The Status Of Women Ancient China - 1508 Words

When it comes to discussing the manners and customs that dominated in China in the past century, numerous topics appear. Thanks to the numerous written testimonies, we can almost reconstruct the life and experiences of people in ancient China. Of course, many of the practices described are not only interesting, but surprising. In this paper I am going to take a closer look at the status of women in ancient Chinese family. Relevance of the topic is that today the interest in the culture of Asian countries, including China grows and so does the number of works related to the history and way of lifestyle of the Chinese people throughout time. Moreover, we should take into account the fact that patterns of traditions affected the lives of modern Chinese women s behaviour. When we analyze the situation status of modern Chinese women, you can see a lot of similarities with the behaviour of women in ancient China, which can help to explain the phenomena of modern life of Chinese women, looking into the past. Before analyzing the status of girls and women in ancient China, we need to understand the fundamental principles of morality that dominated in the society in that time period. Confucius created the doctrine that 300 years after his death became a permanent impulse of social life in China, established rules of behaviour not only in the state, but also the family as a social unit.1 Confucian worshiping of ancestors and norms â€Å"Xiao† stimulated the blooming of the family and clanShow MoreRelatedThe Unique Sense Of Style The Ancient Chinese908 Words   |  4 PagesJust Imagine, walking around with some type of stigma based one your cloths you had one. During Ancient China, each dynasty or time period had their own specific style of cloths they wore. Each social class had different garments they worn to show their position within society. In this paper, I will take about the unique sense of style the Ancient Chinese had. Clothes During Ancient China periods, clothing symbolized the Clothing symbolized the harmonious relationship between social class and itsRead MoreWomen Of The Roman Empire1022 Words   |  5 PagesIn the Roman Empire, and in most ancient societies, the role and status of woman has been obscured by the bias of ancient male writers. Just as women are viewed in ancient Greece, and Imperial China, women in the Roman Empire were viewed as inferior to men. In the Roman Empire it was believed that women should be under the control of a guardian, which controls the aspects of her life. This guardian could be her father, husband, or a male relative (Nystrom). Marriage in the Roman Empire was not romanticRead MoreHow Chinese Culture Has Changed Over The Years1509 Words   |  7 Pagesclass is the role Chinese women played in ancient traditional society and how it has transformed in the many historical changes is the way of life in china. I aim to speak on women in ancient times, women at the end of feudal society as well as the role of women in present day China. I chose this topic because I view women as the backbone to the development or a nation, therefore the Chinese woman is paramount in one of the world’s great civilizations. The role of women in Chinese culture has changedRead MoreWomen During The Roman Empire921 Words   |  4 PagesAside from ancient Greece and China, there has also been much diversity and contradictory evidence for women in the Roman Empire. On one hand, the cultural assumption was that women were inferior to men and they should obey their husbands or fathers. While, on the other hand, there is scattered evidence that women were engaged in commerce, heading of the household, and influencing politics. An approach to this second assumption was suggested that their participation by women in all these affairsRead MoreHistory of Cosmetology Essay763 Words   |  4 Pagesnail care reveals some intriguing facts. It was a part of aristocracy and a symbol of status in ancient times. It was in the nineteenth century that nail care started to become a part of fashion and glamour. Today nail salons all over the world offer various nail care services and plenty of nail care products are available for use in home but it still in some way reflects that symbolism of aristocracy and status. Manicures began 5000 years ago. In Arab countries,  henna  was used for manicures. TheRead MoreAncient Rome And Ancient China939 Words   |  4 PagesAncient Rome and Ancient China were two different civilizations with very different yet very similar ways