Gender Dimensions Of Punjabi Folklores

Gender Dimensions Of Punjabi Folklores The present study aimed to identify the gender images depicted in riddles posed by women and men of the rural areas. It was assumed that stereotypical images are depicted through riddles and gender images of riddles reveal a great deal about the societal attitudes toward gender and toward structuring the individuals identity and identification of the gender role. And by these riddles, gender roles has been analyzed in which women are seen as submissive, obedient and caregivers whereas the men are considered to be the breadwinners, prominent and strong. The study consisted of collection and documentation of riddles. The present study also intends to identify the contribution of women and men in the formulation of gender specific dimensions through riddles which articulated and reinforce the masculine and feminine images, prevalent in rural society of Punjab. Culture is the way of peoples life, which is consisting of both material as well as ideological components. Culture consist straight patterns of thought and behavior, including values, norm, belief, rules of political organization and economic activity etc. Culture isnt biological inheritance, it passed-on from one generation to the next by learning and oral transmition (Decorse Raymond, 1992). Every culture is different from other and has different cultural values. It is not a creation of single man but emerge through different people who lived there and share land and emotions (Maswan, 1977). Culture is mixture of norms, belief, and values, which are orally transmitted to one generation to another generation. Oral tradition is one of the oldest forms of art in any society that transmitted their values, belief and norms through communication. In world two third of it population are preferred to orally communicate (Kalim, 1978). Every culture has its own values and traditions, Pakistan as a culture contains multi-cultural values and traditions. It has lots of influence by their neighboring cultural areas like Central Asia, Iran, the Arab World and India. Pakistan has strong cultural and historical roots. Modern Pakistan was the land of Indus civilization which was mixture of Persian, Indo-Greek and Islamic cultures. Pakistan has been arranged by the Aryans, Persians, Greeks, Arabs, Turks, Afghans, Mongols and the British. Pakistani folklore contains elements of all of these cultures. In Pakistan first phase of folklore was collected and started by British rural (Report of SARRC Tourism of Pakistan, 2010). In Pakistan, because of different culture, the different languages are spoken. Each of the language spoken in Pakistan has unique quality of poems, songs, stories and proverbs which are associated with its cultural norms and values (Ultey, 1968). According to Agarwal, Punjab is a vast plain dotted with thousands of villages that are of great importance to be studied. Like other societies, the rural society of Punjab is a patriarchal society. Patriarchy is a phenomenon which is prevailing in most of the cultures in the world. It is a form of social organization that structures the dominance of men over women where social institutions construct gender differences in the society and women are considered as private or communal property and men as the natural heirs of all power (Agarwal, 1994). Quddus discussed in his research that, Punjabi is traditional language of Pakistan (Punjab) which is spoken since Middle age. The first written Punjabi sample was found in 13th century, which was short verse of Baba Farid Shakar Ganj. By the 16th century; Peeloo, a poet has notable contribution in Punjabi literature, who was also the writer of Mirza Sahiban. In Pakistan, mostly the folklores are prevailing in Punjab (Quddus, 1992). Folklore is a complex meaning of folk, which mean common people, and lore means the knowledge or traditions. Hence folklore is the tradition of common people and it is also a source to express the culture (Ultey, 1968). In oral tradition Folklore is considered as main source of information which moves in multiple generations. In Folklore and folk life, include the all way of living in that particular cultural through which people can become a member of that culture (Hassan, 1995). Research done by Quddus (1992) concluded that folklore plays the significant role to express the culture, through folklores the norms tradition and values are shared form one area to another or one generation to another. In Folklores basically the characteristic of that culture are shown, that also help to expose any culture within a particular population comprising the traditions of that culture, subculture, or group (Quddus, 1992). According to Ultey (1968), folklore helps to understand the past and also often help to shape the present. Folklore is then, is an important oral tradition, transmitted by word of mouth, source of learning in specific culture that starts from lullaby which used to sing when children are very little. Through lullabies, folk stories, proverbs, riddles, actually the roles and norms of that specific culture are transmitted and internalized by the person that how life can spend. These norms and tradition supports person through out the whole life. These folklores are dominating on whole part of mans life like folk song sing at the time of happiness, riddles proverb indirectly give the message of norm and belief (Ultey, 1968). Folklores are the oral literature and are also a form of socialization. Gender roles, in particular, are reflected in legends, tales, and myths etc traditionally shared in oral traditions of particular interest. Folklore oral literature provides a rich source of cultural history and socialization, transmitting and reinforcing messages associated with central values (Allen etal, 2006). Folklores work as vehicle, through which tradition circulate, like tool to transform values from one culture to another culture. Folklores serve both as entertainment as well as socialization, where gender roles and images are depicted. Through folklores the man and women socially accepted role is explained. These roles and duties are slowly changed with passage of time but still practices in