Elephants Sub Sahara Africa - 1719 Words

Jonty Chimbera INQ 270 Elephants in Sub Sahara Africa Poaching, which transcends beyond the loss of a specific animal has led to negative effects economically, politically and socially. It has greatly affected Africa, and the biodiversity of its animals. Elephants continue to still travel around Africa in large herds but they remain vulnerable to habitat loss, poaching and the interaction between humans and wildlife. Scientific Description The African elephant is part of the Big Five group of animal species that include the rhino, leopard, lion and the buffalo. They are the largest land animals on land reaching the size of 8 meters long and 8 tones in weight. The elephant’s trunk is used to communicate and to hold food and other things. They differ from the Asian elephants in the sense that the African elephant’s trunks are extended meaning they are longer than the Asian elephant which has one extension making it shorter. Elephants love water and they show their love by spraying themselves and use their trunks to shower. The trunk is also used for â€Å"smelling, breathing, trumpeting, drinking, and also for grabbing things—especially a potential meal† (National Geographic). The trunk is a very special part of the body where it has over 50, 000 muscles. There are two different types of elephant species in Africa, the (Loxodonta Africana Africana) which is found in the savannah and also lives in the woodlands and the grassy plains theShow MoreRelatedWhy Were Many African Civilizations Prosperous?1422 Words   |  6 Pagesprosperous? Why between the Mediterranean and the Sahara? What is a plateau? *The Sahara covers  ¼ of Africa! *AFRICA IS A CONTINENT !!! *Sahel is a word for shore (in Arabic) which are lands surrounding the Sahara *Jungle is a place with dense plants and trees which prevents sunlight from reaching through the tall trees onto the forest floor Lake Victoria that is in east central Africa is one of the world’s biggest lakes Africa still has some active volcanoes! LinguistsRead MoreThe Trans Saharan Trade Routes1573 Words   |  7 Pagesran across the Sahara between the Mediterranean countries and West Africa. In the beginning stages of the Trans- Saharan trade many small trade routes were being used throughout the period. this is because travelling across the Sahara before the domestication of the camel was difficult. The Trans-Saharan trade route did more than attract traders. This route was an economical boost for many and also connected the West African people with the Mediterranean people. Trade across the Sahara existed for manyRead MoreGeographical Location Of Ancient Africa Essay1824 Words   |  8 PagesGeographical location: Ancient Africa is nearly 5,000 miles from north to south, Africa that lies south of the Sahara desert is the second-largest continent and was the home of some of the earliest and most advanced cultures of the ancient world. Most of the rivers and streams in the Sahara are seasonal or intermittent, the chief exception being the Nile River, which from its origins in central Africa, crosses the desert underground before emptying into the Mediterranean. Climate: Africa contains both the world’sRead MoreThe Lion s Body1546 Words   |  7 PagesLions mainly live in Angola, Tanzania, the Central African Republic, South Sudan and other parts of sub-Saharan Africa. They used to roam in Africa, Asia, and Europe, but now they are only found in only two areas of the world and classified into two subspecies. The two subspecies are Asiatic and African. Asiatic lions live in India s Gir Forest while African lions live in central and southern Africa. Lions and hyenas account for around 85 percent of the predation of the Serengeti’s large herbivoresRead MoreThe Lion s Body1604 Words   |  7 PagesLions mainly live in Angola, Tanzania, the Central African Republic, South Sudan and other parts of sub-Saharan Africa. They used to roam in Africa, Asia, and Europe, but now they are only found in only two areas of the world and classified into two subspecies. The two subspecies are Asiatic and African. Asiatic lions live in India s Gir Forest while African lions live in central and southern Africa. Lions and hyenas account for around 85 percent of the predation of the Serengeti’s large herbivoresRead MoreRural Poverty Alleviation in Nigeria10400 Words   |  42 Pagesis an inexact term that can mean different thing to different people. For example, what is considered rural in a place like United States of America and United Kingdom may not resemble what is considered rural in a place like Nigeria and other West Africa countries. However, for the purpose of this paper efforts will be made to describe the word Rural and the general Characteristics of rural areas. Rural is the opposite of urban or city; it refers to a place with small population size and consistsRead MoreSummer Internship Project11120 Words   |  45 Pages Key Players in Mutual Funds Sector in India †¢ ABN AMRO Mutual Fund †¢ Birla Sun Life Mutual Fund †¢ Bank of Baroda Mutual Fund(BOB Mutual Fund) †¢ ING Vysya Mutual Fund †¢ Prudential ICICI Mutual Fund †¢ Sahara Mutual Fund †¢ State Bank of India Mutual Fund †¢ Tata Mutual Fund 1.5 DEMAT ACCOUNT AND INDIA There are quite a few institution that are directly and /or indirectly connected with dematerialized operations of securitiesRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pages1890s—were institutionalized on a global basis by the establishment of the League of Nations and its subsidiary agencies in the aftermath of the catastrophic war that engulfed much of the world between 1914 and 1918. Though the colonized peoples of Africa and Asia and the peasants and laborers that made up much of the world’s population in the postwar decades derived little benefit from the interwar campaigns for human rights and dignity, principles were enunciated and precedents established that

