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Losing any function of one’s body creates a sense of loss and vulnerability, as Proust once said,

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(Instructors’ name)

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(Date)

Interview Assignment

Losing any function of one’s body creates a sense of loss and vulnerability, as Proust once said, ‘since the soul is the body and body is the soul, to lose a part of one’s body is to lose a part of one’s soul…’ (Proust 14). Losing one’s vulnerability, therefore, creates senses that most of us never want to experience or even see someone else, especially those we love, experience. To view someone you care about in pain every day, and not have the ability or the resources to create some sort of relief that would subdue the pain and suffering, or moreover, eliminate the pain, lives one feeling helpless and tortured. I have watched my grandmother live with arthritis for more than ten years now. At first, it was unbearable to watch her in pain, but with time, we started viewing it as a part of life. This paper is an interview with Dr. Canaan who is a specialist with arthritis. The interview will aim to understand more about arthritis and how individuals can cope with the condition.

Dr. Canaan is a doctor at the local hospital, and he mainly deals with problems concerning arthritis and other related conditions. I sought an interview with him because I saw the need to educate myself and others of the facts about this painful condition, and some of the ways that the affected individuals can deal with the condition. The doctor said that I could meet him for an interview at the hospital in the afternoon. When I arrived at the hospital, I was apprehensive mainly because I was not sure about the kind of person doctor Canaan was. However, once I got in the office, I got the impression that he was a kind, patient and humorous person, and I relaxed. His office was full of numerous awards, diplomas and degrees from recognized medical institutions, something that imposed on me the idea that I was in the right place for the interview.

I had prepared a set of questions most of which had to do with an explanation of what arthritis is, what causes it, treatment and management plans for the disease, and what current studies are saying about the condition.

The doctor explained to me that arthritis is some kind of inflammation that affects different joints in the body. The doctor added that there are more than hundred types of arthritis adding that, ‘I know that when most people hear of arthritis they only think of contorted fingers and pain, but there is more to this disease. There are the primary types of arthritis, and then there are those forms of arthritis that only result, as a result, of other diseases’ (Dr. Canaan). According to the doctor, the most common forms of arthritis he had come across in his career included the degenerative form of arthritis, which results from infection or trauma to the joint. Other kinds of common forms of arthritis according to research include psoriatic arthritis, rheumatoid arthritis and other forms of related autoimmune diseases (Chan, Felson, Yood & Walker 814- 20).

Though I was familiar with this fact, Canaan pointed out that one of the major symptoms of arthritis, and one of the major complaints he receives from patients is the uncontrollable joint pain. I had seen my grandmother writhe with pain because of her arthritis, so I was aware of this. According to the doctor, ‘…pain is usually constant, and, at many times, it is localized to the affected or injured joint’ (Dr. Canaan).The pain is, as a result, of the inflammation that occurs in or around the joint. It can also result from tearing of the joint, from disease and even from strains on the muscles resulting from forceful and sudden movements against painful, stiff joints.

According to recent studies, arthritis is the number one cause of disability in aged individuals, in the United States, (Centers for Disease Control and Prevention 1261- 5). The doctor agreed with this indicating that he had seen patients whose joints and limbs were so disfigured by the condition such that they were completely limited from engaging in daily activities, like taking showers, walking and even feeding themselves. Other symptoms of arthritis were also realized during the interview like loss of flexibility, tenderness and weakness of muscles, weight loss, inability to walk or use hands and fever. According to the doctor, if one experiences one or more of these symptoms they should visit their doctors for a physical examination, or to diagnose the problem, ‘…which only a professional can do…’ (Dr. Canaan).

On the question of treatment and management of arthritis, the doctors pointed out that scientists have not found a cure for the most common forms of arthritis yet. However, he argued that there were some management plans that doctors use on different patients according to their arthritis. These management plans range from physical therapy to medication to lifestyle changes to orthopedic bracing to joint replacement surgery. A doctor can make use of these management plans individually or in combination with another to manage the pain of the patients. According to the doctor, these treatment plans have been increasingly useful in helping slow the rate of arthritis and in reducing pain. Though scientists have not come up with concrete answers concerning the treatment of arthritis (Chan, Felson, Yood & Walker 814- 20), the doctor argued that more and more scientists are struggling to come up with new treatment and management options, and that they will soon come with better answers.

The interview was extremely enlightening as I learned more about my grandmother’s condition and I got to understand the disease better. The doctor was extremely helpful in answering all of my questions, and I was able to realize that there are more than one forms of arthritis and that each one of these forms have a specific treatment and management plan that doctors use on patients to slow down their inflammation, and, therefore, the arthritis, as well as, to reduce the pain of the patients. I also realized that thousands of individuals are suffering from the condition and that millions of families are going through the same pain as ours. However, the doctor gave me hope by indicating that scientists were working extremely hard to come up with better treatment and management plans for patient like my grandmother.

Work cited

Centers for Disease Control and Prevention. ‘Prevalence of doctor-diagnosed arthritis and arthritis-attributable activity limitation – United States, 2007–2009.’ MMWR Morb. Mortal. Wkly. Rep. 59. 39 (2010): 1261–5. Print.

Chan, K, Felson, D., Yood, R. & Walker, A. ‘The lag time between the onset of symptoms and diagnosis of rheumatoid arthritis.’ Arthritis and rheumatism 37.6 (1994): 814–820. Print.

Dr. Canaan. Interview with Doctor Canaan on arthritis, 2011.

Lehrer, Jonah. Proust was a Neuroscientist. New York: Houghton Mifflin, 2008.print.

North American colonies transform themselves

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(Date)

History Questions

How did the North American colonies transform themselves into the United States from the time of initial settlement at Jamestown to the drafting of the U.S. Constitution in 1787? What were some issues that challenged colonial unity during this period? What ultimately united the colonies during this period?