any shape in world. Gender images created by folksongs can therefore reveal a great deal about the societal attitudes toward gender (Mahan, 1978). Tempest stated in her research that folklores are the most important tool of socialization as these are sometimes used as stereotype. Different kinds of stereotype roles are being presented through folklores (Tempest, 2001). Munir (1990) described in his research that, in Pakistan large number of unwritten folklores passes orally from generation to generation. The crafts, rituals, legends, epics, ballads, folk tales, songs dances and riddles are still alive today and there main characteristic are the mixture of different culture and region which makes the culture as unique and specific. But fusion of different culture doesnt become the cause of removal of originality of Pakistani culture. The patterns of culture clearly move on its own right way. This diversity and dynamic of cultural make our heritage powerful and alive (Munir, 1990). Shahed said that folk literature is changed and diminished due to urbanization. He stated that in older times folk literature was related to land, peasantry and traditional things but now knowledge is transformed because of urbanization (Shahed, 1993). Folklores have broad ranges of expression. It can be oral, material, and behavioral. folklores include; ballad which is traditional poem or folksong, fairy tales which are traditional stories, conveying stereotypical messages, folk dance are also called ethnic dance that are originated with the common people of the cultural group, folk song is a traditional song that is collected for different occasion and handed down orally, joke is a technique in which game of word play, in humorous way that provoke laughter, legends are traditional historical tales usually containing a mixture of fact and fiction but regarded as true, superstition is an irrational belief usually involving supernatural forces and associated with rituals, folk tales popular tales, which are love stories and mostly tragically ended, Folk games are those games which are traditionally very famous; these are practice and passed from generation to generation and riddles are linguistic puzzle in the form of a question whi ch also containing clues to its solution (Bruchac etal, 2004). Riddle is one of the aspects of folklore which is important medium for transmitting of culture, education, knowledge and skills to children. Riddles play important roles as a means of socialization and social learning. Riddles are actually puzzle, games of words, it can be comprised of one or two sentences or more than that, which can be solved through interaction and symbolic activities (Eastman Kallen, 1979). A riddle is a mysterious statement and description that contains a hidden meaning to be guessed by to whom it is addressed. Riddles also involve analogy of meaning, sound, Rhythm, or tone (Fant, 1985). Mostly riddles are taken as a game and structure of those riddle are like question, through its analyses and definition other people assume the answer. Riddles have binary relation, which has question and answer of it. Riddles are formulated in special sitting, in which two or more then two people sit in one place, one asks the riddles question and other person or persons guess its answer. Mostly these sitting are arranging in some occasion like harvesting, in evening, leisure time, in homes, in field and any other social meeting, where group of people assembled, belong to same culture; know about tradition, belief, etc (Burns, 1976). The riddling can be played in different ages of people. In some tradition only children engage in riddling. In some tradition adults can participate in the riddling of children, in some traditions riddling is mostly an adult hobby. In some traditions, riddling is mostly an activity associated with only males. But in the majority of cultures it is leisure-time activity or traditions, both male and female participate in this activity and they also participate in mixed groups including both women and men while elsewhere females are said to specialize in formulation of riddles. It is general belief that females are more intelligent than man and riddles require intelligence. Riddles mainly based on common household items, crops names, animals names, daily activities, heavenly objects, cultural artifacts, parts of the body, etc. (Green Pepicello, 1984) There are no proper and strict rules and regulations for riddling, that has to follow. But mostly two or three things are arranged before to start riddling, that is to have people who ask question or guess answer, and the event or scenario from which riddle asked. Nevertheless these rules are important, whether it is verbal activity. Riddles functions as umbrella categories, of socialization, entertainment, and education (Burns, 1976). According to Messengers (1960), Riddles are part of folklore so through folklores, culture and tradition are transferred from one generation to another. Riddle inculcates the culture and proper behavior of life in a child. Interesting sessions and repetition of asking riddles mostly memorize the children who repeat it with their friends, or other people and learn them (Messenger, 1960). Research done by Tempest (2001) found that riddles are type of folklores that are used to convey the stereotype messages. These stereotypes are also gender related and these riddles are mostly categorized between boys and girls, sons and daughters (Tempest, 2001). Another function of riddling is entertainment that plays in leisure time which is called leisure-time riddling. Riddling is also play in greeting occasion like marriage ceremony where people are gathered and enjoy their gathering (Burns, 1976). Riddle is usually played by people to entertain themselves during long winter nights. Of course it also helps to measure the intelligence of the people. Another time at which riddles are also played when people busy in field with harvesting they also play riddling for time pass and entertainment etc (Green Pepicello, 1984). According to Ishengoma (2005), riddles have important educational value because they develop critical thinking and memory among young children. It is meant for