Asian Business - Case Study of Mitsui Essay Example | Topics and Well Written Essays - 500 words

Asian Business - Case Study of Mitsui - Essay Example The prevailing procedure during that era was that products were made to order, and Mitsui defied common business sense by making products first and then selling them. Mitsui’s initial foray into the banking and finance industry came in the late 17th century. Moving money between cities during that feudal era was extremely risky, so Mitsui established â€Å"money exchanges† in Edo. Much like a primitive precursor to a Western Union, these establishments accommodated the transfer of funds and reduced the amount of risk involved in the transaction( Shinjo, 1962 11) By 1876, the company had established Mitsui Bank, which was the nation’ first private bank. Running up to the early 20th century, the company came to be known as one of the largest zaibatsu in Japan. A prominent feature of pre-World War II Japan, a zaibatsu can be loosely defined as â€Å" a business entity composed of several diversified enterprises owned and exclusively controlled by a single family â €Å"( Morikawa, 1970:62) These ironclad monopolies enabled the company to be a central business figure in pre-war Japan. Picking up the pieces after the war, the remnants of the companies from the dismantled Mitsui zaibatsu reformed themselves into the so-called economic miracles of the postwar era, the keiretsu. Resembling the functional equivalent of a western conglomerate, the reformed business group was launched with a capitalization of 195,000 yen and roughly 35 employees. Its forays into foreign trade greatly furthered the country’s post-war economic rebirth. In the 1960’s Mitsui took advantage of rapid trade liberalization, and was successful in securing a stable supply of food, oil, and coal for domestic use coursed through its overseas holdings. An investment into natural gas resources in the 1970’s shielded the company from the decade’s oil crisis, and helped blunt the effects of the worldwide economic downturn. (Mitsui,

Unemployment in America Research Paper Example | Topics and Well Written Essays - 2000 words

Unemployment in America - Research Paper Example Unemployment in America The analysis then is extended to examine a variety of macroeconomic concerns that have been argued to contribute to unemployment. In these regards, the research argues that Federal spending and the increasing National Debt are major areas of concern regarding investment that could contribute to improved unemployment. It then demonstrates that the very nature of the American political and economic sectors contain significant structural elements that are contributing to the country’s high and rising unemployment rate. Background After the Great Depression, the United States experienced unprecedented economic growth and progress almost until the end of the XX century. During the early years of the XXI century, this growth continued in sometimes staggering proportions with house prices steadily rising and Americans enjoying sizeable employment success. In 2008, this stopped. With the sub-prime mortgage crisis leading the charge, America and, eventually, the world economy experienc ed perhaps the greatest economic collapse since the Great Depression. American unemployment rose to staggering rates, leaving citizens and politicians equally perplexed about the future. Even as some progress has been made in staving off the tide of unemployment, including lackluster reform policies, in great part the American economy is still experiencing a large number of problems, most prominently in terms of employment. One of the overarching considerations in regards to unemployment in America is the unemployment rate. The unemployment rate, as the name indicates, is a statistical measure established by the United States government; it indicates the amount of Americans that are currently unemployed. The American unemployment rate over the last decade demonstrates a number of trends, some of them highly problematic. Unemployment Rate 2002-2007 While the unemployment rate was at a slightly high but manageable 5% at the beginning of the ten-year period, it lowered significantly through 2007 (Hupp 12). While the exact causes of this lowered rate are complex and multi-varied, a reasonable assumption can be made that the infusion of capital into the American economy coupled with technological innovation that placed the United States at the forefront of development greatly contributed to these shifting trends. Still, perhaps more problematic is the recognition that this declining unemployment rate  œ nearly reaching 4% in 2007 – is greatly contrasted with the startling spike caused by the 2008 recession (Hupp 12). Unemployment 2007-2009 The spike in the unemployment rate during 2007-2009 demands specific consideration be given to the juxtaposition of these rates and the potential causes of the Great Recession. This research argues that the declining unemployment rate between 2003 and 2007 is at least partly attributable to a bubble economy that was brought on by inflated home prices. The eventual mortgage crisis that would lead to the recessionary period and spike in unemployment was at least partially caused by a correction in the true value and production of the American economy. The Economist points out that even when the economy begins to recover certain job sectors may never see pre-recession employment figures. It argues that: â€Å"The past decade’s jobs in retail and in entertainment were largely supported by household borrowing. Not only is a new wave o f borrowing unlikely to develop after the

