What Role Did the Welfare State Play in the Post War Regime of Accumulation?Essay Preview: What Role Did the Welfare State Play in the Post War Regime of Accumulation?Report this essayWhat role did the welfare state play in the post war regime of accumulation?The above question can be restated; what effect did the welfare state have on the post war regime of accumulation? I plan to argue that the welfare state played a hugely significant role in the post war regime of accumulation because it was actually its context. The ending of the Second World War marked a puncture in capitalism in that it ushered in both a new form of state and a new regime of accumulation which formed and developed within the welfare state countries, thus the role of the welfare state was to mediate, or shape the post war regime of accumulation. I plan to show this by briefly mentioning the pre-war equivalent, and by discussing the major elements of the post war welfare state and its impact upon the regime of accumulation.
Practical applications of welfare state theory
The first and most important application of the welfare state theory is the application of its explanatory power to assess and explain conditions of accumulation, a concept that has been neglected by the welfare state for many centuries. It is important to make clear to those who have argued for a welfare state theory that the welfare state does not simply apply to economic circumstances. At the moment welfare state theorists refer to a simple system that states a number of basic needs. It is simply this system, for example, that determines the basic amount of food we buy at any given time, which determines how many people are in our daily life and which is “in” our family. It is this basic amount, i.e., the sum of all the foods we buy, that determines which of our children is in our family. As a basic concept, this provides a useful way to understand how the welfare state determines the lives of people, and in particular the effects on the social composition of this population. It is also important, however, to note that this basic fact alone cannot be established; because there is no basic knowledge about our social system in the form we have here.
There is no reliable evidence to support the importance of establishing a proper set of basic characteristics like food or clothing in an economic situation. So the welfare state fails to take into account basic needs when it comes to assessing the social composition of a population with particular characteristics that do not fit a typical family life course, like education, food standards etc. In fact, this lack of basic knowledge prevents us from properly interpreting the welfare state. A basic fact might mean that the population is more or less likely to have an individual who is working or employed in the market economy, which in turn has a direct impact on overall social composition. This means that a basic fact will have a huge negative impact on a person’s ability to live adequately, which is a major problem for any human being who is suffering from a condition that can cause such a heavy decline in his ability to access the basic sustenance of his body. This is why we need a minimum level of information on how such a situation could impact all of us, and the basic premise of the welfare state is to be able to evaluate all of us at once.
Secondly, this lack of knowledge is not only problematic for the theory of social composition but also for the welfare state itself. What was the social composition of the welfare state in 1900? Is it the basic subsistence of its members that was crucial to the stability of the state? Is it the income that the welfare state was giving to the workers of capitalism? This question, in particular, has only a very poor answer when it comes to analysing economic data. If we look at the welfare state, then its basic living conditions were very much limited, as is evident by its various food supply arrangements. This problem could be easily resolved by using some basic data on those conditions. For example, the welfare state is made up of a number of basic agricultural workers, who produce for the state very low amounts of the various food staple commodities, often in highly piggy friendly situations. These are the workers who supply everything from oil or butter to fish and eggs. Some of the food staples are not very poor. For example, in the case of eggs those in the lower castes (men) that are a great deal poorer in the sense that they can’t produce eggs from they are not going to sell them to the lower castes. In fact, I would argue that the very low standards of life found in low castes in the welfare state make it especially difficult for the workers of capitalism to access the basics of life such as bread, meat and eggs, because in fact the system does not provide for the people. This could be seen to have a direct impact on the social structure.
Secondly, the
Practical applications of welfare state theory
The first and most important application of the welfare state theory is the application of its explanatory power to assess and explain conditions of accumulation, a concept that has been neglected by the welfare state for many centuries. It is important to make clear to those who have argued for a welfare state theory that the welfare state does not simply apply to economic circumstances. At the moment welfare state theorists refer to a simple system that states a number of basic needs. It is simply this system, for example, that determines the basic amount of food we buy at any given time, which determines how many people are in our daily life and which is “in” our family. It is this basic amount, i.e., the sum of all the foods we buy, that determines which of our children is in our family. As a basic concept, this provides a useful way to understand how the welfare state determines the lives of people, and in particular the effects on the social composition of this population. It is also important, however, to note that this basic fact alone cannot be established; because there is no basic knowledge about our social system in the form we have here.
There is no reliable evidence to support the importance of establishing a proper set of basic characteristics like food or clothing in an economic situation. So the welfare state fails to take into account basic needs when it comes to assessing the social composition of a population with particular characteristics that do not fit a typical family life course, like education, food standards etc. In fact, this lack of basic knowledge prevents us from properly interpreting the welfare state. A basic fact might mean that the population is more or less likely to have an individual who is working or employed in the market economy, which in turn has a direct impact on overall social composition. This means that a basic fact will have a huge negative impact on a person’s ability to live adequately, which is a major problem for any human being who is suffering from a condition that can cause such a heavy decline in his ability to access the basic sustenance of his body. This is why we need a minimum level of information on how such a situation could impact all of us, and the basic premise of the welfare state is to be able to evaluate all of us at once.
