Marked women by appearance article

Marked women by appearance article MARKED WOMEN In the Article â€Å"marked women†, Deborah Tannen explains the social way of judging women by their appearance or other factors, but not judging men for the same reasons. Tannen uses her observation during a conference meeting of four women and eight men to analyze how each woman in the meeting was marked while men were not. Again Deborah points out the issue of how one gender writing about the other is either portrayed as prejudiced or sexist. ADD MORE POINTS The author explains that men have the freedom to wear what they want without much meaning being read from their clothes, but for a woman every style has a meaning. In the article Deborah Tannen says â€Å"There is no womans hair style that can be called standard, that says nothing about her† further supporting her point. The author uses the different clothing styles of three ladies in her conference meeting as examples when she tries to attribute them? to their respective personalities. However, she noticed that the men were all dressed alike because they had the freedom to. In my opinion, the authors evaluation is restricted. Tannen did not consider the formal setting of her case study so to say.In such settings, men are often restricted to corporate outfits and a plain haircut just like the ones she observed in her male colleagues in the article (page #) . For instance, it is inappropriate for a man to go job hunting or for an interview in a pair of shorts and plain T shirt , but in a casual place like a bar he has more freedom in his choice of outfits. This example shows that men are only unmarked in certain situations and settings. Further on, Deborah also claims that every womans style has an implied meaning. In paragraph 12 she says â€Å"Each of the women at the conference had to make decisions about hair, clothing, makeup and accessories, and each decision had a carried meaning†. She insinuates that a woman can hardly dress without judgment being passed on her dress. For example, if a woman wears a revealing or tight dress then she is viewed as attention seeking or available. I believe that the Deborah Tannens point here is true because from my experience, a persons appearance is the first criteria for judgment it makes your first impression of the person. I dont completely agree with Deborah attributing this social evaluation to just women since a man can also be judged by how he dresses. His dressing says a lot about his personality, fashion choices, occupation, wealth and even his sexual orientation. You dont need anyone to tell you that a man who dresses in suits everyday works in a firm or some business outfit while the man in overalls and hard hat is a construction worker. Next, the article makes a case about some words in the English language that are marked. Deborah Tannen describes that adding suffixes to some nouns to make them feminine (or about the female gender) seems to infer a sense of a sense of un-seriousness. In Deborahs example adding -ette to the Doctor to form â€Å"Doctorette† shows inferiority to a certain degree . In my opinion the author was myopic in her evaluation. She bases her case on the English language only, in making a general argument about women. Some languages use the same words or completely different words for both genders. in French language â€Å"ilâ€Å" is used for the masculine gender and â€Å"elle† for the feminine gender and â€Å"ils† for plural â€Å"they†. It should be noted that these suffixes are just added to show grammatical differentiation in gender and not for social gender classification. The author cited an expert source Dr. Ralph Fasold in his book, ().†. According to her citation, Dr. Fasold stressed that â€Å"language and culture are particularly unfair in treating women as the marked case because biologically it is the male that is marked† (paragraph 24, line 2). So with respect to this citation, in her opinion men should be the marked ones. This logic seems to be biased and irrelevant to the argument about the women being marked and men unmarked, not which gender should. I believe it was a good citation but for the wrong argument. The article introduces a secondary argument about the societys view of one gender writing about the other. A woman writing about the man is viewed by the society as a prejudiced person. This is true; in my opinion a female writing about a male is sexist. I feel a woman writing about for instance the flaws of the male character is sexist because both genders have flaws and why should only one gender be put to question. In conclusion, I think the author Deborah Tannen had a reasonable argument but her supporting evidence were somewhat biased and they were not strong enough to fully support the arguments. Moreover, she did introduce opposing opinions; she just looked at the argument from a womans point of view. As far as my opinion goes women are judged a little more than men, but that does not mean men are free this societal evaluation.

