Gender Roles in Ancient Egypt, Rome, and India

Brief: Gender isn't sex: sex has to do with the jobs and desires usually attributed to people, and these can differ starting with one society then onto the next. Compose a paper that investigates likenesses and contrasts in sexual orientation standards in antiquated Egypt, Rome, and India. Sexual orientation jobs change all around. There is definitely not a set standard that applies to each place everywhere throughout the world. Men are for the most part of higher situation than ladies however not generally. In this paper I will enlighten you explicitly concerning the sexual orientation jobs, for the most part of ladies, in India, Egypt, and Rome.In India, the ladies are controlled totally by the men in their families. They likewise need to offer a great deal of appreciation to the men in their way of life by and large. The ladies must follow the orders of her dad first, after him her significant other, and in conclusion her child. In spite of the fact that she should comply with the se men the limitations don't end there. After a woman’s spouse bites the dust she doesn't have autonomy and she isn't permitted to remarry. In the film Paheli there were excellent instances of what the way of life would resemble among the sex jobs in India.The love bird, Lachchi, must her shroud expelled by her better half, Kishen. She isn't permitted to do this without anyone else's help. While Lachchi and Kishen are headed to Kishen’s house, Lachchi has a few kids proceed to get her berries from a close by tree, Kishen chastens her and claims the berries and doesn't let her ingest them. One piece of Paheli that strikes me as intriguing is where the men give the ladies bright bangles. In this general public the men ruin the ladies yet they spot such cruel limitations on them.It states legitimately in the reading material, â€Å"A idealistic spouse ought to continually serve her better half like a divine being, regardless of whether he carries on seriously, unreserved ly revels his desire, and is without any acceptable characteristics. † This is stating that he can do anything he desires, undermine his better half with whomever he satisfies, and on the off chance that he has no redeeming qualities to him or does nothing right. Then again, the spouse can do anything he desires. He ought to be â€Å"born again† by impregnating his significant other. Additionally, the spouse ought not hold her in line forcibly however rather, by occupying her time with exercises that advantage them two, for example, cooking and cleaning.While men get ownership of all the land and they have the rights and capacities to go to work the ladies didn't have these as life choices. The ladies that were brought to India as slaves were utilized as artists and artists yet at times they were utilized to go about as military gatekeepers. In Egypt, The sexual orientation jobs are not as exacting as they are in India. The ladies can have higher positions and there is greater accessibility of exercises they can do. In spite of the fact that ladies didn't have numerous limitations, one that was retained for quite a while was that a lady ought not retain a place that administers a realm or have successful power.Actually it was said â€Å"A individuals who place ladies accountable for their undertakings will never prosper† and â€Å"Men die on the off chance that they obey ladies. † This was later resisted and a lady called â€Å"mother of Khalil† was put in a higher up position. Another way that a lady could obtain a higher up status would be by being the mother of a ruler. Men are generally the providers of the families and the ladies do near nothing since they don't need to. Mistresses, who were typically slaves, could gain themselves a respectable living in the event that they were sufficiently clever or picked the correct man and made an average relationship with him.In Rome, The sexual orientation jobs run uniquely in cont rast to some other spot. The ladies reserve the privileges to do a significant part of indistinguishable things from men. There are various perspectives to the jobs regularly from house to house however. In one case, the house was partitioned into two and the men rested upstairs while the ladies dozed ground floor. In spite of the fact that this appears to be odd it is in reality extremely obliging on the grounds that the spouse was saving his better half the difficulty of having to consistently go down the stairs to keep an eye on her child.Elite Roman ladies were socially and politically huge and frequently exceptionally noticeable people. This demonstrates despite the fact that in numerous societies ladies would never be equivalent to men, in the Roman culture they could come exceptionally close. In numerous different societies that we discussed it was okay for the men to carryout issues. In the Roman culture it was said that â€Å"women of Rome, all were relied upon to be fruit ful and prudent mothers†¦ideologies of manliness bound men, who were to be not kidding, solid, and committed to their families, the divine beings, and their state. This is the general public that sounds immaculate to me. It appears as though everything would simply cooperate and there would not be a lot of contention. In these outlines of little parts of sexual orientation jobs we have seen numerous distinctions. I have not secured every one of them yet you can just envision what sorts of different things are occurring on the planet that isolate the men from the ladies. Egypt, India, and Rome all contrast and that is okay since what might the world resemble if everything worked in impeccably a similar request.

