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Here We Come Group Energizer Theatre Game

Here We Come Group Energizer Theater Game Now and then educators and other gathering pioneers need better approaches to get understudies invigorated and extricated up for classes or rehearsals. The action underneath has been around for some time. It is called â€Å"Here We Come!† How You Play 1. Partition understudies into two gatherings. Gatherings might be as extensive as 10 to 12 understudies. 2. Show understudies the accompanying lines of discourse: Gathering 1: â€Å"Here we come.†Group 2: â€Å"Where ya from?†Group 1: â€Å"New York.†Group 2: â€Å"What’s your trade?†Group 1: â€Å"Lemonade.† 3. Clarify that Group 1 must examine and concur upon a â€Å"trade†-a calling, occupation, or movement that they will all emulate after they have reacted with â€Å"Lemonade.† (Group 2 ought not be inside earshot of their conversation.) 4. When Group 1 has picked its â€Å"trade,† the individuals from Group 1 line up side by side on one side of the playing territory confronting Group 2, additionally arranged side by side on the contrary side of the playing zone. 5. Clarify that Group 1 will start the game by conveying the primary line as one (â€Å"Here we come†) and making one stride towards Group 2. Group 2 conveys the subsequent line (â€Å"Where ya from?†) as one. 6. Gathering 1 at that point conveys the third line as one (â€Å"New York†) and makes one more stride towards Group 2. 7. Gathering 2 asks, â€Å"What’s your trade?† 8. Gathering 1 reacts with â€Å"Lemonade† and afterward they start emulating their settled upon â€Å"trade.† 9. Gathering 2 watches and gets out estimates about the group’s â€Å"trade.† Group 1 keeps emulating until somebody surmises effectively. At the point when that occurs, Group 1 must run back to their side of the playing region and Group 2 must pursue them, attempting to label an individual from Group 1. 10. Rehash with Group 2 settling on a â€Å"trade† to emulate and starting the game with â€Å"Here we come.† 11. You can keep track of who's winning of what number of labels a gathering makes, yet the game works without the component of rivalry. It’s simply fun and it gets understudies going and fired up. A few Examples of â€Å"Trades† PhotographersFashion ModelsTalk Show HostsPoliticiansManicuristsBallet DancersPre-school TeachersStep DancersCheerleadersWeight LiftersHairdressersWeather Forecasters What Constitutes Success in This Theater Game? Understudies must offer and acknowledge thoughts rapidly. They should cooperate as an outfit when they emulate their â€Å"trade.† For instance, if the gathering picks Pre-teachers, some gathering individuals may play the kids that the instructors educate. The more exact the emulate that the understudies play out, the more rapidly the game will continue moving. Rule and Tips Help the individuals to remember Group 1 that they will probably take part in emulate †which requires quietness. No exchange, no audio cues, no responses to the estimates that Group 2 makes until they hear a theory that is correct.Remind the individuals from Group 2 that when they go to label an individual from Group 1, they have to focus on a shoulder and tag daintily. The tag isn't a slap or a slug.If commotion level is a worry, you might need to set up a standard of no shouting or yelling during the chase.Requiring the pursuit to be acted in moderate movement is another approach to check clamor and diminish the odds of excursions, falls, and excessively unruly action.

