The guy who hit me is walking, Mom, and I dont think its fair. Im lying here dying and all he can do is stare.Tell my brother not to cry, Mom. Tell Daddy to be brave. And when I go to heaven, Mom, put Daddys Girl on my grave. Someone should have told him, Mom, not to drink and drive. If only they had told him, Mom, I would still be alive.My breath is getting shorter, Mom. Im becoming very scared. Please dont cry for me, Mom. When I needed you, you were always there. I have one last question, Mom, before I say good bye. I didnt drink and drive, so why am I the one to die?This is the end, mom, I wish I could look you in the eye, To say these final words, mom, I love you and goodbye.Author Unknown

Essay about Children’s Literature in Jamaica - 4155 Words

Children’s Literature in Jamaica As children in the United States, we grow up listening to the stories of Dr. Seuss and Curious George as we fall off to sleep to the sound of our parent’s voices echoing in our dreams. As we start to grow older and the poetry of Shel Silverstein’s, Where the Sidewalk Ends no longer holds our imagination as much as it did at eight years old, we begin to read stories that are a reflection of the environment we live within. We engaged ourselves in the lives of such characters as the Hardy Boys and Willy Wonka. What these stories lacked however, are the social issues that are ever present in today’s society. Not all of American children’s literature is without social content, but the literature many of†¦show more content†¦Children’s folklore and literature thrives in the stories of Anancy. Anancy is an indestructible and irresistible spider who is both, fooler and fool, maker and unmade, wily and stupid, subtle and gross, the High God’s accomplice and his rival. (Dance, 11) Anancy is generally a figure of admiration whose cunning and scheming nature reflects the indirection and subtleties necessary for survival and occasionally victory for the Black man in a racist society. In Jamaica, Anancy, the descendant of a West African deity takes on special significance in a society, which has its roots in a system of slavery. It is as though every slave strove to be Anancy and he who achieved the Spider-form became a kind of hero. Anancy’s greatest attributes however, are his character flaws. Anancy is far from a perfect folk hero, and many of his characteristics are egotistical, selfish, and ignorant. Regardless of the wealth of character flaws he possesses, Anancy has an irresistibility that has been preserved in its most uncorrupted form. As Rex Nettleford states in his introduction to Walter Jekyll’s, Jamaican Song and Story, in order to cope with an unstraight and crooked world one needs unstraight and crooked paths. (Jekyll, xiii) As a child, playwright and author, Louise Bennett recalls that everything that happened in the world was caused by Anancy. (Jekyll, ix) As aShow MoreRelatedA New Beginning For African Americans Essay1291 Words    |  6 PagesMarisa Pope EH-232 American Literature II Professor Alan Brown November 19, 2016 A New Beginning for African Americans From the 1920’s to the mid 1930’s a literary, intellectual, and artistic movement occurred that kindled the African Americans a new cultural identity. This movement became known as the Harlem Renaissance, which is also known as the â€Å"New Negro Movement†. 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Annie John by Jamaica Kincaid is a novel set in post colonialRead MoreThe Bluest Eye By Toni Morrison1462 Words   |  6 PagesBildungsroman literature in the 20th century embodies the virtues of different authors’ contexts and cultures, influencing the fictional stories of children’s lives around the world.. The Bluest Eye is a 1970 publication by Toni Morrison set in 1940s Ohio in America, focal around the consequence of racism in an American community on the growth of a child, distinct in its use of a range of narrative perspectives. Annie John by Jamaica Kincaid is a novel set in post colonial Antigua, published in 1985Read MorePoetrys Influences on the Harlem Renaissance2031 Words   |  9 Pagesas he wrote, with passion. After high school Hughes spent a year in Mexico with his father who disliked his passion for writing and urged him to stop. At that time Hughes was beginning to get published in a number of places like magazines and children’s book. During this time he was noticed but W.E.B Dubois. Upon Hughes return to America he enrolled in Colombia University in New York. Hughes did not like the atmosphere at Colombia so after a year he left. After Columbia he moved to New York andRead MoreEssay about The Harlem Renaissance1582 Words   |  7 Pagesand into the 1930’s, the Harlem Renaissance was an important movement for African-Americans all across America. This movement allowed the black culture to be heard and accepted by white citizens. The movement was expressed through art, music, and literature. These things were also the most known, and remembered things of the renaissance. Also this movement, because of some very strong, moving and inspiring people changed political views for African-Americans. Compared to before, The Harlem Renaissance

How The Black Experience Has Impacted Negatively And...

