Do Gender Role Stereotypes exist in children(TM)s fairy tale stories?

I am currently working on a piece of sociological coursework which requires me to explore the relationship between children's fairy tale stories and gendered roles. From birth biological differences exist between males and females. Sociologists refer to this as sex differences. As we grow older these differences between males and females involve more than biology; they are gendered. Gendered roles are learned. They guide us to behave and perform in ways which fulfill our gender role stereotype. This is achieved via the process of socialisation. When talking in relation to the nature vs. nurture debate, sociologists believe that our gender roles are nurtured by our parents, societal expectations and media influences. The main aim of my coursework is to find out if gender role stereotypes exist in children's fairy tale stories. I aim to do this by looking at the ways in which fairytale images transform into guided behaviours. My additional aims in which I will investigate include: * Being able to find out what massages fairytale stories send to youngsters from a sociological point of view. I have decided to investigate gender role socialisation because I am extremely interested in the role played by society in the development of this. Furthermore, I would like to find out what makes these stereotypes so common and how fairy tale stories portray gender roles in relation to the images it presents to young children. Sociological research also concerns the roots of gender role within society. Therefore, it would make sense to see how these sociologists have expressed their views on this specific topic. For example, Teya Cherland is a sociologist who researched the topic of gender role stereotyping in fairytale stories and, she made it clear that the insecurities evolving around many young children is growing as they watch and read more and more fairytales. Sociologists believe that we aren't born to be boys and girls; we learn our gender roles as we grow older. This is a very sentimental point because in my coursework I want to explore gender role stereotyping from a Nature vs. Nurture perspective. My Secondary Sources I have decided to focus on some secondary sources in order to find out what other sociologists think about my chosen topic. The following sources will help me to gather some crucial information to help me meet my overall aim which is to find out if gender role stereotypes exist in children's fairytale stories. I also want to understand this topic from a sociological point of view and therefore, I will also be using these sources to find out if what I have discovered pairs up to other sociologist's discoveries. My first results came from an article called Ecclectical. The article was written by a sociologist called Teya Cherland and was publicised in April 2006. In it, Teya explained that young boys and girls hide themselves away from reality because fairytales make them feel insecure of the true beauty that exists within them. Other than this, she outlined that boys and girls find it hard to distinguish reality from the so-called â€Å"dream world† that they visualise from watching T.V. She said, â€Å"Children's literature plays a key role in shaping a child's perception of those around her/him and the world they live in.† She then carried on saying â€Å"it is vital to understand how they view real life† This made it clear, her belief was that fairytale stories deliver wrong messages to young kids and make them feel a certain way which can build on their insecurities. This links in with my aim because in my coursework I want to involve some sociological processes and this article brings up the issue of the Nature vs. Nurture debate and helps me to find a way how to link young children's influences into my query. My second source came from an article titled â€Å"Sex Roles†. This particular article was written by Angela M. Gooden and was publicised In July 2001. In the article it was outlined that children's books are served as a socializing tool that passed to the next generation. To explain, in her article she said the following, â€Å"Children's books have the potential of altering perceptions and possibly helping to change lives† This relates back to my investigation because the article explains the fact that children are influenced by societies teachings and, one of my smaller aims are to be able to find out if children are influenced by the images they see and the things they hear when watching fairytales. My third and last source came from a text called Gender identities. This text was written by a sociologist named Ruth and the year of its publication was 2006(April 21st) Ruth investigated on different sociologists own thoughts about gender role and found out that according to the 1990s, boys and girls are directed to different subjects from an early age. She found that from some people stick to the idea that, Teachers pay more attention to boys than girl in the classroom and that the term â€Å"girl power† Ignores continuing structures of inequality. Much of her information supported the idea that the way in which boys and girls are brought up affects they way they feel about â€Å"gender role stereotyping† when their older. The following quote was mentioned in the article. â€Å"Murdock (1949) and Parsons (1955), who were functionalists, both thought that women and men had inbuilt differences that made women more suitable to be carers and men to be breadwinners.† This links in with my investigation because in order to find out whether gender role stereotypes exist in children's fairytale stories, I need to understand the true meaning of the term â€Å"gender role† and how society portrays it which is provided for me in this source. Overall, all of my chosen sources have enhanced my understanding on my chosen ton topic. I am now able to use this information to help me to answer and evaluate my essay title.

