Manulation of Women

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Manipulation of Women

In the play A Doll House by Henrik Ibsen, symbolizes the nature of Helmer's marriage. The play was less about the rights of women than about human rights; generally less about the particular social conditions responsible for the position of women (Diyanni 105). In nineteenth-century Norway, the need for individual of both sexes is to treat each other with mutual respect (Diyanni 105). In nineteenth-century males were dominant and authority. A wife was not allowed to contact a third party (Wollstonecraft 11). Women could neither sue a third party for personal injuries or losses nor to sued by others unless her husband was included in the lawsuit (Wollstonecraft 1). Under common law- the ancient unwritten law of England on which American law is based a husband and wife were regarded as one person, and that one person was the husband (Alexander's 1). As a result of this concept of "unity of the spouses," women who married surrendered much of her legal identity. In nineteenth-century Norway, society dictated male dominance by using many symbols; nevertheless, women became liars through self-awareness.

Trovald Helmer rejects the heart of his marriage and embraces the conventions of society. Trovald treats Nora as if she were his trophy of daughter. He is demanding to women. He addresses his wife as some kind of bird and other funny names, not only that but he also addresses her as a "helpless thing" (Diyanni 1085). Torvald is also a hypocrite, we see this when Dr. Rank (his friend) wants to come in the house and he talks behind Ranks back, he did the same to Kristen after she left. His father like figure to Nora makes her acts the way he wants to, like a little girl that could not live without him. She acts like a little girl and gets everything she wants. The central and management of women real property, as well as the profits from any leases women held, went to her husband (Alexander 1).

Nora Helmer fights reduction, not because she wants to be a man, but to express more of herself. In nineteenth-century Norway, women were not able to take responsibilities in the marriage. Nora's symbolizes as a man to pay the debt without her husband knowledge. As soon as Nora takes out the loan, she shows as an independent woman. Nora is taking responsibility that men usually have. Nora was not allowed to have any friends. Some modern-day restrictions still in force that it do not permit a wife to get credit with her husband's consent or to buy or sell property on her own behalf (Alexander 1). Men also became the absolute owner of all personal property women brought into the marriage, and only he could recover her legal claims against others (Alexander 1).

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Nora criminal acts and the lies it necessitated her final flight to freedom. When Nora forged her father's signature, which gave Krogstad a tremendous power over her. Krogstad were in the position to lose his job for giving her a loan without the husband consent. Women are more likely to commit embezzlement, forgery, and fraud rather than more aggressive crimes such as auto theft, burglary, robbery, and assault (Alexander 177). She started her own business in the house to make some extra money without her husband consent. In many states it is obligated that a wife is not to support her husband if he is unable (Alexander).

In today's society women are now free away from male dominance. Nora left her husband and children to start a new life. They could work outside the home; keep money they earned without permission of their husband (Alexander ). A marriage is partnership. In many states it is obligated that women must support her husband if he is in need. Men are subject to certain economic restrictions when they married. For example, a wife's "dower right" entitled her to inherit a one-third interest in all her husband's real estate for life. This right give away any of his property without his wife's consent, even though he alone had control over the couple's property and the sole obligation to support his wife and their children. Wives could now manage and control any property they acquired prior to the marriage.

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Art rules

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ART RULES

CBD an abbreviation of the words Central Business District. The words Central Business District means the commercial centre of a city. This is the part of the city which has shops, offices, and places of leisure, high land values as there is intense competition for space and also transport routes meet here. During the day there are many people in the CBD and there usually is congestion on the roads. Department stores and chain stores are found in the centre as they need access to large numbers of customers and they can afford the high rents. Buildings are tall, building density is very high and very few people live in the CBD. The housing areas near to the CBD tend to be old. This is because new developments spread out from the middle, leaving the centre the oldest part of the city.

In some parts of the CBD there is quite often a grouping of similar activities as it is mutually beneficial e.g. five cinemas in Leister square, London. This happens because business's will get more customers if they go to an area that is already known to have shops of the same business. Sometimes parts of the CBD are pedestrianised to make it safer for pedestrians.

Norwich has been around since the 10th century. It was once the second most important city in the country. It houses a cathedral (once the tallest building in Western Europe), a castle (built by William the Conqueror himself) and city walls that enclose an even larger area than that of London's. Because of this great history of Norwich, Norwich city centre has always been a busy and prosperous place. What adds to this is the famous market that still sells its goods to people today. Over the past Twenty Five years though, Norwich city centre has grown immensely. Many streets that were just normal housing are now apart of the high streets. A mall was built and now a second one in production. Quiet backstreets and places where factories once stood have given way to nightclubs and restaurants. Overall Norwich is now busier and more active than ever before. Its CBD is growing outward and people from all over the country are coming here to shop, see the history and live in the growing city of Norwich.

