Interpreting Tourist Experiences

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Interpretation is a way of making the tourist experience more memorable,

more meaningful and more satisfying. Do you agree?

Argue your case by using the field trip as a case-study.

Interpretation in tourism is very important in the tourist experience for "mass tourism has accentuated many of the negative aspects in tourism." It is here interpretation is important for "many of the negative environmental consequences of tourism can be mitigated by effective planning and regulation" Interpretation comes about by learning and gaining information before traveling and while traveling. It is through the learning techniques of written material, travel promotions/brochures, educational centers, visitor services/centers, written material, signage, tour guides, etc., that interpretation can take place. Minnamurra Rainforest is an example of how interpretation can be demonstrated to make the tourist experience more meaningful and satisfying in the way it displays its unique environment to tourists.Write my Essay on Interpreting Tourist Experiences cheap

Interpretation is the "educational process undertaken with the intent of developing (or enhancing) an individuals understanding of aspects of an areas cultural, natural or built environments. This process will commonly be facilitated by guides and/or on site signage" As Staiff informs, interpretation can exist on levels, all happening simultaneously. The first level is the information level. The questions such as what? who? when?, etc. are asked. The second level is the analysis level where the motives are questioned i.e. function? narrative? why? what is the story? gaining an explanation of the types of stories... scientific, cultural, etc. The final level is the significant level. Here the explanations are the emotional, psychological, socio-cultural, historical, the conservation and preservation issues and scientific significance of the subject the object/site/place is seen from the wider view. It is from these levels that interpretation is a way of making the tourist experience more memorable, more meaningful and more satisfying.

As a tourist, traveling is "...broadening ones outlook, educational benefits, and social and even spiritual benefits..." that needs interpretation to make the tourist (culture) experience more memorable and more meaningful; in that they can understand what they are learning therefore they will remember, and more satisfying in that they can grow in the knowledge. This can be seen at Minnamurra Rainforest, where a visitors center has been established, providing a link between the rainforest "and the visitor through targeted information, education and interpretive programs. These services encourage appreciation, and advance understanding of the plants and plant communities...." The center is ideally located for entry is needed before exploring the rainforest on the boardwalk. The centre provides many programs "to stimulate interest and awareness" visual and orally, in preparation of exploring the rainforest making the tourist experience more memorable and satisfying.

Interpretation is "making meaning of our experiences" . "Information, education and interpretation are all examples of indirect management strategies. Rather than dictating to the public what they may and may not do, these strategies help managers to change visitor attitudes and/or explain the need for certain regulations." This interpretation technique of indirect management strategies can be seen at the Minnamurra Rainforest Visitors centre. An educational video is available for the public to see, demonstrating the aims of the environmental education and interpretation management of natural environments according to Sharpe as; "assisting the visitor in developing an awareness, appreciation and understanding of the area they are visiting in order to make the visit an enjoyable experience; to accomplish management goals through the thoughtful use of the recreation resource on the part of the visitor; and to promote a public understanding of the management agency and its policy." This ultimately making the tourist experience more meaningful, and creating tourist satisfaction.

In tourism "we have to satisfy the tourist or no business or destination will be sustainable." Conversely, from the point of view of the physical environment, what satisfies the tourism market is often against the interests of sustainable tourism. Satisfaction in this area comes from visiting places other tourists do not go to see rare wildlife. This leads the tourist into fragile environments where they do harm, unintentionally. The Minnamurra Rainforest Reserve is an example of the effect of the social carry capacity reaching its limit of tourists damaging the ecosystem. It is through "educating the public by way of an enjoyable interpretive program within our protected environments that has mutual benefits for both the environment and management."

Interpretation has been identified as "a core strategy for achieving conservation of the natural and cultural resources" which can be seen of places of natural and appealing beauty to that of The Minnamurra Rainforest Reserve. It is also a major component of all other conservation strategies, including The Minnamurra Rainforest Reserve as well as to worldwide conservation issues.

Interpretation is a way of making the tourist experience more memorable and meaningful when investigating the "example concerning the role of special events in interpretation." As Staiff suggests, interpretation is "learning about the destinations cultures, lifestyle, places." Having interpretation at festivals, special and culturally events is crucial for tourist to understand the culture being presented, making their experience more meaningful and more satisfying. As Staiff explains interpretation is affected in two ways. By the cultural perceptions and the educational levels of the traveller and the quest for knowledge and the love of stories or narratives. Dewar concludes that events "are valuable interpretation devices, but they must be creative, and offer the visitor different experience." This also is explored in Wearing findings that "effective interpretation should not only educate but entertain and stimulate" , revealing that interpretation is a way of making the tourist experience more memorable, more meaningful and more satisfying

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Psychology - Conflict

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Introduction

Conflict is the clash of activities, feelings or intentions occurring together, expressed through a range of either verbal denigration to that of physical violence to a person or property. Morton (17) defines it as existing "when incompatible activities occur", resulting in making the second activity "less likely or effective".

Literature Review

Early psychologists argued that conflict is caused by an innate instinctual or biological mechanism, which would predispose humans towards aggression. This gave way to more sophisticated and scientific hypotheses over time. One important development was the Frustration-Aggression theory.Order custom research paper on Psychology - Conflict

Frustration-Aggression theory (F-A theory)

In 1, Dollard, Doob, Miller, Mowrer, and Sears published a monograph on aggression in which they presented what has come to be known as the frustration-aggression hypothesis (F-A). Dollard et al. posited that the occurrence of aggressive behavior always presupposes the existence of frustration and, contrariwise, that the existence of frustration always leads to some form of aggression. Frustration, in this context, was specified as the thwarting of a goal response, and a goal response, in turn, was taken to mean the reinforcing final operation in an ongoing behavior sequence. At times, however, the term frustration is used to refer not only to the process of blocking a persons attainment of a reinforcer but also to the reaction to such blocking. Consequently, being frustrated means both that ones access to reinforcers is being thwarted by another party (or possibly by particular circumstances) and that ones reaction to this thwarting is one of annoyance.

Dollards hypotheses use Freuds ideas about his psycho-dynamic explanations, which indicate that humans are born with an instinct drive to aggress and destroy and this aggressive energy must be released. Aggression was meant to protect and is aimed outwards but it can also be released through activities like competition.

The questions that this theory raise are does all frustration lead automatically to aggression, and can all aggression and conflict be traced to some catalytic frustration? These questions, as well as the challenge of insufficiency of causal link to aggression, and other insights into human behaviour have lead to the discrediting of the Frustration-Aggression theory and the subsequent development of the Social Learning theory.

A revised version of the F-A theory, the Aggression Cue theory (Berkowitz, 158) emphasized frustration or attack as "important antecedents of aggression, and the presence of aggressive cues for the elicitation of aggression". He believed that both the innate and external factors (Learning theory) play a big role whether aggression occurs or not. If aggression is shown as a result of frustration also depends on many factors, like how close we are to reaching our goal and whether the frustration is a long-term or a short-term one and the number and intensity of frustrations that occur together.

