Wednesday, April 1, 2020

The Seven Stages of Grieving Essay Example For Students

The Seven Stages of Grieving Essay QTC’s 2015 production of The 7 Stages of Grieving directed by Jason Klarwein and performed in Bille Brown Studio incorporates contemporary Indigenous drama conventions to create dramatic meaning. The 7 Stages of Grieving is a wise and powerful play about the grief of Indigenous people and the hope of reconciliation. The play expresses the significance of the stories of the Indigenous people by using dramatic elements, Indigenous drama conventions and a nomadic performer, Chenoa Deemal, to communicate the hard truths of the lives of past and current Aboriginal people. Through the use of symbol, role, and time and place this message is expressed in an extremely powerful and effective way which illustrates the grieving that Indigenous people have had to endure over many generations. Jason Klarwein smartly manipulates symbol to retell the emotional stories of Indigenous people and display the grieving that process that Aboriginal people have went through. The 7 Stages of Grieving uses a variety of symbolic words and phrases, props, and a powerful set design in order to emphasise the history of the Aboriginal people and the stories they have to share. We will write a custom essay on The Seven Stages of Grieving specifically for you for only $16.38 $13.9/page Order now A poignant example of symbol within the performance occurs in the last scene. Klarwein interestingly includes an extract from â€Å"The Apology Speech† by Kevin Rudd. Klarwein adds a scene, which was not in the original performance where the stage dims, and the nomadic performer leaves the stage through a door hidden on the back wall of the stage. Deemal leaves this door open and a bright white light escapes shining over the dark stage and the previously drawn circles on the stage. The use of this intriguing white light represents the innocence of the Aboriginal people, the light itself symbolises the hope that Indigenous people possess of reconciliation. Symbolism of the Aboriginal people is further expressed through the circles that have been drawn on the stage using different colours of sand throughout the performance. The colours of which these circles have been drawn in symbolises the Aboriginal culture and they also have a strong connection to Deemal and her hometown. Symbolic phrases are used in the performance to demonstrate the importance culture is to Aboriginal people and how they have continued to pass this down through stories over many generations. One example of this occurs when Deemal draws a blue circle on the stage whilst chanting the line, â€Å"I am a strong woman. † She chants this however in the language of her hometown. As the nomadic performer chants this line in her own Aboriginal language, this displays how Deemal, even though she lives in a modern day world, is still in touch with her Indigenous culture. The use of this language demonstrates how important it is that the Aboriginal language is passed on and the importance of family heritage within the Aboriginal culture. Collectively, this powerful use of symbol communicates to the audience the importance of Aboriginal stories and the history of the Aboriginal people. Dramatic meaning is successfully portrayed within the performance through the use of the dramatic element of role. Klarwein’s use of storytelling, multiple roles, and minimalistic costuming emphasises the dramatic meaning displayed within The 7 Stages of Grieving and how grief has affected many generation of Aboriginal people. Through the use of storytelling the nomadic performer displays how grief has affected Aboriginal people over many generations. Deemal stated that. â€Å" grief encompasses many people, not just one person. † This helps to illustrate how grief has continued to disturb the Aboriginal people over many generations as it doesn’t affect one specific person and that it is a continuous cycle. Through the use of multiple roles the nomadic performer exemplifies how many people are affected by grief. Throughout the performance the characters that Deemal embodied seemed to be getting older. .u82927b0d19ed548cce7e35eb4a7049a3 , .u82927b0d19ed548cce7e35eb4a7049a3 .postImageUrl , .u82927b0d19ed548cce7e35eb4a7049a3 .centered-text-area { min-height: 80px; position: relative; } .u82927b0d19ed548cce7e35eb4a7049a3 , .u82927b0d19ed548cce7e35eb4a7049a3:hover , .u82927b0d19ed548cce7e35eb4a7049a3:visited , .u82927b0d19ed548cce7e35eb4a7049a3:active { border:0!important; } .u82927b0d19ed548cce7e35eb4a7049a3 .clearfix:after { content: ""; display: table; clear: both; } .u82927b0d19ed548cce7e35eb4a7049a3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u82927b0d19ed548cce7e35eb4a7049a3:active , .u82927b0d19ed548cce7e35eb4a7049a3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u82927b0d19ed548cce7e35eb4a7049a3 .centered-text-area { width: 100%; position: relative ; } .u82927b0d19ed548cce7e35eb4a7049a3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u82927b0d19ed548cce7e35eb4a7049a3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u82927b0d19ed548cce7e35eb4a7049a3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u82927b0d19ed548cce7e35eb4a7049a3:hover .ctaButton { background-color: #34495E!important; } .u82927b0d19ed548cce7e35eb4a7049a3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u82927b0d19ed548cce7e35eb4a7049a3 .u82927b0d19ed548cce7e35eb4a7049a3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u82927b0d19ed548cce7e35eb4a7049a3:after { content: ""; display: block; clear: both; } READ: Drama Scripted Coursework: Think of a story quickly and Cage birds EssayThis displays how, through the use of multiple roles, that the grief has affected many generations of Aboriginal people. Klarwein’s use of minimalistic costuming emphasises the dramatic meaning depicted within The 7 Stages of Grieving. Deemal appears on stage through the majority of the performance in the same costume. This helps to illustrate her as representing all Aboriginal people. An example where costuming is used effectively is in scene 11, 1788, where the nomadic performer takes on the role of Captain Cook. She does this by placing a captain hat on her head and holding a union jack flag. Through this use of costuming the nomadic performer looks out of place, like he/she doesn’t belong. This costuming illustrates how the arrival of Captain Cook in Australia was not right and that he didn’t belong. The play displays the significance landscape is to the Aboriginal people and their culture. The nomadic performer expresses how grief has affected and is continuing to affect many generations of Aboriginal people. Through the use of storytelling, multiple roles and minimalistic costuming Klarwein and the nomadic performer are successful in portraying how grief has affected many generations in the Aboriginal community within The 7 Stages of Grieving. Through the use of the dramatic elements time and place the significance of the stories of Aboriginal people and the grief that they have endured over many generations is expressed in The 7 Stages of Grieving. Klarwein portrays this through the use of dramatic and Indigenous conventions such as sound effects, language, lighting and stage design. Klarwein cleverly uses the sound effects of nature and rain to enhance the importance of the storytelling at the start of the performance. These sound effects help the audience to connect with the performance and allow them to imagine a place within the Australian landscape. Deemal includes the Indigenous language from her hometown within the performance. This enhances the dramatic meaning of the storytelling within the performance as it illustrates that the nomadic performer has a strong connection to the play and the meaning behind it. Klarwein is successful in tying the past and the present together through the use of lighting and stage design. In scene one scene (see notes) the lights that are on Deemal form two shadows, these representing her ancestors. Deemal further goes on to discuss how grief has affected the Aboriginal people whilst these shadows are projected behind her. These projections tie together the past and the present and how grief has been detrimental to the lives of Aboriginal people. Jason Klarwein and the nomadic performer, Chenoa Deemal, display the significance of the stories of Aboriginal people and the grief that they have had to undergo for so many years through the use of many Indigenous conventions and dramatic elements. Jason Klarwein’s 2015 QTC’s production, The 7 Stages of Grieving encompasses contemporary Indigenous drama conventions to present the hard truths of the Aboriginal people and the grief that they have had to tolerate over many centuries. This play expresses the grief that Aboriginal people had to endure and their hope for reconciliation. Throughout the performance the significance of the stories of Indigenous people is expressed through the use of dramatic elements, Indigenous drama conventions and the nomadic performer, Chenoa Deemal, to communicate the truths of these stories. Symbol, role, time and place are used through the performance to create powerful message of how Aboriginal people have beared so much grieving over many years.