By the 1750s, most of the colonies were states that practiced self-governance. Each of them had a local elite population that dominated the social and political life, and popularly appointed the lower assembly house. The rise of the colonies to form the United States of America was mostly informed by republicanism, which was an enlightenment ideology. Men who were enlightened idealized the republics of ancient Rome and Greece, and it was this glorification of these ancient civilizations that informed the ideals and concepts of liberal political and arts education debate in the world of English speakers, that initially sparked the colonies’ response against British control.

As the colonies progressed from being a group of people to a society, it also came up with governments based on the notion that constant interchange will produce a common interest with every part of the society, and that they will naturally and mutually support each other, and on this depended the strength of the established government and the contentment of the governed. The colonies, therefore, felt that they did not need to be under the British control for a number of reasons. One of the reasons was that the colonies did not need to stay connected to the British to attain economic success. Another reason was that the British control had stirred up controversies that broke economic ties of the colonies with Spain and France.

There were a number of issues, however, that threatened the existence of the colonies as United States. For instance, they clashed at several meetings on issues of taxation and trade. They disagreed on the connections in trade that the colonies had with England. Other challenges came in the form of conflicts between moderates, radicals and conservatives. Problems over gender, race and territorial expansion also threatened the existence of this unity. However, despite these disagreements, the colonies where able to come together and form a constitution. This unity was mainly driven by the notion that the constitution, which was based on the Declaration of independence, would fight for the rights of all individuals, that it would further equality and freedom and exist as independent states.

Outline the conflict between Federalism and Anti-Federalism during the early years of theAmerican Republic. How did this conflict change after the ratification of the Constitution? How did issues of slavery and expansion affect this conflict?

The politics in America were dominated mainly by the Federalist Party, which adopted the constitution of the United States and the federal government expansion. The era was marred with struggles between England and France; the establishment of political parties and the assertion of a federal government that was both centralized and strong. The federalists were the likes of Alexander Hamilton, who gave support to the ratification of the constitution and the establishment of a government that was strong and centralized. Hamilton was the Secretary of the Treasury and he perpetuated the idea that the government was extremely weak under the Articles of Confederation. As it follows, they wanted a national government that was fiscally sound. He wanted to establish a United States bank that the nation could use to pay off debts incurred during revolution. He also wanted to avoid competition that was unnecessary and destructive between the federal governments and the states governments, while offering the federal governments revenue.

Anti- federalists, on the other hand, where the likes of Thomas Jefferson, who were extremely opposed to the ratification of the constitution as they thought that such an action would result to reduced power of the state. He and his colleagues feared that the federal government had the ability to infringe on personal liberty. As the US ratified its constitution between 1789 and 1787, violent and heated debates resulted over the role the federal government played.

Anti- federalists, for instance, stormed the Massachusetts Constitutional Convention. Samuel Adams and John Hancock negotiated the Massachusetts compromise, which stated that the state would approve the constitution on condition that it would be amended to include such things as the Bill of Rights, and specifying clearly, what rights citizens possessed. However, the establishment of the constitution on the terms of the Federalist Party called for freedom and rights to all people, there still were implication that this was not the case. The American expansion, for instance, was motivated directly by the growth of the ideology by Jackson to exterminate all Indians and the growth of southern slavery. Jackson expressed that justice and self- preservation are two different things that America must hold in different hands. These ideologies affected and watered- down the ideologies that the American constitution was based on as many black and Indian people were still being subjected to harassment, racism, inequality and violence.

How did slavery affect the development of America during the period before the Civil War?Give specific examples of legislation, social and reform movements, and federal policy.

The issue of slavery can be said to be one of the most influential elements of development in America. The vice, for instance, drove market revolution in the nation. Human resources facilitated the movement of information, commodities, and people across America. Textile mills and other kinds of industries, all which operated on slavery, created economic and market development in the nation promoting economic growth. Slaves were used to improve transportation and infrastructure like road networks, steamboats, canals and railroads, which were later used in trade. The creation of canals by slaves also allowed carriages to move rapidly between trade centers. Railroads were also created using slave power, in addition to being used to expand factories and production.

The First great awakening, which involved the slaves, also furthered development of new religious movements and trends in the US, with churches and church attendances increasing. It was in some of the churches that some movements that resulted to the formulation policies and freedoms developed. For instance, Charles Grandison Finney preached to both men and women of the middle class and incited them to fight for their rights. The second great awakening also involved the slave and it helped in invigorating the temperance movement, which was led by Lyman Beecher, in 1826. Temperance advocates were against liquor, as they believed that it led to crime, idleness and family violence.

They then sought to end licenses to serve and supply liquor in local taverns. The second great awakening also contributed to the new anti- slavery movement, which derived its ideologies from the teachings of Lloyd Garrison. Blacks were subject to violence, discrimination and inequality from white people and they constantly faced racism at work, access to equality and education. As a result, of these, they sought to establish their own institutions, which are still in operation today to fight against discrimination and nurture their communities. These included schools, social movements, journalism clubs and churches.

Describe three things that led to the Civil War. Why was the Confederacy built on whitesupremacy, and what factors contributed to Union victory in 1865?

Though the causes of the civil war are arguably diverse and different, there are a number of them that many historians agree with. Slavery, for instance, was central to the increasing political tension that later led to the civil war. The Republican Party was struggling to ensure that slavery did not spread, and may southern state leaders threatened secession if Lincoln, the Republican candidate won the election. Many southern leaders felt that the disunity that would follow was the only option for them after Lincoln won. Sectionalism also increased to the tensions between the two sections of the nation, and this fueled the war. In addition to this, another possible cause of the war was battle for soil and land ownership and giving of power to the slaves, which many antislavery forces in the north thought would affect the values of the republicans.