of life. Culture, religion, and more importantly, politics, helped make life the way it was for those who lived in ancient rome and ancient china. Politics were what made everything function, just as it does today. Politics is what was responsible for the wars that took place between civilizations, and why dynasty’s fell and why new ones rose right after. Politics were the backbone holding upRead MoreSimilarities And Differences Between Civilizations, Mesopotamia And Ancient China868 Words   |  4 Pagesto form the first functional communities, successful systems of organized laws over people, the distinction of social classes, economic income, and development of arts and educations. Two of histories well-known civili zations, Mesopotamia and Ancient China had similar experiences in the beginnings of their histories, they still have a different cultural and political views. These early civilizations experienced similar environmental situations that contributed to the shaping of their societiesRead MoreWomen s Rights Of Women1052 Words   |  5 Pagesof Chinese society where women have long been charged with upholding society s values in their roles as wives and mothers. Especially in the Qing Dynasty, women were required to balance society s ideals with the reality of raising a family and maintaining a household. Throughout the imperial period and into the beginning of the twentieth century, the relationship among family members was prescribed by Confucian teachings. The revered philosopher sought order in the ancient ties within a family andRead MoreChinese vs Greeks when It Comes to Influence708 Words   |  3 Pagesthe Chinese and the Greeks had the most influence. Emphasis should be placed on how Greek culture has spread farther and affected the world in ways the Chinese was unable to. We can see most roots of modern Western culture lying wi thin the Ancient Greek. Ancient Greece had a very large impact on todays’ modern world. The Greeks developed many amazing inventions, and ideals that have shaped our society. The various fields that were advanced include architecture, democracy, philosophy, science, andRead MoreConfucianism : A Great Chinese Thinker And Philosopher Who Lived During The Warring States1206 Words   |  5 PagesSingh Mr Rainey 18 June 2015 Ancient China Confucianism Who was Confucius? Confucius was a great Chinese thinker and philosopher who lived during the Warring States Period from 551-479 BCE. He was born in 551 BC, in Zou, Lu state in a family that was in between common people and aristocrats. He never held a high-class job, only working as a shepherd, cowherd, clerk, and a book-keeper. His mother died when he was 23 and he then mourned for three years, an Ancient Chinese tradition. Lu state had

Sexism in Shakespeares The Taming of the Shrew - 726 Words

How would you feel if you were thought as incompetent towards the other sex? The play, â€Å"The Taming of the Shrew,† by William Shakespeare leans towards a sexist viewpoint. It was written in the 1500’s, a time where women were seen as property to men. Many other Shakespearean plays were also considered sexist, because Shakespeare writes all of his plays around the central story of a man, and a woman’s relationship. It was rare that anyone during this time period was not sexist because this was how society generally functioned. As children were raised they were taught that they were either superiors to woman, or that they were inferior, and incapable. Many characters in â€Å"The Taming of the Shrew,† show sexism through their words and actions, sometimes without directly meaning it. From Kate, and Petruchio’s first meeting it is evident that he expected her to bow down to him and act like the â€Å"true woman† of the time period. This is because woman were seen as property to men, and expected to please them in every way possible. In the quote â€Å"This is the pointed day that Katherine and Petruchio should be married, yet we hear not from our son-in-law.