B. F. Skinner Biography of the Behaviorist Thinker

B. F. Skinner Biography of the Behaviorist Thinker More in Psychology History and Biographies Psychotherapy Basics Student Resources Theories Phobias Emotions Sleep and Dreaming In This Article Table of Contents Expand Best Known For Biography Inventions   Project Pigeon The Baby Tender Operant Conditioning Schedules of Reinforcement Teaching Machines Later Life and Career Awards and Recognitions Select Publications Contributions B. F. Skinner was an American psychologist best-known for his influence on  behaviorism. Skinner referred to his own philosophy as radical behaviorism and suggested that the concept of free will was simply an illusion. All human action, he instead believed, was the direct result of conditioning. Best Known For Operant conditioningSchedules of ReinforcementSkinner BoxCumulative RecorderRadical Behaviorism Among his many discoveries, inventions, and accomplishments were the creation of the operant conditioning chamber (aka the Skinner Box), his research on schedules of reinforcement, the introduction of response rates as a dependent variable in research, and the creation of the cumulative recorder to track these response rates. In one survey, Skinner was named the most influential psychologist of the twentieth-century. Birth and Death Born: March 20, 1904Died: August 18, 1990 Biography Burrhus Frederic Skinner was born and raised in the small town of Susquehanna, Pennsylvania. His father was a lawyer and his mother a homemaker and he grew up with a brother who was two years his junior. He later described his Pennsylvania childhood as warm and stable. As a boy, he enjoyed building and inventing things; a skill he would later use in his own psychological experiments. His younger brother Edward died at the age of 16 due to a cerebral hemorrhage. During high school, Skinner started to develop an interest in scientific reasoning from his extensive study of the works of Francis Bacon. He went on to receive a B.A. in English literature in 1926 from Hamilton College. After earning his undergraduate degree he decided to become a writer, a period of his life that he would later refer to as the dark year. During this time he wrote only a few short newspaper articles and quickly grew disillusioned with his literary talents, despite receiving some encouragement and mentorship from the famed poet Robert Frost. While working as a clerk at a bookstore, Skinner happened upon the works of Pavlov and Watson, which became a turning point in his life and career. Inspired by these works, Skinner decided to abandon his career as a novelist and entered the psychology graduate program at Harvard University. After receiving his  Ph.D.  from Harvard in 1931, Skinner continued to work at the university for the next five years thanks to a fellowship. During this period of time, he  continued  his research on operant behavior and operant conditioning. He  married Yvonne Blue in 1936, and the couple went on to have two daughters, Julie and Deborah. Inventions   During his time at Harvard, Skinner became interested in studying human behavior in an objective and scientific way. He developed what he referred to as an operant conditioning apparatus, which later become known as a Skinner box. The device was a chamber that contained a bar or key that an animal could press in order to receive food, water, or some other form of reinforcement. It was during this time at Harvard that he also invented the cumulative recorder, a device that recorded responses as a sloped line. By looking at the slope of the line, which indicated the rate of response, Skinner was able to see that response rates depended upon what happened after the animal pressed the bar. That is, higher response rates followed rewards while lower response rates followed a lack of rewards. The device also allowed Skinner to see that the schedule of reinforcement that was used also influenced the rate of response. Using this device, he found that behavior did not depend on the preceding stimulus as Watson and Pavlov maintained. Instead, Skinner found that behaviors were dependent on what happens after the response. Skinner called this operant behavior. Project Pigeon Skinner took a teaching position at the University of Minnesota following his marriage. While teaching at the University of Minnesota and during the height of World War II, Skinner became interested in helping with the war effort. He received funding for a project that involved training pigeons to guide bombs since no missile guidance systems existed at the time. In Project Pigeon, as it was called, pigeons were placed in the nose cone of a missile and were trained to peck at a target that would then direct the missile toward the intended target. The project never came to fruition, since the development of radar was also underway, although Skinner had considerable success working with the pigeons. While the project was eventually canceled, it did lead to some interesting findings and Skinner was even able to teach the pigeons to play ping-pong. The Baby Tender In 1943, B.F. Skinner also invented the baby tender at the request of his wife. It is important to note that the baby tender is not the same as the Skinner box, which was used in Skinners experimental research. He created the enclosed heated crib with a plexiglass window in response to his wifes request for a safer alternative to traditional cribs. Ladies Home Journal printed an article on the crib with the title Baby in a Box, contributing in part to some misunderstanding over the cribs intended use. A later incident also led to further misunderstandings over Skinners baby crib. In her 2004 book Opening Skinners Box: Great Psychology Experiments