Servant Leadership Is My Credo By Robert K. Greenleaf

Introduction Servant leadership is my credo. Robert K. Greenleaf defines a servant leader as a â€Å"servant first†-to focus first on the needs of others, especially the team before one considers one’s own needs. I acknowledge others perspectives; give support they need to meet their work and their personal goals by involving them in the decision-making, and building a sense of community. I believe my leadership philosophy leads to higher engagement, and stronger relationships with team members and other people. As a leader, my first duty is to serve those under my command. My task is to make their jobs easier. To support my people, I have to understand their problems and challenges in order to address them. Over the course of my career, I†¦show more content†¦According to Greenleaf â€Å"listening builds strength in another people†. So listening is one of the most important qualities of the authentic leader. The second tenant of my leadership philosophy is Empathy. Whereas many people think leadership is about rank, power, and privilege, I believe that a true leader is that who is willing to place others’ needs above one’s own. My success hinges entirely on the people I work with- the people who committed themselves to join me in my vision and my responsibility to see that they are working at their best capacity. For a successful leading of the organization, authentic leader has to understand and share people’s emotions. For me empathy simply means recognizing the emotions in others and being able to put myself in other person’s situation. This is the ability to understand others person’s attitude and reality. To be empathic leader is not easy as it sounds. Although many people can develop new job skills and knowledge through training and experience, but to interact with other people may be difficult. As a leader I have to think beyond myself, and my ow n concerns. When I look at myself and see beyond my own world, then I realize that there is so much to learn and appreciate. Practically, when I interact with people I learn how to be empathic, I learn to be much more caring and approachable and increase interest in what others feel, think and experience.Show MoreRelatedContemporary Issues in Management Accounting211377 Words   |  846 Pages1989) and Management Accounting: Pathways to Progress (CIMA, 1994), were published during a time of dramatic change in UK management accounting practice. These textbooks contributed to the UK management accounting transformation from the costing clerk credo to strategic management proper. In 1999, he was voted the British Accounting Association Distinguished Academic. His contributions extend outside academe. Bromwich is a past president of the Chartered Institute of Management Accountants (CIMA) and