The Confederacy was mainly built on white supremacy because it was composed of all the states that were for slavery, and those that seceded from the government because of the issue of giving slaves power and freeing them. The confederacy, therefore, was only made up of those states that were discriminatory against other ethnicities. The union victory of 1865 was mainly added on to by a number of elements, which included cutting off some parts of the confederacy, and excellent railroad between cities. In addition to this, the emancipation proclaimed enables both escaped and free slaves to join the war, adding to the weakness of the confederacy army.

Make a list of the major deliverables for the project and use them to develop a draft of the work breakdown structure for the

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(Course)

(Date)

Chapter 4

Make a list of the major deliverables for the project and use them to develop a draft of the work breakdown structure for the tournament that contains at least three levels of detail. What are the major deliverables associated with hosting an event like soccer?

Hosting a soccer event requires a number of deliverables. These include training kits, uniforms, trophies or medals, fields and referees.

Holding a soccer tournament

A field, referees, t- shits and sweatshirts

Trophies or medals

Training uniforms

How would developing a WBS alleviate some of the problems that occurred during the first meeting and help Nicolette organize and plan the project?

The WBS can be extremely useful in solving most of the problems Nicolette faced during the meeting. This is because it defines all of the project’s elements in a hierarchal structure or framework and establishes the relationship of these elements to the end items of the project. It helps by breaking up a large work package into smaller work packages, which facilitates cost evaluation, evaluation of technical performance and time at all levels. The WBS also helps by providing information about each work level. It also helps by defining channels of communication and helps in the understanding and coordination of different part of the mission.

Where can Nicolette find additional information to help her develop a WBS for the tournament?

Additional information for the project can come from action items, project status reports, gating decisions, changes in scope, deliverable issues, milestone reports, team status meetings and accepted request changes.

How could Nicolette and her task force use the WBS to generate cost estimates for the tournament? Why would this be useful information?

The use of WBS provides project managers with opportunities to sum the actual cost and budget of larger elements of work and smaller packages of work so that one can measure and access the performance by work accomplishment and organizational units.

Chapter 5

At this point, what would you do if you were the project manager?

If I was the manager of the plan, I would change the scope of the project. Since the project has a high potential to be profitable, I would not cancel it but change it scope to fit in with the new estimates.

Was top management acting correctly in developing an estimate?

Yes. This is because estimates are essential in making excellent and viable decisions. They are also essential to schedule or plan work. Estimates are needed to determine the profitability or viability of a project, they are also essential for creating cash flow needs. Estimates are extremely beneficial to projects and the top management acted correctly in developing one.

What estimating techniques should be used for a mission critical project such as this?

For this project phase, estimating is suitable. This is because the project has considerable level of uncertainty and because it is impractical to estimate costs and times for the whole project. This estimating method makes use of a 2- estimate system over the project’s lifetime. An estimate that is detailed is made for the immediate phase or stage and a macro estimate is developed for the rest of the project’s phases. This estimating process is above the rest especially for this project because of its consideration of the complexities faced in a project.

This paper is a review of the book The Filmmaker’s Handbook, which is extremely essential in translating and guiding filmmake

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(Instructors’ name)

(Course)

(Date)

Book Review

This paper is a review of the book The Filmmaker’s Handbook, which is extremely essential in translating and guiding filmmakers. This book has more than 600 pages, all compressed into 18 chapters and around 9 useful appendices in which the author virtually puts each and every detail an individual needs to know about filmmaking. The book probably has more information than anyone might need, ranging from which lens should be used all through to the final film sound mixing and editing. However, it is clear from the book that too much information does not hurt, because it is these kinds of books that a blossoming and growing filmmaker can find useful.

Most of the book puts more emphasis on the hardware and the gear, and rightly so mainly because filmmaking or making of videos is both influenced by and dependent on the gear and tools that the filmmaker uses. This book, therefore, finds it useful to describe the distinctions between the lenses, the tools- film stock, setup lighting and the influence of each of these on the look of the final product.

For teachers, students, as well as, the novice and professional film and video makers, this comprehensive and clear handbook remains the most reliable reference and guide to numerous aspects of filmmaking, some of the techniques that the author highlight in this essential book include such things as techniques for making documentary, narrative, feature film, as well as, experimental films. This book also acts as a guide to individuals mentioned above on ways of working with standard- definition and high- definition digital video formats like HDV, DV and HD. In addition to all these, the book is also extremely useful in guiding teachers, students and filmmakers on how to carry out extensive coverage of editing video with the most current nonlinear systems and tools for editing. Another indispensable feature the book brings to the attention of these parties has to do with the business aspects of producing and making films like financing and managing financial aspects of the movie making process.

This book was extremely beneficial to me, as a filmmaking student and as an aspirant to become a maker of films or movies in the future. I love films and movies, and I did not actually have much ideas and knowledge on what is involved in making films and movies, but this book proved to be an excellent and extremely beneficial guide. I found out that this book is even more essential and indispensable for these people like me, who want to become future filmmakers, and those aspiring to be involved in the business.

I use the word business here because the book is not truly a guide to the filmmaking art, but also a guide of how to manage in the business of making films and selling them. It is so critical because of its practicality and its portrayal of the day-to-day activities in filmmaking and the business of making films. I found out that the book is a thorough and excellent guide and introduction to the people, processes, arrangement, details used in making of films, especially when it comes to independent films, in addition to the contracts involved, in the business of filmmaking. As one can imagine, such details are of extreme value to a filmmaking student, like me, who dreams of becoming a successful filmmaker in the future. This is because the book does not leave out any essential detail in helping individuals like me become familiar and knowledgeable to the business.

Work cited

Ascher, Steven and Pincus, Edward. The Filmmaker’s Handbook. A Comprehensive Guide for the Digital Age. New York: New American Library, 2008. Print.