entertainment and education as well, especially for childs learning. In addition to enjoyment, riddles help in memory training for children as they are expected and encouraged to remember the correct answer to the riddles. They play important role in socialization and social learning of children. But riddles are still prevailing to use for education purpose as device to learn about cultural value, attitudes, and to teach dominant and submissive roles (Ishengoma, 2005). Green Pepicello (1984) discussed in the research that the main role of riddle is socialization of younger generation, that know about the items of daily routine like name of crops help to know about it, then their season of harvesting and using of that crops, these information are internalize through riddle. Riddles helped children to learn about gender roles and duties, their characteristic, culture and tradition according to which they spend their life (Green Pepicello, 1984). On the other side is also criticize that riddle has lacking the capacity to improve the mind, because riddle has stereotype question and answer and mostly answer is already known to the audience (Awedoba, 2000). Riddles have been a rich oral tradition, without doubt, throughout the world. Some societies play it in present times also. Now the concept of riddling is less in urban and rural population, but still play in rural population. Because in rural population has less source of entertainment like video, television, cinema and many others are not available. So people enjoy through riddles (Green Pepicello, 1984). Gender Roles are assigned by different folklores which gives identity. It means these biological and social characteristics become social-identity. These identities are internalizing in every person, and motivated to play these roles which actually culture associated with them, because those roles are socially and culturally accepted (Hassan, 1995). Culture also constructs the gender specific socio-economic differences in roles, responsibilities, constraints, opportunities and needs of men and women. These are set up in opposition to biological sex. Gender is a process of allocation of differences that is varied according to time and space, it needs to be historicized and situated geo-politically but also in terms of other structural variables such as social class, age, race, ethnicity, religion and sexuality. (Eagly, 1987) Gender roles are socially and culturally constructed and are a dynamic term that can be changed over time. Gender roles refer to the rights, responsibilities, expectations, and relationships of men and women. Gender is a logical concept for examining the status of women and men in a culture. Social Construction of gender is an end result of the process of socialization where the values, norms, beliefs, wisdom, philosophy, customs, skills and practices of the society are learned, acknowledged and internalized. (Njau, 1994) Through the process of socialization, values and behavior patterns associated with maleness and femaleness, are learned, acquired and assimilated. Gender roles are affected by socio-cultural expectations, qualities and behaviors that are expected from a male or a female by their society. These expectations originate in the pre-conception that certain qualities and roles are natural for women and unnatural for men. Males and females are socialized through social pressure, learning condition and act according to the different traits that society considers suitable for them. Socialization aims at preparing individuals for their respective roles in society, installing principles, forming individuals and making them practical members of society. Socialization means that people are taught to accept and perform the roles and functions fixed by society for them. Men and women are socialized to accept different gender roles from birth till death. Establishing different roles and expectations for men and women is a key feature of socialization in most societies. While men and women differ on account of their biological and anatomical constitution, gender differences are a product of socio-cultural traditions, which are created and perpetuated through cultural forms such as belief systems and rites as well as through proverbs and tales. (Kabira, 1994) Society is an enduring and cooperating social group, whose members have developed organized patterns of relationships through interaction with each other. It is also a broad grouping of people having common traditions, collective activities and interests. Social groups develop society. Every society has its own norms, customs and traditions, which depend on its geographical and social culture also. Through socialization individuals, are prepared for their respective roles in society to make them useful members of society (Edgar, 1987). Male family members are considered the breadwinner and head of the household and make decisions for family members. The sexual division of labor is hierarchical with men on top and women on bottom. In Punjabi culture, it is society, who ascribes various roles for men and women in a fixed location and family life is determined by the men folk alone due to the customs of patrilineal character in the families that is found there. Customs and property generally flow from the male persons of the previous generation to the next generation and women of the family have no articulation in family matters. (Quduss, 1992) The study aims to look the functionality and importance of riddles in Punjabi society. The significance of the present study can be used as a source in reviewing the riddles that had been posed in past by village people and will present gender images depicted in riddles. It will also explain how gender is portrayed in these riddles and how this folklore play important role in socialization process. The present study also had a unique dimension as a very few researches had mainly focused on riddles. The purpose to conduct this research is to preserve our cultural-lore which was diminishing with the passage of time. The study would be focused towards collection and analysis of riddles. It was an attempt to capture and understand the feelings of people of the rural society of Punjab.