Interesting Essay Questions About Queen Elizabeth I Example For Students

Fascinating Essay Questions About Queen Elizabeth I Sovereign Elizabeth I Were Queen Elizabeth I and Catherine the Great powerful rulers? Were their reignscharacterized as great or not all that well? Dismissing the assessment of the individuals who reignedconcurrently or students of history today, these two controlled their nation in a period of strife anduncertainty! The world and the individuals inside it were experiencing a significant change. Newlands were being found just as significant pretending mainlands and nations werechanging status. Some losing power while others picked up it. Sovereign Elizabeth I andCatherine the Great governed their nation to the degree where they had the option and theirsubjects permitted them to. Sovereign Elizabeth I of England was a surprising ruler. Elizabethwas conceived in 1533 to Henry VIII of England and took the seat in 1588 at the age oftwenty-five and ruled until 1603 when she died (Sowards, 28). Elizabeth wasthe last of the Tudor Dynasty (Upshur, 465). Because of her dads uncontrollablehap-unsafe standard, Elizabeth, at just the age of twenty-five, was at that point confronted withdilemma inside England. Henry VIII needed a male to assume control over his seat so when he felthis time was running out, Henry VIII expected to separate from his Queen around then however theCatholic Church doesnt permit this. He isolated from the congregation and brought Englandwith him. He transformed England into a protestant country. Obviously individuals wereconfused and needed to make gigantic alterations. Toward the start of Elizabeths rule therewas disarray. She was a firm Catholic anyway she made a trade off between the tworeligions. Sovereign Elizabeths choice was expected generally from the assent of her people(Upshur, 465). Be that as it may, Elizabeth realized that two religions would cause issues. Asreestablished, the Anglican Church was protestant in its Theology, however quite a bit of its ritualand religious association stayed Catholic in form(Upshur, 465). Elizabethbelieved that faithfulness of her kin would unite them just as the nation. Thepeople were not constrained by the state however by their own still, small voices. The individuals of Englandsaw Queen Elizabeth as caring just as unequivocal. By permitting the individuals todecide, Queen Elizabeth picked up their trust and dependability not at all like her dad before her. QueenElizabeth didn't constrain the individuals yet permitted them to settle on their own and for theirvoices to be the central factor. Truth be told, The best accomplishment in English history, thebreaking the obligations of Rome, and the foundation of profound freedom, wascompleted without carnage under Elizabeths protection, and Elizabeth may have theglory of the work(Sowards, 37). The individuals of England were in no need of a governmentthat was more worried about it more than it was for the individuals. Elizabeth was Queenbut she built up great ties with parliament. Britain didn't require the standard of a monarchythat controlled carefully, took the people groups riches, and burdened. By burdening the peopleparliament could control the individuals (Upshur, 464). Be that as it may, this was the specific oppositeof what Queen Elizabeth did. She was affluent, be that as it may, she permitted the individuals ofEngland to have the chance to pick up riches. Without estranging general conclusion, QueenElizabeth picked up what she needed. Sovereign Elizabeths approaches concurred with the interestsof the individuals (Upshur, 465). Sovereign Elizabeth was dynamic in international strategy. The individuals ofEngland, her subjects, started to see new materials because of her mediation in outside policy.Furthermore, they started to acquire riches. Elizabeth started exchange with India and allowed acharter to the English East India Company (Upshur, 465). This opened the way for tradeas well as the thoughts for others to endeavor to accomplish objectives, and to set better expectations. Thisgave some spirit to the individuals of England. She likewise settled relations with the rulersof Russia and