This paper is a review of the book The Filmmaker’s Handbook, which is extremely essential in translating and guiding filmmake

(Name)

(Instructors’ name)

(Course)

(Date)

Book Review

This paper is a review of the book The Filmmaker’s Handbook, which is extremely essential in translating and guiding filmmakers. This book has more than 600 pages, all compressed into 18 chapters and around 9 useful appendices in which the author virtually puts each and every detail an individual needs to know about filmmaking. The book probably has more information than anyone might need, ranging from which lens should be used all through to the final film sound mixing and editing. However, it is clear from the book that too much information does not hurt, because it is these kinds of books that a blossoming and growing filmmaker can find useful.

Most of the book puts more emphasis on the hardware and the gear, and rightly so mainly because filmmaking or making of videos is both influenced by and dependent on the gear and tools that the filmmaker uses. This book, therefore, finds it useful to describe the distinctions between the lenses, the tools- film stock, setup lighting and the influence of each of these on the look of the final product.

For teachers, students, as well as, the novice and professional film and video makers, this comprehensive and clear handbook remains the most reliable reference and guide to numerous aspects of filmmaking, some of the techniques that the author highlight in this essential book include such things as techniques for making documentary, narrative, feature film, as well as, experimental films. This book also acts as a guide to individuals mentioned above on ways of working with standard- definition and high- definition digital video formats like HDV, DV and HD. In addition to all these, the book is also extremely useful in guiding teachers, students and filmmakers on how to carry out extensive coverage of editing video with the most current nonlinear systems and tools for editing. Another indispensable feature the book brings to the attention of these parties has to do with the business aspects of producing and making films like financing and managing financial aspects of the movie making process.

This book was extremely beneficial to me, as a filmmaking student and as an aspirant to become a maker of films or movies in the future. I love films and movies, and I did not actually have much ideas and knowledge on what is involved in making films and movies, but this book proved to be an excellent and extremely beneficial guide. I found out that this book is even more essential and indispensable for these people like me, who want to become future filmmakers, and those aspiring to be involved in the business.

I use the word business here because the book is not truly a guide to the filmmaking art, but also a guide of how to manage in the business of making films and selling them. It is so critical because of its practicality and its portrayal of the day-to-day activities in filmmaking and the business of making films. I found out that the book is a thorough and excellent guide and introduction to the people, processes, arrangement, details used in making of films, especially when it comes to independent films, in addition to the contracts involved, in the business of filmmaking. As one can imagine, such details are of extreme value to a filmmaking student, like me, who dreams of becoming a successful filmmaker in the future. This is because the book does not leave out any essential detail in helping individuals like me become familiar and knowledgeable to the business.

Work cited

Ascher, Steven and Pincus, Edward. The Filmmaker’s Handbook. A Comprehensive Guide for the Digital Age. New York: New American Library, 2008. Print.

One of the challenges many people struggle with is alcoholism and misuse of substances of abuse.

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(Instructors’ name)

(Course)

(Date)

AA Meetings for Alcoholics and Families

One of the challenges many people struggle with is alcoholism and misuse of substances of abuse. The struggles such people go through make it mandatory for organizations like Alcoholics Anonymous to exist to deal with people facing problems stopping to abuse alcohol. There are different kinds of alcoholism meetings that can be found everywhere ranging from families for alcoholics to meetings for families of the alcoholic to closed meetings to open meetings. Individuals affected by alcoholism in one way or the other are free to choose which meeting or organization meets their needs the best. This paper will analyze two kinds of meetings, which include the meetings for alcoholics and the meetings for the family members of the alcoholic. The paper will highlight what happens in both these meetings and identify a number of the discrepancies between the two meetings.

The first meeting I went to was a closed meeting for alcoholics only, which was being held at a community centre in Brooklyn. The name of the group was Alcoholics Anonymous Band it consisted of a number of members. It was on a Tuesday day time and I was taken aback at the quantity because I did not expect so many people would attend. It was my assumption that AA meetings are not usually well attended because of the stigma the society associates them with, so it was difficult for me not to be caught off guard by the number. I was a bit hesitant at attending the meeting because I was afraid of the reception I would get and the response of the people in attendance if they discovered that I was not a member.

All in all, I managed to attend this meeting despite my fears and reservations. Once I entered, a few people noticed my presence but they did not seem to mind it so I picked my way carefully to a nearby seat and sat down quietly. I was wondering what the leader of the group would say if he discovered that I had just come to listen to the proceedings so I was reasonably anxious and I was confident he noticed it. However, I was relieved when he turned to me with a friendly face and smiled at me then he welcomed me to the meeting saying that he hoped the meeting could be of help to me. The gesture relived by the gesture, and it was only then that I was able to look around more closely to the members of the meeting.

I discerned that there were roughly as many men as the women in the room and they all seemed comfortable. They did not show any anxiety at all and I soon found out why. The meeting was operating in a peculiar protocol. The leader had chosen the open meeting criteria and did not expect or force anyone to talk if they did not feel ready. As it follows, I guessed these members felt at home in the presence of each other because they all shared experiences they were familiar with. A member could speak of their experience without the need for the leader to force them. I felt like this was a friendly meeting were everyone was welcome whether they were ready to share their experiences or not. In addition to the twelve steps, I felt that this strategy could be extremely helpful for the alcoholics.

Meeting for Families and Friends

The next meeting I attended was in the same location but at a different time. This time the meeting was held for the families and friends of the alcoholic people, and it was held in the evening. I realized that this meeting had fewer members than the other meeting with more women in attendance than the men. They were also alert that a stranger had joined them when I entered and that shook me a little. There were not so friendly and smiling faces like those that I had seen in the other meeting. This got me to wonder whether this was the best way to admit and invite new members. To me, it was a little bit scary and unwelcoming. However, with a slight nod from the leader I located a bench and sat down to took note of the proceedings. I realized another difference at once. The meeting was open and the alcoholic people could join their parents and friends in the meeting to get help on how to cope. However, the leader was the one asking questions and directing them to specific people.

