10 Descriptive Essay Topics on Canadian Food

10 Descriptive Essay Topics on Canadian Food There are cuisines that are well-known to everybody, like French or Chinese. Canadian cuisine isn’t among them – in other countries you will rarely see a place where you can taste authentic Canadian food. But that doesn’t mean it doesn’t have a lot to offer to those who are willing to taste it. 1. The Origins of Poutine are Shrouded in Mystery Poutine is the iconic Canadian dish, consisting of French fries and cheese curds topped with gravy. Despite being relatively young (it appeared back in 1950s), nobody really knows for sure where it comes from and who invented it. Several regions in Canada claim this honor, while some scholars believe that it came from the northern UK, where a dish known as â€Å"chips, cheese and gravy† has been known since 1900s. The etymology of the name is unclear as well: it may be a gallicization of the English word â€Å"pudding†, a derivation from a slang word meaning â€Å"mess†, with half a dozen other theories going around. 2. Canada Produces 80 Percent of Maple Syrup in the World Maple leaf on Canada’s flag is not a coincidence – not only does the tree symbolize Canadian landscape, but also serves as a source of a typically Canadian foodstuff – maple syrup. Widely used in culinary, eaten with pancakes, waffles, added to oatmeal, it is praised by chefs all over the world for its unique flavor – which is all the more interesting because there is no clear explanation of the chemistry behind it. 3. Canada is the Largest Ice Wine Producer in the World Who would have thought? Canadians are perceived as a more of a beer-swigging nation, yet it didn’t prevent them from creating a delicious ice wine of their own. Unlike most other wine-growing regions, Canada freezes in winter, which is perfect for production of this particular beverage. By law, Canadian winemakers aren’t allowed to call their product ice-wine unless grapes for it were picked at a temperature higher than −8  Ã‚ °C and pressed shortly afterwards. 4. Canadians Eat Beaver Tails Well, not exactly. ‘Beaver Tails’ is the name of a fried pastry fashioned after the tail of the iconic Canadian animal. These are accompanied by an insane range of different toppings, such as candy, fruit, bananas, chocolate, cinnamon and many others. They are served warm and are sold in more than 80 locations across the country. 5. Cod Tongues Are Considered a Delicacy in Newfoundland Cod tongue (or, rather, a gelatinous piece of flesh from the fish’s throat) possesses a unique appeal for the residents of Newfoundland. Like so many other delicacies, it was first eaten out of necessity – anybody willing to sift through the piles of discarded cod heads could have any number of their ‘tongues’ for free, and collecting them was a common job for kids willing to earn an extra buck. Today, however, they are now longer discarded, but considered to be a valuable foodstuff in their own right, cooked in a number of different ways and served even in upscale restaurants. 6. Pemmican – the Precursor of Energy Bars Long before the concept was developed by the food industry, the First Nations of North America have created energy bars of their own. Pemmican consists of dried meat pounded into powder and then mixed with cranberries, Saskatoon berries, blueberries, chokecherries and melted fat. The resulting mixture can be stored for long periods of time, doesn’t take up much space and provides an excellent source of fats and protein. Although the procedure of its preparation has been perfected in modern times, the recipe remains virtually unchanged since the time it first appeared. 7. A Butter Tart is a Traditional Canadian Dessert A butter tart is a dessert that follows the general trends of Canadian cuisine – in the sense that its list of ingredients would give any proponent of healthy eating a heart attack. Your typical butter tart is a small buttery pastry crust filled to the brim with butter, syrup, sugar and egg with an addition of raisins and/or nuts. It is a sweet dish universally loved throughout the country, especially in the eastern provinces. 8. Bacon – the Most Canadian Food In Canada it is called pea meal bacon, but the rest of the world call this variety Canadian bacon. In fact, it is simply lean pork loin without bones brined and rolled in cornmeal. In the past it was rolled in ground yellow peas to extend its shelf life, and the name didn’t change since then. 9. The Canadians Invented Ice Beer Beer has for a long time been one of the most widespread alcoholic beverages in Canada, but local breweries didn’t do much in a way of direct innovation. One notable exception is the so-called ice beer. It is prepared using a special technology that includes freezing of each batch of beer and skimming the layer of ice, which allows for higher alcohol content while retaining the beverage’s peculiar taste. 10. Tourtiere – National Canadian Dish Originating from France Popular mostly in French-influenced areas of the country, the recipe of tourtiere has been perfected for generations since its appearance in 1600s. It is a peculiar meat pie, consisting of a crust filled with meat mixed with spices usually associated with desserts, like clove and allspice. Usually it is cooked for Christmas, but in the recent years it more and more commonly turns into an all-year staple. Canadian cuisine may not be the most exquisite and health-oriented out there, but it still has a lot of charm and perfectly expresses the national character. And for those willing to go deeper, it has a lot of surprises. If you need to write in this field, we have ready-made topics on Canadian food and writing guide on descriptive essays. Using them you’ll be able to create a great piece of academic essay writing. References Albaba, Ken. Food Cultures of the World Encyclopedia. Santa-Barbara, California, 2011. Print Dojny, Brooke. New England Home Cooking: 350 recipes from town and country, land and sea, hearth and home. Boston, Mass: Harvard Common Press, 1999. Print Eagleson, Janet, Rosemary Hasner. The Maple Syrup Book. Erin, Canada: Boston Mills Press, 2006. Print Krauss, Clifford. â€Å"Quebec Finds Pride in Greasy Favorite.† The New York Times. Apr. 26 2004 Lawlor, Julia. â€Å"Frozen Vines (and Fingers) Yield a Sweet Reward.† The New York Times Feb. 25 2010 Morton, Mark. Cupboard Love: A Dictionary of Culinary Curiosities. Toronto, Canada: Insomniac Press, 2004. Print Sekukles, Kate. â€Å"A Staple from Quebec, Embarrassing but Adored.† The New York Times May. 23 2007