Classical Conditioning takes place when an unconditional and conditional stimulus are paired together the individual may learn to respond to the conditional stimulus when it is presented alone; Berkowitz thought that something (e.g. weapon) can become associated with aggression and may act as a cue, so it triggers an aggressive response.

Implications of F-A theories

Young Singaporean teenagers, at the age of 1, faced with changes, challenges and increased responsibilities, a heavier curriculum plus CCAs may experience a 'block' in their pursuit to attain these goals, which will lead to a dis-equilibrium and thus causing them to display aggressive behaviours.

When teenagers are inexperienced in dealing with unattainable needs and goals, they find that the easiest way to get rid of the frustration is to act violently against others who they blame for their bad situation (extrinsic drive, scapegoat device). Thus schools are left with the responsibility of dealing with a teenager's frustration, which ultimately and commonly, turns into aggression.

Perceptual Control Theory (PCT)

In the early 150s, William T. Powers made the brilliant observation that people behave to deliberately control many, but not all, of their own perceptions of the world. A person who acts on the world to control his or her own perceptions must affect parts of the world. As observers, we can see some of the environmental variables that the person controls. From our vantage point outside the other person, we see events and relationships and processes that would ordinarily vary, but that are controlled by the person, which is to say the person keeps those events and relationships and processes at some predetermined state or condition.

To explain how people control their perceptions, Powers developed control system theory (CST), which was the early name for what is now called perceptual control theory. The new name was adopted early in the 10s, to distinguish Powers theory from the many fallacious ideas that some people had come to call control theory. Powers said that people specify part of what they perceive happening in the world by comparing what they actually perceive against what they intend to perceive. If there is no discrepancy or difference (called perceptual error) between actual and intended perceptions, the person does not act to change the world; but if there is a discrepancy, the person acts to eliminate the error. People behave to eliminate, or prevent, differences between actual and intended perceptions. People behave to cancel out the effects of anything in the environment that disturbs the perceptions they are trying to control.

Perceptual Control Theory (PCT) explains a simple fact People act to control some of their own perceptions. They specify part of what they will perceive, then they act to make those perceptions happen. People also keep their specified perceptions from changing, by acting to oppose and cancel the effects of many things in the world that might disturb them and make them change. PCT helps us to understand what happens when one persons actions disturb another persons controlled perceptions. (Thomas W. Bourbon, 17)

Implications of PCT

PCT highlights that what is perceived may not be the problem, and the solutions that we as teachers come up with may not be effective because we are trying to change behaviour. For example, trying to control students by giving them rewards or punishment does not teach them how to think. Instead, the root of the problem must be tackled and students have to learn to think their way out of conflict, just as they have to learn how to think when they have problems with Mathematics or Science. In one of the strategies highlighted in the next section, students are given the responsibility for their choice of action(s), allowing teachers to move away from the traditional method of canning and chiding a student who has displayed unacceptable behaviour.

Strategies

Conflict Resolution

Teaching youth how to manage conflict in a productive way can help reduce incidents of violent behaviour. Conflict resolution education is a beneficial component of a comprehensive violence prevention and intervention program in schools and communities. It encompasses problem solving in which the parties in dispute express their points of view, voice their interests, and find mutually acceptable solutions. Conflict resolution education programs help the parties recognize that while conflict happens all the time, people can learn new skills to deal with conflict in non-violent ways. The programs that appear to be most effective are comprehensive and involve multiple components such as the problem-solving processes and principles of conflict resolution, the basics of effective communication and listening, critical and creative thinking, and an emphasis on personal responsibility and self-discipline.

Two common strategies for approaching conflict resolution can be identified (1) Peer Mediation and () Peaceable Classrooms. In both approaches, conflict resolution education is viewed as giving youth non-violent tools to deal with daily conflicts that can lead to self-destructive and violent behaviours. It is up to the school to decide how conflict resolution education will be integrated into its overall educational environment. The expectation is that when youth learn to recognize and constructively address what takes place before conflict or differences lead to violence, the incidence and intensity of that situation will diminish.

Peer Mediation Approach

Specially trained student mediators work with their peers to resolve conflicts. Mediation programs reduce the use of traditional disciplinary actions such as suspension, detention, and expulsion; encourage effective problem solving; decrease the need for teacher involvement in student conflicts; and improve school climate. By the end of the school year, schools reported less than 10 fights, a major decrease from their usual figures.

Peaceable Classroom Approach

The Peaceable Classroom approach integrates conflict resolution into the curriculum and daily management of the classroom. It uses the instructional methods of cooperative learning and "academic controversy". The programme shows teachers how to integrate conflict resolution into the curriculum, classroom management, and discipline practices. It emphasizes opportunities to practice cooperation, appreciation of diversity, and caring and effective communication. Generally, peaceable classrooms are initiated on a teacher-by-teacher basis into the classroom setting and are the building blocks of the peaceable school.

Studies on the effectiveness of the Teaching Students To Be Peacemakers program, a Peaceable Classroom approach to conflict resolution, show that discipline problems requiring teacher management decreased by approximately 80 percent and referrals to the principal were reduced to zero.

Responsible Thinking Process (RTP)

The RTP, based on the PCT, is a unique discipline process, which is both non-manipulative and non-punitive. It creates mutual respect by teaching students how to think through what they are doing in relation to the rules of wherever they are. This gives students personal accountability for their actions. The key component of this process is its focus on how students can achieve their goals without getting in the way of others who are trying to do the same thing.

When a disruption occurs in the classroom, the teacher will ask the student "What are you doing?" The student will then make a choice whether to follow the rule (which is to pay attention and not to make noise) or to go to the RTC (Responsible Thinking Class), where the student will receive counselling from a professional employee of the school. A student is given one chance only. By the second disruption, the student will be told "You have chosen to go to the RTC" and it is only under special circumstances that a maximum of chances should be given. The teacher will fill in a referral form and the student will proceed to RTC. Student movement will be checked. When a student chooses to disrupt in the RTC, he or she will be asked to leave the school, accompanied by a parent or guardian. Otherwise, the student will be asked to sit outside the office until the parent or guardian can bring the student home.

Implications for Singapore schools

The Reflective Thinking Programme (RTP) seeks to develop the student's ability to reflect upon their past actions rationally and objectively and thus manage their anger and frustration more effectively. It promotes sense of ownership by making students take responsibility of their misbehaviour, thus acting as deterrence to the better students and would undoubtedly help students who actually engage in reflective thinking to improve their anger management However, bearing in mind that most of the ill-disciplined students are recalcitrant and defiant and made of up of the NT students, the RTP may not have served its purpose well.

One of the advantages is that the RTP seems to work for the teachers teaching in the classes with poorer discipline as it removes the disturbing element/s from the class enabling the teacher to go on conducting the lesson undisrupted.