I was feeling a little frightened in this meeting. In the previous meeting, the leader had made an effort to make me welcome, and the friendly faces around me in the AA meeting were enough to put me at ease. However, in this meeting, I did not feel as welcome and I felt frightened and apprehensive.

I observed my surroundings and I could notice some tense people wondering when their turn to speak up would come. I was feeling the same tension too, as I was not feeling ready or prepared to introduce myself in this meeting. I was feeling discouraged to become a part of this group and I could feel a small voice telling me this was not the most helpful group. The tension I observed in the room, as a result, of the method of interaction used did not look so helpful to me when compared to the closed meeting with the alcoholics. This is because it made the surroundings and the environment unfriendly to share experiences, to pose issues and contribute to concerns with the other members of the group and the leaders. This is extremely detrimental especially when an organization is planning to start a group like this one. An environment that is welcoming, warm and friendly is essential for better outcomes. At the conclusion of the gathering, I was not feeling better at all and I felt that the members did not receive much help from this group. Meetings like these should be designed a way that reaches all individuals and that helps address the concerns of the members.

Life is valuable to me, like life is a race

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(Course)

(Date)

‘Life is valuable to me, like life is a race…’

The term life to me has many meanings, but one thing that becomes apparent every time I think about the matter is that life has too much value and that we have to live life as best as we can so as to rip the best things it has to offer us before we run out of time. Life is fast, and unless one values it and lives as if it were valuable, there is a big chance that one can lose out. This paper, therefore, is my story of how I perceive life. Life to me is like a race; a fast race that you either win or lose. To me life has a lot of value and this value has to be utilized to the minimum. The story below will show how I discovered that life is valuable, and how I became to perceive life like a race.

In my younger days, before I developed into the person I am today, I was a troublesome child; hardheaded and set on my ways without the hope of ever listening or considering the views of others. Before all changed, I attended and became a constant member of one of the most common schools on earth; a school that everyone has attended at least once in their lifetime. This school takes in everyone no matter what state, stage or position in life they are in; these things do not matter to this school, and I am sure everyone has gone to the school once. The school am talking about here is the extremely common school in life called the School of Hard Knocks. Up to date I have not come across a more effective, memorable and efficient school in life.

Since I was hard headed, stubborn and set on my ways in more than one way, it is only fair to admit that I got quite a share of this School of Hard Knocks education. I remember listening to a youth counselor in one of the many youth camps I attended. He was talking about how the fastest runner in a race does not always have to reach the finish line before the other runners who might even have started the race at a lesser speed. This seemed like something that had been taken out of the bible as I had attended some bible classes in my days and I was sure there was a verse a verse in the bible that had the same ideology of life.

Little did I know that I would later live the exact experience the youth counselor at summer camp was explaining? At the same camp, we constantly held summer competitions that involved various games such as racing, football, and other kinds of sports. One of the competitions that were being held at that time was a racing competition. I was considered an extremely excellent runner in most of the camps that I had attended, and I was sure that, in this particular camp, I was by far the fastest runner. I was sure would outrun everyone else in this particular race.

The race soon began and as I had thought I was outrunning everyone else and I was way ahead of them in a few seconds, but there was a problem. In the previous three months, I had dislocated my foot ankle, and though it had healed well, I started feeling some discomfort in my bad ankle. The doctor had warned that I should not strain the leg for a number of months, but I assumed that the leg had healed in the three months I had been idle. However, this was not the case, the discomfort increased, and I could not walk or run properly. I started to limp badly, and in no time, the other racers had outrun me and they were way ahead of me. However, I was glad that it was not that serious as no one stopped to see what was going on.

I was able to complete the competition, only, I finished it last. I had anticipated that I would finish first and take home the crown. Someone else, however, won and got to take the coveted price home. I was so sad that someone had taken away something I had wanted so bad, and by the fact that I would not enjoy to watch my parents as they beamed with pride when I showed them the trophy. However, I was glad that my little brother had won more than 10 trophies in math contests. I saw it as a way life evened out my defeat. I am extremely proud and happy to have such a talented brother, and I was glad that his trophies were around to hide the fact that I had not brought home any trophies.

I learned a number of lessons from this experience. For example, I learned that an individual’s talents, abilities and capabilities only count for a small percentage of the successes such an individual achieves later in life. Another lesson I learned is that life can be understood or taken as a race. A race, therefore, can be a good example of how life is. Take, for example, the fact that in a race there are no guaranteed wins. Life is just the same. One can be sure that they have all abilities and resources to achieve certain goals, but at the end, they can fail to achieve the same goals just like a racer can fail to win. It was clear from my experience that there are no guarantees that an individual will always emerge at the top even if they have the capacity to achieve this. It was during this juncture that I remembered my counselor’s words about the fastest winner not always obtaining the trophy, and I realized that his words were true.

There, I was the fastest runner in the camp expecting to emerge the winner; something that was disapproved at the end. Back to life, we can make the same conclusions as in a race. The wise sometimes go without food, and the skillful, in life, are not always the ones driving the biggest cars. Additionally, the most educated people are not always the richest, or the successful individuals in life. It would be fair to conclude that the outcomes of life, just like those of a race are influenced by several variables, and not just by abilities or skills. For example, ones success can be determined by chance, by one being at the right place and being at there at the right time. These variables that determine success not only apply to track racers but also to the skillful, the educated, the wise, strong and the wealthy.

This, however, does not mean that being wealthy, skillful, educated, wise, strong, or having special abilities is wrong. It is quite clear from some examples that good education, or the appropriate skills can contribute to one leading a successful life. Take Bill Gates, for example, his skills, education, wisdom and hard work have made him one of the most successful and wealthiest men worldwide. However, it is essential to realize that, especially after the example with my experience, that there are no guarantees that something is going to go the way one sees it. This means that one’s success is mainly determined by other forces and not just his attributes.