† (III. ii. 1 -3.) It was the day of Kate and Petruchio’s wedding, and Petruchio was late, reflecting that he does not care about Kate’s feelings, or expectations for him. This tells me it was his first effort in taming her. At the same time, Petruchio was showing that he believes he will be dominant over her. ThereforShow MoreRelatedDiscrimination of Women During the Elizabethan Era: The Taming of the Shrew by William Shakespeare941 Words   |  4 Pageswomen. William Shakespeare’s The Taming of the Shrew has characters such as Petruchio, Baptista, Katherine, and Bianca that show how men overpowered women. During the Elizabethan era, there was heavy sexism. Women were discriminated. Through Shakespeare’s langua ge, men could speak to and about women in a disrespectful and derogatory manner. Women were voiceless and deprived of their right to speak. Women were inferior to men. During the Elizabethan era, through Shakespeare’s language, and inRead MoreSexism in The Taming of the Shrew by William Shakespeare Essay example1104 Words   |  5 PagesSexism in The Taming of the Shrew by William Shakespeare The Taming Of The Shrew by William Shakespeare is an introduction in the everpresent battle of women to be loving and caring wives, while at the same time holding on to our independence. Its plot is derived from the popular war of the sexes theme in which males and females are pitted against one another for dominance in marriage. The play begins with an induction in which a drunkard, Christopher Sly, is fooled into believing he is a kingRead MoreHamlet: a Feminist Approach Essay examples1224 Words   |  5 PagesHamlet: A Feminist Approach Sexism: the belief or attitude that one sex is inherently superior to, more competent than, or more valuable than the other (most commonly used for male superiority). This idea that women are weak is not a new one in the modern world. It has been studied for countless years along with the concept of a patriarchal society. A patriarchy is defined as a system of society or government in which men hold the power and women are largely excluded from it. Such systems currentlyRead MoreInterpreting Katherinas Speech in William Shakespeares The Taming of the Shrew1997 Words   |  8 Pagesin William Shakespeares The Taming of the Shrew Kate’s changes in Shakespeare’s play, ‘The Taming of the Shrew’ are going to be examined here. I will look at Elizabethan attitudes towards women and see if Kate resolves to conform to these views or to retain her shrewish persona. Additionally I will examine Shakespeare’s use of devices in her final speech (to see whether she is tamed) and how she is portrayed in Zeffirelli’s film. Women in Shakespeare’s time were not

Management Incentives Intangible Assets †MyAssignmenthelp.com

Question: Discuss about the Management Incentives Intangible Assets. Answer: Introduction: The overall assignment mainly focuses in evaluating the intangible assets measurement and recognition requirements that is provided in AASB.Moreover, the evaluation of the intangible assets could mainly help in identifying the relevant measures that needs to be taken by the organisation when enlisting the intangible assets. The relevant accounting standard of the intangible assets are mainly evaluated in the assignment to identify its relevant viability in the financial statement. Lastly, the evaluation of financial report of Wesfarmers is conducted to identify the intangible assets that are being listed in the annual report.This could eventually help in identifying the compliance of the organisation with the relevant intangible asset requirements listed by AASB. The relevant AAAB 138 mainly provides all the relevant information regarding intangible assets, which needs to be evaluated by organisations. The overall AASB 138 directly includes all the relevant information regarding IAS 38, which provides relevant amendments to the intangible assets issue. Hence, the evaluation of the intangible assets Tier 1 directly indicates that profit making entities are liable to use AASB 138 and IAS 38 for the intangible assets (Jin, Shan and Taylor 2015). However, non profit making entities can only use IAS 38 according to the Tier 1 for their intangible assets listing. Hence, under the Tier 2, entities needs to comply with accounting Australian standard, AASB 1053 Australian accounting standard explaining the requirements of all the relevant report preparation (Russell 2017). Relevant recognition of the overall intangible assets could be identified from paragraph 8 of AASB 138, which could directly help in pinpointing the intangible assets of the organisation (Hu, Percy and Yao 2015). The overall intangible assets are identified as resource controlled by an entity as a result of past events and expecting future economic benefits of flow to the entity. Intangible assets valuation is mainly evaluated in by identifying the fair value of the intangible assets if the asset is been sold or transferred to other individual. This mainly indicates that value of intangible assets is many calculated on market rates. Furthermore, the definition that is portrayed in AASB 