The black experience has both negatively and positively shaped my life. But all these experiences that I have had, have made me the person who I am today. Growing up as a black female in a white world, it was always difficult for me to balance fitting in with those around me and staying true to my personal beliefs and ideals that often conflicted with those around me. I am from the Dallas suburban city, Frisco, Texas; a city whose majority is white. Growing up most of my friends were white, most of my teachers were white and most of my classmates were white. In my middle school and elementary school years I had absolutely no ties to the black community other than the interaction that I had with my own family. Being detached from the black community led my young self to shamefully look down on the few black students that attended my school. I would look down on them for their grades in school and I would find myself annoyed by their constant loudness and disruption. I would even make snide remarks to my white friends about the black girl students’ natural hair or braids and other protective styles. Not only was I turning against my own people, but I was also forming into a person that I wasn t designed to be. I would relax my hair and constantly straighten it in order to have it look like my friends’. I became so caught up with trying to fit in with the people around me that I didn’t appreciate and embrace the most amazing part of myself. It wasn’t until I got to highShow MoreRelatedAfrican American Daughters And Non Residential Fathers : A Qualitative Exploration9462 Words   |  38 PagesSmith Chapter 1 Introduction I spent the majority of my life being raised by a single mother due to my parents’ divorce. Because of my parents’ divorce, my mother stated firmly that I had changed and became a difficult child. I remember rebelling, suffering with low self-esteem and self-worth and blaming myself for the absence of my father. 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Belonging Speech Free Essays

Acceptance and understanding are necessary for a sense of belonging. |Good morning/afternoon teachers and fellow students. I am here today to talk about and demonstrate how different texts show that acceptance | |and understanding are necessary for a sense of belonging. We will write a custom essay sample on Belonging Speech or any similar topic only for you Order Now | |Belonging is a sense of enlightenment felt when an individual gains an understanding of himself in relation to others and the wider world. | |Belonging is based on how we feel about the connection we have with the group we belong to. |Different texts show ‘acceptance’ and ‘understanding’ of belonging in diverse ways, some of which are: | |A contrast between different characters’ or groups’ perspectives about belonging. | |A change in an individual’s or group’s attitude to belonging over time. | |An individual’s choice to â€Å"not belong† or barriers which prevent him from belonging. | |An individual’s potential to challenge or enrich a community or a group. |The two prescribed texts â€Å"The China Coin† by Allen Bailey and â€Å"Immigrant Chronicle† by Peter Skrzinecki and the related text of my choice â€Å"My | |Big Fat Greek Wedding† by Joel Zwick use these techniques to present p erspectives about belonging. | |These texts have shown that acceptance and understanding are necessary for a sense of belonging by presenting their information: | |In specific text types/genres structured in ways to best convey their message. |As a contrast between various characters and their perspectives, in which the characters are of various ages, from different cultures and also| |of differing genders and life experiences. | |With carefully chosen language/visual techniques in order to achieve the purpose of their text. | |The first prescribed text â€Å"The China Coin† by Allen Bailey is a novel that recounts the story of a Eurasian girl â€Å"Leah† and her mother â€Å"Joan† | |when they travel to China after the death of Leah’s father â€Å"David Waters† to search for one half of a broken Chinese Coin. The novel is | |divided into several chapters that are based on different episodes. The structure of this novel aims to facilitate and make it easy for the | |readers to understand the message of belonging that the author wants to convey. | |The main characters of this novel are Leah who was born in Australia and her mother Joan who has a Chinese background. Even though these two | |characters are of the same gender, they are of different ages and have experienced life in different cultures. This makes Joan belong more to | |China. | |Emotive language is one of the many techniques used by Allen Bailey to show that acceptance and understanding are necessary for a sense of | |belonging. |In the initial stages of the story, after Leah was caught up in the students’ protest, in the streets of Shanghai, and returned to the hotel, | |there resulted an argument between her mother and her. Leah was upset and said â€Å"I didn’t ask to come! It’s your rotten China. † The adjective | |â€Å"rotten† stresses on how Leah feels alienated and di stant from China. This example shows that Leah could not understand China and the Chinese| |culture, and therefore could neither accept it nor feel a sense of belonging. | |Over time, Leah grew to accept and understand the Chinese culture and her mother better as a result of her experiences in China. Allen Bailey | |has shown this by using various language technique | |The technique ‘inner monologue’ used in the novel to show that acceptance and understanding are necessary for a sense of belonging. In the | |second half of the novel, when Leah was on her way to visit Joan in hospital in Red Star Village, Leah told herself â€Å"Try to think how she has | |been feeling! † This technique shows that Leah was starting to change as she reminded herself to accept her mother and try and understand | |whatever her mother went through. | | |In the collection of poems â€Å"Immigrant Chronicle†, Peter Skrzinecki has used different language techniques to show that acceptance and | |understanding are necessary for a sense of belonging. | |In the poem â€Å"St Patrick’s College†, Peter Skrzinecki chooses to be negative and not belong. â€Å"For eight years† he played chasing up and down the| |ramp in the train station, and he has chosen to be â€Å"like a foreign tourist†. While he physically belongs to the college, he spiritually | |doesn’t have any sense of belonging. In this poem, he shows no connection to his friends, he would rather have