Symbols and Characters of Bread Givers. Essay -- Essays Papers

Symbols and Characters of "Bread Givers". One of the significant features of Jewish history throughout many centuries was migration. From the ancient pre-Roman times to medieval Spain to the present days the Jews were expelled from the countries they populated, were forced out by political, cultural and religious persecution, and sometimes were motivated to leave simply to escape economic hardship and to find better life for themselves and for their children. One of the interesting pages of Jewish history was a massive migration from Eastern Europe to America in the period between 1870 an 1920. In that period more than two million Jews left their homes in Russia, Poland, Galicia, and Romania and came to the New World. The heaviest volume of that wave of Jewish emigration came between 1904 and 1908, when more than 650 thousand Jewish emigrants came to the US. The Eastern European Jews fled from pogroms, religious persecution and economic hardship. We can learn about those times from history text books, but a better way to understand the feelings and thoughts of the struggling emigrants is to learn a story from an insider, who herself lived there and experienced first hand all the challenges and hardships of the emigrants' life. Anzia Yezierska's novel "Bread Givers" is a story that lets the reader to learn about the life of Jewish Emigrants in the early Twentieth Century on Manhattan's lower East Side through the eyes of a poor young Jewish woman who came from Poland and struggled to break out from poverty, from tyrant old traditions of her father, and to find happiness, security, love and understanding in the new country. The book is rich with symbolism. Different characters and situations in the novel symbolize different parts of the emigrants' community and challenges that they faced. The characters range from the father, the symbol of the Old World, to the mother who symbolizes struggles and hopelessness of the women of the Old World, to the sisters and their men, who together represent the choices and opportunities that opened before the young generation of the Jewish emigrants in the New World. The father of the storyteller, Sarah Smolinsky, is an orthodox rabbi, Mosheh Smolinsky, with rigid old-fashioned conceptions, who cannot or simply does not make an effort to realize himself in America and spends his days poisoning lives of his ... ...e them. And they, with all their education, are under my feet, just because I got the money." Through the lives of different characters the author tells about struggles and sacrifices that any emigrants have to face when they come to a new country and try to get on their feet. The first generation usually gains the least, because older people already have deeply rooted cultural traditions and language barrier that do not let them to assimilate and to feel fully at home in the new place. Just like Sarah's parents in "Bread Givers" the majority of first generation older emigrants that I know feel somewhat alienated and disadvantaged in America. Many of them were naà ¯ve and thought that America was a Golden Amadina where "money grows on the trees". Many were intelligent enough to realize that they were going to a tough land of opportunities where they would have to fight and struggle for a spot under the sun. But those who were realistic came here anyway, because they hoped for a better future for their children who could fully benefit from new opportunities, ethnic equa lity, and democracy that the New World had to offer. Bibliography: "Bread Givers" by Anzia Yezierska

Japan Vs Feudal Europe

The systems Presence of Feudal System Compare Feudalism developed slightly later in Japan than in Europe Contrast: Base of Feudalism European feudalism was grounded in Roman legal structure while Japan feudalism had as its basis Chinese Confucianism Evidence 1: Europe: the economic system of Europe is based on an economic system made of the relationships between the different classes in the hierarchal life in Europe. Japan: Unlike Europe, Japan's economy relied on Internal money flow.For the most part an Agricultural Economy Evidence 1: What the main Religion was Europe: Christianity Japan: Buddhism with Shinto Influence and Zen Buddhism Evidence 2: class differences and positions Divisions of Class and Rank Europe: King, Nobles (dukes, Duchesses), Peasants, Serfs Japan: Empower (acts as a figurehead) Shogun (has the power, Military Leader), Deadly (Each controls an area of land had Is master so his Samurai who are paid to work for and protect him), Samurai (Warriors who fought to pr otect their Diamond and people.They uphold a strict code of selflessness and honor), Peasants (farmers and Sherman, they were considered higher class than in Europe because they supplied food which all classes depend on), Artisans (people who were specialized in a specific trade), Merchants (Merchants were the lowest class and their Job was to trade and transport goods as well as shop-keep Europe: Unity of Church and State, Papacy Sometimes forced conversion Japan: In feudal Japan, state and religion were kept separate for the most part.Buddhism came to Japan 300 years before feudalism took shape. It blended with the native Japanese religion Shinto to for Zen Buddhism Japanese variation of Buddhism Reinforced Bushier values of mental and self-discipline Buddhist monasteries became very wealthy Conversion was never forced. Monasteries were centers of learning, charity, interpretation for the poor It was the country official religion throughout feudal Japan, but religious leaders did not try to control politics or society.This non-interference allowed the Shogun and Dynamos to rule while only focusing on the military and political aspects of their rulers The beliefs of Zen Buddhism were very popular among samurai since they followed beliefs of Bushier Evidence 3: Compare and Contrast in Warriors and their valuesWho they were, difference in training, attire, Position in society, role in the community, duty outside of warfare Bushier-values Justice or rectitude Without rectitude they will not be fulfilling the full responsibility of the samurai Courage Doing what its right no matter how scary Mercy Politeness (etiquette) Honesty Honor Loyalty Self Control expected to have not only the strength and skills to face combat in the violent Middle Ages but was also expected to temper this aggressive side of a knight with a chivalrous side to his nature. To fear God and maintain His ChurchTo serve the liege lord in velour and faith To protect the weak and defenseless To g ive succor to widows and orphans To refrain from the wanton giving of offence To live by honor and for glory To despise pecuniary reward To fight for the welfare of all To obey those placed in authority To guard the honor of fellow knights To eschew unfairness, meanness and deceit To keep faith At all times to speak the truth To persevere to the end in any enterprise begun To respect the honor of women Never to refuse a challenge from an equal Never to turn the back upon a foe Evidence