While the RTP relieves the teacher from spending precious lesson time disciplining them, the recalcitrant students sent to the RTP do not seem to benefit much from the scheme.

Firstly, the students sent are not interested in learning and thus the RTP serves as an escape for them from the class. They are more than happy to spend their time in the air-conditioned room for the whole lesson period. It has then become an incentive for them to misbehave in class and be sent to RTP.

Secondly, the recalcitrant students do not actually reflect much about their actions or behaviour that caused them to be sent out of class nor do they seek to improve their behaviour. While most adults are possessed with the ability to reflect upon past actions and learn from the past experiences, we cannot expect the students of that age to be able to do so.

The counselor is also unable to follow up on them too due to time constraint and lack of contact and proximity unlike teachers. Yet teachers themselves are forever short of time, and in the end, RTP only serves as a method that escalates bad conduct because students are not afraid of being punished in the end. They do not feel the pain and thus their behaviour or conduct does not change.

Students are expected to plan their solutions before they are allowed back to school or into the classroom, which could be with the help of teachers, parents or counsellors. Only after the school or the teacher whose class the student has disrupted, accepts the plan, then the student be allowed into the school or classroom.

Conclusion

The effective conflict resolution education programs highlighted above have helped to improve the climate in school and community by reducing the number of juvenile acts in these settings; by decreasing the number of chronic school absences, the number of disciplinary referrals and suspensions; by increasing academic instruction during the school day; and by increasing the self-esteem and self-respect, as well as the personal responsibility and self-discipline of the young people involved in these programs.

Young people cannot be expected to promote and encourage the peaceful resolution of conflicts if they do not see conflict resolution principles and strategies being modelled by adults in all areas of their lives, such as in business, sports, entertainment, and personal relationships. Adults play a part in making the environment more peaceful by practicing non-violent conflict resolution when minor or major disputes arise in their daily lives.

Please note that this sample paper on Psychology - Conflict is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Psychology - Conflict, we are here to assist you. Your persuasive essay on Psychology - Conflict will be written from scratch, so you do not have to worry about its originality.

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Gandhi

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Teachers and Interpreters

Mohandas Karamchand "Mahatma" Gandhi

Gandhi was born on October nd, 186 in Porbandar, a town of 70,000 people and was ruled by a native prince whom the British usually left alone as long as he did as he was told.

Gandhi family belong to the Modh Bania which is a subdivision of the Vaisya caste. According to the old Hindu social scale, the Vaisya is classified as tradesmen or farmers which ranked third. The Bania which had a connotation of moneylender, slightly lower. However Gandhi's father and as his father before him was a Diwan or chief minister for the Porbandar prince.

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Gandhi was one of the youngest of the six children and spent his early life in a thee-storey house that had been in the family since 1777. Gandhi as an infant could not tell his brother and sisters from his numerous cousins for following the Hindu custom and his father shared the house with five brothers, their children's children. The immediate family lived in two rooms which one of them was 0 by 0 feet and the other 1 by 1. Such crowded quarters required patience and the ability to give and take were the main part of survival. Gandhi learned both of these values and also tuning out what he did not want to hear.

The later years, Gandhi freely credited his mother with his religious devotion. However it never occurred to him that he may owe his father for something as equally as important such as his instinct for practical politics and diplomacy. While officially as a servant of the ruling prince, Gandhi was mainly a negotiator in grievances and long suffering subjects.

Even though porrly educated, Gandhi's father had a common sense approach to problems that made his judgement as a highly valued official circles. His reputation as a absolute loyalty. After an assistant political agent for the British insulted the Rajkot prince, others sat in silence, but Gandhi stood up and criticized him and Gandhi was arrested immediately and also refused to apologise. This was the first lesson for Gandhi in passive resistance.

Young Gandhi spent his hours after school with his mother, who he said was "the embodiment of the traditional Hindu virtues of love, humanity and self-sacrifice." Gandhi would accompany her to the temple, sitting nearby and listening as she comforted the widowed mother of the prince, tended the sick and other this lead throughout the night. Gandhi was influenced by his mother's powers of endurance as he was awed by her spirited of willing self-denial and she inspired Gandhi during some of the most troubled times of his adult life.

The Ahimsa is the cornerstone in Gandhi's tactics, strategy and ethics. The word Ahimsa means "non-violence". However accurately speaking the term means the absence of himsa. Which the himsa is a Sanskrit word meaning doing harm to others or being hateful. Therefore the first layer of the meaning to ahimsa involves a substantial portion of the Hindu belief. This broadly influences and guides the other levels of social interaction. This suffering ideally takes place without the anger, vengeance or even resentment. As for example today protestors such as Greenpeace who aspire to save the forests show considerable resentment when they are made to obey injunctions, pay fines or are arrested. Which they seemed to have learned the most visible portion of civil rights movement but also have missed philosophical roots in Gandhi and Hinduism.

Gandhi was also considerate to other world religions. As an example, he identified a central principle common to both Hindu and Christian religion. More importantly he used this idea to help motivate the desired actions on the part of his followers and at the same time as well, he anticipated the emotional reactions of the populations which could be put political pressure on British power. This influence was Gandhi's overt objective. He also often spoke of the inability of the human heart to witness suffering without wanting to help which Gandhi believed that persuasive appeals to the hard of the western citizens could bot be ignored. His moralist part of him said this was because of the nature of the "law" however his politician side understood how such a priority would be experienced by Christian believers.

He mixed politics with religion and also mixed religious traditions. He said "I do not share the belief there can or will be on earth one religion" I am striving to find a common factor to induce a mutual tolerance". However to those who saw in his teachings the emergence of a new faith, he said "There is no such thing as Gandhism. I am not a saint who has strayed into politics. I am a politician who is trying to become a saint."

Gandhi rose as an unlikely religious and political celebrity. He was the crusader against injustice who renounced both sexual pleasure and the entire modern world. To this mix of traits was added to his philosophy of political protest which he gained the name Satyagraha. Taken this term literally means "The truth force" in Sanskit however in practical terms it means the refusal to obey unjust authority.

To the Indian people, Gandhi gave a nation and to the world he gave satyagraha and ahimsa which are the most revolutionary ideas of a long and ravaged century. He also showed that political change could be affected by renouncing violence and that unjust laws could be challenged peacefully and with readiness to accept the punishment. The "soul force" as much as like armed force could bring down an empire. Not only he drew his lessons from his religion, he also learnt from the readings of the Bible, Tolstoy and the Bhagavad-Gita, and he taught it to Martin Luther King Jr., Nelson Mandela and countless other political protestors who would follow his example in mayn years to come. Gandhi's greatest achievement lay in his legacy to inspire people of all nations to take up the peaceful struggle for freedom from oppression. In New Jersey City with the reports of increasing teenager violence a bill has been introduced to the New Jersey Assembly seeking to include Mahatma Gandhi's non-violence teachings in school curriculum throughout the state. The bill that was introduced along with 17 others to stem violence and would require schools to teach the non-violence teaching and philosophies of Gandhi as part of the Core Curriculum standards for social studies in school if it is passed. Gandhi works pass from time to time and his influence upon our society is still evident today and probably the four most important things to take from Gandhi his teachings are peace, truth, non-violence and equality.