Saturday, March 7, 2020

Beowulf Beowulf and Beowulf Essay Beowulf

Beowulf Beowulf and Beowulf Essay Beowulf Beowulf: Beowulf and Beowulf Essay Beowulf Beowulf Essay Beowulf’s appearance is one of greatness, arrogance, and confidence. When Beowulf and his team of Geats arrive at the Danes land, the first thing that the watchman notices is the greatness and boldness of the men that sailed to his land, especially Beowulf. The watchman states, â€Å"†¦ Nor have I ever seen, Out of all the men on the earth, one greater than has come with you†¦Ã¢â‚¬  as he examines Beowulf and his team (161-163). The watchman was confused as to why the Geats walk his land so openly and without secret, and even thinks their greatness is a cover-up made so that he may let them enter further into his land as spies. Beowulf is one of the oldest English epic hero. He’s a great one too. Beowulf, however, is prepared for this unfriendliness, and he answers his questions like a born leader, stating, â€Å"We are Geats. Men who follow Higlac†¦Ã¢â‚¬  as part of a grand speech he gives to the watchman, which results in his team being able to go on into the land (173-174). I thought in my opinion that it was a fine speech. He was able to speak to Hrothgar after that. â€Å"..Strongest of the Geats-greater/and stronger than anyone in this world.† (110/111) â€Å"..he was loved by the Geats†¦Ã¢â‚¬ (118) â€Å"..the bravest and best of the Geats†¦Ã¢â‚¬ (121 Beowulf makes sure that everything he does will only aid him in obtaining fame and glory. This is seen clearly whenever Beowulf fights Grendel. Before the fight, Beowulf explains, â€Å"†¦ My lord Higlac might think less of me if I let my sword go where my feet were afraid to†¦Ã¢â‚¬  which shows that he indeed cares about people’s thoughts of him (264-266). From the quote, it was clear that Beowulf does not want to carry weapons because it will give people something to talk about. It would have been much easier to use weapons against Grendel, but he wanted to fight fair. Unlike Beowulf, Hrothgar is not as brave. He wishes to save his people from this monster but he is aged and more emotional than Beowulf. In most of the story Hrothgar is either sharing his wisdom with Beowulf or grieving. Beowulf also does another thing that may

