Stereotypes- Definitional Essa Essay -- essays research papers

'Dumb jocks';, 'Women don't belong in a professional setting, they belong in the kitchen';, 'He must be a Jew, just look at his nose.'; Our society is based solely on face values where we tend to place someone in a category because of his or her actions. Prejudicial notations used to define members of a social or ethnic group are called stereotypes. We stereotype various groups of people, but none like women, different ethnic groups, and athletes. We typically stereotype women on the job. Women normally are associated with jobs such as nurses, secretaries, and tailors. These are jobs in which most people would label as a tender loving care job, which requires a woman's touch. Women are rarely associated with the titles of a Doctor, Lawyer, or CEO of a company. On occasion, when women are given positions of power, they are viewed as being power hungry and male bashers. Male co-workers would be constantly put down by their superior, who in this case would be a woman, because the woman had to struggle through life trying to make it in a man's world, or so the stereotype says. In the home, women have certain household chores, that have been naturally assigned to them: washing dishes, laundry, dusting and cleaning, and taking care of the kids just to name a few. These chores and household duties have been deemed a woman's job since the beginning of time; the man would go out and hunt dinner and it would be the woman's duty to cook and prepare dinner. So, after all these years, i... Stereotypes- Definitional Essa Essay -- essays research papers 'Dumb jocks';, 'Women don't belong in a professional setting, they belong in the kitchen';, 'He must be a Jew, just look at his nose.'; Our society is based solely on face values where we tend to place someone in a category because of his or her actions. Prejudicial notations used to define members of a social or ethnic group are called stereotypes. We stereotype various groups of people, but none like women, different ethnic groups, and athletes. We typically stereotype women on the job. Women normally are associated with jobs such as nurses, secretaries, and tailors. These are jobs in which most people would label as a tender loving care job, which requires a woman's touch. Women are rarely associated with the titles of a Doctor, Lawyer, or CEO of a company. On occasion, when women are given positions of power, they are viewed as being power hungry and male bashers. Male co-workers would be constantly put down by their superior, who in this case would be a woman, because the woman had to struggle through life trying to make it in a man's world, or so the stereotype says. In the home, women have certain household chores, that have been naturally assigned to them: washing dishes, laundry, dusting and cleaning, and taking care of the kids just to name a few. These chores and household duties have been deemed a woman's job since the beginning of time; the man would go out and hunt dinner and it would be the woman's duty to cook and prepare dinner. So, after all these years, i...