approved the development of the Muscovy organization, the first in westernEurope to exchange with Russia (Upshur, 465). Sovereign Elizabeth was under the ordinary stressof any leader of that time. .uf0dd8c2a3fd475464f1aad8e981f6e37 , .uf0dd8c2a3fd475464f1aad8e981f6e37 .postImageUrl , .uf0dd8c2a3fd475464f1aad8e981f6e37 .focused content region { min-tallness: 80px; position: relative; } .uf0dd8c2a3fd475464f1aad8e981f6e37 , .uf0dd8c2a3fd475464f1aad8e981f6e37:hover , .uf0dd8c2a3fd475464f1aad8e981f6e37:visited , .uf0dd8c2a3fd475464f1aad8e981f6e37:active { border:0!important; } .uf0dd8c2a3fd475464f1aad8e981f6e37 .clearfix:after { content: ; show: table; clear: both; } .uf0dd8c2a3fd475464f1aad8e981f6e37 { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; darkness: 1; progress: haziness 250ms; webkit-change: obscurity 250ms; foundation shading: #95A5A6; } .uf0dd8c2a3fd475464f1aad8e981f6e37:active , .uf0dd8c2a3fd475464f1aad8e981f6e37:hover { murkiness: 1; change: mistiness 250ms; webkit-change: murkiness 250ms; foundation shading: #2C3E50; } .uf0dd8c2a3fd475464f1aad8e981f6e37 .focused content zone { width: 100%; position: relative; } .uf0dd8c2a3fd475464f1aad8e981f6e37 .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content enrichment: underline; } .uf0dd8c2a3fd475464f1aad8e981f6e37 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .uf0dd8c2a3fd475464f1aad8e981f6e37 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; outskirt span: 3px; box-shadow: none; text dimension: 14px; textual style weight: intense; line-stature: 26px; moz-fringe sweep: 3px; content adjust: focus; content embellishment: none; content shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: outright; right: 0; top: 0; } .uf0dd8c2a3fd475464f1aad8e981f6e37:hover .ctaButton { foundation shading: #34495E!important; } .uf0dd8c2a3fd4754 64f1aad8e981f6e37 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .uf0dd8c2a3fd475464f1aad8e981f6e37-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .uf0dd8c2a3fd475464f1aad8e981f6e37:after { content: ; show: square; clear: both; } READ: The Atomic Bomb in World War II Essay Or right? For a long time she was unendingly an imprint forassassination, and her spirits were rarely influenced, and she was never scared intocruelty (Sowards, 36). Elizabeth, inverse of past rulers, was attempting to live downEnglands notoriety similar to a country of war. Elizabeth haggled rather than initiatingwar (Sowards, 32). The Elizabethan Age was tranquil. The individuals of England may havebeen used to conventional battling, in any case, Elizabeth kept harmony. Sovereign Elizabeth had adesire for harmony. She dealt with the country of England well to support a quiet life whileother nations battled wars, lost, and fell into progression. Sovereign Elizabeth was a peacefulruler, notwithstanding, she engaged in on demonstration of fighting. She is generally celebrated for her dramaticvictory over the Spanish Armada throughout the mid year of 1588 (Sowards, 25). Englishhostility to Spain was developing for various reasons: compassion toward the beleagueredFrench Huguenots and the laborers of Holland secured their own frantic battle withPhillip; the undeclared ocean war with Spain that English privateers and privateers had alreadybeen carrying on for a generation(Sowards, 26). There was no ground war and thepeople of England never got unrested. Sovereign Elizabeth was quiet and didn't jumpinto war with Spain. She battled on her own terms (Sowards, 38). This was an indication of asmart ruler. This prompted National significance for England. Britain got preeminent on theseas. English business expanded to the Old World and states were framed in the NewWorld(Sowards, 33). Sovereign Elizabeth I was loved by her subjects since she was aneffective ruler. She carried compelling government to the individuals through parliament. Sheopened the open door for exchange just as the chance to pick up riches. QueenElizabeth I additionally set the trend that all countries are not as ground-breaking as they may appearby overcoming the Spanish Armada. This empowered other littler nations to head out in theseas to pick up riches and investigate a new area.