Secondly, this lack of knowledge is not only problematic for the theory of social composition but also for the welfare state itself. What was the social composition of the welfare state in 1900? Is it the basic subsistence of its members that was crucial to the stability of the state? Is it the income that the welfare state was giving to the workers of capitalism? This question, in particular, has only a very poor answer when it comes to analysing economic data. If we look at the welfare state, then its basic living conditions were very much limited, as is evident by its various food supply arrangements. This problem could be easily resolved by using some basic data on those conditions. For example, the welfare state is made up of a number of basic agricultural workers, who produce for the state very low amounts of the various food staple commodities, often in highly piggy friendly situations. These are the workers who supply everything from oil or butter to fish and eggs. Some of the food staples are not very poor. For example, in the case of eggs those in the lower castes (men) that are a great deal poorer in the sense that they can’t produce eggs from they are not going to sell them to the lower castes. In fact, I would argue that the very low standards of life found in low castes in the welfare state make it especially difficult for the workers of capitalism to access the basics of life such as bread, meat and eggs, because in fact the system does not provide for the people. This could be seen to have a direct impact on the social structure.
Secondly, the
Some definition of terms and setting of context is of value. Broadly speaking, the term Ðwelfare state describes a nation state in which the central authority assumes responsibility for the wellbeing of its population through outlining a minimum standard of living which is the right of its citizens and attempting to ensure its citizens do not fall bellow this minimum through such policies as the payment of benefits to the needy, a commitment to high employment and the maintenance of social services. Secondly, a Ðregime of accumulation can be defined as a form in which capital is organized or expanded for a period of time with some stability within the context of Ðmodes of regulation which are constructs of law, forms of state, policies etc. Hence, building on my argument, the post war modes of regulation can be grouped together under the banner; Ðthe welfare state.
It is of importance to approach this essay from an international viewpoint, since the regime of accumulation was itself an international one even if not to the extent of the world today, welfare state ideology, and Fordism, (discussed later) were international phenomenon. The post war world and the western states had been devastated by the Second World War and desperately needed rebuilding. The United States emerged from the conflict as the clear hegemon and sought to use its superiority to shape the new economic order. In what Charles Maier has termed Ðthe politics of production, the United States sought to transform political issues into problems of output, to adjourn class conflict for a consensus on growth. Thus, the United States aimed for a prosperous and peaceful Europe, and its economic concepts for the continent suited policies of Keynesianism and the welfare state;
ÐThe mission of planning became one of expanding aggregate economic performance and eliminating poverty by enriching everyone, not one of redressing the balance among economic classes or political parties
Clearly these ideas fitted those welfare notions of equality and universalism, the role of the United States was crucial towards the role of the welfare state as it was through their foreign aid that the European nations were able to spend on and develop such policies as welfare, and further benefit to the welfare state came from the Marshall Plan authorities, who endorsed Keynesian type thinking. With these points in mind, despite forms of welfare state being as divergent as those of the United States and Sweden, for the purpose of this essay I plan to group them under the banner of Ðthe welfare state.
Thus the regime of accumulation established after the Second World War was led by the United States and differed from the previous model in that floating exchange rates were replaced with fixed ones, the United States after the war was determined to establish multilateralism in favour of discriminatory trading policies and trading blocks in order to enhance its markets. Intergovernmental collaboration to facilitate a balance-of-payments equilibrium within domestic environments of full employment was thus pursued by the hegemon in order to achieve these desirables . Again, full employment suited welfare policies but it should here be mentioned that the international conditions were, in essence, dictated by the United States as a pursuit primarily of self-interest rather than romantic ideas of welfare for all nations. Though the United States wanted an economically prosperous Europe, it was for its own market purposes first, and strategic considerations second, but multilateralism in trade was the initial priority.
The welfare state can find its origins to some extent in the social and economic consequences of the Great Depression, the catastrophic effects of which generated much criticism of the previously dominant school of economics, the classical approach. Of this criticism, the work of John Maynard Keynes can be seen as the most important; Keynes rejected the idea that a self-regulating market brought about the maximum utilization of available resources; suggesting recession can come about because of an inability of the market to respond to crisis with collective action. Keynes thus advocated for discretion over monetary policy through state intervention in order to avoid the economic consequences of market inefficiencies. Clearly then, Keynesian economics were compatible with the ideals of the welfare state and their implementation can be seen as having significant affects upon the regime of accumulation; broadly grouped together; a massive increase in state intervention in the economy.
One such role, the commitment to full or near full employment through government interventions (such as an increased public sector) was key to the Keynesian model and the welfare state, and was a clear break from previous ideas that labour was no different to any other commodity and thus should be subject to the laws of supply and demand. Unemployment in the UK even after recovery from the depression in 1940 stood at around 10% whereas once the welfare policies were in full swing they had been reduced to around 2% and this high employment rate was to continue until the early 1970s. Thus the welfare state and Keynesian economics maintained a high employment rate, along with an associated increased saving and consumption and a stable inflation rate which characterized the Ðgolden years pointing to the conclusion that the welfare state significantly altered the regime of accumulation.
