Close reading Essay Example | Topics and Well Written Essays - 750 words - 2

Close reading - Essay Example One really comes across dramatic monologue in passionate love songs as the poem appears to be at the start. By using this dramatic monologue the protagonist seems to be trying to strike a rapport with the listeners. The other thing is that this usage of the dramatic monologue in the poem allows the poet to draw the psychologically complex characters of Prufrock. At the beginning of the poem is placed an epigraph taken from Dante’s Inferno. The poet uses this epigraph to bring in a deeper understanding of the poem through the usage of context and meaning. Dante here represents the converse of what Prufrock has come to be. Unlike Dante, Prufrock repeatedly fails to be a person who has a genuine passion and emotions. In contrast the emotional and mental state of Prufrock is very much like Guido de Montefetltro on his way to the flames. Hence, very much like Guido, Prufrock here comes out as being a very isolated and wasted individual. In the poem TS Eliot has resorted to a rhyme scheme that is irregular, without being utterly random. Though in parts the poem appears to be in free verse, actually speaking the poem happens to be a combination of many types of poetic forms. Besides, in this poem Eliot has also resorted to the use of refrains like,†In the room the women come and go/Talking of Michelangelo (13-14).† This refrain is also accompanied by repeated questions asked and doubts conveyed by Prufrock. Eliot uses this poetic style in the poem to convey the disturbed mental state of a neurotic character who is Prufrock. This fragmented and discontinued poetic style allows the poet to reveal the fact that although Prufrock presents oneself as being aesthetic, actually speaking he is totally non-romantic. The state of Prufrock represents the state of emotional bonds in the modern times. Time and again in the poem Prufrock conveys his dissatisfaction with the environment amidst which he is moving. These

British and American English in Hk Essay Example for Free

British and American English in Hk Essay Hong Kong was a colony of British in the past. Under a British education system, the English we learnt in school are supposed to be British English. But nowadays, more and more Hong Kong people start to use American English in their daily conversions. Some people think that using both British and American English may prove bad influences to English learning. Another group of people claim that it is good to familiar with the usage of both British and American English. Noah Webster Before we investigate on this case, we should first know what actually American English is and how can we recognize it. In 19th century, Noah Webster created The American Dictionary of the English Language. At that time, most of the schools in America had a bad learning environment with poor underpaid staff, no desks, and unsatisfactory textbooks that came from British. As a teacher in America, he wanted to improve the situation and advocated that American should learn from American textbooks. He wrote textbooks for the students and even created the American English system. The American Dictionary he created was integrated by new words, spellings and pronunciations. This the reason why the latter gave a separate identity to American English. Differences between British and American English: In order to distinguish British English and American English from each other, we can focus on the spellings, pronunciations, grammars and usage in vocabularies. Differences in Vocabulary Some words used in British and American are totally different. Focus on vocabularies used is the easiest way to know which kind of English the people are using. Here are some common examples. British English American English pants trousers crisp chips chips French fries fizzy drink soda lift elevator film movie pavement sidewalk Popular American entertainment in HK Although we learnt British English in school, we can easily get touch in some American entertainments in Hong Kong. American entertainments are everywhere, TV shows, films, songs, games etc. With no doubt, the English used in those entertainments is American English. This is reason why we learn many American English in our daily life.

Comparing Satire in 100 Years of Solitude and The House of the Spirits :: Comparison Compare Contrast Essays

Use of Satire in 100 Years of Solitude and The House of the Spirits A major preoccupation with contemporary South American novelists, as seen with Gabriel Marquez's "100 years of solitude" and Isabelle Allende's "The house of the spirits", is the traditional and long lasting conflict between the Liberals and the conservatives. Although a common preoccupation with Marquez, Allende, and various other Latin American novelists the manner in which this preoccupation is expressed varies considerably depending on the author. In "100 years of solitude", Marquez looks to satire in all it's forms, to express this preoccupation. This is contrasted with Allende's "The House of the Spirits" in which she uses conflict in ideologies between generations as her method of exposition, as seen for instance in the conflict between Esteban Trueba (a true conservative) and his grandaughter Alba. To see how Garcia and Allende treat political issues we must first examine why they chose to examine them. When Marquez wrote his first works Colombia suffered the second greatest American fratricidal war of the twentieth century, as a result of the assassination of the popular Liberal leader Jorge Eliecer Gaitan, in 1948. His novels examine in his words "... motives for that violence." The importance of politics in the Novel is reflected in the choice of title 100 years of solitude which correspond to the 100 years between the formation of Colombia, in 1830 to 1930 when Conservative homogeny ended. Allende on the other hand was the niece of the first Socialist president in Chile who was killed following the Coup. The Oxford Dictionary defines satire as a piece "...in which prevalent follies or vices are assailed with ridicule or serious denunciation." This is exactly what Marquez has done. Hyperbole is well used in the novel in the form of 'Magical realism'. Marquez believed that ' Magical Realism' "...provides a magnifying glass so readers can understand reality better..." (as quoted in Playboy interview). We first see this used in the opening pages of the novel where Marquez describes the world as "...so recent that many things lacked names, and in order to indicate them it was necessary to point." This parallels the political naivety of the newly formed Colombian republic. Macondo is a garden of Eden ".

A Taste of American Pie :: Ethnicity Mexican American Essays

A Taste of American Pie Sunday morning. The smell of flour tortillas warming on the kitchen stove would waft all the way to my room. I could hear the radio play scratchy ranchera tunes to which my mother always seemed to know the words. If I lay long enough in bed, my mother would walk in the room and try to wake me up, resorting to singing my name or an old Spanish nursery rhyme if all else failed. Ask me where home is, and I'll tell you just this. This is home. This is me. All I've ever known is Mexican culture. Both of my parents were born in Mexico, and I myself have never lived more than a few hours from the border. I've never known a Christmas without tamales or a September 16 th without celebration. But I am not just Mexican. I am Mexican-American. MÃ ©xico may be home, but America is where I live. I find here in college that I am just beginning to learn what it means to be American. I used to think that I would find that meaning through a sort of duality; anything that was n't Mexican or part of the minority would have to be American. Ironically, the idea of "Americanness" was closer to home. I've come to realize that to be American is to know and share myself. America is a conglomerate of many cultures. As such, it possesses no single, distinct culture. There is no one overarching "American" culture that is independent of all those that make it up. The supposed "melting pot" of peoples is not exactly an accurate portrayal of America. This nation is dotted with cultural enclaves that nurture their own customs and traditions rather than fuse them with others. I, for one, would not give up my Mexican identity to become simply American. I am sure that many would agree that we are all more than American. Each culture, therefore, remains fundamentally unique, never really "melting" into another. To call yourself "American" is to recognize that you are a small, albeit integral, part of a greater phenomenon.

Network Attached Storage Devices

If you have multiple computers on your network, you're a candidate for a network-attached storage (NAS) device. Some NAS servers simply act as a shared volume for backing up and sharing files across your network, while others can do a lot more, such as sharing a printer among your networked PCs, acting as a media streamer or even a surveillance system by supporting IP cameras. You'll find NAS devices with a single drive and those with multiple drives that allow for greater data protection and higher capacities. Here are two examples of some of the best rated network-attached storage devices available: Synology Disk Station DS412+ is four-bay NAS (network-attached storage) server in a way is the follow-up to the award-winning DS410 that was released more than two years ago, and makes an excellent upgrade. It now offers an excellent drive bay design, much faster speeds, support for USB 3. 0, and a lot more. Running the Disk Station Manager (DSM) 4. 0 operating system — and upgradable to future versions, such as the upcoming DSM 4. — the new server offers a vast number of features with a stellar Web interface that operates much like a native operating system. Each of its four drive bays comes with a tray that you can easily pull out. After that, you'll need a standard screwdriver to attach or detach a standard SATA hard drive. The server supports both 2. 5-inch (laptop) and 3. 5-inch (desktop) hard drives, of any capacities. This means with all four bays occupied by 4TB hard drives — the top capacity of 3. -inch hard drives to date — the server offers up to 16TB in RAID 0 or 12TB in RAID 5. RAID 0 is optimized for top performance and capacity. RAID 5, which is the most popular RAID setup for multiple-drive-bay NAS servers, balances performance and storage space while still guarding data against a single-hard-drive failure. The bottom line: Synology DiskStation DS412+ makes an excellent NAS server for advanced home and small-office networks. The Synology DiskStation DS712+ : The new dual-bay server is now much faster and much better designed, supports up to 16 IP cameras, and can be scaled to up to seven hard drive bays, when coupled with a DX510 Disk Station Expansion Unit (not included), for a maximum 21TB of total storage space. The DS712+, however, also shares a few minor shortcomings with other Synology servers. These include the overly simplistic desktop setup utility, called Synology Assistant, and the primitive Data Replicator backup software. The server also comes with only one IP camera license, meaning you'll have to pay more if you want to use two cameras or more for a surveillance system. The DS712+ supports both desktop (3. 5-inch) and laptop (2. 5-inch) standard SATA hard drives, of any capacities. Out of the box, the dual-bay server can host only two hard drives, but it comes with an eSATA port that works with Sinology's DX510 DiskStation Expansion Unit to host another five drives. It also has three USB ports, two on the back and one on the front. These ports can be used to host more external storage devices or printers. The front USB port can also be used to quickly back up the entire contents of a USB storage device, such as a thumbdrive, via the quick-copy button right above the port. Unfortunately, none of these USB ports supports USB 3. 0 standard. While this is not an end-of-the-world shortcoming, it's rather disappointing considering that USB 3. 0 has been out for a long time, and other lower-end NAS servers, such as the Netgear ReadyNAS NV+ v2, already support it. The bottom line: The Disk Station DS712+ is one of the best dual-bay NAS servers on the market, for both home and office environments. It's also one of the few that offer storage scalability for those who want to start small and add more capacity later. In conclusion, after researching NAS, they basically come in all sizes, based on what your uses are for, from picture/music sharing with family to file backup, that can be accessed from any computer, but logging on to your drive.