relationship with Our Lady. | |This can be seen when he says â€Å"Our lady watched† and â€Å"Our lady is still watching† This technique of personification and repetition has clearly| |shown his choice of not belonging. | |In comparison to â€Å"St Patrick’s College†, Feliks in the poem â€Å"Feliks Skrzinecki† feels a close connection to places and people. He has a solid| |relationship to a place that is not his cultural homeland which is his garden. He is described at the beginning of the poem as â€Å"loving his | |garden like an only child† and â€Å"sweeping its paths ten times around the world. † The simile and hyperbole show a sense of his addiction to his | |garden and his protective feelings towards it. This poem shows that ‘acceptance’ and ‘understanding’ are necessary for a sense of belonging. | |In the film â€Å"MY Big Fat Greek Wedding†, alienation or not belonging is explored through cultural differences and backgrounds. | |In the film Toula is limited in what she can do because she belongs to her Greek family. For example, when Toula is at the cafe and her sister| |notices a paper containing details about a computer course, after an argument Toula’s sister throws the paper away, she wants Toula to remain | |at the cafe until she gets married. During this scene a high camera angle was used to show Toula’s sadness. | |Director Joel Zwick has shown that belonging only has negative implications, these being a lack of self esteem. Once Toula is free from | |belonging to her Greek family and society an immediate change in Toula’s confidence is shown. Toula’s body langue was negative, head down, | |symbolizing her low self esteem because of belonging to a controlling group, once she can attend the computer classes; we notice positive body| |language, straight back, looking after appearance and low camera angles are now being used to show her positive attitude. | |When Ian wants to marry Toula, he is not welcomed by Toula’s family, this is shown when Ian asks Gus (Toula’s father) if he could date her, | |Gus says no and a low camera angle is used on Gus, however when the camera goes back to Ian, a high camera angle is used to show his | |isolation, and alienation. |Later on in the movie Toula and Ian belong together. Their love for one another is very strong, so the parents of both characters are forced | |to accept this and must forget their differences, now both families belong together even though they are different they are both similar | |explained by the quote from Gus â€Å"We are oranges and you are ap ples but we are both fruit†. Positive fast paced music and low camera angles are| |used to show that both families have accepted and understood each other’s value and there is now a sense of unity within both families. |In conclusion, the two prescribed texts and my own related text prove that life presents us with challenges and opportunities to connect to | |our world but we have to take the adventure and choose to belong or stay alienated. | |Thank you everyone for giving your time and listening to me. Hope you have all enjoyed your time while listening to my speech and that I have | |made a clear explanation of how acceptance and understanding are necessary for belonging. | How to cite Belonging Speech, Essay examples Belonging Speech Free Essays I want you to do something for me, I want you to think of your parents, now in the same thought put yourself there. Tell me, what have you inherited from your parents, is it just their physical appearance or is it their way of thinking also. What if I were to tell you that it’s something much more, that each and every one of us, have inherited our parents sense of belonging or not belonging. We will write a custom essay sample on Belonging: Speech or any similar topic only for you Order Now This hereditary trait if you will, is revealed in such texts as Bruce Dawes ‘Lifecycle’, where young children inherit belonging to football. The movie â€Å"Ace Ventura 3† as belonging is present in the Ventura family by saving animals. And Cat Stevens’s song â€Å"Father and Son† which tells a story of a son thinking he belongs somewhere other than home. These texts all have belonging passed down from generation to generation. You all know â€Å"Lifecycle†, a poem by Bruce Dawe, that runs football parallel to religion. Football is the centre of belonging for the newborn children. In the opening line â€Å"When children are born in Victoria they are wrapped in the club-colours†, it displays the use of hyperbole to emphasis the strength of the inherit belonging to a football club. A simile is used in â€Å"they break surface and are forever lost, their minds rippling out like streamers†, this shows the day the young children are committed into the cult of football, just like their parents before them. This belonging to their football club is also seen in, â€Å"they will not grow as those from the Northern States grow old†, this allusion to Ode To The Fallen highlights the fact that Southern states have an inherited belonging to football that cannot be rivaled by the Northern States that just follow a team for the sake of it. â€Å"Ace Ventura 3† like â€Å"Lifecycle† has an immense connection to belonging being inherited. Directed by David Evans the movie is based around Ace Jr, a 12 year old boy that feels a kinship to saving animals, having never meet or told about his father, who was once a great Pet Detective, it can be seen that his belonging to saving animals has been inherited. Ace Jr repeatedly, throughout the film, uses mannerisms and idioms of his father, such as â€Å"Allllrighty Then† and the simile â€Å"Like a glove†. Having never heard his father, these saying are completely inherited and give Ace Jr belonging to the Ventura family. Visual puns are used in conjunction, which include Ace Jr having a comb over and wearing Hawaiian shirts. Once again these are his father’s trademarks in the two previous films. Ace Jr’s belonging of being a Pet Detective, has completely without question, come from his father’s genes therefore being inherited. We can see another parent-child relationship similar to Ace Ventura 3, in Cat Steven’s, â€Å"Father and Son†, a song off his 1970 album â€Å"Tea For The Tillerman†. The song is a running commentary of a conversation of a son that wants to leave home and the father pressuring him to stay. The father of course knows what the son is going through, with his doubts of not belonging, due to the fact that is was passed down and inherited. The line â€Å"I was once like you are now† is a simile that alludes to this. Also repetition is used