Congressional Reconstruction in the south 1863-1867 Free Essays

The radical reconstruction of 1867-1877, known for some of the most significant changes in American history. The Radical reconstruction was supported by Congress and less popular with President Johnson as if focused on Civil rights issues, something that Johnson chad no interest in. The reconstruction was meant to improve the economy of the devastated south, Politics and social Justice following the American civil war (War of the south). We will write a custom essay sample on Congressional Reconstruction in the south 1863-1867 or any similar topic only for you Order Now It wasn’t until â€Å"March of 1867 when congress adopted the Reconstruction act even though Johnson had vetoed it† (Foner, Give Me Liberty, II 566), the period of Radical Reconstruction begun, note that Johnson had his own plans for reconstruction. The Radical Reconstruction made several demands such as; voting rights for freed slaves, Radicals to conform to the idea of equality, protection of the Republican Party in the south, keeping old confederate generals from office, increased tariff on good to support state funded programs. Immediate achievements of the Reconstruction act of 1867 were: formation of political organization, â€Å"spread of the Republican Party in southern’ states that were returned o the Union† (Foner, Give Me Liberty, II 57), which increased the public’s involvement in free public education, orphanages, prisons and homes for the mentally challenged. The ‘Union league’ was one of the achievements during the Reconstruction. Its formation resulted from mass political meetings which included man, woman and children who simply rallied to claim the very rights enjoyed by the white citizens. These meetings were widely attended and produced both male and female speakers such as Frances Ellen Watkins Harper and James D. Lynch. Frances was known â€Å"for her two years’ tour and lectures of ‘Literacy, land and Liberations’†¦ nd James was known for his abilities to draw upon the emotion of his audience† (Foner, Give Me Liberty, II 573). In 1868-1869 new state constitutions were formed for the first time with the involvement of the public, most of whom were black representatives, this is why the public was given an increased responsibility in politics. With their involvements, aside from schools and others listed above, the new constitutions removed practices such as; â€Å"whipping for punishments, property qualifications for officeholders, and imprisonment for debt† (Foner, Give Me Liberty, II 573). Other political achievements included an increased number of African Americans who now held public office (estimated 2,000), â€Å"South Carolina was the only state at this time in which African Americans made up the mass of the legislature† (Foner, Give Me Liberty, II 574). this is simply because the population was â€Å"60% blacks† (Foner, Give Me Liberty, II 574) in South Carolina at this time. Finally African Americans held a seat in every level of Government though there were only two blacks who served the U. S. Senate during this period. Hiram from North Carolina and Blanche K. Bruce from. Hiram was born free, received an education, served in the Union Army and became the first â€Å"Black Senator in American history’ (Foner, Give Me Liberty, II 574). Blanche unlike Hiram was a former slave. (No addition information mentioned by Foner about Blanche). Though only for a short period the first Black and his mother a freed slave, the second black governor was not elected until â€Å"1989†. Though most blacks who held public offices gained ranks via serving the Union army, some black were born free in the north and received a proper education like Jonathan J. Wright who served on the South Carolina Supreme Court. Among many prominent black officials, Robert Smalls, â€Å"a slave who secretly guided a vessel called the Planter, through enemy waters and delivered it to the Union’s Army’ (Foner, Give Me Liberty, II 574)? Smalls gained his fame for this single act and later was elected as a political leader in South Carolina and was eventually elected to congress for five terms. Economically, some gained from during the Reconstruction, namely the ‘Carpetbaggers and the Scalawags’. Carpetbaggers were from the north, some simply came to the south for politics and many were Union soldiers who remained in the outh for lands and other economic advantages. Some remained for support in rebuilding and education the south by becoming teachers. Scalawags, a name given to Whites in the south who never owned slaves and now supported the Republicans to keep confederated officers out of office. Other economical advances were the suspension of debt collection and protection for property owners from loan sharks. Thus far the public school education provided by the state stood above all as an achievement during the Reconstruction. Most schools were segregated with the exception of â€Å"New Orleans, were public schools were integrated†¦ nd only South Carolina did the state university admitted black students† (Foner, Give Me Liberty, II 575). By 1870 more than half the white and black population attended public school (One may note Booker T Washington’s â€Å"Keep me separated but equal†). Change in office from prewar leaders to newer governments, laws were passed to end racial discrimination from service providers such as railroads and hotels, though this was not enforced equally from region to region, it was one of the first steps towards standardizing what we now call equal citizenship for all. Republican government stablished the ‘State land Commission’ made attempts to improve the South’s economic situations by allowing labors/farmers to claim their crops before the land owners and merchants. This was an issue since, farmers often owed the land owners and would regularly part with their crops for less than its worth. Officials believed that establishing railroads were