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Conflict Resolution

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Conflict Resolution. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Conflict Resolution paper right on time.

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Conflict is a natural part of life. If the process of conflict resolution is considered as an opportunity for growth and change in the work environment, the potential for a positive outcome is immense. Whether as a team or on an individual level, the ability to solve problems through collaborative efforts and managing change is crucial in achieving overall success. It is imperative that the team establishes a common goal and creates roles and responsibilities. Once identifying conflict and the reasons why it occurs, team members should look for peaceful and mutually satisfying methods to minimize conflict.

Learning to work as a team is a critical organizational competency that is based on the

characteristics of the team. Participation on a team does not require that one change

his/her personality. Interpersonal skills and technical skills are a good combination of

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skills to blend. An important aspect when constructing a team is that the team members

share the same objectives and goals and is clear on the mission and purpose of the

team. An effective team is a group of people with different backgrounds, skills and

abilities, highly communitive, working together on a common purpose with clearly

defined goals blending successfully, and getting along. Goal setting, clarifying the reason for the team coming together and what the team hopes to accomplish must be further defined as well as methods to measure progress.

An open line of communication is very important to the success of the team.

Conflict Resolution

Responsibilities and tasks associated with the project should be clearly explained so that the members of the team are aware of their contributions to the effective and efficient outcome of the product. Multiple methods of communication should be utilized so that

each team member is kept in the loop. E-mail, written correspondence, conference telephone calls, and meetings are mechanisms utilized to keep the team abreast of project

progress. Open communication enhances team morale. If information is withheld, it has a tendency to give that team member power. Team support is very important. All conflict is resolved through communication. Willingness to communicate in unpleasant situations is a positive reaction. Communication also requires good listening skills and sometimes listening skills need to be taught. Communication is the ability to ask advice, interested enough to listen, and dedicated to respond.

Team members have a responsibility to the team. The members need to know that what they are doing individually contributes to the teams success. A team member should not compare oneself to the other team members, but focus on what she/he contributes to the goal. A work team is not the place for internal competition. Working with a team is a self-esteem enhancer. Therefore, when you commit your time, skills, and abilities to the goal, you are bringing you expertise to the table and you are also learning something. You become a better person, a more knowledgeable person. Developing a team evolves over time. Teams accomplish more and reach a higher performance level than an individual. Roles exist within a team, and each member of a team will share the leadership role. The role of a leader is to facilitate processes and support team members.

Conflict Resolution 4

The leader set general direction and assist with the goals. Leadership is the ability to help an individual or organization become better. Potential leaders can be recognized if they have the ability to motivate team members to do more with less and solve problems. Good leadership should have highly developed interpersonal skills. In order to guide your

team, you must create an environment of trust. Your team members should know that you would go to management on their behalf. Team leaders may be concerned about organizational effectiveness but not at the expense of the team members. Therefore, a balance is needed with a focus on the tasks as well as a focus on the needs of the people/team members.

Rotating the leadership role allows the present leader to groom a replacement. Offering leadership rotations is a skill builder for all team members. The team members implement the plan of action for accomplishing the goals.

Effective team members need to know expectations in advance. People will be

committed if they feel that their contributions are appreciated. The members are involved

in the decision-making process which creates an environment of cooperation. Based on a

shared sense of purpose, shared results of recognition for what they have been asked to

do, the team excels. People have a need to belong, a need for personal attention, need to

be recognized, and a need for support. No team member should be allowed not to

contribute. A member who refuses to contribute breaches the contract. Negative

contributions demoralize the individual and stagnates the team efforts. A team

member needs to know and feel that she/he is an intricate part of the team. Measuring the

team effectiveness as a whole requires that the team members evaluate their cooperation

level. How well does the team get along? Ask the team members about the

Conflict Resolution 5

dynamics of the team. Who are the real team players? Who can you go to for help?

Evaluate the following most supportive, somewhat supportive, and least supportive.

Evaluating or measuring the effectiveness of the team as a whole, the team can see the

needs of its members. Does a member need additional training or coaching in team

dynamics? Aspect of a positive team working cohesively together is the bottom-line.

Time management is a very important aspect of teamwork. Each member controls their time and has an obligation to the team to be effective in prioritizing their time. Your potential for success lies in how you use your time. Learning styles affect the way you manage your time (i.e., factual learners organize activities within a framework of time.

They are aware of how long it takes them to do something. Holistic and theoretical learners miss the passing of time. They are usually late.) Time management is a lifelong pursuit. The ability to manage your time varies depending on your mood, stress level, and how busy you are. Methods to manage your time require that you set goals, maintain a schedule of your activities, know your value system, and set priorities. Do not let other people control you. Remember that managing time requires a lot of thought and energy, but the sooner you put forth the effort to organize yourself, you will begin to see results with time management. After defining a team and team characteristics something that often occurs within the team is conflict. Conflict is defined as an expressed struggle between at least two mutually dependent parties who perceive incompatible goals, scarce resources, and interference from another party in achieving their goals. Conflict is an essential part of personal and professional relationships. Just as there are many different types of people, there are different types of conflict, such as, interpersonal and intrapersonal conflict. Interpersonal conflict is when you experience emotional and

Conflict Resolution 6

mental pains within ones self. Characteristics of this type of conflict are being annoyed, defensive and indignant. Often times the individual dose not identify their personal issues, which can be bad for the team. If the individual does not realize their personal issues it will cause tension in the team, which leads to personality conflicts. Intrapersonal conflict exists when two or more people have incompatible goals. They both believe that the other individual prevents their own goal from being attained. Though both individuals may have a difference of opinion, intrapersonal conflict can be beneficial to the team. It focuses attention on assumptions that may not be underlined in particular concerns and are often ignored. Recognizing the other team members concerns could improve the quality of decisions making as a team. One of the most common causes of stress in work teams is lack of communication. As long as we talk about our concerns, there are ways to make things better. A one common communication mistake is mind reading another team member. If you always assume you know what your team member is thinking, your team is on the path to failure. At no time should you assume you can mind

read what other individuals are thinking, because often times you will be wrong. The team needs to be honest and precise when working together. Another communication mistake is pretending there is nothing wrong. Your team members need to know if there is something wrong because your personality affects the team. Withholding issues amongst you can hinder the team. Also, thinking if you ignore a problem long enough, it will go away can hold back the team. Personal problems need to be resolved, and by ignoring them only make matters worse. You need to deal with your problems or have another team member help you work them out, so that you work productively in your

