The representation of Gender roles Essay Example for Free

The representation of Gender roles Essay The representation of Gender roles is an issue expressed in The Penguin best Australian Short stories collection. The issues of gender are expressed through gender inequality, stereotypical gender roles, the economic basis of marriage, and the expectations of women. These beliefs and their changes as the stories became more modern are presented through the stories, Monsieur Caloche, The Lottery and A Gentlemans Agreement. The representation of gender inequality is expressed in the story Monsieur Caloche (1889) through a satirical point of view. This story represents the workplace and throughout most of the story the readers notice that there was a deficiency of female characters. The irony is that at the end of the stories the readers find out that the main character Monsieur Caloche is in fact a young girl, who had lost her beauty after suffering from smallpox, and resorted to looking for a job as a boy. Hiding the loss which had deprived her of all the glory of her sex. Beauty is more than skin deep, however Monsieur Caloche had not known it. This is an example of gender inequality in Australia during the 19th century. The story The Lottery (1943) represents the stereotypes of the gender roles through the view of Ted, the husband. Ted had strong opinion about what men and women were supposed to act and about what a good husband and a good wife did. All she had to do was stay at home and look after the children. he had a vision of his washed cream trousers, the childrens neatness, the tidy house. That was being a good wifeand he has always been a good husband, always brought his money home, never looked at another woman. This shows that the genders were stereotyped in Australia in the 1940s. Another gender issue brought up in the story The Lottery is the economic basis of marriage. The man was the economic base of the family and everyone in the story assumes that a wifes money is her husbands to dispose of. He could do almost anything he could think of with five thousand pounds. This shows that Ted was already assuming the money was his, as does his neighbour who had money problems. Ted says confidently to him I wont see you stuck, old man. The Lottery also brings up an issue of expectations and changes of the women in the 1940s. Ted had expected Grace to call him to tell him the news of the Lottery and to tell him about everything she does. The readers notice that he was more critical of Grace than affectionate. He was more concerned about where Grace got the money to buy the Lottery ticket. It seems that she had no right to spend his money on something other than the basic needs of the family. He mustve been paying her too much for housekeeping. This shows that there were high expectations of Australian women during that period of time from their husbands. The women were expected to do as if the husband owned them and their sole role was to look after the family. At end of the Lottery we learn that Grace as a woman was able to take a stand for what she wanted and to go against her husband, which shows that the gender roles were changing. The gender roles in the Australian short stories seem to shift as they become more recent. In the later story, A Gentlemans Agreement (1974) , there were no strong male characters at all. The mother was able to look after the family and was able to outsmart a man in order to do so. She tricks the buyer of the farm into a Gentlemans Agreement and when questioned by her children she says confidently, Well he can come on his land at any time, there is nothing in the gentlemans agreement that says he cant. This shows dramatic change of the female role in comparison to the earlier story Monsieur Caloche which presents women as the oppressed. The mother in the Gentlemans Agreement was dominant. However she still followed the expectations of looking after her family, yet she was also able to support her family economically. The Variation of gender roles over time can be seen to the representations of women in the stories, Monsieur Caloche, the lottery and A gentlemans Agreement. These variations can be seen through the presentation of gender inequality, stereotypical gender roles, the economic basis of a family and the expectations of women. The change in female characters from the oppressed in Monsieur Caloche to the more dominant in A gentlemans agreement explains that there was a variation of gender roles for the  characters, especially female characters, who not only fulfil their own roles but the roles of a stereotypical male as the stories became more modern.