I changed a lot after some of the experiences I got from the school of hard knocks. I spend less time being stubborn and rude, and, as a result, I spend less time in this hardship school.

I realized that some situations can go either way; I could win in some cases or at other times, I could lose. After learning this, I became more comfortable with life, and I realized that I did not always have to win for me to be happy and content. I learned that I should take and value each situation the same; both winning and losing. I later learned that I should never take my winning or losing at face value and that I should consider the overall worth of each situation. For example, if I lost it did not mean all was lost. I could have lost and let someone else win who needed the win much more than I did.

With the exception of some of these bad experiences I had at the school of hard knocks, I had a wonderful time at most of these camps, and I sometimes think that my loosing at that particular race was essential and extremely beneficial for my life. The reason I say this is that, without these experiences, I would not have learned the valuable lessons I learned after I lost that race. Later I discovered that some of the finest teachings are those that we win and never receive a trophy. The experiences life teaches us are prices worth more than other prizes received as trophies. This is because it is not only kind of trophy that helps us learn through valuable lessons and help us mature and grow up into adults who are productive.

Conclusion

As it was indicated in the above story, a race can be exemplified to life. The reason I conclude this way is because in most cases the two have the same goals, and one of them is to emerge successful at the end of hard work. Races can be used as metaphors for life because they impose on individuals the same lessons life imposes on them. For example, one can learn from races and life that winning or becoming successful is not a guarantee, and that at times people lose and other times they win. It was learned from the above story that people should value the outcomes of their just the same.

No considerations of marriage can avoid a discussion of gender issues. Discuss with ethnographic illustrations. (2)

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9. No considerations of marriage can avoid a discussion of gender issues. Discuss with ethnographic illustrations.

Gender can be defined as a sexuality aspect that is learned. Gender can also be used to describe the sex roles a certain culture dictates. However, it is essential to note that the gender identity- self- id of a person, whether as a female or male, does not usually have to coincide with their anatomy. In some societies, such as in the native American societies, it is considered that humanity is divided into three different genders, the third being a Berdache, which is a term that was given to a male child who portrayed female characteristics. They were dressed like women and given the same roles as women, and treated as sacred (Bell 237- 54). This paper will, therefore, look at the issue of gender and how it affects the institution of marriage. To achieve this, the paper will look at a number of things such as sex, marriage, sex roles in culture and biology, ideologies of gender, sexual stratification, functions of marriage, rules of marriage, the people one can marry, and types of marriages.

To understand better the roles of gender in a marriage, the understanding of sex is essential. Sex can be said to be a biological category into which an individual is born. It is determined by characteristics of anatomy and chromosomes, and it is usually permanent. Because of sex characteristics, most societies declare new born babies female or male at birth, and it is at this stage when enculturation begins, assigning the baby instant roles in gender. Some examples such as father referring to a son as tough guy, tiger and, girls, flower show how gender and roles in gender are assigned early in life. However, initiation is the most essential process of imposing sex roles on young people. In such cases, girls imitate the domestic activities their mothers perform, while the boys imitate the roles of their fathers and other male relatives. Though this imitation is applauded in societies, imitating the roles of the opposite sex are never encouraged, for example, boys are never encouraged to play with toys (Christie-Mizell 335-48).

Culture and biology, therefore, interact in a complex way to produce distinctions between behaviors of females from that of males. As a result, girls are brought up to have certain characteristics that are different from those of boys. Culture plays a major role in developing these behaviors. For example, in certain cultures girls are never allowed to perform some activities and, as a result, are seen as the weaker sex. Males, on the other hand, are seen as masculine in these societies because they are the ones who take up the kind of activities that require strength (Christie-Mizell 335-48).

The status of women is different from society to society, but one thing remains clear, that the status of women and men is largely stratified. As a result, one would need to look at the different kinds of roles played by both women and women to determine their status in the society. For example, in some West African societies, women have a lot of power especially, economic because they participate in numerous activities in the marketplace. However, this is not static. It should be noted that the status of both women and men change often and varies according to such aspects as age and politics (Christie-Mizell 335-48).

Ideologies in gender are what govern most societies. This is a term used to describe a system of values and thoughts that validates sex roles, behavior and statuses. This is the same as the universal dominance- gender asymmetry of men. Men were for a long time considered to have a higher status than women were, and up to today, some societies regard them as so. Even in periods not so long ago, women in the western countries were not allowed to vote. However, with time, and as people start to become aware of the abilities of all individuals, these tendencies tend to diminish. Gender ideologies form a big part of what people belief is an ideal marriage and who is to be considered an ideal marriage partner (Christie-Mizell 335-48).

Marriage can be defined as a legal contract or a social union that exists between two individuals that creates kinship. It is an institution where interpersonal relations, especially sexual and intimate relations, are acknowledge and accepted in a number of ways depending on the cultures and subcultures of the individuals. It is also referred to as wedlock and it is formalized usually through wedding ceremonies, which also differ according to cultures. (Schultz and Lavenda 332- 46.

Anthropologists have proposed several definitions of marriage for the purposes of including a wide variety of practices in marriage observed in different cultures. For example, an anthropologist, Westermarck, defined marriage as a connection that is more or less durable between female and male lasting beyond the mere activities of reproduction, until the offspring has been produced (Westermarck 71a). In another one of his publications, Westermarck went contrary to his prior definition of marriage by arguing that marriage is a relation of one or more women, or of one or more men, which is recognized by either law or custom (Westermarck 3b). Another definition of marriage is the one seen in the anthropological publication Notes and Queries that defines marriage as a union between a woman and a man which allows for the birth of children to the women, and become the legitimate and legally recognized off springs of the two partners (Notes and Queries on Anthropology 110). Gough, on the other hand, defines marriage as a union between a woman and one or more individuals, (Gough 23- 34), this was after he recognized such practices as those practiced by some cultures such as those in Sudan, whereby women were at times allowed to act as husbands and marry wives.