Free Essays on Marketing Plan

ABSTRACT Human Resource Management (HRM) involves several activities, which entails- Human Resource (HR) Planning, Selection, Performance Appraisal and Training. Bangladesh Paper Mills Dhaka, perform these activities widely. Important aspects of their HR activities are: - Systematic approach to HR Planning Job analysis and formal written job description for assessing current HR needs Maintaining computerized HR Information System Forecasting demand for and supply of HR considering all internal and environmental factors Formulating training based staffing strategies Regular review of existing HR planning procedures Proving Equal Employment Opportunity (EEO) irrespective of gender, age religious backgrounds of people Selecting employees through combinations of standardized employment selection tests Following formal and written Performance Appraisal (PA) procedures Applying standard methods of PA and ensuring feedback Providing continuous training and development programs to employees Some features of BPM’s HR activities are - A high difference between number of male and female employees exist. Not applying EEO for physically disabled persons. Age, religious or nationality diversity of employees in the company reflects current trend of Bangladesh culture in the respective areas. Along with performing these activities of HRM, BPM recognize contemporary HR problems and challenges such as- the challenge of fostering union-management relationship, discouraging sexual harassments, prevention of drug abuse. However Union doesn’t exist in BPM. Some features of Union in are: - Independent of management control Cooperative dependency But union members don’t take part in product pricing decisions and board meetings at BPM. Other important features of BPM in response to contemporary HR problems are: - Formal and written policies against sex... Free Essays on Marketing Plan Free Essays on Marketing Plan The current health situation in the state of Mississippi is disastrous. The state of MS has the highest percentage of obesity in the United States. 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We initially entered Brazil because it had a large population and showed the most pro... Free Essays on Marketing Plan ABSTRACT Human Resource Management (HRM) involves several activities, which entails- Human Resource (HR) Planning, Selection, Performance Appraisal and Training. Bangladesh Paper Mills Dhaka, perform these activities widely. Important aspects of their HR activities are: - Systematic approach to HR Planning Job analysis and formal written job description for assessing current HR needs Maintaining computerized HR Information System Forecasting demand for and supply of HR considering all internal and environmental factors Formulating training based staffing strategies Regular review of existing HR planning procedures Proving Equal Employment Opportunity (EEO) irrespective of gender, age religious backgrounds of people Selecting employees through combinations of standardized employment selection tests Following formal and written Performance Appraisal (PA) procedures Applying standard methods of PA and ensuring feedback Providing continuous training and development programs to employees Some features of BPM’s HR activities are - A high difference between number of male and female employees exist. Not applying EEO for physically disabled persons. Age, religious or nationality diversity of employees in the company reflects current trend of Bangladesh culture in the respective areas. Along with performing these activities of HRM, BPM recognize contemporary HR problems and challenges such as- the challenge of fostering union-management relationship, discouraging sexual harassments, prevention of drug abuse. However Union doesn’t exist in BPM. Some features of Union in are: - Independent of management control Cooperative dependency But union members don’t take part in product pricing decisions and board meetings at BPM. Other important features of BPM in response to contemporary HR problems are: - Formal and written policies against sex...

Note Cards Essay Example | Topics and Well Written Essays - 500 words

Note Cards - Essay Example Paraphase: According to Hammond (2002) it will take until 2024 before Britain can attain the same staffing levels as Europe, thus existing staff are ridiculously overburdened. (as cited in Fleming, 2006) Paraphrase: that this shortage has resulted in almost twenty percent of Canadians having trouble locating a doctor, together with a lack of other health professionals such as radiologists, psychiatrists and obstetricians. He further stated that almost two thirds of family doctors are refusing or limiting new patients. (Fleming, 2006) Paraphrase: The lack of doctors and nurses in Canada is quickly reaching crisis point; in 2004, one hospital in Vancouver was forced to farm out almost a thousand patients because of a shortage of nurses and in 2006 another hospital had to cease all surgery for over a week because of a lack of nurses (Fleming, 2006). Paraphrase and quote: The lack of equipment in Britain has â€Å"reduced availability and eroded quality† and in Canada over fifty percent of equipment is outdated and only when it no longer functions, is it replaced (Fleming, 2006). Paraphrase: In Canada, doctors are not able to work properly because of inadequate availability time of operating rooms, and the limitations placed on the number of patients they can operate on means that those deemed not crucial often have to wait years before receiving surgery. (Fleming, 2006) Paraphrase: a study conducted by Alter, Naylor, Austin, Chan and Tu in 2003, wherein thirty percent more people living in Alberta were able to receive heart surgery than those living in Prince Edward Island. Another study undertaken by Pilote et al. in 2004, found that in Nova Scotia patients have to wait three weeks longer for heart surgery after a heart attack, than those living in Alberta. People living in the north of England are more liable to die of cancer then those living in the south of England; those living in the north are

Marketing Essay Example | Topics and Well Written Essays - 2250 words - 1

Marketing - Essay Example as been characterized as ‘the process of using promotional tools in a unified way to create synergy’ (Egan 2007, 338). Reference is also made to the needs and the effectiveness of marketing communications tools, which have been characterized as ‘the channels that send messages from the business to its customers and vice-versa’ (Smith, Berry and Pulford 1999, 14). Three different marketing campaigns have been chosen in order to highlight the terms of success of IMC in the context of the modern market: a) the City of West Chicago campaign, know as the ‘This is West Chicago’ campaign, b) the Seneca Park Zoo ‘Zoobilation’ IMC Campaign and c) Raging Waves IMC Campaign. ... need for increasing the awareness of the public on the services offered by the organizations involved; at this point, it should be noted that the second and the third marketing campaigns refer to organizations operating in the same industry, i.e. the entertainment industry, b) they use similar marketing communication tools, as analyzed below; this means that through these campaigns, the effectiveness of specific marketing communication tools within different market conditions can be tested and evaluated (Koekemoer & Bird 2004) and c) all these marketing campaigns had performed well, meaning that they have achieved the targets set by their planners. 3.0 City of West Chicago IMC Campaign 3.1. Target Audience The target audience in the specific campaign would incorporate the following categories of people: a) the residents of the city, b) the visitors of the city; the term visitors refer to those visiting the city for tourism purposes but also those visiting the city for work or in the context of specific social obligations, as for example for family reasons and c) the potential investors; meaning those who would be potentially interested in investing on the city. 3.2 Marketing Objectives The marketing objectives of the specific campaigns could be described as follows: a) to increase the satisfaction of city’s residents regarding the assets of their city, b) to increase the value of the assets of the city (by developing the assets of the cities through the funds of potential investors, the value of the city’s assets will be increased, leading to the increase of the power of the city as an important economic centre), c) to increase the income of the city from tourism; by improving the assets and the facilities of the city (using private funds) more tourists are

African-American history Essay Example | Topics and Well Written Essays - 750 words - 1