A key illustration of a regime of accumulation and the example of which I am predominantly discussing is Fordism. The term derives from the successful implementation of the assembly line by Henry Ford in the early twentieth century and the associated improvements in mass production method, as well as the
Music And Only Universal Soul college essay help
Cause and Effects of Music
Canann EdgarAndrew Ziehm American Literature 23 January 2018Cause and Effects of MusicINTRODUCTIONMusic, is perhaps the only universal soul that knows no limitations to purely keep intact the sentient of our kind. According to Hans Christian Anderson, “where words fail, music speaks.” It is only therefore, presumably, to reckon music as the only universal soul connection between both the living and the dead; it is only then of one’s curiosity to know of the knowledge that holds the potential to drive through even the most impenetrable hearts of God and men, a mystery whence many people fail and fall. To know memories come to life all within a piece of art as a melody, or perhaps as an expression of sorrow of loved one’s loss on a rainy day, it is then of no doubt that music erodes one’s soul away from the present into the background even under the most difficult circumstances, whilst also prolonging life in terms of health, and most of all, changing one’s perception toward life itself by bring unity amongst our kind. HOW MUSIC AFFECTS THE BRAIN According to Klosowski, music in several ways can either improve or sabotage one’s day. It can change either one’s joy into sorrow, energize one’s mind to work and even in some cases, it may help one to cope with physical pain! Several studies have indicated that music can dwindle one’s ability to retain facts in terms of numbers or lists (Klosowski). Needless to say, the performance aspect of music is amply evident to increase memory and language fluency; however, music for most humans with auditory sense is often a means to hold memories of the past, which in essence results stimulation of the hippocampus of the brain causing the person to recall moments lived whilst listening to a particular song in that moment of time. Furthermore, recitation of music enhances one’s fragments of the past by activating neural networks in the brain (Crocker). Similarly, whilst music greatly affects a person’s brain, it can also have an impact on the person’s overall health.HOW MUSIC AFFECTS THE HEALTH Music can greatly affect a person’s overall health either by boosting their immune system (Klosowski) or by decreasing the possibility of a heart attack or a stroke (Crocker), and in some cases of cancer music has helped reduce pain (Liu). Nevertheless, music can also restore one’s cognition which has been exhibited with victims of Alzheimer disease (Klosowski).The notion of listening to music in order to solidify the immune system may at first seem absurd, but it is true (Klosowski). Listening to soothing music can potentially dwindle stress by bringing down stress hormone cortisol level; however, it has also been known that the level of antibodies in one’s system increases when listening to upbeat music (Klosowski).
Story Of Lainie And Character Analysis college admission essay help: college admission essay help
Character Analysis (barefoot in the Park)
Character Analysis: Walker, scene from Two RoomsWalker is a reporter in his early 30s. He has been working as a reporter for about 2 years now and he has not been published a spectacular story yet that caught people’s attention. He always wanted to become a reporter who publishes great stories and he has a desire to become famous and be admired by collegues. He has a mother who is hospitalized after a big cancer surgery and therefore, he needs money. If he can publish the story of Lainie and Michael on newspaper he will get enough money to pay for his mother’s treatment. He has been meeting with Lainie for a while and started to get in progress with writing her story. The only thing that is in between his goal is that Lainie is not willing to speak out and Ellen. In the workplace, he gets ignored by his boss here and there for not coming up with good stories for a newspaper. The scene takes place in the room. Specifically, Walker is in Michael’s room with Lainie. Lainie and Walker are both sitting down in the dark room and looking at photographs that Michael took with his camera. The time is around 8pm. Moment before this scene starts, Walker comes into Lainie’s room to see her and she starts with showing him several photographs Michael took in the Middle East. A few slides have been flicked and while pictures were being shown Walker is paying attention to those pictures and Lainie is describing one by one.Walker’s primary goal is to attain Lainie’s trust so that she can believe Walker can help her to get Michael back. In order to bring Michael back, Walker wants Lainie to speak out to public and do interviews so that her story can appeal to America. Walker thinks government is irresponsible for Michael’s life and if Lainie does interview, people will care more and therefore, government can be more responsible for bringing back Michael alive. Walker tries to remind Lainie that Michael is in danger and she got to do something other than just sitting down in the dark room all day. In the scene, Michael and Lainie creates tension between them by yelling at each other about Lainie’s actual effort on saving Michael. Walker provides a clear visionary imagination of Michael getting shot with a gun by terrorists to Lainie so that she can become more aware of the desperate situation and so that she can speak out on TV or do interview. Others in this scene are Lainie, Michael, and Ellen. Walker’s obstacles are Ellen and Lainie’s fear. Ellen represents the government and she is trying to keep Lainie away from Walker telling her not to trust him. Ellen says getting newspaper involved in this situation will ruin everything and she can’t give information to Lainie if Lainie is with a newspaper reporter because source of Ellen’s information is from the government. On the other side, Walker thinks government is not responsible with Michael’s redemption and he thinks Ellen is a barrier between him and Lainie’s trust.
Dr. Hymie Gordanð And Human Life college admission essay help houston tx
Become Pro-LifeEssay Preview: Become Pro-LifeReport this essaySince the start of the Iraq war 3,017 soldiers have died in combat. 5,679,920 American children have died during the Iraq war—from abortion! 52% of of women who obtain abortions in the US are under the age of 25. Women aged 20-24 obtain 32% of all abortions. Teenagers obtain 20% and girls under 15 obtain 1.2%. 1% of all abortions are from rape or incest. 6% of all abortions are from medical reasons. 93% of all abortions are from the child being unwanted or an inconvenience. This violence currently occurs 46 million times a year worldwide . 3,700 times a day in the U.S. Hopefully after hearing this information you will change your mind and become pro-life. Women should not have abortions because human life begins at conception, there are preventions to abortions, and abortion can cause devastating side effects.
We Are All Ourselves | Pro-Life Assessments
To read our other essays, the following are additional ways women can get involved in pro-Life issues: We are all our own.
Life is Really About One Woman: An Activist’s Guide to Living on Food, Living Alone, Learning Life and the Nature of Being
This is what women do! And even though it takes a lot to turn the knife on women’s suffering, it has saved lives! You can be one of the few who is able to get started in such a process!
