Cost Concepts Essay Example | Topics and Well Written Essays - 500 words

Cost Concepts - Essay Example That is the reason HMO plans are less expensive than different plans. In any case, it is important that the additional power over expense is accomplished on the expense of nature of the social insurance. In this kind of oversaw care association, doctors offer their administrations at a less expensive rate. This is a commonly valuable practice where doctors gain more in light of expanded business while the patients get the administrations at an altogether lower cost. The FFS plans furnish patients with greatest opportunity as far as decision of doctor. Patients can utilize these designs to choose a human services proficient willingly whom they feel fulfilled served by. Be that as it may, the opportunity enhance the expense of administration they are given. From numerous points of view, POS takes after HMO. Social insurance suppliers have the capitation course of action for the individuals selected. In any case, in this kind of oversaw care association, there are no particular emergency clinics for specialists to work in. They are remunerated yearly for each patient they check. â€Å"Increasing the level of the patient populace in lower-repaid, oversaw segments†¦ [and] †¦changing practice designs over every single patient populace, including higher-use unmanaged segments† (Majkowski, 1997). Manners by which doctors might be repaid in overseen care associations are various and differ from type to type. For instance, in HMOs, doctors get fixed pay rates while in POS, the â€Å"network suppliers are repaid on capitation premise, anyway the enrollees can pick a supplier outside the system, who is repaid on expense for-administration basis† (Virk,

The Energy Debate Lab Report Example | Topics and Well Written Essays - 750 words

The Energy Debate - Lab Report Example The most significant ace in the use of dynamic sun powered vitality as a wellspring of intensity is that it doesn't radiate carbon or any contamination when it gives us vitality. The most genuine con is the significant expense of its establishment that it can here and there be restrictive. Definition: inactive sun oriented vitality is the vitality taken from the glow of the sun without the executes or help of machines. Subsequently, aloof sun powered vitality can be supposed to be free and is regularly exploited in warming a home or working to save money on cost. Individuals might be reluctant to supplant their old machines with new ones for effectiveness. US just originated from an emergency where individuals are presently holding back on cost and taking advantage of their dollars. It might be hard to persuade individuals to spend for another machine when a current one despite everything works. Expend more vegetables. Vegetables require less vitality to deliver and furthermore decrease the CO2 in the environment since they are plants (they use CO2 as food). Meat then again requires so much vitality and water asset to

Crosby Manufacturing Corporation Essay Example | Topics and Well Written Essays - 1250 words

Crosby Manufacturing Corporation - Essay Example The President chose to employ Tim Emary as the undertaking chief who is again seen to need administrative involvement with the field just as don't have a place with the proper venture the board gathering of the organization, despite the fact that Emary is respected to gangs the capacity of viable arranging. 1. Livingston’s Selection of Emary as Project Manager was A Mistake or Right Decision The framework which is by and by being followed in Crossby, focusing on the Management of Information System (MIS) just as client information base administration has been censured as absolutely out of date which is not any more equipped to meet the monetary necessities of the customer base. Accordingly, the association couldn't get three major government contacts which would have spoken to the accomplishment of Crossby rendering it the ideal upper hands. Despite the fact that the President of the association has taken a goal situated arrangement and an extreme objective of acquiring greate r government contacts, he couldn't distinguish the main driver of issue inside the association. While surveying the viability of the right now utilized MCCS process in Crossby, it very well may be seen that productivity in the execution procedure is one of the essential elements for the progression of any task which needed the association. ... The most plausible impediment of this enrolment can be related to regard to the correct execution of the arranging attributable to the restricted specialized information on Emary with respect to Electronic Data Processing (EDP). Despite the fact that Emary is viewed as a skilled organizer, he needs adequate comprehension of the specialized prerequisites of tasks identified with MCCS and thusly may raise a ruckus in the execution procedure when playing out the jobs of venture supervisor, for example observing and giving proposals to the utilitarian workers of the EDP division through appropriate execution of the procedure, giving endorsement to the prerequisite of new frameworks just as servers, planning and keeping up compelling