African-American history - Essay Example In Chesapeake, the slave trade took place to flourish the growth of rice and tobacco. The growing appetite for tobacco in Europe encouraged plantation farmers to purchase more slaves who would work on their farms. The slaves at first were white. However, white indentured servants were difficult to tame. This was because they spoke the same language as their masters. The indentured servants were weaker and would die in a year’s time. The thirst of making more money triggered the rich in the society to look for black people to work in their farms. The blacks were more productive and easier to tame. This is because they did not speak the same language. The blacks would share the same land with native Indians where they experienced hostile treatment. Due to price instability, the economy would suffer long depressions. Again the wealthy needed to maintain their lifestyle they then started planning on how to evict the Indians and black from the segregated land they occupied. Black p eople however began to intermarry with white women leading to their freedom from oppression. Thus, leading to a slave population which outnumbered the inhabitants In Georgia, the slave trade was a booming business. The slave would either work as slaves in plantations while women slave worked in their master’s houses as servants. It is in Georgia where slave trade was abolished. The reason for the petition is to encourage humane living conditions. Later the elite in the society appealed to the courts and convinced them the need for the slave trade. Owing to the heavy reliance on agriculture minus the slave labor, the economy of the province would collapse. Slave trade later became legal. Slave trade flourished again because of Eli White cotton gin invention. The southern county heavily relied on gin sales o the north. In both cases, slaves were held against their wish. They would be forced to work on large farmsteads for little or

Origins Of The Bow And Arrow History Essay

Origins Of The Bow And Arrow History Essay Technology has given power to man. The ability to hunt more efficiently, gather and live has all been improved by the innovations of man. At first mans tools were given by nature in their natural form. Rocks and branches can be considered one of the first tools used by Man. After some time and understanding of the resources given. Man was able to manipulate the tools given to provide a more narrow and specific use. For example, the flaking of rocks created sharper edges for cutting. After some time and creation of new tools, man finally invented the bow and arrow. However, the origins and distribution of the bow and arrow can be quite complex. It seems that the origin can be traced back to several locations around the earth and at different times. However, I will only be researching on the origins of the Bow in North America. The origins and studies on the arrow will be brief, but the context of this paper will focus more on the bow. The contents of this paper include the definition and types of bows, the origin locations and distribution of the bows, issues and problems when tracing the bow, and a few case studies that describe how this issue has been applied in the field of archeology. The bow can be simply defined four ways. These definitions are based on the different types that were found when researching the origins of the bow and arrow. The first is the bow consists of a single strip of material that is flexible which was commonly wood (bowR4). This bow definition is the most basic and can be concluded to be the first bow ever created. Second, The bow may consist of two or more materials attached throughout the entire length of the stave so as to form in effect a single piece, (bowR4). This is as if to attach two different pieces of material to create the arch needed. Also these bows can be wood that has a layer of sinew around it, multiple layers of wood, horn used with sinew, or multiple types of wood combined (bowR4). This is a more innovated way of thinking to inventing a bow. Thirdly, The stave may be wrapped with a tough substance such as sinew or rattan, or attached by wrappings to a sinew cable the length of the stave, (bowR4). Lastly, the bow can be d efined by using several segments to piece bound together (bowR4). All these bows are defined in the context of how they were discovered. Describing the types of bows is helpful when archeologists discover and classify found artifacts. However, there are many types of bows. Specifically speaking in the region of North America the types found are the self-bow, composite bow, backed bow and compound bow. However, these types can also be found in other regions around the world. The self-bow is a plain piece of wood that is flexible (bowR4). This is the most common bow found throughout North America. Also we have the composite bow which can be defined as a shaft of which embodies a laminated construction involving more than one type of material such as wood, sinew, and horn, or two woods of different property. Includes the Sinew-linked Bow consisting of a strip of wood and a layer of sinew, (bowR4). The backed bow is a bow that is wrapped in sinew or other elastic material to prevent splitting or breaking of the wood (bowR4). The compound bow is a combination of short segments riveted together (bowR4). These types are the most basic and common bows when discussing the origins of the archery. The first instance and distribution of bows in North America was studied by Mason who established four areas in which the bow types were distributed. What was found was the hard-wood bow, which has a classified type of self-bow, was distributed in the region of east of the Rocky Mountains and south of the Hudson Bay (bowR4). This is one of the simplest bows found and has a much wider range than all the other bows researched. This bow type was also found on the southern border of the Rocky Mountains where it crosses paths with the compound bow (bowR4). The composite bow was found to be in the Northeastern Eskimo and the Siouan tribes (bowR4). The Siouan tribe is also known as the Sioux and they were located in the northern central region of United States. Extending across the Sierra Mountain range and the British Columbia on both slopes is the area where the sinew-lined bow is found (bowr4). Lastly we can find the sinew-corded bow area. When discussing the sinew typed bows Mason is re ferencing to the composite bow type (bowr4). Mason finds three different types in Alaska (bowr4). These types can be argued to be adopted or invented. The first is the South Alaskan, second, the Arctic type and lastly the Western type (bowr4). These types are distinguished differently by their size and form. To see a more visual description of the distribution of the bow types a man named Longman mapped out the world distribution of bows. The study of the North American distribution of bows was mapped out by Longman (Bowr4). He showed a distribution of the types of bows in North America, by displaying the bow type diffusion across the map. Below is a picture depicting the distribution of different types of bows based on Longmans research and facts found after his research (bowR4). This is a good resource when researching the distribution of bows and the areas in which they originated. As you can see the plain bow was widespread over most of North America, specifically running all the way up through Southern North America peaking into what today is known as Canada. There are three different types of composite bows that are described in the picture above, the composite with a closed backing of molded sinews, plain with form allied to composite and the composite with free backing of thongs (bowr4). Northern North America used only the composite free of thong backings, as shown in the picture. However, there is a mix of n early all four types of bows in the Central Western area of North America. This brings up a question of if the bow type were traded among other tribes or perhaps adopted. The second map shown in the picture above depicts the bow areas in which they were found. This also shows a region where many types of bows were mixed concluding that bow types were adopted and the bow evolved. The most basic type of bow found in North America is the plain wooded bow which consisted of a plain stick (bowr4). The other types of bows used the plain bows architecture and evolved the structure to create a more specific and better use for the bow. Another study brought up the question of how and when the bow and arrow was adopted in Eastern North America (bowEasternAmerica). It is commonly accepted that the bow was diffused into the East from the north and west during the late Middle Woodland or early Late Woodland period (bowEasternAmerica). This can be narrowed to a time between 1 CE to about 1000 CE. The concept that the bow was adopted from the north and west was unclear to a specific origin. However, researchers found that the bow and arrow diffused specifically from northeast Asia as well as burial mounds and pottery (bowEasternAmerica). This goes against saying that the bow was invented in North America. However, there is not enough evidence to prove against it. The bow and arrow adoption into North America is assumed since the Mesolithic is proven to have the earliest evidence of bow creation (bowEasternAmerica). The earliest bow evidence in North America started in the north and was spread throughout all of North Amer ica (bowEasternAmerica). The evidence that was provided to prove of this spread and adoption was supported by projectile points. The arrow is considered to be darts that are shortened in length (bowEasternAmerica). It is also well known that the arrow did not replace the dart. This is important because when discovering projectile points one is needed to understand the difference of a dart point and an arrow point which is distinguishable by size. Here is a picture detailing the frequency of the projectile points, their time periods, where they were found and how many were found (bowEasternAmerica). The different shapes and designs are given by the middle columns labeled, for example as A, K, Seq, GvB and GvC (bowEasternAmerica). All of these projectile point types are distinguishable in size and shape. The characteristics of these points usually have a pointed tip with notches on the other end for appending to another material like wood. The discovery of these projectile points suggests the use of the bow and its adoption. Another study questions the origins of the bow and arrow in North America specifically in the region of the Great Basin. Gary Webster states that the origin and dating of the bow and arrow in the Great Basin has been a key issue in a recent debate concerning a cultural hiatus between Archaic and Fremont. To assist in the answer to this debate projectile points that are interpreted are a key factor. Projectile point sequences have aided in the debate among Great Basin pre-historians (bowr3). There is a developmental relationship between the Fremont and Archaic cultures which is also in debate (bowr3). With much debate the dating to the origin of the bow and arrow is assumed to be around 1500 B.P. (bowr3). Researchers have said there is a small link in the argument around the dating of the bow and arrow however, the evidence to date the bow and arrow to an earlier time is insufficient. The evidence from the Dry Creek Rockshelter, which is located in Idaho along the western Rocky Mounta ins, include 13 layers of excavation and is dated between 4000B.P. to 1400 B.P. (bowr3). The excavated site shows a distribution of projectile points which aid in the dating of the bow and arrow. There are a number of arrow and dart points found in this site. The arrow points found were of different types and are defined in the Rose Spring-Eastgate complex (bowr3). From the recovered projectile points it is concluded that there is overlapping of arrow and dart points. The oldest arrow points found are to be dated to 3300 B.P. (bowr3). After much time the largest amount of arrow points found date between 2400 and 1950 B.P. (bowr3). This evidence proves that the bow and arrow did not originate in 1500 B.P., but rather in an earlier time. It is also clear that from this research the bow and arrow did not replace the dart and is evident that bow and arrow was not a dominant weapon till around 1700 B.P. (bowr3). This evidence proves the origin of the bow and arrow in the Great Basin arou nd 2500 B.P. However, it is still in question whether the bow and arrow was adopted by another culture in this region. The study on the adoption of the bow and arrow in eastern North America is reviewed by Michael Nassaney and Kendra Pyle. The debate within this study is distinguishing the difference between arrow and dart points. A quantitative analysis of point form and qualitative reconstructions of bifacial reduction trajectories from Plum Bayou culture sites in central Arkansas indicate that arrow points were abruptly adopted and became widespread about A.D. 600, (bowr6).