International Economics Gerber Study Questions Essay

The United States in a Global Economy 1.Outline Introduction Globalization in Perspective The Growth of World Trade Capital and Labor Mobility New Features of the Global Economy New Issues in International Trade and Investment The Role of International Organizations Regional Trade Agreements Trade and Economic Growth Twelve Issues in the International Economy The Gains from Trade Wages, Jobs, and Protection Trade Deficits Regional Trade Agreements The Resolution of Trade Conflicts The Role of International Institutions Exchange Rates and the Macroeconomy Financial Crises and the Global Contagion Capital Flows and the Debt of Developing Countries Crisis and Reform in Latin America Export Led Growth in East Asia The Integration of India and China into the World Economy 2. A Thumbnail Sketch of the Material Covered in Chapter One The re-emergence of international economic integration theme tries to put globalization in perspective. Most features of globalization aren’t new, and international economic integration could be described as re-emerging after a period of disruption during time periods surrounding WWI and WWII. There are three aspects of international economic integration considered: 1.The growth of world trade. World trade has grown over the last sixty or seventy years but is still fairly comparable in percentage terms to what existed 110 years ago. Trade has become a larger share of national economies as measured by the: Index of Openness (Exports Imports)/GDP This index does not tell us about a nation’s trade policies. Nations with higher figures for the index of openness do not necessarily have lower trade barriers. Large economies are less dependent on international trade and often have lower measures of openness than small countries. Figure 1.1 shows the openness index for six nations at different points in time. It shows the drop in trade from 1913 to 1950 and its growth (even above 1913 levels) for most nations by 2000. A trend obscured in the overall trade data is that in 1890 most U.S. trade was in agricultural products and raw materials, while today most is manufactured goods. The relative importance of capital goods has increased dramatically. 2.Capital and labor mobility. Labor is much less mobile internationally now than it was in 1900. For capital, it is somewhat more mobile. There is a difference between financial capital and physical capital. Foreign Direct Investment (FDI) is the flow of capital representing physical assets such as real estate, factories, and businesses. While capital flows to developing countries have increased over recent decades, the level of investment in any country is still correlated with its domestic level of savings, making national savings rates far more important than global capital flows. However, capital flows today are different from earlier periods in three ways. More types of financial instruments exist today, and flows of financial capital are likely much greater. In 1900, the world operated on a fixed exchange rate standard and much of today’s financial market transactions are aimed at protecting against exchange rate risk caused by floating exchange rates. Transactions costs associated with foreign capital flows have also fallen significantly. Volatility in international capital flows, while often a subject of intense attention today, is not new. 3.Movement of prices in different markets. The text does not develop this, but points out that in the late 1800s wheat farmers, meat packers, and fruit growers all produced for a global market where international rather than domestic supply and demand determined prices. News reports today could easily demonstrate this for most commodities. New issues in international trade and investment: Barriers to manufactured goods have fallen significantly as a result of a process that began at the end of WWII. As formal restrictions on imports  have been reduced, domestic policies on issues such as the environment, labor, and fair market conditions have become the barriers to further increases in trade flows. Reducing trade barriers has been the focus of negotiations between nations. Eliminating the traditional barriers to trade, tariffs and quotas, is referred to as shallow integration because it just changes policies â€Å"at the border.† Eliminating domestic policy differences that create trade barriers is much more complicated and is referred to as deep integration. International organizations created at the end of WWII play a key role and are an entirely new element in the international economy. Agreements between nations are not new, but there has been a significant increase in the number of regional trade agreements signed, especially in the 1990s. The formation of these regional trade agreements is controversial for different reasons for both trade opponents and trade proponents. The growth of world trade can potentially lead to a variety of consequences, but generally economists remain committed that the benefits outweigh the costs. This position is supported by the casual empirical evidence of historical experience, evidence supported by models and deductive reasoning, and evidence from statistical comparisons of countries. Open economies grow faster and prosper sooner than more closed ones. 3. What Students Should Know After Reading This Chapter Chapter 1 challenges the belief that the world has embarked on an entirely new and unprecedented era of globalization. Looked at from the long run, it seems clear that the period 1870 to 1914 was an earlier era with similar trends. Those years experienced rapid technological change in the form of railways, steamships, and telegraphs that all came into widespread usage and spanned the oceans; they underwent business and financial sector innovation through the rapid growth in the corporate form of business organization, the invention and spread of demand deposits, and the development of stockmarkets; trade policies were liberalized in many nations; and there were widespread protests against immigration and the global economy. In the United States, the protest movement was centered in populist movements that are reminiscent of some politicians and commentators today. This is not an argument about history repeating itself. Rather, i t is an attempt to get students to think of the period from World War I to the end of World War II as an aberration in the last 150 years of world history. The long run trend is toward  integration, punctuated by protests and nationalistic movements that halt or reverse the trend. When students are asked what they think is new about today’s economy, they inevitably answer: technology. E-mail, faxes, satellite systems, jet aircraft, and less visible forms such as container cargo transportation