Boundless Lack Of Freedom And Inferiority - 848 Words

Boundless limitations existed in society, which in turn caused inequality, a lack of freedom and inferiority to occur. Immanuel Kant (2016) explores and deconstructs the notion of enlightenment in ‘An Answer to the Question: What is Enlightenment?† by claiming that people with power cause fear in others, which has created a society that has restrictions and rules to control and ‘guide’ the general public. On the other hand, Mary Wollstonecraft (2016) highlights the inferior status that has been imposed upon women by those with power, which she further emphasizes in ‘A Vindication of the Rights of Woman’. Although, both authors have clearly demonstrated their perspectives on freedom, there is a dissimilar concept they both debate upon throughout their respective texts. Fear can be a powerful limiter that restricts one from establishing a higher sense of wellbeing and ultimately a state of ‘enlightenment’. There is a common occurrence for the general public to be afraid of venturing into the unknown world as they would instinctively rely on the dependence of those with authority for guidance. Kant claims that fear is instilled in people because of the influence of the power the ‘guardians’ have in society. This fear in these individuals would be associated with the lack of desire to progress forward due to the anxiety of having undesirable results. Kant (2016) stresses that it is practically unlikely for man to â€Å"work himself out of immaturity† because they have becomeShow MoreRelatedRastafarian79520 Words   |  319 Pagesonly indicator of the routinization of new movements. In contrast, this interpretive study unequivocally asserts the routinization of the movement. Of course the use of Webers theory of routinization is somewhat problematic, because Rastafari lacks the institutional structures that Weber posits as the evidence of routinization. However, I am afï ¬ rming that, even without these structures, Rastafari has carved out a niche for itself and has become embedded in the social and cultural fabric of

