Wednesday, November 27, 2019

Analysis of Elizabeth Bishops The Fish Essay Example

Analysis of Elizabeth Bishops The Fish Essay Example Analysis of Elizabeth Bishops The Fish Essay Analysis of Elizabeth Bishops The Fish Essay Essay Topic: Bishop the Fish Esther Zamora Jon Schneiderman ENC1102-09 03/12/2013 Analysis of Elizabeth Bishop’s â€Å"The Fish† All battered and scarred from many years of trials, Grandma always has a smile on her face. Grandpa died when she was still young, her three sons have also died, and only her two daughters remain. In spite of these difficulties in her life, she manages to be happy and accepting of what life has tossed her way. An older person has scars from life and doesn’t have the strength to fight for it. The elderly have gone through many trials and afflictions that life has tossed at them. With age, they have gained wisdom and understanding through these hardships. Life has a tendency to cruelly throw darts at humanity without any kind of reservation or remorse. In Elisabeth Bishop’s â€Å"The Fish,† the narrator is the fisher woman. Upon catching a tremendous fish and analyzing it carefully, she is reminded of her life. She notices the fish is not fighting to stay alive. He just hung there, still, and ready to die. This reminds her of her own life. She is now faced with the memory of the many scars that life has brought her. She’s not willing to fight as she once did. Age has really taken a toll on her, demanding her once youthful strength. The author speaks of the fish saying, â€Å"He hung a grunting weight, battered and vulnerable and homely† (7-9). The fisher woman found a similarity with her life and the fish’s life. She made a distinct connection between her life and this small creature. Older and more experienced, the fisher woman is reminded of her past afflictions. Now old and gray which are signs of aging, as the fish’s lips that give away his age. The lips are an important sign because the hooks and lines they have in their mouth demonstrates their experience. The fish in the poem declares â€Å"hung five pieces of fish- line† (51), showing how many times the fish had previously been caught and released again. Each line represents the many endeavors the fish had accomplished by conquering those hooks. As with people who overcome adversity and scars inhabit their life, the fish also has scars that remain as an indication of previous struggles. Wisdom and understanding is gained as things in life happen. For the fish, he gains wisdom and understanding each time he escaped a net or a line which is shown by his scars. A person gains wisdom and understanding with the trials they are faced with and that age has brought them. These are reminders to people as well as for fish. A person may have loved ones who have passed away, or possibly experienced some kind of trauma. All these tribulations serve for gaining wisdom and understanding in life. In conclusion, the fisher woman, by looking and observing the fish closely, is reminded of all the previous trials she had in her life. The scars in his lips, the â€Å"five-haired beard of wisdom† (62) helps her think of herself. She notices the rainbow of colors reflecting from the oil on the boat, reminding her of the fish’s accomplishments. Even though the fish is small, it somehow provokes a sense of relation with herself. She relates these attributes of the fish with maturity, adversity, trials, wisdom, and understanding. She encounters a close identification with the fish. Filled by this emotional connection and compassion for the fish, she let him go.