key to improving the South’s economy, they believed that this will make way for factories, towns and a variety for agricultural developments. This idea was not very successful since most Northern companies had their attentions turned to the West instead of the devastated South. Due to the failure to improve the South’s economy, the economic status of most freedman remained the same. With this failed attempt came a change in government, a ‘biracial democratic government’ was introduced to Americans. With this came the â€Å"overthrow of the reconstruction† (Foner, Give Me Liberty, II 575), many in the south were against the new form of government and called it corrupt and ineffective. Though corruption existed before, its aims now differ, some states were stained with â€Å"bribery, insider deals and get rich atmospheres† (Foner, Give Me Liberty, II 576). These practices soon nded due to increased taxes to support public funded services such as schools and construction of railroads. Raising of taxes backfired since it caused poor whites in the south to end their support for the Republican Government since they saw that their whites in the south who found it difficult to accept freed slaves as their equals and allowing them to hold offices and voting. Southern radicals who still dreams of the (golden age of the South) now sought to obstruct the reconstruction by violence, by now they not on questioned the policies of the reconstruction, they believed that they ust end the republican rule and had a disbelieve in the federal government. This movement became known as the â€Å"reign of terror† (Foner, Give Me Liberty, II 576). , giving rise to individual hate crimes on road sides against black who would not step aside for whites. These hate crimes would late become more organized and led to the formation of cults such as the Ku Klux Klan (KKK) which serves as a â€Å"military arm for the Democratic party in the south† (Foner, Give Me Liberty, II 577). Thought the main target for the KKK were predominantly blacks/ freed slaves; Foner claims that the KKK often assaulted white members of the Republicans, artime Unionist, office holders and teachers from the north. These acts of terrorism were carried out by conservative whites in the south who preferred the olden ways. KKK activities alarmed southern government following the attack on a small town in â€Å"Colfax, Louisiana in 1873; armed whited assaulted the town with small cannons† (Foner, Give Me Liberty, II 578). Due to these circumstances, Washington approved the use of federal troops to subdue all terrorist activities, this which ultimately led to the federal government to expand its authority throughout the south. Troops shortly deployed to apprehend anyone associate with the KKK, many ere arrested and many fled. These affirmative actions in 1872 towards the KKK caused the clan o disband and eventually dissolved completely granting the South genuine peace. Another contributing reasons for the failure of the reconstruction goes to the reappearance of racism in the North. Many believed that enough was done, blacks were now free and given voting rights and that was enough. With all the emphasis on the KKK, other political ploys were formed in the north simultaneously. The Liberal Republicans were formed, electing the â€Å"editor of the New York Tribute for president† (Foner, Give Me Liberty, II 579). Being that there was now division amongst Republicans, Democrats made Greeley their candidate for president in the election of 1874. This was done with hopes of returning the Democrats to power but failed since most voters simple refrained from voting, resulting in a landslide victory for Grant in 1874. Reconstruction was still not in the clear, in fact things had gotten worse, Journalist, James S. Pike, published â€Å"the Prostate States† (Foner, Give Me Liberty, II 578), which blamed the corruptions of the Southern states on black who held office, blacks were depicted as less than humans and animalistic instead. This contributed o the rebirth of racism and the rise of the Democrats again. With Democrats dominating congress, the; old ones enacted a final piece of Reconstruction legislation, The Civil Rights act of 1785†¦ utlawing racial discrimination† (Foner, Give Me Liberty, II 580), though this was not upheld by the Supreme Court. In following years, Democrats would rise up and take control of few strategic southern states. These stated began calling themselves the â€Å"redeemed† (Foner, Give Me Liberty, II 581), referring to the act of returning their rightful white leaders back to office. Unlike the KKK who operated at night, armed individuals in the se ‘redeemed’ ctions were taken to combat these attacks which played a major role in the election of 1877. In the so called redeemed states, ballet boxes were destroyed and freed slaves/republicans were turned away from voting by armed southern Democrats which consequently led the victory of the Democrats and Rutherford B. Hayes as president. Though one of the most controversial elections of the 19th century, Republicans submitted after attempting to secure a promise from Hayes that he will uphold the rights for all. This marked the end of the Reconstruction in 1877, though it continued, allowed many blacks to vote and hold office. Reconstruction would not come up again â€Å"until the Civil Rights movement in the 1950’s to 1960’s† (Foner, Give Me Liberty, II 582). Thought many would consider the Reconstruction of 1967-1877 a failure, it did prepare a foundation for the Civil Rights movement which occurred in 1950, it was the first attempt of many to meet the promise of the nation in which everyone was truly given an opportunity. The Reconstruction also illustrates the evils of politics and how one man’s neglect towards his duties can affect a nation, this referring to Grant turning a blind eye to the attacks in 1875. How to cite Congressional Reconstruction in the south 1863-1867, Papers