with the word â€Å"stay† describing the thoughts of the father about the son’s plight. The last line of the song â€Å"Look at me I am old but I’m happy† juxtaposes happiness with age, Cat Stevens does this, to signify that the Sons sense of belonging, develops with age just like his fathers. This sense of belonging is therefore hereditary, both in this song, Ace Ventura 3 and Lifecycle, as well as all of us in this room now. We have inherited our sense of belonging. How to cite Belonging: Speech, Papers Belonging speech Free Essays She stood in the middle of the hall of an unfamiliar house, where the wind washed against the windows as she heard a howling noise. Her empty eyes saw the old picture frames, of her father as teenager, as the hallway light flickering on and off. As she walked down the hall the floorboards creaked with every step she would take. We will write a custom essay sample on Belonging speech or any similar topic only for you Order Now The smell of her grandmother weaved past her nose, taking her back to a time she had forgotten about. I sat down with my grandmother; looking at old photographs she had keep through out the years. They were old had tacky edges but with Just one look at the photo, I imagined my father walking in at a time like this. I imagined his face, knowing I was safe with someone who would look after me. But every time I remembered what he looked like, I couldn’t help but imagine what it would be like if he saw me like this. My father wasn’t one to say much but he never, liked to see me upset or cry. I threw my head back and tasted the tears. I knew I would miss him, but not this much. He was of average height, with dark hair and olive skin was always Joking around. I know that I was, and would always be, his daughter and that no matter what happened in between he would always make a way to bring her home. Belonging. Belonging is the important need or want to be a part of ones self, a place, a group, or the boarder of community. When one ‘Belongs’ they feel that they are accepted welcome, are contempt with their position within society. As such, Belonging is primarily an internal feeling is determined by the individual. I will explore the view of the simple gift’, ‘Immigrants’ ; my own creative writing called â€Å"My Fathers Daughter†. In my three texts I have chosen you develop a personalized detailed appreciation of the concept ‘Belonging. Each of these texts entorces the reader on a new concept ot belonging now one individual can see things differently. ‘The simple gift’ explores the relationship between a young man an old man shows the perspective of three different characters. Each character brings out there own personal contexts of the idea of Belonging. Old bill, in â€Å"The Simple Gift† shows expresses the connection this man has with culture life how he sees himself pon society. The wind rain hits you in the face with the force of a fathers punch†. This quote from the poem ‘cold’ in â€Å"the simple gift† shows us that Billy, the main character, is trying to escape from the violence of his own home life. The weather is used in many ways to convey atmosphere; to set a scene. My image ‘Immigrants’ shows mood tone, dull colours represen t ‘loss of identity, this is seen through their washed out faces, ; the artist has used recurring interest in notions of ‘Belonging. There are signs of hope displacement shown is this image . The image deals with the theme of migrant experiences what changes the individual has undergone. A decision to start a new life in hope to have a positive outcome. With individuals experiencing change to belong to a certain group or place, in â€Å"My Fathers Daughter† you see a sign of once belonging, she once knew she belonged with her father. Through the death of her father you imagine how her emotional state, leaving her emotionally unstable, limiting her to not belonging anymore. Looking back at old photos symbolizes the happiness her father brought, the same as n ‘The Simple Gift’. l love this place, I love the flow of the cold water over the rocks. † The poem Westfield Creek opens with the repetition of the words â€Å"l love this†. The author ‘Henrick proceeds to list the natural elements through which Billy finds a sense of identity ; belonging to a place. Theretore it becomes evident t at n through choosing not to belong can enhance a group’s ability to create a separate identity. It is important to create to form connections with the wider world before this identity can hold any meaning. How to cite Belonging speech, Papers

Women of the Armed Forces

Introduction The military has been regarded as a man’s world. However there has emerged a new generation of women who have taken on the challenge of serving in combat. Not only do women serve in the military as subordinates, but there are many military women leaders.Advertising We will write a custom term paper sample on Women of the Armed Forces specifically for you for only $16.05 $11/page Learn More It may seem impossible for women leaders in the military to have cooperation from their subordinates in this egocentric world of combat, but the power of influence has worked for them. This is by applying the tool of transformational leadership. The purpose of this paper is to discuss transformational leadership in relation to women of armed forces. Military Women as Leaders Women have in the past been discriminated against during appointment of leadership positions in most organizations. The study of leadership in regard to women has been a topic f ull of contention but it has, in the recent past, undergone a major transition (Harper, 2004). Policies that protect women leaders from discrimination have increased numerously hence widening the scope of leadership opportunities for women. As a result, women are holding leadership positions in all domains of influence or interest in a way that has never been experienced before (Taylor, 2008). Leadership in combat is a topic that was in the past being tackled mostly using male admirals, leaving out women, who have a great potential of making good leaders in the military. Though there still remains some resentment and prejudice regarding women in the military, there has recently been an increase of women serving in this field and opportunities for military training for women are on the rise (Taylor, 2008). There is a continuous evolution on the attitudes and assumptions about women’s roles in military (Booher, 2007). Roles and Responsibilities Women play a great role in milita ry. In the past, women were not allowed to handle machinery