Childrens Literature and the Holocaust Essay -- essays research papers

Children’s Literature and the Holocaust During the 1940’s Jewish Europeans experienced an unthinkable and atrocious collective trauma. In her work â€Å"Survivor-Parents and Their Children† taken from the anthology Generations of the Holocaust, Judith S. Kestenberg has argued that regardless of location, the effects of the Holocaust are felt on survivors parenting. The children of survivors receive a secondary traumatic impact by being forced to deal with the impact the Holocaust had directly on their parents. The novel Briar Rose by Jane Yolen is an example of a Holocaust survivor sharing her experiences through a fictionalized tale made for young adults. Some may believe that a traditional, educationally focused history source or a first hand account from a survivor is the best way to inform children about the Holocaust. It has been discovered through research of survivors and their families that first hand accounts passed down from parent to child are traumatizing. However, history books are ineffecti ve because people are turned into statistics, thereby trivializing the terror of the Holocaust. This essay argues that a fictional style of storytelling or literature is the best way to inform children and adolescents about the Holocaust. Witnessing is important, however, there is no educational value in traumatizing children; it is better to use literature that explains the Holocaust at a level children and young adults can handle. Milton Meltzer, author of Never forget: The Jews of the Holocaust discusses the importance of witnessing: â€Å"To forget what we know would not be human. To remember (it) is to think of what being human means. . . Indifference is the greatest sin. . . . It can be as powerful as an action. Not to do something against evil is to participate in the evil† (Sherman 173). Meltzer gives the straightforward conclusion that people must be educated about the Holocaust because to remain silent about it is just as bad as playing a role in persecuting Jews. This conclusion also gives the rationale for teaching children about the Holocaust. But more specifically, why else may witnessing be important and what are the drawbacks of witnessing? Despite the logic and seemingly usefulness of witnessing, it can be a traumatic experience fo... ...sues at a level young adults can relate to, the characters, although emotionally provoking, are distanced enough that the young readers are not traumatized. Works Cited Eskenazi, Joe. â€Å"Historian’s WWII Book Sanitizes History for Youth.† Jewish Bulletin. 105.50 (2001). Hirsch, Marianne. "Projected Memory: Holocaust photographs in Personal and Public Fantasy" Machet, M.P. â€Å"Authenticity in Holocaust Literature For Children.† South African Journal of Library & Information Science. 66.3 (1998): 114-22. Sherman, Ursula F. â€Å"Why Would A Child Want To Read About That? The Holocaust Period in Children’s Literature.† How Much Truth Do We Tell the Children?. Ed. Betty Bacon. Minneapolis: MEP Publications, 1988. 173-184. Walter, Virginia A., and Susan F. March. â€Å"Juvenile Picture Books About the Holocaust: Extending the Definitions of Children’s Literature.† Publishing Research Quarterly. 9.3 (1993): 36-52. Generations of the Holocaust. Ed. Martin S. Bergmann and Milton E. Jucovy. New York: Basic Books, Inc., Publishers, 1982. â€Å"The Holocaust In Fiction; Naming The Unnamable; Morality In Literature.† Chronicle of Higher Education. 48.19 (2002)