of the Twentieth Century, author Lauren Slater mentioned the oft-cited rumor that  the baby tender was actually used as an experimental device.?? The rumors were that Skinners daughter had served as a subject and that she had committed suicide as a result. Slaters book pointed out that this was nothing more than a rumor, but a later review of the book mistakenly stated that her book supported the claims. This led to an angry and passionate rebuttal of the rumors by Skinners very much alive and well daughter Deborah. In 1945, Skinner moved to Bloomington, Indiana and became Psychology Department Chair at the University of Indiana. In 1948, he joined the psychology department at Harvard University where he remained for the rest of his life. Operant Conditioning In Skinners operant conditioning process, an operant referred to any behavior that acts on the environment and leads to consequences. He contrasted operant behaviors (the actions under our control) with respondent behaviors, which he described as anything that occurs reflexively or automatically such as jerking your finger back when you accidentally touch a hot pan. Skinner identified reinforcement as any event that strengthens the behavior it follows. The two types of reinforcement he identified were positive reinforcement (favorable outcomes such as reward or praise) and negative reinforcement (the removal of unfavorable outcomes). Punishment can also play an important role in the operant conditioning process. According to Skinner, punishment is the application of an adverse outcome that decreases or weakens the behavior it follows. Positive punishment involves presenting an unfavorable outcome (prison, spanking, scolding) while negative punishment involves removing a favorable outcome following a behavior (taking away a favorite toy, getting grounded). Schedules of Reinforcement In his research on operant conditioning, Skinner also discovered and described schedules of reinforcement: Fixed-ratio schedulesVariable-ratio schedulesFixed-interval schedulesVariable-interval schedules Teaching Machines Skinner also developed an interest in education and teaching after attending his daughters math class in 1953. Skinner noted that none of the students received any sort of  immediate feedback on their performance. Some students struggled and were unable to complete the problems while others finished quickly but really didnt learn anything new. Instead, Skinner believed that the best approach would be to create some sort of device that would shape behavior, offering incremental feedback until a desired response was achieved. He started by developing a math teaching machine that offered immediate feedback after each problem. However, this initial device did not actually teach new skills. Eventually, he was able to develop a machine that delivered incremental feedback and presented material in a series of small steps until students acquired new skills, a process known as programmed instruction. Skinner later published a collection of his writings on teaching and education titled The Technology of Teaching. Later Life and Career Skinners  research and writing quickly made him one of the leaders of the behaviorist movement in psychology and his work contributed immensely to the development of experimental psychology. Drawing on his former literary career, Skinner also used fiction to present many of his theoretical ideas. In his 1948 book Walden Two, Skinner described a fictional utopian society in which people were trained to become ideal citizens through the use of operant conditioning. His 1971 book Beyond Freedom and Dignity  also made him a lightning rod for controversy since his work seemed to imply that humans did not truly possess free will. His 1974 book About Behaviorism was written in part to dispel many of the rumors about his theories and research. In his later years, Skinner continued to write about his life and his theories. He was diagnosed with leukemia in 1989. Just eight days before he died, Skinner was given a lifetime achievement award by the American Psychological Association and he delivered a 15-minute talk to a crowded auditorium when he accepted the award. He died on August 18, 1990. Awards and Recognitions 1966 Edward Lee Thorndike Award, American Psychological Association1968 - National Medal of Science from President Lyndon B. Johnson1971 - Gold Medal of the American Psychological Foundation1972 - Human of the Year Award1990 - Citation for Outstanding Lifetime Contribution to Psychology Select Publications Skinner, B. F. (1935) Two types of conditioned reflex and a pseudo type Journal of General Psychology, 12, 66-77.Skinner, B. F. (1938) Superstition’ in the pigeon Journal of Experimental Psychology, 38, 168-172.Skinner, B. F. (1950) Are theories of learning necessary? Psychological Review, 57, 193-216.Skinner, B. F. (1971) Beyond Freedom and DignitySkinner, B. F. (1989) The Origins of Cognitive Thought Recent Issues in the Analysis of Behavior, Merrill Publishing Company. Contributions to  Psychology Skinner was a prolific author, publishing nearly 200 articles and more than 20 books. In a 2002 survey of psychologists, he was identified as the most influential 20th-century psychologist. While behaviorism is no longer a dominant school of thought, his work in operant conditioning remains vital today. Mental health professionals often utilize operant techniques when working with clients, teachers frequently use reinforcement and punishment to shape behavior in the classroom, and animal trainers rely heavily on these techniques to train dogs and other animals. Skinners remarkable legacy has left both a lasting mark on psychology and numerous other fields ranging from philosophy to education.