Valuable Advice on How to Write a 3-page Essay

Valuable Advice on How to Write a 3-page Essay As you journey through your college life, you will face different types of essay assignments. One of the essay types you will face is the three-page essay. But what should you do when you encounter this kind of assignment? This article will furnish you with the answers you need on how to write a 3-page essay. What is a 3-page essay? Before we delve into the nitty-gritty of writing a 3-page essay, it is necessary to understand what this form of essay is. A three-page essay allows a student sufficient space to come up with their arguments in a manner that lets them introduce and conclude those arguments. However, when tackling this kind of assignment, you should focus on following the instructions of the essay instead of worrying about how long it should be. Examining the question Taking your time to keenly examine the question of the assignment is one of the success keys on how to write a 3-page essay in 2 hours. The reason is that if you don’t understand the question well, you will give the wrong answers to what your teachers expect from you. In the process of examining the question, you should establish what you need to do in the essay. Some of the things you ought to pay close attention to are as follows: The topic at hand: If you don’t understand the topic of the assignment, you will fail in every other thing. The reason is that you may do all the best research, write with all the excellent grammar you can, but if you have not understood the topic, you will be like a soccer player who has scored an offside goal. So, ensure you understand what the topic is, and you should write before proceeding. Get the format: After understanding the question, you also need to understand the format you need to use. You have to find out if you are supposed to use a 12-point or an 11-point format. Also, find out if the teacher wants you to use single or double spacing. Do the research After establishing all the guidelines of the essay, and you are sure about the topic requirements, it is now time for you to shift your attention to what you will include in the essay. Here, you need to do research that will enable you to get the raw material with which to construct your assignment. Remember, if you fail at this point, the whole assignment will flop. You need to establish reliable sources of information. You can use both online and offline sources such as libraries, encyclopedia, publications, and books to get credible materials. You also need to identify sources you can access easily and on time. Make sure every material you use to write your essay has an established authority behind it. Formulate a thesis statement After gathering your raw materials, you need to come up with a stand on the topic at hand. Your thesis is your primary argument around which all the other arguments will revolve. You’ve got to draft your thesis in a manner that is clear, forceful, and easy to defend. Writing the body After you have formulated your thesis, you now need to begin writing the body paragraphs. The three body paragraphs will allow you to defend your thesis with reasons and supporting evidence. You can concretize your evidence by including reliable and authoritative quotations from authority figures in the area of study you are handling. Here, you need to include all the details you had pointed the reader to when you introduced the essay. Drafting the conclusion The conclusion should serve as the climax of your assignment. That is why the entire essay should progressively build up towards it with your best coming at this point. In the conclusion, you need to restate your thesis. Additionally, you have to take a few sentences to summarize the evidence and reasons you gave to support your thesis. Lastly, make your conclusion convince the reader of the merit and importance your arguments and thesis. Check the length After writing your essay, you should check it to ensure that it meets the length requirements and specifications. If it is too long, you will need to shorten it by cutting off some parts or if it is too short, lengthen it by adding new parts. Get essay writing help here This article has shared with you all you need to know on how to write a 3-page essay. You can now optimize these 3-page essay writing tips to sharpen your skills in writing these types of assignments. But if the inconveniences of life throw too much at you, and you end up choking in deadlines, our company can help you. We are professional writers dedicated to helping students with their essay assignments.

Exploratory Essay Definition and Examples

An exploratory essay is a short work of nonfiction in which a writer works through a problem or examines an idea or experience, without necessarily attempting to back up a claim or support a thesis. In the tradition of the Essays of Montaigne (1533-1592), an exploratory essay tends to be speculative, ruminative, and digressive. William Zeiger has characterized the exploratory essay as open: [I]t is easy to see that expository composition—writing whose great virtue is to confine the reader to a single, unambiguous line of thought—is closed, in the sense of permitting, ideally, only one valid interpretation. An exploratory essay, on the other hand, is an open work of nonfiction prose. It cultivates ambiguity and complexity to allow more than one reading or response to the work. (The Exploratory Essay: Enfranchising the Spririt of Enquiry in College Composition. College English, 1985) Examples of Exploratory Essays Here are some exploratory essays by famous authors: The Battle of the Ants, by Henry David ThoreauHow It Feels to Be Colored Me, by Zora Neale HurstonNaturalization, by Charles Dudley WarnerNew Years Eve, by Charles LambStreet Haunting: A London Adventure, by Virginia Woolf Examples and Observations: The expository essay tries to prove all of its contentions, while the exploratory essay prefers to probe connections. Exploring links between personal life, cultural patterns, and the natural world, this essay leaves space for readers to reflect on their own experience, and invites them into a conversation...