Placoid Scales on Sharks and Rays

Placoid Scales on Sharks and Rays Placoid scales are the tiny tough scales that cover the skin of sharks, rays, and other elasmobranchs. Even though placoid scales are similar to the scales of bony fish, they are modified teeth and are covered with hard enamel. They grow out of the dermis layer and this is why they are called dermal denticles. Placoid scales are packed tightly together, supported by spines, and grow with their tips facing backward. This gives the fishs skin a rough feel. The function of these scales is for protection against predators. In some sharks, they may also have a hydrodynamic function, helping them swim more efficiently and quietly. The placoid scales are shaped such that little vortices form, reducing friction as the shark swims. They also direct the water around the fish. The Structure of Placoid Scales The placoid scales grow out of the dermis, with the flat rectangular base plate embedded in the skin of the fish. Like our teeth, placoid scales have an inner core of pulp made up of connective tissues, blood vessels, and nerves. Like the pulp cavity of a tooth, it is nursed by a layer of odontoblast cells that secrete dentine. This hard, calcified material forms the next layer. The dentine is covered by enamel-like vitrodentine, which is produced by the ectoderm. Once the scale erupts through the epidermis, no more enamel can be deposited on that portion of the scale. Different species have different kinds of spines develop to support the scales. The spines give the scales their rough texture. It is so rough that it has been used as sandpaper by various cultures form many centuries. The species of fish can be identified by the shape of the scales and spines. On some sharks, they are shaped like a duck foot. Scales in bony fish grow as the fish gets larger, but placoid scales stop growing after they reach a certain size, and then more scales are added as the fish grows. Shark Skin Leather The tough nature of the placoid scales makes shark rawhide leather, called shagreen. The scales are ground down so the surface is rough with rounded protrusions. It can take on dye colors or be left white. It was used in Japan to cover sword hilts, where its rough nature was appreciated to help form a good grip. Other Types of Fish Scales Ctenoid scales are another kind of toothed scales, but the teeth are only along the outer edge of the scale. They are found on fish such as perch that have spiny fin rays. Cycloid scales have a smooth texture and they are found on fish with soft fin rays, including salmon and carp. They are rounded and show growth rings as they grow with the animal. Ganoid scales are diamond-shaped and they do not overlap, but they fit together like pieces of a jigsaw puzzle. They are seen on gars, bichirs, and reedfishes, and they act like armor plates.

Free Essays on Thoreau

In Henry David Thoreau’s Civil Disobedience, Thoreau takes a strong look at the government and the reasons why some government laws should not be followed. In Thoreau’s opening lines he states, â€Å"That government is best which governs not at all;† (4-5). At the time when this essay was written, slavery was not only legal but it was a law that blacks must be owned. Slaves had no rights. They were in America for the sole purpose of working for the white man. Thoreau states, â€Å"if one HONEST man, in this state of Massachusetts, ceasing to hold slaves, were actually to withdraw from this copartnership, and he locked up in the county jail therefor, it would be the abolition of slavery in America,†(341-345). Thoreau is simply asking for people to disobey the laws of slavery in order to free the slaves who are people, who are human, and who should be given the same rights as other human beings. In my opinion, it is this statement that Martin Luther King Jr. took to heart as he fought for equality for all people. Thoreau goes on to speak of a time when he was asked by the State to pay money to the clergy because his father attended church. Thoreau refused to pay, however another person instead paid the money for him. Thoreau stated, â€Å"I did not see why the schoolmaster should be taxed to support the priest, and not the priest the schoolmaster, but I supported myself by voluntary subscription. I did not see why the lyceum should not present its tax bill, and have the State to back its demand, as well as the Church,† (465-470). After that incident, Thoreau made a statement in writing and gave it to the clerk to let the State know that he did not want to be a member of any organization that he had not joined of his own accord. Lastly, Thoreau speaks of a poll tax. Thoreau seemed to question the use of such money and of course he refused to pay the tax. This time his refusal landed him in jail. It is believed that it is this one night in... Free Essays on Thoreau Free Essays on Thoreau Henry David Thoreau begins his poem â€Å"Woof of the Sun, Etheral Gauze† with a description of fog covering the sun. Woof of the sun, ethereal gauze, Woven of Nature's richest stuffs, Visible heat, air-water, and dry sea, Last conquest of the eye†¦// (ll. 1-4) At first glance, the preceding passage offers an ordinary image of the sun hidden behind clouds. Through oxymorons he presents the boundless qualities of the low cloud of fog; the phrases â€Å"visible heat,† air water,† and dry sea† each present a state beyond the physical world free from temporal restrictions. More importantly Thoreau depicts the clouds as â€Å"ethereal gauze,† illustrating the sheerness of the clouds, yet how too the clouds partially conceal the sun from the eye. This special treatment of diaphanous media- fog and smoke- is a unique feature in Thoreau’s poems â€Å"Mist,† â€Å"Fog,† â€Å"The Sluggish Smoke† and â€Å"Light-Winged Icarian Bird.† Thoreau employs these metaphors to represent the semi-obscured realm that connects the physical world from the spiritual realm. For Thoreau, there was no distinction between the physical world and the spiritual world unlike Ralph Waldo Emerson who believes ther e is a division. Images of fog are featured in Thoreau’s poetry to present the bridge between Nature and heaven. The images of smoke serve as a metaphor of the human imagination attempting to reach to connect the two realms. In the poem â€Å"Mist,† one can see Thoreau recognizing and retaining the beauty of the physical world, but also featuring metaphysical attributes to the fog imagery: Low-anchored cloud Newfoundland air, Fountain-head and source of rivers, Dew-cloth, dream drapery, And napkin spread by fays; Drifting meadow of the air, Where bloom the daisied banks and violets, And in whose fenny labyrinth The bittern booms and heron wades; Spirit of lakes and seas and rivers, Bear only perfumes and the scent O... Free Essays on Thoreau As a follower of transcendentalism, Thoreau projected individualism in his literary works, Walden and â€Å"Civil Disobedience.† Thoreau had a deep emphasis on nature, as displayed in his works, as well as his freedom and following conscience. Walden Pond was one of Thoreau’s favorite spots in Concord, Massachusetts. Walden Pond is a symbol for self-exploration; it must answer human nature depth for depth. Even as a very young child, he could stand alone among the trees at Walden Pond and not feel lonely. The people around his small town referred to Thoreau as â€Å"nature’s own child† (Reef 21). Thoreau spent more time outdoors than in the small cabin he built by Walden Pond. Thoreau took long walks in the woods and fields around his town in Concord, Massachusetts. While he was at Walden, Thoreau was alone quite often, but he was rarely lonely. Walden is a book about Thoreau’s experiences while living in the woods beside Walden Pond. Walden is not a long book, but it is filled with wonderful sentences that grab at your mind and stay in your ear (Burleigh 20). This book has helped many people think about and change their lives. Thoreau summed up his reasoning for living by Walden Pond by saying, â€Å"I went to the woods because I wished to live deliberately, to front only the essentials facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived† (Daugherty 15). Thoreau felt peaceful and at one with nature. He felt deeply about nature; he felt it reached right into your feelings. Yet thoughts (Ring 5). Thoreau felt that â€Å"Natural objects and phenomena are the original symbols or types which express our thoughts and feelings, and yet American scholars, having little or no root in the soil, commonly strive with all their might to confide themselves to the imported symbols alone. All the true growth and experience, the living speech, they would fa... Free Essays on Thoreau In Henry David Thoreau’s Civil Disobedience, Thoreau takes a strong look at the government and the reasons why some government laws should not be followed. In Thoreau’s opening lines he states, â€Å"That government is best which governs not at all;† (4-5). At the time when this essay was written, slavery was not only legal but it was a law that blacks must be owned. Slaves had no rights. They were in America for the sole purpose of working for the white man. Thoreau states, â€Å"if one HONEST man, in this state of Massachusetts, ceasing to hold slaves, were actually to withdraw from this copartnership, and he locked up in the county jail therefor, it would be the abolition of slavery in America,†(341-345). Thoreau is simply asking for people to disobey the laws of slavery in order to free the slaves who are people, who are human, and who should be given the same rights as other human beings. In my opinion, it is this statement that Martin Luther King Jr. took to heart as he fought for equality for all people. Thoreau goes on to speak of a time when he was asked by the State to pay money to the clergy because his father attended church. Thoreau refused to pay, however another person instead paid the money for him. Thoreau stated, â€Å"I did not see why the schoolmaster should be taxed to support the priest, and not the priest the schoolmaster, but I supported myself by voluntary subscription. I did not see why the lyceum should not present its tax bill, and have the State to back its demand, as well as the Church,† (465-470). After that incident, Thoreau made a statement in writing and gave it to the clerk to let the State know that he did not want to be a member of any organization that he had not joined of his own accord. Lastly, Thoreau speaks of a poll tax. Thoreau seemed to question the use of such money and of course he refused to pay the tax. This time his refusal landed him in jail. It is believed that it is this one night in...