Using Analytics And The Decision Making Process Essay

Before our clients can get to a point of having a dashboard of KPI’s and metrics, it’s imperative to understand the problems and the reasoning for diving into analytics. As a firm, why do you want to engage in analytics? Do you have the full support of the firm to include analytics in the decision making process? What are some of the issues that can be improved through the measures of data? What are you specifically trying to accomplish? What is the quality of the data being measured? These are all key questions that need to be answered before engaging in any sort of analytics and reporting. It’s important to remember that a firm should not do analytics, for analytical sake. There should be a reasoning and number of problems that could be solved through analytics. If not completed properly, the use of analytics could be a huge drain to cash flow and influence decisions that could have a negative impact on the firm. This is where AC Lordi differentiates itself from the competition and competes with the ‘BIG 4’ accounting firms. We’re able to walk a client through a proper planning process at a cost that’s significantly lower than our competitors. We’re able to provide resources with the same analytical background and knowledge as those firms. We provide a structured framework to answer all the relevant questions, suggest KPI’s that can be measured in the industry and implement target ranges where KPI’s should fall within. The importance of set target ranges for KPI’s, willShow MoreRelatedThe Three Levels Of Analytics, Descriptive, Predictive, And Prescriptive1707 Words   |  7 Pageslevels of Analytics (Descriptive, Predictive, and Prescriptive). Give a brief example of how they might be used to solve business decisions. 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Companys Csr Sustainability Program - 1485 Words

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Deus and Kleos The Paradox of Glory in Homers The Iliad...

The Iliad is the story of hundreds of Ancient Greek heroes and kings seeking to take the fabled city of Troy. They embody the values that the Ancient Greeks valued. The charismatic Odysseus, the mighty Achilles, the wise Nestor, the royal Agamemnon all take part in the Iliad. The heroes pursue personal glory on the battlefield. Glory to them, is more valuable than their families, their lives, and form the very basis for their existence. The invincible Achilles, mightiest of the Achaeans, chooses to withdraw from the fight due to a loss of glory. Glory, the intangible, almost untouchable thing that even the mightiest of heroes sought. The idea of glory is the temptation of man, it leads them in an endless cycle of conflict and struggle,†¦show more content†¦When Achilles withdraws from the battlefield he pleads with his immortal mother, Thetis, to plead with Zeus to â€Å"grant the Trojans victory after victory till the Achaean armies pay my dear son back.† (Book I, li ne 607-608). Achilles forsakes the bonds of camaraderie due to the loss of glory and honor inflicted upon him by Agamemnon. Yet he lets his faithful companion, Patroclus, march in his armor. Achilles while pursuing glory and honor, lets a lesser man wield his armor, which often is used to symbolize glory. Soldiers often took the armor of the enemies they have killed as trophies. Achilles, while steadfast in his pursuit of honor and glory, willingly gives glory to his comrades. While Achilles is willing to let his comrades fall in battle because of an insult to his glory. He is also willing to part with his armor, a physical manifestation of his glory, to his dearest companion Patroclus. While Achilles is steadfast in his pursuit of glory, the bonds of camaraderie still bind him. Glory, Achilles’ greatest desire, still takes the second spot to his friend Patroclus. Patroclus is slain, and Hector, mightiest of the Trojans, seizes Achilles’ armor, a symbol of his glory. By honoring his comrade, Achilles provides himself with a reason to return to battle, where he earns more glory than before. While Achilles does lose glory from the loss of his gleaming armor, he regains it by slaying Hector