Leach expanded the definition of Gough to propose that marriage should be defined as the relationship that exists between a woman and any other person, which provides that an off spring be born to the woman under such circumstances or situation that are not prohibited by the relationship rules. He further argued that no one particular marriage definition applied to more than one cultures (Gudeman 131).

Marriage has many functions, and some of them are as follows. Marriage serves to decrease competition in sex. It validates and legitimizes activities of sex, which in turm decrease rivalry for spouses, and reduces opportunities for conflicts to arise. Marriage also balances and regulates sexual labor division. As it follows, a marriage brings people with different tasks together, and compliments a male married to a female, and vice versa, in addition to, creating a setting for establishing family relationships, and providing a situation for the development of children (Elkridge 1419 1513).

One of the main reasons as to why individuals get married is for the purposes of forming a kinship. Most anthropologists are interested in the issue of kinship because it is the kind of relationship that results from family, marriage or other essential arrangements in culture. Kinship provides for the basis of examination and study of different kinds of partnership, reproduction, and community throughout the world (Minnesota State University 21- 34). Systems of kinship have been indicated to be the driving forces behind the emergence of gender. This is mainly because of the need for the assurance that the continuity and reproduction of the kinship systems will continue. For this assurance to be valid, individuals have to be made male and female.

Issues in gender are mainly addressed by a number of questions, most of which have to do with how one knows whether they are female of male, the essentiality of bodies, and questions about the what femininity, sexuality or masculinity is. Moreover, these questions bring out extremely essential points of, for example, whether nations are gendered or not, and whether issues of gender affect such events and situations such as institutions and politics. It is through the study of gender that one determines whether the new globalised societies have new contests and concerns about sexuality, gender, family, or identity (‘Gender Studies’).

Every culture and society has rules governing gender, marriage, and sexual relationships. For example, in most cases, incest is seen as taboo, and there are serious prohibitions on having sexual relations with individuals from the same family or kinship. Incest taboos about sexual relations between immediate members of a family are universal, with the exception ancient royal families, in which case brothers were allowed to marry their sisters for the purposes of keeping blood lines untainted. There are various reasons why societies shun incest, and some include the inbreeding theory, and the social alliance theory (Christie-Mizell 335-48).

As a result, of these theories, most societies require individuals to marry from outside of their kinship. This is what is commonly referred to as exogamy. Other cultures require that their children marry within a specific group stipulated by such elements as caste, village, religion, or social groups. This is called endogamy. Many cultures also have rules on the number of spouses one can have. Some require a man to have only one wife (monogamy), other requires one to have more than one wife (polygamy). In many societies, polygamy is the most preferred form of marriage, but such things disadvantage it as economic and social power. In some societies, women can marry more than one man, but it is extremely uncommon. This form of marriage is referred to as polyandry and it is common in Tibet, India and Nepal. Limited resources such as land motivate it. Some societies also have rules governing whom the wife belongs to. In some societies in Tibet, brothers are allowed to share a wife. Most religions of the world, however, identify with polygamous marriages. Other forms of marriages are shunned by most churches (Schultz and Lavenda 332- 46).

Gender and marriage rules also dictate the residence patterns of a married couple. One of the most common living patterns of married couples is the patrilocal residence, in which case, the couple lives among the relatives and families of the husband. Another common residence pattern is when the couple lives near or with the relatives of the wife. However, in the modern times, more and more married couples are choosing to live independently form the relatives of any spouse. These same rules determine and govern same sex partnerships. For the most part, same sex partnerships serve the same roles or functions as the traditional different sex marriages, though they are not civilly sanctioned in most societies. These partnerships are more and more being recognized as domestic partnerships other than marriages, and they are still discriminated against in terms of adoption, and benefits (Smith 232- 34).

This phenomenon of same sex marriage and partnerships has not just recently emerged. For example, it is believed that women in Sudan in the ancient times, and even now, were allowed to marry other women (Rupp 287- 304). In this culture, which is known as the Nuer culture, a woman can take another woman for a wife and become the father of the children of the woman who has been married. As part of this kind of union, there is a difference between the genitor and the pater. The pater is the woman who marries another woman and assumes the role of a husband, while the genitor is s neighbor, a friend, or a relative of the pater who is used to get the wife of the pater pregnant, and help the two women around the home with the activities that are regarded as unfit for women. Aside from the few activity the genitor assumes, the pater is the ‘man’ of the house and, therefore, assumes most of the responsibilities the usual husbands take. If wealthy enough, these women are allowed to marry as many women as they want (Amato 1267- 87).

Another society, which indicates that gender was not essential in marriage, is the ancient Greece. In this society, same sex relations between men were seen as normal and they were considered to be the highest type of love to ever exist between humans. As a result, these kinds of relationships were accepted and common just as the relations between men and women were. This relationship was built on a reciprocity and love basis, and typically required an older man to initiate a relationship with a younger male. This relationship was said to show the ability of men to further themselves in intelligence and knowledge, and, therefore, was not regarded as a form of physical connection. The men were still required to take wives and reproduce children (Stayskal 34- 76).

Though such relations are accepted in a number of societies as it has been indicated, most societies in the world have illegalized and banned same- sex relationships and marriages. There are various reasons behind this failure to acknowledge same sex relationships and most of them are based on religion, social norms and morality. Most cultures refuse to recognize same sex relations on the basis that they go against rules of nature. They argue that men and women were created to be with different sexes and not the same sexes, and that breaking this rule is tantamount to immorality and social decay. Others cite religious reasons arguing that God created women and men so that they could be with each other and that if he so wished he could have created men and men or women and women. However, one of the most essential arguments against same sex marriages is based on reproduction (Hobhouse 67- 89).