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Sample of proposal

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Development of professional strategies for improvement

of teaching mathematics

Introduction

The mastery of basic math is a vital lifelong skill. Without it, people can't compare the price of products, determine whether they should refinance their mortgages or to calculate how their retirement accounts are doing.

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Basic arithmetic also is required at all levels of advanced math. Calculators are handy substitutes, but not everyone will carry calculator forever. Plus, they accurate as the data entered to them. Estimating skills are always needed to know whether calculator produced correct answers. Unfortunately, we can see a dramatic drop in math scores at all levels nationwide. Unless educators shift their strategies, U.S. math students can not become the problem solvers they must be to compete with the rest of the world.

What's needed is

Objective

To create a pedagogical system that will educate (train) teachers and assistants teachers to change their professional strategies with emphasize on teaching basic arithmetic skills first, with extension to more advanced level of math. At the beginning as a part of that solution it may mean reducing students dependance on calculators.

The project can start at the college with further development for school teachers. There will be created different tests that will check student's abilities and knowledge throught the course.

Personnel

At the beginning there will be a team of professors from the Mathematics and Education Departments to develop such a system. After completing the project it will be tested in the classrooms with college students (developmental level first). The results should be studied very carefully and then, in case of obvious success, applied in other classes. The team will recruit a few professors willing to participate in the project at the beginning, and will provide the necessary training for them.

The time needed for the development of the above pedagogical system is six months. The following six months will be used for providing training and first experiment in the classroom.

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Hamlet: What kind of king would he have made?

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The play Hamlet is seen as a story about indecisiveness, and therefore about Hamlet's failure to act appropriately. It can be argued that Hamlet is on the edge of sanity during some of the most intense moments in the play. He hears from the ghost of his father that he was murdered. But then Hamlet derives his own plan to act insane in front of the others to search for the answer. At times it seems that morals and conscience are lost within his act, and in the end death catches up with him. Considering this, one must pose the question what kind of king would Hamlet have made? If Hamlet had survived the events of the play and succeeded Claudius to the throne of Denmark, he would have made an incompetent king. This is justified by the following reasons; he lacks decisiveness on important decisions, he spends relatively little time looking out for others, and he will never recover from the betrayals he endured through the events of the play.

Hamlet is characterized for is inability to act, and when he does act, it is with surprising swiftness and little or no premeditation. It is odd that he would spend so much time contemplating his own existence, but after only hearing someone's voice through a curtain he would wildly thrust his sword through. Throughout the play there is a contrast of Hamlet's long, inconclusive soliloquies and his rash and impulsive actions. The king of a nation must have the intellect to reach a conclusion, and the patience to carry out a plan effectively. Hamlet has trouble even coming to a decision in the first place. When he is alone in the castle, he says to himself

To be, or not to be, that is the question.

Whether 'tis nobler in the mind to suffer

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The slings and arrows of outrageous fortune,

Or to take arms against a sea of troubles,

And by opposing end them.

(III, i, 6-67)

In this quote, Hamlet contemplates whether or not it is morally legitimate to end an unbearably painful life by suicide. First of all, after thirty or so lines of deliberation, he still hasn't found his answer. Secondly, how could Hamlet become a leader who looks out for the lives of others when he is debating the value of his own existence? Another example of Hamlet's indecisiveness is when, after the performance of the play-within-the-play, he learns that Claudius did in fact murder his father. Once again alone, Hamlet says

'Tis now the very witching time of night,

When churchyards yawn and hell itself breathes out

Contagion to this world. Now I could drink hot blood,

And do such bitter business as the day

Would quake to look on

(III, ii, 81-85)

Hamlet speaks of his most evil intentions, and says that the time is right and he is ready to kill Claudius.

In the second act, Hamlet speaks to Rosencrantz and Guildenstern, explaining the melancholy that has afflicted him since his fathers death. He engages in metaphorical speech, building up an elaborate and glorified picture of the earth and humanity before declaring it all merely an embodiment of dust.

... this goodly frame, the earth, seems to me a sterile promontory, this most excellent canopy, the air, look you, this brave overhanging firmament, this majestical roof fretted with golden fire, why, it appeareth nothing to me but a foul and pestilent congregation of vapours.

(II, ii, 1-18)

Hamlet examines the earth, the air, and the sun. He says the earth is a barren site and the air and sun are nothing to him but polluted and diseased vapours.