Meeting Learning Needs Case Study Free Essays

Meeting Learning Needs: Case Study In this rationale I intend to discuss â€Å"Why we do what we do† when it comes to Inclusion and Special Educational Needs (SEN). This will be a case study of a pupil with SEN attending the school in which I work. It will first outline the nature of the pupils Special Educational Needs and then critically examine how these needs are being met. We will write a custom essay sample on Meeting Learning Needs Case Study or any similar topic only for you Order Now The role of multi-agency approaches in providing support to the pupil and parental involvement will also be analysed. All children, wherever they are educated, need to be able to learn, play and develop alongside each other within their local community of schools† (Dfes 2004 p5), going further to state that â€Å"inclusion is about much more than the type of school that children attend: it is about the quality of their experience; how they are helped to learn, achieve and participate fully in the life of the school† (p25). http://sen. ttrb. ac. uk/ViewArticle2. aspx? ContentId=15915 (Accessed on 20/01/11) The case study I carried out was on Billy who is 9 years old, Billy was diagnosed with Autism at the aged 4 shortly after he started mainstream school in reception. Autism is a type of disability. There are many people with autism in England, Scotland, Wales and Northern Ireland. 1 out of every 100 people has autism. You cannot always tell that someone has autism just by looking at them. Autism lasts for all of a person’s life. But they can still do a lot of things and learn a lot of skills. The three main areas of difficulty which all people with autism share are sometimes known as the ‘triad of impairments’ which are Social Communication, Social Interaction and Social Imagination. The triad of impairments is the term that describes the difficulties that people with autism experience in differing degrees. Because all people are different, the way autism affects them is also different. To enable the setting to remove Billy’s barriers to learning we firstly arranged a meeting at his home with him and his parents and the Special Needs Coordinator (SENCo). At the meeting we discussed Billy’s learning and personal needs, at first we concentrated on Billy’s routine at home enabling us to see how he dealt with everyday issues. It is vital that we alleviate confusion and give Billy a sense of security. This will be done by preparing Billy whenever possible if his routine is going to be broken, someone will talk him through what is going to happen. We also intend to invite Billy into the setting to meet his new teacher, and will be providing him with photographs of the settings and his support workers to facilitate him in familiarise himself with his new setting. We have taken photographs to allow us to personalise the learning spaces with pictorial sequences, rule reminders, schedules and labels. A space in the classroom will be made available for Billy to work with his one-to-one support and peers where possible. By using these strategies Billy’s learning can be structured to support his need for routine. ‘Being clear and consistent is supportive to all learners in the classroom but will be essential for the child with an autistic spectrum disorder’ G, Knowles, Supporting Inclusive Practice (p. 16) I feel that it is very important that all children have the right to be included in mainstream school and where possible they should be able to meet there learning needs and the targets set in the National Curriculum. One of the fundamental principles of the Special Education Needs Code of Practice is ‘the needs of children and young people with Special Educational Needs are identified and assessed quickly and matched by appropriate provision’ (Department for Education and Skills, 2001 p. 9). I believe that it should be a collaboration between the teachers, the parents of the child and the child themselves who decides whether they would benefit from being in mainstream school or not. Extensive research studies have been undertaken to determine the effectiveness of integrating and including students with severe disabilities. Tornillo (1994) feels that, ‘teachers are required to direct inordinate attention to a few, thereby decreasing the amount of time and energy directed toward the rest of the class. Indeed, the range of abilities is just too great for one teacher to adequately teach. Consequently, the mandates for greater academic accountability and achievement are unable to be met’. http://www. sedl. org/change/issues/issues43/concerns. html (accessed on 30/01/11) During my research into Inclusion in mainstream school I found that, some parents of students with more severe disabilities are concerned about the opportunities their children will have to develop basic life skills in a regular classroom setting. They are also cautious about inclusion because of fears that their children will be ridiculed by other students. Its at this point I feel it necessary to state that Inclusion is not about making sure all children are taught the curriculum in the classroom, it is making sure that all individuals be they disabled or non disabled have access to the curriculum, and that learning is facilitated to suit their learning needs. The next step to facilitate Billy’s learning needs is to draw up an Individual Education Plan (IEP). An IEP describes the educational program that has been designed to meet that child’s unique needs. ‘An Individual Education Plan is an assessment, planning, teaching and reviewing tool which records specific learning goals, teaching requirements and review arrangements to help a pupil with SEN which are ‘additional to and different from’ those of most pupils, to make progress in key areas of learning’ (Dovestone, Cullingford-Agnew, 2006, p. 23). Each child who receives special education and related services must have an IEP. Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when age appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability. As stated in the SEN Code of Practise (2001) where possible, children and young people with SEN should participate in all the decision-making processes that occur in education including the setting of learning targets and contributing to IEPs, discussions about choice of schools, contributing to the assessment of their needs and to the annual review and transition processes. Following the initial meeting we arranged for Billy and his parents to visit the setting for a day allowing them the opportunity to assess the setting. All areas of the school were made accessible to them so they could see how Inclusion of all students is important too us as a setting. It is essential that Billy’s parents are involved in every stage of Billy’s integration into the setting as stated in the SEN Code of Practice(2001) ‘It is vitally important that schools welcome and encourage parents to participate from the outset and throughout their child’s educational career at the school’. In my setting we encourage parents to come to us with any questions or concerns they may have about there child/children and we persevere to accommodate their needs. It is vitally important for parents to be involved with every stage of their child’s education as Parents are the most important people after the child. ‘They know there child best and know what they want out of the staff and the school. ’ (As stated in my settings Inclusion Policy) It is our responsibility as a setting to ensure that parents are aware of the Partnership with Parents (PwP). PwP aims to ensure that parents are able to play an informed part in any decisions about the educational provision made to meet their child SEN and to build partnerships between parents, the Local Education Authority (LEA) and schools. WORD COUNT 1343 Reference List and Bibliography Department for Education and Skills. (2001). Special Educational Needs Code of Practice. London: DfES. Dovestone, M, Cullingford-Agnew, S. (2006) Becoming a Primary Higher Level Teaching Assistant: Primary Special Educational Needs. Exeter: Learning Matters Ltd. http://www. sedl. org/change/issues/issues43/concerns. html (accessed on 30/01/11) http://sen. ttrb. ac. uk/ViewArticle2. aspx? ContentId=15915 (accessed on 20/01/11) Knowles, G. (2006) Supporting Inclusive Practise. David Fulton Publishers Ltd. London How to cite Meeting Learning Needs Case Study, Free Case study samples