Personal Narrative My Sister s Keeper By Jodi Picoult

Reading is my life. I enjoy every book that I pick up. I have many favorite authors from all types of backgrounds and all types of genres. My five favorite books are as followed: A Thousand Splendid Suns, My Sister’s Keeper, My Sister’s Keeper, The Secret Life of Bees and Act Like a Lady Think Like a Man. Each novel plays an important role in my life, they helped me get through some tough times. The books that I read while I was in high school helped me to find courage, to find faith, to find myself, and to understand love. I read most of these books while I was in high school as a part of my summer reading projects. At that moment, I did not know how important each book was going to be to me. One of the first books that I read that†¦show more content†¦The duo deals with the abuse from their husband and other events until one day Mariam gains the strength and kills him. In Afghan, it is a crime for a woman to kill her husband. The result is death. A year afte r I read these novels, several life events happened. On October 28, I decided that I would go to medical school to become an oncologist, after being inspired by My Sister’s Keeper. A couple of days later on Halloween, I experience a true life nightmare. My soon-to-be-boyfriend told me that he had cancer. For me to be only in high school and to just figure out what I wanted to go to college for, this news was very devastating. I had just figured my life out and on my life map, he was in it. The books allowed me to understand true courage. Anna in My Sister s Keeper gains courage when her sick sibling tells her to do something to make her happy, even though she knows it will affect her sibling s health. In A Thousand Splendid Suns, Mariam gained the courage to stand up to her abusive husband and save the life of Laila and her son. It takes one strong person to have courage. On the night that my boyfriend told me the news, he said, â€Å"Why are you crying? What does crying do? Makes me wanna cry too. And how am I going to beat this if both of us are crying. After talking with him, I realized that he had the courage to make it through and beat cancer just as it was Anna s goal to make sure she

The Importance of Color in Toni Morrisons Beloved Essay

The Importance of Color in Toni Morrisons Beloved Toni Morrisons Beloved - a novel that addresses the cruelties that result from slavery. Morrison depicts the African Americans quest for a new life while showing the difficult task of escaping the past. The African American simply wants to claim freedom and create a sense of community. In Beloved, the characters suffer not from slavery itself, but as a result of slavery - that is to say the pain occurs as they reconstruct themselves, their families, and their communities only after the devastation of slavery (Kubitschek 115). Throughout the novel, Morrison utilizes color as a symbolic tool to represent a free, safe, happy life as well as involvement in community and†¦show more content†¦In his journey North, Paul D would scan the horizon for a flash of pink or white...[or] blossoming plums (Morrison 113). By having Paul D search for colorful flowers, Morrison illustrates Paul Ds desire for a life full of safety, enjoyment, and freedom. Just as Paul D desires a better life after slavery, so does Baby Suggs. As a slave, Suggs was suppressed and did not experience the type of life she desired. Morrison indirectly demonstrates this by purposely leaving out any descriptions of color in Suggss life when she was a slave. Morrison uses this absence of color to express that Suggs had lived the life which she had longed for. She did not experience independence, freedom, safety nor a sense of community when she was a slave. However, after she was sold, she searched for color, or the life that she had wanted. For, she had never had time to see, let alone enjoy it before (Morrison 201). Enjoying every color that she could, trying to compensate for the time wasted as a slave, Suggs retreated to her room and concentrated on color. It took her a long time to finish with blue, then yellow then green (Morrison 201). Making explicit the absence of color while Suggs was a slave and then describing the way she relished t he colors of her newly acquired freedom, Morrison conveys Suggss fulfillment of the life she had longed to have when she was a slave. Finally, as her life ended, Suggs was happy with the freedom, sense ofShow MoreRelatedRacism And Discrimination On African Americans1210 Words   |  5 Pagesthan a simple eye color. They are beauty. They are power. They are whiteness. They are the end to all of her problems. To Pecola, having blue eyes would rid her of her ugliness and painful life. The symbolism found in blue eyes also reveals the considerable amount of sadness that Pecola feels. Her desire to have the bluest eyes is symbolic of the fact that Pecola has the saddest eyes, and the saddest life, of any other character in the novel (â€Å"Bluest† Shmoop). Likewise, the importance and descriptionsRead More Toni Morrisons Beloved: Not a Story to be Passed On Essay example5432 Words   |  22 PagesToni Morrisons Beloved: Not a Story to be Passed On Beloved, Toni Morrisons Nobel Prize winning novel, is a masterfully written book in which the characters must deal with a past that perpetually haunts them.   This haunting, in the form of a twenty year old ghost named Beloved, not only stalks them in the spirit, but also in the flesh.   