138 is that all the relevant intangible assets as identified as non monetary asset without physical substance (Steenkamp et al. 2016). The relevant recognition and measurement of the intangible assets in the financial report mainly detected from paragraph 18- 24 in the AASB 138 section. This section mainly includes all the relevant recognition and measurement technique that could be used by the organisation in formulating the annual report (Bugeja and Loyeung 2015). Furthermore, the recognition of an item in intangible assets directly requires the item to meet all the relevant definition of intangible assets. Moreover, the recognition criteria also need to be fulfilled to identify the Asset as intangible for the organisation. Relevant recognition of the intangible assets could mainly be conducted from paragraph 19 of AASB 138, which directly indicates that all the relevant paragraph 25-32, 33-43, 45-47, 48-50 and 51-67 provide information regarding intangible asset recognition. The relevant information provided in the above mentioned paragraph directly allows the organisation to recognise the intangible assets and a ccordingly present it in their annual report. The overall paragraph also indicates the initial recognition and measurement that could directly allow the organisation to identify the asset as intangible (Bond, Govendir and Wells 2016). Moreover, use of paragraph 20 directly indicates all the nature of intangible assets that would be identified from annual reports. From the overall evaluation it could be identified that Intangible assets does not have any kind of additions conducted from previous fiscal years. This mainly depicts the nature of the intangible assets, where future economic benefits are embodied in existing intangible assets. Moreover, the overall nature of the intangible assets can be identified from paragraph 20, which directly in the different types of measures that need to be maintained by your organisation while listing intangible assets in their annual report (Lodh 2016). With the help of paragraph 21, relevant recognition of intangible assets could be identified, which could directly help in adequately listing the asset in the annual report. There is relevant depiction about intangible assets, which is probably expected to provide future economic benefits to the entity. Furthermore, intangible assets relevant cost can be measured reliably which could directly allow the organisation for effectively preparing their annual report. Moreover, the paragraph 22 also indicates the relevant measures that need to be evaluated by the entity. Reasonable and supported assumptions regarding the benefits provided from and intangible assets would be evaluated by the organisation. Thus, estimation of the overall economic condition and useful life directly allows the organisation to identify viability of the intangible asset (Aasb.gov.au 2017). Lastly, the use of paragraph 23 and 24 directly helps in Portraying the overall recognition and measurement of intangible assets in the overall annual report. Paragraph 23 directly states the relevant judgement where degree of certainty that needs to be attached to the future economic benefits provided from the intangible assets. This recognition could directly help in generating the relevant benefits, which could improve profitability of the organisation. Moreover, under paragraph 24 it is directly stated that intangible assets will be measured at initial cost, which needs to be maintained by profit making organisation. However, in case of non profit making entities the overall acquiring cost is a relatively zero. This directly Forces the organisation to evaluate the intangible assets at fair value to the date of acquisition. Hence, the overall AASB 138 directly provides all the relevant method of recognition and measurement that needs to be conducted on intangible assets by the org anisation (Aasb.gov.au 2017). Reviewing the financial statement of Wesfarmers and identifying the relevant intangible assets listed in their financial report: The evaluation of the annual report of Wesfarmers directly indicates that the organisation complies with all the relevant AASB rules that is imposed by the Australian authorities. Furthermore, the evaluation also indicates that all the relevant intangible assets of the organisation are visibly listed in the annual report (Yao, Percy and Hu 2015). This directly helps in identifying the intangible assets of Wesfarmers, which is been conducted by the organisation in their annual report. Relevant