Compare And Contast Of Festival Between Bangladesh Tourism Essay

Compare And Contast Of Festival Between Bangladesh Tourism Essay Festival is an event that generally staged by a local community. There is a lot of festival in the world. There are many different festivals and also there are many similar festivals in the world. All of the country has different festival and they observe in different ways. There are many kinds of festival in the world. Historical festival, Social festival. Arts festival, New Year festival, cultural festival, film festival. Music festival. Food festival, folk festival etc. 2. Etymology of festivals: the word festival comes from English word fest, French word festivals, Latin word festivals. After 1580 it was recoded as noun. Before it was used as adjective. In this time it the word feste come form Middle English, from middle French, from Latin. 3. Countries of choice: to compare and contest of festival I have chosen two countries. Among these countries there are many festival observed every year. From these I have chosen two festivals to compare and contest. 5.1 Caribana festival in Canada: Caribana festivals come from Caribbean culture and history which is held in the summer across the city of Toronto, Ontario in Canada. Every year hundreds of thousand visitors from around the world the world come to the Torontos lakeshore. It is the largest festival in the North America. It takes place about three weeks. In this time there held a different kind of event take place. Music festive, folk festive, and many others takes place there in the festival. 5.2 History of caribana festival of Canada: caribana was annually observed from 1967 in Toronto. It is a gift from West Indian community of canards. In the before years the main festival events organised by a nonprofits organisation of Toronto which name was Caribbean cultural committee (CCC). It was establish by the Caribbean organiser living in Canada. In 2006 this origination fall in financial crisis so they fail to arrange this festival at the end Toronto government give financial aid to run this festival from this it named Toronto Caribbean carnival (caribana) festival. 5.3 Events of caribana festival of Canada: the festival start with a massive parade. It took place in the first weekend of August. In this time a dancer called mas player along with live caribana music start from big speakers from 18 wheeler trucks. Calypso Tents Music Series is one of the most attractive events. Story telling is favourite event of this function. Art exhibition held in Royal Ontario museum on July 23 August 15th. Hundred of works shone there. Mainly African-Canadian artists work. Scotia bank Caribana Gala takes place in liberty Grand on July 23rd. an event of arts and festival. King and queen show is another important event of the caribana festival. It held on July 29th in the Lamport Stadium. Another thrilling event is Pan Alive. In this event musical event are shown held on July 30t h. caribana food festival is an exciting new event takes place in the Ontario place on August 1st . There is another programme held in the Ontatia place which is De Scotia bank cariban a Lime where you can take food, watch dance and enjoy live music at the same time. 6.1 Poyela Boishak festival of Bangladesh: poyela boishak is the first day of Bangla calendar. This calendar is followed by the Bangladesh, Assam, west Bangla, and Tripura. This festival is celebrated 14 April of every year. Main festival held in Dhaka the capital city of Bangladesh. About one million people attend this programme. In this day all stage of people attend this festival. In this day Dhaka become festival looks. All roads become colourful. People were colourful dresses in these days. Various types of placates, banners, festoon and many kind of colourful toron are displayed. Government declare holiday in this day. In this day different cultural programme are arranged. A lot of processions are getting out in this day. In this day a lot of fair arranged across the country. 6.2 History of poyela boishak: Hindu Vedic solar calendar is nearly to the Bangla calendar. The Bangla year commences in mid-April of the Gregorian year. At time of moghals period calendar are count for harvest with hijri year. But farmer cannot count this time. Thats why Emperor Akbar ordered to reform the calendar. After this order the famous astronomer Fatehullah Shirazi reformed the Bangla New Year based on Hijri Hindu solar calendars. This New Year (fasli san) thats mean agricultural year first introduce in the 10/11 march on 1584. In this time landlords are arranged different kinds of fair to celebrate this day. In this day Bangali traders open new account book called halkhata in this day traders finish all due with his customers and give them especial sweet. . 6.3 Celebration of poyela boishak: This day are celebrating two ways in the country. One in rural area and another is cities area. In rural area people were new cloths and they keep their home net and clean. In the cities people celebrate this day difference way from rural area. In the cities people observed this day by elaborate programme, Especially in Dhaka. Various kinds of agricultural products, cosmetics, toys, traditional food are sold in the boshakhi fair. This fair provides entertainment, by staging jatra (traditional plays), jari gan, sari gan, murshidi song, bual, arfoti song. Many stage dramas are shone in this day especially Yusuf-Zulekha Radhe- kisno. Events, kite flying in the Dhaka, in the village games are bullfights, flying pigeons, boat racing. In the cities people get up in the morning and ware especial cloths, young women were white saris with read edge, ful(flowers) of their head and, Man were Panjabi(shirt) and lungi (long skirt). In the morning Cities people eat pant-bath (rich with water) with fried hilsha fish. A lot of people gather under the banyan tree at Ramna Park. In this place famous song à  Ã‚ ¦Ã‚ Ãƒ  Ã‚ ¦Ã‚ ¸Ãƒ  Ã¢â‚¬ ¹, à  Ã‚ ¦Ã‚ ¹Ãƒ  Ã¢â‚¬ ¡ à  Ã‚ ¦Ã‚ ¬Ãƒ  Ã‹â€ Ãƒ  Ã‚ ¦Ã‚ ¶Ãƒ  Ã‚ ¦Ã‚ ¾Ãƒ  Ã‚ ¦-, à  Ã‚ ¦Ã‚ Ãƒ  Ã‚ ¦Ã‚ ¸Ãƒ  Ã¢â‚¬ ¹ à  Ã‚ ¦Ã‚ Ãƒ  Ã‚ ¦Ã‚ ¸Ãƒ  Ã¢â‚¬ ¹ (come, o boishakh, come, come) sing to welcoming New Year. Social cultural organization take out procession and parade around the town, university of Dhaka also take out another procession into the campus, news paper give out especial addition, radio, television broadcast live this function. . 7. Significance: now I will describe about the significance of these festival. 7.1 Significance of caribana festival of Canada: caribana is great festival for the Canada, by this festival Toronto get especial definition because a lot of people around the world come to attend this festival thats why it become familiar to all over the world. This festival is held not only Toronto but also Ontario, province, caribana, festival are also celebrate in the America. Immigrants from Trinidad and Tobago introduced this caribana festival. Now it is the third biggest Caribbean festival in the world. 7.2 Significance of poyela boishak: poyela boishak is now recognized as multicultural because many people around the world attend this programme. In this day all Bengali around the world together celebrated this programme thats why it become famous in the subcontinent, in the subcontinent about 30 core people speak in Bengali so poyela boishak is always a model festival for these huge amount of people. 8. Conclusion: festival is always important for every country, It familiar one countries culture and tradition to the worlds. In the festival people get recreation, there are different types of festival in Canada and Bangladesh. And there is also difference celebrating ways but both countries enjoy this festival with great festive look.