Relating Philosophy to Pedagogy free essay sample

Within any early childhood education (ECE) setting the pedagogy of the educators will have great impact on the programmes and philosophies which the children within that setting will be influenced by. Teachers have a responsibility to build and maintain authentic, open, reciprocal relationships with children, families and the community (Gailer, 2010). This is not only an integral part of the early childhood curriculum Te Whariki which has relationships as one of its four foundation principles (Ministry of Education [MoE], 1996) but also part of the teaching standards and ethics. As a teacher I relish in the chance to build relationships with many different children, all unique in their culture, strengths, ideas and way of being. The importance I place on relationships sits well with both Vygotsky’s and Bronfenbrenner’s sociocultural theories. Vygotsky emphasised the importance of the people surrounding a child, seeing them crucial for supporting and enhancing the child’s development. Bronfenbrenner extended this into a model of contextual factors, using ideas about five kinds of contexts surrounding the individual child including their micro- and meso-systems where the interactions of their day-to-day realities occur (Drewery amp; Bird, 2004). These theories have been vital in the development of New Zealand’s early childhood curriculum, Te Whariki, and so my understandings of these and with my personal philosophy I hope to have the skills to be able to build respectful reciprocal relationships with all learners. Building these relationships however is not as easy as people outside of the profession often assume. Appendix 2 shows Suzie Gailer’s (2010) article on being professional, the article discusses how professional integrity of practice is reliant on teachers having a particular set of values, respect, authenticity, empowerment and transparency. The image of the child is culturally constructed and linked to our time and place in history, the image I have as a teacher today of children is very different to that of which I was viewed as a child. My image of the child has altered as I have gained both practical and theoretical teaching experience. In my first practicums I did not necessarily know what to expect about building initial relationships with children but as I have gained knowledge I now know that children can be trusted to build these relationships in timeframes which are right for them. Te Whariki (MoE, 1996) presents the image of children as competent learners and communicators and I now uphold this image in my teaching practice and as a parent (Appendices 3, 4 amp; 5), along with the values of respect which I have articulated through the following of Magda Gerber’s work. From my own relatively limited practical experience and theoretical knowledge I can relate to the notion of Edwards amp; Nuttall (2005) where â€Å"the pedagogy, or ‘the act of teaching’, is not only mediated by educators’ understandings about the children, learning, and the curriculum; their understandings about the social settings in which they work, their personal experiences beyond the workplace and their engagement with the centre’s wider community all have a role in determining the educator’s actions† (p. 36). My own underlying beliefs, values and philosophies all impact on my teaching style and, although often unconsciously, on the way I relate to individuals. Commitment to reflective practice, the personal philosophy I have articulated and the desire for professional development will aid me in holding true to a pedagogy which is responsive in time as well as to individuals. This pedagogy with its identified aspects of assessment, planning, implementation and evaluation is influenced by my values and experiences and I attempt to explain and reflect upon these in this essay. The main assessment process I use is ‘Learning Stories’, an approach developed by Dr. Margaret Carr. Learning stories show a snapshot of a learning experience which has been shared with the child or children involved and are a record of the interests and strengths of the child. Research shows that learning is more effective when it is derived from interests, encouraging motivation and the sense of confidence that comes from working within one’s own strengths. The learning story framework is based on the belief that developing good learning dispositions is the most important skill in early childhood and this fits well with my values of respect and having the Te Whariki image of the child, a confident, competent learner and communicator. The foundations of learning stories are the dispositions found in Te Whariki and in my own learning stories these are highlighted, showing fellow educators, parents and whanau how I work to support children’s learning in all aspects of the programme and curriculum (Appendices 4, 6 amp; 7). Upholding this image of children in practice is however met with challenges. Woodrow (1999) describes how there are resulting constructions of childhood based on how individuals experienced childhood, on cultural artefacts and on professional knowledge, Ellen Pifer (2000) also describes these conflicting images in her book Demon or Doll (Appendix 8) which has truly opened my mind to ways of seeing individuals. Other teaching professionals may hold different images of children such as the child as innocent or as an embryo adult and this will impact on the way they act around and towards children. Having a commitment towards reflective practice and regularly evaluating my personal pedagogy will allow me to deal with these challenges, giving me the skills to explain my viewpoint and understand that of others so that the best possible outcome is achieved. To undertake such assessment it is important to build a relationship with the