Thursday, February 20, 2020

The Use of Force and Wars on Terrorism Essay Example | Topics and Well Written Essays - 1000 words

The Use of Force and Wars on Terrorism - Essay Example The Charter’s Article 51 stipulates (Dinstein 2001, 161): â€Å"Nothing in the present Charter shall impair the inherent right of individual or collective self-defence if an armed attack occurs against a Member of the United Nations, until the Security Council has taken measures necessary to maintain international peace and security.† Hence, a country can respond in self-defence or self-preservation against a terrorist assault, but not unless the Security Council has performed steps needed to uphold security, peace, and order. The immunity for self-defence stated in Article 51 is the single clear omission to the prohibition of Article 2(4). This Article, according to Dinstein (2001), presumes that international law currently necessitates at least the possibility of a forthcoming armed attack before a nation may react forcefully or violently against the political independence or territorial integrity of another nation. Nevertheless, even as the terrorists have perpetrate d an armed assault, the right to wield force against the attackers positioned in a state is anomalous except if the terrorist activities can be attributed to the state (Kittrich 2008). Hence, an important question is when can terrorism be attributed to the state where in it manoeuvres? Since an assault against terrorism breaches the host state’s territorial integrity, the terrorists’ armed assault should be ascribed to that particular state (Kittrich 2008). It would then be legally acceptable to wield force against the terrorists positioned in that state. This paper tries to address this primary question: Do terrorists’ acts constitute a violation of Article 2(4), which justifies wars on terrorism as an act of self-defence under the UN Charter? Use of Force against Terrorism The impact of the UN Charter on a state’s innate right to embark on traditional self-preservation has long been a point of contention. Nevertheless, nowadays, many think that the trad itional international law authority to self-protection is unchanged by the Charter’s Article 51 and that this natural right to self-preservation involves a right to defensive self-protection (Boethe 2003). Others claim that Article 51 in fact removed preventative self-defence as a lawful rationale for the exercise of armed or violent force, and, without an armed attack, a nation should restrict itself to mobilizations to defend against such an assault, even despite of clear assault mobilizations being carried out by another nation (Penna 1991). This Article reinforces the argument of those who claim that states sustain the traditional natural right to defensive self-protection. Threats of international terrorism currently take place in the form of anachronistic groups that embody majority of the features of a state: organisation, preparation, training, disposed forces, resources, and possible possession of weapons of mass destruction. Nevertheless, dissimilar from states, the se terrorist groups are headed by people who are ready to use suicide operations routinely and who show a complete disrespect to the authority of law and human life (Dinstein 2001). Certainly, the success of such assaults relies on a state unaware of how or when these assaults will subsequently take place. Hence, a state may legally respond on the supposition that, due to the constantly displayed unusual characteristic and operational strategies of particular transnational terrorist groups, an assault by such

Tuesday, February 4, 2020

The final project Research Paper Example | Topics and Well Written Essays - 1250 words

The final project - Research Paper Example Precisely, behavioral aspect of budgeting is summarized as participation, budget slack, politics, group effects, motivation and feedback. Financial accountants, economists as well as financial analyst are all involved in the process of developing a budget (Deegan & Unerman, 2006). A budgeting design where by the people involved are active members of the business or organization is known as participative budgeting. This kind of budgetary design ends up creating budget that is more realistic and adoptable. It pulls up employees’ morale and it cats a gauge for their effort in the growth and development of the business and or organization (Shah, 2007). As opposed to top-down budget that is generally imposed on employees by the executive directors and managers, participative budgeting takes into account the opinions and contributions of others. However, if the budget design is purely participative then the resulting budget may not put into consideration some of the high level strategic plans. If an organization has to use participative budgeting design them the top management must serve other people involved in the process with write-ups indicative expected outcome of the budgeting process. In literature, the models of budgetary participation between superiors and subordinates have been identified, with emphasis on who has the greater influence on the budget outcome. (Brown et al., 2013; Brink et al., 2012; Chong, K., & Chong, M., 2002; Chenhall, 1986; Wentzel, 2002; Lindquist, 1995). While Brown et al. (2013). developed a subordinate and superior-set theory, Brink et al. (2012) made their division based on the roles superiors play in the budgetary process namely active or passive players. This subdivision alludes to the principle that budget outcomes are being determined by the interaction between superiors and subordinate. In Brown et al. (2013) subordinate set theory and Brink et al. (2012) committed