Lord of the Flies vs. A Separate Peace Essay Example for Free

Lord of the Flies vs. A Separate Peace Essay In the World Book Dictionary, jealousy is defined as being in an envious condition or feeling. Many can relate to this feeling, because they have personally experienced jealousy before. Although these people may share a similar feeling, the way each individual acts upon his/her feeling is different. Some just ignore their jealous feeling, hoping that it would quickly go away so that they can go on with their daily lives. Others become so overwhelmed that they actually may act on their emotions, expecting that their action would make them feel better. Usually, the contrary occurs. The person does not feel better about himself; instead, bitter feelings, a loss of respect, or even a loss of friendship are common consequences. In the novels Lord of the Flies by William Golding and A Separate Peace by John Knowles, the characters Jack and Gene both experience jealously towards another person, and their actions, motivations, and feelings all circumnavigate around jealousy. In Lord of the Flies, once Jack realizes that Ralph is going to become chief, he totally changes and becomes the antagonist. First of all, Jack acts out on his jealousy by attempting to harm Ralph. Although Jacks scheme to kill Ralph is unsuccessful, Ralph is still very close to death. In the novel, the reader knows that Jack is plotting to kill Ralph because Samneric informs Ralph, Theyre going to hunt you tomorrow[Jack] sharpened a stick at both ends. When Samneric reports that Jack sharpened a stick at both ends, they imply that Jacks cult plans to decapitate Ralph and stick the prized possession on an end of the stick like it did to the sow. Jack desires to use the head as an offering for the Beastie, a fictional monster that the boys believe haunts the island. As stated before, Jack decides to create a clan from his motivations that arise because of his jealousy. Moreover, since Jack knows that Ralph is always going to be elected chief no matter how many times the group of boys vote, Jack starts his own clan and elects himself as chief. When he does this, he openly tells his colleagues, Anyone who wants to hunt when I do can come too. By stating this, he is simply persuading people to support his feat. As Jack plans the death of Ralph, he does not feel any sense of remorse or guilt for plotting to kill his old friend. Jack is just excited that there will be a big hunt for Ralph. Gene also transforms drastically in A Separate Peace after he realizes that he will never be as athletic as Finny. Finny has always been able to accomplish goals and achievements that no one else can reach. Furthermore, Gene becomes jealous. In response to his covetousness, Gene harms Finny by [taking] a step toward [Finny], and then [Genes] knees bent and [Gene] jounced the limb. Gene does this so quickly that he does not realize the consequences in jerking the tree limb. He does not know that his action would affect the rest of Finnys life. Unlike Jack though, Gene does not seek the support of his friends. All Gene wants is for Finny to understand that Gene did not hurt Finny on purpose, and he is greatly sorry. However, when Gene attempts to explain this to Finny, Finny just brushes it off and tries to convince Gene otherwise. He says, I dont know, I must have just lost my balance. It must have been thatI just fell. Another difference is that after Gene shakes the limb and makes Finny fall and break his leg, he feels guilty about his act of jealousy. Gene actually goes up to Finny numerous times to explain that Gene was actually the one who made Finny break his leg, but Finny does not listen. Finny just stubbornly sticks to his reason to [being] clumsy and not watching where [he] was stepping. Ultimately, Gene is immersed with sorrow and guilt. His envy for Finny not only backfires; it creates endless shame and remorse. In the novels Lord of the Flies by William Golding and A Separate Peace by John Knowles, the main characters actions, motivations, and feelings are all outcomes of their jealousy towards another. Jack and Gene share the similarity of attempting to harm another due to their envious motivation. Yet, they are different as seen through their ultimate feelings. Both Jack and Gene aspire to become equal to their rivals, even if they must harm their friends to accomplish self-fulfillment. In the end, Gene suffers from guilt while Jack cannot be more pleased when his newly established clan obeys him to kill Ralph. Richard Griper says it best: Jealousy is nothing unless you act upon it.