Saturday, November 23, 2019

Looking At Globalization And The Effect On Cultures Religion Essay Example

Looking At Globalization And The Effect On Cultures Religion Essay Example Looking At Globalization And The Effect On Cultures Religion Essay Looking At Globalization And The Effect On Cultures Religion Essay With the coming of globalisation and vanishing of boundaries between the states, it is really common to see people from assorted geographicss, civilizations coming down and working or analyzing. It is a common scenario even at a work topographic point or a college where we can descry people from assorted states interacting with each other, making concerns, analyzing or being portion of each other s life in a large manner. Before traveling in front and depicting about my experiences let s seek specifying cultural and its importance at workplace. Culture could be defined anything related to art, civilization, life style, music, etc associating to a peculiar community or a group of people populating together or holding and following the same set of beliefs. Now looking at the importance of civilization in the workplace, it plays a really critical function. Cultural defines the values, the beliefs of the persons or a community, even their twenty-four hours to twenty-four hours behaviour is influenced by it. So it has a direct impact on their on the job manner and relationships with people at workplace, their behaviour at workplace, etc. Now when we talk about this, we should besides see the organisation civilization and its impact on the person. Of class, the organisation or the establishment plays a important function in determining the behaviour and the civilization of the person at work topographic poi nt, now how does he suit into this is of import. By and large people opt for such organisations or establishments where they fit in on or where similar values and civilization exists. Now let us look how things are today with the coming of organisations which consists of diverse squads. But before that Lashkar-e-Taiba me portion some of my experiences One thing I was truly looking to when I decided to come to UK was to run into and interact with assorted people. But at the same clip I was really nervous. I had all kinds of uncertainties in my head besides. Would I be accepted? Would I suit into the civilization? Bing lived in India throughout my life and non interacting with anyone from outside India, I had all impressions in my caput. Even I had apprehensivenesss sing the life styles and the behaviour of the people. But after I landed in UK my perceptual experience changed a batch. I was non the lone cat who had left his state and had come down here. There were 1000s like me. And even the people were really receptive. Though I mingled with my community and state folks in the beginning, it was merely after I came into college and started working and run intoing other pupils I realized that it was non bad really. All my perceptual experiences and frights were a complete false. My first interaction was so during one of those assignments. My group had perceived me as a geek and person who would be good at mathematics so would hold by birth analytical accomplishments being an Indian. But I truly had to state them that though we have rather a good figure of the population who was good at these things back place, but I was a awful batch at mathematics. This was when we all realized how we had pre-conceived impressions about people based upon their cultural and geographical backgrounds. Like I thought, Pakistanis were a closed batch who would be tough to interact but they were as a affair of fact merely like me. Of class, people ever find comfort in people with similar involvements or similar community and background. Like for illustration, I was merely with my Indian friends for about a month after I came to UK. I was merely excessively diffident and scared to interact or do friends with any one else. And I had so many Indians that I did nt happen the demand to besides. But shortly I realized that by making so I am halting myself from spread outing my skylines in cognition besides. I got to cognize about a batch of things through my series of interactions with assorted people. Benefits of Cross-Culture Teams With the squad being more and more diverse, the thought will be different and it will ensue in truly different positions and thoughts fluxing in. The squad would non merely make consensus but truly believe of many solutions or different replies. This would promote creativeness and innovativeness. It makes the group insight effectual. Common benefits The whole squad being diverse would carry through the short approachs of each other to some extent. And besides it is a learning experience. Geting to cognize about other civilizations, linguistic communications, and people is ever interesting. Enhancement of interpersonal accomplishments. Working with such a squad, broadens your thought and you come across new avenues and positions. Brands you more adaptable to any environment and people. Continuous betterment groups with such diverseness ever inquiries, therefore doing it more and more ambitious and endeavoring to acquire the best out of the group. Sometimes people in homogeneous groups do non take part much believing everyone thinks the same. But in such instances relatively the engagement degrees of the group is high. Because everyone bring in a different thought and position before the group. If I have to speak about my experiences, good I must state I have gained vastly. At first I used to be soundless and non-participative. But now I feel I can pour in really of import points because I think really otherwise from the remainder of the group, so I bring in a different set of thought. This really benefits our treatments. I have truly developed great interpersonal accomplishments besides. Now I feel free to speak to anyone and from anyplace. I am non diffident or scared any longer. Even being in a diverse group, we use each of our single strengths and unite them to organize the strengths of the group. For illustration, one of my squad members is good at placing and roll uping the information, I am good at analysing it, some one else is good at showing it and the other at placing mistakes. So all these strengths are combined together so that we eventually present the chef-doeuvre. Problems faced with cross-culture squads Language: This is one of the major issues. Though English has emerged as the common International linguistic communication but there is a batch of difference in British English and American and of class Indian. Even the pronunciation and the spoken linguistic communication differ a batch. This can sometimes do miscommunication. Language barriers can besides take to non-participation or inability to show thoughts freely. Apart from verbal and written communicating, a major portion of communicating happens through Non-verbal communicating. Now across assorted civilizations we have different communicating manners and besides different significances to certain things. Now it is highly of import to better cognize before we communicate anything as others might acquire pained if we do non understand decently. Cultural clangs Sometimes, there can be a entire clang in the civilizations and their beliefs. Such things should be handled decently and non merely ignored. Time this is a really of import factor while working in groups. The attitude of the squad members towards clip is really of import. Sometimes few of them group members emphasize on clip a batch but others do non see it that of import or neglect it because of their old beliefs and patterns. This could take to a struggle of involvement. Pre-conceptions and stereotypes: Peoples have a batch of preconceived impressions in their heads sing people from some civilizations and topographic points. Now that could be wholly incorrect. The individual might be wholly different. So it is non good to judge anyone merely because they belong to a civilization or a location. Difference in executing of work. False Consensus consequence: Sometimes people think that others besides think precisely like them or they feel that everyone would hold the same set of beliefs. Wayss to get the better of troubles faced when working in an international squad Effective communicating: This is one of the most of import facets. The members should look into if their points are decently understood. And look into for any miscommunication. Adhere to certain regulations, which can be framed consequently, so that everyone sticks to it. For illustration, we talked about the importance of clip. Now its better if the group decided that clip has a batch of importance and no 1 is late for the meetings, etc. Having a planetary mentality ever helps instead than transporting those old beliefs to the group. Every member of the group should workout on their strengths and failing so that we can work out of the overall strengths and failing. Avoiding prepossessions and stereotypes The whole energy of diverseness is good if used positively and for the improvement of the group. But we have to be careful and avoid any negativeness or struggles. Now allow me come to my personal experiences. I have already mentioned about the benefits I had got working with such a group. But I excessively faced many jobs. Like for illustration, in the beginning I was non so good at understanding the linguistic communication. Though I had learnt English throughout my instruction in India, but sometimes the degree of vocabulary and the pronunciation was really hard to hold on in the beginning and I used to sound amusing with my Indian speech pattern. Those were my tough times when I sometimes kept shut so that I do nt abash myself or even I did nt understood anything I would non reiterate it. But so of class during the class of clip, things settle down. There was a similar experience with clip. Bing a lazy Indian, I was non used to the promptness in my school or college. Back place it was a kind of a relaxed environment. But here every 2nd counts, hence I had to truly alter myself to accommodate to the current values and beliefs of the group. One of the effectual ways of get the better ofing such jobs is by increasing the Cultural Intelligence of the squad members. Now what is this Cultural Intelligence? It is seeking to understand other s behaviour and seeking to understand his values and beliefs so that to interact with him in a manner he is comfy. Peoples can be classified into 6 classs of Cultural Intelligence: The Provincial: Such individual is effectual merely when working with people from a similar civilization and background of his ain. Lacks the ability to work with others. The Analyst: He is the individual, who would analyse the civilization of his fellow mate and seek to acquire the strengths and frame schemes consequently. The Natural: Relies wholly on intuition and is non interested in analysing or larning new beliefs and about new civilizations. The Ambassador: He is nice and friendly. Though he is non cognizant much about the people or persons from other civilizations and backgrounds, but he is confident he can manage them. The Mimic: He gels in really good and has enormous assurance and he knows he will suit into the function. The Chameleon: Changes his colourss consequently. He is sometimes even baffled about his beginning. He fits into really absolutely. Now the work would be sorting all the members into the above class and work out how to manage them. Decision We have seen through this paper and through the penetrations and experiences of the writer about the cross-culture squads and their benefits and challenges. But these yearss, with the coming of globalisation such squads are ineluctable. Hence, we should work to get the better of the challenges and utilize the strengths of the persons to construct up the strengths of the squad. It is of import to truly understand persons and their civilizations and work consequently so that there is no miscommunication or struggle.

Thursday, November 21, 2019

1. Interest Groups2. Political Party3. Bureaucratic Agency (Gov Essay - 1

1. Interest Groups2. Political Party3. Bureaucratic Agency (Gov. Agency) - Essay Example All the relevant and necessary information concerning this group are available in their main webpage (www.girlsnotbrides.org). As per the detailed website, some of the objectives of this group include mobilizing all the required financial and policy support to fight child marriages, enabling coordination and learning between groups working to halt early child marriages, and, importantly, creating global awareness of the damage that early child marriages portend to the individual, the community and the world at large. The group seeks to amplify the cries of girls often forced with or coerced into early marriage. The administrative and financial management of the group is the function of the Board of Trustees, whose members are equally legally responsible for the decisions and actions of the board. Aside from finance and administration, this board also safeguards the culture of the group and protects its good name. The Advisory Committee advises the Board of Trustees on the policies and strategies of the group. The Executive Director (currently Lakshmi Sundaram0 serves to ensure the group delivers on its stra tegies and draws ever closer to eliminating child marriage. Members of the group are called to exceptional commitment to good governance, accountability and transparency in the group’s goals of eradicating child marriage, work actively with other members, governments and relevant players on all levels towards realizing said goals, and contributing in any way in the group’s activities (Girls Not Brides, 1). The Girls Not Brides group received funding from donors such as the Ford Foundation, IKEA, Nike, Open Society, Skoll, the Dvaid & Lucile Packard Foundation, Kendeda, Sabanci, NoVo, Human Dignity Foundation, amongst other well-wishers (Girls Not Brides, 1). This site can be critical to one interested in politics in order that they may develop better comprehension and enlightened engagement in political processes by enabling one to know how such groups