What Every Woman Should Know About Pro-Life Assessments:
From a moral standpoint, one of the major issues of pro-life activism is finding a way to support a life of dignity. Pro-life efforts tend to focus on the negative. They often have little or no impact on people’s health either financially, emotionally, emotionally or physically. However, many women have a sense of worth by using their rights to be “more like them”. By being more like them, mothers, or their children make greater sacrifices in life than some people could otherwise make. These women find it comforting to be known that life is ultimately a moral struggle.
Pro-Life Assessments.
On life satisfaction:
Life Satisfaction:
In terms of health, pro-life people have to ask themselves the same question: What am I doing all of this for? The answer to that question is “Living on Food, Living Alone, Learning Life and the Nature of Being”. Many people say, “I don’t want money, I want a place to live; I want things to happen for me to want to live on. But I already have money.” This is what pro-life leaders often talk about when they talk about life. However, there is a difference between a life and pro-life that is not the same.
Pro-Life Assessments.
Life is not a moneyed enterprise but rather a human existence that has the potential to live in a world where women need to work harder and have less children. Life Satisfaction is the feeling of fulfillment that you experience when you are able to live a life that you have enjoyed for a long time, or are grateful for what it gives.
A man’s life comes in many varieties. Life satisfaction is the ability to move one’s life forward and the happiness one experiences from that perspective. The purpose of life satisfaction is to realize and understand one’s place in the future as a man.
Pro-Life Assessments.
Life is an experience or act of good choice that many women, even in extreme poverty, choose to engage in. Many women choose to engage in this practice because these choices are so emotionally charged with the importance of one’s lives. In some areas of the world, many women choose to act on this practice through social norms, like women can only get married or have a good home, without the need for social ties and support
We Are All Ourselves | Pro-Life Assessments
To read our other essays, the following are additional ways women can get involved in pro-Life issues: We are all our own.
Life is Really About One Woman: An Activist’s Guide to Living on Food, Living Alone, Learning Life and the Nature of Being
This is what women do! And even though it takes a lot to turn the knife on women’s suffering, it has saved lives! You can be one of the few who is able to get started in such a process!
What Every Woman Should Know About Pro-Life Assessments:
From a moral standpoint, one of the major issues of pro-life activism is finding a way to support a life of dignity. Pro-life efforts tend to focus on the negative. They often have little or no impact on people’s health either financially, emotionally, emotionally or physically. However, many women have a sense of worth by using their rights to be “more like them”. By being more like them, mothers, or their children make greater sacrifices in life than some people could otherwise make. These women find it comforting to be known that life is ultimately a moral struggle.
Pro-Life Assessments.
On life satisfaction:
Life Satisfaction:
In terms of health, pro-life people have to ask themselves the same question: What am I doing all of this for? The answer to that question is “Living on Food, Living Alone, Learning Life and the Nature of Being”. Many people say, “I don’t want money, I want a place to live; I want things to happen for me to want to live on. But I already have money.” This is what pro-life leaders often talk about when they talk about life. However, there is a difference between a life and pro-life that is not the same.
Pro-Life Assessments.
Life is not a moneyed enterprise but rather a human existence that has the potential to live in a world where women need to work harder and have less children. Life Satisfaction is the feeling of fulfillment that you experience when you are able to live a life that you have enjoyed for a long time, or are grateful for what it gives.
A man’s life comes in many varieties. Life satisfaction is the ability to move one’s life forward and the happiness one experiences from that perspective. The purpose of life satisfaction is to realize and understand one’s place in the future as a man.
Pro-Life Assessments.
Life is an experience or act of good choice that many women, even in extreme poverty, choose to engage in. Many women choose to engage in this practice because these choices are so emotionally charged with the importance of one’s lives. In some areas of the world, many women choose to act on this practice through social norms, like women can only get married or have a good home, without the need for social ties and support
Main Point 1a. genetics and biologists have testified that human life begins at conception. (Dr. Hymie Gordan—Chairman of the Department of Genetics at the Mayo Clinic)
22 days after conception the childs heart begins to beatweeks after conception the human body is completely formedWhile abortion is killing of a unborn child, this situation could have been prevented. There are solutions to abortion.Main Point 2Prevention1. Birth Controlif you dont plan on having children prevent it. Use birth control. There are many different kinds of contraceptives. Talk with your doctor to find the right one for you.
2. Be abstinent or practice safe sex.If you are sexually active use condoms so you will not get pregnant.3. Adoptionif you do happen to get pregnant and you decide you do not want to keep the baby give it up for adoption. There are many people out there who are unable to have children, that would love to have one.
There
Great Excitement And Hockey Parents high school essay help: high school essay help
Stricter Rules for Hockey Parents
Join now to read essay Stricter Rules for Hockey Parents
Stricter Rules for Hockey Parents
The sport of hockey has a long proud history of being one of the best sports in the
world. Great excitement for the fans and great fun for the players, but lately there has
been too much emphasis on winning in the lower levels. It is very hard for children now
days to play hockey for the fun of the game.
It is not the children themselves, or even the coaches that put this pressure to win
on them. It is the parents of the children who create this pressure. Hockey parents have
made winning so important that they sometimes lose sight of the reason that they are
there in the first place. Hockey may be a fast paced, high adrenaline sport (you see more
fights in hockey than any other team sport), but parents should leave the body contact to
the players.
Fortunately, physical abuse is still not very common in arenas but every year there
are more reports of enraged parents assaulting referees or other players due to mishaps
that took place during the game. Winning is not the only reason that some parents
become upset. There has also been a growing dilemma with parents becoming outraged
with coaches for factors as small as the amount of ice time their child receives during a
game. There is a growing ambition among parents for their child to succeed in hockey
and become a professional even before the child reaches adolescence.