Conflict Resolution 7

team. Next, procrastination is the avoidance of doing a task that needs to be accomplished. Characteristics of procrastination are, feelings of guilt, inadequacy, depression and self- doubt among team members. Procrastination has a high potential for painful consequences and interferes with your ability to work effectively in a team. Also procrastination means not managing time wisely. You may be uncertain of your priorities, goals and objectives. Which lead to being overwhelmed with the task. The team member may have difficulty concentrating and organizing due to lack of planning. Usually this means you have to put in extra planning time at the end to complete the team project. Confusion is also common when one procrastinates. If you arent clear on of the purpose of your team, you may not them priority. Doing anything else becomes easy, especially when youre tired or disoriented. On the other hand, perfectionism prolongs the task by standards of excellence that are impractical. In some cases the team member concentrate a great deal one part of a project because they do not have a full understanding of the project as a whole. Lastly, many team members find they we do their best work under lots of pressure. This is partly because the thrill of pushing up against a threatening deadline creates adrenaline in our bodies, which gives us a kind of (natural) chemical high. The trouble is like any kind of high (or anything else pleasurable), the team member can become dependent on this stimulation, and end up procrastinating often in the future projects. Sooner or later, they will push hard enough that they will not meet the deadlines.

In conclusion, conflict is unavoidable when a team that works together comprises of different personalities and views. Differences in needs, goals, and values are all potential triggers for conflict. By bringing the conflict out into the open and acknowledging that

Conflict Resolution 8

there is a mutual problem will bring ease to the process of a cooperative resolution. Effective communication is imperative and each team member should exercise active

listening to include listening with your eyes and ears and to be able to comprehend all aspects of what is being said. The apparent reasons for conflict should be discussed amongst members to find the underlying cause of differences. Instead of focusing blame on each other, all thoughts and ideas should be viewed objectively. In addition to effective communication, compromising is another strategy for team decision-making.

When this tactic is used to resolve conflict, each member involved must give up something that he/she wants but each person will also get something out of the resolution.

This is a type of win/win result because each member will get some of what he/she was seeking. Destructive differences should be eliminated as early as possible. The longer conflict persists, the more difficult it is to resolve. Resolutions should be developed jointly and all alternatives should be discussed. Decide on which alternative is applicable to the circumstances or conflict and apply it. Whatever approach is taken, if it is well thought out, it will at least begin to move the conflict closer toward resolution.

Please note that this sample paper on Conflict Resolution is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Conflict Resolution, we are here to assist you. Your cheap custom college paper on Conflict Resolution will be written from scratch, so you do not have to worry about its originality.

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Change

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on change. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality change paper right on time.

Our staff of freelance writers includes over 120 experts proficient in change, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your change paper at affordable prices!

Bird uses emotive language to elicit our sympathies for their situation. Her description of the children gives a contrasting image of sadness, sorrow and downcast.

"Her companions look shyly, sadly at the camera; but her eyes are downcast."

Furthermore, these horrific descriptions allow us to imagine the situation, such as

"High domed forehead"

Do my essay on change CHEAP !

And

"Gently pouting upper lip"

These convince the reader that these children are suffering from emotional, attitudinal, social and cultural differences.

Metaphorical language

Bird uses violent metaphors to describe previous government attitudes towards aborigines.

Bird descriptively writes that "the evils of the past always come back to haunt us and to deny the past is to cast a dark shadow, to cripple the future, infecting it with the nature of those evils"

This metaphorical statement implies that

- assimilation is not an error or misguided, but evil

- the government will have the past haunting them about to infect and cripple their future

Bird describes her stories as "delivered from the heart and written in tears"

- provokes sympathy and compassion

- very emotional

Bias

- world of cruelty and evil

The whole introduction is a clich�. Bird refers to all the loss of culture and relations of these aboriginal children as a "tragedy". Not until the end of the introduction did Bird mention some positiveness of child removal, that

"not all indigenous children who were removed from their own families suffered at the hands of the adoptive families."

Modesty

- rhetorical, prolific, crafting of words

Bird recalls that she is "an ordinary person writing…from my heart"

- provokes emotions

Childhood

Bird uses the impact of assimilation in her life to give a personal tone. It distinguishes her unique point of view.

Other people's perspectives

- backup for Bird's arguments

- similar to Bird's views

"True reconciliation…it not achievable in the absence of acknowledgement by the nation of the wrongfulness of the past dispossession, oppression and degradation of the aboriginal people." sir William Deane

Purpose

- cathartic purpose

o cathartic relief of strong feelings or tension

- expiate the past, approach towards a new future

· expiate amend wrong doing in the past

Convince the reader to elicit sympathy towards the stolen generations. The lengthiness and detail of it positions us to accept her perspectives as the only logical reaction to the stories that follow. She clearly gains her intention through visuals, metaphorical languages, emotive language, rhetorical questions, selection of other perspectives, modesty, instructive tone, perspectives for Australia, and childhood references.

Sky-High" by Hannah Robert is a story of a persona who reflects life and compares the joys of childhood to the responsibilities of adulthood. Hannah makes use of figurative language and emotive language to bring her vivid descriptions to life. The use of present tense immediately shows the perspective of an adult reflecting childhood. The alliteration "silver skeletal arms" is a personification of a clothesline which the persona recalls her childhood on. In the presence, the clothesline has transformed into "sun warmed metal." The metaphorical "Jigsaw" was used to piece together the persona's life. "Other details come back, piece by piece, slowly filling the gaps." In her childhood, the persona is free and hence "Sky-high" but as she becomes older, there are responsibilities "and too many things tying me to the ground". She wants to return to the freedom of childhood but change is inevitable and can't be resisted. Initially as she describes her childhood, the tone is warm and elevated but as the story comes to an end and the persona returns to the presence, the tone is cold and hardened. Readers feel that Hannah Robert's story shows that one should enjoy their childhood and make the most of it for the years of adulthood to come. It changes their opinions and may even reverse their thoughts about the way they view life. The persona's childhood was full of freedom and happiness whereas Paul's and William's were miserable and taken away by the assimilation.

Present opinions about the world have continually been reversed and changed. The meaning of change is an alteration, a movement from one form to another or a transformation. The catalyst of change is time which is inevitable.

Overall, a person's perspectives, opinions and thoughts are changed radically or even dramatically over various composer materials and the literal and visual techniques used. Techniques such as alliteration, assonance, metaphors, similes and wit were used to arouse the reader's personal emotions. "The Stolen Children Their stories" conveyed how the government tried but failed with assimilation. The story "Sky-High" promotes nostalgia and the regretting of inevitable changes.

+ Material one's message

+ Material two's message

In conclusion, a person's perspective may change much or little depending on the way they interpret different readings.

Introduction

1. answer the question agree/disagree

. define change / definitions + catalyst + changes + effects + response to change

. raise issues + characters from text + state resources

4. state changes to be discussed

Body

Text 1//

1. state main idea + detail

. quote + explanation

. introduce resource + date + composer + content

4. quote + explanation

5. link text and material

6. concluding statement + reference to question

Conclusion

1. review the 4 discussions of texts

. reiterate review with reference to the question

. concluding statement to validate your argument

Sample Essay (number 1) rating = bad, too long! Too detailed!