What a piece of work is a man, how noble in reason, how infinite in faculties, in form and moving how express and admirable, in action how like an angel, in apprehension, how like a god, the beauty of the world, the paragon of animals and yet, to me, what is this quintessence of dust?

(II, ii, 18-4)

He then praises human beings' noble reasons, infinite abilities, admirable appearances and movements, actions angelic, and godlike understanding. But, to Hamlet, humankind is merely dust.

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Comparison of 'My Last Duchess' with 'Porphyria's Lover', by Robert Browning.

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Both these poems were written in the mid-1800s, by Robert Browning, and are examples of his earlier works. He was one of the pioneers of the dramatic monologue form, which is used in both the poems. Browning described the dramatic monologue form as Action in character, rather than character in action. He means that the personality and thoughts of the character are revealed in the poem, and it is not centered on their actions. The form allows the poet to hide behind a fictitious first person speaker. In these poems, the persona reveals aspects of his life through suggested and hidden narrative, rather than directly spoken.

Porphyrias lover is the monologue of a man, in love with a woman named Porphyria. The man knows he cannot keep Porphyria for ever, and so takes drastic steps in order for Porphyria to always be his. My Last Duchess is a monologue by a 16th century Italian Renaissance Duke, showing the emissary of a count around his court, and subtly conveying the emissary a warning about his previous duchess.

The two speakers that Browning uses, the Duke, and Porphyrias lover, are distinctly different. Browning accentuates this difference with the settings of the poems. The lover lives in a seemingly small cottage, with a cheerless grate. The setting is not described extensively, apart from the weather. Browning describes the weather outside the cottage first

The rain set in early tonight,

The sullen wind was soon awake,

It tore the elm-tops down for spite,

And did its worst to vex the lake.

He uses pathetic fallacy to indicate to us the lovers mood. The use of human, angry adjectives such as sullen and a verb to vex means that the lover is in a tempestuous mood, even before Porphyria arrives.

The duke obviously lives in grand finery. He invites the emissary to look at My last Duchess painted on the wall. The Duke in My Last Duchess was modelled on Alfonzo II, the fifth duke of Ferrara in Renaissance Italy. He would certainly have been a patron of the arts, as was the custom for the upper classes of society at the time. He points out a work of art to the Counts emissary at the finish of the poem

Notice Neptune, tho,

Taming a sea-horse, thought a rarity.

He is obviously proud of his works of art, just as he expected to be proud of his wife. We are also reminded, as Neptune was taming a sea-horse, that the duke managed to tame his wife, only in death. The Duke was also constantly suspicious of his wife, as is shown by the line;

Sir, twas not

Her husbands presence only, called that spot

Of joy into the Duchess cheek.

The Duke unreasonably suspects his wife of having been flirtatious even with the painter, so bad were her flirting tendencies. As the painter, Fra Pandolf, is a friar, this is very unlikely. The line serves to reinforce the idea that the Dukes obsession is not completely based on real incidents, rather mostly in his mind.

The relationships the characters themselves had with their fictional lovers were completely different. Although Porphyrias lover does kill her, there is still a tenderness and emotion in his monologue that is not apparent in My Last Duchess. The lover seems capable of more emotion than the duke. It was the lover who sat in the cold cottage in a storm, and listened with heart fit to break for Porphyrias return. The Duke, however, only has the faded memory of his anger and jealousy towards the Duchess. The poem does not serve as a picture of the Dukes emotions, just to show us the warning to the emissary, the silent listener of the poem

These differences of outlook also show themselves in the way that the Duke and the lover murder their respective women. The Duke kills his duchess out of hatred and jealousy. He tells the emissary

I gave commands

And then all smiles stopped together.

This method of murder, simply giving commands to another man is extremely impersonal compared to that of Porphyria. Porphyrias lover killed her with emotion, and debatably, he killed her out of love. He simply found a thing to do

All her hair.

In one yellow string I wound

Three times her little throat around

And strangled her.

It is done almost tenderly, and it seems, without any form of guilt or remorse. The line lengths are between five and seven syllables, making the verse seem light-hearted. At the end of the verse, the lover tells us

All night long we have not stirred,

And yet God has not said a word.

It is as if the lover feels that God has condoned his actions, so made them acceptable to the speaker.

The relationship that the lover and the duke had with their women was also very different. The Duke is very explicit over what he feels the Duchess did wrong, that she

…Ranked

My gift of a nine-hundred-years-old name

With anybodys gift.

My Last Duchess is in fact a study of obsession. The Duke is obsessed with the idea that the Duchess was being overly familiar with other men, because She had a heart… too soon made glad.