E Learning And Its Influence

E Learning And Its Influence ABSTRACT The current focus with all the educationists is to ensure that technology is used effectively to address various issues with problems related to student motivation, participation, absenteeism, drop-outs and gender bias, performance to name a few. Using technology in Science education is no exception to this. In fact nurturing an inquiring mind and a scientific temper in students has always been the aim of education across the world. This paper is to review the different e-learning techniques and their impact on professional education Keywords: Technology and e-learning 1 Introduction: Online data has revolutionized many of the ways we receive and use information these days. The availability of online resources has changed everything from finding a new house to reading the newspaper to purchasing plane tickets, and as a result has disrupted established structures. Internet technologies have also present challenge to established telecommunications companies. Lots of blogs, social networking sites, and interactive online games have created new modes for interaction between students and teachers. Digital technology makes informative content easier to find, to access, to manipulate and remix. Virtual web based environments for teachers now enable them to seek help from other teachers, locally, nationally, or globally in solving their day to day educational issues classroom problems, sharing lesson plans and materials, interacting with experts in particular fields, planning collaborative curriculum development projects. 2 E-learning an introduction To infuse technology into learning, in the early years of the program, the institutions have focused on getting teachers ready for an environment where every student has at least one technology device at their fingertips. Between cell phones, laptops and slates, students are coming to school already equipped to learn differently. The digital tools are engaging and motivating to students and teachers are excited about the changes they are seeing. The one-to-one computing environment actually personalizes the educational experience for students. Teachers are able to customize learning, designing targeted activities focused on a childs strengths and weaknesses. The virtual environment lends itself to a blended approach to teaching and the ability to collaborate with other teachers to create assignments that connect curriculums so that learning is more meaningful and relevant. 2.1 The Significance of E-learning : In todays times there is an important view that organizations form on the investments in human capital and enterprise IT systems with enterprise success metrics such as revenue, profitability, knowledge measurement, retention, and talent attraction. Therefore, there is no doubt that e-learning provides a foundation for performance monitoring that makes those correlations between people and learning technologies possible. The benefits of e-learning are as follows One focused on the needs and interests of individuals who are linked to competency and accomplishment. The other more closely aligned with the needs of the enterprise, tied to true business results. Learning is a deeply personal act that is facilitated when learning experiences are relevant, reliable, and engaging. During those early days of e-learning, we learned the hard way that simply building a learning system that could be accessed over the Internet did not guarantee that people would have much need for, or interest in, the courses and programs, regardless of the provider. We learned that shoveling courseware online did not provide anyone faculty, students, or administrators with an online experience that was much more than tedious electronic page-turning. Sometimes we learned the hard way that doing learning unto others could quickly de-motivate and disengage the very people we had hoped to serve. Therefore, technology engages learners by structuring and organizing information, by displaying and demonstrating procedures and operations. It can help make a learning experience more memorable and can help relate new information to that which is already known. 2.2 Education for everyone: When technology and learning will be together, it will solve many of the problems faced by India by creating a complete education system for every student, young or old, rich or poor, urban or rural. Because of the following reasons †¢ Technology and Learning can enable education that is not anymore limited to a particular region or age group. †¢ It will be learning anything, anytime, and anywhere from multiple authorities from the comfort of your home, village, town, city from any web-enabled device. †¢ It will lend a helping hand in the process of identification of brilliant global students living in villages of India, based on their ability to interact within an intelligent e-learning environment. 2.3 Internet usage and web-based education: Web-based courseware is not merely an electronic duplicate of the original course material. It represents a new type of educational materials which takes full advantage of the emerging Web and multimedia technologies in order to achieve an effective yet enjoyable learning process. These, complex concepts are introduced in innovative ways. Full linking to vast resources available worldwide introduces new levels of value to the courseware. A Web-based course is envisioned as a dynamically-evolving resource that will prove beneficial to both students and instructors alike. That is, a Web-based course is developed through the efforts of a team of professionals with a complementary range of skills, as opposed to classical course design, which is typically developed by faculty alone. 