correspondence stream among all the offices, setting the future necessities of the different offices and making the necessary contacts of obtainments with the providers of the IT materials in a cost productive manner (Bainey, 2004). To play out these duties s killfully, sufficient experience is required in the field of undertaking the board. In this manner, it tends to be expressed that despite the fact that Emary is an equipped organizer, he isn't the perfect individual for the execution of the undertaking. At the end of the day, recruiting Emary as the undertaking director for such a urgent task will prompt different confinements as far as useful worker disappointment, cost just as time imperatives. To be exact, from a basic point of view, recruiting of Emary will lead towards another inability to Crossby in acquiring administrative agreements. So as to relieve this specific confinement, the President can either target rendering satisfactory preparing to Emary which can again be profoundly cost just as tedious. Or then again in any case, the President will enlist an accomplished proficient for the

Demographic Transition Model

Segment Transition Model The segment progress model looks to clarify the change of nations from having high birth and passing rates to low birth and demise rates. In created nations, this change started in the eighteenth century and proceeds with today. Less created nations started the change later are still amidst prior phases of the model. CBR CDR The model depends on the change in crudeâ birth rate (CBR) and unrefined demise rate (CDR) after some time. Each is communicated per thousand populace. The CBR is dictated by taking the quantity of births in a single year in a nation, isolating it by the countrys populace, and duplicating the number by 1000. In 1998, the CBR in the United States is 14 for each 1000 (14 births for every 1000 individuals) while in Kenya it is 32 for each 1000. The rough passing rate is comparatively decided. The quantity of passings in a single year is partitioned by the populace and that figure is duplicated by 1000. This yields a CDR of 9 in the U.S. furthermore, 14 in Kenya. Stage I Before the Industrial Revolution, nations in Western Europe had high CBR and CDR. Births were high since more youngsters implied more laborers on the ranch and with the high demise rate, families required more kids to guarantee theâ survival of the family. Demise rates were high because of illness and an absence of cleanliness. The high CBR and CDR were to some degree stable and implied theâ slow development of a populace. Periodic pandemics would significantly expand the CDR for a couple of years (spoke to by the waves in Stage I of the model. Stage II In the mid-eighteenth century, the demise rate in Western European nations dropped because of progress in sanitation and medication. Out of custom and practice, the birth rate stayed high. This dropping demise rate however theâ stable birth rate toward the start of Stage II added to soaring populace development rates. After some time, youngsters turned into an additional cost and were less ready to add to the abundance of a family. Therefore, alongside propels in anti-conception medication, the CBR was decreased through the twentieth century in created nations. Populaces despite everything developed quickly however this development started to back off. A lot less created nations are right now in Stage II of the model. For instance, Kenyas high CBR of 32 for each 1000 however low CDR of 14 for every 1000 add to a high pace of development (as in mid-Stage II). Stage III In the late twentieth century, the CBR and CDR in created nations both leveled off at a low rate. Sometimes, the CBR is somewhat higher than the CDR (as in the U.S. 14 versus 9) while in different nations the CBR is not exactly the CDR (as in Germany, 9 versus 11). (You can acquire current CBR and CDR information for all nations through the Census Bureaus International Data Base). Movement from less created nations presently represents a great part of the populace development in created nations that are in Stage III of the progress. Nations like China, South Korea, Singapore, and Cuba are quickly moving toward Stage III. The Model Likewise with all models, the segment progress model has its issues. The model doesn't give rules with regards to what extent it takes a nation to get from Stage I to III. Western European nations took a very long time through some quickly creating nations like the Economic Tigers are changing in simple decades. The model additionally doesn't foresee that all nations will arrive at Stage III and have stable low birth and demise rates. There are factors, for example, religion that keep a few nations birth rate from dropping. Despite the fact that this adaptation of the segment progress is made out of three phases, youll find comparable models in writings just as ones that incorporate four or even five phases. The state of the diagram is steady yet the divisions in time are the main change. A comprehension of this model, in any of its structures, will assist you with bettering comprehend populace strategies and changes in created and less created nations around the globe.