Wednesday, November 20, 2019

Who has the right to write literature about war Essay

Who has the right to write literature about war - Essay Example The first novel about war was written by the male because of their active participation in the war compared to women. Poem about with the theme of men, who walk away, is an explanation of the soldiers in the war. The poem serves as an example of the future generation of the behaviour of men during the war. The pre-war novels were about the role of women during the war. The women responsibility to take cares of domestic chores and had no voice during the war. Most women, who advocated their independence, challenged the novel. Women poets came up with poems that describe their role in the war as opposed to those written by men. Other writers wrote poets that explain if the war occurs or not, the authors state the reasons for the war to occur. For the war to happen there should be a reason. African American literature has been incorporated as part of American literature. However, it is independent of its styles and voices from the American literature. The independence has assisted in reach for many audiences of black origin. In United States, African American literature is criticized for the separation of the writing styles. The separation in literature advocated for women to write about their fellow women and African American to write about the blacks. The new policy in it literature was opposed by the many writers because hinder the literature to explore the entire human race. All the writers have equal right despite the race or the gender background to express their opinion in the literature about the war. In the past, the natives ignored the African American literature. Recently the diverse groups in America have accepted the literature written by the blacks in America because of the reduction in the racial discrimination. In conclusion, all the individuals have a right to write literature about war. The Africa American writers believe that that literature gave them political liberation. The literature presents the truth