Porphyrias Lover, however, is very different. The relationship between Porphyria and the un-named man seems to be illicit, held back by family or social ties of Porphyria that are hinted at but never actually discussed. The lover is upset and angry because he wants Porphyria, and these ties are holding her from him

She

Too weak, for all her hearts endeavour

To set its struggling passion free.

From pride, and vainer ties dissever.

And give herself to me forever..

The lover knows that Porphyria will not giver herself to me forever, but at that moment she was mine, mine, fair, and he felt he had to have some way of capturing it. While the Duke killed the Duchess out of jealousy and pride, the lover killed Porphyria through misguided love, and a need to have her close.

Porphyria and the Duchess, however, are more similar than the males. They both seem like beautiful, charming people. The sensual description of Porphyria making her smooth white shoulder bare gives the reader the impression that she is beautiful. The Duchess is described as being overly familiar with men from the court by her jealous Duke, but in fact she seems like a charming person

All and each

Would draw from her alike the approving speech.;

The Duchess especially seems innocent, as the Duke tells the emissary that The white mule/She rode with round the terrace. A white mule is symbolic, as white represents purity, and a mule is sterile, and so represents chastity. This subtext reinforces the idea that the murder of the Duchess was not necessary. On a similar note, when Porphyria enters into the lovers cottage, she removes her soiled gloves. This indicates that Porphyria, unlike the duchess, lacks purity. It also highlights the fact that this may be an illicit relationship. There is not much more revealed about the women in the poetry than what has already been mentioned. This is because the main focus of the poems is the actions and mentality of the men, and so it is easier for the women to be simple but charming creatures.

Due to the form of these poems, we do not learn anything about the views and attitude of Robert Browning, the poet. He has, however, used literary devices such as pathetic fallacy to help convey the hidden subtexts of the poems to the readers. The differences of language are also used to highlight the differences in character of the two speakers.

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Cat

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Accounting Project BAC AA Profile of an Accounting Department My interview with the accountant of Robin Hood Multifoods Inc. was one of the greatest interviews I have ever experienced. The person whom I interviewed was Mr. Jeff R. Scott. Jeff was a really nice person when I asked him questions. His desk was not as organized as I thought, because accountants are really organized. The reason is because he just got promoted from assistant controller to controller. As I asked him more and more questions, the answers that came back at me were pretty interesting. Jeff R. Scott is a Chartered Accountant acquired at the University of Western Ontario. His requirements of completing C.A. were a business degree, he had to join a C.A. firm also know as an "article", and completing the C.A. exam. Skills included aptitude with numbers, relationships between numbers, algebra, and high-level thinking e.g. summarized data, interpreting what -4 pages means in 5-6 years. What might this job lead to? This job will most likely lead onto internal audit, managerial, and vice president of finance. How much influence does Jeff R. Scott have in the department/company? In his own words, "I'm in full control. I tell people what to do, whom to fire, whom to hire, what their salary should be. Why? Because I'm the controller". He has leadership, teamwork. Does not really have a routine set for his staff, as long as the work is done. The working hours what the company refers to as "flex-time". Hours of work for Jeff R. Scott is 7 a.m. 6 p.m. For the staff, it is 7 ½ hours. The salary for Jeff R. Scott is between $0,000 - $10,000. Here are some extra information that I fount out. There are a total of 54 ½ employees working in the accounting department (the ½ represents the co-op employee). There are ½ at internal audit; 1 in accounts receivable and credit; 16 in operational; in corporate (finance); 1 in information system (maintenance). Accounting is also divided into branches, external auditors, and internal auditors. External auditors include treasury (corporate taxes), legal reporting, consolidations, and legal entry. Internal auditors include supporting the business, making financial decisions, and gross profit analysis.

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How the U.S. Screwed Mexico

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The United States has established and maintained racial formation for the different ethnic groups that it has encountered either thru conquest or slavery. Racial formation is the process by which racial categories are created, inhabited, transformed, and destroyed. The following discussion will explain and describe the process of racial formation that has taken place in the African-American community as well as in the Mexican-American community. This process has several parts and is composed of negative ascriptions and structures. The second part of this discussion will place special emphasis on the use of borders in racial formation by the United States. Specifically, how borders have been central to this process and how borderland peoples have resisted exclusion in unique ways.

Racial formations in the U.S. have been established through the use of negative ascriptions and structures. Negative ascriptions included slaves being savages, not capable of having citizen rights, being child like, and simply unintelligent by nature. Thomas Jefferson describes it in his article, Racial Thought in America, "that nature has been less bountiful to them in the endowments of the head"(167). These negative ascriptions are then applied to a structure. In this case the structure is slavery. Negative ascriptions and slavery establish a racial formation for this ethnic group.