Coursework On Hard Times :: English Literature

Coursework On Hard Times Title: How does Dickens present the education system in Hard Times? How does this reflect life in Coketown? Hard Times reveals Dickens' increased interest in class issues and social observations. Dickens was extremely concerned with the miserable lives of the poor and working classes in the England of his day, and Hard Times is one of several of his novels that address these social problems directly. On hearing the name, Hard times, an imagination of people going through a difficult and hard way of life is revealed. This novel also reminds us of the hard times in the Victorian Times when children did not go to school; when education was varied according to social class- factory like schools for the poor and private tutors for the rich. Those that were able to have the so-called education suffered in the process. They were forced to learn a lot by heart because everything was formal and mechanical. They were put through a factory-like process, hoping to produce children that were possessed of nothing but facts. Not even a sense of fancy and imagination. They were educated to get the basics of life because they were going to be pushed into the outside world at a very young age of 12 and above or even below. At the end of the day, the education was worthless because most of the children died in the workhouse. Dickens used Hard Times to criticise the society for failing so many of its children. Dickens argues against a mode of factory style, grad-grinding production that exterminates the fun out of life. He believes that education should not be a thing of going through volumes of head-breaking questions and being put through an immense variety of paces. Hard Times not only suggests that fancy is as important as fact, but it continually calls into question the difference between fact and fancy. Dickens suggests that what constitutes so-called fact is a matter of perspective or opinion. The lack of education for children and factory like process of education has resulted to 'vast piles of building full of windows where there was a rattling and a trembling all day long' in Coketown. Coketown is portrayed in Hard Times as an industrial town with polluted atmosphere and place where people have the same lifestyle. Metaphorically, Coketown means carbon town. In science the word coke is another name for carbon. Dickens has described it as 'a town of machinery and tall chimney, out of which interminable serpents of smoke trailed themselves for ever and ever, and never got uncoiled.' In the above quote, the word 'smoke' is the carbon produced from the