section in the annual report of Wesfarmers could be identified, which might help in detecting the recognition and measurement of the intangible assets. In page 102 relevant recognition and measurements method has been provided by Wesfarmers in their annual report (Wesfarmers.com.au 2017). Relevant recognition and Measurement about Goodwill is been provided in the annual report, which directly helps in depicting the combination of goodwill at cost. First measures of the organisation are relatively detected as net fair value that is identified from assets liabilities and contingent liabilities (Carvalho, Rodrigues and Ferreira 2016). Furthermore, the Goodwill is calculated by deducting the cost of accumulated impairment losses generated by the organisation. The Goodwill of Wesfarmers has relatively declined from 14,706 million in 2015 to 14,448 million in 2016. This is in compliance with the overall laid down rules of intangible assets in AASB 138, where intangible assets of the organisation needs to decline from their actual cost (Aasb.gov.au 2017). Relevant measures regarding intangible assets are also evaluated in the annual report of Wesfarmers, which directly helps in detecting the current intangible assets of the organisation. In accordance with the AASB 138, Wesfarmers adequately drives the cost of intangible assets and determine the relevant fair value from the date of acquisition (Bugeja and Loyeung 2017). This directly allowed your organisation to recognise the adequate intangible assets. however the relevant amortization and impairment loss as a deducted from the intangible assets to detect the actual intangible assets of the organisation for the current fiscal year. Recurrent intangible assets of the organisation rose from 4,601 million in 2015 to 4,625 million in 2016 (Wesfarmers.com.au 2017). Conclusion: The evaluation of the overall assignment directly helps in identifying the viability of Intangible assets that needs to be evaluated by the organisation in the annual report. Furthermore, relevant recognition and measurement methods of intangible assets depicted in AASB 138 are mainly evaluated in the overall assignment. In addition, relevant evaluation of Wesfarmers annual report is been conducted, which could directly help in identifying the compliance of the organisation towards AASB 138. Hence, the evaluation directly helped in identifying the compliance that is used by Wesfarmers in drafting their overall financial report. The company has complied with the entire AASB 138 rule regarding intangible assets in their annual report. Reference: Aasb.gov.au. (2017). [online] Available at: https://www.aasb.gov.au/admin/file/content105/c9/AASB138_08-15_COMPoct15_01-18.pdf [Accessed 28 Sep. 2017]. Bond, D., Govendir, B. and Wells, P., 2016. An evaluation of asset impairments by Australian firms and whether they were impacted by AASB 136.Accounting Finance,56(1), pp.259-288. Bugeja, M. and Loyeung, A., 2015. What drives the allocation of the purchase price to goodwill?.Journal of Contemporary Accounting Economics,11(3), pp.245-261. Bugeja, M. and Loyeung, A., 2017. Accounting for business combinations and takeover premiums: Pre-and post-IFRS.Australian Journal of Management,42(2), pp.183-204. Carvalho, C., Rodrigues, A.M. and Ferreira, C., 2016. The Recognition of Goodwill and Other Intangible Assets in Business CombinationsThe Portuguese Case.Australian Accounting Review,26(1), pp.4-20. Hu, F., Percy, M. and Yao, D., 2015. Asset revaluations and earnings management: Evidence from Australian companies.Corporate Ownership and Control,13(1), pp.930-939. Jin, K., Shan, Y. and Taylor, S., 2015. Matching between revenues and expenses and the adoption of International Financial Reporting Standards.Pacific-Basin Finance Journal,35, pp.90-107. Lodh, S.C., 2016. Conventional accounting in determining an enterprise's wealth: sign or referent-a theoretical discourse for augmentation. Russell, M., 2017. Management incentives to recognise intangible assets.Accounting Finance,57(S1), pp.211-234. Steenkamp, N., Steenkamp, N., Steenkamp, S. and Steenkamp, S., 2016. AASB 138: catalyst for managerial decisions reducing RD spending?.Journal of Financial Reporting and Accounting,14(1), pp.116-130. Wesfarmers.com.au. (2017).Home. [online] Available at: https://www.wesfarmers.com.au/ [Accessed 28 Sep. 2017]. Yao, D.F.T., Percy, M. and Hu, F., 2015. Fair value accounting for non-current assets and audit fees: Evidence from Australian companies.Journal of Contemporary Accounting Economics,11(1), pp.31-45.