(James J. Farrell, The Nature of College. Milkweed, 2010)I have in mind a student writing whose model is Montaigne or Byron or DeQuincey or Kenneth Burke or Tom Wolfe...The writing is informed by associational thinking, a repertory of harlequin changes, by the resolution that resolution itself is anathema. This writer writes to see what happens.(William A. Covino, The Art of Wondering: A Revisionist Return to the History of Rhetoric. Boynton/Cook, 1988) Montaigne on the Origin of the Essays Recently I retired to my estates, determined to devote myself as far as I could to spending what little life I have left quietly and privately; it seemed to me then that the greatest favour I could do for my mind was to leave it in total idleness, caring for itself, concerned only with itself, calmly thinking of itself. I hoped it could do that more easily from then on since with the passage of time it had grown mature and put on weight.But I find— Variam semper dant otia mentis[Idleness always produces fickle changes of mind]* —that, on the contrary, it bolted off like a runaway horse, taking far more trouble over itself than it ever did over anyone else; it gives birth to so many chimeras and fantastic monstrosities, one after another, without order or fitness, that, so as to contemplate at my ease their oddness and their strangeness, I began to keep a record of them, hoping in time to make my mind ashamed of itself.(Michel de Montaigne, On Idleness. The Complete Essays, trans. by M.A. Screech. Penguin, 1991) *Note: Montaignes terms are the technical ones of melancholy madness. Characteristics of the Exploratory Essay In the quotation from Montaigne [above], we have several of the characteristics of the exploratory essay: First, it is personal in subject matter, finding its topic in a subject that is of deep interest to the writer. Second, it is personal in approach, revealing aspects of the writer as the subject at hand illuminates them. The justification for this personal approach rests in part on the assumption that all people are similar; Montaigne implies that, if we look honestly and deeply into any person, we will find truths appropriate to all people. Each of us is humankind in miniature. Third, notice the extended use of figurative language (in this case the simile comparing his mind to a runaway horse). Such language is also characteristic of the exploratory essay.(Steven M. Strang, Writing Exploratory Essays: From Personal to Persuasive. McGraw-Hill, 1995)

The Music Of Duke Ellington - 898 Words

I attended the Jazz Ensembles Concert, The Music of Duke Ellington, on Wednesday, September 30, 2015 at the Griffin Concert Hall, University Center for the Arts. I was not really sure what to expect since I had never experienced Jazz in a concert hall setting, however, I believe I am still able to make an informed and unbiased review. Not only was this my first Jazz concert, but it was also my first time visiting the University Center for the Arts. I was greeted immediately and with a very welcoming attitude by staff that was willing to guide me in the right direction when locating the entrance to the Griffin Concert Hall. I felt for such a professional environment I should have been paying a lot of money to be enjoying a show at this facility. Proceeding into the concert hall I observed a nearly every seat full with people of all ages. I sat rather close to the stage so I could get a good look and really observe facial expressions and demeanor of the personnel. After peaking though my program to better understand what to expect throughout the concert, I realized there were going to be two performances with 2 different ensembles as well as directors. Promptly at 7:30 pm, the band of Jazz Ensemble II came out, gathered their places on stage, and began to play â€Å"Things Ain’t What They Used to Be† by Mercer Ellington. I immediately recognized the stereotypical jazz setup such as the primary melodic instruments: saxophones, trumpets, trombones, as well as the piano, bass andShow MoreRelatedDuke Ellington: the Music, Politics, and His Story4342 Words   |  18 PagesDuke Ellington: The Music, Politics, and his Story Duke Ellington was a musical and political genius; he was â€Å"America’s only original musical mind.