Sunday, November 17, 2019

Feminism and Homosexuality in Theater Essay Example for Free

Feminism and Homosexuality in Theater Essay Feminism in theater has a very close relationship with the depiction of homosexuality onstage. Playwrights and performance artists who advocate feminism have seen theater as a powerful tool to make the public understand their views. The work of artists such as Lillian Hellman, Holly Hughes, and Anna Deavere Smith shape the discussion of feminism and homosexuality in the theater. Lillian Hellman was a playwright who’s known for plays that discussed the psychological and social manifestations of evil. Her work was revolutionary because she created strong female characters at a time when men ruled American theater. On the subject of homosexuality, Hellman’s most relevant work was â€Å"The Children’s Hour† (Champion and Nelson 156). While â€Å"The Children’s Hour† sends a powerful message on the topic of homosexuality, Hellman herself wasn’t a homosexual and her work may have reflected her attitude toward the subject. Hellman described the play to a reporter as â€Å"not really a play about lesbianism, but a lie (Griffin and Thorsten 27). † According to Hellman, the bigger the lie, the better it gets. â€Å"The Children’s Hour,† which opened on Broadway on November 20, 1934, painted a grim but clear depiction of Hellman’s view. â€Å"The Children’s Hour† is about the lives of two young women who opened a school for girls. Eventually, their lives are gradually ruined when one of the students accuses them of lesbianism. The characters of Martha Dobie and Karen Wright were realistically rendered by Hellman, resulting in a Broadway hit that would have 691 performances. This was a milestone of an achievement since America at the time was very conservative and homosexuality was a taboo subject (Griffin and Thorsten 27). Homosexuality was so taboo a subject in the Western world that the play was banned in Chicago, Boston, and London. While the play earned critical success in France and New York, it wasn’t awarded the Pulitzer Prize for drama in 1935 because the subject matter was still thought to be too sensitive at the time. Critics from New York however, protested the refusal of conservative bodies in the theater industry by forming the Drama Critics’ Circle. The organization has since then presented its own awards for plays they thought were relevant to art and society (Griffin and Thorsten 27). Hellman’s guardedness toward the issue of homosexuality is reflected on the play’s morality, which though clearly controversial and shocking at the time, was nevertheless morally acceptable to the majority of audiences. One glaring example of this is the fact that in the play, the accusation that Martha Dobie and Karen Wright were engaged in a lesbian relationship was simply a lie. An archetypal malicious teenager named Mary Tilford who studied in the school for girls fabricated the story. In fact, Karen was engaged to Dr. Joe Cardin, whom she really loved. Martha may have really been a lesbian in the story, but fearing for her sexuality, she committed suicide after revealing her thoughts and feelings to Karen (Griffin and Thorsten 28). Despite her sensational plays often associated with left-wing politics and feminism, Hellman considered herself largely a â€Å"moral writer. † The issue of homosexuality was primarily just a tool in the story to illustrate Hellman’s view that good people sometimes bring about harm because of their unwillingness to challenge evil. Karen was clearly painted in the play as a heterosexual and Martha seemed to have paid for her crime (homosexuality) with her life. Aside from reaffirming the norms of American society at the time, the play also apparently satisfied the morality of the conservative audience (Griffin and Thorsten 28). â€Å"The Children’s Hour† may have shied away from directly defending homosexuality, but it nevertheless showed the gradual opening of society to the broader roles of women. Martha and Karen were women who earned their own money, thus sending a message that they were independent and had some sort of power to satisfy their desires. These female characters were different from another of Hellman’s characters named Regina in â€Å"The Little Foxes. † While Regina depended on others’ money and the things she got from her manipulation of men, Martha and Karen had the education and administrative skills which led to the success of the all girls’ school they founded. Joe, Karen’s partner, also symbolized the growing number of egalitarian men at the time. He was very supportive of his partner’s wish to continue her career after their marriage and he also respected her dedication to the school she co-founded. He even defended Karen and Martha to his aunt after Mary’s mother convinced other parents to take their children out of the school because of the lesbianism charge (Griffin and Thorsten 28). In effect, while the play was hesitant to probe the reality of homosexuality more deeply, it did affirm in the audience’s mind the expanding role and power of women in society. Hellman might have been too guarded about lesbianism, but performance artist Holly Hughes was definitely vocal about her views about homosexuality and homosexual relationships. Hughes was an openly homosexual performance artist and writer of various plays and books that center on the topic of homosexuality. Her work has both been debated and celebrated by artists and intellectuals. The National Endowment for the Arts (NEA) refused to fund Hughes’ work in the summer of 1990 because of its sensitive subject matter, which resulted in a fierce debate and controversy in the world of performance art. One of Hughes’ most controversial pieces is a play entitled â€Å"Well of Horniness. † Lynda Hart, Assistant Professor of English at the University of Pennsylvania, wrote that the â€Å"Well of Horniness† is both â€Å"transgressive and aggressive† because it dismantles the audience’s preconceived notions about lesbian homosexuality. The play is loosely based on a classic novel about lesbian homosexuality written by Radclyffe Hall. Hughes’ play became very successful and eventually inspired two sequels: â€Å"Part II: Victim Victoria† and â€Å"Part III: In the Realm of the Senseless (Hart and Phelan 60-61). † The play is mostly representational, with the plot repeatedly interrupted by mock commercials and commentaries (Hart and Phelan 60-61). The memorable characters of â€Å"Well of Horniness† include Georgette, Rod, and Vicki. Georgette is Rod’s sister and Vicki is Rod’s fiancee. Vicki and Georgette are members of a sorority called Tridelta Tribads. Georgette meets Rod and Vicki at a restaurant, and Georgette soon recognizes Vicki as someone she knows from her past sorority. Vicki instantly desires Georgette and stares at her longingly. While dining at the restaurant, Vicki drops her fork underneath the table. As she goes down to pick it up, she’s drawn instead to Georgette’s legs, which Hughes writes, were â€Å"two succulent rainbows leading to the same pot of gold (Hart and Phelan 61-62). † The aggressive affirmation of homosexual reality masked in comedy is performed in the play as Vicki continues to give Georgette cunnilingus while Rod delivers a monologue on honeymoon getaways. In productions of the play at East Village, Manhattan, this scene is performed explicitly with Georgette in a comedic manner to Vicki underneath the table. Vicki then gets up and says she’s feeling â€Å"a little too hot† and goes to the bathroom (Hart and Phelan 62). Rod tells Georgette that he senses â€Å"something fishy† but he can’t â€Å"put his finger† on it (Hart and Phelan 62). Georgette then replies, â€Å"I’m working on it. † The comedic conversation happens in the context of a play that is filled with references to fish, eager beavers, muff-divers, and other terms associated with lesbianism (Hart and Phelan 62). In contrast to â€Å"The Children’s Hour†, â€Å"Well of Horniness† certainly drives home its message on homosexuality in a more direct, striking manner. Hughes’ play doesn’t hide behind other issues or concerns such as the â€Å"lie† or â€Å"evil† in Hellman’s play, and instead hits audiences with the reality of homosexuality right away. It is this controversial nature of Hughes work that has made her notorious for conservative critics and even lesbians and other homosexuals who review her work. Hart though, thinks that Hughes’ play effectively challenges heterosexual hegemony. Its borderline messages and controversial nature opens up a â€Å"hopeful new space of visibility† for feminism and its supporters (Hart and Phelan 62). The popular scene from â€Å"Well of Horniness† is even more notable because it shatters lesbian stereotypes. Lesbians at the time were thought of as homosexuals who generally assumed male identities. Vicki though, was already engaged to Rod and yet still desired other women. Vicki’s performance of oral sex for Georgette in close proximity to her fiance destroys any notions the audiences might have regarding lesbianism and the sexuality of women. Since the play is representational, Rod’s character mainly stands for heterosexual hegemony, which explains why the character is named â€Å"Rod† to refer to male phallic symbol. Hughes shows that homosexual realities are happening throughout society despite the blind functioning of heterosexual institutions, such as marriage, as the play points out. Unlike Hellman, Hughes seems more concerned with homosexuality than feminism, although the empowerment of women might also be addressed by her aggressive plays. Through the clear depiction of women as freely desiring beings, Hughes is able to free women from societal stereotypes. â€Å"Women† isn’t a category of human beings who can only desire men. Instead, it’s a fuzzy category that mostly refers to female human beings who may desire any sex and express that desire in different ways. Overarching Hellman and Hughes’ work may be the amazing work of Anna Deavere Smith, performance artist, playwright, writer, and professor. Smith has received numerous awards and is widely known for her performances which have her assuming the identities of more than twenty people. Smith employs few props, such as chairs and tables to differentiate identities in her performances. All the identities she plays are real people who are interviewed beforehand about a social issue. The result of her lengthy monologues is a stunning commentary on the differences that fracture a community. One of Smith’s most popular acts is called â€Å"On the Road,† which she has been performing since 1982. In one of her performances, Smith interviewed twenty-five men and women from Princeton University on subjects such as the university’s eating clubs which are exclusive to men, assault against women, and the condition of black students among others. The fifty-minute dialogue that results from this research entertains and delights audiences at the same time. Smith usually invites her subjects to attend her performances and their reaction is usually positive. Many of them even laugh out loud when they recognize their own selves in the numerous identities performed. Some of them though, get unsettled when they see their views juxtaposed with others from the community (Hart and Phelan 35). This unsettling of the self may be one of the main goals of Smith in structuring her acts through such a unique manner. According to Smith, her goal is â€Å"to find American character in the ways that people speak (Cohen-Cruz 148). † She said that the spirit, imagination, and the challenges of the time can then be captured by inhabiting the words of the people in the community. Unlike other actors who try to project realistic characters on the stage, Smith’s emphasis is more on the filtering of the self through a single actor. She doesn’t assume that she has all the experiences of her subjects, but that she can learn many things from these experiences (Cohen-Cruz 148). Feminism has been one of the subjects of Smith’s performances for a very long time. In one Princeton performance entitled â€Å"Gender Bending,† Smith reminisced how women from Seven Sisters colleges had been imported to Princeton throughout history to provide weekend entertainment for members of fraternities. Feminist definitions of the body, the AIDS crisis, and modern literary representations of homosexuality are also discussed in the show. Smith tackled all these issues by impersonating the subjects she interviewed and playing them onstage (Hart and Phelan 37). In a way, Smith’s work is closer to reality than both Hellman and Hughes’ work because it merely projects the voice of real people onstage. What makes Smith’s performance more striking though than a simple video recording of interviews is that only one face speaks for all of the subjects. Through this technique, Smith is able to erase the immediate symbols of color, gender, and other characteristics of her subjects. Without the physical characteristics that differentiate one subject from another, audiences are forced to consider each subject’s view as a part of a unity that is the community. Stereotypes are then magnified as audiences realize that differences are oftentimes imaginary and unjust. Instead of masking the call for the empowerment of women through discussions about â€Å"evil† such as what Hellman did, or aggressively attacking the audience with controversial representations of lesbians such as what Hughes demonstrated, Smith is able to give voice to real women by simply putting their views side by side with others from the community. Smith puts real context in her performances, which makes the issue more immediate to viewers. Her acts send the message that gender discrimination is really happening right now and many people are unconsciously participating in it. They call for an immediate response to pressing social issues while entertaining audiences at the same time. For ordinary citizens, norms in society are always difficult to challenge, let alone break. Revolutionary works by Hellman, Hughes, and Smith are very valuable in that they help people to cross the bridge, so they can see the other side. While some audiences may dislike the oftentimes crude and vulgar images in their work, their act of watching alone is enough to gradually bend the norms of society. Norms always have to be challenged so that society’s morality and humanity doesn’t remain oppressively stagnant. Once taboo subjects are discussed, they cease to haunt the people concerned and become an issue for everyone. As modernity pushes people to think more about the effects of gender on society and the self, feminism and homosexuality will continue to be relevant topics in theater and other forms of art in the future. Hellman, Hughes, and Smith’s work will also continue to shape the discussions on these topics. These three brilliant writers represent different sides of the spectrum and their work should be read by anyone interested in exploring the relationship between feminism, homosexuality and theater arts. Works Cited Champion, Laurie and Emmanuel Sampath Nelson. American Women Writers, 1900-1945: a Bio-bibliographical Critical Sourcebook. Westport: Greenwood Publishing Group, 2000. Cohen-Cruz, Jan. Local Acts: Community-based Performance in the United States. New Brunswick: Rutgers University Press, 2005. Griffin, Alice and Geraldine Thorsten. Understanding Lillian Herman. Columbia: University of South Carolina Press, 1999. Hart, Lynda and Peggy Phelan. Acting Out: Feminist Performances. Ann Arbor: University of Michigan Press, 1999.