Dishwalla :: essays research papers

Dishwalla Listen closely to Dishwalla, and you discover there is blood on these tracks. Twelve years and five albums after the band from Santa Barbara, California made their debut, Dishwalla endures. Together the group – lead singer JR Richards, guitarist Rodney Browning, bassist Scot Alexander, keyboardist Jim Wood and drummer Pete Maloney - have survived record company musical chairs, countless musical trends, and even the curious challenge of having their very own smash hit right out of the box. Through it all – the good, the bad and the ugly – Dishwalla have emerged stronger than ever, and in the process have established themselves as that rock & roll rarity: a real, working band that stays together to play together. Fittingly, then, Dishwalla (a self titled CD) is very much an album about survival and transcendence – an inspired song cycle about rising â€Å"Above The Wreckage† to borrow a phrase from one of the album’s numerous standout tracks. Recorded with three diverse yet distinguished producers – Bill Szymczyk (The Eagles, B.B. King), Sylvia Massy (Tool, System of a Down) and Ryan Greene (NOFX, Lag Wagon) – the new CD is, in the words of the group’s JR Richards, â€Å"very representative of our whole journey.† It’s a journey that, for many, began with Dishwalla’s 1996 platinum debut Pet Your Friends that included â€Å"Counting Blue Cars,† the compelling hit track that would define the band for its more casual fans. â€Å"A hit can be a blessing and a curse in the making,† Richards says with a smile. â€Å"We had a song so big that it overshadowed everything else we came up with for the next few years. You end up competing with yourself. It’s been a mixed blessing but one that’s helped us to keep working and keep going.† It’s also a song that’s led some to wrongly typecast Dishwalla as everything from a hardcore Christian band to hardcore feminists. For Richards, â€Å"It’s been interesting because some people thought we were a Christian band – and yet there’d be Christian groups protesting outside a club because we used `God’ as a feminine pronoun. Ultimately, what we learned is how that song really connected with so many people on such a lyrical level.† Dishwalla enjoyed less commercial success with their second album, 1998’s And You Think You Know What’s Life About, at least partially the result of record company downsizing and its resultant turmoil. Leaving their label, A&M Records, the band proceeded to release the lovely, introspective Opaline on the small Immergent label in 2002. â€Å"We were pretty beat up after our first two records and our third record was very

Parent Child Relationship Essay

Abstract This paper is about showing your children that you love them by promoting boundaries. It will explain what kids really want their parents know and understand. This paper also gets down to the basics of how to be a beacon of hope in this dark world. Show how to help our children maneuver through troubling situations by giving them positive values to fall back on. Love is the common thread which binds us together and without love, boundaries and discipline would not succeed the way it is meant to. This paper looks at different ways to be active at home, how to have a joy-filled home, and how to show the ones who mean the most to you how you feel. It also shows how emotions can affect how we parent. It takes us on a journey through our childhood, so many of our parenting tactics come from how we were parented whether it was good or bad it is what we based our parenting on. How Parents can Better Love & Understand Their Kids In this paper we will be discussing different techniques and methods practiced to make home the safe haven it is supposed to be. Some tips are given on how to bring fun and understanding into the home. Family White (1998) states, â€Å"if your family are the most important people in your life†¦show them, make your family your priority—strip away the non important things that take away time from them (p. 5). Kids just want to be loved and cherished. They need to feel like they belong somewhere and are special. Parents need to slow down and spend time with their children. We need to be good role models for our own kids. We need to have fun households to show the kids there is more to their music and TV, they can have a good time with the family (p. 37-41). Talk about goal setting as a family, â€Å"everyone has an opinion so everyone is included in pitching ideas of they would like to see the family accomplish, positive comments only. Then you need to clarify and organize your agreed-upon goals, and write down ways to accomplish each goal. You should designate a specific time to reflect and reevaluate your efforts as a family† (White, 1998, p. 41-42). White (1998) teaches a listening technique which was taught to him. â€Å"You begin by telling the person you are going to ask three questions and you will repeat them several times, but they need to give a different response each time. The goal is to get them to discover the solution and work toward applying it (p. 60-61). We need to be mindful of how we perceive things each person has his or her own view, and it may not match your personal view but we need to realize there is more than one way to do a task. Also, White (1998) speaks to us about time and how we cherish the moments with our loved ones, making sure our kids are confident & secure in who they are will help them be able to say no to certain things. We need to build up the kids by focusing on the positive and by letting them know they are loved (pp. 85-93). Not only is it our responsibility to build up our children, but we need to help them dream†¦have vision, and help them get to their dreams†¦don’t be a dream crusher. We may not believe what they do but we need to be supportive. How to be Positive â€Å"Your thinking directly affects your performance get rid of negative thinking. â€Å"You are what you are, and where you are because of what has gone into your mind† (Ziglar, 1989, pp. 18-20). Ziglar says, â€Å"When you change the input you change the output. We need to stop being so negative –if a task is too hard we say we can’t do it, we need to