children and these reciprocal relationships are another key part of my philosophy. This value has changed with my experience and theoretical knowledge, in my initial practicum I was unsure about how to go about building relationships that are both respectful and reciprocal (Appendices 9 amp; 10) but my confidence in this has, and will continue, to grow (Appendix 11). I believe that building a reciprocal relationship means sharing aspects of my life with children and not expecting them to reveal themselves without the favour being returned. I have a huge passion towards animals and I have shared this with the children on my last two practicums by taking along my guinea pigs (Appendix 12). The children feel aspects of empowerment and trust as I allow them to be intimately involved with a very important part of my personal life. Building such relationships prior to undertaking assessment highlights the spiral nature of teaching and the aspects of pedagogies. Taking the guinea pigs to the centre required planning and careful implementation, including discussion with staff and families to ensure cultural needs were met. Some cultures do not agree with the keeping of animals as pets and in order to uphold the respectful image of the child and relationships with the family and community I needed to accept and respect this belief. The centre policies and legislation also play a role in planning and implementation, health and hygiene regulations needed to be considered for this activity and for others many different policies will come into play. For further assessment and planning the involvement of colleagues and whanau in the learning stories and other documentation would play a vital role in the continuation of the interest but unfortunately the short nature of the practicum did not allow for this. Cultural needs and matches weight heavily in the planning and implementation stages of my pedagogy. This is linked to all the values in my philosophy; relationships, respect and equity. These values mean that I believe in focussing on skills and talents rather than on deficiencies to create learning environments, for example respecting that crying is a valid attempt at communication and can be a qualified learning experience (Appendix 11). Nyland (2004) describes how the participation rights and contexts of infants’ knowledge can be overlooked in childcare settings. On-line discussions with fellow students regarding this reading give support to the idea that disrespectful environments adversely affect the identity and participation of children. What happens in an environment when an identity is missing altogether and children are faced with images of white middle class able bodied members of society? What message is that giving to these children and their families? You don’t belong? You are not a real member of our society? We don’t value you? The environments we plan for the children speak volumes about how we view society and the people we respect and value (Ellis, R. , Fuamatu, P. Perry Smith, A. M. Moodle; September 2011). During planning I therefore need to think ahead about resources which reflect the cultures within the setting and the community. This can be achieved through communication with other educators in the setting, parents, and other members of the community such as kaumatua or the local priest. Planning for social occasions is also important to me as I feel they link the ECE setting with the wider community and social values. This includes events such as Mother’s and Father’s day (Appendix 13) as well as cultural occasions such as the Lantern Festival, Diwali and Pasifika events. Although during such planning I am mindful of the goals and learning outcomes which Te Whariki and the teaching standards present I also constantly remind myself of the holistic nature in which the learning will occur. Lawrence (2004) describes the shift in thinking and programme planning in ECE settings over the past two decades, from keeping children busy to planning cycles and then Te Whariki. Lawrence clarifies that although the word planning is still used; it is not in the traditional sense of the word but rather can be seen as â€Å"reflectively responding to children’s thinking (p. 16). † An example in her rticle shows how the learning experience of children can be very different to that pre-planned or expected by the teacher (Appendix 14). A challenge presents itself where teachers have been trained and had experience in times where different planning programmes were utilised, disagreeing views and beliefs can lead to conflict within teaching teams and a dedicat ion to reflective practice is required by all parties if favourable outcomes are to be reached. This reflective practice is a vital part of the evaluation process of my pedagogy. What worked? What didn’t work? Where do I go from here? Schon (2002) described how the entire process of reflection-in-action, where our knowing is in our action, is central to the skill practitioners have in dealing with situations of uncertainty, instability and uniqueness as well as valuing conflict. Holding true to a value where children are respected as individuals and valued for their own unique set of skills, uncertain and unique situations are inevitable in the day-to-day practice of an ECE setting. With the set of reflective skills I now possess I hope to be able to turn these situations of uncertainty into ones of learning, for both myself and children involved. With continuing professional development and an ever increasing amount of practical experience I feel I am in good stead to continue my career as an early childhood educator and support the children within my influence to grow up in line with the aspirations of Te Whariki, â€Å"competent and confident learners and communicators †¦ a valued contribution to society†.