Experts Opinion on What are the Common Uses of Java Programming

Experts Opinion on What are the Common Uses of Java Programming Java technology is a platform-independent language and high-level programming. Java technology is formulated to perform in a distributed environment on the internet. It supports mobile apps, web apps, cross-platform, and different platform.Here is this blog, we are going to share the uses of Java:- Meaning of Java Summary Meaning of JavaUses of JavaWeb applicationsMobile applicationWeb servicesApplication servers and web serversDistributed applicationsCloud-Based ApplicationsAdvantages of javaJava Technology Changes Our LifeWrite better codeWrite Once and Used in any Platform of JavaEasy to write codeDevelop program and Time SaferEasy to StartConclusion Java is a well-recognized software which enables you for software formulated and written only once for a “virtual machine” to run on diverse systems. It helps several OS such as UNIX computers, window PCs, and Macintoshes. It is standard on the webserver, some of the leading interactive websites are using it. Uses of Java Web applications We use Java to create web applications. Java is providing full support to spring, servlet, and JSP. In contrast, you can make any form on web applications based on the requirements of the customer. Mobile application We use to develop a mobile application. You can easily develop any games, any application in android. Furthermore, any person who knows java can easily learn the android and can start the development of the needed apps. Web services Java uses to develop services of the web, which is a platform, language-independent, refers to an app developed in another language that may easily consume the java services of web. Application servers and web servers Nowadays, the ecosystem of the java includes many java application servers and web servers. Distributed applications Distributed applications have various general requirements that arise, particularly due to their distributed feature and of the dynamic nature of the system and platforms they perform on. Java provides choices to realize such apps. Cloud-Based Applications Cloud computing refers to the on-demand delivery of resources of information technology by the internet with pay-as-you-go pricing. Furthermore, it gives a solution for information technology infrastructure at a low price. Besides, Java gives you features that may support you build apps meaning that it may be applied in the IaaS, SaaS, and PaaS development. Advantages of java Java is secure. Language, interpreter, compiler and runtime environment of the Java are securable.Java works in a distributed situation. It is formulated to perform on distributed computing. Any network program in java is similar to receiving and sending information from and to a file.Java is object-oriented, which is applied to make reusable code and modular programs in a different app.Java is robust. Robust refers to reliability. It focuses on verifying for potential errors, as compilers of Java are capable of detecting several error issues in the program throughout the execution of the relevant code of the program.Java is platform- flexible and independent. Java Technology Changes Our Life Write better code The language of Java programming inspires better coding practices and controls automatic garbage gathering, which supports you evade leaks of memory. Depend on the theory of object orientation, its architecture, and wide-range Java Beans component. Besides, only flexibility, extendible, and API may reuse current, verified code and present fewer bugs. Write Once and Used in any Platform of Java When you write the source code in the Java programming language. That is gathered into machine-independent byte codes and constantly run on any platform of java. Easy to write code As related to metrics of the program (method counts, class counts, etc.), inform us that a program is written in the language of Java programming. Furthermore, maybe four times lesser as relating to a similar program written in C++. Develop program and Time Safer The language of Java programming is more straightforward and more accessible than C++. As such, it controls your development time up to double as fast when writing in it. The program will similarly need fewer lines of code. Easy to Start Since the language of Java programming is dependent on the object-oriented language. It is straightforward and easy to learn. Particularly for a programmer already recognized with C or C++. Conclusion Java is the most potent and widespread programming language. There are some uses of java and the advantages of java. In contrast, these uses and benefits help you to know more about java programming.If you are looking for the best Java Programming help then we are here to provide you with the world-class Java assignment help.