Beloved, both in story and in character hides the truth in simple ways and convinces those involved that the past never leaves, it only becomes part of whoRead MoreToni Morrison s Life And Accomplishments2003 Words   |  9 PagesToni Morrison was born â€Å"Chloe Ardelia Wofford† on February 18th, 1931 in Lorain, Ohio. Chloe earned her nickname â€Å"Toni† in college and took Morrison as her married name. She was born in an predominantly African American town, to a poor family, which was like most of Lorain’s residents. Her parents always emphasized the importance of education. â€Å"The world back then didn’t expect much from a little black girl, but my father and mother certainly did.† In 1949 she attended college at the Howard UniversityRead MoreHow Slavery Can Affect The Mother s Mind And Threaten Motherhood3396 Words   |  14 Pagesthe property of others? Considering the description of servitude, it is interesting to see how the severe elements of slavery can potentially affect the mother’s mind and threaten motherhood. This is seen and heavily stressed through Toni Morrison’s Gothic Fiction Beloved— an historical novel based on pregnant runaway slave, Margaret Garner — which is a slave narrative that follows the lives of the main characters: Sethe, a former and runaway slave from a plantation called Sweet Home, Denver, her daughterRead MoreEssay on The Song of Solomon2983 Words   |  12 Pages Book Title Song of Solomon Author Toni Morrison Summary The first black boy ever born in Mercy Hospital in a town in Michigan comes into the world the day after an insurance agent named Robert Smith kills himself by trying to â€Å"fly† from the roof of the hospital across Lake Superior. The boys mother, Ruth, nurses him until he is eight or nine years old, thus earning him the ridiculous nickname Milkman. Milkman befriends an older boy named Guitar, visits his Aunt Pilate, and falls in love with

The Principal Legacies of Imperialism for the Contemporary World Economy Free Essays

Abstract This study explores the principal legacies of imperialism for the contemporary world economy. The findings indicate that although colonialism ended many years ago, its effects and policies still remain in the global economy and it is being aided by globalisation. The developed economies use foreign aid and multinationals to control the economies of the developing countries. We will write a custom essay sample on The Principal Legacies of Imperialism for the Contemporary World Economy or any similar topic only for you Order Now Introduction The modern world economy has been influenced by both imperialism and the experience of colonialism. Western imperialism dominated the global history in the last 200 years and it transformed both the third world and western nations in terms of culture, economy, politics and socialisation (Dutt, 2006). The term imperialism was derived from a Latin word imperator meaning autocratic power and centralised government (Smith Dawson Books, 2008). As such imperialism involves one country dominating another country or other countries in ways that benefit it and not the latter. The impact of Europe on the world economy is significant because it has shaped the economic sphere. The legacy of imperialism exists in the form of communication networks, economic structures and ties to metropolitan economies typifying former colonies. Principal Legacies of Imperialism on the Contemporary World Economy Imperialism was the precursor of globalisation that characterises the contemporary world economy (Chattopadhyaya Das, 2007). This legacy is not entirely benign and the effects of the restructuring of economies of the former colonies have led to dependency on the metropole’s economies. Colonialism had to be stopped because it was exploitative, displaced people from their natural status and transferred wealth from one country to the other. However, globalisation came up to replace imperialism by achieving the same results but this time legitimately and in a manner that is politically correct (Ramana Observer Research Foundation, 2008). The World Trade Organisation and the General Agreement on Tariffs and Trade legitimised this legacy of imperialism through putting in place trade agreements to eliminate trade barriers. This ensures that countries participate in their own subjugation and in the process transform themselves into neo-colonial states (Hont, 2005). Globalisation has not led to economic equality and interdependence as it is often claimed. It has instead made the lesser developed countries dependent on the developed countries (Dunning Lundan, 2008). In addition to this, it has also led to indebtedness to the International Financial Institutions owned by the west. In some cases it has also led to unfair competition, greater debt and increased poverty. Although globalisation has created wealth for some countries, it has also increased poverty for others. Dutt (2006) adds that it is a more efficient way of exploiting other nations with the help of established international institutions and mechanisms designed to entrap the lesser developed countries through creating economic dependency, debt, and increasing poverty. However unlike colonialism these countries cannot revolt against the loss of their sovereignty. This is because any attempts to revolt could make them lose economic aid that would result in economic and human crisis. Th is is a huge risk that these countries are never willing to risk. All these are consequences of the structuring of the economies of the former colonies making them dependent on exports, monoculture and fluctuations in the global market. Imperialism created a political economic reality