Promote Equality, Diversity and Inclusion Essay

1.Be able to promote equality and diversity in work with young people. 1.1Identify the current legislation and code of practice relevant to the promotion of equality and valuing of diversity. SEN code of practice 2001 This act was created to strengthen the rights of SEN children and their parents to a mainstream education. The act was designed to make a difference to the education of SEN children by allowing them to have access to the educational facilities available all children. This is done by offering support tailored to the needs of the individual and their families whilst taking the opinion and wishes of the child into account with regards to any decisions made. It focuses on the need for a partnership between the child, their parents, teachers, agencies involved in their care; with the need for regular reviews and progress reports. Educational act 2002- 2006 The educational act is designed to set out the responsibilities of the heads of all school environments, local educational authorities and governors and to ensure that all children are provided a safe environment. The act is continuously update and in 2002 revisions were made with regards to the responsibilities placed on governors and staff. In 2006 further amendments were made to emphasise the duty of schools to promote community cohesion by working with other community organisations. A good example of this is â€Å"pop in†, set up by the school and the chapel in Marshchapel, where students and elderly members of the community meet up on a weekly basis to have lunch and share stories. Data protection act 1998 This at was written with regards to the keeping and storing of records and data and it regulates the sharing of information. The act concerns both paper and electronic data. Any organisation which collects or stores information must be registered with the data protection commission and the information they collect must only be used for the purpose which it was intended. To protect the information given by individuals data must remain on site in a locked cabinet or a password protected computer and must only  be share with the consent of the individual. Freedom of information act 2000 This act of the UK parliament defines the ways in which members of the public may gain access to government held information. The act creates a right of access when requested by an individual to information held by public authorities, promoting openness and transparency whilst minimising the risk of harm to any individual entity. Equality act 2010 The act is a consolidation of the numerous arrays of complicated anti-discrimination acts and regulations already present in the UK. The main bodies of legislation incorporated into the act include the Equal Pay Act 1970, the Sex Discrimination Act 1975, the Race Relations Act 1976, the Disability Discrimination Act 1995. It focuses on strengthening the rights of all individuals regardless of age, disability, gender (with special protections put in place for pregnant women), relationship status, race, sexual orientation, religion or belief. With additional specifications put in place for disability that state employers and service providers are responsible for making modifications to their workplaces to overcome barriers experienced by disabled people. Children Act 1989 and 2004 The Children Act 1989 was designed to help keep children safe and well. It intends to help children to live with their family by providing services appropriate to the child’s needs. The act was updated in 2004 following the death of eight year old Victoria Climbie; its purpose was to make England a safer place for children and emphasised the importance of communication between agencies responsible for the welfare of children. It also included guidance specifically aimed towards the aid and welfare of disabled children. Every child matters 2003 Following the death of Victoria Climbie the government produced a paper titled Every Child Matters with the aim that every child, regardless of their background or circumstances should have access to the support they need. Below is the mission statement from that report. Every Child Matters, 2003 Be healthyEnjoying good physical and mental health and living a healthy lifestyle Stay safeBeing protected from harm and neglect Enjoy and achieveGetting the most out of life and developing the skills for adulthood Make a positive contributionBeing involved with the community and society and not engaging in anti-social or offending behaviour Achieve economic  well-beingNot being prevented by economic disadvantage from achieving their full potential Race relations act 1976 and 2000 This act makes it illegal for school to discriminate, directly or indirectly. They are expected to provide the same opportunities to all children and to improve academic developments across the board. Schools are required to have their own race equality policy which is linked into an action plan and must promote equal opportunities and improved relationships between racial groups 1.2Explain the importance of promoting the rights of all children and young people to participation and equality of access. It is essential that all children have full access to all areas of education to allow them to fully develop in every way possible. There is much legislation in practice to aid this including every child matters, the SEN code of practice and the disability discrimination act. Schools are required to allow every child to follow an individual learning plan catered specifically to their personal needs. In addition to this all children have the right to an equal education in a mainstream school with the opportunities to play and learn together. There must be no discrimination for any reason towards any members of staff, parents or pupils. This attitude towards inclusivity not only promotes better development both academically and socially but is also a more efficient use of resources. Each school must have a code of practice in place containing information relating to equal opportunities and a policy concerning the schools practices surrounding special educational needs to protect and benefit all students and staff. Schools should focus on the individual needs of all students and allow opportunities for them to become integrated with not only their peers but the local community. There are  certain groups that may be more vulnerable to exclusion or segregation. These groups include families who hold English as a second language, students who are gifted and talented or are new to the school. In addition to these, families who are of a cultural or ethnic minority, parents whose views and values differ from that of the school or looked after children may also be susceptible to various forms of exclusion. It is important that we are mindful to treat all individuals the same regardless of their beliefs, capabilities or background. Children, staff and parents with special educational needs can often be exposed to exclusion and unintentional segregation. It is vital that resources are put in place to enable all individuals to be fully included in every aspect of life and that all opportunities are available to them. 1.3Explain the importance and benefits of valuing and promoting cultural diversity in work with children and young people. Promoting cultural diversity at an early age and exposing children to a vast array of beliefs will benefit them greatly as this knowledge will prevent them from becoming single minded. Educating children about cultural differences will enable them develop a mutual respect for all beliefs and will show them that all cultures including their own are valued. Knowing this will allow children to feel settled and secure within their environment. Schools are encouraged to implement a number of strategies to ensure that families from all cultural backgrounds feel welcome, regardless of their beliefs or background. These include: Without these methods of exploring and celebrating a diverse range of cultures and beliefs children may become closed off to the views of others. Children and families who are in the minority may feel segregated or excluded. Children who feel this way may then develop feelings of anxiousness and unease, which in turn will have an adverse effect on their ability to socialise and their academic development. 1.4Interact with children and young people in a way that values diversity and respects cultural, religious and ethnic differences. Observed in Setting 1.5Demonstrate ways of applying the principles of equality, diversity and anti-discriminatory practice in your own work with children and young people. In my working environment I come into contact with children from a variety of different social and cultural backgrounds. There are many families with differing and varied beliefs, which are celebrated and respected by staff, children and their families alike. All children have the right to attend school and must be given the opportunity to be included in every aspect of school life. In cases where children have additional needs lessons and activities must be modified to give them the same opportunities as their peers. This may include the use of additional resources or equipment specific to the learners needs. Sometimes it may be necessary to seek addition training to aid and enrich the learning opportunities of a child, for example learning makaton, how to use braille or PECS (picture exchange communication system) which can be useful to communicate with children who have a wide range of communication differences including autism. Sometimes additional support may be all a child requires, or simply the time to learn and complete tasks at their own pace. A child using PECS to request a desired item Simply put, anti-discriminatory practice is creating an environment where nobody experiences discrimination regardless of factors such as their race, gander, ability, culture or ethnicity. It is the ability to give fair treatment and equal learning opportunities to all individuals. To practice this in my school and classroom I must ensure I treat those around me with trust and respect. Children who witness this positive attitude and the relationships it creates will mimic my behaviour and in turn will be able to create their own open and positive relationships. It is vital that I celebrate the differences and similarities between all people in our diverse society and actively practice this in my daily life and the way I treat others. If I become aware of discriminatory comments or actions made by others I must challenge this and where necessary report it to the appropriate person.