encourage our kids and ourselves to push through the tough times† (p. 24). â€Å"A successful life starts with having a loving and stable relationship with our family. Your attitude affects your outlook on life; qualities to strive for to have success in life are: dependability, friendliness, honesty and a sense of humor† (Ziglar, 1998, pp.41-42). Ziglar also said, â€Å"A solid foundation for children involves a solid moral base† meaning†¦you need to practice what you preach. â€Å"You need to look for and expect good from your children, stop looking at the bad and negative things and look for the good and positive in them and they will bloom† (Ziglar, 1998, p. 51). Be specific when you find something good in your child, tell them what it is exactly and continue to lift them up. Being Available as an Emotion Coach According to Gottman (1997), We need to help our kids deal with their emotions by being their emotion coaches and we do that with five steps 1) by being aware of their emotion, 2) recognize the emotion as a time for intimacy and teaching, 3) listen to them and validate their feelings, 4) help label the emotion with words and 5) set limits while finding ways to solve the problem (p.24). In step one, the focus is on recognizing when you are feeling an emotion, you can identify the feelings, and you are able to be sensitive to emotions in others (p. 76). Step two, when parents can use a negative experience to bring forth bonding with their children it builds intimacy and it teaches them how to deal with their feelings (p.93). During step three, two things take place, listening empathetically and validating the child’s feelings. Gottman suggests that this may be the most important step in emotion coaching! Not only are you listening with your ears, but you are using your eyes to look for physical confirmation of the child’s emotions. Parents also use their imagination to see things from the child’s perspective. They repeat back what they hear to help the child put words to his or her emotions. Lastly, they use their most precious gift of heart to feel what their child is feeling (p. 94). Step four is putting words to their emotions. Studies have shown that labeling emotions has a soothing effect on the nervous system, aiding the child to bounce back quicker from upsetting incidents (pp. 99-100). The final step is setting limits and problem solving. This step entails empathizing with the child’s feelings as well as discussing what is right and wrong behavior, and then coming up with alternative ways to handle their emotions (p. 101). Generally speaking, according to Gottman (1997), Children who have parents that practice â€Å"emotion coaching† have better physical health and score higher in academics. They seem to get along better with others and have fewer behavioral problems. Also noted, these children are less prone to act violently and seem to experience fewer negative feelings and more positive ones, and are considered to be healthier on an emotional level (p. 25). â€Å"There are results that show when parents use emotion coaching with their kids; there are buffering effects on children whose families are having difficulty and/or divorce. Another find from research shows that fathers who incorporate emotion coaching in parenting have an extremely positive impact on their children’s emotional development† (Gottman, 1997, p. 26). There are four types of parenting styles; depending on your style as a parent the effects can be detrimental to the child’s well-being. The styles are being dismissive, disapproving, laissez-faire, and the emotion coach. In the dismissive style, the child’s feelings are thought of as not important or trivial. The effect on the child is that he or she learns that their feelings are wrong or not valid. They feel that something is wrong with them as a person because of how they feel (p. 50). The disapproving style, judges and criticizes the child’s emotional expression as well as view emotions as weakness. The effect on the child is that he or she learns that their feelings are wrong or not valid. They feel that something is wrong with them as a person because of how they feel (p. 51). The laissez-faire style, does not teach the child about emotions, and offers little guidance on behavior. The effect on the child is he or she does not learn how to regulate their emotions and they have trouble making friends and getting along with others (pp. 51-52). The emotion coach style, does not feel that they have to fix every problem for the child and they respect the child’s emotions. The effect on the child is he or she can trust their feelings, solve problems, and get along well with others (p. 52). Parents need to take their time with their children, get to know them and understand their point of view. By learning to be empathetic listeners, parents can help their children learn to problem solve for themselves, enable their child to soothe themselves and become more well-rounded individuals. Showing empathy is like showing your child your heart. If you can let them know that you understand how they feel, they won’t feel down and they will feel confident that their parents care about them at the core of their emotions. How Love Heals In understanding the dynamic of parent and child Hendrix & Hunt (1997) use a metaphor describing the relationship as â€Å"a tapestry of life, meaning they are woven together by the threads and stitches of their interactions with one another† (p. 7). They use this to describe the delicate bond between the parent and child. If not careful you can tear and damage that bond. â€Å"These tears happen when you are not paying attention to the moment, or when you are experiencing emotional pain yourself† (Hendrix & Hunt, 1997, p. 8). The focus of the message given by Hendrix & Hunt (1997) is on being conscious in your parenting. This means â€Å"you are to meet the needs of your child by providing safety, support and structure as your child moves through each stage of development† (p. 38). Hendrix & Hunt (1997) mentioned â€Å"most parents are unconscious, but they are still good, kind, caring and committed people. They have been wounded and just have not healed into a greater