Friday, November 15, 2019

Theprince By Machiavelli Chap :: essays research papers

The Prince Chapter Analysis The Prince, by Machiavelli, was written for the Italian deMedici family and intended to be used as a guidebook for retaining political power. In the chapter entitled "That We Must Avoid Being Despised and Hated," Machiavelli describes the traits that a leader should avoid. He also describes the traits a leader must have in order to have the respect and loyalty of his subjects. Machiavelli writes, "He is rendered despicable by being thought changeable, frivolous, effeminate, timid, and irresolute." Machiavelli believes the leader should never vacillate. The leader's words would become meaningless for he cannot gain anything by constantly changing his goals and his decisions. An example of this would be a manager wishes to complete a task and he orders his workers to begin this task. The manager later decides to change this task abandoning his first task, and he instructs his workers to begin the new task. The manager instructs his workers to return to the first task. The workers begin to become frustrated, and the manager has yet to accomplish a task. Thus, a leader must not vacillate in order to accomplish any goal. A leader must always accomplish the goals he sets out to accomplish, for if he chooses to attain a goal which he has no hope of gaining, then he is a frivolous ruler, and according to Machiavelli, deserves to become despised. A t imid ruler would be too weak and too scared to rule his people, and he would never get a task done. An effeminate ruler is thought to have feminine qualities. In those times, someone who was feminine could not be taken seriously. A leader must always resolve a problem for all problems allowed to "get out of hand" tend to become large problems, and this will show the leader's inability to resolve things. An example of this would be a king becomes aware that his crops were not as productive one year. The king decides nothing on it. Later that winter, his people begin to starve, but the king has done nothing to help. The starving people begin to revolt against this irresolute king. Therefore, a king must not be irresolute. Machiavelli describes these traits so the traits may be avoided by the leader. The leader would become despised and not respected by his citizens and fellow rulers if he is thought to be changeable, frivolous, effeminate, timid, and irresolute.