or to work in the infantry (Simon, 2001). Today, their role in military have changed from merely cooking, cleaning and nursing male soldiers to serving as military police, commanders, drivers, pilots of jet fighters, guards of prisoners and medics in battles (Carreiras, 2008). Women also serve very effectively as spies because they are not easily suspected, owing to the common assumption that women’s role is mainly domestic, not military. Historical Background From time immemorial, fighting in battles has been believed to be an area suitable for men only. This is because women have been believed to be both physically and emotionally fragile, and they cannot therefore cope with the physical strain or trauma that accompanies military wars (Carreiras, 2008).Advertising Looking for term paper on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, wome n’s participation in military has been considered to be ‘indirect’ in that they have served as nurses and care givers to their male companions during war. Women used to participate during times of war by helping the men who were fighting or to nurse those that got hurt, but they were not allowed to involve themselves in the battle (Lindm, 2008). However, the number of women serving ‘directly’ in the military has continuously been on the rise (Clemmitt, 2009). Since the American Revolution, women have served in the military (Goldstein, 2003). This field was mainly directed to males, and the women who served in this field in their initial service were required to change their appearance to that of men, such that one could not recognize them as women at a glance (Harper, 2004). In 1948, women were granted a permanent legal position in the United States military, but were still banned from working in ‘vessels that are engaged in combat positionsâ⠂¬â„¢ (Meszaros, 2003). In the 1950’s and 60’s, women were allowed to hold the position of a General Officer as long as they qualified. The training needed for that position was also made open for eligible women (Meszaros, 2003). In the 1970’s, women were allowed to serve in specific types of ships that were not in combat positions (Harper, 2004). Also, the Women Army Corps was added to the list of recognized branches of the Army (Harper, 2004). During the years 1992 and 1993, the National Defense Act invalidated the law that banned women from serving in combat vessels, but this was rejected by the Presidential Commission (Clemmitt, 2009). This and other exclusions that were made concerning the level of service women could give in the army closed out many potential women from serving in the military (Clemmitt, 2009). Theories of Leadership During the initial part of the twentieth century, the interest that people had in leadership grew (Horn, 2008). Interest gre w from only focusing on distinct qualities of leaders and those being led to emphasis on the level of skill and other variables (Horn, 2008). This was mainly caused by the major challenges that faced organizational structures. Several theories of leadership emerged as a result of the pursuit to understand and improve on leadership (Murray, 2001). These theories are based on an assumption (DuBrin, 2009). Great Man Theory The Great Man Theory is based on the assumption that the ability to lead is intrinsic and that leaders are not made but born, and that appropriate leaders will develop when there is a crisis or need (Murray, 2001). This theory was biased, because most of those who did a research were men, and they believed that women could be great in other areas but leadership (DuBrin, 2009). The leaders in this theory portray acts of heroism, and such leaders often appear in legends and myths (Murray, 2001).Advertising We will write a custom term paper sample on Women of the A rmed Forces specifically for you for only $16.05 $11/page Learn More Early studies focused on leaders like Churchill, Mohamed, Gandhi and Jesus who had already made it in positive influential leadership (Bass, 2006). Studying the life of these leaders made the early researchers to hypothesize that leadership and breeding had a very close correlation (Bass, 2006). It was stated by the Scottish historian by the name Carlyle Thomas (1841) that â€Å"The world’s history is but a biography of great men† (DuBrin, 2009). His argument was that the history of the world was shaped by their expertise in leadership, their intellect, the splendor of their art and, above all, their divine source of inspiration. Regardless of whether leaders are born or made, it is indisputably apparent that leaders are not similar to other people (Murray, 2001). For leaders to succeed they do not have to be ‘great’ in a heroic way but they need to have what it r eally takes to lead. Leadership is a challenging, inexorable work filled with weighty responsibilities and mammoth demands (Murray, 2001). It is severely wrong to imply that leaders are commonplace people whose time and chance happened to coincide. Trait Theory The trait theory was derived from the Great Man theory, as it sought to narrow the items of study down to the specific personal traits of successful leaders (Murray, 2001). This was based on the assumption that every person has a combination inborn traits, some of which are appropriate for leadership, and therefore this theory relates certain traits with leaders (DuBrin, 2009). The challenge this theory faces is the failure to explain the reason why we have people who are not leaders yet they possess those leadership traits (DuBrin, 2009). The assumption here is that provided one can identify the good qualities associated with leadership, then spotting a leader is easy (DuBrin, 2009). It is important to know these qualities t hat many people look for in leaders, but one cannot rely on this method all the time. As much as the in-born traits greatly influence who we are and what we do, it is possible for one to change the once positive trait to a negative one and vice versa (DuBrin, 2009). For instance, a truthful person can learn how to lie, and an honest person can learn how to cheat with time. On the other hand, a shy person can learn how to portray confidence and a selfish person, with time, can learn how to be selfless. Up to the 1940’s, the Trait theory listed various characteristics believed to be found in leaders (Murray, 2001). These included courage, charisma, intelligence and physical traits like height and strength (Murray, 2001). However, upon more research on the validity of this theory, some of these traits were struck off because they failed to show the difference of a