of dependency and exploitation because most of the lesser developed economies do not have full control of their economic affairs (Hont, 2005). There are counterarguments that political economies have lives of their own which make them not fully controllable or that globalisation has taken away such control from all countries. However this perception does not take into account the fact that there is a huge difference in the extent of control. The northern nation states have a relatively strong position because of the financial institutions and multinationals which give them higher control over their political economies (Tester, 2010). The southern nation states on the other hand are impoverished, indebted and dependent on foreign investment and foreign aid. Therefore neo-colonialism steps in because these nation states have reduced control. The contemporary world economy is organised around capitalist imperialism characterised by systematic accumulation of capital through organised labour exploitation and penetrating overseas markets. The capital imperialists make investments in the other countries, transforms and then dominates their economies. Additionally, they integrate their productive and financial structures into the international system of capital accumulation (Chattopadhyaya Das, 2007). Expansion is the central imperative of capitalism because investors only pursue business ventures when they see opportunities for extracting more than they invest. These firms only increase their earnings when their enterprises grow. As such the capitalists keep searching for ways of generating more money. They have to invest in order to generate profits and gather strengths to be able to beat off competition and unpredictable markets. Owing to its expansionary nature, capitalism has to keep exploring other opportunities away f rom home. It is this expansion that ends up destroying whole societies as people are forced to transform into disfranchised wage employees (Smith Dawson Books, 2008). Consumer societies, mass market and mass media replace folk cultures and indigenous societies. Agribusiness factory farms supplant cooperative lands, centralised autocracies supplant autonomous regions and desolate shanty towns replace villages. European and North American corporations have acquired and now control over 75% of mineral resources in Africa, Asia and Latin America (Dunning Lundan, 2008). However, the pursuit for natural resources is not the only reason for expanding operations overseas. They also need to lower the cost of production and maximise profits through investing in economies with cheaper labour markets. They make over 50% profits in the lesser developed countries compared to their home countries because of factors like low wages, weak labour unions, low taxes, weak or non-existent environmental and occupational protections and non-existent work benefits (Guo Guo, 2010). For instance Citibank which is one of the largest US firms makes about approximately 75% of its profits from its operations overseas (Ramana Observer Research Foundation, 2008). Imperialism has made it possible for the multinational firms to continue growing even at a time when their home markets are sluggish because of the dramatic growth in the foreign markets which still remain unexploited. Currently some 400 transnational companies control approximately 80% capital assets in the free global market (Hobson, 2005). These companies have developed global production lines across the lesser developed countries. Multiple sourcing allows these transnational companies to overcome strikes in one country by increasing production in the other countries. By playing the workers of different countries against each other, they discourage them from making demands on wage and benefit increments which undermine the strategies of labour unions. These firms find cheap labour, natural resources and other profitable conditions in the less developed countries. This is what enables them to generate huge profits which they then repatriate back to their home countries. Both national and local governments often compete in attracting multinational companies with huge expectations in terms of employment provision, tax revenues and economic activity (Sharp, 2009). These governments offer the companies incentives in terms of lax labour or environmental regulations, pledges of government assistance, tax breaks and other subsidies. Other than offering these governments a promise of economic growth, these companies exert power over government through their technical and intellectual property. For instance Microsoft has software patents and Adidas has patents on shoe designs. The patents allow these corporations to exercise their monopolistic powers in the local economy and in the process inhibit the growth of the local enterprises. Additionally, this monopoly helps them maintain low costs of labour and at times even exploitative. Owing to the size of these corporations, they often influence government policies using threats of withdrawal from the market (L ouis, 2006). This forces the governments of the lesser developed states to make polices that benefit the corporations rather than protecting the rights of the citizens. Therefore these corporations exploit the local labour force and funnel the important resources away from these countries into their home countries. In this way globalisation has made the lesser developed economies to be dependent on the developed countries. The multinational companies also cause uneven distribution of benefits because the resources