2.4 learning in a group : An online lecture or presentation of teaching material published on the Net becomes accessible to many learners. The most common technology for this communications was the electronic bulletin board (BBS) and electronic mail discussion lists where course notes were given with read-only access for students. Since the extensive implementation of interactive WWW technologies in the distribution of educational information, various forms of courses on the WWW have become common. WWW technologies have made it possible for materials on the Net to be published with ease. Other learners can thus become the source of information for the learner. 2.3 Creating a new educational platform: One of the first areas that requires change is education perception of technology as it relates to its mission. For the past decade, most attempts to use technology in higher education have been very haphazard: systems have been designed only to automate existing processes, computers have been thought of as strictly computational devices, and desktop workstations have not accomplished much more than replacing the typewriter and the adding machine. Today, however, technology is creating a new educational platform and is reconfiguring the way a student learns. It can be Interaction between the students and professors in the educational process Interaction between the students and professors while searching for information on the Net Joint activities of professors and administration. Students joint research projects. 3 Types of E-learning: E-learning is emerging as a solution for delivering online, hybrid, and synchronous learning regardless of physical location, time of day, or choice of digital reception/distribution device. E-learning programs are implemented in the following ways: 3.1 Virtual classroom: This model of e-learning continues to be the most familiar analogue for building e-learning programs. The intention of virtual classrooms is to extend the structure and services that accompany formal education programs from the campus or learning center to learners, wherever they are located. The virtual classroom is for learners who may be pursuing a distance education degree made up entirely of online lessons, and it may include campus-based courses, where students join in from a variety of on- and off-campus locations-in a real-time class session via the Internet. 3.2 Online learning: This model of e-learning revolves around its dependence on courseware, delivered over the Internet to learners at a variety of locations where the primary interaction between the learner and the experiences of their learning occur via Networked Computer Technology. 3.3 Rapid e-learning: This is a direct response to e-learning products that made it hard for nontechnical subject matter experts and learners to contribute and make use of multimedia learning content to the knowledge base. 3.4 Mobile learning: This type of learning builds on the availability of ubiquitous networks and portable digital devices, including laptop computers, PDAs, game consoles, MP3 players, and mobile phones, and it takes advantage of place-independent flexibility that comes from working away from the desktop. Mobile learning provides the opportunity to connect informal learning experiences that occur naturally throughout the day with formal learning experiences. Common tools for producing mobile learning content include Flash Professional, Flash Media Server, and Flash Lite. 3.5 Interactive group learning: The key premise for science education has been to involve young minds in activities that arouse curiosity, generate interest in research, invention and innovation. Learning based on understanding is essential to innovation and creativity. Finding answers to the question WHY leads to WHAT and HOW, which takes one on a path of discovery and understanding. Interactive Group Learning provides immense possibilities for achieving this. Observing, Discussing, Exploring, Problem Solving, Doing and Creating with your peers, not only makes the process fun but also nurtures teamwork and collaboration. Building hypothesis and validating them as a team ensures that children can handle all types of real-life situations as well. 4 Fundamental Ingredients 4.1 For Building Virtual Learning Solutions: In the Adobe world, common tools used for constructing virtual classrooms include such applications as Adobe Acrobat ® 8, Adobe Acrobat Connect Professional (formerly known as Macromedia ® Breeze ® Meeting), Adobe Presenter 6 (formerly Breeze Presenter), and Adobe Captivate 2. 4.2 For Building Online Learning Solutions: Adobe tools, which have long been the de facto standard for creating interactive digital learning content, include such familiar products as Flash ®, Dreamweaver ®, Photoshop ®, Illustrator ®, Adobe Premiere ®, Adobe Contributeâ„ ¢ and Adobe Captivate, to name a few. The rising trend of integrating dynamic, modular learning content-learning objects-in face-to-face and e-learning programs alike is expected to drive greater demand for solutions built on Adobe Flex ® and Adobe LiveCycle ® platforms. Greater interoperability with industry leading LMS platforms extends integration of Acrobat Connect Professional. 