Monday, January 27, 2020

Introduction To The Media Industry Media Essay

Introduction To The Media Industry Media Essay As the media industry joins the ranks of others that are facing tremendous declines and losing advertising revenue, African Americans in the media have also faced extreme challenges. We as people often search for answers to create change in todays society, but stereotypes linger within our world placing a barrier on chances of unity and equality. One of the main sources of these stereotypes is the mass media. Stereotypes are commonly referred to as codes that give audiences quick, common understandings, (sometimes invalid) of a person or group of people mostly relating to their class, ethnicity or race, gender, sexual orientation, social role, or occupation. African Americans are constantly viewed in ways that are false and over-exaggerated. From loud explicit curse words, to wobbly behinds and gold teeth, the mass media blinds America with false and negative images. From the beginning of television history, African Americans were shown as very dark, monkey-like characters without a tad of know-how except in the areas of housekeeping or singing and dancing. Stereotyping or labeling is a technique that attempts to arouse prejudices in an audience by labeling the object of the images as something the target audience fears, hates, loathes, or finds undesirable (Lester 134). These ideas become so clichà © that they begin to form daily thoughts and views and one is unable to look beyond them. The mass media, including movies, music, music videos, newspapers, magazines, television broadcasts, and forms of advertising, often portrays African Americans as hood, ghetto, threatening, and sexually explicit. This has transformed into lifestyles and insulting stereotypes in todays society. The inadequate coverage of African Americans due, in large part to the lack of depth in minority media ownership, has provided an opportunity in the nations current economic conditions. The media industry is taking major hits as revenues are dropping, readership and viewership totals are down, and the journalism and media industries are bumping along the same rocky roads as the automotive industry where thousands of jobs were lost in a matter of days. Framework of Study This study will include a mass research of the past century of African American appearances in the media. African- Americans image has evolved over time. Research will be focused on why and how this evolution process has taken place. This subject has been overlooked by society, and many do not understand that the process of an African-American being placed in the media was a very difficult one. Examples will be given on how African Americans were depicted in the media. Also, there will be an analysis of how audiences of the media react to blacks being the focal point, and why publishers and broadcasters show these images in the manner that they do. Graphs of the ratings of the different media releases will be compared by race of focal point to determine the impact that African-Americans had on society through the media. Also, common television sitcoms will be analyzed in order to explain how African-American images have changed over time. All sitcoms were reviewed through network television. The sitcoms range from the 1960s to the current television era. Also, the sitcoms will be analyzed to explain how the content has changed societys view on the lives and culture of African Americans. Statement of Problem Society has placed a negative image on African-Americans due to the techniques of the media used to portray them. These techniques are marketing schemes used to produce more total revenue. These negative ideas or beliefs place a role in the lives of many African-Americans. Stereotypes are formed and problems arise daily for black individuals. From ethnic name profiling to police brutality, African-Americans endure corrupt thoughts based on negative images displayed by the media. The only way to erase or reduce these negative images is if the media reverses the images it has created. Many marketing specialist believe that these images are entertaining and overlook the morals and values of its content. African-Americans are unfairly and unrealistically portrayed on television and other forms of media. Unfortunately, there are many who do fall victim to the stereotypes, and there are many more that experience prejudice and pain because of them. After watching some movies that are currently popular, it seems that the majority of current films that are aimed at an African American audience fill and support these negative stereotypes of African Americans. Luckily, there are some media broadcasts that allow variety of African Americans to be shown to society. The change in content of programming is currently allowing room for change of the long lived stereotypes. Rational Profiling, stereotyping, and negative imaging must be stopped. Even after decades have relinquished away since the time of slavery, racism and prejudices still linger in our society. The media is not making these images look any better. Social prejudices or programmed depictions of groups in a society have long pervaded and shaped social ethos, but it is through this awareness, that cultural humanity is able to dismantle and set aside such associations (Walker 545). The images in the media of African Americans have changed the lifestyles of todays black society. Due to lack of knowledge and being blinded the media, the African-American race has yielded to live up to the images shown to society. These stereotypes of African Americans being used by the media today and years ago are injuring the realistic image of black people and the way that both African-American and Caucasians view those of African heritage. Gender, Class, and Race Stereotypes in American Media Gender, class, and race stereotypes abound in contemporary society, much like they have done throughout human history. With the advent of the media, however, stereotypical assumptions have become so pervasive, and so diffused, that some call for a serious and purposeful scrutiny of the media contents. A full analysis will be conducted to enlighten others that the African-American culture differs tremendously from the way that the media displays it.