Memorization is a component of critical thinking, not its opposite

Education is in the news a lot these days. With the increasing reliance on standardized testing at all grade levels and the implementation of Common Core standards, theres suddenly a lot of concern about where American schools are headed; and as someone with a significant interest in educational issues, I pay a lot of attention to what people are saying. Reading through education articles and the accompanying comments, many of which bemoan the lack of Im struck by the extent to which ideas about education have become polarized: on one side, joyless, dry, rote learning, devoid of imagination or interest, with no other end than the thoughtless regurgitation of facts; on the other side, a sort of kumbaya, free-to-be-you-and-me utopia, where learning is always an imaginative and exciting process with no wrong answers or unpleasantness. To be fair, a lot of the idealizing that goes on is understandable backlash against the rise of standardized tests to judge, well, just about everything. If education has been reduced to learning how to fill in little bubbles on a scantron sheet, its natural to want to run screaming as far as possible in the other direction from that sort of drudgery and to make learning fun. To be clear: although I obviously have a stake in the world of standardized tests and believe that well-constructed exams (like the SAT) are useful when used thoughtfully and sparingly, Im as disturbed as most other people about their sudden ubiquity. Real education is most certainly not about learning to fill in little bubbles, and at its best, it can be wonderful and stimulating and engaging. But can be wonderful and stimulating is not the same thing as must never be boring or involve any sort of protracted struggle, and there seems to be a camp that conflates the two. Some things are hard; thats called life. As someone who spends a lot of time teaching students fundamentals that they havent acquired in school, I find just as disturbing and, frankly, bizarre the idea that those boring fundamentals can simply be bypassed in favor of higher level critical thinking skills. Yet that idea seems to be have taken root rather tenaciously. Id like to suggest that the problem of rote learning vs. critical thinking is actually a false dichotomy. Or rather, there are two types of rote learning, and its necessary to distinguish between them: on one hand, theres the type of rote learning that exists as an end in itself. The point of this type of education is simply to be able to spit back names and dates and facts without any understanding of how they connect or what their larger significance in the world might be. When Americans rail against rote learning, this is what they tend to be thinking of.   On the other hand, there is also a type of education that views rote learning as a means to an end one that recognizes that factual knowledge is actually the basis for higher level thinking. This type of rote knowledge is also known as inflexible knowledge. Cognitive scientist Daniel Willingham has written extensively about the problem with treating critical thinking as something that can be taught in the abstract. As Willingham says: People who have sought to teach critical thinking have assumed that it is a skill, like riding a bicycle, and that, like other skills, once you learn it, you can apply it in any situation. Research from cognitive science shows that thinking is not that sort of skill. The processes of thinking are intertwined with the content of thought (that is, domain knowledge). Thus, if you remind a student to â€Å"look at an issue from multiple perspectives† often enough, he will learn that he ought to do so, but if he doesn’t know much about an issue, he can’t think about it from multiple perspectives. You can teach students maxims about how they ought to think, but without background knowledge and practice, they probably will not be able to implement the advice they memorize. Just as it makes no sense to try to teach factual content without giving students opportunities to practice using it, it also makes no sense to try to teach critical thinking devoid of factual content . Willinghams research flies in the face of much of the educational status quo. One belief currently rampant is that students no longer need to memorize factual information because technology has made that information available to them at the click of a button. Because they no longer have to waste brainpower memorizing, or so the line of thinking goes, their minds will be freed up for higher level critical thinking. The problem with this view is that it overlooks the fact that critical thinking emerges from the scaffolding provided by rote knowledge; it cant be divorced from it. When you know facts and dates and concepts by heart, it becomes much easier to see the relationships between them. It doesnt mean