Tuesday, November 12, 2019

Character Analysis for Maus by Art Speigleman

Character List- round or flat Art Spiegelman- r * Art Spiegelman is the author and narrator of Maus, and also one of the story's main characters. * Born in Stockholm after the Holocaust, he is the only surviving child of Vladek and Anja Spiegelman. * He is married to Francoise, a French woman who converted to Judaism upon their engagement. * Maus centers around two primary narratives: Vladek's experiences as a Jew in World War II Poland, and Art's relationship with his aging father. * When the story opens, Art lives in New York and does not see his father very often, though he lives only a short distance away in Queens. But as Art begins to draw this story about Vladek's Holocaust experiences, he begins to visit his father more and more frequently. * Their relationship is strained, as Vladek's gruff demeanor and unwillingness to spend money routinely infuriate his son. * Art is filled with complex feelings towards his father ranging from admiration for his survival in Auschwitz, to f rustration towards his aggravating tendencies, and guilt for his own neglect of a father who has lived through so many difficult times. * Art also has complex emotions towards the Holocaust.Though he did not live through it personally, he feels that he is constantly affected by it. * His father's personality was largely formed from his experiences in Auschwitz, and this personality in turn directly affected the way in which Art was raised. Vladek Spiegelman- r * Vladek is Art Spiegelman's father. * He grew up in pre-war Poland, and much of Maus traces his experiences in the Holocaust, as told in his own words to his son. * As the story opens in 1978, he is married to his second wife, Mala. The couple does not get along * Vladek's personality is largely dominated by his Holocaust experiences. During the Holocaust, he exhibited a spectacular resourcefulness, work ethic, and presence of mind that often enabled him to secure food, shelter, and safety for himself and his family. * He was a shrewd businessman, and in the most troubling times he saved everything of use. In 1978, he still saves everything and tries to exchange those things that he no longer needs. * Once so resourceful and competent, he is still constantly working on small projects, some of which he is incapable of completing. Anja Spiegelman- r * Anja is Art's mother and Vladek's first wife.The couple meets in Poland while Vladek is in a long-term relationship with another woman, Lucia Greenberg. * Always an anxious woman, she suffers an acute depression shortly after the birth of her son and spends three months recovering in a sanitarium. * She survives the Holocaust with her husband, and they immigrate to the United States a few years after the war. * Anja commits suicide in 1968, leaving both Art and Vladek in emotional turmoil. * Art's last memory of his mother is recorded in a comic called â€Å"Prisoner on the Hell Planet,† in which she enters Art's room and asks him if he still loves he r.His response, a terse and dismissive â€Å"sure,† haunts him for years. Lolek- f * Vladek's nephew and Uncle Herman's son. * Lolek lives with Anja's family for much of the initial German occupation, first at Anja's father's house and then in the Srodula ghetto. * When the situation deteriorates and Vladek makes preparations to hide in a shelter until the Nazis have evacuated the town, * Lolek tells his uncle that he is tired of hiding, and he is soon transported to Auschwitz. He survives the camps and eventually becomes a college professor. Richieu Spiegelman- f Richieu is Vladek and Anja's first child, born in Poland in 1937. * In 1943, Vladek and Anja send him to live under the protection of Uncle Persis, where they think he will be safer. * Richieu travels with Anja's sister, Tosha; * But soon after, Zawiercie is liquidated by the Nazis. Rather than be taken to the gas chamber, Tosha poisons herself and the children under her care, including Richieu. * After his death, V ladek and Anja keep a photograph of their first child hanging on the wall of their bedroom. Mala Spiegelman- f * Mala is Vladek's second wife, and a friend of his family from before the war. The couple does not get along. * Mala is consumed with frustration towards Vladek's inability to part with money, while Vladek views his wife with considerable distrust and accuses her of trying to steal his money. Francoise- f * Art's wife. * She is French and converted to Judaism in preparation for their marriage to please Vladek. * She is intelligent, kind, and opinionated, and their relationship is strong. * She plays a relatively minor role in the story, serving mostly as a means for Art to discuss his relationship with his father and the Holocaust. Mr. Zylberberg- f Anja's father. * Before the war, he is a wealthy manufacturer who owns a factory. * When Vladek and Anja are married, he provides Vladek with a factory of his own. * He survives with his family in German-occupied Poland, until the family is captured and sent to await transport to Auschwitz. * By bribing his cousin, Haskel, Vladek is able to arrange for the release of himself and Anja. Orbach- f * A friend of Vladek's family in Poland. * When Vladek is a prisoner of war, Orbach claims him as a cousin, so that Vladek is released into his custody and eventually returns home to Sosnowiec.Vladek's father- f * Vladek's father is a tough and deeply religious man. * His wife dies of cancer before the worst of the Holocaust. * Before the war, Vladek's father intentionally starves his son so that he will be declared unfit for the army. * Later, the Nazi grip tightens, and all Jews are made to register in a nearby stadium. Those who are fit to work are sent to one side, while the elderly and women with many children are sent to their deaths at the concentration camps. By registering at a table manned by his cousin, Mordecai, Vladek's father is spared. Before he leaves the tadium, however, he sees his daughter, Fela (Vladek's sister) and her four small children standing with those destined for Auschwitz. He crosses over to be with her, and all die in the camps. Uncle Herman- f * Anja's brother. * Along with his wife, Hela, he is visiting the New York World's Fair when the war begins, and they remain in the United States to escape the horrors abroad. Tosha- f * Tosha is Anja's older sister. * At the beginning of the German occupation of Poland, she lives with Anja's family in her father's house, along with her husband, Wolfe, and their small daughter, Bibbi. As the situation deteriorates Uncle Persis offers to keep her safely in nearby Zawiercie ghetto, where he is a prominent member of the Jewish Council. * She agrees, and leaves with Wolfe, Bibbi, and Vladek's son Richieu. Soon, though, the Germans slaughter the Jewish Council and begin to evacuate the Jews of Zawiercie to the camps. Rather than be sent to the gas chambers, Tosha poisons herself, her daughter, Herman's daughter Lonia, and Vlad ek's son Richieu. Mr. Ilzecki- f * A former customer of Vladek's from before the war. The two meet again after the German occupation and begin conducting business on the Sosnowiec black market * Mr. Ilzecki has a son about the same age as Vladek's, and he offers to send Richieu along with his own son to a Polish friend to hide until things get better. Nahum Cohn- f * A friend and business partner of Vladek's during his black market days in Sosnowiec. * Nahum is arrested along with his son for selling goods without coupons. * The Nazis decide to make an example of them and they are hanged in a well-know black market center and left there for a full week. Anja's Grandparents- f During the initial period of the German occupation, they live in Anja's father's house with the rest of the family. * Later, they are told to relocate to a â€Å"community better prepared to take care of the elderly. † * The family hides them for over a month, until the authorities arrest Anja's father a nd threaten to arrest more of his family if the grandparents are not given over to the Germans. * Anja's grandparents are taken away to Auschwitz, where they are killed. Haskel Spiegelman- f * Haskel is Vladek's cousin, and chief of the Jewish Police in the Srodula ghetto. He is the brother of Miloch and Pesach. He is what Vladek calls a kombinacya, or â€Å"schemer. † * While he is a rather unsavory character, he is a good person to know in the ghetto. * When Vladek's family is discovered in the â€Å"chandelier† bunker and sent to a compound to wait for transport to Auschwitz, Haskel arranges for Vladek, Anja, and Lolek to be released in exchange for valuables. Miloch Spiegelman- f * Miloch is Vladek's cousin, and brother to Haskel and Pesach. * He is Vladek's supervisor at the shoe repair shop in the Srodula ghetto, and an honorable man compared to the scheming Haskel. When the Germans make plans to eliminate all Jews in the ghetto, he prepares a hidden shelter behi nd a pile of shoes at the shop, where Vladek, Anja, and 15 other people hide for days. Pesach Spiegelman- f * Pesach is Vladek's cousin, and brother to Miloch and Haskel. * Like Haskel, he is a schemer and a rather unsavory character. * His most significant involvement centers on a scheme to sell cake to the inhabitants of the ghetto. * He makes a fortune, but everyone who eats it becomes sick – the cake was accidentally made with laundry soap in addition to flour. Mr. Lukowski- f The janitor at Anja's father's house. * When Vladek and Anja escape from the Srodula ghetto, they knock on his door and he allows them to stay in a shed behind his house. Mrs. Kawka- f * Mrs. Kawka is the owner of a small farm on the outskirts of Sosnowiec, and for a price she allows Vladek and Anja to hide in her barn. * Mrs. Kawka is the person who tells Vladek about the smugglers who can take him to Hungary. Mrs. Motonowa- f * Vladek befriends Mrs. Motonowa at the Sosnowiec black market after the liquidation of Srodula, and she offers to hide him and Anja at her farm, with her seven-year-old son. She is a kind woman, and the house is comfortable, except for a ten-day period in which Mrs. Motonowa's husband returns home from Germany on vacation, and they are forced to stay in the basement. * After Vladek and Anja attempt to escape to Hungary, she shelters Miloch and his family for the remainder of the war. Mandelbaum- f * Before the war, Mandelbaum owned a pastry store in Sosnowiec where Vladek and Anja often shopped. Abraham- f * Abraham is Mandelbaum's cousin. * He agrees to accompany the smugglers, and promises to write Mandelbaum and Vladek if he arrives safely in Hungary. He is betrayed, however, and forced at gunpoint to write the letter anyway. The Karps- f * The Karps are Vladek's neighbors at his Catskills bungalow. * When Art visits his father there, they take him aside and tell him that Vladek cannot possibly take care of himself. Vladek's Kapo- f * A â€Å"kapoà ¢â‚¬  is a Polish supervisor at a concentration camp. * Soon after Vladek arrives at Auschwitz, Vladek's kapo asks the Jews in the barracks if anyone there can speak English. Pavel- f * Pavel is Art's psychiatrist. * Like Art's father, Pavel is a survivor of the Holocaust. Art sees him once a week, and the sessions always seem to make him feel better. Mancie- f * Mancie is a female Hungarian Jew at Birkenau with Anja, * has higher status as a result of an affair with S. S. guard. * She acts as a go-between for Vladek and his wife, carrying notes and food. The Frenchman- f * After Vladek is transferred from Auschwitz to Dachau, he befriends a Frenchman with whom he converses in English. * Because he is not Jewish, the Frenchman is able to receive packages of food through the Red Cross, which he shares with Vladek, probably saving his life. http://www. gradesaver. com/maus/study-guide/character-list/