Analyse the openings of the two film versions of Lord of the Flies Essay Example For Students

Analyse the openings of the two film versions of Lord of the Flies Essay William Golding wrote Lord of the Flies. The first publication was made in 1954, nine years after the end of the Second World War. Golding raises the issues of power, civilisation and leadership. Peter Brook and Harry Hook filmed the two film versions of Lord of the Flies I am comparing in 1963 and 1994 respectively. Peter Brookquot;s version was filmed in black and white and Harry Hookquot;s version was filmed in colour. The openings used in both versions were very dramatic. They both gave us the gist of what had happened straight away. In my opinion, the opening to Brookquot;s version was the most effective because of the still scenes of back home where the boys came from. It led up to the plane crash and told a brief story in pictures to involve the audience into the film. The opening leaves the audience wanting to find out just how the boys are going to cope, stranded on a desert island, with no adult life or other civilisation to be found. Brook did extremely well in creating the filmed version of Lord of the Flies, as there wasnquot;t a wide range of special effects available at the time. However, these were available at the time of Hookquot;s version of the bestseller creating a tenser atmosphere for the audience. Due to these differences, both directors establish the opening sequence of Lord of the Flies differently. The two film versions, as well as the book, have very effective openings. Golding wanted to show people how a group of boys would act when deserted on an uninhabited island. The opening sequence of Peter Brookquot;s version is very effective. This is due to the stills of the boysquot; home. It starts with a still of the school building and the camera closing in on it. We canquot;t tell it is a school until the bell tolls signalling the beginning of the school day and the banter of the classroom are heard. This is blended in as the tolling of the bell fades. The next still is of a group of children in a classroom after the still of the school has dissolved. This creates a good effect as one picture dissolves yet the sequence doesnquot;t stop, as another picture is backing it up. The sound effects also dissolve, as when one fades, another starts creating the same effect as the stills. It is also effective because the sound effect corresponds with the picture even though it is a still and the camera isnquot;t rolling film. The sound effect in this still is of a teacher teaching his class Latin. This still then dissolves along with the sound effect to reveal the whole school in the dining hall. The sound effect is of cutlery clashing together and upbeat chat with a few of the children laughing. The next still is of the choir stall and the sound effect is of them singing. The camera pans down the stall. The audience get an inclination that the choir members are featured in the film. When the camera reaches the end of the stall, the credits appear on screen. This is when the film title appears on the screen and as it appears, the song by the choir finishes at a climax. The title is arranged in capital and small letters, for example, LORD of the FLIES. This emphasises the main words in the title and it stands out more. When the screen fades to black, more stills are involved in the opening sequence with a man sat in a deck chair watching a cricket match. The sound effects in this set of stills donquot;t correspond to the pictures. In this still, the sound effects involved carry on all the way until the end of this sequence. There is a gentle drumbeat that keeps the audience in suspense as they feel that something is about to happen. The camera then switches to missiles; this shows the contrast between civilisation and evil. In this case the evil is representing war as the novel is set in the era of the Second World War. The drumbeat constantly increases along with the tension in the audience. The next still is of warplanes flying past the Houses of Parliament and Big Ben. Instead of the stills dissolving, the director uses simple cuts to change from one still to the next. The next still is of the boys from the school arranged in a group with an evacuation schedule behind them. This still adds to the story made in the audiencequot;s heads and gives them more information as to what is happening so far. At the same time, the camera closes in on a young boy who is holding a picture of an aeroplane; this shows that the evacuates are being moved to presumably a different country. The following still is of the plane in the sky showing that the group of boys are on their way to safety, or so the audience thinks. The next still is of the sky. This is significant because at the moment all is calm, then terror strikes. This happens later in the film, as at the beginning all is calm, and then all of a sudden a group of boys break free from the group causing great terror. A map of the world is then shown with the drumbeat constantly getting tenser and more rapid. The map shows the destination in which the boys are heading. As the drumbeat reaches a climax, the stills are exchanging between the plane wing and a fighter plane quickly. All of a sudden, to the audiencequot;s probable assumptions, there is an explosion leaving a still of the plane in the sea with a desert island behind it. The screen then fades to black, leading to the first dialogue of the film between Ralph and Piggy. However, the coloured version starts with a blue background, and to the audiencequot;s surprise, a man sinks down the screen. This shows them that the accident must have already occurred. The camera in this scene is rolling. The camera then moves to below the boy creating a low angle shot; this could be from the point of view of a shark or a fish. The camera is panning around the boysquot; legs and going round in circles to add effect, as the boys are trying to stay afloat. As the start is set underwater, it entices the viewer to ask questions about the start, for example, what has happened? Because of this, the viewer wants to keep watching to find out what has happened. The boy drags the pilot above the water and the camera follows him. The audience now has a view of the water from the boyquot;s point of view and we can see that an accident has happened. There is a lot of hubbub and chaos above the water coming from a group of boys scattered in the ocean, with one of them saying, quot;I canquot;t swim. quot; This confirms that an incident has occurred, as it is