Theories of Social Inequality free essay sample

Karl Marx’s theory to explain social inequality is based on the unequal division of resources between two groups: bourgeoisie and the proletariat, or the wealthy/business owners and the laborers. According to Marx, the bourgeoisie have the monetary power to gain economical resources, as they own the businesses where the proletariat must work to gain money to survive. The bourgeoisie maintains this position by paying the proletariat just enough to provide for his or her basic needs of survival. Marx states that the bourgeoisie create the social rules, cultural values and norms, and the proletariat goes along with it. This idea is the basis for what Marx calls, â€Å"false consciousness,† which is the idea that the† system† is working and there is no reason to change it because the proletariat hopes that one day he will become the bourgeoisie; this false hope is what keeps social inequality in a perpetual cycle. We will write a custom essay sample on Theories of Social Inequality or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Marx believed that social inequality can be resolved through the abolishment of capitalism altogether. He suggested that this could be made possible if the proletariat would stand up and revolt, and rise up against capitalism by refusing to work and sell their very valuable labor, which the bourgeoisie needs in order to survive. Marx did not see social inequality as inevitable, unlike Max Weber. The basis for Weber’s theory can be found in Karl Marx’s theory, but takes it a step further and breaks the social structure up even more. According to Max Weber’s theory behind social inequality, there are three major components that play into creating an unequal division in society: social class, status in society, and political parties. Each group directly relates to one another, although they are not all the same thing. Weber contends that social classes are divided because of certain lifestyles or opportunities that are given to a person. If a person is born into a wealthy family, he or she is automatically provided with a lifestyle that will propel him or her into success through money and/or properties, which inevitably creates an opportunity for power. This demonstrates how money and power clearly shapes classes. Classes do not always make up communities though. Communities are shaped by social status, which is one thing that Weber is clear about. Social status is defined by the opportunity for a wealthy lifestyle. The main difference between status and class is that of the value system within each of the groups. Through a lifestyle that one lives, ideals and values are developed, which creates one’s political stance. Political parties are a direct reflection of the pattern that creates class and social status. They are all intermingled: class determines social status, which shapes ideals within a political party. Weber makes a strong argument that social stratification is inevitable or â€Å"guaranteed† because lifestyles (which you are born into) create status groups and once those are established, over a period of time, the people accept them as status quo. Once a standard of life is set, it is rarely moved. Karl Marx’ theory behind social inequality is most compelling. It explains that social inequality, which is detrimental to so many, can be resolved. His theory gives hope for resolution and even offers a plan of action to do so, yet there have been little done by those who feel like they are oppressed by the unjust division of resources to rise up and change the system which oppresses them. Marx’ theory is timeless and continues to speak to those issues which are seen in today’s society.

Arthur Zimmermann - Profile

Arthur Zimmermann - Profile Arthur Zimmerman worked as the German Foreign Secretary during 1916-17 (mid World War 1), during which time he sent the Zimmermann Note / Telegram, a document whose clumsy diplomacy (trying to trigger a Mexican invasion of the US) contributed to America’s entry into the war and earned Zimmerman lasting infamy as a hapless failure. Born 5 October 1864, Died 6 June 1940. Early Career Born in 1864 Marggrabowa, East Prussia (now called Olecko and in Poland), Arthur Zimmermann followed a career in the German civil service, moving to the diplomatic branch in 1905. By 1913 he had a major role thanks partly to the Foreign Secretary, Gottlieb von Jagow, who left much of the face to face negotiations and meetings to Zimmermann. Indeed, Arthur was acting as Foreign Secretary alongside German Emperor Wilhelm II and Chancellor Bethmann Hollweg in 1914 when the decision to support Austria-Hungary against Serbia, and thus Russia, and thus enter into the First World War, was taken. Zimmermann himself drafted the telegram giving notice of Germanys commitment. Soon most of Europe was fighting each other, and hundreds of thousands were being killed. Germany, in the middle of it all, managed to stay afloat. Arguments Over Submarine Strategy Jagow remained Foreign Secretary until the middle of 1916, when he resigned in protest at the governments decision to resume unrestricted submarine warfare, which was likely to provoke a US declaration of war against Germany. This style of warfare involved using submarines to attack any and all shipping they found, whether or not it appeared to be from neutral nations (although American was using an odd sort of neutrality at the best of times), and one major target was US civilian and shipping craft. The US had warned earlier in the war that such tactics might induce it to fight Germany.Zimmermann was appointed his replacement on November 25, thanks partly to his talents, but mainly to his complete support of the military rulers – Hindenburg and Ludendorff – and the submarine policy, which was now going to going ahead. Reacting to the threat from America, Zimmermann proposed an alliance with both Mexico and Japan to create a ground war on US soil. However, the telegram of instructions he sent to his Mexican ambassador in March 1917 was intercepted by the British (not entirely honourably, but there was   a war on) and passed onto the US for maximum effect: it became known as the Zimmermann Note, severely embarrassed Germany and contributed to the American publics support for war. They were, as you might imagine, angered by Germany trying to bring bloodshed to their own country, and were now keener on exporting some of their own in return. A Lack of Denials For reasons that still baffle political spokesmen, Zimmermann publicly admitted to the telegram’s authenticity. Zimmermann remained Foreign Secretary for a few more months, until he retired from government in the August of 1917 (largely because there wasnt a job for him anymore). He lived until 1940 and died with Germany again at war, his career overshadowed by one short communication.