Sunday, November 10, 2019

Allowance Essay

â€Å"Please Dad, Can I? † â€Å"No, you can’t. † That is the answer of most parents, when asked by their child if he can have an allowance. Parents believe that allowance makes a child unappreciated money. The truth however, is the opposite. Allowance helps the child turn into a financially secure adult by teaching him money management. Also, because it is their own money, children will feel independent and important. Finally, allowances teach kids that to earn money and succeed as an adult, one has to work hard and be responsible. Parents should give children allowances to help the child prepare for the future. Every parent wants their child to grow up, and become more successful than they were. To do this, the child has to learn to manage money properly, especially nowadays since swiping a card is all it takes to bankrupt oneself. Starting an allowance system will help a young person manage money better. If a child uses up their money for immediate gratification instead of saving it, they might regret it later because they cannot afford something. By learning to save up money the child will be learning to prepare for the future. Allowance help kids learn that spending your own money is different than spending someone else’s. For the same reason, children with allowances can grow up to be independent adults. Because it is their own money they are spending, children will not have to rely on their parents all the time. Instead of asking their parents – which is annoying and even degrading for the child, and irritating for the parents – they are able to use their own money. This makes the child feel important and helps increase their self esteem. When an adult, the child will not borrow too much money from banks or people and obtain a large debt. Instead, the person will learn responsibility and use the money he himself owns. Which leads us to our third reason: allowances teach responsibility and hard work. By earning ones allowance by doing chores and work around the house, a child understands that money does not grow on trees; instead one has to work for it. As an adult this person would work hard at his job to get money. Additionally, the money will not be wasted on unnecessary items because the child knows that there is a limited source. So as one can see, contrary to popular belief, allowances actually make kids appreciate money. For that reason, allowances help children become responsible, independent, and financially secure adults. Essay Topic: Allowances By: Tarim Shahab September 17, 2008 Mrs. de Mestral 7/8-3

Friday, November 8, 2019

4 Ways That Business Writing Courses Can Improve Your Grammar

4 Ways That Business Writing Courses Can Improve Your Grammar Even the best writers the ones who make six figures writing for the most prestigious magazines and websites slip up with their grammar; though, fortunately for them, they have full-time editors who catch those rare mistakes. But for the hard-working business employee who is juggling six different projects at once, sitting down for long hours of proofreading the kind of intense refining process that a professional writer undergoes is simply not practical. But the hard truth is that in the business world impeccable writing skills is a must, whether you're writing marketing pitches, internal reports, or a proposal. That's where business writing courses come in. Writing courses can improve your awareness of grammar, for example, to such a degree that your work does not require much proofreading. Before you know it, you become a grammar master who instantly knows the answers to common grammar conundrums like these four: 1. Affect vs. Effect Possibly one of the most common errors in business writing (or any writing, for that matter) is the confusion over using "affect" or "effect." Fortunately, the usage follows a simple rule. If you memorize it, this grammar pitfall will never trouble you again. "Affect" is a verb. "Effect" is a noun. Example: The presentation affected my understanding of sales. However, if you try to phrase the sentence this way, "The presentation had an effect on my sales," you are no longer using the verb "affect." You've switched to the verb "had." The word "effect" is a noun because it is the thing that the presentation "had." 2. Sink, Sank, and Then I Sunk - Help! This is another example of confusing verb tenses. In an email your colleague writes, "Our profits sunk last quarter, but that company's earnings also sunk." With the verb "to sink," the present tense is "sink." The past tense is "sank," and the past participle is "sunk," which is always paired with the auxiliary verb "had." Your colleague is using the past participle instead of using the past tense. The correct version: "Our profits sank last quarter, but that company's earnings also sank." 3. Should I Use "Shall" or "Will?" This is a situational problem. If you are using "shall" in the third person i.e. he shall complete that report then it obliges the subject of the sentence to perform the verb. In other words, it is a command. It's like when your mother says, "You shall clean your room," in a very authoritative tone. However, if you're using "shall" in the first person, there is no sense of obligation. It means simply that you intend to do that action sometime in the future: "I shall go to the cafeteria today." When you use the word "will" in the first person I will complete this spreadsheet it expresses a sense of determination. It is meant to convey your strong desire to do whatever is necessary to complete the task. But when you use "will" in the third person i.e. he will leave work early today it simply indicates that the person will do something in the future. 4. I "Sit," But She "Set" An easy way to remember when to use "sit" or "set" is to ask this question, "Is someone placing an object somewhere?" If the answer is yes, you use "set." For example, someone wants to bring some indoor plants into the office. They ask you where to put them. You would use the transitive verb "set" which always requires a direct object: "Set them on the window sill." If there is no direct object involved if no one is placing anything anywhere and you're just talking about people being in a location you would use "sit": "He sits at the conference table." This also applies to nouns that are not being moved by anyone i.e. The computer sits on the table. But if Bob comes over and moves the computer to the table, you would say, "Bob set the computer on the table." All of our business writing courses include instructor review of your individual grammar issues, resources, and correction strategies. Improve your grammar so that you spend less time proofreading and more time working. Not sure which course is right for you?