are diverted from the local people into foreign markets (Louis, 2006). For instance land that could have been used to produce food for the local populations is used by these corporations to grow cash crops for their operations. This leads to high costs of food for the local populations as they are at times forced to import what they could produce locally if their natural resources were effectively utilised. In addition to this, fresh produce are packaged for the international markets where they will fetch more money rather than feeding the local populations. This is the reason why foreign dependency has led to widespread malnutrition in many lesser developed economies (Tester, 2010). Conclusion In conclusion, this study has explored the principles legacies of imperialism on the contemporary world economy. The findings indicate that the developed economies still manage the economies of former colonies and the developing economies using different mechanisms like aid and multinational companies with the aid of globalisation. Economic globalisation has also led to unequal economic relations between the developed and the developing economies. The governments of the lesser developed economies act more in the interests of the multinationals and other economies that provide them with aid instead of acting independently on behalf of the citizens. This creates a feeling of economic connection with the lesser developed economies feeling that they cannot survive on their own. Therefore the dependent relations that were established under colonialism still continue to dominate the world economy through economic imperialism or neo-colonialism. References Chattopadhyaya, D. P., Das, G. J. B. (2007) Science, technology, imperialism and war. New Delhi: Pearson Longman. Dunning, J. H., Lundan, S. M. (2008) Multinational enterprises and the global economy. Cheltenham, UK: Edward Elgar. Dutt, S. (2006). India in a Globalized World. Manchester: Manchester University Press. Guo, S., Guo, B. (2010). Greater China in an era of globalization. Lanham, Md: Rowman Littlefield. Hobson, J. A. (2005). Imperialism: A study. New York: Cosimo. Hont, I. (2005). Jealousy of trade: International competition and the nation state in historical perspective. Cambridge, Mass: Belknap Press of Harvard University Press. Louis, W. R. (2006). Ends of British imperialism: The scramble for empire, Suez and decolonization : collected essays. London: I.B. Tauris. Ramana, P. V., Observer Research Foundation. (2008). The Naxal challenge: Causes, linkages, and policy options. New Delhi: Pearson Education. Sharp, J. P. (2009). Geographies of post-colonialism. London: SAGE. Smith, D., Dawson Books. (2008). The dragon and the elephant: China, India and the new world order. London: Profile. Tester, K. (2010). Humanitarianism and modern culture. University Park, Pa: The Pennsylvania State University Press. How to cite The Principal Legacies of Imperialism for the Contemporary World Economy, Essay examples

WOMEN TALK BACK an Example by

WOMEN TALK BACK In the frontline of addressing and answering to the issues that women face today are the women themselves. Among the empowered women that this paper aims to present are Judy Chicago and Audre Lorde, two of the greatest artist of this time. Judy Chicago uses the power of the pen, sculpting, and painting to give due recognition to the women and the integration of women into the field of art (Microsoft Encarta, 2006). On the other hand, Audre Lorde is a poet who used her creative imagination to stress the need for women to organize across sexualities and to fight against the discrimination of black lesbians by both the whites and the blacks (Martinez). Need essay sample on "WOMEN TALK BACK" topic? We will write a custom essay sample specifically for you Proceed Judy Chicago: Her Life and Talking Back Judy Chicago was born in 1939 in Chicago with the name Judy Cohen (Microsoft Encarta, 2006). Later on, she decided to change her name to Judy Chicago, which indicated the place where she was born. She was educated at the Art Institute of Chicago while she was still attending her elementary and high school classes, showing a very high interest for art at a very early age (Microsoft Encarta, 2006). Later on, she earned her Master of Fine Arts (M.F.A) degree at the University of California in Los Angeles in 1964 (Microsoft Encarta, 2006). After this, she went to the California State University where she established an art program with a female perspective (Microsoft Encarta, 2006). She repeated the same kind of art program in the California Institute of Art in Valencia (Microsoft Encarta, 2006). With this liking for art, she fought for women recognition through painting, sculpting, and writing several books (ThroughtheFlower.org). The first major achievement of Chicago is the installation of the Womanhouse project, which demonstrated an openly female point of view in art (ThroughtheFlower.org). Between 1974 and 1979, Chicago did her famous work, The Dinner Party, displayed at over sixteen (16) exhibits in over six (6) countries (ThroughtheFlower.org). The Dinner Party is a piece of art showcasing the history of women in the Western Civilization (ThroughtheFlower.org). The permanency of this painting at this Brooklyn Museum will contribute to the recognition of the women and their contributions. In addition to her works are the Birth Project, Powerplay, Holocaust Project: From Darkness into Light, Resolutions: A Stitch in Time, and a number of books authored by her. Indeed, her chosen form of responding to the lack of recognition