self-awareness and self-acceptance† (p.45). According to Hendrix & Hunt (1997) there are five characteristics to unconscious parenting, â€Å"it cuts, it cuts the connection between parent and child. It is an inheritance, parents are parenting from their fears and wounds. It is unaware, these parents don’t realize what they do to their kids, and they felt cheated so the cycle continues. It causes exaggerated reactions, parents over or under react to what their child says or does. Lastly, it is ignorance, the parent doesn’t realize he or she is overreacting to the child’s normal behavior† (pp. 48-51). When a parent is ready to become a more conscious parent they need to learn how to listen and talk to their children. Hendrix & Hunt (1997) calls this â€Å"intentional dialogue; this includes mirroring, validating, and empathizing† (p. 106). According to Hendrix & Hunt, mirroring is when you have listened and repeat back what you believe you heard back to the person. Validating is when you let the speaker know that what they are saying makes sense. Empathizing is shown by recognizing the feelings of others as they explain their point of view (1997, p. 107-108). There needs to be a commitment on the part of the parent to be open to conscious parenting. Conscious parenting offers safety, support, and structure. The parent needs to create an environment that 1) is physically safe, 2) is emotionally supportive to the child’s growth, and 3) is structured to limits and boundaries (Hendrix & Hunt, 1997, pp.141-142). According to Hendrix & Hunt (1997), physical safety is the primary requirement of every living thing. The most important way to support a child is by validating how he or she feels. A conscious parent provides clear boundaries and sets limits to reinforce the child’s sense of safety and support (pp. 142-143, 153). No One Gets Me Dr Sachs is corresponding with one of his patients via letters being mailed to one another in, When no One Understands. This book was his response to what his patient wrote to him. This young lady was troubled and had tried a suicide attempt which is how they met. During their sessions she remained quiet she did not like to communicate by talking and because Dr. Sachs knew she was creative and a good writer so he decided to offer an alternative to the typical session. This brought her out of her shell a little to where she would talk to him in some sessions but the bulk of the treatment came through their letters. She did grow to trust him more and opened up to him regarding some things she felt her parents just were not â€Å"getting†. Encouragement and Self Discovery In, Taste Berries for Teens book series, is chock full of very touching letters from different teens going through different emotional trials. Youngs & Youngs do a great job at reaching out to the youth and giving them an outlet to share their feelings. â€Å"The purpose of this series is focused on â€Å"liking† yourself. A chance for getting to know and understand yourself on a deeper level. It tells of change and how one changes from year to year† (Youngs & Youngs, 2000, p.3). Boundaries Cloud & Townsend (1998) brings honest thought to mind when they discuss what kind of future is being created for your child if they are wild and reckless? We are preparing our children for the future (p. 14). There are three roles to being a parent, 1) guardian, 2) manager and 3) source. The guardian is legally responsible for the child and is his or her protector. The manager makes sure things get done and goals are reached, this role is a disciplinarian one. The source, the parent is the source of all good things (Cloud & Townsend, 1998, pp. 19-21). According to Clod & Townsend (1998) parents need to teach reality principle, which introduces true reality consequences such as not going to a movie because the room was not cleaned; it does not include negative relational consequences such as nagging or fussing. The child needs to â€Å"feel† the consequences not the parent (pp. 58-61). Setting Limitations Clinton & Sibcy talk about overprotecting, overindulging and over controlling your kids and how these can harm the child. Parents need to exercise balance we are to protect our children but when we over protect we damage their spirit and deter them from becoming the strong, independent adult they should be. Over controlling parents mean well, they want their child to succeed, but they push them to perfectionism and these children are afraid to fail. The over indulging parent may suffer from feelings of guilt but children need structure and in this case the child can become insecure, irritable and bored (p. 9-13). There is a healthy balance and it is the parent’s job to find it. Honestly it begins with love and respect, some have to learn that but it is give and take. If you don’t show the children these qualities, they cannot give it back to you. Conclusion I would just like to conclude by saying that I enjoyed this research and this topic were fun to delve into and I hope to use some of these techniques in my own home to help improve my relationship with my family communication is so important but the most important thing that I emphasize is that it all must be done in love and with love to work. You can bark orders and commands all day long but you and your children will suffer from the lack of love and respect. References Clinton, T., & Sibcy, G. (2006). Loving your child too much: Staying close to your kids without overprotecting, overindulging, or overcontrolling. Nashville, TN: Integrity Publishers. Cloud, H. & Townsend, J. (2001). Boundaries with kids. Grand Rapids, MI: Zondervan. Gottman, J; (1997). The heart of parenting. New York, NY; Simon & Schuster Hendrix, H; Hunt, H; (1997). Giving the love that heals a guide for parents. New York, NY; Pocket Books. Sachs, B; (2007). When no one understands. Boston, MA; Trumpeter Books. Youngs, B; Youngs, J; (1995). Taste berries for teens #3. Deerfield Beach, FL; Health Communications, Inc. White, J; (1998). What kids wish parents knew about parenting. West Monroe, LA; Howard Publishing Co, Inc. Ziglar, Z; (1989). Raising positive kids in a negative world. New York, NY, Ballentine Books.