systems have each made significant contributions to increasing trade flows. It is useful to engage students in a discussion over the marginal impacts of these new technologies versus the marginal effects of steam powered ocean going vessels or trans-Atlantic telegraphy. Telegraphy cut the time it took information to cross the ocean from around three weeks to relatively instantaneously, and reduced the time it took to buy a foreign bond from around three weeks to about one day. It is us eful for students to realize there was a disruption for two reasons. First, much of what has happened over the last 50 years was aimed at fixing something that was broken, not creating a new phenomena. Second, the international institutions that deal with the global economy are new and were created because of some shared recognition that integration was important and helpful and needed to be encouraged. An important sub-theme of the text is the idea of deep versus shallow integration and the institutional process that nations go through to create deeper levels of integration. The chapter also points to some things that are new about today. Important ones for the text will be flexible exchange rates, regional trade agreements, and the changing mix of the types of goods nations produce. Domestic policies will be a key focus when trade barriers and capital flows are considered. Another important issue will be the evolving role of international organizations in negotiating and enforcing changes in domestic policies. 4. Assignment Ideas 1.I like to use the index of openness to contrast the importance of trade to various nations and to drive home the fact that relative value matters. The United States is a huge participant in trade in dollar terms, but it is not as dependent on trade as many other countries. Some countries’ entire economies are dependent on international trade. I find students need some practice calculating and interpreting the index of openness. The data below is from the World Fact Book and is 2006 estimated data in billions of U.S. dollars: Country Exports Imports GDP New Zealand 23.7 B 25.2 B 106 B Bahrain 12.6 B 9 B 17.7 B Brazil 138 B 95.8 B 1,616 B Cambodia 3.3 B 4.5 B 36.78 B Chad 4.34 B 0.823 B 15.26 B Nigeria 59 B 25.1 B 188.5 B 2. As homework very early in the course, I sometimes assign students each a nation, and one of the pieces of information they are to collect is its Index of Openness. I also ask them to find out its currency, current exchange rate with the U.S. dollar, primary exports, imports, major trading partners, and the trade agreements in which it participates. To compare with the U.S. historical data, you might ask them to track the nation’s trade figures over time. While these are basic matters of fact, I find it helps make what we are discussing more concrete. 3.The chapter also lends itself  to students developing some factual knowledge about U.S. trade history. One possibility is to look at U.S. trade policy in various time periods. The U.S. had relatively high tariffs (greater than 40 percent on average) throughout the second half of the nineteenth century. In 1890, Congress passed the McKinley Tariff, followed in 1897 by the Dingley Tariff. Both tariffs raised rates further fro m their already high base. Wilson tried to reduce tariffs but was thwarted by World War I. Rates in the 1920s fell, but the Tariff Act of 1930 (Smoot-Hawley Tariff) raised the rates back up to nearly 45 percent. In the midst of the Great Depression (1934), Roosevelt and his Secretary of State, Dulles, persuaded Congress to pass the Reciprocal Trade Agreement Act. The Act authorized Roosevelt to negotiate bilateral, reciprocal tariff reduction agreements. This piece of legislation marks an historic shift in U.S. tariff policy, away from protectionism and toward more openness. Answers to End-of-Chapter Questions 1.How can globalization and international economic integration be measured? Answer:The chapter offers three ways to measure globalization and economic integration: (1) trade flows; (2) factor movements; and (3) convergence of prices (goods, factors, and assets). 2.In what sense is the U.S. economy more integrated with the world today than it was a century ago? In what ways is it less integrated? Answer:The U.S.’s openness indicator is about sixty percent greater today than it was in 1890 ((25.3 – 15.8)/15.8 ï€ ½ 0.601), or almost one hundred and nine percent greater than in 1910. While this is a very significant increase, it is hardly the revolution in economic relations that many people claim. The sixty percent statistic might be considered misleading, however, in that a much larger share of total goods output is traded (more than thirty percent in 1990 versus less than ten percent in 1950). While we cannot compare the latter statistic to 1890 or 1900, it does appear that there is a clear trend toward a greater role for international commerce. This is consistent with the observation that world trade has been growing faster than world output, at least since 1950. Much of the growth in trade since then, however, simply brought us back to where we were before World War II. In terms of labor flows, the U.S. is probably less integrated with the world economy than it was in 1890 or 1900. At those latter dates we had an open door immigration policy (for all but Chinese citizens), and a larger share of our population was foreign born (fourteen and one half percent in 1890 versus less than eight percent in 1990 and twelve percent today). Capital flows are more difficult to generalize since they can be measured several ways. While the absolute volume of capital flows has increased dramatically, as a share of world GDP it is probably no more than it was at the turn of the century, and it may be less. While the absolute volume of capital flows to developing countries has increased, the level of investment in any country is still highly correlated with its domestic savings rate. What is different, however, is the ease at which capital can cross international boundaries (lower transaction costs) and the much greater variety of assets that are traded. The need to protect against exchange rate risk is a key component of today’s international financial markets and is a primary difference from the fixed exchange rate standard of the past. The incidence of financial crises has not increased and, as a metric of integration, it implies no increase in capital market integration. The growth of regional trade agreements is also an indicator of increased integration. A growing role for international institutions such as the IMF or the World Bank may also indicate an increase in international integration. 