highly unusual for a boy to be in the middle of the ocean when he canquot;t swim. The sound effect used in this scene consists of eerie music and the chaos and screams coming from the group of boys in the water. The conventions of alien invasion films EssayIn Peter Brookquot;s version, Piggy is being his polite, usual self and asking people for their names as they arrive onto the beach. This doesnquot;t just benefit Ralph and Piggy, but it also benefits the audience as we learn who the boys are and what they look like. To the viewerquot;s surprise, they can hear the same song they heard at the beginning of the film in the opening sequence by the choir. There is a long shot of a group of boys dressed in black walking down the beach. They stand out due to the contrast between the sand and their clothes. The sand is light and their clothes are all black. All the boys stop talking and watch the choir join into the assembly. Jack tells the choir to halt. We can tell that he is going to be a commanding figure in the story because of his stern voice and his sense of discipline. This is confirmed by a low angle shot of Jack; showing he is powerful and he is looked up to. Simon is a boy who fainted when the boys came to the group. Jack makes accusations that he is faking and is not really bothered about the welfare of Simon. Piggy asks them what their names are. The camera pans along the line of boys, each one telling the audience their name. The fact that they are arranged in a line emphasises their sense of organisation. Ralph tells the whole group Piggyquot;s name when he told him not to. The camera closes in on the reactions of the boys to show the embarrassment of his nickname. Piggy stands next to a tree and the branch is the barrier between him and the boys, which offers him some protection from them when they are mocking him. The boys see him as an outsider because of his weight. No one feels sorry for Piggy, which makes it harder for him because there is no one to comfort him. The camera then cuts to Jack and Ralph side-by-side in the debate for chief of the group. Ralph is seen as the underdog because he is portrayed as being smaller by the camera, and Jack is stood slightly in front of him so it looks as if he is edging Ralph out. However, at the same time, Piggy is still behind the tree showing he is isolated and that his opinion isnquot;t valued. When Ralph is up for chief, he is stood on a branch, which shows that he is higher up making him a more popular choice by the boys for leader because they are looking up at him. There is a close up of Piggy voting for Ralph because he is in two minds of putting his hand up, as he is afraid the group wonquot;t value his opinion. Jack has a disgusted look on his face when not all of the boys in the group vote for him to be leader. Piggy comes out from behind the tree because he wants to be involved. Jack has a look on his face as if he is taking a mental note of who votes for Ralph so that he can get even with them later on in the story. Ralph steps down from the tree when he is voted as leader, which shows that he is really as powerful as Jack, and is now at an equal height to him. There is a high angle shot of the boys when they mock him and his choir for their uniforms. This cuts to a low angle shot of Jack who sticks his dagger into the tree. This is seen by the boys as a threat and so ceases their mocking. This shows the audience that Jack still has power over the boys even thought he hasnquot;t been chosen as leader by the rest of the group. Ralph chooses two others to go with him to explore the island. Piggy is upset when he isnquot;t chosen. The camera pans around the group of boys who wish to be chosen showing how many people have respect for Ralph and want to be his friend. Jack and Simon are the two he chooses. Piggy has words with Ralph after he had told the group he was called Piggy. Ralph replies, quot;Better Piggy than Fatty. quot; At the same time Ralph is stern but considerate and in a way Piggy admires him for it. When Piggy makes his confrontation, it forces Ralph to back-pedal, which shows Piggy in control. The next cut is of Ralph running to catch Jack and Simon up leaving a long shot of the coastline on the island. The race for chief in Hookquot;s version, however, is fairly different to that of Peter Brookquot;s. When the boys assemble, there is only Jack that isnquot;t dressed properly. The uniform worn by the cadets symbolises civilisation, as when we get further into the story, it is Jack that breaks the civilisation on the island by rebelling against Ralph, the chief. He is the only one in the group who isnquot;t dressed properly, which means he could be rebelling against civilisation. The boys are hunting in the forest when the conch is heard. The pig gets away which leaves Jack startled and shocked. We get a good view of his reaction due to the close up by the camera. The boys run to Ralph and the sound of the conch, which makes them look eager to find out what the sound could be, for example, the horn from a ship. The group of boys look to be well disciplined and orderly because they are used to hearing a noise and then reacting straight away due to them being from a military school. There is then a close up of Ralph with the conch showing their connection with each other. Still, only Jack is the one without a shirt on. Ralph tells the boys that they need rules and Piggy backs this point up. A younger member of the group suggests a leader. The group votes for Ralph as he is the higher ranked of him and Jack and the group believe he is an inspired leader. All of the group come together to build a camp and there are close-ups to show the hard graft and determination of the boys. There is also a long shot of Jack being held up which shows he is seen as a cut above the rest. Piggy isnquot;t helping the boys, which makes him look like an outsider. The camera confirms this as it uses a high angle shot, making Piggy look small and helpless. In my opinion, I think that the black and white version of Lord of the Flies has a more effective opening, even thought it was set in an era where technology wasnquot;t that advanced. I think it showed a clear interpretation of what had happened in the opening sequence with just the stills. It told the audience exactly what had happened in a series of pictures. Harry Hookquot;s version is also impressive, however, Brooksquot; stands out more. I think the key points are shown more clearly, for example, the contrast between the sizes of Jack and Ralph when theyquot;re put forward to the vote for chief.