Tuesday, November 5, 2019

Subject-Verb Agreement

Subject-Verb Agreement Subject-Verb Agreement Subject-Verb Agreement By Guest Author This is a guest post by Jacquelyn Landis. If you want to write for Daily Writing Tips check the guidelines here. My copyediting students occasionally stumble when they see a sentence like this one: All the shirt needs is/are buttons. Which is it? The singular is or the plural are? Most of us know instinctively that the verb form must match the subject form in number. This is called subject-verb agreement. But sentences such as this one seem ambiguous since all can be either singular or plural when it’s used as an indefinite pronoun. It would be an easy choice if all were followed by a prepositional phrase to help us determine whether it’s singular or plural: All of the water is draining. (singular) All of us are tired. (plural) So, what many writers would do with the problematic sentence is turn to buttons to help them make the decision. And since buttons is plural, then the verb should be plural, too. Right? Well, not quite. Buttons in this sentence is whats called a predicate nominative. Now, I know grammar terms like this are enough to send most people screaming into the night, but stick with me. A predicate nominative is simply a noun that is the same as the subject. It describes it further, just as buttons describes all. Predicate nominatives do not determine the verb form; only the subject can do that. And the subject of our puzzling sentence, all, is a singular pronoun even though what it substitutes for (buttons) is plural. It stands on its own with no help from a prepositional phrase. When this is the case, it’s singular. Thus, the correct verb form is also singular, so this is how our sentence should read: All the shirt needs is buttons. Follow the same logic when the subject is what: What he ordered was steamed clams. Whenever Im tempted to use a plural verb in sentences such as this, I remind myself of a song: All I Want for Christmas Is My Two Front Teeth. The songs authors were teachers, and they got it right. Jacquelyn teaches an online copyediting course to students from around the world Education to Go. Check it out. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Inquire vs EnquireList of Greek Words in the English LanguageUsing "zeitgeist" Coherently

Sunday, November 3, 2019

Capstone Research Project Paper Example | Topics and Well Written Essays - 1500 words

Capstone Project - Research Paper Example The foremost factor that has to be understood before representing the misstatement as a fraud is the ‘nature of misstatement’. Nature represents as to whether the misstatement has been made intentionally or unintentionally. According to the specifications within SAS No. 82, fraud is an action that is conducted intentionally and as a result of which ‘material misstatements’ occur within a firm’s financial statements (American Institute of CPAs, 2011). There are several indicators of fraud that have been represented within the SAS No. 82. These are also considered as factors of risk, few of which have been listed below. The consideration of these cases will definitely help in identifying fraud in the given five scenarios within the case. Indicators of Fraud in Relation to Financial Reporting: (a) A massive amount of compensation for the management has been stated to be in structure of bonuses. (b) The management of the firm is dominated by an only indiv idual or a very small group without allowing any role of the board of directors. (c) Involving into regular disputes with the present or previous management or auditors on issues related to auditing and accounting. (d) Limitations imposed on the auditor for improperly restricting activities related to key information and people. (e) Failure to pay the bills while there is reportedly huge earnings. (f) Transactions within related party apart from the normal courses of business. Indicators of Fraud in Relation to Assets Misappropriation: (a) Inadequacy of management supervision (b) Massive amount of cash is in hand or are processed on a regular basis (c) Inappropriate screening of the applicants for job (d) Inappropriate activities of record keeping (e) Inappropriate isolation of duties (f) Inappropriate process of approval of transactions (g) Non compliance with the time limit for presenting documents related to transaction (h) Inadequacy in controlling physical assets (i) Inappropri ate provision of compulsory vacations for the employees (Porter & Pope, 2011). The fraud indications described under SAS No. 82 can well be compared with that of the given company for identifying whether fraud is taking place or not. If it is found that the management is guilty of the above fraud indications, the SAS specifications provide that the auditor can undertake the following activities: (1) Acquire a clear and concise understanding of the accounting process being carried out within the company along with verification of journal entries along with adjustments. (2) Categorize and choose particular journal entries along with adjustments for verifying. (3) Decide on the verification timing. (4) Investigate the individuals associated with activities in relation to financial reporting and make inquiries regarding lack of appropriation in journal entries as well as adjustments. (Public Company Accounting Oversight Board, 2011). Effectiveness of SAS No. 82 towards Minimization of O rganization’s Fraudulent Activities After the incorporation of the standards under SAS No. 82, the various companies have started evaluating the impact of the rules to reduce frauds within the organizations. An internal analyst of financial activities can become successful through following the rules mentioned under SAS No. 82. However, there is requirement through the rules that the assessment of risk has to be conducted by an external auditor (Public Oversight Board, 2

Friday, November 1, 2019

Budgeting Coursework Essay Example | Topics and Well Written Essays - 2000 words

Budgeting Coursework - Essay Example The second difference is that the first three stages entail the writing of the budgeting while the last three stages have to do with implementation. Being the writing stages, the first three steps encounter concrete discussion and contradiction among the involved stakeholders. There is a lot of debate at this stage due to its impact on the entire process. This is different from the last three stages which do not require a lot of debate. Professionals in the implementation stage are expected to meet the prerequisite of the budget with limited need for debate. They are not supposed to make any amendment to the budget unless advised. Their ideas that professionals are only expected to meet the expectation of the budget makes the second stage more technical than the first stage. This is contrary to the first section where the players have to ensure the desires of the public are met. The third difference is that the first three stages and most specifically the second and third stages invo lve the budget policy-making process. The fourth stage has to do with the implementation of the agreed policies. Policymaking process requires the politician who represents a definite section of the population. Implementation of the policy requires competent experts who are knowledgeable enough to put into practice the formulated policies. In the political section, the public is involved either through their representative in the legislature or through the media. The interest of the public is addressed during the first three stages.... Being the writing stages, the first three steps encounter concrete discussion and contradiction among the involved stakeholders. There is a lot of debate in this stage due to its impact on the entire process. This is different from the last three stages which do not require a lot of debate. Professionals in the implementation stage are expected to meet the prerequisite of the budget with limited need for debate. They are not supposed to make any amendment to the budget unless advised2. There ideas that professionals are only expected to meet the expectation of the budget makes the second stage more technical than the first stage. This is contrary to the first section where the players have to ensure the desires of the public are met. The third difference is that, the first three stages and most specifically the second and third stages involve budget policy making process. The fourth stage has to do with the implementation of the agreed policies. Policy making process requires politic ian who represent a definite section of the population. Implementation of the policy requires competent experts who are knowledgeable enough to put into practice the formulated policies. In the political section, the public are involved either through their representative in the legislature or through the media. The interest of the public are addressed during the first three stages. Implementation stages involve the experts only. Public members are passive participant in this level. On the other hand, public involvement is not pertinent. Technicians have the biggest role in the last two stages. Why the differences exist All the stages are very imperative in the budget process. One stage cannot be