† He was not only a performer, but a composer. He learned the craft of composing by observing others instead of disciplined study. One important factor of Ellington’s music was its relation to black heritage and African American history. His symphony â€Å"Black, Brown, and Beige† displayed the African American struggle in America. Not only did EllingtonRead MoreDuke Ellington Essay746 Words   |  3 PagesDuke Elington Duke Ellington was an American jazz bandleader, composer, and pianist. He is thought of as one the greatest figures in jazz. The French government honored him with their highest award, the Legion of Honor, while the government of the United States awarded him with the highest civil honor, the Presidential Medal of Freedom. He played for the royalty and for the common people and by the end of his fifty-year career, he had played over 20,000 performances worldwide. HeRead MoreEssay On Duke Ellington1506 Words   |  7 PagesDuke Ellington: 1899-1974 Edward â€Å"Duke† Kennedy Ellington was born April 29, 1899 in Washington, D.C. Duke Ellington was born into a typical family with average income and growing up, the future musician was home-schooled by his parents. His father James Edward Ellington and mother Daisy Kennedy Ellington were both pianist. His father played operatic arias while parlor songs were his mother’s first choice. It is an interesting fact that Duke is not actually Ellington’s name, but it is only hisRead MoreDuke Ellington Essay1260 Words   |  6 PagesDuke Ellington Duke Ellingtons pre-eminence in jazz is not only because of the very high aesthetic standard of his output and not simply due to his remarkable abilities as a pianist, composer and bandleader, but also to the fact that he has extended the boundaries of jazz more than any other musician, without abandoning the true essence of the music. Perhaps no other American musician left such a massive and challenging legacy in composition and performance. Edward Kennedy Duke EllingtonRead MoreDuke Ellington Essay1129 Words   |  5 PagesDuke Ellington The Harlem Renaissance was an era full of life, excitement, and activity. 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Jazz became the cornerstone of popular culture during the period known as the swing era. The swing era influenced clothing styles, retail marketing, fashion, dance, and even language. Swing fans had their own clothing style and built a social phenomenon aroundRead MoreThe Most Influential African American Composers Of The Twentieth Century976 Words   |  4 PagesEdward Kennedy â€Å"Duke† Ellington Duke Ellington is considered to be one of the most influential African-American composers of the twentieth century. He was a composer, bandleader, songwriter, and a musician.   Duke Ellington was born in Washington D.C on April 29, 1899 and died on May 24, 1974 in New York, New York. Often times,   Duke’s music was called â€Å"American Music† because it was for America, later his music was placed under the category of Jazz. After his death, Duke’s musical reputation wasRead More Duke Ellington: An American Legacy Essays1818 Words   |  8 Pages Duke Ellington: An American Legacy nbsp;nbsp;nbsp;nbsp;nbsp;Where would music be had it not been for the men that stepped before him. The Motzarts and Beethovens, who wrote the music that today is known as the classics. These men were naturals in their own right, but these people wrote their music in the 17th and 18th century. Many people dont realize all of the changes that music had to go through between that period of music and the present day. One such musician stands alone at the top

History of Early New York Immigration Free Essays

Immigration is an event that has been occurring in New York since 1624 when the Dutch West India Company assembled thirty families from Holland to established a settlement that became known as New Netherland. Many immigrants came to our nation looking for opportunities that their country could not provide for them. The prospect of political and religious liberty, as well as opportunities for economic advancements brought millions of immigrants to America. We will write a custom essay sample on History of Early New York Immigration or any similar topic only for you Order Now Through the years, immigration has played a key role in the New York†s economic, political and social development in both positive and negative ways. During the colonial era most immigrants came from northern European countries. Their numbers declined with the onset of the Revolutionary War during the 1770†³s, but immigration picked up strongly again during the 1840s and 1850s. Between 1840 and 1860, the New York received its first great wave of immigrants. In Europe as a whole, famine, poor harvests, rising populations and political unrest caused an estimated five million people to leave their homelands each year. In Ireland, blight attacked the potato crop, and upwards of 750,000 people starved to death. Many of the survivors emigrated. The failure of the German Confederation†s Revolution of 1848-49 led many of its people to emigrate. Many settled in New York City, where the population increased from 200,000 residents in 1830 to 515,000 in 1850. By 1860, New York was home to over one million residents. More than half of the city†s population at that time were immigrants and their American-born children. The masses of immigrants were overwhelming. By 1887, it became obvious that Castle Garden (immigrant receiving station) was too small to process the large numbers of immigrants pouring into the New York. The Castle Garden was so small that criminals were simply hanging out at the receiving station to rob the immigrants inside, instead of waiting for them to get on the streets. Thus, the government built Ellis Island in 1892 and immigrants continued pouring in. The number of immigrants was so great that by 1910 immigrants and their families composed over half the total population of New York. During Industrialization many â€Å"new† immigrants on their way out of Southern and Eastern Europe due to over population and religious persecution. Approximately 25 million arrived between 1866 and 1915. While earlier immigrants had come mainly from northern European countries such as England, Germany, and the Scandinavian countries, by the 1880s most â€Å"new† immigrants were arriving from southern