Mesoamerica Cultural Timeline

Mesoamerica Cultural Timeline This Mesoamerica timeline is built on the standard periodization used in Mesoamerican archaeology and upon which specialists generally agree. The term Mesoamerica literally means Middle America and it typically refers to the geographic region between the southern border of the United States to the Isthmus of Panama, including Mexico and Central America. However, Mesoamerica was and is dynamic, and never a single unified block of cultures and styles. Different regions had different chronologies, and regional terminologies exist and are touched upon in their specific areas below. Archaeological sites listed below are examples for each period, a handful of the many more that could be listed, and they often were inhabited across time periods. Hunter-Gatherer Periods Preclovis Period (?25,000–10,000 BCE). There are a handful of sites in Mesoamerica that are tentatively associated with the broad-scale hunter-gatherers known as Pre-Clovis, but they are all problematic and none appear to meet enough criteria to consider them unequivocally valid. Pre-Clovis lifeways are thought to have been based on broad-based hunter-forager-fisher strategies. Possible preclovis sites include Valsequillo, Tlapacoya, El Cedral, El Bosque, Loltun Cave. Paleoindian Period (ca 10,000–7000 BCE): The first fully-attested human inhabitants of Mesoamerica were hunter-gatherer groups belonging to the Clovis period. Clovis points and related points found throughout Mesoamerica are generally associated with big game hunting. A handful of sites also include fish-tail points such as Fells Cave points, a type found more commonly in South American Paleoindian sites. Paleoindian sites in Mesoamerica include El Fin del Mundo, Santa Isabel Iztapan, Guil Naquitz, Los Grifos, Cueva del Diablo. Archaic Period (7000–2500 BCE):. After the extinction of large-bodied mammals, many new technologies were invented, including maize domestication, developed by Archaic hunter-gatherers by 6000 BCE. Other innovative strategies included the construction of durable buildings such as pit houses, intensive techniques of cultivation and resource exploitation, new industries including ceramics, weaving, storage, and prismatic blades. The first sedentism appears about the same time as maize, and over time more and more people gave up mobile hunter-gatherer life for a village life and agriculture. People made smaller and more refined stone tools, and on the coasts, began to rely more on marine resources. Sites include Coxcatln, Guil Naquitz, Gheo Shih, Chantuto, Santa Marta cave, Pulltrouser Swamp. Pre-Classic / Formative Periods The Pre-Classic or Formative period is so named because it was originally thought to be when the basic characteristics of the classic civilizations such as the Maya began to form. The major innovation was the shift to permanent sedentism and village life based on horticulture and full-time agriculture. This period also saw the first theocratic village societies, fertility cults, economic specialization, long-distance exchange, ancestor worship, and social stratification. The period also saw the development of three distinct areas: central Mesoamerica where village farming arose in the coastal and highland areas; Aridamerica to the north, where traditional hunter-forager ways persisted; and the Intermediate area to the southeast, where Chibchan speakers kept loose ties to South American cultures. Early Preclassic/Early Formative Period (2500–900 BCE): The major innovations of the Early Formative period include the increase in pottery use, transition from village life to a more complex social and political organization, and elaborate architecture. Early Preclassic sites include those in Oaxaca (San Josà © Mogote; Chiapas: Paso de la Amada, Chiapa de Corzo), Central Mexico (Tlatilco, Chalcatzingo), Olmec area ( San Lorenzo), Western Mexico (El Opeà ±o), Maya area (Nakbà ©, Cerros), and Southeastern Mesoamerica (Usulutn). Middle Preclassic/Middle Formative Period (900–300 BCE): Increasing social inequalities is a hallmark of the Middle Formative, with elite groups having a closer connection to the wider distribution of luxury items, as well as the ability to finance public architecture and stone monuments such as ball courts, palaces, sweat baths, permanent irrigation systems, and tombs. Essential and recognizable pan-Mesoamerican elements began during this period, such as bird-serpents and controlled marketplaces; and murals, monuments, and portable art speak to political and social changes. Middle Preclassic sites include those in the Olmec area (La Venta, Tres Zapotes), Central Mexico (Tlatilco, Cuicuilco), Oaxaca (Monte Alban), Chiapas (Chiapa de Corzo, Izapa), Maya area (Nakbà ©, Mirador, Uaxactun, Kaminaljuyu, Copan), West Mexico (El Opeà ±o, Capacha), Southeastern Mesoamerica (Usulutn). Late Preclassic/Late Formative Period (300 BCE–200/250 CE): This period saw an enormous population increase along with the emergence of regional centers and the rise of regional state societies. In the Maya area, this period is marked by the construction of massive architecture decorated with giant stucco masks; the Olmec may have had three or more city-states at its maximum. The Late Preclassic also saw the first evidence of a particular pan-Mesoamerican view of the universe as a quadripartite, multi-layered cosmos, with shared creation myths and a pantheon of deities. Examples of Late Preclassic sites include those in Oaxaca (Monte Alban), Central Mexico (Cuicuilco, Teotihuacan), in the Maya area (Mirador, Abaj Takalik, Kaminaljuyà º, Calakmul, Tikal, Uaxactun, Lamanai, Cerros), in Chiapas (Chiapa de Corzo, Izapa), in Western Mexico (El Opeà ±o), and in Southeastern Mesoamerica (Usulutn). Classic Period During the Classic period in Mesoamerica, complex societies increased dramatically and split into a large number of polities that varied greatly in scale, population, and complexity; all of them were agrarian, and tied into the regional exchange networks. The simplest were located in the Maya lowlands, where city-states were organized on a feudal basis, with political control involving a complex system of interrelationships between royal families. Monte Alban was at the center of a conquest state that dominated most of the southern highlands of Mexico, organized around an emerging and vital craft production and distribution system. The Gulf Coast region was organized in about the same fashion, based on the long-distance exchange of obsidian. Teotihuacan was the largest and most complex of the regional powers, with a population of between 125,000 to 150,000, dominating the central region, and maintaining a palace-centric social structure. Early Classic Period (200/250–600 CE): The early Classic saw the apogee of Teotihuacan in the valley of Mexico, one of the largest metropolis of the ancient world. Regional centers began to diffuse outward, along with widespread Teotihuacan-Maya political and economic connections, and a centralized authority. In the Maya area, this period saw the erection of stone monuments (called stelae) with inscriptions about kings lives and events. Early Classic sites are in Central Mexico (Teotihuacan, Cholula), the Maya area (Tikal, Uaxactun, Calakmul, Copan, Kaminaljuyu, Naranjo, Palenque, Caracol), Zapotec region (Monte Alban), and western Mexico (Teuchitln). Late Classic (600–800/900 CE): The beginning of this period is characterized by the ca. 700 CE collapse of Teotihuacan in Central Mexico and the political fragmentation and high competition among many Maya sites. The end of this period saw the disintegration of political networks and a sharp decline in population levels in the southern Maya lowlands by about 900 CE. Far from a total collapse, however, many centers in the northern Maya lowlands and other areas of Mesoamerica continued to flourish afterward. Late Classic sites include the Gulf Coast (El Tajin), the Maya area (Tikal, Palenque, Tonin, Dos Pilas, Uxmal, Yaxchiln, Piedras Negras, Quirigu, Copan), Oaxaca (Monte Alban), Central Mexico (Cholula). Terminal Classic (as it is called in the Maya area) or Epiclassic (in central Mexico) (650/700–1000 CE): This period attested a political reorganization in the Maya lowlands with a new prominence of the Northern Lowland of northern Yucatan. New architectural styles show evidence of strong economic and ideological connection between central Mexico and northern Maya Lowlands. Important Terminal Classic sites are in Central Mexico (Cacaxtla, Xochicalco, Tula), the Maya area (Seibal, Lamanai, Uxmal, Chichen Itz, Sayil), the Gulf Coast (El Tajin). Postclassic The Postclassic Period is that period roughly between the fall of the Classic period cultures and the Spanish conquest. The Classic period saw larger states and empires replaced by small polities of a central town or city and its hinterland, ruled by kings and a small hereditary elite based at palaces, a marketplace and one or more temples. Early Postclassic (900/1000–1250): The Early Postclassic saw an intensification of trade and strong cultural connections between the northern Maya area and Central Mexico. There was also a flourishing of a constellation of small competing kingdoms, that competition expressed by warfare-related themes in arts. Some scholars refer to the Early Postclassic as the Toltec period, because one likely dominant kingdom was based at Tula. Sites are located in Central Mexico (Tula, Cholula), Maya area (Tulum, Chichen Itz, Mayapan, Ek Balam), Oaxaca (Tilantongo, Tututepec, Zaachila), and the Gulf Coast (El Tajin). Late Postclassic (1250–1521): The Late Postclassic period is traditionally bracketed by the emergence of the Aztec/Mexica empire and its destruction by the Spanish conquest. The period saw increased militarization of competing empires across Mesoamerica, most of which fell to and became tributary states of the Aztecs, with the exception of the Tarascans/Purà ©pecha of Western Mexico. Sites in Central Mexico are (Mexico-Tenochtitlan, Cholula, Tepoztlan), in the Gulf Coast (Cempoala), in Oaxaca (Yagul, Mitla), in the Maya region (Mayapan, Tayasal, Utatlan, Mixco Viejo), and in West Mexico (Tzintzuntzan). Colonial Period 15211821 The Colonial period began with the fall of the Aztec capital of Tenochtitlan and the surrender of Cuauhtemoc to Hernan Cortes in 1521; and the fall of central America including the Kiche Maya to Pedro de Alvardo in 1524. Mesoamerica was now administered as a Spanish colony. The pre-European Mesoamerican cultures sustained a huge blow with the invasion and conquest of Mesoamerica by Spaniards in the early 16th century. The conquistadors and their religious community of friars brought new political, economic, and religious institutions and new technologies including the introduction of European plants and animals. Diseases were also introduced, diseases which decimated some populations and transformed all of the societies. But in Hispania, some pre-Columbian cultural traits were retained and others modified, many introduced traits were adopted and adapted to fit into existing and sustained native cultures. The Colonial period ended when after more than 10 years of armed struggle, the Creoles (Spaniards born in the Americas) declared independence from Spain. Edited and updated by K. Kris Hirst Sources Carmack, Robert M., Janine L. Gasco, and Gary H. Gossen. The Legacy of Mesoamerica: History and Culture of a Native American Civilization. Routledge, 2016. Print.Carrasco, David, ed. The Oxford Encyclopedia of Mesoamerican Cultures. Oxford: Oxford University Press, 2001. Print.Evans, Susan Toby, and David L. Webster, eds. Archaeology of Ancient Mexico and Central America: An Encyclopedia. New York: Garland Publishing Inc., 2001. Print.Manzanilla, Linda R., and Leonardo Lopez Lujan, eds. Historia Antigua De Mexico. Mexico City: Miguel Angel Porrà ºa, 2001. Print.Nichols, Deborah L., and Christopher A. Pool, eds. The Oxford Handbook of Mesoamerican Archaeology. Oxford: Oxford University Press, 2012. Print.