Jeanne-Marie LePrince de Beaumont’s “Beauty and the Beast”

Jeanne-Marie LePrince de Beaumont’s â€Å"Beauty and the Beast† is focused on the love of a daughter for her father however that eventually ends with a reward of getting married to a beautiful prince. While Jean Cocteau’s 1946 film version focuses more on the romantic attitude and relations between the Beauty and the Beast. Jean Cocteau’s film Beauty and the Beast is based on the text version of Jeanne-Marie LePrince de Beaumont’s â€Å"Beauty and the Beast†. Though Cocteau’s film version give somewhat touching view. The film version of Cocteau mirrors the 17th century settings and the themes of a typical fairy tale.On one side there are evil sisters of the beauty (good hearted youngest daughter) and on the other side a wicked man wanting to marry the beauty. In the film he created a fantastical frame of mind. The castle of the Beast is not on the earth hence, Belle is shown floating in the air while reaching the castle. Cocteauâ€℠¢s movie creates an imaginary and dream-world by making the progress of the movie in slow motion. Different scenes especially when Belle moves to castle are in slow-motion gives view of a majestic world. The acting and characters in the film are remarkable.With terrific dialogues it gives the magical perfection to the film with lost love, admiration, sense of duty, sacrifice and romantic feelings. Of course, as written text we can only read the story and imagine what is being said but with film version it is quite different to view. The film version shows all the scenes and dialogues in real environment. The camera settings are such that can add to the fantasy. The shots and scenes at the castle are made very graceful. As compared to the written text version we cannot get the exact view of the settings.What we get from reading the literature of Jeanne-Marie’s story our focus in on the themes and endings. However, Cocteau’s film version gives details of each and every s cene; in addition, actor’s acting and background settings, and dialogues diverges the thoughts of the viewers from the real focus of the story. The audience of the movie may get involved with the imaginary scenes and dialogues. The film version by Cocteau shows the interaction of the Belle and the Beast more precisely. The literature of Jeanne-Marie was interpreted as the love of the daughter for her father.She went to Beast castle not with the hope of falling in love but only to save her father’s life. She was ready to give away her life in place of her father. However, she got a beautiful prince in return while her father is also saved. The film of Cocteau is more focused on the romantic relations between the beauty and the beast. She’s being unaware that the Beast is the prince, falls in love with him because his kind attitude and gentleness. Soon discovers him to be the prince both got married and lives a happy life while the evil sisters get their punishmen t for being too mean and wickedness.Conclusion The Beast is actually a very beautiful prince who showed up to the Belle at the very last moment. Though the film version was superficially a different one, it easily discriminates the reality from fantasy. Both the fairy tale and film version are similar in many cases but different at many contexts. However, the film version is based on the text of Jeanne-Marrie has some remarkable scenes and cinematography not present in written text. References Jeanne-Marrie. Beauty and the Beast. Retrieved form http://www. pitt. edu/~dash/beauty. html

A Pictorial Representation of Unit 3 Professor Ramos Blog

A Pictorial Representation of Unit 3 Who fell on their knees in hopeless cathedrals praying for each other’s salvation and light and breasts, until the soul illuminated its hair for a second.-Allen Ginsberg; Howl Billy left his room, went down the slow elevator, walked over to Times Square, looked into the window of a tawdry bookstore. In the window were hundreds of books about fucking and buggery and murder, and a street guide to New York City, and a model of the Statue of Liberty with a thermometer on it. Kurt Vonnegut; Slaughterhouse-five â€Å"The road looked as if no one had traveled on it in months.-Flannery O’Connor My home tongues are the languages I speak with my sister and brothers, with my friends.-Gloria Anzaldua; How to Tame a Wild Tongue But a parent’s love for a child, a child’s for its parents, is another thing entirely.†-Cleà ³filas, Woman Hollering Creek â€Å". . . with the sun sliding out of the sky like spit off a wall . . .† ― Junot Dà ­az, Drown