Appendix A

Title of artwork Artist's name(s) Medium Museum or institution who owns the work Paragraph in short essay form that includes the following: Formal analysis: Describe what you see and the design as a whole. History: In what art style does it fall? Interpretation: Is there any symbolism? Consider the following example: 1987 Landscape with Tree Oil on canvas Metropolitan Museum of Art, New York Landscape with Tree by George Smith is an example of American realist painting of the 20th century. The realist style has origins that trace back to the 19th-centuryFrench artist Gustavo Court. Smith is one of the few American artists still engaged in the realist manifesto, which rejects abstraction as a corrupt, elitist form of art. Landscape is an asymmetrical composition. The work achieves a sense of balance through counterbalancing the tree and moon on either side of the picture plane. Although composed in stark black-and-white, Smith's work achieves an expressive force created by the use of a dynamic, fluid line. The tree in art is often associated with life, renewal, and growth (Grove Art Online, 2007).Smith establishes a contrast between the tree's symbolism and the quarter moon. On your reference page, images found online must be cited as follows: Example electronic image citation: Author (Role of Author). (Year image was created). Title of work [Type of work]. Retrieved Month Day, Year, from: website address Example electronic image citation with no author: Title of work [Type of work]. (Year image was created). Retrieved Month Day, Year, from: website address Final Project Timeline You should budget your time wisely and work on your project throughout the course.As outlined below, some assignments in the course are designed to assist you in creating your final project. If you complete your course activities and use the feedback provided by the instructor, you will be on the right track to successfully complete your project. Suggested in Week One: Review recommende d websites listed in your Appendix B and your textbook and think about which broad area of art you want to research for the final project. Suggested in Week Two: Select a broad area of art, for example, architecture, sculpture, film, video art, installation art, performance art, painting, drawing, hydrotherapy, or Internet art.Suggested in Week Three: Within your chosen medium, think about one theme you want to research, such as Mexican fresco paintings or Buddhist sculptures. Suggested in Week Five: Submit the theme for facilitator feedback. Due in Week Six: Begin writing the 100-word paragraphs for your 10 selected works in short essay form. Suggested in Week Seven: Continue to write captions in short essay form. Suggested in Week Eight: Finalize timeline works and text. Include citations where appropriate. Due in Week Nine: Submit your final project.

How to Hone the Right Tone in Business Writing

How to Hone the Right Tone in Business Writing Where is the line between personality and professionalism in business writing tone? How much of our personality should shine through our documents? I hear this question about tone in business writing tone often in business writing courses. Many business people mistakenly hide behind templates or use corporate-speak language in an attempt to fit in and "sound professional. "Transparency" is a commonly bantered-about term, but not easily defined. We can easily sound bossy or timid when we don't mean to. Whether we like it or not, we do project an image about our competency, ease, confidence, personality, and skill in every document and message we write at work. Our business writing is a fantastic medium to convey our skills and professionalism and warmth, so we should embrace this and project the right tone. (Or, cultivate this if it needs work.) #1 Define the business writing tone you want to convey about yourself. Varying positions and industries and personalities do require unique tones.Depending on your position and field, it might be: Accessible and smart Supportive and kind Engaged and insightful In charge and the voice of authority Artistic and trendy Authoritarian Snarky but funny and smart (Caution with this. Many bloggers and some consultants adopt this and it works for only a rare few.) I strive for my business writing tone to be knowledgeable and helpful. Let's look at two extremes to find balance: unprofessional too much information (the dreaded TMI) tone contrasted with timid and stilted tone. Here is an actual too much information example, sent via Instant Message as part of an internal project team discussion, that illustrates a lack of professionalism. (This was sent by a female senior marketing manager to her team, comprised of men and women, in the US and abroad, some of whom she knew well and some she had never met): "Be back in a bit to chat away and answer IMs! I am off to work out my booty at break. Going back to Florida in 20 days! WOOT" This fails - badly - because it was irrelevant to any real work discussion and unprofessional. "Booty" isn't an appropriate topic to chat up with business colleagues, unless they are also your very close friends, and even then shouldn't be put in writing. Everything you write at work belongs to your employer and is discoverable in any legal review. I'm guessing no one wants