and eastern countries such as Italy, Poland, and Russia. More than a million immigrants arrived in each of the years 1905, 1907, and 1910, some fleeing the â€Å"pogroms† (organized massacres) taking place in Eastern Europe, and others seeking a life that they could never have within the borders of their poverty-stricken countries. These later immigrants, arriving from southern and eastern Europe, were Czechs, Poles, Ukrainians, Serbs, Slovaks and Russian, as well as Italians, Greeks, Hungarians, and Rumanians. Approximately ten percent of them were Jews fleeing the repressive policies of Czarist Russia under Alexander III, although Roman and Orthodox Catholics were among the arrivals. The tremendous industrial growth of the late nineteenth century created an unprecedented demand for workers. The construction of canals and railroads required an enormous force of unskilled laborers. Hence, practically all the â€Å"new† immigrants found jobs in transportation, mining, and manufacturing. Without this supply of labor, New York â€Å"s industrial expansion could not have taken place. A few exceptional immigrants rose to positions of wealth and power. But for the great mass of immigrants, success meant something much more limited. It meant better wages, money in the bank, ownership of a home, and a brighter future for their children. Even though immigrants helped to make the Industrial Revolution possible they faced opposition in economics and politics. The response to these newcomers was unfriendly and inhospitable. The Americans who saw their job security challenged by immigrants that were willing to work longer hours for lower wages did not welcome. The new comers did not have the same culture as the first immigrants that had come from Northern and Western Europe. Most lacked skills and very few spoke English, some could not read or write in any language. The Slavic and Polish (excluding Jewish) immigrants groups were viewed as unskilled, illiterate, and transient and were seen as a bigger threat to New York institutions than the other European ethnic groups. They were not ambitious people, tended to keep to themselves, and were opposed to the American idea of materialism. Many of the Slavs and Poles distrusted New York public schools; they withdrew their children from school and encouraged them to seek training in a trade, thus allowing a high rate of dropouts. Likewise, Italians were discriminated against because they also provided cheap labor and, naturally of a clannish nature, tended to move and settle as a group in Italian communities where they only worked with fellow countrymen and did not learn the ways of urban life. Americans thought that Italians did not assimilate into the American culture well since they held on their old-country traditions and cultures so strongly. Assimilation was important to the Americans because they were fearful of the change that came with other cultures, not to mention their resentment towards the new languages already replacing English in several parts of the cities. The Italians also brought the Mafia, which although in Italy enforced justice, came under the control of criminals in New York, and became known for racketeering, blackmail, and extortion. The immigrants were blamed for creating disorder and violence in the cities, and in general, were thought to be â€Å"birds of passage† who would use the American economy to make their fortunes, then return to their native land taking American dollars. The ever-growing influx of immigrants disturbed many native-born Americans who were annoyed by the newcomers† appearance and way of life. They expected these people, no matter what their place of origin, to conform to Anglo-Saxon patterns of behavior and to cherish the institutions of America. These anti-immigrant, natives, sentiments, and the hatred and prejudice toward these immigrants led to the passing of immigration laws that greatly restricted the flow of immigration . The first restrictive law prevented immigration of lunatics, criminals, polygamists, people with diseases, and those likely to be public charges. In August of 1882, the first federal immigration law was adopted. This law put a head tax on all immigrant passengers. Laws from notes. Many American believed that these immigration restrictions were necessary to keep the New York city from deteriorating. The population living in cities of over 30,000 increased from ten percent of the total in 1860 to more than twenty-five percent of the total US population by 1900. The pressure of the tremendous inflow of immigrants quickly outstripped the ability of the New York†s established institutions to cope with them. Already poor in the Old Country, for the most part, they arrived in America penniless and made their homes in the growing tenements of America†s major cities, like New York. The severe strain on the housing situation coupled with discriminatory practices eventually led to the creation of ghettos. Women and children were often sent to work to contribute to the survival of the family, old-world views that eventually led to wholesale exploitation of child labor. Poverty on a never-before-seen scale became the norm in America†s urban centers. Perplexed, poor, and lacking knowledge of the American lifestyle, these immigrants were used as a low-paid labor force for dirty jobs that nobody else wanted and felt the harshness of Industrialism the most. They did not know their bosses, class animosity often divided management and labor, and their interests and wants were of little concern to the corporations. Because these people did not