4.2 For Building Rapid Learning Solutions: Rapid e-learning uses tools such as Adobe Captivate 2 and Adobe Presenter 6 to reduce the time it takes to produce rich, engaging Flash learning content, while allowing more non-technical contributors, including subject matter experts (SMEs) and students, to share their SCORM and AICC conformant Adobe Captivate learning objects as a stand-alone Flash movie or as an element of a multimedia portfolio that can be securely shared within an Adobe PDF document. 4.3 For Building Mobile Learning Solutions: From specialized content creation tools such as FrameMaker ® to Adobe Acrobat and all of the Adobe Creative Suite ® and Adobe Studio tools, to server products such as ColdFusion ® and those for creating rich Internet applications with Flex and LiveCycle, Adobe tools are a fundamental ingredient for building e-learning solutions that respond to any and all e-learning deployment models. It is important to understand that all solutions for e-learning are all based upon creating and extending rich, retentive, engaging learning experiences that connect learners with instructors, other learners, and rich learning content assets regardless of physical location. Therefore, e-learning and technology mediation, play a significant role and we need to stand up and realize the value that rich, engaging content creation, distribution, and management tools contribute to the experience of rich, effective e-learning programs enables new levels of engagement and participation among all learning stakeholders 5 E-learning Contents 5.1 Content which enables active and constructive learning: Content that enables active and constructive learning focuses on exploration. The user interacts with the content, explores objects in the defined environment, observes effects of the exploration and concludes from the experience. For example, explaining phenomena like Eclipses. What is the basic concept behind eclipses, how do they occur, are some of the questions that fascinate every student. Imagine, getting an interactive learning aid, where you can form shadows and explain the formation of eclipses. Simulations like these will not only explain but prove to be a powerful teaching aid. Relate this to the real life coverage in television and the understanding is complete. 5.2 Content which redefines interactivity : Interactivity is not about clicking the mouse and exploring data on the computer screen, but is about making a meaningful learning experience for the user and class. Content can be explored with the help of a mouse, but it also has to bring context to learning. It has to provide for observation, correlation and conclusion. Presentation and design of the content should ensure that by viewing and exploring it, the class gets interactive. 5.3 Concept based content versus syllabus-mapped content: Computer based instruction is a reality all over the world and India is no exception. Governments across are keen to create and develop content mapped to their syllabus. There are two important considerations here: a) whether the content covers all the concepts and b) whether the content is culture specific. 5.4 Designing computer-based teaching learning aids: A variety of teaching-learning strategies can be used while designing content. Listed below are a few key ones: Active Learning These strategies focus on exploration. Users can explore content and construct interpretations. Constructive Learning Strategies that bring context to learning as students begin from a point of already existing personal experience, knowledge or interests. Cooperative Learning Strategies that take advantage of and build upon   shared individual knowledge. The possibilities of using technology and computer-based teaching learning materials in the science classroom are immense. The need is for professional educators to be actively involved with instructional designers and multimedia experts in the creation of this content. The need is for teachers to participate in the process and act as facilitators. This will ensure that we expand the resources for teaching and learning in the science classroom beyond imagination.  Ã‚  Ã‚   6 Challenges and opportunities: Major changes have occurred in the world economy, in particular with regard to the information-bearing technologies. These demand the attention of governments for education and for human resource development. While the last two decades have seen considerable growth in education and training, the world still suffers from intolerable inequalities at the international level and sometimes within nations. Low quality and insufficient relevance are other concerns. At the root is often the problem of financing adequate provision, and of outdated structures for education and training. This is giving rise to contradictory situations where those who have the greatest need of them like rural communities, illiterate populations or even entire countries who do not have access to the tools which would enable them to become full-fledged members of the knowledge society. For the student/learner digital learning means increased access and flexibility as well as the combination of work and education. It may also mean a more learner-centered approach, enrichment, higher quality and new ways of interaction. For employers it offers high quality and usually cost effective professional development in the workplace. It allows upgrading of skills, increased productivity and development of a new learning culture. In addition, it means sharing of costs, of training time, and increased portability of training. 