that youll automatically see the relationships between them (thats the point of education), but you will have a stronger basis for doing so. Put otherwise, if youre writing a history paper about and have to stop every five seconds and look something up on Wikipedia, your mind will be so consumed with simply trying to process the literal information that youll have nothing left over to actually analyze it in any meaningful way. If, on the other hand, you already know the key facts and chronologies and players, youll find it much easier to actually say something about why they developed the way they did. Its easy to spout off about the beauty of knowledge and potential of technology, but anyone who has ever watched a sixteen year-old stare glassy-eyed at a computer screen with ten different tabs up, then pull up yet another page and google a term repeatedly, pausing only to glance at the first couple of hits before typing in a slightly different version and beginning the whole process again, might start to wonder if educators dont maybe have things a little bit backwards. Looking up a couple of pieces of minutiae is one thing, and the Internet is an invaluable tool for someone who needs to do only that, but having to google virtually every basic fact leaves no mental room to do anything with those facts. Perhaps Im overlooking something, but it always struck me a somewhat obvious that you dont acquire higher-level skills without mastering lower-level skills first. If you skip over the fundamentals, you might stagger along looking like you know what youre doing for a while, but sooner or later, youre going to crash. I dont think most Americans would argue with that idea when it comes to, say, sports or music. They would consider it basic common sense that top athletes dont simply jump into a high level of competition after a little bit of haphazard training. If theyre not ready, theyll get injured badly. Likewise, a musician who hasnt mastered basic scales isnt usually encourage to schedule her solo debut. Its understood that years of practice and repetition are required, some of which is fun and much of which is not, and that fundamental skills must be mastered before more advanced ones are introduced. Yet that is more or less the equivalent of what an awful lot of people seem to expect high school student to be able to accomplish academically. Not only is it unrealistic to ask high school students to write papers showing evidence of complex, critical, high-level thinking without giving them the grammatical, rhetorical, analytical, literary, historical, and cultural knowledge (among other things) to actually perform that kind of analysis, but its downright delusional. As someone whos watched lots and lots of sixteen year-olds torture themselves trying to complete college-level assignments when they havent yet fully mastered things like transitions or topic sentences or how to analyze quotations, I think Ive earned the right to say that theres something very wrong with a system that refuses to explicitly teach skills for fear of destroying students creativity, then pushes them to the brink of a nervous breakdown by demanding that they complete work far beyond what their skills allow. Listening to ed-school grads rhapsodize about the joys of learning, you have to wonder whether theyve actually ever seen students at home, sobbing hysterically and making their parents nuts as they try to eek out a couple of semi-coherent paragraphs. My guess would be that they havent. (For the record, I drove myself crazy over pretty much every English paper I wrote in high school. When someone finally sat me down and taught me the conventions of the genre in college I was astonished that it had been so easy all along, then furious that no one had bothered to explain things that simply before.) So if teachers arent teaching the basics well or in a manner that engages students interest, it simply means that those basics need to be taught better not that they can or should be discarded as irrelevant. A terrible teacher can massacre even the most fascinating subject, and an exceptional teacher can teach the basics clearly and directly in a highly engaging manner. From what Ive seen, students are incredibly grateful when the latter occurs. They end up with a real sense of accomplishment rather than the feeling that theyre grasping a straws. I do, by the way, acknowledge that plenty of high schools offer little in the way of a challenge to very bright and motivated students but that by itself doesnt mean that the students are actually ready for college level work, simply that the level of the high school curriculum needs to be raised. If students who are high-achieving by the standards of their local environments but who actually still lack basic knowledge are placed in so-called early college classes, those classes will never get beyond a certain level, regardless of how