Theology in the Chronicles of Narnia the Lion the Witch and the Wardrobe

RELAMPAGOS, Nicola Liane C. POSADAS, Klarizze FINAL PROJECT: The Chronicles of Narnia The Chronicles of Narnia: The Lion, The Witch and The Wardrobe is the first book in the Chronicles of Narnia series written by CS Lewis. The book series was such a great success that in 2008, the first book was turned into a film. What many people may not realize is that CS Lewis wrote the book series with a specific goal in mind: to showcase the word of God to different parts of the world through an artistic lens. This paper will focus on the theological nature of CS Lewis’ book based film, The Chronicles of Narnia: The Lion, The Witch and The Wardrobe.This will include a number of noticeable parallelisms, allusions and symbolisms found in said work. Although The Chronicles of Narnia: The Lion, The Witch and The Wardrobe was originally a published book, this paper will focus on the film adaptation of the book. One of the noticeable symbolisms in the movie would be found in the main character s of the film: Aslan, the Witch and the children. Aslan was portrayed as the original king of Narnia and when Narnia was held deep in the clutches of the White Witch, Narnias looked to Aslan as their redeemer.Aslan was also the one who died so that Edmund may live. He was the only one who was capable of defeating the White Witch. Aslan in the film was an artistic representation of Jesus Christ. The parallelism found in the resurrection of Christ, his absorbing of our sins and overcoming death is seen in the depiction The Witch, on the other hand, represents Satan. It was the White Witch who covered Narnia in snow: no sign of life, simply cold and dead. The Witch is consumed in her own vanity and the longing to fully overcome Aslan and rule over Narnia forever.It isn’t clearly stated, but it is seen in certain parts of the movie that The Witch feared Aslan: when the Witch spoke out of turn after their agreement and Aslan roared at her and she quickly sat down in fear of him. M uch like the Witch, Satan will always be inferior to God but will always try to put himself about Christ but will never achieve such. Lastly, the four children (Lucy, Edmund, Peter and Suzan) are human beings. They represent four different kinds of people who have different encounters with God.For Peter, he is the skeptical type of Christian. One who is doubtful by how God can use him to help build God’s kingdom, yet at times he forgets that it is only Christ who can defeat evil and not by his strength alone. Edmund is the type of Christian who has sinned and fallen short many times along the road before choosing to love and follow Christ. While Suzan is the type of Christian who has consistently doubted whether or not Christ, even really exists before fully trusting God with the things that don’t seem to make sense.Lastly, Lucy represents the Christians who just love, follow and dedicate their lives to Christ without hesitation and without doubt. Lucy’s childli keness showcases how Christians should love and trust Christ with our lives. Since the four children can be seen as symbolisms of human beings, their relationship with Aslan shows a lot about the grace, mercy and overall character of God. One of the main examples where this is seen is the grace that Aslan showed to Edmund who was a traitor.Despite Edmunds’ choice to prioritize Turkish delight over his family and his right as one of the king of Narnia, Aslan still accepted Edmund into his army and not only that Edmund still inherited the kingdom of Narnia not by his own works but by Aslan’s choice. Much like the plot of the movie, Christ will continue to accept sinners into his family despite what they have done in the past. As Aslan said, â€Å"What’s done is done, we need not speak to Edmund about what has happened anymore† this has a similar message in Philippians â€Å"I focus on all my energy on one thing: Forgetting what lies behind and focusing on what’s ahead†.Also, Edmund’s choice to pursue Turkish delight over his unmerited right to be a king of Narnia, is similar to the story in the Bible of how Esau gave up his birthright to Jacob for a bowl of stew. Both Edmund and Esau’s common mentality was the seeing the situation only at the present and forgetting the eternal value and purpose of their lives. But despite Edmund’s decision, Aslan accepted his presence with open arms, which is a similar characteristic to the story of the Prodigal Son.True sacrifice is an act that any human being can never really fathom, due to the only considered true sacrifice that was only made by God Himself by offering his own son to the world that is bound to perish in eternal debt of sin. In the movie, true sacrifice was first depicted through the following event, which was the acceptance of Edmund despite of his treason towards Aslan and his own brothers and sisters. Without the mistake that Edmund committed ea rlier in the movie, true sacrifice would have not been clearly depicted.The scene where Edmund was enticed by the Witch’s offer of Turkish delight and then the throne shows a great parallel of how the world committed the very first sin, the original sin. Adam and Eve were tempted by the devil, who took the form a snake and they were blinded by the temptation of knowledge that was offered by the apple. Same goes to Edmund, he succumbs to the lavish offers of the Witch that led to his treason towards his siblings. In the end, Aslan accepts Edmund despite his betrayal and also became the emancipator from the Witch.This selfless act then led to the suffering and supposed death of Aslan. The altruism that Aslan performed is an exact parallel to the suffering of Christ, which was the crucifixion. With such altruistic acts of both Aslan and Jesus Christ, it is believed that their sacrifices are yet to be unvarnished. No one in this world is capable of such because only the savior ca n absorb the sins of the world. In the movie, Aslan was put to death and was humiliated in front of the presence of many followers of the Witch by cutting off his mane, which is parallel to Christ’s crown of thorns.The Witch wanted to show her iron fist by showing the execution of Aslan in public, which only goes to show that she fears Aslan. She needs the approval of many, for her to feel superior over him. Although she thought she had succeed with the humiliation and execution, little did the Witch know that Aslan was to come back to life and save his followers despite their treason. The representation of Christ’s suffering and resurrection was fairly accurate; the breaking of the stone table which Aslan’s body was left behind is aligned to the opening of Christ’s tomb.In addition, Aslan was first seen back to life by the girls, which in the film were Susan and Lucy, and just like Christ who appeared to the women first (Mary and Mary Magdalene; found in Matthew 28:9). The movie then proceeds to the war between good and evil, which illustrates the consistent internal battle inside every human mind. When Aslan came back to life, he did not eradicate the battle between the Narnians and the forces of the Witch. But instead, the battle continued on even to the point that the Narnians began to face defeat.This shows that although the Jesus Christ overcame death, there will still be an internal battle between good and evil within us. In the film, Peter and Edmund try to lead the battle against the forces of The Witch and even tried to kill her but their attempts only would lead to death. It is only when Aslan comes into the picture, that he is not only able to breathe life back into the dead but also defeat the Witch. This is an artistic depiction of how human beings cannot overcome death by their strength alone. It is only Christ’s power that Satan is fully defeated.Therefore during spiritual battles within humans, one was surren der and acknowledges that he cannot do it by themselves and it is only by God’s help that we can overcome evil. Lastly, Aslan’s words after he defeated the Witch were a direct parallelism to the words that Jesus Christ utters when he defeated death on the cross: â€Å"It is finished†. The Chronicles of Narnia: The Lion, The Witch and The Wardrobe film holds a great number of theoretical references but the major and more obvious events would be the characterization of Asaln, the Witch and the three children, Aslan’s sacrifice and battle between the two forces.

The impact of family and neighbourhood on the academic achievement among African American teenagers The WritePass Journal