a review of his or her booty workouts as part of a professional evaluation. This example is extremely off the mark because it also was sent to an international audience. Wider audience matters. And, wider audiences have varying perceptions. This writer works in a very casual satellite office located in Los Angeles, California, where communication norms are more relaxed than other areas. It's possible (but unlikely) that this extremely relaxed banter is acceptable within her local, small work group, but we need to keep focus on our wider audience as well. An older businessman from Asia (her boss) sent this example to me because he viewed it as extremely unprofessional. As a condition to keep her job, she was required to work with me to develop an authentic, but professional, voice in all her communication. Conversely, here is an example that is too stiff and timid, sent via email from the head of a work area to colleagues who lead other work areas. While I would love for the needs of all three departments to be factored in, however, I can also appreciate that your respective organizations have its own project list where you may or may not be able to allocate resources to work on this project. If that were the case, then we will take another approach towards selecting a solution. Please let me know your thoughts on this and if you are conceptually in agreement, then the name(s) of people in your respective group who would service as the functional lead on the project. I can then reach out to them to organize a kick-off meeting. If you feel that you will be unable to allocate resources to this project this year, then I would understand and would appreciate you letting me know about that too. This fails - less badly - because the writer's request is so indirect and tentative that it lacks authority. This doesn't convey the tone of someone competently in charge of leading a business unit with clear vision and confidence. #2 How then, can we be authentic and transparent, but not bleed all over our audience or be too timid? How do we hit the right balance? Easy: Always envision your audience. Provide the information that suits your audience's needs. In the first example, by simply considering her wider audience before sending this message, the writer would have known immediately that her international boss would not want to hear about a booty workout. In the second instance, the writer would realize colleagues need competent recommendations, not timid requests. Because we first have defined the tone in business writing that is right for our honest personality and position, we will naturally find the balance by matching this to audience. This works every time. Business communication is not about broadcasting or false personas. It's about connection. I do not advocate self-censorship of personality, beliefs, and way of being, but I do believe we must frame our message so our readers respect it. Too often in business, we forget it's really a human to human connection occurring. It is good business to bring our authentic selves to a mutual meeting place with our audience so we hear each other, so sales are made, skills gained, businesses grow and perspectives widen. Ready to commit to improving your business writing so that it becomes a career asset?

Funnel Beaker Culture - First Farmers of Scandinavia

Funnel Beaker Culture - First Farmers of Scandinavia The Funnel Beaker Culture is the name of the first farming society in northern Europe and Scandinavia. There are several names for this culture and related cultures: Funnel Beaker Culture is abbreviated FBC, but it is also known by its German name Tricherrandbecher or Trichterbecher (abbreviated TRB) and in some academic texts it is simply recorded as Early Neolithic 1. Dates for the TRB/FBC vary depending on the exact region, but the period generally lasted between 4100-2800 calendar years BC (cal BC), and the culture was based in western, central and northern Germany, the eastern Netherlands, southern Scandinavia, and most parts of Poland. The FBC history is one of a slow transition from a Mesolithic subsistence system based strictly on hunting and gathering to one of full-fledged farming of domesticated wheat, barley, legumes, and herding of domesticated cattle, sheep, and goats. Distinguishing Traits The main distinguishing trait for FBC is a pottery form called funnel beaker, a handle-less drinking vessel shaped like a funnel. These were hand-built from local clay and decorated with modeling, stamping, incising, and impressing. Elaborate flint and groundstone axes and jewelry made of amber are also in Funnel Beaker assemblages. TRB/FBC also brought the first use of the wheel and plow in the region, the production of wool from sheep and goats, and the increased use of animals for specialized tasks. The FBC were also involved in extensive trade outside of the region, for large flint tools from flint mines, and for the latter adoption of other domestic plants (such as poppy) and animals (cattle). Gradual Adoption The exact date of the entry of domesticated plants and animals from the near east (via the Balkans) into northern Europe and Scandinavia varies with the region. The first sheep and goats were introduced into northwestern Germany 4,100-4200 cal BC, along with TRB pottery. By 3950 cal BC those