catchy their titles are or how esoteric their subject matter is. Students who are missing basic cultural reference points such as Auschwitz (never mind Hannah Arendt) are not, to put it bluntly, going to be able to discuss totalitarianism at anything approaching a college level. Thats not to say they wont learn something from such a discussion, but their ability to engage in advanced critical thinking is going to be seriously compromised. Given expert teachers and a well-constructed curriculum, there is a way to make high school-level work both challenging and age-appropriate; the two are not mutually exclusive. The real problem is a serious lack of teachers who are experts in their fields and a system that fails to give the teacher who are experts the necessary support. Everyones looking for a quick fix, and no one wants to put their money where their mouth is administrators occasionally pay lip service to the importance of bringing in the high-quality teachers but do nothing to make the profession more attractive; instead, they turn around and blame the teachers for everything their students fail to achieve. Then they insist that teachers facilitate high level critical thinking while simultaneously discouraging them from reinforcing  the kind of fundamentals that are necessary for critical thinking to occur. Its positively schizophrenic. And insisting that high school students be assigned work above their heads and then given wildly inflated grades so the grownups can pat themselves on the back is not a real solution. One math tutor I know  estimates that schools should be teaching somewhere around a third of the material they currently attempt to cover, but focusing on mastery rather than superficial knowledge. That seems pretty accurate to me. I think that in all the hysteria over accelerating classes to make sure that American students are internationally competitive, schools (administrators) have lost sight of how much information students can reasonably be asked to digest and what sort of building blocks must be already in place to ensure that theyre capable of digesting it. The current system produces classes that appear advanced but that students arent actually retaining anything from. They memorize for the test and then forget because its the only way they can get through school; but since the information never makes it into their long-term memories, they never get to the point where they can combine it with other knowledge and jump to the next level. Let me give you an example: over the last few years, Ive tutored a number of AP French students at a highly selective New York City public school. Pre-AP classes arent tracked, so theres no accelerated option in the lower levels. By the time students show up in AP, theyve studied four or five tenses and learned them relatively well, but they havent done a lot of reading, and theres still an enormous amount of grammar that they havent been exposed to. When they get to AP, a lot of them find themselves in over their heads. They have to master the rest of the major tenses (among other things) in five or six or months, read a lot of authentic French, and write full essays in French, complete with theses and counterarguments. They have to cram so much knowledge in so fast that theres simply no way they can retain it past each test. Then, when theyre confronted with a situation that requires them to integrate all their knowledge, they freeze. The material looks vaguely familiar, but they still sit there for five minutes, trying to remember the endings for the conditional. Their class sometimes needs two full periods to complete tests because they simply cant pull information together quickly enough. Five years ago, that was unheard of, but its happening all the time now. And theres nothing their teacher can do about it because of the way the curriculum is structured. She knows they need more time the learn the information, but if she wants them to cover everything on the AP exam, she has to keep pushing through. When I tell my students that I spent three years covering the subjunctive in high school, learning a different part each year, theyre floored and jealous. No one has ever given them three years to learn anything for an AP exam. Trying to come up with a conclusion to this post, I find myself stuck. Im not particularly optimistic about the implementation of the Common Core, and I dont have any pat advice to offer. (Optimism is not my forte. Sorry if you were looking for something uplifting.) My only hope is that at some point people will come to their senses and notice that an excessive emphasis on either free-form, pie-in-the-sky creativity or stultifying, sloppily written standardized testing does not an educational system make. But Im guessing that things will have to get worse before before theres even a chance that theyll get better. As for me, Ill just keep calling it like I see it.