Most anthropological definitions of reproduction indicate that reproduction is the process through which new members of a society are brought into being, through conception, pregnancy, birth of the child, and raising of the child. As a result, marriage has been practiced in most societies for this purpose. It is for this reason why most individuals disagree to agree or recognize same- sex marriages because they do not provide for this function (James 56- 98).

Conclusion

The issue of gender when it comes to marriages has had a significant position in the society since time in memorial, and has earned so much attention because of the many implications and functions marriage has in the society. Same- sex relations are accepted in some communities but they remain illegal in most societies. Marriage is seen as a place where new members of a society are produced, it is also seen as place where the needs of an individual, those related to intimacy and sexuality are fulfilled. It is the difference in perceptions and ideologies of how these relations should be and how families and kinships should be made that result to differences in how individuals feel about the issue of gender in marriage.

Works cited

Amato, Paul. Journal of Marriage and the Family. 62.4 (2009): 1269- 87. Print

Bell, Duran. ‘Defining Marriage and Legitimacy’. Current Anthropology 38.2 (1997): 237–254. Print

Christie-Mizell, C. ‘The Effects of Traditional Family and Gender Ideology on Earnings: Race and Gender Differences’. Journal of Family and Economic Issues 27. 1 (2006). Print

Elkridge, William. ‘Symposium on Sexual Orientation and the Law.’ Virginia Law Review 79.7 (1993): 1419-1513. Print

‘Gender Studies’. New Generation Arts Degree. Web. 25 October 2011.

Gough, Kathleen. ‘The Nayars and the Definition of Marriage’. Royal Anthropological Institute of Great Britain and Ireland: 89(1959):23–34. Print

Gudeman, Stephen. Relationships, residence and the individual, (1976): 131. Print

Hobhouse, Leonard. Morals in evolution: a study in comparative ethics (1906): 45-56. Print

James, Paul. Reproduction. Western Washington University, 2009, print

Minnesota State University. Kinship and Marriage. New York: Emuseum. 2009. Print

Notes and Queries on Anthropology. Royal Anthropological Institute. (1951):110. Print

Rupp, Leila. ‘Toward a Global History of Same-Sex Sexuality.’ Journal of the History of Sexuality 10.2 (2001): 287-302. Print

Stayskal, Byron. Ancient Greek Literature, WWU: Winter, 2009, print

Schultz, Emily and Robert Lavenda. Cultural Anthropology: A Perspective on the Human Condition. New York: Oxford UP, Incorporated, 2009. Print 332-346

Smith, Peter. “Marriage”. A concise encyclopedia of the Bahá’í Faith. Oxford: Oneworld Publications. (2000): 232–233. Print

Westermarck, Edvard. The History of Human Marriage Volume 1, (1921a): 71. Print

Westermarck, Edvard.  The Future of Marriage in Western Civilization, volume II (1936b): 3.print

Trip to Oakland Museum

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Trip to Oakland Museum

The Oakland Museum is a famous interdisciplinary museum, which is dedicated to the natural science, history and art, of the state of California. It is estimated that there are as many as 1.8 million objects in the museum and they seek to let people know about California. It is during the middle of the 1960’s that the museum was created after a merger involving three different museums. This can be dated back to the beginning of the 20th century, and the museum opened its doors in the year 1969. The trip to the Oakland museum was extremely interesting as I got to see the works of various artists. These include; ‘Aristotle’s Cage’ by Michael McMillans, ‘Road Map with Helicopter’ by Enrique Chagoya, ‘Yosemite Valley’ by Albert Bierstadt, among others.

Enrique Chagoya’s ‘Roadmap’ has effectively arranged a cast of political, religious and mythical figures in an open-ended and ambiguous form of poetry. It has depicted the existing conflict between the imagination force and the various forms of fundamentalism. The artist has sufficiently raised the question concerning rigid beliefs and borders that are meant to be left unanswered intentionally. Tension exists in Chagoya’s tapestry as it is subtle in its various internal relationships. However, it is not clear as to who has the power despite the fact that energy is being exchanged (Leeuwen & Jewitt 105). Also, the source of power cannot be known because the result and nature can only be interpreted by the viewer.

The logic in ‘Roadmap’ is clearly unfettered by culture and ideology, as well as gravity. This means that there is a constant shift in the air because of the many circles that exist. The iconography of the tapestry is mirrored by the perpetual flight because of the flamingo, dodo, UFO’s and the military helicopters. Furthermore, the Arabic script used was an inspiration from Mir Ali Tabrizi. Therefore, Chagoya has opted to use many concepts that have been animated by the unknown. The work is thus a play zone that allows the interactions of historic and mythic converse for humans to translate.

The ‘Yosemite Valley’ by Albert Bierstadt is another work of art found at the Oakland Museum. Bierstadt has an exception work that gives a beautiful illustration of the Yosemite mountain landscape. The canvas used is quite large (eight by five feet) and it shows a panoramic view of the valley. The picture is quite enjoyable and it captures the attention of all its viewers (Leeuwen & Jewitt 155). It seems that Bierstadt wanted to show Americans who lived during his time that the western frontier had a lot of resources. It can be said that the Yosemite Valley was a Garden of Eden. It had the promise of a new beginning because it had not been touched by the Civil War. Bierstadt wanted to show that hope existed and the wounds of Americans would be healed.

Lastly, there was the art work ‘Aristotle’s Cage’ by Michael McMillan found at the museum. It is quite an intriguing work of art as it dictates that the viewer has an open mind while focusing on it. ‘Aristotle’s Cage’ depicts conflict as seen from the various elements that exist, such as the trailer and the sign. McMillan wanted people to be aware of the challenges that face American s(Leeuwen & Jewitt 189). There are people who try and mind their own business, but others will find ways of disrupting them. It is evident that the three works of art have all provided information concerning the post modern world.

Work Cited

Leeuwen, Theo. & Jewitt, Carey. Handbook of Visual Analysis. New York: Sage Publications, 2001.Print.