Although very serious, physical abuse is still not a common sight in arenas, but it
is a serious problem which needs to be corrected. Verbal abuse however, is very
common in arenas all over Ontario. Names and threats can be heard coming from the
stands at any caliber of hockey at any age. This is also a significant problem which needs
to be stopped.
The best defense against this kind of behaviour would be to create stricter
penalties for anyone parents who get out of control. Anyone who is verbally abusive to
officials or coaches should be given fines which increase for each infraction. If the abuse
continues after three fines then the person should be banned from arenas for a specified
amount of time depending on the severity and the frequency of the instances.
Eliza Naumann And Spelling Bees medical school essay help: medical school essay help
Bee Season Analysis
Essay Preview: Bee Season Analysis
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Form/Structure, Plot
Bee Season is organized in chronological order, which helps the reader to understand the complex series of events that Eliza Naumann and her family encounter. The form of the novel does not include any chapter breaks, only breaks that transition the point of view or a major elapse of time. This is interesting because instead of separating events like chapter breaks normally do, the book is separated by characters, showing more emphasis towards character development. There are multiple plots in the novel, the main one being Elizas journey through the spelling bees and eventually through Jewish mysticism and her growth as an individual. However, there area also three lesser plots, which are Aarons spiritual investigation for a religion that spiritually satisfies him more than Judaism; Miriams struggle with kleptomania and her relationship with Saul; Sauls attempts at understanding and relating to his entire family instead of only one person.
Bee Season begins with a description of Eliza as a mediocre student “from whom great things should not be expected” (1) and then proceeds to her class spelling bee, which she easily wins. She is then able to go to the school bee, which she also easily wins, and proceeds on to the district bee. When Saul, her father, realizes that Eliza has such a strong unique talent, he begins to study with her. These study sessions that Saul now devotes to Eliza used to belong to Aaron, Elizas brother. Aaron begins to become spiritually dissatisfied with Judaism and begins to explore the Eastern religions until he meets a man named Chali and participates in Hinduism. As Sauls and Elizas study sessions continue Eliza wins at the district bee and wins a spot in the state bee, which she also wins. Miriam and Saul attempt to patch their marriage back together even though they rarely spend any time together. Miriams kleptomania and habit of sneaking into empty houses has finally gone too far and she vows to stop, which she does successfully. As the family begins to fall apart Saul begins to show Eliza more and more about Jewish mysticism, and Eliza begins to study the letters and the patterns of words instead of just the spellings themselves. At the national bee Eliza survives the first day, but is “dinged out” on the word “duvetyn”, eliminating her from that years competition. In the intervening time between the national bee and the beginning of the next “Bee season” Eliza and Saul continue to study the words and the Jewish mysticism, and Aaron decides to tell his father about his change of faith, causing a massive argument, resulting in Aarons leaving the house for the temple. At the next school spelling bee Eliza purposely misspells “origami”, resulting in her loss of the competition and forfeiture of another chance for the National Spelling Bee.
Point Of View/Perspective
Most of the story is told to the reader from the view of Eliza Naumann, but quite a bit, especially later in the story, is from the points of view and Elizas father, Saul; her mother, Miriam; and Elizas brother, Aaron. All of these view points are related in third-person. Out of the four, Elizas is the most interpretive and descriptive point of view, while Miriams is much more philosophical. This is important because it reinforces to the reader that Miriams main concerns are about her philosophical approach to life, and that Eliza is mostly concerned with still learning more about the world around her and finding basic meaning in it. All four of the viewpoints are highly reliable and direct for characterization and situational description. The perspective shifts are quite numerous and seem to locate the most important character at that time, typically being Eliza, the natural protagonist. The narrator is omniscient in the characters thoughts and informs the reader of most major aspects of the story, while dialogue is informative enough for the rest of the necessary information. With these frequent perspective changes the reader is able to understand each of the individual main characters more fully than if there was only one perspective and all information was gathered through dialogue. Instead the reader can discover a characters thoughts and feelings in a given situation from a different vantage point than another character, such as when Saul would watch Elizas bees and then the perspective would switch to Eliza for the on-stage viewpoint, bringing the reader right into the middle of the action and the stress and fear.
Character
In Bee Season each of the main characters are each individually highly developed and thoroughly explained. All that the reader learns of and from the characters is included in the story; nothing can be learned from their lack of information, mostly because all aspects of the person are investigated. For the most part the characters personalities are revealed through the speakers description of their thoughts and current feelings on the present situation. Other aspects of their personalities can be learned through their actions, such as Miriams insecurity which is expressed through her kleptomania and breaking into houses. Little information can be derived about the main characters by what they wear, but for the supporting this is not necessarily true. An example of this is Chali and his fellow temple-mates. Theyre sole purpose in the novel is to help Aaron along on his spiritual journey and their clothing (the traditional robes of their religion) shows that they are totally devoted to their religion. Eliza, as the protagonist, is the most in-depth of the characters, and most of what is learned about her through the course of the novel is from what the narrator speaks of her thoughts and her feelings. Eliza is the most complex of all the characters and also the most interesting. Aaron, Miriam, and Saul are all of about the same complexity and are only slightly simpler than Eliza in their characterization. The lesser characters, such as Chali or Ms. Bergermeyer, are much simpler and very little of their personality is explored. In the case of Chali this portion of him is his religious philosophy, and in Ms. Bergermeyer it is merely her opinion of Eliza as either a mediocre student, or an exceptional one.