"Change is part of life. It cannot be escaped and instead should be welcomed." Discuss this statement with reference to your electives for the area of study

Change is a stage in life, appreciated and hated yet inevitable. From the birth of life to modern 1st century civilisation, society has changed without slightest notice. The dictionary definition of change is "an alteration", "a transformation from one to another", or "to become different." There were good consequences of change such as innovations towards civilisation, yet society had to suffer political changes which led to war. The prescribed text "The Stolen children their stories", the poem "The Door." The four materials all deal with changing perspectives, how sometimes society tries to avoid change for good or bad, but can't stop it, it's inevitable! The prescribed text and the other supporting material deal with emotional, relationship and cultural changes.

The report "the Stolen Children their stories" edited by Carmel Bird, 18 Australia, is composed of short stories and hopes to make society listen to the stolen generations and feel their plight, cultural loss and the changes. Its purpose is cathartic. In hope that Australian people and the government will sympathise and apologise, by saying "sorry", to them. Bird's perspective is distinct as she insists "An apology is due to those who have come to be known as the stolen generations." The report's purpose is to expiate the past, approach towards the future.

In the 1st story, Paul and his mother were admitted to hospital, recovering from an illness. Only then, did doctors and officials note that Paul's mother was "unable to provide adequate care" care for her son. As a result, Paul was adopted and placed into a foster home where he suffered verbal abuse. The children of the foster parents called him "their little abo", as a result Paul was stressed and constantly angry. Through his life, Paul has undergone social, emotional and cultural changes. "I had no identity; I always knew I was different", this emotional change made him feel inferior to even his own people today. He disgusts the changes as they separated him culturally as if he had lost part of his life "Although we try we still don't really know each other, we're still like strangers." The only happiness in him were "The next six years were the happiest, most cherished years of my life", when he was reunited with his family. That was when he spent the six years with his mother before she died at 45. Through the separation, Paul learns how truthfully he loves his family, and how he regrets the loss of a cultural relationship. This reflects how one should welcome change as stated in the question.

Another compelling story was Millicent's story. Millicent was taken from her family and placed in Sister Kate's Home in WA. As she worked by a farm, she was sexually and physically abused. Soon after, she was pregnant and had a baby, which was also removed from her. The matron told her that her baby was dead. However, in 16 January Millicent was contacted by the SA welfare that her daughter was searching for her, they were reunited. The social and attitudinal changes she suffered were severe as though "All they contributed to our upbringing and future was an unrepairable scar of loneliness, mistrust, hatred and bitterness." Her life was filled with fear and pressure that "I was scared and wanted to die." Definitely, she did not welcome the changes that happened. As traumatic as it was, she had no where to go and had to overcome this time of physical change, where "the farmer and one of his workers raped me several times" Millicent's story was just one of many which contradicted the idea that change should be welcomed. Most stolen children weren't treated with love. They were used as slaves or for sexual treatment!

William's story is filled with sorrow and sadness. When he was 6, his mother died and he was sent to an orphanage. He then lived with Mrs. R, where he was repeatedly raped. He then left home and got involved with alcohol and drugs. Now, he still suffers emotionally. The serious repetitive staccato effect of short sentences shows his anger and frustration as he reflects his changes in life. How his separation led to relationship changes, "I wish I was blacker", William's lost his culture, language and bond with his own people. He feels ashamed, "I drank myself stupid. I drank to take pain, the misery out of my life…I am so ashamed of what I've done." His mental hopelessness makes him lost, lonely and sorrow. He tried escaping the changes through drug and alcohol abuse, but that led to his own depression.

The lengthiness and details of Carmel Bird's report is so intense that she changes the reader's perspective towards the aboriginal generations. The contrast of the stories is supported by 1 perspectives, voices and recommendations which suggest restitution. "The Stolen Children Their stories" show how some unfortunate people struggle to resist the changes but it is inevitable, unable to escape but forced to suffer. Rarely some welcome the change; it gives them hope of wisdom and worthiness of love and life.

"Go and open the door" repeats the poem "The Door" as it encourages you to open it to see something new, if not then "even if nothing is there, go and open the door, at least there is a draught." Microslav Holub's poem implies that physical changes are bound to happen, they should be welcomed. The poem insists that there is a chance that changes bring good consequences. In the poem, "the door" is the boundary, or the challenge to overcome, the fear people have to approaching new things. The words "Maybe" and "if" show the wonderful possibilities of opening the door. The poem consists of 4 stanzas, each with indents to show the action and then the consequences. The reader is placed into a situation and can well imagine, due o the language of a poem, what the listener's reactions might be. The door acts as an intimidating barrier and the speaker must diffuse the phobia of his companion. The themes of the poem is simple, it relates with human fear, challenges and changes. Note that the perspectives of the speaker and the listener are markedly different and the poet, who is a master of brevity, sketches in the reasons that they are held.

+ Material of your own choosing, preferably a film

+ Material of your own choosing, preferably a book

"Change is part of life. It cannot be escaped and instead should be welcomed", is a true statement in life. looking back into the past does not help the future, regardless of what has happened. Carmel Bird's "The Stolen Children Their Stories" shows how negative changes should be overcome, by "Recommendations". How John's Howard's resisting to an apology shows how determined he is to saying that the past cannot be blamed onto this generation. Or on the other hand how an apology is due to sympathise indigenous plight. The inevitability is present hence the changes cannot be blamed for but should be accepted and welcomed to make negative times better.

Please note that this sample paper on change is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on change, we are here to assist you. Your cheap custom college paper on change will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Biomechanics of tennis

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An Investigation Into How Biomechanical Analysis and Research Has Aided Research and Development In Racquet Sports

Introduction

Until the 170's virtually all tennis racquets were made of wood with leather grips. Typically, the racquets were 7 inches in length, had a head size of about 65 square inches and weighed about 1 ounces. Manufactoring innovations have radically changed the racquet in modern tennis. The modern racquet is larger in both head length and head width. It is also considerably lighter, less flexable and made of new materials such as graphite and Kevlar.

Biomechanics has also influenced the development of the strings, tennis ball, injury reduction and stroke production.Order Custom Essay on biomechanics of tennis

Biomechanics of stroke production

When you watch more proficient young tennis players compeating you can see quite clearly that the style of tennis strokes has changed. Over a period of time the classic, smooth flowing ground strokes that were displayed by the tennis champions of the first two thirds of this century has been replaced. Todays game emphaasizes power from the baseline and the ability to end the point with a single swing anytime the opponent is slightly out of position. The "power" enphesis in the game has evolved shots such as the now dominent overhead serve originating from the clasic underarm serve. It is possible that stroke mechanics are a direct result of the changes in racquet technology, (Brody 00)

Adopting a kinesiological anaalysis approach to tennis strokes (elliot et al;17) identified two major strategies of coordination used in tennis, shown in table 1 below.