7 Impression on Student Learning: How does one evaluate the nature and depth of the learning that takes place in any environment? Students performances provide some clues. A complex chain of thinking skills fuels the process of presenting a science project. These skills include mastering fair-testing concepts, applying them in order to craft new hypotheses, and designing ways to test them. Students use prior knowledge and then interpret, implement, analyze, and evaluate it to create a new product. We can share the learning experiences by taking the following steps †¢ Video interviews with the early-adopter teachers regarding their experiences †¢ Video clips of student-teacher interactions †¢ Screenshots and multimedia submissions of student work, including e-portfolios †¢ Text documents delineating the rationale for using a technology-enhanced methodology †¢ Footage of teachers relating how they overcame initial resistance to technology-rich learning environments. 8 Future Trends of Learning object: An interesting future trend could be the use of Learning Objects in school education. Creating computer-based learning materials iscostly and time consuming. Syllabi are updated and upgraded every five years. Learning objects will not only prove to be cost effective, but will empower the teacher totally, giving them total independence to create multimedia content of their own choice. Learning Objects in this context are digital entities in the form of animations and graphics supported with voice-over and text. Traditional multimedia gave the teacher a pre-structured sequence of frames within the unit. In this solution the lesson is divided into different components of animations with voice-overs and text, graphics with voice-over and text and only text. 9 Conclusion: It has been shown that the use of the Internet in the sphere of organization and management of education leads to the increase of education accessibility on a global scale, and may lead to the growth of economic efficiency of an educational institutions activity. Taking the huge scale of the Internet into account, the creation of mechanisms designed for effective navigation of the Internet, and the collection, analysis, exchange and distribution of information for the specific use of education acquires great importance. Therefore it is suggested that we should Integrate Digital Learning Objects in the Classroom if we want to be the leaders in education industry because it is the need of the hour. We can recommend the following point for effective classroom learning Create an e-learning course. Use technology to revolutionizing your teaching. Give your institute a digital Identity. Implement new age education methodology.

The Daily Life in a Civil War Camp :: essays research papers

Officers in the field lived much better than enlisted men. They generally assigned one or two officers to a tent. Since they provided their own personal gear, items varied greatly and reflected individual taste. Each junior officer was allowed one trunk of personal belongings that was carried in one of the baggage wagons. Higher-ranking officers were allowed more baggage. Unlike infantrymen, who slept and sat on whatever nature provided, officers sometimes had the luxury of furniture. Enlisted men, unlike their officers, had to carry all their belongings on their back. On long marches men were unwilling to carry more than the absolute essentials. Even so, soldiers ended up carrying about 30 to 40 pounds. Each soldier was issued half of a tent. It was designed to join with another soldier's half to make a full size tent. The odd man lost out. When suitable wooden poles were not available for tent supports, soldiers would sometimes use their weapons. Soldiers endured the daily round of roll calls, meals, drills, inspections, and fatigue duties. Throughout this tedious and seemingly endless routine, it was often the personal necessities sent or brought from home, or purchased from sutlers (licensed provisioners to the army) that made camp life tolerable. Many of these items were used for personal hygiene, grooming, and keeping uniforms in repair. Today these diminutive legacies provide us with a very personal and tangible connection to the soldiers of the Civil War. Confederate and Union soldiers added various clothing and equipment to their military issue . To make their life more tolerable, they brought various personal items to camp or were given them by family and friends. Few soldiers owned all the items in this exhibit, although most had at least some of them. A variety of personal items were used by Civil War soldiers. Confederate and Union soldiers often wore civilian-style underwear that they provided themselves. Officers and wealthy individuals frequently wore linen undergarments purchased from commercial houses. Junior officers and enlisted men, on the other hand, usually wore military issued cotton and wool garments. Confederate "haversacks" were used to carry food rations. These bags were typically made of linen and lacked the waterproofing found on Union counterparts. Personal effects grew in number during long encampments and were reduced to a minimum during long marches and battles. Items would generally be boxed and stored in military bases or shipped to quartermaster storehouses to be held until the campaigning season was over.