leader and a follower (Murray, 2001).Advertising Looking for term paper on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More For instance not every tall or strong person would have the necessary skills of leadership like good communication skills. The conclusion that was reached upon after this research was that though possessing certain traits would make the chances of one making a good leader rise up; there was no certainty of successful leadership (Murray, 2001). Contingency Theory The assumption here is that there is no precise way of leading an organization, but the effectiveness of any style of leadership is contingent upon several variables (Murray, 2001). This implies that a leader who is making it in one area may fail to perform when put in a different area or in a different situation (DuBrin, 2009). The hypothesis upon which this theory is based is that if an organization has features that combine best with the expectations of their surrounding will achieve the best results (Murray, 2001). An organization should therefore be familiar with the combination of variables under which it is most effec tive. Some of these contingencies include: the attitude of followers, the level or type of technology being used, the available resources, and the size of the organization and other features of the present situation (Murray, 2001). The leadership approach a leader uses and his orientations also determine the final outcome of an organization. Some leaders are bent towards relationship while others towards task (DuBrin, 2009). The former deal with those they lead as co-workers and they believe that close relationships from person to person have to be established if the set goal has to be achieved (DuBrin, 2009). The latter give the first priority to achieving the set goal and the second priority to developing a good relationship with those they lead (Murray, 2001). These types of leaders will be very harsh on people working for them when they show any form of reluctance and resistance. Different leaders implement different approaches in their organizations. Some are supportive while o thers are directive (Murray, 2001). A directive way of leading is that in which the leader gives directives to his followers. He gives a job description, states his expectations and supervises the work (Murray, 2001). On the contrary, a supportive leader will go a step further and allow those he leads to give their opinion about a problem. He will also allow them to exercise their creativity and even do various reconfigurations after which he will give the final approval (DuBrin, 2009). Situational Theory The basis of this theory is the assumption that the nature of a present situation is what influences the direction a leader will take (Bass, 2006). Though a leader may have many styles of leadership, he should know when to use each style as the situation leads. There are several styles that are used in situational leadership. Authoritative leadership involves identification of the set goals and the involvement of the followers in suggesting the most efficient ways of achieving the goals (Murray, 2001). This style is only suitable for mature followers who are willing to set reasonable goals and to sacrifice so as to achieve them (Kunin, 2008). Democratic leadership allows the followers to influence decisions made in the organization by ballot (DuBrin, 2009). This style of leadership consumes a lot of time and money, especially for big groups (DuBrin, 2009). Most of the time, this method is used when a new system is being introduced so as to replace or modify an old one. Therefore there is need for the followers to be both well informed about the structure of the organization and the change being put into operation (Kunin, 2008). Coercive leadership is the leadership style in which the leader commands instant acquiescence to his instructions (Kunin, 2008). The goals set by this leader are achieved by bullying and sometimes humbling his followers (Kunin, 2008). The style of coercive leadership is best applied in circumstances where the organization and/or the fo llowers need a total turnaround endeavor. For instance, it is valuable during calamity or when dealing with followers whose performance is below par; it is usually applied as a last option (Murray, 2001). Affiliative leadership is that in which the leader encourages accord amid his followers and facilitates the resolution of conflict (DuBrin, 2009). This style of leadership majors on team-building by ensuring mutual connection between the employees (Murray, 2001). One major drawback with this style is that underperformance may go unimpeded and that some followers can easily take advantage of the leader’s lack of severity at that point in time (DuBrin, 2009). Affiliative leadership is most effectual when there is need for teambuilding and drive (Murray, 2001). Leadership styles of women in the Armed Forces For leadership to be effective, it must consist of several skills. A leader who is effective must have exceptional mastery of communication, sober and unbiased decision maki ng ability, good skills in human relations, managerial skills and planning skills (Kunin, 2008). An effective leader is one who positively influences those he or she leads to do things that they would otherwise not have done without his leadership (Kunin, 2008). Various leadership styles apply in different situations, and a good leader in the armed forces should be in a position to know when to apply which leadership style. Authoritarian The authoritarian leader solely does decision making and issues directives to her followers, whose duty is to obey without questioning. This is done basically because the leader knows what is most excellent for the organization (Bass, 2006). This style of leadership makes the followers to have arrogance, ignorance, laziness, dependability and lack of initiative (Kunin, 2008). This method of leadership is valuable in places where the people are accustomed to following orders given for example in schools, prisons and military (Kunin, 2008). This is th e most widely used style in the military. Though this style is in many ways defective, it is effective most of the times because of the military customs (Horn, 2008). When you give people in the military liberty and flexibility it often goes to waste or it is directed in wrong places (Horn, 2008). They are more comfortable being given specific directives on what to do instead of having the burden of being counted on to be creative and innovative (Murray, 2001). At times, application of the