Things They Carried By O`Briens Essays - The Things They Carried

Things They Carried By O`Briens In Timothy O'Brien's novel, The Things They Carried, a number of insightful themes are forwarded by the author. One theme in particular interests me the most; the subject area is how people handle their emotions through the avoidance or distortion of reality. Specifically, throughout the novel a number of characters respond to the emotionally charged realities they are confronted with in one of two major ways, distortion or escapism. This pattern, shown throughout the novel, surveys one manner in which humans approach the rough emotions they carry with them throughout their life. To support this thesis I will analyze a number of character's responses to emotional stressors and compare them against my claims of escape and distortion reactions. I have identified two major ways the characters I analyze respond to their realities in this novel, distortion and escapism. When I identify something as distortion, I intend to imply that the characters take the edge off of the reality of their situations by making the events they encounter seem less real. Examples of such behavior would include finding humor in otherwise horrifying situations or even romanticizing the environment around them to make it seem something different than what it is. The escapist manner of reacting to the intensity of emotions is to distance oneself from the actual events or surrounding. To accomplish this all a character needs to do is to daydream themselves away from the problem or to create alternative realities in their own mind. It is important to establish that O'Brien develops the premise that the emotions and situations these men had to deal with were very intense and traumatic. Beyond the more or less obvious contention that dealing with death and war might be painful, there is textual support that O'Brien is trying to get this message across. On page 20, the narrator says, "They carried all the emotional baggage of men who might die. Grief, terror, love, longing-these were intangibles, but the intangibles had their own mass and specific gravity, they had tangible weight." This analysis sets up textual basis for my theme. If it is true that these soldiers experience (d) tremendous emotions then there is room to analyze how they go about carrying their tangible "emotional baggage." Additionally, it should be noted that the characters I analyze in this paper are only a small representative sample of the larger number of characters who may very well fit my within my thesis statement. It is also noteworthy to mention that how I classify a character in terms of their response to emotional intensity-escape or distortion-is very much a debatable contention. Given that, I do believe, however, that my conclusions will stand on the merit of my analysis. In the first chapter, Timothy O'Brien wastes no time examining one coping mechanism, escapism. Escapism is a rather basic way of handling intense emotions. Timothy O'Brien first introduces a character named Lieutenant Jimmy Cross who exhibits the escapist manner of dealing with his emotions. Jimmy Cross is the Lieutenant of the group of men that this story focuses on. Jimmy Cross is first introduced fantasizing about his love, a girl name Martha. Martha is a student back home in New Jersey and for all intents and purposes does not return Lieutenant Cross's love. On pages 3 and 4, the narrator comments that, "They [the letters] were signed Love, Martha, but Lieutenant Cross understood that Love was only a way of signing and did not mean what he sometimes pretended it meant." Thus, despite the fact that Lieutenant Cross acknowledges that Martha probably does not return his love, he still daydreams about falling in love with Martha and the times they spent together before the war. The somewhat excessive, so it seems to the reader, amount of time Jimmy Cross spends thinking about Martha may indeed be a failure of reading. We ask ourselves why it is that Jimmy Cross spends so much time thinking about Martha? This and other similar questions about the daydreaming provide room for interpretation. This daydreaming of Martha is a way of escaping the intensity of emotion Jimmy Cross has to bear during the war. We find out that in the week before Ted Lavender dies Jimmy Cross daydreams a great deal about Martha. This daydreaming helps to take him away from the intensity of the war. On pages 9 and 10 the narrator describes how Lieutenant Cross would walk along his missions thinking about spending time with Martha. While on tour, Lieutenant Cross once received a pebble in a