traits were introduced into Zealand. Before the advent of the TRB, the region was occupied by Mesolithic hunter-gatherers, and, by all appearances, the change from Mesolithic lifeways to Neolithic farming practices was a slow one, with full-time agriculture taking between several decades to nearly 1,000 years to be fully adopted. The Funnel Beaker culture represents a massive economic shift from almost total dependence on wild resources to a diet based on tended cereals and domestic animals, and it was accompanied by a newly sedentary mode of life in complex settlements, the erection of elaborate monuments, and the use of pottery and polished stone tools. As with the Linearbandkeramic in central Europe, there is some  debate about whether the change was caused by migrants into the region or adoption of new techniques by the local Mesolithic people: it was likely a little of both. Farming and sedentism led to population increases and as the FBC societies became more complex they also became socially stratified. Changing Landuse Practices One important piece of the TRB/FBC in northern Europe involved a drastic change in land use. The darkly forested woodlands of the region were environmentally impacted by the new farmers expanding their cereal fields and pastured areas and by timber exploitation for building construction. The most important impact of these was the construction of pasturages. The use of deep forest for cattle foraging is not unknown  and is practiced even today in some places in Britain, but the TRB people in northern Europe and Scandinavia deforested some areas for this purpose. Cattle came to play a prominent role in the switch to permanent farming in the temperate zones: they served as a food storage mechanism, surviving on fodder to produce milk and meat for their humans over the winter. Plant Use Cereals used by TRB/FBC were mostly emmer wheat (Triticum dicoccum) and naked barley (Hordeum vulgare) and lesser amounts of free-threshing wheat (T. aestivum/durum/turgidum), einkorn wheat (T. monococcum), and spelt (Triticum spelta). Flax (Linum usitatissimum), peas (Pisum sativum) and other pulses, and poppy (Papaver somniferum) as an oil plant. Their diets continued to include gathered foods such as hazelnut (Corylus), crab apple (Malus, sloe plums (Prunus spinosa), raspberry (Rubus idaeus), and blackberry (R. frruticosus). Depending on the region, some FBC harvested fat hen (Chenopodium album), acorn (Quercus), water chestnut (Trapa natans), and hawthorn (Crataegus). Funnel Beaker Life   The new northern farmers lived in villages made up of small short-term houses made of poles. But there were public structures in the villages, in the form of ditched enclosures. These enclosures were circular to oval systems made up of ditches and banks, and they varied in size and shape  but included few buildings within the ditches. A gradual change in burial customs is in evidence at TRB sites. The earliest forms associated with TRB are substantial burial monuments which were communal burials: they began as individual graves, but were reopened again and again for later burials. Eventually, the wooden supports of the original chambers were replaced with stone, creating impressive passage graves with central chambers and roofs made of glacial boulders, some covered with earth or small stones. Thousands of megalithic tombs were created in this fashion. Flintbek The introduction of the wheel into northern Europe and Scandinavia occurred during the FBC. That evidence was found at the archaeological site of Flintbek, located in the Schleswig-Holstein region of northern Germany, about 8 kilometers (5 miles) from the Baltic coast near the town of Kiel. The site is a cemetery containing at least 88 Neolithic and Bronze Age burials. The overall Flintbek site is that of a long, loosely connected chain of grave mounds, or barrows, approximately 4 km (3 mi) long and .5 km (.3 mi) wide, roughly following a narrow ridge formed by a glacial ground moraine. The most prominent feature of the site is Flintbek LA 3, a 53x19 m (174-62 ft) mound, surrounded by a curb of boulders. A set of cart tracks were found beneath the most-recent half of the barrow, consisting of a pair of ruts from a wagon fitted with wheels. The tracks (direct-dated to 3650-3335 cal BC) lead from the edge to the center of the mound, ending at the central location of Dolmen IV, the last burial construction at the site. Scholars believe these were laid down by wheels rather than tracks from a drag cart, due to the wavy impressions in the longitudinal sections. A Few Funnel Beaker Sites Poland: Dabki 9 Sweden: Almhov Denmark: Havnelev, Lisbjerg-Skole, Sarup Germany: Flintbek, Oldenburg-Danau, Rastorf, Wangels, Wolkenwehe, Triwalk, Albersdorf-Dieksknà ¶ll, Huntedorf, Hude, Flà ¶geln-Eekhà ¶ltjen Switzerland: Niederwil Sources Bakker JA, Kruk J, Lanting AE, and Milisauskas S. 1999. The earliest evidence of wheeled vehicles in Europe and the Near East. Antiquity 73(282):778-790.Gron KJ, Montgomery J, Nielsen PO, Nowell GM, Peterkin JL, Sà ¸rensen L, and Rowley-Conwy P. 2016. Strontium isotope evidence of early Funnel Beaker Culture movement of cattle. Journal of Archaeological Science: Reports 6:248-251.Gron KJ, and Rowley-Conwy P. 2017. Herbivore diets and the anthropogenic environment of