Learning From Mentors Research Paper Example | Topics and Well Written Essays - 1250 words

Learning From Mentors - Research Paper Example Mentors help immensely because these are the persons who give a clear cut idea of the different ways and means through which the same question or concern could be handled in a totally different manner or perspective. What is even more imperative here is the ideology that this learning is one for the long term as it shapes up ideas, changes beliefs and turns the difficulties into areas of ease and comfort. Adult learning has always been seen as something that shall bring out a lot of value for the people, who are in dire straits; who would like to make amends with their lives in more ways than one, and find ideas to tackle the quandaries that they are stuck within. Learning that has been gained through the mentors is strategic in its disposition. This is because it takes care of the negativities that arise within an adult, and tells him how to act forthrightly. It asks of him to mend his ways within the moral constructs and allows him to learn new aspects which would not be deciphered and made understandable somewhere else. Hence a great amount of learning is being done in an online manner which is somewhat of an interesting exercise. What is even more important is the fact that this learning will not fade away with the passage of time, and continue to get bolstered as and when times change (Longenecker, 2011). This is one significant aspect that has come to the fore, and with the kind of changes happening on the global front, the learning that has been devised and transferred over the years through these mentors is all the more pivotal. The beliefs are changed, the perspectives are shifted and the entire dynamics of learning are given a complete revamp – such is the gravity of the learning variations which have been highlighted in the recent times. The role of the learner within such understandings and debates is an equally quintessential one. This is because it is his role that shall take the topic forward. If he would seem disinterested right from the very beginning, there is little one could do regarding the learning that has been gained from the mentors in the first place. It is for this reason that the mentors are given the proper credit that they richly deserve because they have been able to shift viewpoints, change perspectives and turn beliefs into proper ideologies. The adult learning mechanism is being seen as a very gigantic step towards building value for the sake of the individuals who seek to learn and thus get acquainted with the norms and routines of life. The learner shall have to properly address his fears and concerns in front of the mentor because if these are not taken care of, there will be little that one can do regarding the dynamics of the learning quarters which have come about with the passage of time. What is even more significant is how the learning quarters are being perceived by the mentors because these touch upon the basis of growth, productivity and development for the sake of the learners under qu estion (Dutton, 2003). Moving ahead with the discussion at hand, learning is usually given emphasis by the mentors who believe very strongly on the premise of bringing out value and quality for the learners. This is

Health Administration Essay Example | Topics and Well Written Essays - 250 words - 3

Health Administration - Essay Example After letting go the old habit the change stage comes in, people are then thought to embrace the new habit in their behavior. Finally, when change has taken place freeze stage can be achieved easily as it involves making the change a new habit. For change process to be successful one must understand the reason why change should happen, a motivating factor should be there for it to be realized. Change begins from the unfreezing stage, acceptance to change is very necessary. According to Marquis (157) this stage requires that individuals prepare mentally to receive the new habit and let go the old. We have to feel that there is a need for change so as to embrace change easily. This is usually the most difficult stage to achieve. When individuals get used to a certain way of doing things, it usually is very hard to make them change and embrace a new way of doing the same thing (Marquis 158). People tend to question the importance or relevance of the new

Impact of Democracy on Economic Development Essay

Impact of Democracy on Economic Development - Essay Example A case example is Mali. In the year 1985, per capita income of Mali was $532, dictatorship increased at a rate of 5.35%. Hence the question arises, could economic development have been different if there was democracy in Mali? A comparison of France indicates that in 1985, France which is a democracy had per capita income of $12206 and it grew at a rate of 1.43% (Ndulo 2006). These statistics indicate that most poor countries have a slower economic development than the rich countries due to democracy. In 1985, Mali was not a democracy as it was full of dictatorship thus slow economic development while France which is a democracy experienced a fast economic growth. This assumption is however not very true as democratic nations are still prone to poor economic growth as there some are underlying factors that affect both economic development and democracy. We can therefore conclude that democracies are common in economically developed countries as compared to poor countries that have a poor economic growth. The explanation behind this is not because democracies are likely to appear due to economic development, but because of their likelihood of survival should any eventuality occur. Democracy varies with different countries but when the correct democracy is applied there is a higher chance of economic

Budgeting Essay Example | Topics and Well Written Essays - 750 words - 3

Budgeting - Essay Example Budgets can set aims for attaining a certain level of profits and also maintaining expenses. â€Å"Budgeting can help a company use its limited financial and human resources in a manner which best exploit existing business opportunities† (Budgeting 2013). I will agree the statement of â€Å"management of any business will be ineffective without the preparation and use of budgets†. Following are some of arguments that will support to the agreement.Arguments for: - To Help Achieve Organization’s Goals: Budgets play efficient role in attaining organizational goals in this sense that these are the methods through passing which reach at the goals. In budget development process tries to predict that will productively reach at goals or not. Budgets puts the standards to attain goals and with the assist of these standards firms can assess the fluctuations happen throughout the year and aim to ascertain the cause from deviating from attaining the define objectives. Formulation of the budgets allows the organizational management to react actively to the market circumstances to fast way the goal achievement method. Risk identification would allow organization to adopt procedures that would guide to economic risk minimization. - To Compel Planning: The budget planning method allows the management to recognize and evaluation the impact on the organization’s cash flows, inventory planning with the balance sheet. It also allows the organization to access their monetary position and their needs of borrowing from the market. â€Å"Budgetary Control is planned to assist the management for policy formulation, planning, controlling and coordinating the general objectives of budgetary control† (Chapter 27: Budgeting and Budgetary Control n.d.).A financial budget is a firm’s estimated plan for the future period that will be stated in financial terms. It contains planned expenses, revenues, liabilities, assets and cash flows. It also assists the firm to manage its money and allow the management to create confident monetary decisions and get together his aims in the long run. It can also allow managers to arrange, assess them in detail and to decide on the greatest alternative methods. It also su pports managers to predict troubles before they happen, therefore it provide them time to think alternative methods of overcoming the troubles when it happen. It also assists to arrange for unexpected conditions. Budgeting by planning tends creates better result than a choice made at that moment. - To Communicate Ideas and Plans: In the budgeting procedures, managers in all departments justify the resources they require to get their goals. They justify to their managers the scope and capacity of their activities in addition to how their responsibilities will be performed. â€Å"A financial plan, or budget, is a decision-making tool based on the basic principles of scarcity, choice, and opportunity cost† (Budgeting your financial solutions 2013). The communication among subordinates and superiors assists affirms their mutual obligation to organization goals. Additionally, different units and departments must talk with each other throughout the budget

Americas Film and Video Culture Assignment Example | Topics and Well Written Essays - 500 words - 1

Americas Film and Video Culture - Assignment Example Most people in the greatest generation were born during the time of the American silent feature film that lasted until 1929. During the period, the filmmakers in the country established the language of motion pictures as well as cinema that arrived at the height of artistic sophistication. Many full films were developed during the period. The 1930s, for example, was a period of economic problems and political turmoil. The events affected the films in one way or the other. The 1929 to 1946 period was referred to as the golden age of Hollywood even most of the film produced was black and white. The period was also the decade of color and sound revolution, the advance of the talkies as well as the further creation of film genres (Etkind, 94). Some of the films developed include the gangster films, newspaper reporting films, musicals, the historical biopic, social realism films, western and horror films and lighthearted screwball comedies. The silent period ended during this era with many film stars failing to make a transition to sound. In 1933, for example, the impact of depression was being felt strongly especially and resulted in a decreased attendance in Movie Theater. Some of the films of the time included the Hell’s Angel, Anna Christie and the stagecoach of that was released in 1931. A high number of the early talkies were active at the box office though most of them were of poor quality. The films were dialog dominated, with stilted acting and an unmoving microphone and unmoving camera. Screenwriters in most of the films were required to place emphasis on the script characters and the writers of the title cards became unemployed. Nonetheless, videos and films of this period were produced with style, wit, el egance, and skills that have never been equaled (Etkind, 95). Film production continued to improve between the years 1929 to 1946.