3.What is â€Å"openness†? How is it measured? Does a low openness indicator indicate that a country is closed to trade with the outside world? Answer:Openness is a measure of the relative importance of trade to a national economy. It is measured by the ratio of exports plus imports to GDP. A relatively small openness indicator does not necessarily mean that an economy is intentionally closed to the outside world. Large countries like the U.S. or China have big domestic markets that enable firms to specialize and produce in volume in order to attain their optimal scale. Specialization and high volume in manufacturing is often associated with increased productivity, so firms in large markets can achieve the highest possible level of productivity without having to sell to foreign markets. Firms  located in smaller countries have to trade their output across international boundaries if they want to have the same technology and the same level of productivity. Consequently, large countries tend to have lower openness indicators regardless of their trade policies. 4.Describe the pattern over the last century shown by the openness index for leading industrial economies. Answer:The indicators fell between 1913 and 1950, when it begins to rise relatively rapidly. The main caus es of the pattern shown in Figure 1.1 are the two world wars and the Great Depression of the 1930s and changes in trade policy that accompanied that period. In 2000, they are mostly higher than they were before WWI. Another pattern the chapter notes is that the index is smaller for the larger population countries of Japan and the United States, and higher for the Netherlands, with its small population. 5.Trade and capital flows were described and measured in relative terms rather than absolute. Explain the difference. Which term seems more valid, relative or absolute? Why? Answer:Absolute values are the dollar amounts of trade and capital flows. Relative values are the ratio of dollar values to GDP. Relative values are a better indicator of the importance of a variable. Large economies like the U.S. may have large export and import values, but the importance of trade to the national economy is not nearly as great as it is for other economies. The U.S. is the world’s largest e xporter and importer, but the national economy is so large that trade is much less important for the U.S. than it is for many smaller countries such as Canada, Belgium, or the Netherlands. 6.The relative size of international capital flows may not be much greater today than they were 100 years ago, although they are certainly greater than they were 50 years ago. Qualitatively, however, capital flows are different today. Explain. Answer:Major qualitative difference between late nineteenth and late twentieth century capital flows include the fact that there are many more types of financial instruments available now compared to a century ago. These instruments can be finely tailored to the income and risk preferences of investors. Secondly, a large share of the total flow of capital across borders is related to the need to protect against fluctuations in the value of currencies. This use of international capital markets was not as necessary when nations operated within fixed exchange r ate systems. And third, the transaction costs of participating in international capital markets is much lower today than it was a century ago. 7.What are the new issues in international trade and investment? In what sense do they expose national economies to outside influences? Answer:The new issues involve policy differences between nations that until recently were considered the exclusive responsibility of local or national governments. Examples include labor standards, environmental standards, competition or antitrust policies, and industrial support policies. Negotiations between nations potentially give foreign interests a voice in setting domestic policy. The scope and the depth of the negotiations determine how great a voice foreigners will have. It is often the case, however, that negotiations either occur or are proposed because some aspect of domestic policy is perceived by foreigners as a barrier to trade, and they seek to alter the domestic policy that creates it. 8.Describe the three kinds of evidence economists use to support the assertion that open economies grow faster than economies that are closed to the word economy. Answer:These are: (1) casual empirical evidence of historical experience; (2) economic logic and deductive reasoning; and, (3) evidence of statistical comparisons of countries. (1)The historical evidence examines the experiences of countries that tried to isolate themselves from the rest of the world. First, not only did trade protection exacerbate the depression of the 1930s, but it also led to the misery and tragedy of World War II. Second, an examination of countries such as the former West and East Germany, South and North Korea, and other countries with the same historical, economic, and ethnic background that were divided by war, indicate that those who closed their economies from the rest of the world suffered in terms of prosperity and environmental degradation. East Asia experienced an economic take-off when it dec ided to integrate with the rest of the world, while Latin America, which had the same economic background with East Asia but chose to remain partially closed, experienced mediocre growth. (2)The logic of economic theory also suggests a strong causal relation between trade and faster economic growth. The following is a summary of this linkage: Following Adam Smith, David Ricardo proved that comparative advantage leads to trade and this in turn leads to the reallocation of resources and the improvement of the standard of living of any nation, large or small. Modern trade theory also makes the case for exports and open trade as the causes for economic expansion. Exports and open trade foster competition, innovation, and learning-by-doing, and bring international best practices to the attention of domestic producers, spurring greater efficiency and export expansion. This helps domestic producers to realize economies of scale when they attempt to produce for the world market, rather than for their own limited domestic consumers. Larger markets create incentives for firms to engage in research and development, and allow countries to import important production inputs and foreign capital by minimizing the foreign exchange constraints. They facilitate the transfer of technology and managerial skills. It follows that open trade an d exports increase the demand for the country’s output and therefore contribute strongly to positive economic growth. (3)Even though the statistical evidence is not quite conclusive (mainly due to measuring trade policy), the evidence of statistical comparison of countries (cross-sectional time series) indicates that countries benefit from open trade.