The Woman Warrior Memoirs Of A Girlhood Among Ghosts

The world, and the United States especially, is learning faster than ever how important it is not to discriminate against individuals or groups of people based on the color of their skin. However, the world is not perfect and this is an incredibly slow process. Like in Citizen, a collection of poems, images, and stories revolving around the injustices against African Americans, this research paper will highlight the problems with American society s judgments and discriminations that have become social norms. In addition, The Woman Warrior: Memoirs of a Girlhood Among Ghosts, a memoir written around a Chinese girl and her struggles of balancing two identities, will demonstrate the pressure and bias society places on a person of color.†¦show more content†¦Even thousands of years ago humans of different complexions traded with one another and yet there were no racist feelings. Clearly, injustices have happened to specific groups of people before the eighteenth century, however humans have only came up with the formal definition for these injustices after the eighteenth century, mostly due to the systems of colonization which was continued by imperialization. These systems both, â€Å"rely on the colonization and exploitation of other peoples.† (Kaplan, 1) While colonization was a practice that had many negative effects towards people of color, imperialization was much worse. The Encyclopedia of European Social History states, â€Å"Imperialism, however, was an integrated system, a set of beliefs far more coherent and pernicious than early colonialism ever had been. European imperialism, defined as the period between 1885 and 1918, pursued aggressive world political goals and systematically annexed other nations not just for economic gain, as colonialism always had, but to increase its power base abroad, no longer just at home.† (Kaplan, 1). Most of the countries that were taken imperialized were countries that have populations of people of color. This caused the growing judgements andShow MoreRelatedThe Woman Warrior : Memoirs Of A Girlhood Among Ghosts1833 Words   |  8 Pagesmale) colleagues. This gender discrimination is a powerful issue that Maxine Hong Kingston focuses on in her memoir The Woman Warrior: Memoirs of a Girlhood Among Ghosts. In the memoir, Kingston discusses the gender discrimination she faced while growing up in a Chinese-American family and culture. Similarly, both women in sports and Chinese-American women, specifically Maxine in The Woman Warrior, face discrimination and inequality because of their gender; however, today, women are more vocal and haveRead MoreThe Woman Warrior : Memoirs Of A Girlhood Among Ghosts1580 Words   |  7 PagesThe Woman Warrior Summary and Response In the memoir The Woman Warrior: Memoirs of a Girlhood Among Ghosts, written by Maxine Hong Kingston, the author addresses autobiographically the difficulty of combining two cultures. Kingston opens the book with the chapter No Name Woman, a recount of a story her mother told her when she was a child about an aunt she once had who killed herself. Kingston delves into the story of her unnamed aunt explaining the events in intricate detail. Her aunt, whose husbandRead MoreThe Woman Warrior : Memoirs Of A Girlhood Among Ghosts1155 Words   |  5 PagesIn Maxine Kingston’s memoir The Woman Warrior: Memoirs of a Girlhood among Ghosts--especially shown in the section â€Å"No Name Woman†, she describes the way her family has treated and expects her to treat her unknown, dead aunt and how this all correlates with herself as an individual. Kingston realizes the rift between the gender roles within the Chinese tradition and struggles to form her own opinion concerning this for gotten, dead family member and herself. Through the telling of her aunt’s complexRead MoreThe Woman Warrior, Maxine Hong Kingston1722 Words   |  7 PagesIn The Woman Warrior, Maxine Hong Kingston crafts a fictitious memoir of her girlhood among ghosts. The book’s classification as a memoir incited significant debate, and the authenticity of her representation of Chinese American culture was contested by Asian American scholars and authors. The Woman Warrior is ingenuitive in its manipulation of the autobiographical genre. Kingston integrates the value of storytelling in her memoir and relates it to dominant themes about silence, cultural authenticityRead More Impact of Chinese Heritage on Maxine Hong Kingstons The Woman Warrior2371 Words   |  10 PagesImpact of Chinese Heritage on Maxine Hong Kingstons The Woman Warrior Haunted by the power of images? I do feel that I go into madness and chaos. Theres a journey of everything falling apart, even the meaning and the order that I can put on something by the writing. —Maxine Hong Kingston It is true that some dream in color, and some dream in black and white. Some dream in Sonic sounds, and some dream in