Shaping a Communicative Curriculum Essay Example

Shaping a Communicative Curriculum Essay These said components are: 1 . Language Arts, or Language Analysis, which includes many of the exercises used n mother-tongue programs to focus attention on formal accuracy or on forms of English such as phonology, morphology, and syntax; 2. Language for a Purpose, or Language Experience, which is in contrast with Language Analysis because it uses English for real and immediate communicative goals; 3. My Language is Me: Personal English Language Use, which seeks to involve learners psychological and intellectual aspects and which implies respect for learners as they use English for self-expression; 4. You Be. Ill Be: Theater Arts. Which states that the world can be thought of as a tags, with actors and actresses who play their parts as best as they can, seen as an opportunity to experiment English with roles, to try things out; and 5. Beyond the Classroom, which aims to prepare learners to use English in the world beyond. The goals of this proposal are to offer greater opportunities to each and every student of English language and to accommodate the diverse learning styles among learners. B. Reaction What surprised me most about the reading material is the fact that CULT itself, as an approach to language teaching and learning, is composed of five purposeful ND meaningful methods to provide more opportunities and more effective strategies to learners In their goal of Interpreting, expressing, and negotiating meaning. We will write a custom essay sample on Shaping a Communicative Curriculum specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Shaping a Communicative Curriculum specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Shaping a Communicative Curriculum specifically for you FOR ONLY $16.38 $13.9/page Hire Writer And as I understood the article, I could relate the said five components to the four components of communicative competence: Language Arts to Grammatical Competence; Language Experience to Discourse Competence; Personal English Language Use to any of the four competencies, perhaps; Theater Arts to both Strategic and Coloratura Competence; and, Beyond the Classroom to all of the four uncommunicative competence contexts. These components are, Indeed, of great significance to motivate learners to different language contexts. C. Application I found this reading material to be very much useful and helpful to my career as an English teacher to my non-native student-speakers. It gave me hints on how to initiate an authentic and meaningful communication among classroom activities. Indeed, learning is a process of creative construction and involves trial and error; thereby, l, as a teacher, should encourage more my students to speak in English and would not hamper their communicative skills by reminding them always the grammar rules. This approach is no doubt an intent to capitalize the collective smarts of the learners and give everyone a chance to grow in appreciation of diversity. II. GRAMMAR POINTS A. Language Arts 1 . Contrast Drill pairs of words having almost the same sounds (e. G. Bet and bit, hat and hot and hut, etc. ) are presented to the students and practice them for a correct pronunciation 2. Synonyms and Antonyms for vocabulary building; words with similar and opposite meanings are given to the students and are required for memorization 3. Word Puzzle for vocabulary enhancement; to test the memory of the students 4. Error Identification grammar enrichment; to test how far the students can apply the grammar rules 5. Information Gap vocabulary and memory building; to test the memory and the word power of the language learners B. Language for a Purpose 1 . Laboratory Investigation is a strategy that involves students with their environment. The students propose a question, develop a hypothesis, explore ethos for investigating the question, choose one of the methods, then conduct research and draw conclusions based on the information gathered. . Language Experience Approach is a strategy in which students, as a group, describe an experience in their own words orally (using first or second language) as the teacher records their history. 3. Learning Cycle is a sequence of lessons designed to have students engage in exploratory investigations, construct meaning out of their findings, propose tentative explanations and solutions, and relate concepts to their own understanding. 4. Debate to develop learners speaking skill with convincing power 5. Jigsaw is a cooperative learning strategy in which everyone becomes an expert and shares learning so that eventually all group members know the content. C. My Language is Me: Personal English Language Use 1 . Essay Writing to give the learners a chance to express their own point of view 2. Poetry Writing to develop the learners poetic skill in writing 4. Dialog Journal is a strategy that uses Journals as a way for students and their teachers to communicate regularly and carry on a private conversation 5. Free Talking to provide language learners with freedom of speech D. You Be, Ill Be: Theater Arts 1. Modeling 2. Role-Play allows students to assume the identity of another person 3. Simulation this further uses role-playing to involve students in situations that require a group of people with two or more points of view to formulate a common decision. 4. Interviews this serves as a model to prepare the students with the actual interviews outside the classroom such as interview for college admission or job interview 5. Think, Pair, and Share is a cooperative strategy to help students evolve their own ideas and build on the ideas of others E. Beyond the Classroom 1 . Interviews to prepare the students with the actual interviews outside the classroom such as interview for college admission or Job interview 2. Discussion 3. Information Exchange (Language Exchange) for real-life transactions with appropriate use of language 4. Field Experience is a planned learning experience in the community for students to observe, study, and participate in real-life setting. 5. Surveys to prepare the students in making surveys in the future for language purposes