Compare and Contrast «The Searchers» and «Dances with the Wolves»

Compare and Contrast  «The Searchers » and  «Dances with the Wolves » Introduction It seemed to be an American tradition to be fascinated by films that depict the western culture of the United States of America. During the 20th century, novels and movies that depicted the western culture of the country were widely spread and sold within the country.Advertising We will write a custom essay sample on Compare and Contrast:  «The Searchers » and  «Dances with the Wolves » specifically for you for only $16.05 $11/page Learn More Perhaps, The Searchers directed by John Ford and released in 1956 and Dances with the Wolves produced by Kevin Costner in 1990 were one of the best selling movies during the 20th century that gave an insight into the western culture and the interaction between the Native Americans and the settlers. In both of these movies, the similarities and differences between these two cultures are clearly presented. In addition, the relationships between the two nations are also exhibited in an almost exact man ner reflecting a true picture of the current state of affairs during the 19th and early 20th century. The main aim of this essay is, therefore, to compare and contrast these two films. An Analysis of the Films The film Dances with the Wolves was written by Michael Blake. It was directed and starred by Kevin Costner. The film is a western epic film that showcases the life and events of an army lieutenant named John J. Dunber (Kevin Costner) after the American Civil war of the 1860s. After finding out from the doctor that his leg is to be amputated because of the injury that he suffered in the course of the war, Dunbar sacrifices his life and leads the army against the enemy. This heroic act comes about after he saw that it was better for him to die for his country rather than to live with one leg. Ironically, his brave acts lead his people to victory over their enemies. As a result of his heroic deed, Dunber is asked to choose a place where he should be deployed after the war. In Cos tners film, Dunbar chooses Fort Sedgwick that is located in the southern part of Dakota. He says, â€Å"actually sir, am here at my own request. Ive always wanted to see the frontierbefore its gone† He is then posted to Fort Sedgwick as per his request. However, on arrival, he finds the fort abandoned. The area is also not secure since he is vulnerable to attacks from the nearby tribes. Despite the solitude, Dunbar decides to settle at the fort and rebuild it. For the first month, he spends all his time alone. It is during this time he makes friends with a wolf whom he names as Two Socks after the two white paws that it has on its fore limbs.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More During this period, Dunbar encounters attacks from the members of the Sioux tribe who try to drive him out of his horse on several occasions. In response to this, he decides to go to their cam p and make peace with them. On his way, he meets with a Native American woman who is injured. Dunbar rescues her and takes her back to her village for treatment. This woman called Stand with a Fist is an adopted daughter of the chief. To show their gratitude, the members of the village accept Dunbar into their village. Due to the language barrier, they communicate using the signs with Stand with a Fist acting as a translator. After a while, Dunbar adopts the culture and lifestyle of the villagers. He even marries Stand with a Fist. Then he decides to return to the fort where he finds that American soldiers have taken over the place. He is arrested since he looks like an Indian. Since he refuses to give away the whereabouts of his tribesmen, he is taken back east for conviction. During this journey, Two Socks follows the convoy in a bid to rescue Dunbar. However, he is wounded in the process. The members of the Sioux tribe show up just in time, kill all the soldiers and rescue Dunbar . Because of the fear that he may be seen as a traitor, Dunbar abandons Stand with a Fist and the other tribesmen. On the close of the film, the American soldiers are seen searching the mountains for the Sioux but in vain. The Searchers is also a western epic film. The film is based on a 1954 novel by Alan le May and directed by John Ford. The film begins with the return of Ethan Edwards to his brothers home in Texas after the end of the Civil War in 1868. A few days after his return, he finds out that the cattle belong to his neighbour. Because of the rage that they have, they decide to retaliate by chasing after the cattle rustlers. However, this is only a diversion, and after they have left their homes, the Comanches come and steal things from their homesteads, kill the rest people, burn their houses and kidnap two underage girls; Debbie and Lucy. The whole film evolves with Ethan, Clayton and Martin searching for the girls. This pursue takes years. In the process, they manage to find the remain of Lucy in an abandoned cave. They also find Debbie who appears to be married to a local Comanche chief called Scar. After a confrontation with Ethan, Debbie refuses to leave her new life that makes Ethan want to shoot her.Advertising We will write a custom essay sample on Compare and Contrast:  «The Searchers » and  «Dances with the Wolves » specifically for you for only $16.05 $11/page Learn More However, Martin shields her with her body. In Fords film, Ethan draws his gun and points it at Debbie who says, â€Å"go Martin, go.† Ethan keeps shouting, â€Å"Stand aside,† but Martin refuses. In the end, they let Debbie go. However, near the end of the movie, they manage to rescue Debbie against her will and kill Scar, the Comanche chief. From the above description, it is evident that both these films are western epic movies that show life as it was soon after the civil war. In these two movies, the hostility that existe d between the Native Americans and the settlers is also brought out clearly. This is shown when the members of the Sioux tribe try to rob Dunbars horse and when the Comanches steal cattle and kidnap the two girls. Although these are hypothetical events, many cases of the same nature were reported to happen during this era. For instance, there were approximately 90 child kidnappings in Texas during the first half of the 20th century (Chan 512). Both of these movies are also about love and passion. This reveals in the love and affection that Ethan has for Debbie and feelings of Dunbar to Stand with a Fist. However, in Dances with the Wolves, the heroism that is normally associated with the Americans and American soldiers is not shown. As a matter of fact, the American soldiers are seen as normal individuals who are prone to error. The warriors of the Sioux tribe kill them and when the reinforcements come, they are unable to locate their camp. On one hand, Dunbar is also assimilated in to their culture. This act is viewed as inferior to most people. On the other hand, The Searchers shows that the Americans are superior beings and more intelligent over the Comanches. They are able to track them easily down and use their brilliance to rescue Debbie. This is a theme that was used in most western epic films. Conclusion Both of these two films show the way of life of the American people and their neighbours just after the civil war. These movies are important since they give us an insight into the way of life of people during that era. They show the social, political and economic status of American society, especially the community that lived next to the Native Americans. Despite their similarities and differences, these films are a good representation of the American History after the Civil War.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Chan, Rita. Directory of American Scholars: History. Boston: Sage, 1999. Print. Costner, Kevin, dir. Dances with the Wolves. Orion Pictures, 1990. Film Ford, John, Dir. The Searchers. Warner Bros. Pictures, 1956. Film