Comparing Problem Solving Skills †Creative Writing

Comparing Problem Solving Skills – Creative Writing Free Online Research Papers Comparing Problem Solving Skills Creative Writing In this second assignment, I interviewed 4 persons (a teacher/an administrator/a security guard/a janitor) in order to compare their problems and the problem-solving strategies that they apply.The questionnaire consisted of the following questions: 1.What type of problems do you encounter in your everyday work? 2.What problem-solving strategies do you use to resolve these dilemmas? 3.Which strategy do you find most effective? *a teacher The main problem that she encounters during her everyday work is the loud talking in classes while she is giving a lecture. There are always students that don’t pay enough attention to the lectures and they sometimes study the material at home, but most of the times they come completely unprepared for class. She says that there is no way to stop this permanently, but till now the most effective technique has been to dismiss of the student and to call the parents, if necessary. *an administrator As one of the responsible for the proper functioning of the school, the administrator has a very difficult task. Sometimes, the hardest part is when she needs to stay after working hours to complete some pending work. This has proved to be a problem in the past when she needed to get home sooner but had to stay at work for a few hours extra. But still, she considers her obligations as an administrator to be of huge importance for the good functioning of the entire school, so it’s not really a problem. There’s no need to solve anything. *a security guard The security guard hates it when he needs to use English. His English language skills are at a somewhat basic level, and sometimes, he has trouble understanding what visitors that use only English are saying. According to him, language can be a real barrier, and that’s why he’s been trying to improve his English language skills during the past few months by taking private classes when he’s not at work. At the end, there’s always somebody else around the hall that can help him communicate with a foreign visitor. *a janitor The janitor didn’t think twice before answering: for her, messy students are a real problem! It usually happens that right after she and her colleagues clean the floor somebody passes by carrying food, and spills it on the floor. Or walks over it with muddy shoes. Whatever. Very few students are considerate enough to go around the wet (=clean) area; most of them just walk right through it, without caring for the result: a dirty floor. The most effective way for preventing this, the janitor says, is to punish the students by making them clean their mess or by talking to them and explaining why what they did was wrong. Research Papers on Comparing Problem Solving Skills - Creative WritingStandardized TestingThe Effects of Illegal ImmigrationBionic Assembly System: A New Concept of SelfIncorporating Risk and Uncertainty Factor in CapitalHip-Hop is ArtNever Been Kicked Out of a Place This NiceQuebec and Canada19 Century Society: A Deeply Divided EraInfluences of Socio-Economic Status of Married MalesResearch Process Part One