Sunday, January 19, 2020

They got next Essay -- essays research papers

They Got Next On April 24, 1996, women’s basketball announced â€Å"We Got Next† as the NBA Board of Governors approved the concept of a Women’s National Basketball Association (WNBA) to begin in June 1997. Since that day in 1996 there have been many firsts for the WNBA: Val Ackerman -- the first president of the WNBA; Sheryl Swoopes -- the first player signed to the WNBA; Cynthia Cooper -- the league’s first Most Valuable Player; the Houston Comets -- the first WNBA Champions; Lisa Leslie -- the first WNBA player to capture all three MVP awards (regular season, All-Star and Championship) in one season. The WNBA deserves the same attention and respect equal to the NBA due to its equal entertainment value, competitiveness, and their rights to compete and be seen, and get paid just as much. Critics say that the WNBA isn’t really entertaining because the game is just about running up and down the court shooting lay-ups and making free throws, that there is always one team dominating, and that the game is boring because none of the ladies can dunk. Well, the slam dunk is no longer a move reserved for Vince Carter, Kobe Bryant and the other high-flying guys of the NBA. Lisa Leslie of the Los Angeles Sparks made history on July 30, 2002 when she did a one-handed slam dunk in a game against the Miami Sol. Leslie's history-making move should pave the way for more women to try slamming the ball during WNBA games. Lisa Leslie is just one of the women making the WNBA more exciting and entertaining. Although Leslie was the big story for the league in 2002 becoming the first WNBA player to capture all three MVP awards in the same season, joining NBA greats Shaquille O’Neal, Michael Jordan and Willis Reed as the only pro hoopsters to accomplish that feat. In 2001, The WNBA welcomed its 10 millionth fan prior to game 2 of the WNBA Championship at the Staples Center. The Seattle Storm won the first pick in the 2002 WNBA Draft in the inaugural WNBA Draft Lottery held in New York. Things got even more entertaining when the top ten picks included four of the most exciting college players coming from the same team that won the National Championship that year. They were Connecticut Huskies Sue Bird, Swin Cash, Ashja Jones and Tamika Williams going 1st, 2nd, 4th and 7th in the draft. Now two years after Cash was drafted to the Detroit Shock, and after going 9-25 in the 2002 season... ...0 per season, while the guys (even those that play only a minute or two) rake in $4.5 million on average. The situation is so bad that many of the women are forced to play a second season in Europe just to make ends meet. The NBA and the WNBA are owned by the same management and says that women can’t have more because their league is still losing money, as most startups do. The men’s side didn’t turn a profit in its early years either, but the players weren’t shortchanged. Decent salaries were considered an investment in the future of the league. Besides, the women aren’t asking for those mega-millions. They just want a raise. And one way to get it would be to adjust the money formulas. NBA players get close to 60 percent of revenues back in salaries. The women get a pathetic 15 percent, and are prohibited from the lucrative endorsement deals the men enjoy. Even though the WNBA is still a young league, it is showing great strength that the women are hear to stay and they are not just going to knock on the door to prejudice they are going to kick it down in order for them to be seen as real professional athletes who are just as entertaining and competitive as the men of the NBA.