student :: essays research papers

The first people that came upon the Ice Man were Helmut and Erika Simon that also meant that they were the first two to compromise the integrity of the site. When they got there they moved a birch bark bundle out of the way when they got (Page 8). The next person that came to the site was Markus Pirpamer, the manger of the Weisskugel Lodge. The way he affected the site was when he moved the axe from the rock next to the body to another rock that was close by, in addition to that he did some other general scavenging (Page 13). Anton Koler also came in and looked around the site, he even moved the axe in order to take a better picture of it (17 Page). Markus was the first to remove an item from the site, the axe (Page 17). Hans Kammerlander disturbed the site by taking the stick off the ledge near the string and fur and using it to hack away the ice around the body (Page 23). There are many thing that the could have been done better as far as the excavating of the Ice Man, the biggest being how they did it. Because every showed up at first with the thought of it being a recant accidentally death of a climber, show because of that they took less care of the scene than they would have if the new it was an archeological find. Koler used a mini jackhammer to try and unbury the Ice Man and while doing so he struck the body itself. All the moving around of all the things makes it impossible to know exactly were everything was in relation to Otzi. I has prevented us from learning for sure f this was the original place of death, meaning has the ice melted and moved this whole group half way down the mountain. This is brought up by the fact that the body was found with the blue ski clip, obviously not something from the time of the Otzi. Another thing that went wrong with the excavation is the way he molded because of the way he was left in the ice over night, eve n though covered. When dealing with the Ice Man the archaeologists had to apply different methods at different parts in time. At the very beginning before any of the real excavating had been started there was some relative dating done with the axe, using knowledge of previously found axes of this same type or style to try and put the Otzi in a time period.

Character of Curley’s wife in Of Mice and Men Essay

The novel Of Mice and Men was written in the 1930’s by a man named John Steinbeck. The book is set in America and at a time during the Great Depression. This was when the stock market had crashed some years prior, lots of companies went bankrupt, the banking systems failed and a massive soar in unemployment was witnessed. Also during this period of the Great Depression droughts were seen in the southern and western states of America with failed harvests in Kansas, Oklahoma, Arkansas and Texas. The fertile grassland that once was, became desert like and the area became known as the â€Å"dust bowl†. During this time the women fitted into this society as the home keepers, the men would go out to earn money whilst the woman stayed home to ensure things ran along smoothly there. The key terms that I will be evaluating in this essay, is how Steinbeck portrays Curley’s wife and how he attempts to make the reader either feel dislike or sympathy towards her. In chapter t wo Steinbeck describes Curley’s wife as a â€Å"tart†, this is a derogatory term used to describe a female who could possibly be â€Å"loose† or â€Å"promiscuous† even if they are not. Even before the reader is introduced to Curley’s wife, Steinbeck begins to tempt the reader to dislike her. Further on in the chapter when she is being introduced for the first time, Steinbeck uses imagery to describe Curley’s wife, he writes about her â€Å"full rouged lips†, her â€Å"red finger nails†, the â€Å"bouquets of red ostrich feathers† and the â€Å"red mules† she is wearing. Here the reader can see that Steinbeck is using connotations of the colour red. Red is seen as a provocative or seductive colour, it can also be seen as a colour of warning or danger. Here Steinbeck could possibly be trying to foreshadow future events to come. From this the reader may begin to already form a dislike towards Curley’s wife as it appears that she attempting to attract the attention of the workers on the farm, this would be an un-natural way for a married woman to behave. In chapter three Steinbeck continues to describe Curley’s wi fe in a negative manner. Steinbeck uses the term â€Å"jail bait† when she is being spoken about by the farm workers. The term jail bait is a metaphor as you cannot literally be a piece of bait that will end another up in jail. A woman who is described as jail bait is somebody who attempts to look older than they  actually are, and are possibly attempting to attract a suitor