A Review of Third Person Narrative Essay Topics

A Review of Third Person Narrative Essay Topics New Ideas Into Third Person Narrative Essay Topics Never Before Revealed Consider what steps you took to locate a solution. The starting point of each story is true and it's apparent that, as a way to be worthy of being told, it has to be an interesting one. The issue is that it's not always simple to tell a story written in a pleasant, clear and beneficial way, in other words, so as to capture the interest of those who read it without generating boredom. There has to be a point. After discovering our website, you will no longer will need to bother friends and family with these kinds of requests. All the details relate to the major point the writer is trying to make. Our exclusive offerings and exceptional features make us stand from the lot. Narrative research papersuse the story to come up with a notion. Lies You've Been Told About Third Person Narrative Essay Topics It's tough to pick just 1 topic whenever there are so many you could write about. The essay defines a particular standpoint. When you compose a narrative essay, you're telling a story. Developing a narrative essay is similar to telling a story. The Start of Third Person Narrative Essay Topics You ought to be observant at the core, if you're really intent on writing such pieces. Yes, building a peanut butter and jelly sandwich might be regarded as a process, but these forms of how-to processes read more like directions, as opposed to a description of a procedure. POV issues aren't a simple fix almost an instantaneous rejection from agents and publishers who don't have the opportunity to assist you correct them. You should have your reasons, and our primary concern is that you wind up getting an excellent grade. When you've chosen a narrative subject, you're prepared to begin writing your essay! What's a personal essay. A narrative essay is permissive in terms of selecting the topic. Writing a superb narrative essay is dependent mostly on the subject you chose. So as to be prosperous in writing a personal narrative essay, to start with, select and revolve around the simple fact that you wish to tell. Here are the essential points in building a narrative essay. Let's look at some narrative essay topics in every single category that will help you tell your very own riveting story! Therefore it is essential to comprehend how to conduct an interview and what questions are crucial for a superior interview essay. Third Person Narrative Essay Topics: the Ultimate Convenience! Whether your story is true or a fiction, ensure you relay a collection of events in an emotionally engaging way. And this isn't the close of the story yet. You're sharing a typical fear and you aren't alone! My main fear You might also share your main fear or fears. The Key to Successful Third Person Narrative Essay Topics It is simple to write something such as this since graduation, for most people, is among the days that you can't easily forget. There are two k inds of narratives with numerous perspectives. Irrespective of your distinctive trait, if it enables you to stand from the crowd, it's well worth sharing. Stories about traveling have an outstanding potential. The 30-Second Trick for Third Person Narrative Essay Topics The essay being non-fiction, it's important to remember that the key goal of the form is to convey details about a certain subject to the reader. Recall the very first time you knew you were in love with somebody. If you're saying something, make certain you're making any sense. Through which utilizes the thin ball third individual. On the other hand, the narrator is a distinct being. Don't forget that although the very first person pronoun is often used, it ought not be overused. It's generally written in the very first individual, but third person pronouns such as he, she and it can likewise be used. Why Almost Everything You've Learned About Third Person Narrative Essay Topics Is Wrong We are here in order to assist you with your weaknesses. Telling facts isn't a hard job, and it may also be fun. Selecting the correct topic may be a true problem, but we are here in order to get you inspired. He's got the very best advice for you on several difficulties. A superb ending is when it's linked to the very first portion of the start of the story, and it ought to be correlated to the whole sections of the story. The story ought to be well-detailed and organized to spell out the entire story and connect different components of it. Concentrate on the toughest sections of the interview and why you wanted so badly to find the job. As an example, Don't be concerned about John.