authoritarian leadership style is necessary in the military. It is more efficient and effective in circumstances where time is limited and where there is need for urgent action (Murray, 2001). However, in circumstances where there is plenty of time and no need for urgency, this style of leadership can lead to making of rush decisions that are faulty. It also leaves no room for creativity in circumstances where planning is being done (Murray, 2001). Therefore, a good military leader should know whe n to be in charge of the situation and when to sit back and allow collective participation. Democratic This style entails supervision that is minimal and is suitable for places where professionalism is portrayed in that people are ready to bear the responsibility for their actions (Murray, 2001). The followers are encouraged to give their various suggestions even though those suggestions may not necessarily be used directly in administration. The last word though lies with the leader (DuBrin, 2009). The followers under this leadership style are approachable, warm and portray confidence (Bass, 2006). Democratic leadership may not always apply in the military, but it is effective when those under command are dependable and they have a high level of expertise and proficiency in what they do (Horn, 2008). The followers in this style of leadership give a higher output because they are involved in decision making. This style has its own shortcomings, though. Many leaders feel that they lo se control and command when they apply this method (DuBrin, 2009). Those under command may also take advantage of the situation and be sluggish in their duty (Murray, 2001). Transformational A transformational leader is one who inspires his followers by developing an idea after which he sells the idea to his followers (Bass, 2006). He convinces those that have not bought his idea until they buy it. He does this by packaging his idea in the best way possible and by proving himself to be trustworthy (DuBrin, 2009). After the idea has been accepted, he takes the forefront in finding the way forward. His unwavering confidence and loyalty to his vision even when a cloud of doubt has covered his followers is what keeps them going (Bass, 2006). Research shows that there is a very high occurrence of posttraumatic stress disorder (PTSD) in the military (Murray, 2001). When trying to deal with trauma, action taken should be speedy, practical, and effectual (Murray, 2001). A transformational m ilitary leader helps victims of trauma by inspiring them to go beyond their present limitation and to focus on the main thing (Bass, 2006). Such a style gives added attention to them and hence makes them feel unique. It also helps them to look at their present problem in a different way (Bass, 2006). It gives them a sense of belonging and it causes the followers to have admiration, confidence and faith in the leader (Murray, 2001) Leadership Positions within the Military Organizations The army has instituted a way to mirror one’s practice and responsibilities by having a ranking system. Military rank is a system representing a chain of command in military organizations (Horn, 2008). Typically, uniforms are used to indicate its holder’s level by affixing particular badges, symbols of crests to the uniforms (Taylor, 2008). General arms of the army are the Army, the Navy and the Air Force. Within these arms are the broad ranks of commissioned grade namely: the General, th e Command and the Officer ranks (Taylor, 2008). Basic ranks in the military include: General of the Army, General, Lieutenant General, Major General, Brigadier General, Colonel, Lieutenant Colonel, Major, Captain, First Lieutenant and Second Lieutenant (Horn, 2008). Top positions are historically held by men Some top historians in the military include Hans Delbrà ¼ck, B. H. Liddell Hart, Charles Oman, Martin van Creveld, William Ledyard Rodgers, Lynn Montross, John Keegan, Cornelius Ryan, R. Ernest, Trevor N. Dupuy, John Terraine, Victor Davis Hanson, George F.G. Stanley and Jeremy Black (Higate, 2003). All of the above mentioned people are male, and this is proof that the top positions in the military are held by men both in history and presently. This is despite the fact that women are willing and they have the ability to perform in combat if adequately trained (Goldstein, 2003). One of the reasons why the military is mainly a man’s world is because men are said to be more aggressive than women because of their sexuality. Women are victimized in the military and most are raped or killed in battle as a device of war (Higate, 2003). It is because of these dangers that the criterion of enrolling women in the military was made more complex than that of enrolling men. However, many have in the past argued that the women who decide to join the military are adult and are therefore well alert of the consequences therein (Lindm, 2008). Benefits of women who are in command utilizing transformational leadership Women make better transformational leaders than men because this way of leadership involves fostering of talents and capabilities, and women are naturally nurturers by instinct (Kunin, 2008). They therefore find this method of leadership easy to implement without strain. Women are vulnerable in many ways, and some women leaders seek to defend themselves by using the authoritarian leadership style. Such women are met with opposition and distrust from thei r followers (Kunin, 2008). Another benefit of this style is that transformational leadership reinforces organizations because the followers’ efforts and creativity is inspired. This makes such organizations to perform and to achieve their goals within the stipulated time (Bass, 2006). It is also easier for her to capture her followers’ attention and trust in situations where there is conflict of principles or standards of conduct (Kunin, 2008). A transformational leader is also able to discover her potential as well as that of her followers (Bass, 2006). Transformational leadership also provides a stage to level the social ranks in the military (Bass, 2006). This makes it easier for the leader to relate with followers of all the ranks without experiencing the resistance experienced in authoritarian leadership (Kunin, 2008). She also gains the respect of those under her command because their participation allows them to appreciate the challenges of responsibility and de cision making (Bass, 2006). They also become aware of the significance and the importance of the task they are given to the organization (Bass, 2006). With