Saturday, January 11, 2020

Encouraging more Respect for the Dutch Culture Essay

Introduction For my personal project I have decided to write a book (appendix 1) about the Dutch culture and habits. I was inspired to do this project, because a lot of people think that everyone in Holland smoked marihuana at least once a day, walks on clogs all the time and has a garden full of tulips. When I first joined ISS I noticed that everyone assumed that I loved cheese and they still do. This inspired me to do write this book, because I want people to know more about Holland and gain more respect for the country. This is important to me, because I want everyone to not always stereotype the Netherlands. My Area of Interaction for this project will be Community and Service. I chose this Area of Interaction, because I am writing a book for the community to read. I want to inspire the community to see Holland through a different view. I want people to have more respect for the Dutch  culture and its habits after reading my book. By doing this I not only help the school community, but also the Dutch community by encouraging more respect for their culture. Since I am doing this for free it is a service. I think that giving out a book for free is going to make the book more successful. More people would want to read it and so more people will be encouraged to have more respect for Holland. That is why my AOI is Community and Service. My goal of writing this book is that people will start to have more respect for the Dutch culture. I do not want everyone to just assume that I wear clogs at home, eat cheese everyday and especially that I smoke marihuana. I also want to get more non-fiction writing experience and skill by writing this book. This will help me for writing essays and other informative writing tasks. I will measure my goal by seeing if the attitude of people improves after reading my book. What I mean to say by this is that: if they lessened the stereotypical comments, than I believe that their respect has increased. I have designed an 11-point plan for my Personal Project. Make a survey and ask the questions to people in Holland to get their opinion. Buy and read books about the Dutch culture, so I can use these in my project. Find websites on the Internet about clogs, Dutch cheese, drug consumption in the Netherlands etc. I will keep researching. Ask the questions of the survey to people in ISS. Plan out my book. I will plan out what I want chapters to be about and in what order I will put them. Write an introduction for the book. Writing an introduction is important, because it introduces the reader to the book and shows what the reader can expect. I will start on writing the book and finish at least 1/3 of it before the progress fair, so I can present this on the progress fair. I will finish my book around January. This will not be the completed version. I will ask some people to read the rough draft. I will use the feedback I get to improve and finish the book. When finished I will make a table of contents and a cover page. Then I put everything together in a folder and hand it in on the due date. Description of the process Research and Planning First, I had to plan out the whole entire process. As shown in the introduction I had an eleven-point plan to finish my personal project. That was just a rough draft of all the things I was going to do, but now I will describe the whole process in detail. I started my project a little bit before the summer break. I started researching on how to write a non-fiction book. This was very critical to my project, because I have never written a book before and it was very likely to take longer if I did not use these websites. (Stephanie Chandeler, 2009) (Bobbi Linkemer, 2010) After this I thought of the survey questions I was going to ask people about Holland. The week after I planned this, my family and me went to the Netherlands and I planned to do the survey there. I asked the survey questions to as many family members and friends as I could, until we went home. I had about 25 persons interviewed and I was convinced that this was going to help me during the project. I put all the answers of the survey into an Excel document. (appendix 2) After the all this research I realized that I did not have a plan. I quickly made a 11-point plan to write my book. I was very stupid of me to write the plan so late. I will discuss this further in the conclusion. Two weeks after school started I asked the survey questions to the whole entire tenth grade class. Some of these surveys were very useful and actually helped me writing my book. But many of them were not taken seriously and I thought this was very disappointing, because I expected a little better of my classmates. Writing the first half and rewriting first half After all of this research I started writing the book. Three weeks after the school started I wrote my introduction to the book (word from the Author). This was very important to the book, because in this introduction I had to introduce the whole entire book and as I said before I have difficulties starting a writing task. But once I get into writing, then I can keep on writing for maybe 15 minutes straight. After that I wrote chapter one of my book. It was not very hard on deciding what my first chapter should be on, because almost every non-fiction book starts out with a basic overview of the topic that will be discussed. So my first chapter was about the geographical facts about Holland, like its area, population, religion  percentage and other basic facts about The Netherlands. The second chapter was about the provinces of Holland. I believed that this was important to explain, because every province is different and I wanted to show that not everything in Holland is the same a s some people think. It is like the states in the U.S., people in Georgia are completely different from people in Texas. Then I started on the third chapter, which was about the water in Holland. I talked about the lakes, rivers, seas and polders in Holland. The fourth chapter was the last chapter I wrote before the progress fair. It was about the history of Holland. I discussed important wars and events that effected Holland on what it is today. Three days later I presented what I had written so far at the progress fair. Not a lot of people were interested in my project and only about 5 kids stopped to look and ask questions about my project. A week later the biggest problem happened throughout the whole project. I lost all my progress so far on what I have written. For some reason my laptop deleted nearly everything that I had written so far. The only thing that wasn’t gone was my introduction. This was a very big problem and I should have had a back up. The next school week and one and a half week of the break I spend rewriting my whole entire first half of the book. This wasted a lot of my time I could have actually spent starting my second half of the book. I believe that the second version of my book was slightly different than the first version, but only small improvements were made. It could even be that I may have left some things out and have added some things, so my first version could have been better or worse. Writing the second half of the book The second half of the book was a little more difficult. I had covered all of the basic things, like