The impact of family and neighbourhood on the academic achievement among African American teenagers 1.0 Introduction The impact of family and neighbourhood on the academic achievement among African American teenagers 1.0 Introduction2.0 Problem Definition3.0 Research Aim and Objectives4.0 Literature Review5.0 Research Plan6.0 General methodologyLiterature ReviewSurveysInterviews6.1 Research Questions7.0 Research Study Stages and Time LinesReferencesRelated 1.0 Introduction Performance in school has for many years been closely attributed to an individuals life chances. As the need for an individual to undergo advanced level of training to be able to sustain basic living become a necessity, the consequence of difficulty in schooling have become imperative (Leventhal Brooks-Gunn, 2000). However, individuals do not attend schools in a vacuum as they come from families, neighbourhoods, and various life events that generally impact on their performance in one way, or another. Currently, almost half of the school going teenagers are coloured. Over 70 percent of residents in large cities in the United States are also coloured (Williams et al., 2002). Based on this statistics it is important to understand the specific aspects of academic development of coloured people in the United States.  Ã‚   According to ecological theory, the environment has a great influence on the development of adolescents (Steinberg, 2001; Ingoldsby Shaw, 2002). As much as the adolescents make their own behavioural choices, societal structures and interpersonal relationships are viewed as imperative aspects that shape the adolescent choices (Leventhal Brooks-Gunn, 2000). Adolescents growing up in the 21st century look beyond their parents and siblings for developmental support. Therefore, the concept of neighbourhood comes in when analysing the development of adolescents. The neighbourhood concept in this context refers to both home and school neighbourhood and how it interacts with the teenager. 2.0 Problem Definition The issue of educational achievement gap has been documented by various studies (Gutman et al., 2002; Rankin Quane, 2002). Unfortunately, most of these studies indicate that African American learners have the lowest educational standards in the United States (Moore Chase†Lansdale, 2001). Empirical evidences indicate that in comparison to their white counterparts, the performance of African American children is below the normal standards (Leventhal Brooks-Gunn, 2000). Many African American learners come from families that are not only economically unstable but also socially underserved. Several reasons have been linked to the poor academic performance of African American teenagers which eventually results to high rates of school dropout. Common issues that these teenagers face include racism, poverty, and violence (Brody et al., 2001). These issues affect their emotional and academic performance. Due to their poverty ridden home settings and surrounding, African American teen agers fail to establish a link between academic excellence and better adult life (Moore Chase†Lansdale, 2001). The teenagers are also aware of the stereotypic approach linked to their race which affects their self-concept and ultimately educational performance (Gutman et al., 2002). Consequently, it is important to establish family and neighbourhood factors and how they impact on the academic performance of African American teenagers. This position is vital in the context that the current understanding on the issue is limited and does not consider the modern-day neighbourhood concept, where the United States has embraced mixed racial neighbourhood settings in most places where African Americans reside. More so, most African Americans live in big cities, which expose them to multiracial settings that may affect academic performance of the teenagers. Specifically, it is important to analyse how parents, peers, close friends, classmates, and teachers influence the performance of the African American teenagers. 3.0 Research Aim and Objectives To fully explore this research issue, the following objectives will guide this study: To investigate the links between family settings and academic achievement of the African American teenagers To examine how school and home neighbourhoods influences academic achievement among African American adolescents To devise a way forward regarding family and neighbourhood in managing the poor academic performance among African American teenagers 4.0 Literature Review Various factors have been linked to poor academic performance among students. A study by Leventhal and Brooks-Gunn, (2000) identified variables within a culture, a family, and the environment to greatly influence the academic achievement of learners as compared to the type of an educational program. The roles of social and individual support in education are influential in the academic achievement outcomes. The school environment communicates to the learners on how the school perceives them (Brody et al., 2001). A school that is known to promote collegiality, respect and values has students that are positively inclined to better performance (Gutman et al., 2002). African American learners record high levels of school drop-outs due to the possibility that the school environment does not support their needs. Consequently, the school setting as a learner’s neighbourhood influences the academic achievement of the learners (Rankin Quane, 2002). Studies have also suggested the existence of other various factors that influence the academic achievement of the learners other than the school curriculum (Ingoldsby Shaw, 2002). It is essential to understand how these other factors affect the African American adolescent especially those that are facing academic hurdles. Peers have been identified to determine the teenagers’ deposition towards their learning institutions (Brody et al., 2001). The fact that African Americans generally have a problem with academic performance the role of peers may in most cases be negative as far as academic performance is concerned. For instance, studies have shown that the mere lack of approval from peers is substantive enough to negatively influence the academic achievement of the adolescents (Williams et al., 2002). Furthermore, numerous studies identify parenting as a central player in academic performance of teenagers (Leventhal Brooks-Gunn, 2000; Gutman et al., 2002). Parents that have supportive association with their teenagers tend to promote a sense of autonomy among the teenagers which allows the teenagers to not only explore their environment but also seek parental emotional support (Steinberg, 2001). Studies have also shown that the role of parent in defining the emotional and academic performance of the teenagers is greater among the minorities in the United States (Moore Chase†Lansdale, 2001). Another issue that was identified in the literature review as an influential factor for academic permanence among teenagers was the social support. Specifically, social support was closely linked to school retention levels for adolescents (Brody et al., 2001). Specifically four social factors are known to influence the academic performance of African American teenagers, namely neighbourhood, peers, parents, and the school (Williams et al., 2002). This clearly indicates that there is a link between the research issues and the academic performance of African American teenagers. This study will try to provide an in-depth analysis of existing information on the research issue in an attempt to establish a gap of knowledge that the study will attempt to seek. Specifically current literature links family and neighbourhood to performance, but it does not provide the exact family and neighbourhood factors that have resulted to poor academic achievement among African American this will be the area of interest for this study. To be able to establish a comprehensive investigation into the research issue, it will be important to provide an overview of the general research plan that will be adopted 5.0 Research Plan 6.0 General methodology To conduct the research successfully, it is vital to develop and abide by a working methodology to ensure the outcomes are worthwhile (Creswell, 2003). This research is an analytic in nature as it will involve the analysis of the existing situation of academic performance of African American teenagers relative to their homes as well as neighbourhoods. This will ultimately allow the investigator to draw conclusions based on these analyses pertaining to how much homes and neighbourhoods influence the academic performance of teenage African Americans. The research methodology that will be used will blend quantitative and qualitative research methods as summarized below: Literature Review The literature review will offer an overview of the research topic at hand using data collected from articles, journals and books. A literature review will be important in the comprehension of the background of the topic (Creswell, 2003). It will also serve as a base in aiding the methods employed in the research. Specifically, this will involve examining articles, books and any other literature that has already been published on the research issue Surveys Since the research issue involves analysing the public opinions, which is vast, survey is an appropriate method for collecting quantitative data (Creswell, 2003). This will be done through creating questionnaires. The questionnaires will then be used for collecting numerical data from the participants.   The questionnaire will also contain a section that will be used for the collection of demographic data from the participants. Interviews To further enhance the effectiveness of the analysis, interviews of a selected few people will be conducted in order to provide qualitative data for analysis. Interviews, unlike surveys require a lot of time but provide more in depth data founded on opinions and hence assist in uncovering specific information relevant to the research issue (Creswell, 2003). Semi structured interviews will be conducted to collective subjective views of the study participants on the research issue. A combination of qualitative and quantitative data collection methods will be necessary to provide enough data needed for the analysis to ensure the study arrives at a well informed conclusion.   Consequently, combining all the data uncovered through the above methods, a data analysis will follow. This will be implemented through vigilant assessment of qualitative and quantitative data in order to reach an acceptable conclusion. Specifically, the findings from the qualitative part of the study will be used to enrich the quantitative findings (Creswell, 2003) 6.1 Research Questions The above research methodology will be used in providing responses to the following research questions: What are the links between family settings and academic achievement of the African American teenagers? How does school and home neighbourhoods influences academic achievement among African American adolescents? What is the way forward regarding family and neighbourhood in managing the poor academic performance among African American teenagers? 7.0 Research Study Stages and Time Lines References Brody, G. H., Conger, R., Gibbons, F. X., Ge, X., McBride Murry, V., Gerrard, M., Simons, R. L. (2001). The influence of neighbourhood disadvantage, collective socialization, and parenting on African American childrens affiliation with deviant peers.  Child development,  72(4), 1231-1246. Creswell, J. (2003). Research design: Qualitative, quantitative and mixed method approaches (2nd ed). Thousand Oaks, CA: SAGE Publications Gutman, L. M., Sameroff, A. J., Eccles, J. S. (2002). The academic achievement of African American students during early adolescence: An examination of multiple risk, promotive, and protective factors.  American journal of community psychology,  30(3), 367-399. Ingoldsby, E. M., Shaw, D. S. (2002). Neighborhood contextual factors and early-starting antisocial pathways.  Clinical Child and Family Psychology Review,  5(1), 21-55. Leventhal, T., Brooks-Gunn, J. (2000). The neighbourhoods they live in: the effects of neighbourhood residence on child and adolescent outcomes. Psychological bulletin,  126(2), 309. Moore, M. R., Chase†Lansdale, P. L. (2001). Sexual intercourse and pregnancy among African American girls in high†poverty neighbourhoods: The role of family and perceived community environment.  Journal of Marriage and Family,  63(4), 1146-1157. Rankin, B. H., Quane, J. M. (2002). Social contexts and urban adolescent outcomes: The interrelated effects of neighbourhoods, families, and peers on African-American youth.  Social Problems,  49(1), 79-100. Steinberg, L. (2001). We know some things: Parent–adolescent relationships in retrospect and prospect.  Journal of research on adolescence,  11(1), 1-19. Williams, T. R., Davis, L. E., Saunders, J., Williams, J. H. (2002). Friends, family, and neighbourhood understanding academic outcomes of African American youth.  Urban Education,  37(3), 408-431.