Christian Spirituality Essay

Christian Spirituality Essay Christian Spirituality Essay Allowing God in My Life Throughout this semester in Christian Spirituality, we had to read three books: God’s Joyful Surprise by Sue Monk Kidd, Reaching Out by Henri J.M. Nouwen, and Living the Wisdom of St. Francis by Wayne Simsic. I enjoyed reading all three of these books, although while reading each I had a hard time understanding some parts to them. My least favorite book was Reaching Out because it wasn’t an easy read for me. The other two books had specific people each author focused on and Reaching Out was a more general focus. Over all I have to say, Living the Wisdom of Saint Francis was my favorite book to read because I already had some knowledge of St. Francis coming from Catholic schools my whole life. Previous knowledge of Saint Francis of Assisi before this class was that he was the patron saint of animals and came from a wealthy family. After Francis had a vision one day he became the helper of all lepers for healing. I also know that St. Francis loved nature and singing. In grade school Francis’s singing was a big part of his life to him, and all his followers. With singing came joy and praise for Francis and the followers. Saint Francis’s father, Pietro, pushed him to follow in the footsteps of himself and carry on the family wealth. Now that this class has broadened my knowledge, I now know there is a much more greater story with more meaning behind it. Not only was Saint Francis’s father a wealthy, known man, but also the last thing he wanted for his son was to make him a follower of God and who lived in town knew it. Pietro Bernardone wanted his son, Francis, to become a merchant as he was so Francis could reflect his craze with France. Throughout his entire life, Saint Francis enjoyed the easy life with a rich father. The town loved Francis and his father and it was known because Francis was always a happy, joyful, singing man. As he got older he was a leader of the wild party people, bu t Francis knew this was going to change. One day Francis decided to carry on his dream of becoming a noble knight. One day while being a knight he always dreamed of, Saint Francis had another dream, and this time it was even bigger; a dream where God told him to return home. Because of this call from God, Francis’s village and even his father poked fun at them. One day Francis was riding through the streets on a horse and came across a leper and suddenly kissed his hand, and the leper disappeared. The people standing around watching this still did not believe Francis, especially the other lepers because he came riding in on a horse, and most people would not. None of the villagers or lepers took Francis seriously in his conversion. After his conversion Francis found himself at San Damiano, where an ancient church stood. While praying there Francis claims the cross-talked to him and told him, â€Å"Repair my church†. Francis took this literally and wanted to re build the structure of the church at San Damiano, but God was really telling him to rebuild the community with joy and praise. Because Francis mistook God’s word, Pietro Bernardone brought Francis before the bishop in front of the town and demanded Francis not rebuild the church with â€Å"stolen† money. Francis was told by the bishop to return all the money and God will provide. Francis gave the money back and stripped in his footsteps and said, â€Å"Pietro Bernardone is no longer my father. From now on I can say with complete freedom, 'Our Father who art in heaven.† Soon Francis started to preach; he preached about returning to God and obedience to the Church. Soon the Church was rebuilt. The theme that deals with this part of the book of Living the Wisdom of St. Francis is finding God’s calling. St. Francis goes from loneliness to solitude. His loneliness was when he was taken prisoner for being a rich knight and there, Francis had his dream o f God calling to him. St. Francis subverted everything he had and was supposed to be a

Infant and Toddler Programs Essay Example | Topics and Well Written Essays - 1000 words