geography and history. Now I needed all the things that people were stereotyping and making fun of, because my goal was to encourage more respect for the Dutch community by writing the actual truth instead of writing. I first decided to make a chapter on significant and famous Dutch people before talking about stereotypes. In the appendix chapter 5 of my book is shown and as you can see I talk about famous Dutch people in the past (like Vincent Van Gogh), and famous Dutch people in the present (like Johan Cruijff). I thought that this was also important to put into my book, because some people did not know any famous Dutch people and I  thought it was a good idea to also include this in my book. I finally started writing about some typical Dutch things. My sixth chapter was about Dutch holidays and traditions. I included holidays in them like the Dutch carnaval and Sinterklaas, because those are two very popular and well-known holidays all over Holland. This chapter is also included in the appendix. My seventh chapter was about Dutch eating habits and I talked about food like Dutch cheese and its stereotypes and liquorice. I hoped that I made a lot of things clear about Dutch people and cheese in this chapter. The eighth chapter of my book was about tolerance in the Netherlands. Here I hope I made a lot of things clear about the red light district, drug legalization in Holland and legalized prostitution in Holland. My final chapter was about typical Dutch things like windmills and tulips. I explained that not everyone grows tulips in their garden and not everyone in Holland lives in a windmill! After I finished all of my chapters I let my mother and father read it through for some feedback. Using the feedback I got, I improved my book. Afterwards I wrote my afterword and bibliography. In the afterword I thanked all the people that helped me write the book and summarize the conclusion of the book. At last I put the book together and made a table of contents. So, finally after 6 months of hard work, problems and bad time management I finished my book and handed it in. I hope everyone who will read the book will gain more respect for the people of The Netherlands and will think twice before concluding anything about Holland and its culture. Analysis Useful resources and the AOI linked to it My project was a project that was based on and dependent on a lot of research. So the research changed my personal project a lot. As I told in the process description, I did some research on how to write a book and I also did a survey with a lot of people. This survey affected my personal project a lot, because this showed me what people of different ages were thinking about Holland internationally. I used this survey in a lot of chapters in my book, so I could see what people were thinking about Holland. As I mentioned before my project was dependent on research. I used a lot of websites and most other websites were useful in the same way. I found websites about cheese, traditions, polders and many other things. There were  only two parts of my research that were more important than all the information sources. These were the survey and the websites on how to write a book. These helped me reach my goal better. The survey helped, because this showed me what a lot of people were thinking and so I could decide what I should write several of my chapters about. The websites on how to write book helped, because it is always very difficult for me to start an essay or any other writing task. These websites helped me start out and guided me throughout the whole writing process. Another very useful website that helped me finish my longest chapter, chapter 2, was a website called tripadvisor.com (Tripadvisor, 2000) I used a lot of sources I used and it would be a miracle if I remembered all of them word by word. Some of which I remember do relate to the AOI. The source that links the most to the AOI is my survey results. Asking people from two different communities questions about their personal opinions created this survey. One was the Dutch community who all gave similar answers and mostly answers that make sense to me. The other was an international community who also gave similar answers, but made less sense. Some people did not take this survey seriously and some people gave stupid answers. One example is that some people just wrote weed next to every answer. These were the survey that did not help me at all and I just threw them away. By seeing this I could conclude that not a lot of foreigners knew about the Dutch people and their culture. Changes in the plan I changed a lot of things in the plan. At the very beginning I said that I would create the survey first. What I actually did first was research on how to write a book. This was an important change in the plan, because if I didn’t than probably my book would have been less organized, I probably forgot the table of contents and my introduction would take maybe three days. Another change I made in one of the points in the plan was that I did not interview people from the I was planning in doing so, but than I decided not to. I am a very shy person when it comes to asking a stranger a bunch of questions. I was afraid that they might be startled and most of them just say no, because they don’t have time. I was also afraid that people think I am some crazy kid asking them some stupid questions about their own country. Another change in the plan was that I switched point 4 and 5 around. Now, I  first planned out the book and then I surveyed the tenth grade. I did this, because I saw that some people were still getting used to their homework pattern in tenth grade and would probably forget one â€Å"unimportant† survey and that would leave me with maybe 15 completed surveys in my hands. So I first planned out the book and later when most people were less stressed I asked the survey questions. The biggest change is probably that I would have had the book finished in January. I had to change this, because of the problem that occurred I explained about in the description process. Almost all of my work got deleted. Due to this I could not work on my second half of the project in the Christmas break. I finished up my rough draft in the February break and had two days to use feedback from my mother and father to improve my book. This change also had effect on nearly all of my last points, because of the little time that was left after the deletion of my project. Techniques used in the project and time management I did not use a lot of different techniques in my project. Since my project is writing a book not as many techniques are used as in making a movie or sporting. The technique I used most was research and write. For a non-fiction book this is obvious, because the information in the book does require a lot of research. There are also other techniques I used, like the interview. The interview was, as I explained before, critical to my project. This interview was very effective to my project, because it is always good to not only have second hand sources. To have a first hand source can come in really handy, because one cannot always believe what is on the Internet. My time management could have been better. First of all it would have been better if I had finished everything up until my book introduction in the summer break, because than I