What You Must Bring to the ACT on Test Day

What You Must Bring to the ACT on Test Day SAT / ACT Prep Online Guides and Tips Picture this: you’ve studied for months, you confidently sit down to your ACT test booklet, and on the first question your pencil breaks! You can’t ask anyone around you for a pencil since the test has already started. What do you do? Luckily, this disastrous scenario won’t happen to you.In this guide,we'll look at what you need to bring to the ACT, some extra materials that could be helpful, and what you should leave behind when you head out the door. After reading this, you'll know all the things you need to bring on test day so your ACT testing experience can run as smoothly as possible. What to Bring to the ACT: The 4 Essentials We'll start by looking at the most important items tobring with you on ACT test day. You absolutely mustbring these things. In fact, without them, you likely won't be able to take the ACT! #1: Printed Admission Ticket First and foremost, you need to bring a paper copy of your ACT admission ticket.Images of your ticket on your cell phone or another device will not be accepted. Log into your ACT account to print out your ticket. Without your ticket, you will be unable to enter the testing center and sit for the ACT. So make sure you print it out and get it ready ahead of time! #2: Photo ID Like your admission ticket,photo ID is required to check in for the ACT.Your full name on your ID should match the name you registered with. In addition, your ID picture should clearly resemble the picture of yourself you uploaded during registration (so wait on any drastic hair-color changes until after test day). Acceptable forms of ID include the following: Current official school ID Driver’s license Passport If you don’t have any of these forms of ID, you can also have a school official or notary fill out this official ACT Identification Letter Form. If you’re participating in ACT Talent Search, you should also present your talent search identification letter. Unacceptable forms of ID include the following: Birth certificate Credit cards Employee ID Learner’s permit Social security card Even if your test administrator is a family friend or a teacher you’ve had since your freshman year, personal recognition won’t cut it.You must have an ID as well as your admission ticket. Go to the official ACT website tosee the full list of unacceptable forms of ID. #3: At Least Two #2 Pencils and an Eraser Since the ACT is a paper test, you obviously need something to write with! This is why it's important to bring at least two #2 pencils and an eraser (so you can erase any answers you think are wrong). Mechanical pencils, pens, highlighters, liquid paper, and any other writing utensil will not be accepted, not even for the Writing (essay) section. Don’t get stuck in the nightmare scenario described at the beginning of this article- bring at least two pencils! #4: A Permitted Calculator You're allowed to use a calculator on the Math section; however, your calculator must be a type that's permitted by ACT, Inc. Most four-function, scientific, and graphing calculators are allowed, with certain restrictions. For more info, read our expert tips on all the uses and limitations of your calculator. As long as you have these four items- your printed admission ticket, your photo ID, #2 pencils, and a permitted calculator- you should have no problem getting into and making it through the ACT. Other Things to Bring on ACT Test Day Below are some other items that might come in handy as you take this long and important test: Extra #2 pencils and a handheld pencil sharpener:By bringing backup pencils, you won’t have to worry about any of them breaking or wearing down during the test. This is especially important if you’re taking the ACT with Writing and will be writing out an entire essay. Extra batteries for your calculator:Just as you need to ensure you have working pencils, you also don’t want to be left with a dead calculator. It’s a good idea to put in new batteries the day before the ACT and to make sure your calculator is working normally. Drinks and snacks for your breaks:You are not allowed to eat and drink within the testing room, but a drink and snacks are a great way to energize you during your breaks. The ACT is a long test, and you definitely don’t want to be distracted by thirst and hunger for hours! A watch with no noises or audible alarms:A watch might be a good way to help you keep track of time as you work through the sections. If it’s too distracting or anxiety-producing for you, though, feel free to leave it at home. A sweater or light jacket:You can't predict whether the testing room will be hot or cold, so it's a good idea to bring an easily removable layer, such as a sweater or jacket. This way you won't get stressed out about the temperature and can focus entirely on the test. Stick to the things on the above two lists and you should be all set to take the ACT! But what should you notbring on test day? Read on to find out. No phones from any decade allowed. What Not to Bring on ACT Test Day Here are some items explicitly prohibited on test day, though you really don’t have any need to bring anything that hasn’t already been mentioned. First off, you can't bring inany technology besides your calculator- especially anything with communication or recording capabilities.This includes cell phones, laptops, tablets, and cameras. Security is high at ACT test centers, and any signs of potential cheating could come under investigation and make it into the news (as you can see from these high-profile SAT scandals). Bringing in these things could have devastating consequences: you could get kickedout, have your scores canceled, and destroy your chances of college admission. If you must bring your cell phone, turn it off before the test begins.Should it make even one beep sound, though, your phone will be confiscated and your test will be immediately canceled. Secondly, avoid bringing notes, textbooks, dictionaries, translators, or any additional papers. You can’t bring in "cheat sheets," reading materials, or any notes beyond the test booklet given to you. Finally, don't bringany writing utensil that’s not a #2 pencil.You can't use pens on the test, so leave those at home! Now that you know exactly what to bring and what to leave at home on test day, how can you best prepare yourself to take the ACT? Tips for Getting Ready for ACT Test Day Just as you prepared for what’s on the ACT, you'll also benefit from preparing for all the logistics of test taking. Do the following before test day, and you'll feel completely ready for the ACT: Get everything you need for the test gathered and packed away in your backpack the day before.All of your prep would count for nothing if you didn’t get into the test or have the right pencils to use on the bubble sheets! As obvious as this might be, you will still appreciate having your backpack pre-packed as you’re getting ready the morning of the ACT. Print a couple copies of your admission ticket,just to have an extra as backup. Don’t leave this to the last minute, as printers can break. In fact, it might be better to rely on your school or local library for printing resources. Eat breakfast,bring a drink and snacks, and do any other routines/exercises that help you cope with stress. Your physical health can have a huge impact on your mental and emotional health, so don’t neglect it leading up to test day (or in general!). To repeat it one more time, don’t bring your cell phone to the ACT test. Even if you’re confident it’s on silent mode, it’s definitely not worth the risk of having your scores canceled. Absolutely no cell phones are allowed in the testing room. Finally, make a checklist and double-check that you have everything you need before leaving for the test. By making sure you’re well prepared, you'll have as easy and relaxing a morning as possible before the ACT and can focus all your attention and energy on performing your best! What’s Next? It sounds like you're taking the ACT soon. Time management is important on the ACT. While you might have the vocab and math concepts down pat, you also have to be able to work quickly and strategically to get a strong score. Check out our expert strategies on how to manage your time on the ACT. Another important ACT strategy is knowing how and when to guess on certain questions.Read about the top mistakes students make so you can avoid making them yourself! To truly prep effectively, you have to know what your goals are. Learn all about what makes a good ACT score, a bad score, and an excellent score, and figure out what your target scores are. When do ACT scores come out?Find out so you don't freak out about when they're released! We hope you don't have to take the ACT again, but when you get your scores back, you might have to. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Total Operating Cost Essay Example | Topics and Well Written Essays - 1000 words