Eliza is a nine-year-old Jewish girl who lives in a slightly dysfunctional family and is a mediocre student at school at the beginning of the story. This all changes as she begins to achieve great feats in the spelling bees, and she ages beyond her years as she discovers the “world of letters” and begins to understand how messed up her family is.
Since being designated three years ago as a student
Paper Assignment And Art History summary and response essay help
What Is Art History?Essay Preview: What Is Art History?Report this essayWhat Is Art History?Many students do not get a chance to study art history until they take a college course, so art history may be a new field of study for you. Even though you are new to analyzing the visual arts, your learning skills in other fields will serve you well in this discipline. If you have ever analyzed a poem or developed an understanding of a historical period, you already come prepared to think and write like an art historian. You must still make an argument about something, but in this case you use art (instead of, say, dialogue from a play) to build and defend your argument.
Although art historians vary in their approaches to art, there are a few common approaches that form the backbone of the field. The following pamphlet describes these briefly and lets you know what you might need to do to tackle a paper assignment in this field. Just remember: there is more than one way of doing art history. Understanding your instructors approach to art will help you meet his or her expectations in your own writing.
Assignment Sleuth WorkWhen your instructor hands out a paper assignment, first figure out what type of assignment it is. The basic questions of art history often appear in a few traditional types of assignments. Weve presented a summary of five of them below. Becoming acquainted with the five types will help you begin to understand your assignment. Recognize, however, that many assignments combine more than one of these types. Most assignments will fit into one or more of the types, but dont try to make your assignment fit them if it does not. Some professors prefer to take a less traditional approach to the assignments they write, and they may be looking for less traditional responses from their students. Start by reading the assignment carefully to see what is being asked (see the Writing Center handout How to Read Assignments for further tips).
A very simple assignment. The assignment will be self-explanatory, and it will cover the basics of assignment work. One of the most common and common ways that students find that their assignments are self-explanatory is to write them in a style they use as a part of class assignments. This allows them to easily learn the basic concepts of how to design their assignment so that they do not take advantage of it on their own. You will probably also find that many of the assignments which students are unfamiliar with have little to no chance of meeting them. These assignments should be prepared to fit the types of assignments you are using, and have all of the necessary information that they will need to provide a great understanding of your assignment. Make sure you have a list of the assignments of your choice (e.g., a class essay question, class assignment, etc.) and, if so, describe them to your instructors. If so, be the one to review the assignments before submitting.
If the assignment contains things, see the list (including the student names) of the classes you have selected. They may already have been written by someone other than those authors. These are the “classes” of your choice, not the classes your instructors have chosen. You will find assignments available when you submit your assignment by going to the Writing Center. Each assignment will have a short description of each one, and they may be as short as one paragraph. You will also find written notes from instructors that you may recall for writing the assignment. Each assignment’s footnotes include additional information about the specific class of assignment. A student is more likely to remember the correct form of the assignment if it is typed as if there were no particular form. These additional notes are often helpful when trying to remember things in class. Make sure that no items that have not been included in the student’s assignments have been omitted from the student’s class summary. To make sure your assignments are as long as necessary to meet the requirements of this assignment, make sure that you are correct in your formatting of your assignments, i.e., with the spaces to indicate each name first and second respectively. Note Your assignment will be self-explanatory. It will cover only the information that is relevant to this particular assignment. The assignment will not only be self-explanatory, but also includes a statement from this teacher that he or she was there at all times to help you remember about the assignment. Assignment Sleuth: What the Instructor Says
Assignment Sleuth WorkWhen your instructor hands out a paper assignment, first figure out what kind of assignment it is. The basic questions of art history often appear in a few traditional types of assignments. Weve presented a summary of five of them below. Becoming acquainted with the five types will help you begin to understand your assignment. Recognize, however, that many assignments combine more than one of these types. Most assignments will fit into one or more of the types, but dont try to make your assignment fit them if it does not. Some professors prefer to take a less traditional approach to the assignments they write, and they may be looking only at the kinds the assignment appears in. Some professors also prefer to take a more traditional approach to the assignments they write, and they may be looking for less traditional responses from their students. Start by reading the assignment carefully to see what is being asked
A very simple assignment. The assignment will be self-explanatory, and it will cover the basics of assignment work. One of the most common and common ways that students find that their assignments are self-explanatory is to write them in a style they use as a part of class assignments. This allows them to easily learn the basic concepts of how to design their assignment so that they do not take advantage of it on their own. You will probably also find that many of the assignments which students are unfamiliar with have little to no chance of meeting them. These assignments should be prepared to fit the types of assignments you are using, and have all of the necessary information that they will need to provide a great understanding of your assignment. Make sure you have a list of the assignments of your choice (e.g., a class essay question, class assignment, etc.) and, if so, describe them to your instructors. If so, be the one to review the assignments before submitting.