transformational style of leadership, the followers are motivated and stirred by the vision their leader carries; they work tirelessly towards that vision even when other determining factors like the pay they get are not motivating (Bass, 2006). As a result of inspiration and loyalty, it is easier to build up leadership qualities from those people (Bass, 2006). It therefore becomes easier for the leader to recognize those who have exceptional qualities of leadership. Since this method of leadership also instills valuable skills and knowledge into the followers, training them for leadership positions is made much easier (Horn, 2008). In this leadership method some of the suggestions that some of the followers give may actually be accepted and implemented in the organization (Murray, 2001). This gives them a sense of security and a ssurance that there is unity of purpose. They therefore feel more secure with their leader, and this makes it easier for them to obey other orders given to them which they consider impossible to accomplish (Bass, 2006). The followers also become committed to the ideas they give and hence a sense of responsibility. Some of the ideas given by the followers may carry potential disadvantages to the members of the organization. This paralyzes the blame game that followers often play on their leaders when thing go wrong or don’t turn out as was expected. It is also easier for the leader to tackle problems that are beyond her scope of imagination. This is because she is able to make use of a variety of skills, knowledge and creativity that lie unutilized within the participating team members (Kunin, 2008). Obstacles women may face within the military organization Although an increasing number of women serve in the military, vast obstacles to equal chance, equal handling, and enhance d quality of life still prevail (Higate, 2003). Despite adequate training, women still undergo trauma after military experiences. For others, this is made worse by instances of being captured by the enemies and being raped (Clemmitt, 2009). There exist very few organizations that make gender-specific systems of support available to attend to the challenges that women endure in the military (Kunin, 2008). Females are not intended to do exactly the same kind of physical work as men and in the manner in which men do. This is owing to the female body’s distribution of weight (Lindm, 2008). Men carry more weight in the upper body while women have more weight in their lower body (Lindm, 2008). Being in the military it entails a lot of exercise that involves the lower body. This means that for the females, they strain their muscles harder to do the same exercise as a male (Lindm, 2008). Men have dominated the military dome from time immemorial. As a result, it is men who mainly part icipate in designation of the standards of assessment (Kunin, 2008). These standards are rather high for women due to physiological, psychological and social factors (Haley, 2004). Such women feel overworked because of the other maternal roles they play outside the military organization (Kunin, 2008). The women who make it into the military have a hard time keeping up with these standards. Women are generally not as aggressive as their male counterparts, and therefore they find it hard to cope with the violence, arrogance and brutality that are normally found in the world of men (Lindm, 2008). Trauma related to the experiences of war is a major challenge that women face. The experience of seeing a person being killed or actually seeing a corpse is traumatic enough for women (Carreiras, 2008). This may hinder their performance in military work, hence putting their job at risk (Carreiras, 2008). Many are laid off due to underperformance. Research indicates that the major reason for un derperformance is war-related trauma (Clemmitt, 2009). Rarely is their underperformance interpreted to be as a result of traumatic stress. Many misinterpret such underperformance to be as a result of women’s inability to do aggressive or physically demanding jobs (Clemmitt, 2009). This fuels the already present victimization that women face in the military organization. Conclusion Though the number of women serving in the military is increasing by the day, the obstacles that they face while serving therein need to be addressed urgently. There is need for establishment of many organizations that are gender based so that they can tackle the problems that women in combat face. As many women wish to join the military, they should be given adequate training so as to perform in that field as their male counterparts. The biasness and prejudice that women experience in armed forces need to be addressed. References Bass, B. M., Riggio, R.E. (2006). Transformational leadership (2nd Ed .). New York: Routledge. Booher, T. A. (2007). Spouses Also Serve. Oklahoma: Tate Publishing. Carreiras, H. (2008). Women in the Military and in Armed Conflict. Wiesbaden: VS Verlag. Clemmitt, M. (2009). Women in the military: should combat roles be fully opened to women? Washington: Congressional Quarterly. DuBrin, A.J. (2009). Leadership: Research Findings, Practice, and Skills (6th Ed.). New York: Cengage Learning. Goldstein, J.S. (2003). War and gender: how gender shapes the war system and vice versa. Cambridge: Cambridge University Press. Haley, J. (2004). Women in the military. California: Green haven Press. Harper, J.E. (2004).Women during the Civil War: an encyclopedia. Oxford: Taylor Francis. Higate, P. (2003). Military masculinities: identity and the state. Westport: Praeger. Horn, B., Walker, R.W. (2008). The Military Leadership Handbook. Toronto: Dundurn Press Ltd. Kunin, M. (2008). Pearls, Politics, and Power: How Women Can Win and Lead. Vermont: Chelsea Green Publish ing. Lindm, A., Brzuzy, S. (2008). Battleground: women, gender, and sexuality: A-L. Westport: Greenwood Publishing Group. Meszaros, R.L. (2003). The evolving role of American military women in war: Vietnam and the Persian Gulf War experiences. Dominguez Hills: California State University. Murray, H., Bruce, K. (2001). The encyclopedia of leadership: a practical guide to popular leadership theories and techniques. New York: McGraw-Hill Professional. Simon, R.J. (2001). Women in the military. New Jersey: Transaction Publishers. Taylor, R.L., Rosenbach, W.E., Rosenbach, E.B. (2008). Military Leadership: In Pursuit of Excellence (6th Ed.). Colorado: Westview Press. This term paper on Women of the Armed Forces was written and submitted by user Xavi A. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.