The Internet And The Future Of Tv Essay -- Television TV

Imagine a day when you would be in total control of creating your own TV channel lineup. Instead of subscribing to a service from a cable, satellite or phone company that might offer you hundreds of channels you'll never watch, you would be able to select what you want and watch it on your own schedule. That day might not be so far away. Slowly but surely, content that's broadcast over cable networks and through satellite providers is being distributed through the public Internet. News.context What's new: A lot of the technology is in place to deliver TV content via the Internet, where content providers could bypass cable and satellite services and deliver programming directly to viewers. Bottom line: While content providers have no intention of giving up on traditional TV service, they are watching Internet TV developments carefully. Most are moving gingerly into the market, making sure digital rights issues are properly addressed, that they can maintain control over content once it's on the Web, and that there is adequate demand for the service. More stories on this topic In terms of the technology, all the elements are falling into place to deliver high-quality video from the Net directly to viewers in their living rooms. Software has been developed to ensure the quality of video distributed over the Net. And companies such as Microsoft and Cisco Systems' Linksys home division are developing products that enable Internet video to be viewed on TV sets instead of only on PC screens. Apple Computer, which has changed the music industry with its iPod music players and iTunes music store, is trying to do the same thing in the video market. Earlier this month it introduced an iPod that plays videos, and launch... ... Previous Next Comcast, the largest cable company in the United States, already provides an extensive library of on-demand movies. On Wednesday it announced it would provide an additional 250 movies every month to its digital cable customers at no extra charge. In total, Comcast customers will be able to select from about 800 movies each month. Comcast says that its video-on-demand programming is extremely popular. The company has already surpassed one billion total on-demand program views for the year, eclipsing last year's total of 567 million views. "The traditional TV market is not dead," said Kontiki's Sahadi. "Multiple models will evolve. Broadband penetration and improvements in digital rights management are helping push content providers to look toward the Web. But there will always be people who want to subscribe to a traditional television service."