Philippine Social Realities Affecting the Curriculum Essay

The Philippine society today is different in many respects from what is was fifty years ago. The Philippines is now politically independent – in fact a full-fledged Republic. We now have direct relations with most foreign countries including Red China and Russia on the basis of equality, reciprocity and dignity. Because of our beliefs and commitments to the democratic way of life we are now ranged against the other half of this divided world in a conflict which is ideological, economic, educational, political, moral, cultural and religious. Our population has grown steadily from a few millions in 1900 to over 60 million as projected by the National Census and Statistics by 1989. But the production of our food supplies has not kept pace with the unabated increase of population. This imbalance has given birth to many intricate social problems the solution of which demand utmost resourcefulness in leadership and unflagging support in fellowship. The increase in population, unaccompanied by widespread enlightenment and a corresponding improvement in the economic position of the individual and the greater part of the society, generated pressures and created more problems never before encountered by our people. We now have a growing a middle class – one not quite sizeable but certainly growing in number, in quality and in influence. An increasing number of Filipino physicians, nurses, educators, technicians, researchers and government career men are now going abroad and receiving advanced training in foreign countries. Different means of communication, transportation and travel in our country have increased in number and have become faster and cheaper. Today, we have more newspapers, magazines, books and radio receiving sets. We also have televisions. There are more movie houses today both in the cities and in the provinces where foreign and locally produced pictures are regularly scheduled. We now have thousands of both public and private schools, colleges and universities. Illiteracy has been reduced considerably. Various industries, some locally capitalized, and others foreign-owned, have grown in our countryside. Medical science has brought to our people the blessings and risks in the use of new wonder drugs. Curriculum developers must have in mind that the problems of society are the problems of education. Education can not be divorced from the economic, political and social realities of a country. Any  society in order to progress economically, must progress educationally. Industry needs to indicate the direction and dimensions of educational progress for manpower development. The question is, does such hold true in the Philippines or does it follow a reverse pattern, that is, that educational progress runs ahead of economic development? Is our curriculum relevant to the present society? Are our curricular offerings so prepared that their goals are made relevant to the economic demands of the society, not only for the present but also for the years to come? Education must enrich society, improve the living conditions of its people, and make possible its optimum development. Herein lies the importance of the orientation, organization, enrichment, adaptation and development of the local curriculum. The curricular offerings must be made relevant to the economic demands off society if we are to achieve the goal of producing people who are to provide direction and guidance in the operation of commerce and industry. Technical skills, researchers for the discovery of new products, constant improvement of technological procedures and needed managerial pool must be taken into consideration by curriculum developers in the Philippines. Stress on studies and activities, related to history, values, social and economic life from the viewpoint of the Filipinos are factors for consideration. The curriculum must provide abundant materials to promote the unity of the people such that it should embody the latest gains in Science since it must give an educ ation for effective participation in the modern society. Most of our degree courses are patterned abroad without adequate local study as basis. The curriculum must keep up with the changing political, economic, and social conditions of the country. In the New Society, attempts have been made to reorient the curriculum in both content and emphasis on liberal education providing balance between academic learnings and work experiences for the development of leaders and creators of job opportunities. The new program is being redirected to ensure a greater recognition of the value of hard and honest work, unlike in the past when the emphasis was on languages and academic excellence. Economic development plan must be taken into consideration in order to draw guidelines for curriculum development. The Filipino’s increasing dislike for colonial mentality is an indication that the curriculum must be redirected to Philippine culture. Different groups have arisen to voice ambitious  development goals. Our national history and character, socio-economic structure and broad social welfare measures have been emphasized. Much of the burden of bringing such goals to reality has fallen upon the schools. Evidently, if the schools are to carry out these changes, they must effect widespread curriculum change. Regarding this matter, we must recognize that the Philippines’ chief characteristic is her cultural diversity, that her strength does not lie in being a tasteless, odorless melting pot. In the task of redirection to Philippine culture, the initial thrust would probably be to prepare textbooks and teaching materials oriented to Philippine setting, based on native business, economics, political and social conditions. Because the Philippines is basically agricultural and there is urgent need for an expansion of agricultural production and mechanized farming, curriculum developers must take this into consideration. The curriculum must prepare the Filipinos to meet the growing agricu ltural needs.