If the assignment contains things, see the list (including the student names) of the classes you have selected. They may already have been written by someone other than those authors. These are the “classes” of your choice, not the classes your instructors have chosen. You will find assignments available when you submit your assignment by going to the Writing Center. Each assignment will have a short description of each one, and they may be as short as one paragraph. You will also find written notes from instructors that you may recall for writing the assignment. Each assignment’s footnotes include additional information about the specific class of assignment. A student is more likely to remember the correct form of the assignment if it is typed as if there were no particular form. These additional notes are often helpful when trying to remember things in class. Make sure that no items that have not been included in the student’s assignments have been omitted from the student’s class summary. To make sure your assignments are as long as necessary to meet the requirements of this assignment, make sure that you are correct in your formatting of your assignments, i.e., with the spaces to indicate each name first and second respectively. Note Your assignment will be self-explanatory. It will cover only the information that is relevant to this particular assignment. The assignment will not only be self-explanatory, but also includes a statement from this teacher that he or she was there at all times to help you remember about the assignment. Assignment Sleuth: What the Instructor Says
Assignment Sleuth WorkWhen your instructor hands out a paper assignment, first figure out what kind of assignment it is. The basic questions of art history often appear in a few traditional types of assignments. Weve presented a summary of five of them below. Becoming acquainted with the five types will help you begin to understand your assignment. Recognize, however, that many assignments combine more than one of these types. Most assignments will fit into one or more of the types, but dont try to make your assignment fit them if it does not. Some professors prefer to take a less traditional approach to the assignments they write, and they may be looking only at the kinds the assignment appears in. Some professors also prefer to take a more traditional approach to the assignments they write, and they may be looking for less traditional responses from their students. Start by reading the assignment carefully to see what is being asked
Some professors in introductory classes will start with at least one of the following assignments at the beginning of the semester in order to get you thinking like an art historian.
1) Formal AnalysisThis assignment requires a detailed description of the “formal” qualities of the art object (formal as in “related to the form,” not a black tie dinner). In other words, youre looking at the individual design elements, such as composition (arrangement of parts of or in the work), color, line, texture, scale, proportion, balance, contrast, and rhythm. Your primary concern in this assignment is to attempt to explain how the artist arranges and uses these various elements.
Usually you have to go and look at the object for a long time and then write down what you see. As you will quickly see from the page length of the assignment, your instructor expects a highly detailed description of the object. You might struggle with this assignment because it is hard to translate what you see into words — dont give up, and take more notes than you might think you need.
Why would your instructor ask you to do this assignment? First, translating something from a visual language to a textual language is one of the most vital tasks of the art historian. Most art historians at some point describe fully and accurately their objects of study in order to communicate their ideas about them. You may already have found this tendency helpful in reading your textbook or other assigned readings. Second, your instructors realize that you are not accustomed to scrutinizing objects in this way and know that you need practice doing so. Instructors who assign formal analyses want you to look–and look carefully. Think of the object as a series of decisions that an artist made. Your job is to figure out and describe, explain, and interpret those decisions and why the artist may have made them.
Ideally, if you were to give your written formal analysis to a friend who had never seen the object, s/he would be able to describe or draw the object for you or at least pick it out of a lineup.
In writing a formal analysis, focus on creating a logical order so that your reader doesnt get lost. Dont ever assume that because your instructor has seen the work, they know what you are talking about. Here are a couple of options:
*summarize the overall appearance, then describe the details of the object*describe the composition and then move on to a description of the materials used (acrylic, watercolor, plaster)*begin discussing one side of the work and then move across the object to the other side*describe things in the order in which they draw your eye around the object, starting with the first thing you notice and moving to theSome instructors want your formal analysis to consist of pure description with little or no interpretation. In this case, you should describe your object and explain how these formal elements contribute to the work as a whole. Others will expect you to go further and comment on the significance of what you have observed. Find out which way your instructor wants you to write your formal analysis in your particular assignment. Most art historians include formal analysis at some point in their essays, so there are a lot of examples to look at in the textbook and other readings, but you will probably have to be more in-depth than they are.
2) Stylistic AnalysisYou may be asked to look at an object and talk about style. Some instructors will want you to discuss how an object fits into a particular stylistic category–for example, Impressionism, Renaissance, or early Macedonian. More often, they will ask you to compare two works in either the same or very different stylistic categories–e.g., comparing one Impressionist painting by Monet to one by Morisot or comparing a Caravaggio still life to a Picasso still life.You will still focus on the formal qualities of the objects, but this time you will probably be expected to make a conclusion about one of the following:
1. how the work fits the stylistic category2. how the work does not fit the category
Characters Of A Rich Merchant And Eldest Girls homework essay help: homework essay help
Beauty And The Beast By Mme Le Prince De Beaumont
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Beauty and the Beast
Mme Le Prince De Beaumont
The fairy tale Beauty and the Beast opens with the characters of a rich merchant and his six children, three boys and three girls. “The two eldest girls were vain of their wealth and position” (22), but the youngest girl, the prettiest of the three, had a more pleasing personality, humble and considerate. This youngest daughter was so beautiful even as a child that everyone called her Little Beauty. She was just as lovely as she grew up so that she was never called by any other name, a fact that made her sisters extremely jealous. All three girls had numerous marriage proposals – the two eldest always turned their suitors away with the declaration that they had no intentions of marrying anyone less than a duke or an earl. Beauty too always turned her proposals down, but with kindness, answering that she thought herself too young and would rather live some years longer with her father.
“Then through some unlucky accident the father lost all of his fortune and had nothing left but a small cottage in the country”(22). When the father told his children that they would all leave town and move to the country cottage the two eldest daughters replied that they would not leave and go with him. They thought they had plenty of gentlemen who would marry them but soon found out that the men they had turned down so harshly now had no pity for them. On the other hand, many still had feelings for Beauty and several men offered to marry her yet she still refused, stating she could not think of leaving her father along in his troubles.