could have entirely focused on writing my book for the rest of the year. The other big thing that interfered with my time schedule was the deletion of my project. As I explained before I had to rewrite all over again during the Christmas break. And the last thing that is again completely my fault, is that I let the final chapter of my book all come down to one holiday. I worked everyday on the project in the holiday and was really stressed throughout the whole ‘holiday’. I should have spread it out over the last three weeks, but I admit I was too lazy and thought that I wasted half of my Christmas break on my project that I won’t do a lot  in the weeks to come. This is a thought that I will not ever think again after what happened. Has my understanding of my AOI grown during the project? My understanding of the AOI has definitely improved over the course of the year. My understanding about why one should respect another culture has grown a lot. I have realized more than ever that I have to respect other cultures more and stop making stereotypical jokes in order to gain respect from other people for my culture. I also understand more how my book could contribute and has contributed to a community. By reading my book some people have gained respect for Holland and its culture as I mentioned before. Now maybe 10 people read the book and maybe 5 of these have gained respect for the Dutch culture. This benefitted the small Dutch community in our school. But let us say that half of Germany reads my book. I think that around 40%/50% of these people would actually understand and respect the Dutch culture more. If such a thing happened than it could have contributed to the whole Dutch community. Understanding and quality of the product I understand many more things now about writing a book. The main thing that I have learned is to have a back up for every chapter you make. I have learned this the hard way. Another major thing that I understand now is that writing a book is not as easy as I expected it to be. It requires a lot of research, creativity and especially time. If you do not plan you time well then writing a book can take a really long time. I wrote a book double-spaced, size 14 and 6800 words in 46 pages in about 6 months. A writer that does single-spaced, size 12 and around 500 pages would maybe take 30 years over one book if he/she wrote in my tempo. And if I wrote in their tempo than I would be done with the project in maybe a month or so. So my understanding is that writing a book is mostly about planning and a lot of dedication to one’s work. I am quite proud on what I produced. I never thought myself capable of writing a book. Compared to the work of a professional writer my book is very short. I compared my work to a book called â€Å"The Dutch, I presume?†(Martijn de Rooj, April 2009) and another book called â€Å"Holland† (Herman Van Amsterdam, 2009) and saw that mine was way shorter. These man also has more experience when it comes to writing a book. they designed it really clever and also had other professionals working with them; like  professional photographers and artists. The Difficulty of the project Overall I would not consider my project as a difficult project. I also don’t think it is easy. Writing a book is not as easy as people think it is, because it requires a lot of planning and a bit of creativity. But it is also not extremely difficult, because if you planned everything than you just let your mind and hands do the work and just keep on writing until you cannot write anymore. I think writing a non-fiction book is more for people who are looking for a challenge. Conclusion Have I met my Goal? I believe that I have met my goal to a certain extent. The first part of my goal was to encourage more respect for the Dutch culture. This point is not very clear yet, because only one foreigner has read the book until now. But I believe that the book will have some impact on the respect people have for Holland. I told some of my classmates some facts about the Netherlands and they stopped making fun of the things I told them are not even close to the truth. My other goal was to get more informative writing skills. I believe that I really have achieved this goal, because I find it easier to write more on one-world essays or history essays now, because I wrote this book. This project also helped me a lot with researching skills. Before I only used to look on the Internet, but now I will start using other sources like books and first hand sources to research. By doing this I can get more information about a subject and this will, hopefully, get me better grades. Things that I would do differently if I could start over There are a lot of things I would do differently next time. The first one is to have a back up for everything I write. This was the biggest problem I had throughout the whole project. Due to this I wasted a whole break rewriting all the things I did not back up. If I do this differently if I could start over than I would probably have way more time to do the rest of my book. This brings me to the other thing I would do differently if I could start over: time management. I should have planned my time better throughout the 6 months I had. Because I did not plan my time well in the ending I had to  finish the second half of my project in one and a half week. Another thing that I could improve is that I should let more than just 2 people give me feedback on my book. Both of the people that gave me feedback were Dutch and I should have let someone with a different nationality look at it. This would have been an advantage, because than I would have gotten another cultures point of view. The benefit of another culture’s point of view is that all the things that think could be appropriate in Holland could be inappropriate in other cultures. Because I might have put one or two jokes in my book that could be seen as inappropriate, but I left them in there due to that the two people giving feedback were ok with it. Personal lesson I learned from doing this project I have learned a lot by doing this project. The main thing is that I learned to organize better. I was always terrible at organizing my work, so I got in time trouble a lot of time. By doing this project along with all the essays and tests we got I had to learn organizing the hard way. Another thing I learned and I kept mentioning throughout the whole report is that I HAVE to make a back up for all the important work I have done. If I do not do this something like what happened in December might happen and completely ruin days of works. I also learned that if I really put myself into something I could write about a lot of information quickly. Another important thing that I realized while writing my book was that if I want people to respect my culture and stop stereotyping, I also have to do the same thing. I realized this while talking to a couple of my friends about respect for one’s country. I realized that in order for me to achieve my goal of people respecting my culture, I had to do the same thing. I have learned a lot by doing this project and I hope that other people have learned a lot too by reading my book. Bibliography Chandler, Stephanie. â€Å"How to Write Your Non-Fiction Book in 60 Days: 8 Steps Get Your Book Out of Your Head and on to Paper.† Scribd. 2009. Web. 31 Mar. 2011. . Linkemer,