for womens contribution in the history, which is through art, is appropriate. In this world, pieces of art are like the ones created by Chicago are among the things that last for quite a long time. Remember when scientists discovered art pieces and paintings in the walls of several caves. This goes to show that art is a very important means of making people remember and see something even after the one who created it has passed away. Just the same, the works of Chicago will last for a considerable length of time and this will serve as the constant reminder for the people about the significant contributions of women and other things about women that lack appreciation. Audre Lorde: Her Life and Talking Back Audre Lorde, 5 years older than Judy Chicago, was born on February 18, 1934 in New York City to West Indian parents (Martinez). She finished her studies at the Hunter College and earned her masters degree in library studies in Columbia University in 1961 (Martinez). After which, she had worked as a librarian at the Columbia University, a lecturer in creative writing at the Hebert H. Lehman College, Associate Professor of English in John Jay College of Criminal Justice, English teacher at Hunter College, a poet in residence at Tougaloo College, and a visiting lecturer throughout the United States (Martinez). After the failure of her marriage in 1970, she had relationships with women (Martinez). In 1992, she died of cancer (Martinez). She uses the prose and romanticism mixed with strength in her poetry to fight against the discrimination of the lesbians by both the whites and the blacks, especially with the black lesbians. One of her famous quotations on lesbianism goes something like this: Any world which did not have a place for me loving women was not a world in which I wanted to live, nor one which I could fight for (Lorde qtd in Microsoft Encarta, 2006). She writes poems, novels, and other forms of literature that advocate this agenda of hers. Among her most celebrated works are Zami: A New Spelling of My Name, Cancer Journals, Sisters in Arms from Our Dead Behind Us, The First Cities, The New York Head Shop and Museum, The Black Unicorn, and Uses of the Erotic: The Erotic as Power (Martinez). Central to her works are themes of lesbianism, love, and women empowerment. Writing is indeed one of the best forms of advocating a certain purpose. The letters lasts through time and just like Chicagos chosen form, is something that is accessible to a lot of people. This has a limitation, however, for those who can not read and does not easily capture the meaning of Lordes works. Despite this, the works of Lorde transcends through borders of different countries. Art as a Means of Responding to Women Issues Art, in its entirety, is an effective means of women advocates in addressing the issues that women face today. With art, I wish to mean the crafts that came from the heart of artists as a result of their emotions and attachments. With this, it includes poetry, painting, sculpting, and writing. Although art may have its different backgrounds, it is something where people even of different cultures can come together and share, somehow, common interests. Thus, art is a good avenue for conveying ideas for the general public. Also, because it comes from the emotions of a person, it also creates a connection to the people as something with strong emotions even if they have not seen the artist personally. Just like what Chicago did on her sculptures and paintings that are now in different museums, Lorde also has her literary pieces in circulation. Both Chicago and Lorde were able to shake up international feminist movements in Art because of their ideas. With this, both artists were able to prove that talking back does not necessarily have to be through spoken words. Discrimination of Women The issue of discrimination against women has increased in intensity as compared to the olden times. However, it remains to be a persistent dilemma that needs to be addressed incessantly. Discrimination against women may include domestic violence, discrimination in the workplace, sexual harassment and abuse, and others of the same nature (Dorsen and Lieberman, 2005). Chicago perceives of this discrimination to exist in the lack of recognition towards the contributions made by women in the Western Civilization. Thus, she was able to create a work that showcases the contributions of women and be able to put them up in a pedestal for both women and men to see. This was followed by more pieces of art that presents the importance of women in the society. The form she used was successful and has actually reached a very wide audience. Just the same, Lorde was able to contribute to the intensification of the fight against discrimination of black lesbians and to the empowerment of women. She used the might that is held by her pen and reached a lot of readers through her touching poems, novels, and essays. This is also successful and effective since the use of powerful and convincing words actually leads the readers to be awakened with the issues that women face. Works Cited "Judy Chicago." Microsoft Encarta 2006 [CD]. Redmond, WA: Microsoft Corporation, 2005. Lesbianism. Microsoft Encarta 2006 [CD]. Redmond, WA: Microsoft Corporation, 2005. Dorsen, Norman, and Lieberman, Jethro K. "Discrimination." Microsoft Encarta 2006 [CD]. Redmond, WA: Microsoft Corporation, 2005. Martinez, E. Lorde Audre in glbtq: An Encyclopedia of Gay, Lesbian, Bisexual, Transgender, and Queer Culture, ed. Claude J. Summers. ThroughtheFlower.org, Judy Chicago.