Hieroglyphics-The Ancient Egyp essays

Hieroglyphics-The Ancient Egyp essays The Ancient Egyptian language comes from a family of languages in Africa and the Near East that have many similarities. Due to the similarities in both grammar and vocabulary, it is believed that a common ancestor existed. In scientific circles this is referred to as the Afro-Asiatic language group. The Ancient-Egyptian language was one of six branches in the group, the others being Semitic, Berber, Tsjadic, Koesjitic and Omotic. (newton) Ancient-Egyptian was a living language, which continuously evolved throughout the centuries. The oldest written form was hieroglyphic script, a pictorial design. Even though it uses a pictorial format, hieroglyphics are not a primitive script; it is a completely developed writing system that clearly communicates many aspects of the Egyptian culture. As such, the script is no less developed than our own alphabet. (shaman) The script itself evolved over time, from about 700 in the Old Kingdom to over 6000 in the Ptolemaic period. The earliest documented hieroglyphic inscriptions date back to the pre-dynastic period. Most scripts were in the form of short descriptions on pottery and stone objects (friesan). The latest know occurrence of the script is found in the temple of Philae, and dates from 394 AD. The Egyptians proved to be very flexible when using hieroglyphs, they wrote it horizontally in rows as well as vertical columns. They also were able to write from left-to-right, as well as from right-to-left. To determine the beginning of the text, one needs to look for a sign with an obvious front and backside, i.e. a human or animal, these figures always looked at the beginning (friesan). Hieroglyphs can be divided into ideograms, signs with a pictorial value or phonograms, signs with a phonetic value. Ideograms depict objects or concrete concepts. In order to more fully explain language nuances and inferences, Egyptians used phonograms. ...

Analysis essay- see instruction Essay Example | Topics and Well Written Essays - 500 words

Analysis - see instruction - Essay Example In today’s economy, those that pursue agriculture, mining, medicine, and teaching are the best placed when it comes to getting a job. The article also adds that those who majored in physics or chemistry have very high chances of securing themselves jobs. For those who pursue either social science or architecture, possibilities of getting a job are close to nil. Researchers at Georgetown University found out that the numbers of unemployed graduates with majors in education, nursing, and chemistry were at a minimum (Ehrenfreund 2015). The recession is blamed for contributing to the high numbers of unemployed architects as it led to the collapse of construction and housing sectors(Ehrenfreund 2015). Social scientists often depend on governments and non-governmental organizations that, unfortunately, saw their profits plummet(Ehrenfreund 2015). Still, those who went to college, whether they pursued a social science or architecture, are more likely to get a job than those who did not go to college at all. The article states that about 18 percent of all youths with only a high school education were unemployed. Current college graduates are having an easier time finding a job while compared to experienced workers who only have a diploma 9.9 percent of whom are presently out of work(Ehrenfreund 2015). Initially, an individual with work experience and a diploma only was better than a college graduate. Currently, the job market is shifting from manufacturing to service industry(Ehrenfreund 2015). Emphasisis now put on technology which means that people taking physics and chemistry are better placed than those who take social sciences. The article states that while those who take architecture may have some difficulties finding a job while compared to their counterparts in education, when they do get a job, nonetheless, they make substantial amounts of money. The article shows the shift in

About 4 sources Assignment Example | Topics and Well Written Essays - 500 words

About 4 sources - Assignment Example This work is written for commercial experts as the main target audience. One unique thing about this material is that it focuses on how gays and lesbians indirectly make use of visual interpretations to find meaning. Most articles focus on how media directly influences perception. The research methodology used to gather this information was interviewing. 25 self-proclaimed gays and lesbians were interviewed. The strength of this material is that it focuses on the effect of stigma as a major factor that affects gays and lesbians. One weakness is that the article ignores the negative impacts of advertisements on this group. The second article focuses on ‘media, sexuality and identity’ (Meyer 380). The purpose of this work is to provide a detailed understanding of the role of the media on people’s perceptions of sexuality. In summary, the article explains that the manner in which media communicates issues of sexuality influences cultural perceptions either positively or negatively depending on how individuals interpret the messages. This work has been written for scholars who want to have a better understanding of the role of the media in culture. Analysis of secondary data is the research methodology that has been employed in this work. The unique thing about this work is that it provides a deep insight on how sexuality develops through media. The strength of this article is that it focuses on both the media and the audience as active players in the determination of sexuality. The weakness is that it does not clearly highlight how media messages are culturally interpreted to influen ce sexuality. The third article is about ‘global gayness’ (McAllister 89). The purpose of the work is to analyse how gay culture has become a global affair. In summary, the work explains that imagery portrayed by the media about sexuality has had an influence on all cultures globally. However, the writer suggests that this