He concluded that in strokes where power is required for example in a service or groundstroke a number of body segments must be coordinted in such a way that a high racquet speed is generated at impact. Where precision is needed the performer must reduce the number of segments and move segments more as a unit for example a volley at the net.

Recent studies on the serve (Elliot et al.,15) and the forehand drive (Elliot et al 17) have provided coaches with an appreciation of the role of individual segments in developing racquet velocity illustrated in table below.

The above table shows that the number of segments if coordinated correctly leads to an effective stroke. However this research must be treated carefully since the calculations does not acknowledge the roles of other body segments. For example the legs in the service play an important role prior to impact, while others can act in a way that enable other segments to operate more effectlively.

As (W.Ben Kibler states) the high percentage attributed to the upper arm in part reflects the energy transferred up the kinetic chain from the lower extremities and trunk. This again emphasises the importance of the other body segmants as well as the shoulder, arm and hand in playing a shot.

A Longer Back-swing?

Biomechanical research has also aided in the evolution of a longer backswing of the racquet before ball contact. The main reason for having a backswing is to increase the distance over which velocity can be developed during the forward swing. In groundstrokes it was commonly taught that 'the racquet should be pointed at the back fence' (Hohm, J et al.,187), Whereas today advanced players frequently rotate the racquet 45 degrees beyond this point for the forehand (Elliot et al., 18, Takahashi et al., 16) and 0 degrees beyond this point ("parallel with the back fence") for a backhand groundstroke (Elliot et al., 18).

The tendaancy to keep the racquet behind yet away from the back in the service action or to position the racquet passed the hitting shoulder in preperation for a volley at the service line are further evidence of players increasing the distance of the forward swing to impact.

The Use of Elastic Energy

Research has shown in a stretch shorten cylcle of movement elastic energy stored during the eccentric phase of action (lenghening) is partially recovered such that the concentric phase (shortening) is enhanced. This is also supported by the fact that the concentric action begins with the appropriate muscles under higher tension than could be created purely concentrically. Research by (Wilson, G.J et al,.11) has shown that the benefit to performance from these two factors is critical for success in tennis.

Examples from selected strokes are

Service

A coaching point in maximising power in the serve is the timing of the 'leg drive' with the racquet preperation. The eccentric stretch of the shoulder muscles is maximised by a vigorous 'leg drive' that is combined with the effects of gravity and the inertia of the racquet. The off centre 'leg drive' also helps to rotate the trunk forward (flexion, shoulder over shoulder and rotation) in preparation for impact.

Groundstrokes

Rotation of the shoulders greater than the hips and the positioning of the upper limb relative to the trunk during the backswing phase of these strokes, place appropriate muscles on stretch. In the backhand groundstroke this is why the racquet is parallel to the baseline in preparation for the forward swing.

In conclusion biomechanics is a key area in coach education and player development because all tennis strokes have a fundamental mechanical sructure. Successful performance of the tennis strokes is greatly affected by the technique the player employs. A coach who understands the key mechanical features of a stroke, can analyse movement will provide the best opportunity for optimal player development.

Tennis Racquet Strings

One of the factors that determined the overall performance of a tennis racquet, and one that can be selected by the player, is the string tension (Groppel et al.187; Bower & Sinclair 1; Knudson17; Cross 000). Since string tension is a factor in determing performance outcome biomechanical reseach in this area is quite extensive.

The effect Of String Tension

The variables affected in the formulas for string tension are dwell time and coefficient of restitution. Dwell time has been identified as the length of time the ball stays on the strings. Coefficient of restitution is the measure of the elaticity of the collision between the ball and the raquet. High coefficient of restitution produces a more elastic and livelier bounce.

Longer dwell time means lower torque and impulse reaction on impact, which means better accuracy. Dwell time decreases with increasing string tension, which has a negative effect on performance accuracy. After a point as string tension increases, coefficient of restitution goes down. Lower coefficient of restituion means higher

Please note that this sample paper on biomechanics of tennis is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on biomechanics of tennis, we are here to assist you. Your persuasive essay on biomechanics of tennis will be written from scratch, so you do not have to worry about its originality.

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Raising free children

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I have always had an opinion about how the world is so different for men and women. Even as an adolescent, I remember taking every opportunity to express my opinion in the matter. I had little hope of making any changes to the way my parents raised us, but I talked and thought about it a lot. I sure thought about it some more when I had my first son, but it has become a serious issue since I had my daughter. Not all girls like to play Mommy, and not all boys can be strong and brave.

Raising children to fulfill traditional female and male roles has a negative effect in their adult life. Gender based play during childhood, the poor promotion of womens achievements throughout history, and an accepting attitude towards gender-based stereotypes, are three important factors that cause low self-esteem in girls and a feeling of superiority in boys. These practices teach men that their place in the world is that of control, and train women to be submissive and accepting of their disadvantaged position in the world.

Promoting play based on gender has justification only if we believe that there are exclusive roles for women and men. If we understand that there are only two roles where there can be no crossover, the ones of mother and father, then there is no reason to limit childrens play founded on a biological circumstance. Women can only be mothers, never fathers, and viceversa, but biologically and intellectually, both genders are capable of performing well in any occupation.

According to Kathy Reyes Smith, a Kindergarten teacher of 5 years, almost exclusively boys play with boys and girls with girls from kindergarten on. At home and even at daycare, children classify people in two categories adults and children. After age five, they recognize two other categories boys and girls. Childrens gender identity is not threatened by exploring all arenas of life. Not only we can, but we must encourage children to know themselves, find their vocation and develop their potential, intellectually and emotionally. During early childhood, parents and society begin to establish differences based on gender that strengthen a culture of stereotypes. From birth girls and boys have a dress code to match a certain expected behavior? Pastel colors, flower prints, hair ornaments and earrings, go well with a tranquil and docile conduct expected from girls. Blue in various shades and other dark colors, along with prints of machinery, tools, and wild animals constitute the boys dress code. Later, girls can identify pink as the feminine assigned color, due to its generalized use in their clothes, toys and school supplies. As expected, boys very much stay away from this color.

It is common knowledge that girls mature at a younger age than boys. In fact, girls are expected to be potty trained earlier than boys are. Around the toddler years parents begin to exclude a number of games and pretend play from their childrens activities. Very physical play or ones that involve guns are reserved for boys. If girls are allowed to participate, they are not permitted to actually use the guns; their involvement in the game is limited to be spectators. For girls, dolls and dishes substitute trains, construction equipment, war toys, and action adventure heroes, which belong in the boys world.