have the proper education, many of them remained unskilled or semi-unskilled throughout their lives. Although many could not attain the work skills they needed, they gained many other things. By the early 1900†³s, ninety percent of those who could not speak English learned to do so in less than ten years after they arrived, and only a third was still illiterate. Despite their many hardships, the new immigrants were determined to make it in the New World. For example, the Slavs† ability to take the worst jobs and stick with them enabled them to become one of the top two ethnic groups representing employees of America†s leading industries . It was the clashing of old-world views with those of new-world ideas that forced compromises that helped to advance social and political thoughts. The cities would not have grown without people to provide cheap labor in the factories, and it was the willingness to provide a cheap source of labor and to work the most difficult and menial jobs that helped enable the United Stated to make the economic gains that she made. The stamina and perseverance of the immigrants made America and industrial giant and the world economic power it is today Even though immigrants helped to make the Industrial Revolution possible they faced opposition in economics and politics. Although New York benefited from immigration they tended to regard the newcomers as competitors for their jobs. This is understandable not only because of fluctuations of the economy, which caused unemployment but because immigrants were often used as strike. The â€Å"new† immigrants that came to America that could read, write, speak, and understand English were lated by many political supports. Those people feared that if an immigrant were gain power in politics that they might try to incorporate their old customs and traditions in politics. Many Americans even opposed the idea of allowing immigrants the right to vote. Even after immigrants were to become Americanized, political supports fought to keep immigrants from participating in politics. How to cite History of Early New York Immigration, Essay examples

Business Communication Skills Sales and Marketing

Question: Discuss about theBusiness Communication Skillsfor Sales and Marketing. Answer: Cespedes, F. V. Bova, T., 2015. What sales people need to know about the new B2B landscape. Harvard Bussiness review. Cespedes and Bova urge in their articles that organizations need to embrace and adopt new changes which are emerging in the sales and marketing field. Specifically, they are talking about business to business sales (B2B). Firms participating in selling should know that selling process is more centered on the customer than the buyer (Cespedes Bova, 2015). Therefore, it is their role to ensure that all the selling models they design incorporate the modern elements which are cropping up in the market. They outline that the AIDA model which B2B firms employ together with CRM systems to analyze the marketing and selling strategies do not adequately address the dynamism that exists in the market. Their argument is based on Gartner research, which they say indicates a very different modern purchasing reality. According to Cespedes and Bova, the Gartner research shows that buyer no longer move sequentially through a funnel when making a purchase decision, but they work through four parallel streams. The activities involved in this streams are exploring, evaluating, engaging and experiencing. Therefore, it vital for B2B companies to understand where their customers are and how to interact with them appropriately at the different stream levels. They go forth to offer suggestions on how a firm can align their operations with these new changes. Firstly, they suggest that it is vital for a B2B business to recognize that, regardless of the path that the clients take, the sales force is of the uttermost importance. This is because the customers prefer to interact with people who will aid them reach an effective buying decision. However, they warn that despite the advancements in technology and the popularity of social media, the latter have insignificant effects on the buying habits of the clients. Therefore, B2b firms are advised not to prioritize the social media platform in engaging their customers. Cespedes and Bova further point out that, across all the buying streams the buyers emphasized on the relevance of their interactions with sellers in meeting their organization needs. Secondly, they suggest that buying is a continuous and dynamic process. This implies that changes are inevitable in this sphere. For instance, they note that customers no longer rely on references made by the sellers but prefer to obtain such information from their fellow buyers through community websites. Furthermore, they cite the role of merchant websites in influencing purchasing decisions. Hence they call for close coordination between the sales and marketing departments in B2B business. Finally, they suggest that there no given selling methodology that can address all the buyers needs. This is because aligning buying and selling is a process which is impacted upon by variable factors. Recommendations Cespedes and Bova's article challenges those in B2B business to consider integrating changes which are occurring in their environment into their selling strategies. Failure to do so will render their measures ineffective since they will not address the needs of buyers sufficiently. Rather than being carried away with the idea of social media, B2B business should concentrate on strengthening their sales force.