Budgeting Essay Example | Topics and Well Written Essays - 750 words - 3

Budgeting - Essay Example Budgets can set aims for attaining a certain level of profits and also maintaining expenses. â€Å"Budgeting can help a company use its limited financial and human resources in a manner which best exploit existing business opportunities† (Budgeting 2013). I will agree the statement of â€Å"management of any business will be ineffective without the preparation and use of budgets†. Following are some of arguments that will support to the agreement.Arguments for: - To Help Achieve Organization’s Goals: Budgets play efficient role in attaining organizational goals in this sense that these are the methods through passing which reach at the goals. In budget development process tries to predict that will productively reach at goals or not. Budgets puts the standards to attain goals and with the assist of these standards firms can assess the fluctuations happen throughout the year and aim to ascertain the cause from deviating from attaining the define objectives. Formulation of the budgets allows the organizational management to react actively to the market circumstances to fast way the goal achievement method. Risk identification would allow organization to adopt procedures that would guide to economic risk minimization. - To Compel Planning: The budget planning method allows the management to recognize and evaluation the impact on the organization’s cash flows, inventory planning with the balance sheet. It also allows the organization to access their monetary position and their needs of borrowing from the market. â€Å"Budgetary Control is planned to assist the management for policy formulation, planning, controlling and coordinating the general objectives of budgetary control† (Chapter 27: Budgeting and Budgetary Control n.d.).A financial budget is a firm’s estimated plan for the future period that will be stated in financial terms. It contains planned expenses, revenues, liabilities, assets and cash flows. It also assists the firm to manage its money and allow the management to create confident monetary decisions and get together his aims in the long run. It can also allow managers to arrange, assess them in detail and to decide on the greatest alternative methods. It also su pports managers to predict troubles before they happen, therefore it provide them time to think alternative methods of overcoming the troubles when it happen. It also assists to arrange for unexpected conditions. Budgeting by planning tends creates better result than a choice made at that moment. - To Communicate Ideas and Plans: In the budgeting procedures, managers in all departments justify the resources they require to get their goals. They justify to their managers the scope and capacity of their activities in addition to how their responsibilities will be performed. â€Å"A financial plan, or budget, is a decision-making tool based on the basic principles of scarcity, choice, and opportunity cost† (Budgeting your financial solutions 2013). The communication among subordinates and superiors assists affirms their mutual obligation to organization goals. Additionally, different units and departments must talk with each other throughout the budget

Analysis of the Media Essay Example | Topics and Well Written Essays - 2500 words

Analysis of the Media - Essay Example Occasionally, ridiculous plans will spring up to send them back to Britain – and these plans usually involve the radio transmitter (which is where the show gets its name) (BBC 2010). While all of this is going on, Rene is pretending to be his own identical twin (also named Rene), because he actually created a ruse about his own death to keep the SS away from him. This means that his wife is masquerading as his â€Å"widow,† who occasionally fields advances from potential suitors and who more often tries to entertain the patrons with her singing. Because her voice is so awful, though, customers either just leave or shove some cheese into their ears to avoid the maelstrom. In the meantime, Rene is carrying on with his waitresses; Edith generally finds out, but Rene can always talk his way out of the situation. This is helpful for him, because the gay German Lieutenant Gruber, as well as the attractive females in the communist resistance are always making advances toward h im. The episodes run consecutively, with the plot continuing from one episode to the next, but it is possible to watch each one and enjoy it independently. When each new episode begins, Rene shows up at the beginning, narrating the past events to the audience and bringing them up to date on his latest imbroglio (Brown 2008). When it comes to the structuring of the comedy, 'Allo 'Allo! emerges as part of a genre that appeared on both sides of the Atlantic Ocean in the decades after World War II. Hogan's Heroes, an American program, was one of the first television series that was able to use the Nazi machine as a source of comedy. The bumbling Colonel Klink, the commandant of Stalag 13, was constantly outwitted by his... The interplay between Basil and his wife, Sybil, serves up some of the most memorable comedic moments in the show. While she might agree, at least in principle, with his desire to make the hotel a more upscale establishments, she disagrees loudly (and sometimes violently) with his schemes. When Basil is trying a new idea, he usually gets Polly (the maid) or Manuel to help him – and to hide the truth from Sybil. Despite the anger that courses between them, though, it is clear that there is still some tenderness between them. â€Å"The Anniversary† is all about Basil's attempt to put together a surprise party for her (which goes awry when he pretends to forget the significance of the day, in order to make it even more of a surprise to her, and she storms out). However, Sybil is not a flat terror; instead, she often has the better hand when it comes to managing the hotel, particularly when there are difficult customers to be dealt with. There are other times, though, when she is talking loudly on the phone in the middle of a very busy scene at the hotel, and her braying laugh and loud voice make her a source o annoyance to others on the show.Manuel may be one of the most memorable characters from the show. From Barcelona, he still has only a limited grasp of British customs – and the English language.

Ethical and Socially Responsive Business Essay Example for Free

Ethical and Socially Responsive Business Essay Some of the key areas of Chipotle’s code of conduct that are of significant importance to the business is the integrity statement and the anti-discrimination, harassment and sexual harassment policy. In the Chipotle’s Ethics and Conflicts of Interest Policy of the Integrity Statement, integrity is about being real and being honest. It means doing the right thing even when no one is watching. That means that you should do the same thing when your manager or co-workers is around or if they aren’t around. No matter what, each of them must accept personal responsibility for doing the right thing. Whether that means when someone is around or not. It also states that they should not accept gifts from competitors, suppliers, vendors, potential vendors, or business entities with which they are conducting business on behalf of Chipotle. When accepting gifts: they should never accept a gift unless it meets all of the following criteria: (1) it is not a cash gift; (2) it is consistent with customary business practices; (3) it is not excessive in value (i.e., is under $150); (4) it cannot be construed as a bribe or payoff; and (5) it does not violate any law or regulation. If you are not sure whether a gift or proposed gift is appropriate, please discuss it with your Manager/Director, who may, in isolated cases, approve your acceptance of a gift that may otherwise have violated criteria (2) or (3). Each year, employees in management positions should be prepared to submit a statement disclosing any entertainment, gifts, or services that they or members of their staff have accepted. Any items that have been accepted must be reported at that time, regardless of whether they were previously discussed with your Manager/Director. Your Manager/ Director will determine if you may keep the gift, return it, or whether it should more appropriately become Company property. You should never offer, give, or provide a gift unless it meets the following criteria: (1) it is not a cash gift; (2) it is consistent with customary business practices; (3) it is not excessive in value (i.e., is under $150); (4) it cannot be constructed as a bribe or payoff; and (5) it does no t violate any  law or regulation. Just like when receiving gifts, if you are not sure whether a gift or proposed gift is appropriate, discuss it with your Manager/Director, who may, in isolated cases, approve your giving of a gift that may otherwise have violated criteria (2) or (3). I think that this is important when receiving or giving gifts because you don’t want to lose your job over something so small. It is also a good idea to have something like this written down because for someone who doesn’t know any better, it will help them out a lot. You may accept entertainment invitations, such as business meals, if they are in line with accepted business practices, could not be constructed as potentially influencing your business judgment or creating an obligation on your part, and if public knowledge of your participation would not embarrass you or Chipotle. When such business activities occur frequently, such costs should be shared or paid for on reciprocal basis. You should always be professional. Act professionally and conscientiously when making business decisions. Personal relationships should never interfere, or give the appearance of interfering, with business actions, judgments, or decisions. When making decisions, weigh all factors impartially and without prejudice and make all decisions solely based on merit. You should honor your agreements and do not encourage or interfere with other parties’ contracts or agreements. Avoid legal speculation or conclusions in your communications. And you should not discuss areas beyond your knowledge or expertise. This is really important because I think that you should act and be professional on any job that is out here. The Anti-Discrimination, Harassment and Sexual Harassment Policy states; Chipotle believes in the value of a diverse workforce, equal opportunity, and a workplace free of discrimination and all forms of unlawful harassment. Chipotle prohibits unlawful discrimination, harassment, and sexual harassment. Employees who violate this policy may be disciplined up to and including termination. Chipotle strongly believes that employees and applicants for employment should be treated without regard to race, color, religion, national origin, gender, age, marital status, sexual orientation, gender identity, disability, veteran status, genetic information, or any other prohibited basis. This applies to all employment practices. At Chipotle, no form of harassment is acceptable. This includes joking remarks or other abusive conduct (including verbal, non-verbal, or physical conduct)  that demeans or shows hostility. Sexual harassment is also prohibited because it may be intimidating or an abuse of power and it is inconsistent with their policies, practices, and management philosophy. Discrimination or harassment of an employee-whether by another employee, supplier, vendor, or customer-is strictly prohibited. This policy I think is the most important because without this policy, so many people can harassed and scared to tell someone about it. Also the anti-discrimination policy is important because of the fact that a lot of women are discriminated against a lot of jobs out here because the mangers think that they aren’t fit for them. Some of the key steps that Chipotle should take to ensure that employees follow the code of conduct would be to have them read it when they are first hired. And then every 2 or 4 months they could give them tests on it to make sure they know and understand it. They can also make sure the managers are up to date on the code of conduct as well. Some ways in which Chipotle can engage in socially responsive activities in the community within it is operated. They can donate all their unused food to homeless shelters. They can do special deals for the senior citizens and for veterans other than Veterans Day. They can build customer relationships. They can do that by having loyalty programs. They must have good customer service or their customer’s will not return. Resources (1) Chipotle Code of Conduct (2) http://www.grouponworks.com/merchant-blog/marketing/four-easy-ways-to-build-customer-relationships-resturant/ (3) http://smallbusiness.chron.com/rules-conduct-resturant-employees-18671.html

What makes education an education?