Timeline of the Viking Age

This Viking timeline begins with the earliest attacks on the islands of the North Atlantic and ends on the eve of the Norman Conquest of England in 1066. The history tracks the Viking diaspora, as floods of young Scandinavian men first raided across England and Europe, then settled down into farms and merged with the locals. Early Attacks Most of the early attacks of the Norse on England, Scotland and Ireland were hit-and-run attacks by small forces, at most in two-three shiploads. They attacked coastal settlements, no farther than 20 miles inland then disappeared. 789: Three ships of Norse men land in Wessex and kill the messenger who meant to bring them to court. June 8, 793: Norwegians launch an attack on St. Cuthbert church at Lindisfarne (the Holy Island) in Northumbria, England, leaving survivors who record the event in the Domesday Stone, and recorded in the Anglo-Saxon Chronicles 794: The Norse attack Iona Abbey, off the coast of Scotland. It is the first attack on the monastery where the monks had been working for centuries on illustrated manuscripts known as the Book of Kells and the Chronicle of Ireland. 795: Norwegians run assaults on monasteries in Scotland and Ireland 799: Norwegian Vikings from Ireland sack Saint-Philibert de Tournus, a Benedictine monastery in France: they will return several times over the next decades. 806: Vikings massacre 68 monks on the shore of what will be called Martyrs Bay on Iona. 810: Danes under King Godfred Haraldsson (ruled 804–811) attack Frisia in a fleet of 200 ships, but is assassinated by his own kinsmen. January 28, 814: Charlemagne, king of the Franks and Lombards dies. 814–819: St. Philibert sacked several more times, compelling the abbot to build temporary quarters for the monks near Nantes. 825: Vikings arrive in the Faroe Islands from either southern Norway or from the Orkneys. They establish a small settlement, based on farming and fishing. 834: Danes under Rorik attack Dorestad, now in the Netherlands Overwintering and Larger Scale Attacks The first deep territorial attacks with large-scale capture of prisoners for the slave trade, began in 836. Large fleets arrived in the region and were active on inland rivers like the Shannon and the Bann. December 24, 836: Viking raids on Clonmore in Ireland take many prisoners. 840: Norwegians overwinter in Lough Neagh Ireland and raid in Lincolnshire. 841: The Norse found the town of Dublin on the south bank of the Liffey, and establish a permanent Norse base there. March 845: The Siege of Paris begins when the Norse Chieftain Ragnar Lothbrok sails his fleet of 120 ships on the Seine. 848: Charles the Bald (823–877), emperor of the Carolingian Empire, conducts a string of victories against the Norse. They plunder the city but leave after Charles the Bald pays a ransom. 850: Longphorts established in Ireland; permanent bases will be established in Waterford, Wexford, St. Mullins, Youghal, Cork, and Limerick. 850: Danes spend their first winter in England 850: Viking settlement established at the Prussian town of Wiskiauten  in Germany—the cemetery will eventually hold over 500 Viking burial mounds. 852: Danes spend their first winter in Frankia. 853: Norwegian Olaf the White (ruled until 871) established as king at Dublin 859–861: The Viking Rurik (830–879) and his brothers begin raiding in what would become Ukraine. 865: The coalition of Norse warriors known as the Great Heathen Army (or Viking Great Army) arrives in East Anglia, led by Ivar the Boneless and his brother Halfdan. 866: Norwegian Harald Finehair subjugates Scottish Isles. Settling Down The precise dates of the point at which the Norse began to settle down in their various regions vary, but the significant events are the establishment of winter settlements (wintersetl) and treaties made with the local people. 869: Ivar and Halfdan take control of Northumbria, taking advantage of the civil war turmoil. 870: Danes rule over one half of England. 872: Harald Finehair becomes king of Norway; he would rule until 930. 873: Ingolf Arnason and other settlers establish the first Norse colony on Iceland and found Reykjavik. 873–874: The Great Heathen Army establishes wintersetl at Repton, where they bury Ivar the Boneless. 878: King Alfred defeats Guthrum and converts him to Christianity. 880s: The Norwegian Sigurd the Mighty moves into the Scottish mainland 882: Ruriks cousin Oleg (ruled 882–912) takes over his rule in Ukraine, and begins the Rus expansion leading to what would become known as the Kievan Rus. 886: The Treaty of Alfred and Guthrum is formalized, defining the boundaries of their separate kingdoms and establishing peaceful relations under the Danelaw. The Last Settlements By the late 10th century, the Vikings have either been expelled or melted into the populations of Europe. The Vikings still have worlds to attempt to conquer: North Americas. 902: Dublin is decisively defeated and the Vikings are expelled from Ireland. 917: Vikings retake Dublin. 918–920: Lincoln falls to the English king Edward the Elder and Aethelflaed. 919: Exiled Irish-Viking king Ragnall takes York, and as a king of Northumbria, submits to King Edward of Essex. 920: Ragnall dies and is succeeded by Sitric, a dynastic Viking rule. 930–980: First Norse invaders in England become established as settlers 954: Eirik Bloodaxe dies and Vikings lose control of York. 959: Danelaw established. 980–1050: Newly established Norwegian and Danish kings launch attacks on England 985: Norse farmers led by Erik the Red settle Greenland, but the colony eventually fails, but only after 300 years. 1000: Leif Erikson finds North America and sets up a colony on Newfoundland, but the colony fails after 10 years. 1002–1008: The Laws of Edward and Guthrum are enacted in the Danelaw, the first time the term is used. 1014: Vikings defeated at Clontarf by Brian Boru. 1016: Danish King Cnut named king of England, Denmark, and Norway. 1035: Cnut dies. September 25, 1066: Norman Harald Hardrada dies at the Battle of Stamford Bridge, the traditional end of the Viking Era. Selected Sources and Further Reading Graham-Campbell, James, et al., eds. Vikings and the Danelaw. Oxbow Books, 2016. Print.Helle, Knut, ed. The Cambridge History of Scandinavia. Vol. Volume 1 Prehistory to 1520. Cambridge: Cambridge University Press, 2003. Print.Kendrick, Thomas D. A History of the Vikings. Abingdon UK: Frank Cass and Co. Ltd.: 2006.Lund, Niels. Scandinavia, C. 700–1066. Ed. McKitterick, Rosamond. The New Cambridge Medieval History C.700–C.900, Vol. 2. Cambridge, England: Cambridge University Press, 1995. 202–27. Print.Ó Corrà ¡in, Donnchadh. Ireland, Scotland and Wales, C.  700 to the Early Eleventh Century. The New Cambridge Medieval History. Ed. McKitterick, Rosamond. Vol. 2,  c.700–c.900. Cambridge: Cambridge University Press, 1995. 43–63. Print.Richards, Julian D. The Vikings in Ireland: Longphuirt and Legacy. Antiquity 90.353 (2016): 1390–92. Print.Svitil, Kathy A. The Greenland Viking Mystery. Discovery 18.7 (1997): 28–30. Print.