Marketing Communications Plan Essay Example | Topics and Well Written Essays - 2000 words - 1

Marketing Communications Plan - Essay Example 4). A marketing communication plan aims at building market awareness of a product or service. It also aims at coming up with the ways and means of reaching the market and impacting it as much as possible The product in this marketing communication plan is the iPhone and this plan has been designed using the SOSTT+4Ms structure (Blythe 2006, p. 53) IPhone is a brand of smartphones created and marketed by the Apple brand. It was introduced for the first time in the market in 2007 and has undergone four transformations. Currently, the most advanced of the iPhones is the iPhone 4, which has greater capability than the first three generations of iPhones that were introduced into the market. The first two models of the iPhones have ceased being produced. IPhones were the first to add a compass and a front facing camera to their features. The first iPhone was made public in 2007 and it immediately received massive approval in the market with millions of sales being made in the months to come. A year later the iPhone 3G was introduced in the market again and in 2009 the iPhone 3GS was introduced. This latest model was much cheaper than the others, as Apple was making an attempt to get a hold of a larger market than with the first two generations of iPhones. With the iPhone 4 being the latest model in the market, the iPhone 3GS is the cheapest model in the market (Apple Inc., 2011). Upon the introduction of the iPhones into the market, sales have shot through the roof. Millions of sales were made in the first few quarters of the existence of the iPhones in the market. By the end of the financial year 2010, there were more than 72 million units of iPhones sold all over the world. It is expected that 2011 will show a tremendous improvement in these figures thanks to the introduction of the iPhone 4 into the market. Currently, the iPhone holds more than 50% of the worlds profit in mobile phone sales and has for a while