An Overview of Brazil and Its Geography

Population: 198,739,269 (2009 estimate)Capital: BrasiliaOfficial Name: Federative Republic of BrazilImportant Cities: Sà £o Paulo, Rio de Janeiro, SalvadorArea: 3,287,612 square miles (8,514,877 sq km)Coastline: 4,655 miles (7,491 km)Highest Point: Pico da Neblina 9,888 feet (3,014 m)Brazil is the largest country in South America and covers nearly half (47%) of the South American continent. It is currently the fifth-largest economy in the world, is home to the Amazon Rainforest and is a popular location for tourism. Brazil is also rich in natural resources and active in world issues such as climate change, giving it significance on a worldwide scale. The Most Important Things to Know About Brazil 1) Brazil was given to Portugal as part of the Treaty of Tordesillas in 1494 and the first person to officially claim Brazil for Portugal was Pedro à lvares Cabral.2) The official language of Brazil is Portuguese; however, there are more than 180 native languages spoken in the country. It is also important to note that Brazil is the only country in South America whose dominant language and culture comes from Portugal.3) The name Brazil comes from an Amerindian word Brasil, which describes a dark rosewood type common in the country. At a time, the wood was Brazils main export and thus gave the country its name. Since 1968 however, the export of Brazilian rosewood has been banned.4) Brazil has 13 cities with over one million residents.5) Brazils literacy rate is 86.4% which is the lowest of all South American countries. It falls just behind Bolivia and Peru at 87.2% and 87.7%, respectively.6) Brazil is a diverse country with ethnic groups including 54% European, 39% mixed European-Af rican, 6% Africa, 1% other.br/>7) Today, Brazil has one of the largest economies in the Americas and is the largest in South America.8) Brazils most common agricultural exports today are coffee, soybeans, wheat, rice, corn, sugarcane, cocoa, citrus, and beef.9) Brazil has a plethora of natural resources which include: iron ore, tin, aluminum, gold, phosphate, platinum, uranium, manganese, copper and coal.10) After the end of the Brazilian Empire in 1889, it was determined that the country would have a new capital and shortly thereafter, the site of present-day Brasilia was chosen in an effort to promote development there. Growth did not occur until 1956 and Brasilia did not officially replace Rio de Janeiro as Brazils capital until 1960.11) One of the most famous mountains in the world is the Corcovado located in Rio de Janeiro, Brazil. It is known worldwide for its 98 foot (30 m) high statue of the citys emblem, Christ the Redeemer, which has been on its summit since 1931.12) Brazi ls climate is considered mainly tropical, but it is temperate in the south.br/>13) Brazil is considered one of the most biodiverse places in the world because its rainforests are home to more than 1,000 bird species, 3,000 fish species and many mammals and reptiles such as alligators, freshwater dolphins, and manatees.14) The rainforests in Brazil are being cut at a rate of up to four percent per year due to logging, ranching, and slash and burn agriculture. Pollution of the Amazon River and its tributaries is also a threat to the rainforests.15) The Rio Carnaval in Rio de Janeiro is one of the most famous attractions in Brazil. It attracts thousands of tourists yearly, but it is also a tradition for Brazilians who often spend the year prior to the Carnaval preparing for it.To learn more about Brazil, read the Geography of Brazil on this site and to see photos of Brazil visit the Images of Brazil page on South America Travel. References Central Intelligence Agency. (2010, April 1). CIA - The World Factbook -- Brazil. Retrieved from: https://www.cia.gov/library/publications/the-world-factbook/geos/br.html Infoplease.com. (n.d.). Brazil: History, Geography, Government, and Culture - Infoplease.com. Retrieved from: http://www.infoplease.com/country/brazil.html United States Department of State. (2010, February). Brazil (02/10). Retrieved from: https://www.state.gov/r/pa/ei/bgn/35640.htm Wikipedia. (2010, April 22). Brazil - Wikipedia, the Free Encyclopedia. Retrieved from: https://en.wikipedia.org/wiki/Brazil