Geroge Patton :: Essays Papers

Geroge Patton I am going to talk about the Patton’s life in general. This includes his child hood, education, his military career, and his involvement in the world wars. George was born on a ranch on November 11, 1885 in San Gabriel, California. He went to school in Pasadena and later to the Virginia Military Institute from 1903-1904. He was not a good student, but he was an excellent sailor. He was also a great track athlete. He took part in the Olympics at Stockholm in 1912 and set a world record in target shooting. He also won first or second place in swimming, horsemanship, and racing. On May 26, 1910 George married Beatrice Ayer of Boston. They had 1 son and 2 daughters. The son went to West Point in 1942 and both daughters married army men. In 1904 he was appointed to the United States Military Academy. He graduated in 1909 and was commissioned to second lieutenant of Calvary. He was first involved in an expedition in Mexico as an aide to General Pershing in 1917. He was a member of Pershing’s staff and went to France and studied French Tank Tactics and the French Tank School. During World War 1, he started a tank training school and commanded a tank brigade. He was awarded the Distinguished Service Cross for his courge, energy, and intelligence in directing the advance of his brigade in 1918. From 1919-1928, he commanded and trained several different brigade units around the United States. From 1928-1931, he served in Washington D.C. as the Chief of Calvery. He commanded many different calvalry units from 1932-1938. During this time he earned the permanent rank of Lieutenant Colonel. During World War 2, he commanded U.S. forces in Morocco, Tunisia, and Sicily. In 1944 he was given command of the third army. The third army broke through the German defense and advanced across France. In March 1945, they crossed the Rhine river Geroge Patton :: Essays Papers Geroge Patton I am going to talk about the Patton’s life in general. This includes his child hood, education, his military career, and his involvement in the world wars. George was born on a ranch on November 11, 1885 in San Gabriel, California. He went to school in Pasadena and later to the Virginia Military Institute from 1903-1904. He was not a good student, but he was an excellent sailor. He was also a great track athlete. He took part in the Olympics at Stockholm in 1912 and set a world record in target shooting. He also won first or second place in swimming, horsemanship, and racing. On May 26, 1910 George married Beatrice Ayer of Boston. They had 1 son and 2 daughters. The son went to West Point in 1942 and both daughters married army men. In 1904 he was appointed to the United States Military Academy. He graduated in 1909 and was commissioned to second lieutenant of Calvary. He was first involved in an expedition in Mexico as an aide to General Pershing in 1917. He was a member of Pershing’s staff and went to France and studied French Tank Tactics and the French Tank School. During World War 1, he started a tank training school and commanded a tank brigade. He was awarded the Distinguished Service Cross for his courge, energy, and intelligence in directing the advance of his brigade in 1918. From 1919-1928, he commanded and trained several different brigade units around the United States. From 1928-1931, he served in Washington D.C. as the Chief of Calvery. He commanded many different calvalry units from 1932-1938. During this time he earned the permanent rank of Lieutenant Colonel. During World War 2, he commanded U.S. forces in Morocco, Tunisia, and Sicily. In 1944 he was given command of the third army. The third army broke through the German defense and advanced across France. In March 1945, they crossed the Rhine river