7 pieces of tough but loving career advice

7 pieces of tough but loving career advice There’s an awful lot of career advice out there. Some of it is great; some of it is not so great. What most of it has in common is a general tone of optimism- †Reach for the stars! You can do anything you set your mind to!† While it never hurt to think positively, we know it also can’t hurt to hear advice that’s a little more of the tough love variety. Here are a few career advice gems that will guide you to take a more careful look at yourself and your choices, while not painting the path ahead in a completely rosy hue. Keep these in mind as you begin (or continue) your career, and you should be prepared for whatever comes your way.1. You aren’t going to be great at everything right away.Every time you start a new job or attempt to acquire a new skill, you’re likely going to be terrible at it- at least at first. And that’s fine! You cannot be perfect (at anything!) right out of the gate. Don’t despair, and don’t com pare yourself to other people. Just keep plugging away and you’ll improve.2. Not everyone is going to love you.Some people just plain aren’t going to like you. There’s almost nothing you can do about this- many times, it has very little to do with you and everything to do with them and their issues. If you don’t expect a 100% positive consensus about you in any situation, you won’t be disappointed.3. Chill out- the day to day doesn’t matter that much.Learn to find the more sustainable, moderate ground between â€Å"Everything is terrible† and â€Å"I am the most awesome worker ever† and shoot for sticking in that middle territory on average. Work hard, but don’t take things (work or home) too seriously or personally. If you don’t let things get under your skin, you’ll stay in better control of yourself- and make a better impression on those around you.4. You don’t get brownie points for overworking y ourself.There’s no trophy for the most stressed out person. Your career isn’t a death sprint to some finish line where success is waiting just on the other side. It’s a long slog, but one that will hopefully be a labor of love. It will take endurance, patience, and positivity. Work on cultivating those rather than running yourself into the ground. Don’t take on more than you can reasonably handle.5. Going the extra mile can be tough.Don’t just be a team player on paper or for show. Demonstrate to people that you have made them a priority. Seek out tasks that aren’t on your docket or directly assigned. Figure out what’s stressing your boss out the most and find a solution to that problem. Go out of your way to be helpful to others or to streamline your (or everyone else’s) workflow. Being thorough and extra attentive in these areas will make you better at your job and a better person. It takes a lot of focus and purpose, but you ’ll see results in the long run.6. Vulnerability = successThe most successful people, in work and in life, are willing to humble themselves enough to understand their own weaknesses and learn from those around them. Don’t get so caught up in getting ahead that you forget the world is made of other people too (there is no â€Å"I† in â€Å"teamwork†). Admit your mistakes and ask for help.7. Making friends is an important part of work life.Sorry introverts- you might have to channel a hidden social butterfly within. Whenever you start a new job, always say yes to coffee invitations, to that first happy hour, to the company picnic. Make friends. Be a person too, not just some shark trying to swim straight to the top.Workplace success comes when you find that ideal balance of the personal and professional. Work hard, but don’t overwork yourself. Be respectful and businesslike, but kind. Finding that ideal footing isn’t easy, so don’t be h ard on yourself. Even just striving for it puts you on the correct path for a healthy and fruitful career.