By age six, parents, relatives, marketing and society introduce the concept of exclusive occupations to childrens play. Girls are provided with toys to support pretend play suitable for girls, like cleaning utensils, kitchen items, and craft supplies. The roles of nurses, teachers and stay home parents are not so much imposed on girls, but they are promoted by being discouraged from boys play. Society considers inappropriate for boys to assume these roles in their pretend play. At the same time, certain other occupations fitting to heroes and leaders are promoted to boys, such as soldiers, engineers and policemen. This practice teaches children that occupations are gender adequate. Not by accident, the professions and occupations of power are appropriate for men, and those positions that follow orders are appropriate for women. Sadly, parents support all or some of these apparently innocent practices. Has anyone seen the male nurse Halloween custom, or, the male ballet dancer Halloween custom? All of these things send a message and they acquire the idea that femininity is synonymous with weakness, lack of ability and low intelligence.

My five-year-old son has been playing Monopoly for a little over two months now, and his ability to handle money went from to 7 in a scale of 1 to 10. He can practice addition and subtraction, and he is learning to make decisions. Catering to adults, Monopoly has come up with versions such as NFL and NASCAR. In the childrens market Parker Brothers introduced Pokemon Monopoly, which is the version he likes to play. All toy makers could start creating or modifying games and toys to make them inclusive of both genders. How about a Monopoly version with famous buildings in the world, or another with invention patents by men and women.

By the time children reach adolescence, they have accumulated 1 years of gender discriminating training. Now, fashion, societys expectations and their developing sexual identities separate the boys from the girls even more. Girls are encouraged to be good, and boys not to be good. Parents foster in boys the instinct of defense, to protect oneself and others, to fight for ones property and rights. But there is a totally different perception of girls when they present the same behavior. Girls are considered unfeminine and too aggressive. Boys are considered manly and brave. Girls are punished and boys rewarded for doing exactly the same thing. A girls reputation depends upon her control over a sexuality she hardly understands, and a boys popularity is founded on the free expression of the sexuality he does not understand either. Boys will be boys, Boys dont cry, Boys go as far as a girls let them, are sayings that illustrate societys concept of the roles of the sexes. Men chase and rule, women wait to be chased and obey.

Besides this, generations worth of submission training create a cycle difficult to break. Children learn from what their parents do. Therefore, the decisions mothers make for their personal lives are the guides daughters will use to make their own choices. Thus, mothers who endure abuse from their partners are setting a destructive example. In all fairness, it is necessary to note that young women are many times pressured by their parents to stay in a bad marriage.

Nancy Gibbs in her essay When Is It Rape? discusses how when societies began to punish rape, it was so only in the case of virgins. Because it was viewed as a property crime, the sanction was usually to pay the father the equivalent of the girls price in the marriage market. In some early social groups like Hebrews, the fate of a rape victim was the same as that of the adulterous woman. Anybody who has lived in Latin America can testify that this is a current practice among indigenous groups.

In a society ruled by men, women have to fight not to assume a dependent role. Unfortunately due to the gender discriminatory training they have received, many only find their identity in the role they have in a mans life. It is painful to witness how many see themselves as objects of ornament. Too much emphasis is placed on a woman being pretty, slim, and youthful. The popularity of breast implants and other cosmetic procedures are a reflection of this. Women settle for bad relationships, marriages and partners. The evening news tells stories about these women almost every night. Many base their worth on being loved by a man. This consequence reinforces the fallacy of mens superiority over women. Cultures where women who do not marry are labeled Old Maids, teach from childhood that females need a man to be happy. And many men end up believing that women need them too much and love them less.

In the area of romance, the training men receive is a sure formula for failure. They need to get the money first so they can get the girl later. The more money they make, the better opportunity they have in choosing the woman they like. Likewise, the training for women in this area of relationships produces the same result. Girls dont need to worry about going to school and getting a good job, all they have to do is be pretty, thin and pleasing to be picked by a man. But women realize soon that the world works in a different way. They need to go out and get jobs. Women need to provide for themselves and their families. Even in a relationship women contribute too. Though men seem to be in a position of control, this is actually a very uncomfortable situation for them too. Because they have been made to believe that women love them for their money, a feeling of insecurity is almost sure. In their minds, the woman they set to conquer is not truly theirs. She belongs to the money and who ever has it. Suddenly, men feel they are not in control anymore. They feel threaten in their emotions and their intelligence.

Regardless of what really happens out in the world, our culture still assigns the role of provider to men. Everybody knows though, that women are providers too. As part of two-income families, or as single mothers, women can and do provide for their children and themselves. Joanna L. Strantton in her book Pioneer Women illustrates the myth that one of mens roles, as fathers, husbands or brothers, is to protect the women in their lives. Women have had to protect themselves against men and in spite of mens protection. Back in the times when women were not allowed to own property or have inheritance rights, when they were prevented from voting and disabled by the law to have custody of their own children, and could not even speak in public or attend universities, women lived at the mercy of men. This shameful reality prompted the Temperance movement, aimed to ban alcohol from communities, for it was considered the destroyer of the home. Soon after, the womens Suffrage Movement was born, championed by Susan B. Anthony and Elizabeth Cady Stanton. Unfortunately, their names and accomplishments are not well known.

One afternoon during a womens convention for the Suffrage movement, Frederick Douglass spoke in support of Congresss proposal to grant black men the right to vote. Women, through the Suffrage movement, had supported the Abolitionist cause for years. So when Congress offered the vote only for black men, women expected to have the abolitionists support for their own cause. But men turned on women and accepted the proposal. That afternoon, Anthony asked Douglass if black women did not deserve the right to vote. Douglass had no answer for Anthony. Women continued their fight alone and Ms. Anthony died before she could legally vote. This is how Lynn Sherr in her book Failure Is Impossible narrates this painful episode in history in which men put their rights above women again.

When we speak of rights, we must not forget the nurses that have served in all the wars. They cared for the wounded in extremely dangerous situations, even offering their lives to save the innocent. Yet prevented from receiving the well deserved highest honors, because only combat assignments are eligible for these most rewarding medals. Women as well as men have an obligation to correct all these cases of injustice. A crusade to right the wrongs should be sought in this millennium.

Scott Russell Sanders, in The Men We Carry in Our Minds, exonerates unprivileged men of womens inferior place in the world. In his mind, the men who work with their bodies, the uneducated, the poor, the field workers and even the soldiers because they have little financial resources do not oppress women. Russell refers to women not having to go to war or make a living. He seems to forget that women do suffer the horrors of war and fails to acknowledge the sacrifice wives make sharing their husbands misfortune. What women want and deserve is the right to choose.

It is necessary to raise the issue and provoke thought. Promote the discussion and analysis of the topic to reach the stage of action. Parents should be able to talk freely about the way they want to raise their children. Free of prejudice and only with the childrens best interest in mind. This can be the starting point of the journey to equality. The goal is to help children know themselves, so they can reach happiness. The challenge is to identify all of societys obstacles and defeat the monster of stereotypes and myths. It is also necessary to teach the real history to our children. The path consists of identifying the virtues of equality between women and men. I aim to raise a daughter not destined to suffer social submission and unnecessary physical and emotional pain. I intend to raise two sons with free minds, who will help free more women.

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