to take the bait, if this event comes to fruition the suitor could find himself serving a lengthy prison sentence. Further on in chapter three, Steinbeck writes about Curley’s wife as having â€Å"the eye† all the time, Steinbeck again is using a metaphor to descried Curley’s wife actions towards the farm workers. You cannot actually have the eye, what Steinbeck is doing is attempting to show the reader that she is always looking for attention and has to act in a provocative manner to obtain this. The reader may begin to feel strong dislike towards Curley’s wife now, as this is not the way any married woman should act. However it also begins to show the reader what a lonely existence it was for women during this era and possibly all that Curley’s wife actually craved was social interaction which is a basic need for any human being. Steinbeck again could possibly be foreshadowing future events to come. In chapter four Steinbeck begins to touch more on the lonely existence for a woman during this period of time. Curley’s wife speaks about wanting to â€Å"talk to somebody ever once in a while† this again represents the loneliness that she may be experiencing and again possibly the cause for her acting in the manner that she does around the workers. Steinbeck here uses imagery as the reader can imagine Curley’s wife being completely alone from female contact and only having Curley to speak to and the farm workers when Curley is not around. Steinbeck could also be possibly foreshadowing future events to come. Further on in the chapter Steinbeck also creates an element of fear towards Curley’s wife, this is seen when she is talking with Lennie and Candy. Curley’s wife states to Candy that she could get him â€Å"strung up† on a tree when she is challenged by him. Steinbeck a gain is using imagery and a metaphor to describe what will have. Being strung up is a referral to being hung, this would be done by making a noose at one end of a rope and hanging it over a branch and tying it to a tree, unfortunately a person then has the noose put over his head and then the rope is pulled tight and the person is effectively â€Å"strung up†. From this the reader may begin to feel a strong dislike to Curley’s wife even though she could possibly be lonely, the way she is going about getting the attention she craves is not the way to win people over. Making threats to a person who already may not get the best treatment, will only make them fear the consequences more if they are found out. In chapter five Steinbeck uses imagery to describe the way  Curley’s wife quietly approached Lennie in the stable, the reader could feel that this is a sneakily way to get close to Lennie and then before he can get away from her she is upon him. Steinbeck also describes Curley’s wife as having little â€Å"sausage curls†, Steinbeck is using personification to describe her hair, as in reality you would not have sausage as curls in someone’s hair, and again may be attempting to sway the reader to dislike her, also from this the reader may feel that Curley’s wife can be quite sly and cunning at times, the way that she approaches Lennie in the barn is not the norm if you are just strolling about, it must be a calculated act, knowing full well that she will catch Lennie alone. From this the reader may feel a strong dislike towards her, this is due to the fact that although she is married, she is still attempting to get one of the farm workers alone. It is almost like she cannot resist the temptation. And ultimately in the end if anything was to happen, the worker would move on and she would have knew victims to try and entice. Throughout the novella the readers opinions of Curley’s wife may slightly sway from dislike to sympathy, this is because the way Steinbeck uses imagery to describe her at the beginning it is that of a loose and easy woman, craving the attention of men on the farm in an almost sexual and provocative manner even though she is recently married. This theme continues throughout the majority of the story at different intervals. She enjoys to wear red, she is always asking if anyone have seen her husband, she seems to relax more if they have not and enjoys the attention she attracts. The reader may also feel sympathy for her as when Steinbeck describes her wanting company, this could possibly be a reason for her always hanging around the worker and looking for Curley. Ultimately I feel the reader will show great dislike towards her, the way she acts is not the correct way for a woman to act regardless of loneliness. I feel that Steinbeck is attempting to draw attention to how lonely life must have been for any person during that period of time. The struggles that they must have come over and lengths that some people would have gone to achieve that.