What makes education an education? Assignments. Exams. Projects. Papers. All these are matters of concern to every student undergoing schooling. It is truly inevitable not to endure the hardships brought by these school activities for they are part of education. Without them, education can never be the education most people have in mind. However, one may ask, What makes education an education? For most people, especially parents, education is quite an important aspect in the course of human life such that they regard it as the only thing they can impart to their children as an inheritance. While for others, on the part of the students, education is the stage in their life which would prepare them for future jobs. Likewise, for those students who had a firm grasp of the essence of education consider it as a right to be upheld by the society itself. At the end of the day, there are numerous reasons on why not to take education for granted. However, more than the various connotation of education from different perspectives lay a complex meaning of education. As such, seeing schooling in the broader sense entails probing the sociology of education. The basic definition of the term sociology of education conveys that it is the study of the institution of education in its broad social context and of various social groups and interpersonal relationships that affect or affected by the functioning of the educational institutions (Reitman, 1981, p.17). With this meaning, it is but necessary to analyze education not within the four walls of the classroom but beyond the confinements of schools. The larger context then is the society in which schools, the main institution of education, are part of. Belonging to this social order are other key institutions and actors which are essentially significant when examining the sociology of education for these possess power, control and influence that can manipulate and alter the kind of education schools ought to promote and teach to young citizens. Hence, it can be inferred that schools are socially const ructed establishments by which powerful elements have the capacity to shape education. Reitman (1981) supported the thought of how society can produce a great impact on pedagogical realm by stating the central principle of schooling which maintains that schools normally reflects the societyà ¢Ã¢â€š ¬Ã‚ ¦ it does not lead society in societys effort to adapt and change. Schools tend to change after the rest of society changes, not beforeà ¢Ã¢â€š ¬Ã‚ ¦ (Reitman, 1981, p. 39). Under this assumption, a study on the role, whether explicit or implicit, of several factors constituting society in the molding process of education is vital to shed light on the issue of how pedagogical structures and methods are developed and set for the pursuance of effective education. It is also noteworthy to express the far-reaching implications of education in the sense that it affects almost every individual. Every person can perhaps be regarded as a stakeholder of education by which each of its aspects, if modified, can create an impact, no matter how minimal it may appear, sufficient enough to seize attention and stir the intellectual and emotional side of the people. Indeed, schooling and education undeniably involves a complex interplay of different elements to which it reacts and to which the produced effects yield to changes in the structure of schooling. These changes on the other hand are oftentimes attached to the interests of the dominant constituent of the social order. To better illustrate this statement, the paper provides a clear-cut description of the nature of education and the scope of schools as an educational institution. Nonetheless, to further understand the technicalities associated with schools, there is a need to define schools as an educational institution, as well as, to expound the structure of authority evident among these institutions. Moreover, the political dynamics accompanying the sociology of education which may be apparent and obscure at the same time are elucidated under the contexts in which education operates such as the cultural and ideological setting of the politicization of education, the milieu of power configurations and relations, and the framework of globalization. Certain pedagogical implications are also explicated to illustrate the wide-ranging bearing of educational reforms or policies on concerned and affected individuals as a whole. Understanding schooling and education in this approach allows the people to view and analyze schooling and education objectively and critically. In this manner, learners, educators, as well as those people who have no access to education, may no longer be mere passive recipients of the conceptions of education as prescribed by the society; rather, they may be the critics of diverse pedagogical perceptions who aim not only the betterment of education itself but the rectitude of knowledge and consciousness schools propagate as well. In connection with this, Henry Giroux (1985) asserted, the need for a passionate commitment by educators to make the political more pedagogical, that is, to make critical reflection and action a fundamental part of a social project that not only engages forms of oppression but also develops a deep and abiding faith in the struggle to humanize life itself (Freire, 1921, p. 5). It is certainly a conviction and a challenge all at once that is not simple and ea sy to actualize, however, displaying a demeanor of open mindedness and critical thinking, such may be achieved. To realize this kind of goal is to take a step-by-step scrutiny of the sociology of education. Initially, a description of schools as an educational institution would help facilitate the study. Educational institutions are considered part of the society which exist to help preserve or modify the conditions of life by promoting teaching and learning of one sort or another (Reitman, 1981, p. 25). These institutions are also responsible for the continuity of social norms, values, customs and traditions in a certain societal area, as one generation passes after another. However, it is important to note that institutions of education do not necessarily denote schools for there are those which have no formalized curriculum or program of instruction, just like what schools have. Those belonging to this type are referred to as the informal educational institutions. These include, as enumerated by Sandford W. Reitman (1981), families, peer groups, mass media, work places, church, special-inte rest groups, social service agencies and the social class or the social stratum. Schools, on the other hand, are identified as the formal educational institutions. Nevertheless, it is surprising to know that the informal institutions have more encompassing influence than the formal ones due to the fact that they occupy a larger portion of the society. Meanwhile, Reitman (1981) on his book entitled, Education, Society, and Change, explained that a changing society that moves forward to a more complex state requires, in effect, a more systematized process of cultural transmission which informal educational institutions cannot fully ensure. Thus, the formation of formal educational institutions or what most people commonly know as schools was introduced. Herein lies various views regarding the issues on what the schools ought to do as part of the society, on what pedagogical methods they should adapt, on how changes in society affect schooling per se, and on how schools consolidate different predispositions of several stakeholders and other equally significant considerations. One of the perspectives delineated in relation to the above-mentioned concerns was the image of school as both a factory-like and temple-like institution. Deal and Peterson (1994) provided two metaphors which mirror contending perceptions about the purpose and design of schools. One metaphor portrays the image of schools being a factory while the other signifies them as cathedrals or temples. The former symbol perceives schools in a rational way such that schools function like a factory which focuses on results, outputs, structures and roles (Deal Peterson, 1994, p. 70). Such comparison presupposes the goal-oriented approach of schools with regards to their main concerns: student control and academic achievement. In this manner, schools manifest organized, systematized and technical fashion of delivering their functions. Moreover, this way of looking at school emphasizes the importance of managing their technical mission: instruction (Deal Peterson, 1994, p. 70). On the other hand, the latter representation is the symbolic image of schools being envisioned as a temple by which the responsibility of schools to make sure that cultural patterns and practices adhere to the existing values and beliefs of the society is assured. Likewise, it is but necessary to state that this conception embraces the importance of values, commitment, passion, vision, and heart-key ingredients of a beloved institution (Deal Peterson, 1994, p. 71). In this picture, Deal and Peterson (1994) stressed that the factory-like functions of schools are only secondary to that of the functions of the temple figure of schools. Such assumes that these factory roles are to maintain the temple character of schools. Another view on the aspect of school as an educational institution was the belief that schooling opportunity can be considered as one of the best investments a society could make to ensure its own future (Hurn, 1993, p. 264). Christopher J. Hurn (1993) expounded such an optimistic notion of schooling prevalent during the 1970s, stating that education reinforces cognitive competence among citizens of a country which the national economy would necessitate eventually from its populace. In addition to the ambiance of optimism, the faith in education emerged. This so-called faith mainly points out that education plays an important role in shaping a more humane, tolerant, and democratic social order. It is this idea that propagated the impression of how schooling molds the society towards reason and knowledge rather than tradition and prejudice (Hurn, 1993, p. 264). Both of these perceptions of schooling constitute only a few out of the other diverse perspectives of the essence of education. It is important to note, however, the major difference between the two: the former assumes that it is the society which is responsible for the schools make-up simply by comparing it with other institutions of the community, while the latter presupposes that the school and its educational structure primarily affects what the society would be like. Which among the two or the other views of education and schooling would be true is something relative to the interpretation of different people with different stake on education itself. Nevertheless, it is relevant to take into consideration the role of a variety of factors and the interplay of these elements that influence the manner by which people would interpret education. It is because such inclusion to the analysis of the nature and scope of education could perhaps account for the dichotomized, or even dispara te, perceptions of schooling. Further explanations and details regarding this perceptual divide in aspect of schooling would be given specific focus under the discussion of the political dynamics in education found in the succeeding paragraphs. On the other hand, to shed light on the true nature of education and schooling, objective analysis of the functions and the structure of formal education must be taken into account. Reitman (1981) coined the term traditional manifest functions to refer to the functions of schools, particularly American schools, which are demanded by the society. These purposes that tend to serve the social order include the following: (1) selecting and sorting people out for adult roles, considered the most significant manifest function of schools by which students are classified according to academic merits which in turn became the basis for their ability to be qualified in the preexisting economic and social positions; (2) building and maintaining nationalism and citizenship, contextualized during colonial and revolutionary days schools have the duty to establish, inculcate and uphold into students mind allegiance to the national state; (3) transmitting traditional culture, as already mentioned in the previous paragraph, cultural transmission is a relevant obligation of schools that is realized through formal teaching of history and literature; (4) socialization, this, on the other hand, is concerned with the introduction of customs and traditions that are uniformly accepted by the society to the students; (5) propagating religious faith, this applies more to the function of schools in times of colonial period when widespread religious teachings were necessitated to establish colonization; (6) teaching basic skills, reflective of the life-styles and cultural patterns of the society; (7) vocational training, for the mitigation of unemployment in ones economy; and (8) character education, many argued that this purpose is more vital than the first one since this incorporates moral and ethical norms of society which often change overtime (Reitman, 1981, pp. 36-39). Aside from these traditional functions are the emerging school purposes which Reitman (1981) deemed newer and controversial in a sense that they incite deviance from the fundamental and traditional assumptions of education functions. Here are the additional eight functions schools are expected to follow: (1) personal and social problem solving, as manifested in social studies curriculum, schools must be able to adapt to the changing degree of complexity of the society by which individuals and groups are able to solve problems concerning their personal lives and their social environment in which they are part of; (2) social competence in a secondary society, recognizing alterations in the societys operating contexts, one must be able to be adjust to meet new realizations imposed by the new society; (3) diffusion of new knowledge, innovations in technologies resulted to new discoveries that must be taught for students to learn how to cope with a new society different from that of their parents; (4) providing equality of opportunity for a social position, provision of educational opportunities that are accessible to everyone regardless of race, are, gender or economic/social status so as to promote equal competition in the economic marketplace; (5) sex and family life education, the issue of whether schools should involve participation of family and church institutions in teaching such topics which are of immense concern to both; (6) increased functional literacy, the introduction of modern communication aids like visual media put pressure on schools to redesign the basic skills component of their curriculum to integrate latest advancement in technology; (7) development of cosmopolitan attitudes, Reitman (1981) identified vis-à  -vis the idea of cosmopolitanism the role of schools to educate their students to live in such an urbanized, secular, global community (8) existential creativity, development of the free school movement and the thought of open classroom, which perhaps paved the way for the modern idea of academic freedom, provide sufficient grounds for personal expressions of students (Reitman, 1981, pp. 39-43) However, it is important to note that what Reitman (1981) had enumerated as new functions of schools may not necessarily imply the same thing today considering the year such purposes were observed. Yet, these are still relevant facts useful in the analysis of how the sociology of education goes about in line with these functions. Moreover, it is probable to infer that these functions are still regarded as profound insights of school purpose suitably addressed to third world countries. With these purposes and roles of schools and the education that comes with them defined, the need for their