Total Operating Cost - Essay Example Population, Revenue Ton, Ton-Mile load factor, capacity, assets and Investments and Special Funds are all significant at ÃŽ ±= 0.05 level of significance. Population, Revenue Ton, and Investments and Special Funds affect total operation cost positively while Ton-Mile load factor, capacity, and assets seem to affect the total operation cost negatively. Discussion and conclusion Capacity, Assets, Daily Flight Time, and Flight Length in miles were suspected to be the main variables that determine total operating costs. The correlation and linear regression, however, indicate that only capacity and assets have a significant effect on the total operating cost. When studied together with other variables, Daily Flight Time and Flight Length in miles do not seem to have a significant effect on operation cost. To further investigate if the two variables have an effect on the operation cost, a marginalized study should be conducted. There is a negative linear relationship between total operati on cost and capacity and speed of the plane. The relationship is a negative one as shown in Figures 1 and 2 in the appendices. The ANOVA results in Table 5 in the Appendices indicate that there is at least one variable that has an effect on operation cost. The linear regression model, however, proves this by indicating that Population, Revenue Ton, Ton-Mile load factor, capacity, assets and Investments, and Special Funds are all significant. The limitations of these findings should be noted. Only linear relationships were explored.

See the prompts Essay Example | Topics and Well Written Essays - 1000 words

See the prompts - Essay Example 2 women and 3 men show their presence on â€Å"the simple kitchen stage in the play.† The two women are wives of the sheriff and the farmer and they mostly remain on the stage, whereas there men characters â€Å"county attorney, sheriff and a neighboring farmer† arrive and depart from the stage several times, as they constantly discuss and search for proof and intentions behind the murder. The women examine the â€Å"little things† in the kitchen (Judith, p.461) Men ignore issues which women consider important and the women ponder how Mrs. Wright made preparations about completing the quilt. They strike a feminine commonality as they share their own experiences in the light of the evidence now found and with the discovery of â€Å"a battered birdcage and the dead canary,† they are elated about their findings and think that they have stuck at the evidence for the motive of the murder. â€Å"Glaspell conveys the setting in three realms: time (era), regional (geographical), and domain (kitchen). Collectively the three setting elements portray the values, ideals, and attitudes of the characters giving deeper meaning to the play’s outcome. (Judith, p.461) â€Å"The ideals, values and disposition of the characters are linked to setting, physical and time details and the author passes an indictment against the society that demeans women and eulogises men for their so-called superior talents. â€Å"Values, ideals and attitudes of people† in â€Å"Trifles† need more analysis. Trifles saw the light of the day in 1916. In that period, the social conditions of women were poor and political rights for them were non-existent in United States. Women had no voting rights, and they were not appointed as juries. The responsibility of women was restricted within the four walls of the house and it was a male-dominated society. Glaspell has made the intelligent use of gender and values in this play. The women are aware that their o pinion is of no consequence in finding the motive of the murder. So this gender war reaches the setting of this play, women do investigations, and the kitchen in secular terms, is the female-dominated area. Men do investigation in other areas and from other angles, and they do not give any importance to the kitchen. Men consider themselves to be intellectually superior, and the women have accompanied them as mere enclosures. The opinions of women are not counted and they have no say, let alone the final say. These women prove how wrong the gender bias is. They find the evidence to show how their sixth sense works, and why they are equal to men if not more equal, by finding the evidence for the murder. Thus the gender values of the time are challenged by Glaspell. The gender bias and the husband-wife relationship, relevant to the time, have been subtly described by Glaspell through the characterisation of Mr. and Mrs. Wright. He is busy in the farm and she is busy in the unending dom estic chores. She waits for her husband to return from the farm, and even when he comes his arrival did not bring cheer to her as Glaspell puts it, â€Å"no company when he did come in† (Judith,p.463). Her life is lonely and frozen. Setting kitchen as the stage has profound meaning; it is as well refers to the conditions prevailing in the society of the 19th century. The man-woman divide is complete; each section dominates the external and the internal worlds in complying with the attitudinal difference between the genders. So, the author places the two