Obama Victory Speech 2008

In Obama’s speech, he uses many inclusive pronouns such as ‘we’ and ‘our’. This shows that they are all the same; by doing this it creates a sense of unity among the audience. This is effective because it gets the audience on his side; if he used exclusive pronouns such as ‘you’, it would make the audience feel less united. He also says ‘America can change’, by doing this he personifies and metonymies ‘America’. This is effective as it makes the people think about what he means by ‘America’ in that context, he could have easily said the ‘people of America’ but that would be very dull.We also see here again that he uses ‘America’ in a united sense. This all links in with the semantic field of the speech, of ‘the American Dream’, which is all based on peace and unity among the people of America. Another technique Obama uses are exophoric references and anecdotes, such as â€Å"She’s a lot like the millions of others who stood in line to make their voices heard in this election except for one thing – Ann Nixon cooper is 106 years old. †This is effective in the speech as help explain the point Obama makes to the audience. It is also something the audience can relate to .He also waits until right at the end to say â€Å"Ann Nixon cooper is 106 years old,† this turns a sentence about someone ordinary into someone extraordinary. Apart from the general references he makes, there are also very famous ones, such as ‘A man touched down on the moon’ and ‘a preacher told a people ‘We shall overcome. ’† He uses these exophoric references effectively, to remind the audience about the situations they have overcome, which inspires them. Also, when he makes these references, he doesn’t clearly state the event but vaguely describes it.He does this to make the audience think about what h e is saying, but at the same time not to undermine them by being too clear. In the reference ‘A man touched down on the moon’, he uses the word ‘man’ which is much more inclusive than a person’s name, and it makes the audience feel united in that event and as if they were a part of it. Furthermore, when he gives the quotation of ‘we shall overcome’, everyone immediately recognises that famous quote, and relates to MLK. Obama also picks this quote out in particular, as it is about overcoming which is the main topic of his speech and in the way it is said, it sounds like a statement.This is effective as it reinforces and adds credibility to what he says, which means the audience are more likely to accept it. During the speech, Obama’s tone and body language varies. For example, when he is giving an anecdote, he talks in a calm manner with long sentences, few pauses and no hand gestures, ‘At a time when women’s voices we re silenced and their hopes dismissed, she lived to see them stand up†¦ ’ Then when he starts to make a point his tempo rises and he uses sentences with many pauses with also strong hand gestures, ‘That while we breathe, we hope, and where we are met with cynicism, and doubt†¦ This is effective as it shows emphasis on the points that are very important and makes them easier to remember; also it shows a contrast between the main points of the speech and the anecdotes. In the Obama’s speech he uses few religious references, such as ‘Thank you, God bless you, and may God Bless the United States of America. ’ He says this because he himself is religious, but also America is a strongly Christian country and he targets those in audience who are religious. This effective as it gives impression that God is on their side and motivates people.Also the way Obama says that at the end of the speech is similar to how a priest would end his speech in a Ch urch, which again gives it a very holy and religious feeling. During the speech Obama shows advances in many things, such as technology. He shows this by saying â€Å"no cars on the road or planes in the sky† and â€Å"she touched her finger to a screen, and cast her vote,† by saying this he contrasts the past with the present, and it makes the audience think how far they have came, in terms of technology in a short space of time.Another advance he shows us is in equality, by saying â€Å"when someone like her couldn’t vote for two reasons – because she was a woman and because of the colour of her skin,† he reminds the audience of the time when it use to happen. This effective because it shows change, by contrasting the past with present, and he shows this change to show the American people that if they did it then why can’t they do it again, which motivates them. Also when he says â€Å"couldn’t vote for two reasons – †¦ there is a slight pause, he does this as the audience know what’s coming next which makes them think. Throughout the speech, Obama’s main buzz phrase has been â€Å"Yes We can. † This phrase is good as it is only three letters long and is repeated through the speech several times, making it easy to remember. He uses these when making a point, such as â€Å"America can change. Yes we can† and â€Å"nation conquers fear itself with a New deal, new jobs and a new sense of common purpose. Yes we can,† this motivates the people and gets them on his side.Also Obama uses this phrases right at the end of point or paragraph, so the audience know its coming and after it’s said they can repeated the phrase, this is why he leaves a short pause after each point for the audience to react . This is effective as it makes the audience think and concentrate on the speech. The word â€Å"yes† in the phrase as adverb shows the agreement between him and the people. The word â€Å"we† as a first person plural pronoun denotes as collective force or unity and the word â€Å"can† as a modal auxiliary verb suggests the ability or possibility of someone doing something.