At first Beauty would sometimes cry in secret over their misfortune, but in a very short time she decided, “All the crying in the world will do me no good, so I will try to be happy without a fortune” (22). After settling into their cottage, the merchant and his three sons began plowing and sowing the fields and working in a garden. Beauty did her part to help out; rising at four oclock every morning to light the fires, clean the house, and fix breakfast for her family. When all her work was done, Beauty would amuse herself reading, playing her music, or singing while she spun. The two eldest girls, however, did not know what to do with their time; each day they had breakfast in bed, not rising until ten oclock, and then they spent their days pitying themselves and grieving for the loss of their carriage and fine clothes. They could not understand Beautys acceptance of their new station in life, “What a mean-spirited, poor, stupid creature out younger sister is, to be so content with this low way of life!” “But their father thought differently; and loved and admired his youngest child more than ever” (22).
About a year after they had moved to the cottage, the merchant received a letter informing him that one of his richest ships, one he had thought was lost, had actually just come into port. When the two eldest girls found out that their father would have to travel to the ship they begged him to bring them back all kinds of trinkets and gifts. Beauty asked for nothing so her father asked her what he could bring back for her and she responded, . . . “Since you are so kind to think of me, dear father, . . I should be glad if you could bring me a rose, for we have none in our garden.”(23) When the merchant got to port to the ship there were unforeseen difficulties and, in the end, he headed back to his cottage as poor as he had left it. Less than thirty miles from his home, the merchant became lost in a dense fog. It was raining and snowing and the winds were blowing so fiercely the merchant was twice thrown from his horse. He feared that he would either die or cold, hunger, or be attacked by the wolves he could hear around him.
Suddenly the merchant saw a long avenue with a light at the end. Making his way towards it, he “found that it came from a splendid palace, the windows of which were all blazing with life. It had great bronze gates, standing wide open, and fine courtyards, through which the merchant passed; but not a living soul was to be seen.”(23). There were also stables where the merchants horse was able to take a good meal of oats and hay. Leaving his horse, the merchant entered the great hall of the palace and found a dining parlor with a blazing fire and a table elegantly set with one place setting. The merchant was soaked from the rain and snow so he went to the fire to dry off, saying to himself, “I hope the master of the house or his servants will excuse me, for it surely will not be long now before I see them” (23). When the clock struck eleven oclock the merchant, being very hungry, helped himself to dinner though he was still trembling with fear. When the clock struck twelve oclock, he began looking around and opening doors. Through a door at the end of the hall he found a great room with a fine bed; he shut the door, removed his clothing, and went to bed.
When the merchant awoke the next morning, it was already ten oclock and he was surprised to see a handsome new set of clothes laid out for him in place of his old ones. After dressing, he looked out the window and saw the most beautiful arbors, covered with all kinds of flowers. Returning to the hall where he had supper, he found a breakfast table prepared and ate heartily. Afterwards he headed to the stable to see about his horse; on the way he passed under one of the arbors that was loaded with roses. He recalled what Beauty had asked him to bring to her so he gathered a large bouquet of roses. “At the same moment he heard a loud noise, and saw coming toward him a beast, so frightful to look at the he was ready to faint with fear.” “Ungrateful man!” said the beast in a terrible voice. “I have saved your life by admitting you into my palace, and in return you steal my roses, which I value more than anything I possess. But you shall atone for your fault – die in a quarter of an hour.” (24).
The merchant begged for his life, explaining that he only picked the roses because one of his daughters had asked him to bring her back a rose from his journey. The beast told the merchant he would let him go home, but in return he must either send back one of his daughters to die in his place or he must himself return in three months. Even though the merchant had no plans to send one of his own daughters back to the beast, he agreed to the deal thinking he could at least go home and see his children before returning to his death. The beast told the merchant to go back to the bedchamber where he would find a chest; he was to fill the chest with all it could hold so that he would
Public Speaking Requirement And Public Speaking Class essay help free
Becoming Lover Of CommunicationEssay Preview: Becoming Lover Of CommunicationReport this essayBecoming Lovers of CommunicationEveryone dreads the Public Speaking requirement. I know a lot of people who have waited until their last year of college to take a Public Speaking class. I didn’t want to be one of those people, and I felt that it could be a great asset to use in my other classes for the remainder of my college education.
School isn’t the only aspect of my life in which this class may help me. Public speaking may also contribute to my success as a CPA (Certified Public Accountant). In the world of accounting, public speaking plays a vital role such as conducting a meeting, making a presentation to associates, or informing clients of their financial situations. However, it doesn’t matter what profession I choose to pursue, public speaking is necessary for, if not all, then most professions out there. Therefore, this class will not be my first and only public speaking class. I plan to take either a small group or interpersonal communication class over the summer. After completing a second communications course, I will then receive a Certificate of Business Communication because I will have completed two business courses as well as two communication courses.
I encourage you to join in the discussion.
What Is CFA?
This is a class which, as of June 2017, it has no class requirements and currently has a registration number
632-1032-038
that means that it must be at least 11 years old to receive the CFA or any equivalent training.
CFA – Student Government
I am currently accepting applications, please apply at http://www.faa.gov/college/calendar-classes.php or send an e-mail to [email protected]. To view this content, click here or on the following links:
A short description:
For information on how to apply, please see www.forregreational.org, which can be accessed by calling (617) 774-2201, or online at https://goo.gl/forms/3Mxj0ZK3mh9iW1I, or using the link at [email protected]. You can also download the new Application Guidelines for Courses to the Student Government’s website.
School is not a program of study.
For general information on whether a School is CFA, please take a look at the following Web Sites:
http://www.calederc.org/scs/cfa/.