Infant and Toddler Programs - Essay Example Experiences breed the minds of infants. These experiences come about through playful exploration. Infants gain skills by having a couple of safe, daily objects that arouse their senses (Keeler, 2008). Playing with natural materials or in natural environments (nature), offer rich chances for exploring. Squishy mud between toes, warm sun on faces and the scent of mint in the garden, infants’ senses assemble information regarding the world around them and how it works or functions. In a recent approach to working with infants, referred to as heuristic play, infants who are mature enough to sit up contentedly on their own and pick items from baskets are at a different level from other infants. These are items that they have free access to in their daily lives. Grownups watch and stay with the infant while they survey, without taking charge (Ministry of Education, 2010). From the experiment, it can be observed that infants can center, for long periods of time, at a basket and choos e from a wide range of materials. They do this through examining their space and texture by banging, mouthing, waving and handling. Infants, at other times, need adults to talk to them, predict their actions, interest and requirements as well as provide new experiences and opportunities. Infants need a secure, calm and stimulating place to explore and learn. They also need other children or adults to interact, play and talk to them. Whereas young infants will mainly stay in one place, more mature infants are mobile. Hence, infants, at the playgroup, need adequate spaces to explore in safety (Keeler, 2008). Premises should be constantly cleaned and kept hygienic. Young infants like to perform many body movements. Infants do this best when lying on a firm and cushioned surface. It is hence vital to ensure that there are comfortable mats or cushions for young infants to lie on (NCCIC, 2009). They should be given opportunities to explore items with their mouths and hands by having suita ble items nearby. Infants use a great deal of their time looking up towards the ceiling, lights and walls. Hence, it is vital to put some attractive pictures/posters or mobile gadgets on the ceilings and walls to inspire their learning (Ministry of Education, 2010). They should also be provided with comfortable couches or seats in the infant quarter for grownups to sit and hold infants. Mobile infants like to explore their environments. They should, hence, be given a lot of room for them to move. They should be offered small and safe challenges with different levels that persuade learning. For instance, educators could use low steps, risers, large boxes, couches, mattresses as well as piles of cushions to simulate their learning (Keeler, 2008). Letting them sit contentedly on their own is not propping them up with cushions or pillows to sit. It is advisable to wait until he or she gets to the sitting point by themselves, in their own time and when they are ready. That is, when their neck and back are strong enough to bear this sitting position (Ministry of Education, 2010). Toddlers explore things in diverse ways. They are also energetic as well as on the move. Often their needs are ahead of their physical abilities and their language. Toddlers’ main interests comprise of putting items in and out of containers of all kinds, matching, selecting, sorting, dumping, loading

World Political History Essay Example | Topics and Well Written Essays - 1000 words

World Political History - Essay Example This led to deaths of majority foreigners leading to political wrangles between the Yugoslavian leaders and the Soviet Union. This led to the creation of strongly organized military force. Therefore, this led to the development of powerful armament in the nation in order to counter enemies. This led to depression of the nation’s economy and deterioration of foreign relations. What are the threats in your country? Different political ideologies Yugoslavia experienced conflicting political ideologies among its key leaders. This was due to the existence of both nationalists and communists in the country. This posed a nationwide threat as it led to increased conflicts among different political parties. The communists conflicted with the nationalists as both craved to control the country (Rajak 2011). This led to increased human fear as this signaled an outbreak of another war in the country. This was highly influenced by leading nationalists and communist nations that tried to inf luence their ideologies in Yugoslavia (Rajak). Ethnicity Aftermath of the Second World War was marked by increased ethnicity in all nations that participated in the war. This was due to settlement of war soldiers and captives in foreign countries. Yugoslavia experienced high levels of ethnicity as many war captives, and soldiers who were of foreign origin were retained as captives. This led to increased human suffering in the nation leading to frequent mass protests in the country. This created high tension among the population leading to fear of ethnic clashes among the natives (Rajak 2011). Disintegration of Yugoslavia Moreover, Yugoslavia disintegrated into different nations that sought for self-governance. These conflicts among different... According to the paper Yugoslavia entered the conflict as it tried to align to Soviet Union that dominated the Eastern Europe due to factors such as strong military base, organized military forces, economic success, foreign relations and strong political organization. This caused increased hatred among the local natives and the ethnic Germans leading to increased tension. This led to deaths of majority citizens with no media coverage unlike in other nations. The paper makes a conclusion that Yugoslavia experienced conflicting political ideologies among its key leaders. This was due to the existence of both nationalists and communists in the country. This posed a nationwide threat as it led to increased conflicts among different political parties. The communists conflicted with the nationalists as both craved to control the country. The U.S influenced the International Monetary Fund to give them loans which they were unable to pay. The Yugoslavia government collapsed, and that ended communism leading to disintegration of Yugoslavia. Yugoslavia disintegrated into different nations that sought for self-governance. These conflicts among different communities were as Germany and Austria-Hungary wanted to expand their territories. People of Yugoslavia particularly politicians fled to United Kingdom where they formed a committee for the creation of united Yugoslavia. However, it was crushed by Nazi Germany. The people of Yugoslavia resisted the communist’s rule in protests.