The U.S has also maintained itself as a racial formation through racial projects. Racial projects do the ideological work of linking structures and representations. In the case of the African-American, the racial formation is maintained through the linking of these representations or negative ascriptions with the structure of slavery. For example, in the film "Ethnic Notions" the "mami" and the "sambo" are both racial projects created by the U.S . The "mami" is supposed to be a docile woman who is not attractive, is warm, loyal, and has no physically feminine beauty. Instead, she is described as having male characteristics. She cares for the children of the white man. She is a good, caring, dedicated, and a happy slave that doesn't hope for change in the African community. She doesn't hope for change because she is "happy." Therefore, there is no need for change. She embraces the white race by caring for their children more so than her own.

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The "sambo" is also a racial project of a male slave who has characteristic's of a child and does not behave properly or is irresponsible. Also, he is described as being naïve, primitive, and innocent. Like the "mami," he is content in his state of slavery and does not demand change. The racial project of this ethnic group is that, if there was some change in the black community and they were granted rights, then at that point the ex-slave would not be capable to assume a mans responsibility. The slaves were also labeled as not intelligent and not capable to carry on citizen rights.

Yet another racial project, represented especially well in the movie "Birth of a Nation," is that of the African-American being a rapist who assaults white virgins and then kills them. These racial projects were accepted by the U.S community and were believed by whites to be true. This made the African-American black man seem much less like a man and much more like a savage beast.

The U.S has also established racial formations for the Mexican-American community. It has done so by establishing negative ascriptions and the usage of the conquest structure. In his article, Horseman discusses Manifest Destiny as the divine right for expansion granted to America. Horseman notes that this idea gains strength and acceptance in the U.S at the time of the U.S.-Mexican war. Horseman described the feeling and thinking of Americans as follows "[w]e are the Anglo-Saxon Americans; it was our destiny to possess and to rule this continent we were bound to it! We were a chosen people and this was our allotted inheritance, and we must drive out all other nations before us! (Horseman ,).

The belief of possessing another land infuses the nation and promotes the U.S-Mexican War simply because they were destined to enter into this war and conquer for the purpose of possessing land. This divine right to expand promotes the annexation of a large Mexican area. During the U.S-Mexican War the negative ascriptions that establish racial formation through racial projects included Mexicans not being capable of maintaining and using the land appropriately. This, interestingly enough, helped the U.S. justify the taking of the Mexican's land. This utilitarian view of land was a justification used by the U.S. throughout its history. Other racial projects described the Mexican as passive, lazy, and not a capable man. In contrast to the racial projects ascribed to men, women were perceived as exotic and receptive. They were described as waiting for the Anglo to save her and her country from the oppressive clergy, incompetent Mexican government, and the useless Mexican man. (Horseman 4).

The second important aspect required to understand the establishment and maintenance of racial formations is the function of the border. Racial formations play an important role in the borderlands. The borderland physically divides one nation from another. It also, however, divides in other ways as well.

Along the U.S.-Mexican border, the division is between the white race and the brown race. The line is drawn between the wealthy, educated, and legal, against the poor, gangster, criminal, dirty, unhealthy, uncivilized, and immigrants of the other side. The borderlands are a place where nationalism is more prevalent. Patriotism is exaggerated and identities are well defined. (Sahlins 54).

In the borderlands the existence of a monopolized violence thrives in injustices. State institutions such as the Texas Rangers are allowed to enforce "the law" through violence. This is allowed because the border is seen as a special place requiring special means in order to protect it from the "other side. Hegemony, the states institutions used to maintain power, is prevalent in the borderlands.

Racial formations in the borderland are maintained through racial projects such as the Mexican being (to say the least) a delinquent, a criminal, lazy, "cholo' gangster, drug addict, and rapist. They are also maintained through hegemony and segregation. However, the Mexican-American community has resisted exclusion through counter-effecting these racial projects. They countered this by creating a new identity. Ehtnogenesis is the creation of a new ethnic group. The Chicano movement is an example of this new identity. Chicanos were neither Mexican nor fully American. They were their own culture. Moreover, there is pride in this new identity which includes its own language style, dress, and behavior codes.

In addition to Ethnogenesis, people have resisted racial formations through alternative academies. Alternative academies describe a way of describing oneself not through traditional history, but through music, art, and literature. It tells the other side of history that goes untold. This side of the story is that of the victims in history.

Racial formations have existed throughout history and in many nations. This brief discussion highlights racial formations in the United States. Specifically the process used to maintain and establish these racial formations. What history reveals is the motivations and consequences of these racial formations and allows the future generations to judge the actions taken in the past.

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