fulfillment was to be embodied in the curriculum. The curriculum acts as the means by which the school put into action the functions intended to serve the society (Reitman, 1981). It is described as an organized sequence of learning experiences that seeks to strengthen the concept of education as a tool for the development of knowledge and understanding (Peters, 1991, p.5). In relation to the curriculum schools choose to implement, Reitman (1981) distinguished two of its kinds: the official curriculum and the invisible curriculum. The former which is also known as the formal curriculum reflects the preferred educational purpose of the school and comprises mandated instructions regarding learning processes, usually characterized by the subjects included, the students will experience as they interact with their teachers. On the one hand, the second type of curriculum is called the invisible curriculum. It is invisible in the sense that schools have hidden curricular activities such that the invisible curriculum may be understood as school activity that commonly takes place as part of the implementation of the official program, but which is not officially mandated (Reitman, 1981, pp. 4-5). An example of the implementation of the invisible curriculum is when teachers try to reinforce a sense of superiority among students in the society, to motivate them to study and to maintain their grades qualified for college admissions through mentioning the schools impressive record of getting its graduates into prominent universities (Reitman, 1981). As Hugh Sockett (n.d.) remarked on his article Curriculum Planning: Taking a Means to an End, curriculum is indeed the means which schools utilize to reach the end (Peters, 1973). Looking at the curriculum-based facet of schools, it may appear that schooling has its own way of perceiving and analyzing reality objectively such that the institution itself has no place in the political spectrum of society. It is as if the school is out of the box, or in other words, it is apart from the society it studies, when in reality, schools are affected by the spontaneous and dynamic changes happening in the society. The fact that curricula are set by someone or some group of individuals belonging to the school administration or to a higher level of institution which has a say on the matter emphasizes the idea of school being a political institution, contrary to the belief that schools are nonpolitical institutions and that schooling, as an effect, is a nonpolitical affair. As Reitman (1981) reiterated the idea, he asserted: à ¢Ã¢â€š ¬Ã‚ ¦.elementary and secondary schools, as well as most colleges and universities, have always been involved in struggles for power over the ends and means of education (underscoring mine). Today, public schools are increasingly forced to compete with other agencies of government for scarce financial and other resources. Schoolingà ¢Ã¢â€š ¬Ã‚ ¦ has been a major political endeavor since colonial timesà ¢Ã¢â€š ¬Ã‚ ¦. (Reitman, 1981, pp.321-322) This statement proves how schooling and education go beyond the four walls of a classroom. In addition, formal education is claimed to be a semblance of a political system and in effect, schooling is somewhat a highly political endeavor (Reitman, 1981). Herein, the taking into account of the structure of authority in formal education to better describe how school became politicized by various factors is necessary. Also, it is important to note that the structure of authority falls under two kinds, whether it be informal or formal: the informal aspect refers to the power and influence of interest groups in the realm of school or educational politics while the formal type implies the hierarchy of authority from the lowest division in the school administration to the higher offices of the state government (Reitman, 1981). Reitman (1981) stated that it is in the schooling processes that school politics starts to develop. It is through these processes that different people want to benefit from in the forms of higher salaries, greater financial assistance for curricular and extracurricular programs, or larger funds for capital outlays for new buildings or updated textbooks, that developed the notion of school politics. With all these interests of different people consolidated according to their similarities, there form interest groups, considering that individual efforts will be likely ignored by higher school officials or decision-makers unless that person is the representative of the group or that individual possesses political influence due to financial and social resources. Participation of these groups to implement their particular educational concerns is made realized through political process (Reitman, 1981). Raywid (n.d.), as quoted by Reitman (1981), separated interest groups into two groups: th e legitimate groups and the illegitimate ones. The difference lies in the three rules to which these groups abide in making and pressing their claims. The rules are (1) rules of evidence (is the truth being sincerely sought after and exposed when found?); (2) rules of democracy (is the group open and above board about its motives and methods?); (3) rules of common decency (does the group avoid smear campaigns and slanderous literature?) (Reitman, 1981, p. 329). Under the legitimate interest group category cited by most political scientists are the local teachers organizations, Parent-Teacher Association, civic organizations, civil rights organizations, local chambers of commerce and branches, and ad-hoc groups of budget-minded taxpayers. Whether these groups support or attack schools in favor of their interests, Raywid considered them legitimate for they adhere to the three sets of broad criteria mentioned above (Reitman, 1981). Meanwhile, Bailey (n.d.) also classified interest groups into two basic types: those pro-school and those in opposition to schools. The former includes (1) educational academics (teachers of teachers) who are very important in initiating debate on many political issues; (2) state educational and political officials who bargain with lobbyist, pass laws, and issue directives; (3) professional educators; and (4) surprise actors, that is, coalitions of citizens who align with schools for various reasons. On the other hand, the latter consists of (1) the Roman Catholic Church; (2) tax-minded business groups or owners of commercial real estate; (3) rural groups such as farmers associations which tend to oppose increasing state involvement in education; (4) conservative politicians and state officials, whose pressures and exposure in the mass media often prevent additional spending for education; and ironically, (5) schoolpersons themselves for their failure to understand, develop, and use political machinery available within their own ranks to pursue educational improvements (Reitman, 1981, pp. 329-330). Aside from the enumerated characteristics of interest groups that make each one different from another, Reitman (1981) concluded that ideological biases strongly influence varying perceptions of the informal nature of power and influence over educational reforms of interest groups. Having discussed the informal aspects of control wielded by interest groups, the shift to the formal one is directed to the role of the state government and the personnel in position with respect on their influence in education. There are four essential authority personalities who correspond, though not entirely, to the formal structure of authority in formal education. The first one is the state governor or the chief executive. Recognizing the essence of state educational politics which according to Reitman (1981) is the bargaining between interest group and elected or appointed officials, the governor stands as the key to the extensive bargaining that goes on between spokepersons lobbying for organized educational interests, such as the state teachers association or union or the state chamber commerce (Reitman, 1981, p.343). The next two officials are under the local government: the school board and the school superintendent. The school boards, according to sociologist Norman Kerr (n.d.), have the responsibility to legitimize policies of the school system to the community, in contrast to the common notion that their task is to represent the community to the school administration in line with educational program. On the one hand, they hire school superintendents who are professional experts in the field of formal education. Hence, superintendents became agents of the boards such that they work with them to accomplish objectives at hand which were identified by the school boards and the community to be relevant given certain conditions (Reitman, 1981). The last wielder of influence would be the personnel closest and most accessible to those who need to be educated, the teachers or professors. Although they are large in number, most of them are passive recipients of pedagogical instructions set by those people higher than them in terms of authority. Often times, they are also not fully aware of the political aspects of education particularly those teachers of el ementary and secondary schooling. In this regard, Reitman (1981) raised a challenge for the teachers to contemplate and deliberate on, saying that: Once teachers have seen through the defeating myth of nonpoliticalization of schooling and have begun to comprehend how the myth desensitizes teachers to objective diagnosis of some of their students genuine learning needs, they have reasonable chance to proceed realistically on behalf of their own and their students interests. Armed with the realization that no single one, but rather a variety of sophisticated interest groups possess political clout in this society, a teacher can, if so inclined, participate with other like-minded professionals in organizational efforts to develop political power in educational affairs. (Reitman, 1981, p. 351) Such strong and straightforward statement implies how great the capacity of teachers is in initiating actions calling for improvements in education. However, the implication of this idea also goes with the critical analysis of how formal influence and power to set the manner and content of teaching trickles down from the highest authoritative body to the lowest group of teachers, as educational perspective becomes modified through each level of authority. In this respect enters the political dynamics occurring in the realm of education that entails departure from the confined conception of schooling. Here, it assumes that there exists a larger framework in which conflicting interests of those interest groups and the complex struggle over influence and power of those key actors discussed above are part of and are in the state of continuous interaction. Yet, this larger context also contains competing paradigms of ideological and/or cultural viewpoints which serve as the instrument that shape contrasting interpretations and perceptions of schooling and education. The debate about what schools ought to teach emanated from ideological disparities. These differences on ideologies, on the other hand, resulted from the diverse assessment concerning the critique of the traditional belief of schools as an educational institution. This long-established principle holds that schools taught fundamental skills and basic knowledge of the societys culture and institution, promoted cognitive development, and fostered such essentially modern attitudes and values as tolerance, respect for rationality, and openness to new ideas (Hurn, 1993, p. 270). This view was challenged by three major educational ideologies: the conservative, the liberal or reform and the radical or reconceptualist. The conservative educational ideologies, as expounded by Reitman (1981), strive to perpetuate the socioeducational status quo. Herein lies three rationales, provided by Reitman (1981), that explain education in the angle of the conservatives. The first one is the ideological view of education as human engineering. It explains schooling as a utility designed at making students just the way the society requires them to be and not the other way around by which these students would likely become the critics of that society. This ideology is greatly exhibited in the schools pedagogical measures and curricula such as career education, behavior modification, accountability, the competency movement (which subsumes competency/performance-based teacher education), programmed instruction and teaching machines, behavioral objectives, and performance contracting. The next rationale under the conservative ideology is centered on education as revival of the fundamentals. The idea of revivalistic fu ndamentalism fosters the back-to-basics principle such that supporters of conservatism eagerly demand for stricter school policies (i.e. hair and dress codes) as well as tougher academic standards and grading system. Such creed of conservatives is too extreme such that they even argued that new curricula and progressive teaching methods tend to undermine basic skills which may lead to educational decline and decay (Hurn, 1993). The third and last conservative belief is education as knowledge for the sake of knowledge. As the phrase implies, it basically advocates schooling as a tool directed towards guiding the students in their pursuit of personal intellectual development. To further understand the conservative educational ideology, its basic difference to radical ideology would be helpful. Hurn (1993) stated that most of the arguments asserted by the conservatives negate the claims of the radicals. For instance, radical theorists argue that schools are major props of the established order while conservatives opposed it by claiming that schools, in fact, promote cultural and moral relativism which lead to the disintegration of the homogenous set of cultural and moral ideals of schools such that it further caused the decline of their authority cajole or inspire the young to learn what they have to teach (Hurn, 1993). Adding evidence to the divergence of both ideologies, Freire (1921) in his language of crisis and critique averred that conservatives claim that schools fell short in realizing its purpose to meet the demands and imperatives of the capitalist market economy, thereby, implying that conservatives preserve the status quo of the society, being capitalist in nature. Conversely, schools which act as reproductive sites that smoothly provide the knowledge, skills, and social relations necessary for the functioning of the capitalist economy and dominant society are merely reflex of the labor market in the viewpoint of the radicals (Giroux, 1985). In such image of schools, the means for critical thinking and transformative action are not embodied in the education they provide. The second educational ideology was the liberal or reform type. Reitman (1981) categorized four conceptions about education under this ideological perspective which all seek to modify society as it changes continuously through time via educational processes. These are basically different from the conservatives in terms of their approach regarding norms and values that appear to be obsolete as time passes. Liberals or reformists prefer to preserve them and to integrate improvements for their continuity in contrast to conservatives who will insist in reviving such forgotten customs (Reitman, 1981). The first one among the liberal/reform conceptions is the view of education as ethnic revitalization. This caters developments such as ethnic studies, multicultural education, bilingual education, and community control so as to represent schools as venues for the unification of the diverse nature of a pluralistic society in terms of ethnic differences. Next in line is the second belief which is education as social reengineering. Although this is somewhat similar to the notion of human engineering feature of education employed by the conservative theorists, liberals social reengineering boil