early farming in southern Scandinavia. The Holocene 27(1):98-109.Hinz M, Feeser I, Sjà ¶gren K-G, and Mà ¼ller J. 2012. Demography and the intensity of cultural activities: an evaluation of Funnel Beaker Societies (4200–2800  cal BC). Journal of Archaeological Science 39(10):3331-3340.Jansen D, and Nelle O. 2014. The Neolithic woodland – archaeoanthracology of six Funnel Beaker sites in the lowlands of Germany. Journal of Archaeological Science 51:154-163.Kirleis W, and Fischer E. 2014. Neolithic cultiv ation of tetraploid free threshing wheat in Denmark and Northern Germany: implications for crop diversity and societal dynamics of the Funnel Beaker Culture. Vegetation History and Archaeobotany 23(1):81-96. Kirleis W, Klooß S, Kroll H, and Mà ¼ller J. 2012. Crop growing and gathering in the northern German Neolithic: a review supplemented by new results. Vegetation History and Archaeobotany 21(3):221-242.Mischka D. 2011. The Neolithic burial sequence at Flintbek LA 3, north Germany, and its cart tracks: a precise chronology. Antiquity 85(329):742-758.Skoglund P, Malmstrà ¶m H, Raghavan M, Storà ¥ J, Hall P, Willerslev E, Gilbert MTP, Gà ¶therstrà ¶m A, and Jakobsson M. 2012. Origins and genetic legacy of Neolithic farmers and hunter-gatherers in Europe. Science 336:466-469.

Three major aspects of colonial takeover of American lands based on Essay

Three major aspects of colonial takeover of American lands based on Foreigners in Their Native Land - Essay Example Three major aspects of colonial takeover of American lands based on â€Å"Foreigners in Their Native Land† The first component of the chapter looked at the war against Mexico where foreigners taking over the land of Mexico turned around to be lords of the land and battled the original natives of the land. Essentially, the writer used this part of the chapter to drum home the unfortunate beginning of racial supremacy in the American continent.Further on in the chapter, there is a discussion on the entrenched position taken by the English to conquer at all cost, as a refusal to do that makes them robbers. The final part of the chapter discusses the outcome of the fight, which was an obvious win for the strangers, occupying and conquering at the same time because of their ideological supremacy. Chapter 12 It is more like it is in this chapter that the effect of the struggle that had gone on between the Mexicans and the English was discussed. This is because part of the chapter looked at how the English lived with the Mexicans there after the war. In the chapter, we are told of how right afte r the war, the Mexicans were made to further sprinkle the field with the sweat of their brows because they were captured as servants and slaves in their own land. But after a while, there were mixed marriages, which became an era of coherent living. But in most cases of these marriages, it was observed that the eventual benefactors of the marriages were the English. This is because they were the ones who married Mexican women and subjected them and their male offspring to hard labor. Pages 361-367 Among the many mixtures of people from different geographic backgrounds who had come to be part of the American nation as Americans were the Mexicans, who according to the writer, were mainly found in the area of presidio of Tucson from 1773 and seeking protection against the Apaches. But throughout the pages 361 to 367 of the book, the writer brings out some key characteristics of these people, who became known as the Mexican Americans. Typically, the Mexican Americans are identified to b e battling inferiority complex as they search for an identity. This search was supposed to be an expected event because these people, who were originally from Mexico where not being offered the opportunity to be live by the very native nature and identity that they bore (Gramsci, 1971). Pages 426-433 In what may be referred to as a typical conclusion, the writer finishes the book with an admonition for change and empowerment. This is because throughout the book, acts of identity misplacement and misplaced priorities had plagued most people who otherwise should have been in the position to stand very firm and defended what belonged to them. From page 426 to 433, the focus of the writer was on Mexico, whom he labeled as being the Beckoned North. The Mexicans were classified as being beckoned because of the indication they had started giving to people from other backgrounds who had suffered similar things as they suffered. In comparison to the African Americans, the writer saw the Mexi cans as being able to take their own destinies in their hands much quickly and making amends for themselves. Journal Entry 8: Kaleidoscope Pages 31-47 These are pages where the story of Alvar Nunez Cabeza de Vaca is told from de Vaca’s own perspective and according to his original narratives. Generally, de Vaca tells the story of his life and other people as they made expedition through the New World in 1527 in what became known as the Narvaez expedition. As one of only four survivors, the story is revisited as a message to the current world of the power in a determing power to endure. This is because even though de Vaca had gone through several trialing times including being a slave, he could eventually wait for that new reconnection with Spanish