silence. In Maxine Hong Kingstons literary works, the readers enter a soundlessRead MoreWoman Warrior Essay1345 Words   |  6 PagesWoman Warrior Essay Maxine Hong Kingstons novel, The Woman Warrior is a semi-autobiographical collection of short stories that chronicles her childhood in California. It gives the reader a feeling of how it feels like to be a Chinese American girl growing up with traditional parents in a world that is quite different from theirs. Throughout the novel, both she and her mother refer to the outside world as ghosts. The subtitle given to the book is Memoirs of a Girlhood Among Ghosts. To figureRead MoreMaxine Hong Kingstons The Woman Warrior Essay1302 Words   |  6 PagesMaxine Hong Kingstons The Woman Warrior Maxine Hong Kingstons novel, The Woman Warrior is a semi-autobiographical collection of short stories that chronicles her childhood in California. It gives the reader a feeling of how it feels like to be a Chinese American girl growing up with traditional parents in a world that is quite different fromRead MoreThe Woman Warrior: A Tale of Identity1972 Words   |  8 PagesThe Woman Warrior: Memoirs of a Girlhood Among Ghosts by Maxine Hong Kingston is a collection of memoirs, a blend of Kingston’s autobiography with Chinese folklore. The book is divided into five interconnected chapters: No Name Woman, White Tigers, Shaman, At the Western Palace, and A Song for a Barbarian Reed Pipe. In No Name Woman, three characters are present: Kingston, Kingston’s mother, and Kingston’s aunt. This section starts off with Kingston’s mother retelling the story of her aunt and herRead MoreMaxine Hong Kingston s No Name Woman1271 Words   |  6 PagesCalifornia, her fa mily roots remain deep within her culture. She is an active feminist and the author of two well-known books, The Woman Warrior (1970) and China Men (1980). In No Name Woman, Kingston explores the treatment, values and life of the women of old-China in the 1920s. In â€Å"No Name Woman,† which is Chapter One of  The Woman Warrior: Memoirs of a Girlhood among Ghosts, Kingston learns from her mother that she once had an aunt who killed both herself and her newborn baby by jumping into the familyRead MoreThe Problems Of Racial Identity927 Words   |  4 Pagessaid as â€Å"the significance and meaning of race in one’s life† (4). The question remaining isn’t how much certain groups of people value their racial identity, rather how this assigned racial identity can impact them negatively in life. Within The Woman Warrior, the characters face many obstacles while living in America and coming from a Chinese background. The author of the novel, Maxine Hong Kingston, faces some of the most difficult challenges out of the characters. Being a child in a new country, The Woman Warrior Memoirs Of A Girlhood Among Ghosts In June 2015, the United States Women’s National Soccer Team (USWNT) made history by winning the gold medal at the Women’s World Cup. Not only was this a big accomplishment for American sports, as it was the team’s first championship win in 16 years, but the win was also a benchmark for female athletes in professional sports as it showed the potential of these athletes, but also showed many of the obstacles that are currently in their way. Despite having overcome milestones throughout the years in the professional sports industry, there is still a lack of opportunities for women. In addition, many females in the sports industry (including athletes, journalists, referees, and broadcasters) have openly discussed the discrimination that they†¦show more content†¦As a young girl, Maxine is coming to terms with her transition into â€Å"womanhood,† which is complicated by the societal expectations of Chinese girls and the differences between the expect ations for girls in Chinese and American societies. Maxine’s own experiences with Chinese cultural ideas are visible through her interpretation of the story of the No Name Woman when she writes: â€Å"Imagining her free with sex doesn’t fit, though. I don’t know any women like that, or men either. Unless I see her life branching into mine, she gives me no ancestral help† (Kingston 8). Maxine tries to imagine her aunt as a more sexually liberated woman, but her experiences with Chinese traditions and culture complicate her interpretation of these events. In the following chapter, Kingston further discusses the expectations of women in Chinese society and how they differ for the expectations of men. She writes: â€Å"when we Chinese girls listened to the adults talk-story, we learned that we failed if we grew up to be but wives or slaves† (Kingston 19). Many of the talk-stories that Kingston describes would often discriminate against women and were i ntended to teach young girls that their only roles in society were to be submissive and under a man’s control. In the next talk-story, Brave Orchid tells Maxine the story of Fa Mu Lan, a woman warrior