Tips and Tools for Becoming a Book Critique Expert

Tips and Tools for Becoming a Book Critique Expert Writing a Book Critique Many students face the first challenges of writing a book critique even before they get started. Unfortunately, critique is not the most common school or college task, so to succeed you should first understand what the assignment is about. Book critique is often taken for a prà ©cis, which is a compressed description of the source text. Some students also think that it is a report, which is simply a summary of the plot. Basically, a critique is a piece of writing, which aims to evaluate and analyze the source book critically. As you understand, it is quite a difficult task and consists of multiple stages and skills. You won’t find a book critique, which was written by a person, who has never read the source. That is why you should not only possess good writing and analytical skills but also have enough time to reread the analyzed book several times, making notes and drafts. If you want to succeed, follow our tips. They will help you to create a thoughtful and comprehensive book critique. Book critique format As almost any other assignment, a book critique consists of three main parts: Introduction; Body paragraphs; Conclusion. Introduction As you already get from its name, the main goal of this section is to introduce readers to the topic and give them basic information on the name of the author, title of the book, year of its publication, etc. You should also include a thesis: the key idea book’s author is trying to render. It is possible to include several sentences on your own opinion and impressions. Body paragraphs This section is surely the most important part of the whole text and contains all the details you are willing to share. Start with a summary. Usually, a book critique is read by those, who don’t know the original book. That is why you should provide maximum details on the plot, main topics and discuss organization of the book. The main goal of your summary is to draw a comprehensive picture of what the source text is about. Luckily, you don’t have to summarize every chapter: just highlight the main points. After the summary goes evaluation. It is the heart of your book critique, because here you show how well you understand the book and the reasons, which urged the author to write it. Here are a few tips you can use: Is the plot logical? Discuss whether you have noticed inconsistencies of plot development; Render your own opinion about the book’s characters. Do they look natural? Are they developed? What relationships can you mark? Who are protagonists and antagonists? Give more detailed information on text’s language. What language techniques were used? How well the thoughts were expressed? Were there any units, which could be omitted? Provide your explanation of book’s ideas. Was the author able to render them to the fullest or were they confusing? If possible, write about book’s uniqueness. Was the story interesting and new? Were there any original outlooks and ideas in the text? If you had a feeling the book simply restates someone else’s ideas and characters, include your thoughts to the critique; A nice idea will be to write about the social impact of the book. Does it have a lesson to teach? If the source text contains valuable information to enrich knowledge and experience of a certain audience, don’t hesitate to use examples! Provide your own opinion on the book. Critique is quite a subjective paper, because you have your own vision and it can’t be influenced. Mention what you liked about the book and what confused you. However, you should always prove your ideas and back them with examples from the text. Conclusion The final part of your critique should give the reader an idea whether the book is worth their attention or not. You can compare it to similar books; say if you agree with book’s author and whether you recommend it to the audience. Now you have all the necessary instruments to write a great book critique. If you have any doubts or have no time to write the assignment on your own, we recommend you to get familiar with examples online. They will help you to stick to the structure and will give the right direction.

Is about the fast food and the healthy life Essay

Is about the fast food and the healthy life - Essay Example Food manufacturers do mention the statutorily required information about the ingredients and their levels. However, the consuming public appears least concerned with amounts of food appropriate for their weight and activity levels. There is a big gap in the sensible amounts of food that can be consumed to the amounts of food actually consumed on a daily basis (Young, Lisa R and Nestle, Marion; 2003, p1). Food manufacturers are the biggest culprits of health mismanagement in the United States. Individual intake of food is surreptitiously promoted by packages that invariably provide more than double the quantity of food necessary for one meal. â€Å"Foodservice establishments use larger dinner plates, larger pans to bake muffins and pizzas, and larger containers for sodas and fries† (Young, Lisa R and Nestle, Marion; 2003, p2). Customers are not inclined to measure the exact quantity of food they are supposed to consume over one meal course. Normally, food is consumed on the basis of individual likes and no statutory rules are broken if the customer consumes more of a particular food he likes. Adequate portion sizes relevant for a meal marked on the labels are not seriously noted. This state of affairs happens on a very wide scale involving a huge segment of the population anywhere in the world. However, science provides information on the portions of each food that could be safely consumed. Excess food invariably adds to the calories and sooner than later leverage disease-prone organs such as kidneys and the heart with impure blood and once set it becomes difficult to root them out. â€Å"There are short-term studies showing that controlling portion sizes helps limit calorie intake, particularly when eating high-calorie foods. What is missing from the research is whether people monitor portion sizes and consistently chooses to eat recommended serving sizes, thus consuming the appropriate amount of calories for maintaining or losing

Annal report Assignment Example | Topics and Well Written Essays - 250 words

Annal report - Assignment Example Most stock exchanges prefer continuous illustration of the accounting performance of the listed companies (Stanley, 2009). Examples of basic annual accounting records include; Trading profit and loss account, balance sheet, general corporate information, cash flow statement, accounting policies, director report, auditor report, and financial review. Other relevant financial information required by stakeholders include; corporate social responsibility information, that illustrates social and environmental sensitive activities. The details shown in the annual accounting reports are utilized by investors in determining the present financial position of the company, in relation to the future financial and operation direction. In the United States of America, a relatively complex financial report referred to as the Form 10-K is legally filed at the U. S. Securities and Exchange Commission (William, 2011). The authority and responsibilities associated with preparation of the annual accounting reports and associated financial statements=, lies with the company directors. The directors choose the most appropriate accounting approaches, and then use them consistently. The applicable accounting procedures must adhere to the professionally accepted accounting principles (Richard,