Leonardo da Vinci Renaissance Man Essay Example For Students

Leonardo da Vinci: Renaissance Man Essay Leonardo dad Vinci: Renaissance Man During the Renaissance, the ultimate goal of a person was to excel in all aspects of life. Leonardo dad Vinci is dubbed the Renaissance Man because he dabbled and succeeded in many different areas. Leonardo is most famous for his paintings, which captured shadow and depth unlike any other artist of his time. He also made remarkable discoveries in Science and anatomy, two subjects that had advanced very little during the Middle Ages. Evidence of Leonardo innovative mind is left in his any notebooks full of inventions that were not actually constructed until modern times. Leonardo dad Vinci is the Renaissance man because he excelled in art, science, and engineering. Art was Leonardo earliest passion, and it is his most famous talent. At only 15 years old, dad Vinci was discovered in Florence by Andrea del Veronica and was offered an apprenticeship. He quickly surpassed his teacher and began his own career. Working under various dukes and kings, Leonardo produced some of the most famous paintings of all time. His works include the paintings Mona Lisa, The Last Supper, ND Adoration of Magi. Leonardo dad Vinci is still considered to be one of the greatest artists of all time. Although Leonardo was a very talented artist, it was his inquiring mind and scientific discoveries that set him apart from others of his time. Humanism sparked a new interest in the human body and anatomy studies. Dad Vinci was a pioneer in this field of study, and his interest delved way beyond the surface. In fact, Leonardo is known to have obtained corpses from local hospitals and dissecting them to better understand anatomy. By doing this, dad Vinci understood the human body better than anyone of his time. Leonardo dad Vinci was a great scientist who made great advances in the study of the human body. Not only did Leonardo dad Vinci question the workings of the human body, but also the mechanics of machinery. Dad Vinci invented many different machines, many of which never passed the blue print stage due to lack of resources and power. None the less, today many of Leonardo sketches have been built and proven to work. One of his flying machine ideas is actually very similar to todays modern helicopter. Leonardo eventually wrote the first systematic explanations of how machines work and how the elements of machines can be combined. Leonardo had an innovative mind that he put to use inventing anything from under ground traffic systems to flying machines. Leonardo dad Vinci excelled not only in the arts, but also in science and engineering. He painted some of the worlds most treasured paintings and made great strides in science. Also, he designed and engineered many inventions that were not actually achievement, making him the ultimate Renaissance man.