The Crusades Essay -- essays research papers fc

THE CRUSADES Many great civilizations went into a depression after they had their golden age. One of these civilizations was the Western Europe civilization. After the fall of Rome the Western Europe civilization went into the dark ages while Eastern Europe called the Byzantine Empire prospered. Western Europe was brought out of the dark ages by the crusades. The crusades were the one thing that brought Western Europe out of the crusades After Rome fell Western Europe had lost their civilization. All they did all day was work and pray. They did not enjoy any of the pleasures of life. The people of Western Europe needed protection from Germanic tribes that would take their crops and attack people. The people of Western Europe could not do any thing about this because they had no centraliz4ed government to protect them. This led to the institution of feudalism in Western Europe. The feudal system of Western Europe took the place of the centralized government in Western Europe. The basis of the feudal system is protection for work. So all people did was work and pray. During this time the Roman Catholic Church took over Western Europe. It took over Western Europe because people did not have much to live for so they wanted to be in paradise when they died. The thought of being in paradise when you die caught the attention of the people of Western Europe. So most people became catholic. When people heard the Muslims took the city of Jerusalem the people of Western Europe were m...

Significance of Social and Economic Change in the USA Between 1898 and 1921 :: American America History

Significance of Social and Economic Change in the USA Between 1898 and 1921 Sweeping social and economic reforms that occur in any country at any time are always very significant. In relation to the United States of America (USA) during the period of 1898-1921, it is even more so. This period of time saw remarkable changes occurring both inside the USA, and in relation to the USA and the outside world as it became a global force. After the Spanish-American War, led by President McKinley, American ideologies, basically ignorant, capitalist and isolationist at heart, seemed to shift and do a 180 degree turn. This can be said as being signified by the accession of the political dogma of Progressivism, advocated by the next President Theodore Roosevelt, who believed in a 'Dirigisme' style of government. With Roosevelt came swift economical and business reforms, the Roosevelt coined 'Square Deal' is an example of the reforms he implemented, and the advent of the 'muckrakers', with their campaigns against malpractice in the corporate world and big business monopol istic power. William Howard Taft, the successor of Roosevelt, tried to follow this road with his attempts at reforming tariff protection, but inner party disagreements, and a split, in the Republican camp denied him the chance to do so. As the world, and America, edged closer to the First World War, we see that the United States had significantly revolutionised both socially and economically, especially assisted with the Democrat Woodrow Wilson as President, who reformed the country more than any other. However, as the Great War progressed and after its completion, we see a drastic reversal. A new US stepped out of the war, one where its people wore blinkers for thinking caps. As the era of Communist take-over fears, suffrage for women, prohibition and the 'roaring 20's' neared, isolationism, restricted immigration, and social, civil, and racial unrest had come to the forefront of American society's priorities. This period ended with the introduction of 'laissez-faire' economics, a swift turn-around from usual government methods used in the last 20 years. American society had once again done a 180-degree turn, back to 'normalcy', under the guidance of President Warren Harding. This original form of control and regulation in the country was a way in which the people repudiated all the years of hard work done by the progressives and others in the past in their attempts to make the USA a more friendly, safe, prosperous and free place to live in.

Aman Resorts Essay

Aman Resorts operates at 26 unique locations all over the world, portraying â€Å"peace, uniqueness and family†. It targets high net worth individuals who like to be out of their normal lifestyle and enjoy their family time relaxed and differently, away from the pressures of work. Aman Resorts are located in select tranquil locations and provide a very unique and localized experience. Such uniqueness is the key competitive advantage against other resorts, which helps it to retain a lot of its loyal repeat customers. In addition to the above uniqueness, Aman Resorts does an excellent job at creating value just by listening to its clients. Customers like to be treated as individuals and enjoy how they are looked after, whether it’s the driver taking them to locations that would most interest them or to stocking the fridge with the customers preferred drinks. While this seems like common sense, customers will prefer to go to Aman Resorts, and pay the premium for going there, even though their rooms are simpler and more expensive than other resorts such as the Four Seasons. The personalized service further reinforces the leading position in its competition against other resorts. Aman doesn’t have more than 40 rooms on average at each location and no two resorts are alike, even if they are in the same country, which helps Aman command a premium price and helps position itself as a premium brand. Meanwhile, Aman Resorts sustains its brand power and relies heavily on word of mouth and online marketing to its loyal clientele, aversive to traditional means of advertising and providing discounts. However, learning more about the customer could theoretically be done by any hotel based on what data is being gathered. If a hotel chain notices that you always drink Diet Coke out of the mini fridge, for example, they can make sure that when you stay the fridge is stocked. While this would be impractical for motels and low to middle end hotels, this would certainly be beneficial for hotels and resorts in the same category as Aman such as the Four Seasons or Ritz-Carlton, which could provide personalized service in addition to modern amenities. We have listed two possible challenges to the Aman model. The first challenge is from potential customers in emerging markets. China is a huge market for Aman. In China, people used to live in a very simple and natural life.  However, as the economy has exponentially grown in the last thirty years, many people have acquired an increasing amount of disposable income and are in greater need of special places for their vacation and leisure. Aman is undoubtedly a great place for them. However, the idea of simplified lifestyle may not be attractive to customers from emerging markets like China and others in the rest of Asia. That’s why some customers even complained that there wasn’t even a TV in the room or wireless internet at some Aman locations, when all the other luxury hotels in the area offer those as standard amenities for much lower room rates. We suggest that Aman provide luxury amenities, fine dining, and technological equipment and services to Chinese customers. Currently, Aman has only one resort in Beijing, China. Aman can find more great places in the west of China, where there are great and unique views. Generally speaking, Aman can improve on some of the spartan offerings in some of its locations by providing television, internet services and other modern amenities to customers who prefer having them while staying at their resorts. It could also standardize some of the essential offerings that a majority of its customers have requested across all its resorts, to maximize loyalty and appreciation among them. The second challenge Aman faces is from competing resorts in the area. An independant company or an existing resort can always create a new resort chain that offers similar services to Aman with regards to beautiful locations and attention to customer service and undercut Aman on price. While it may take them a while to catch up to Aman’s status, they could theoretically offer the same services in different locations.