Child developmend from birth to 19 year old Essay

1. Describe the expected pattern of children and young people’s development from birth to 19 years , to include: a) Physical development. b) Communication and intellectual development. c) Social, emotional and behavioural development. Answer: Physical development: At 0-3 years New born babies have little control over their bodies. Their movement depends on series of reflexes, as they get older they start to develop series of movements and actions called the ‘gross motor skills’ such as crawling, sitting, grabbing, pointing, running rolling, hopping, jumping, and so on. In their second year, children should have better ability to control their movement. In their third year, children would start to develop some ‘fine motor skills’ such as painting, colouring, and scribbling. They would enjoy looking at, and turning the pages of books. At this age they should be able to use a cup and feed themselves. At 3-7 years. At this stage, children will be refining the skills developed so far, they will have more confidence and more control over the fine motor skills such as cutting, writing and drawing. At 7-12 year. Children would start to have hobbies and interest such as sports, dance, drama, and songs. Children will continue to develop and refine many of their skills. The girls will start to show signs of early puberty from age 10-11. Puberty in boys usually start later. At 12-16 years. The boys will be starting to go through puberty and many of the girls would  be completing their puberty and having regular periods, as a result of the different stages of puberty, the boys and girls would vary in height. At this stage most girls are taller than boys and the young people will be growing stronger. At 16-19 years. Young people are considered as adult, although many girls may be physically matured at this stage, the boys will continue to grow until their mid 20s. Communication and intellectual development: Children’s communication and intellectual development depends to a large extent on their own experiences and the opportunities they are given from the earliest age. At 0-3 years Babies will start to be listening to languages around them and enjoy songs and games. Some children will start to speak at 12 months, although not clearly. By 1 and 2 years, children will start to put words together and their vocabulary will increase. Between age 2 and 3, Chhildren will start to used negative and plurals in their speech, although they will make errors in their grammar when speaking. At 3-7 years Children become more social and have wider experiences. They ask large amount of questions and will be able to talk about things in past and future tenses with greater confidence. They will start looking for adult approval and will be starting to learn how to read. At 7-12 years By now most children will be fluent in speaking a language, they would be able to transfer information and think in a more abstract way. At this stage, children will be developing and refining their skills at reading and writing. They will be more able to think and discuss ideas. At 12-16 years Young people will be selecting and taking GSCEs and A levels, they will usually now have a clear idea about their favourite subject .this is the stage young people want to feel like they belong. At 16-19 years Most young people are leaving school and are thinking of the career path to take and university choices. They will be able to focus on their area of strength and be able to develop it more. Social, emotional and behavioural development: At 0-3 years Children will be starting to find out about their own identities. They will form strong attachment to parents and careers. At this stage children have tantrums through frustration and will want to do things by themselves. At 3-7 years Children will start to play with peers and socialise using imaginative play. They will start to learn to understand the importance of boundaries and why they are necessary. They will still seek approval from adult. At 7 -12 years Children will be increasingly aware of what others may think of them. At this age children’s friendship becomes more settled and they have more friends. At 12-16 years At this age young people find themselves under the pressure of growing up and with increasing expectations from adults. Their self esteem can be very vulnerable. They will want to be independent of adult, therefore spend more time with their friends. They may look all grown up but at time they still display childish behaviour. At 16-19 years At this stage the young people have now in adulthood, they will still need  advice and guidance from more experience adult. They will lack experience and emotional maturity in the ways they interact with others. Question: 1.2 Describe with examples how different aspect of development can affect one another. Answer: Example 1: sports; this is considered a physical activity. It develops the child physically and it also affects other aspects of a child’s development. Physical development: a child that is active in sports refines their motor skills, will be strong, healthy, have an improved hand-eye coordination, normal growth and a toned body. Social, emotional and behavioural development: sports can improve a child’s relationship with other especially when it is a team sport. It builds confidence in the child. Child learns to share and take turns. Communication and intellectual development: sports can help to improve the intellect of a child. It is well known that physical exercise allows the body to pump blob to the brain thereby nourishing the brain. This improves sharpness/alertness of the mind and body. It promotes communication as child communicates among team members. It improves the child’s measurement of speed, time, quantity, how to tackle and overcome obstacles, therefore improving reasoning abilities. Over-all the child will be more confident with himself, other people and situations. Example 2: Disability: this refers to a condition which restricts a person’s mental, sensory, or mobility functions to perform a task. Physical development: some disability can cause stunted growth or make a child not to be able to participate in some physical activities. Social, emotional and behavioural development: Because of this disability in the child, he may not make many friends; this can cause the child to be emotionally withdrawn because some children make fun of his disability. This could create lack of confidence in the child. Communication and intellectual development: due to this lack of confidence in the child because of his disability, the child becomes shy and an introvert. Example 3: Illness: this refers to a child being sick. Physical development: a child that is sick or sickly would not develop well physically. The child would be unable to participate in physical activities. Social, emotional and behavioural: the child would not have many friends. The child may be withdrawn and shy. Communication and intellectual development: The child may grow to lack self confidence. Since he/she is always in and out of hospitals, his/her learning in school will suffer. Question: 2.1 describe with examples the kind of influences that affect children and young people’s development including: (a) Background (b) Health (c) Environment Answer: a) Background: the background of a child affects the child in many ways. For example, most children from broken or unstable family background with lack of parental guidance, can lack self confidence, may be withdrawn from their studies and have the tendency to pick up fights in school. On the other hand, children from stable family with both parents and parental guidance, would have confidence, is more likely to be attentive in class and emotionally stable. (b) Health: the health of a child can affect the child all aspect of development of the child. Example: a child that is suffering from some medical condition, will not be able to participate in sporting activities, therefore would not be physically strong like the others. This ill health can create lack of confidence in the child. The child is likely not to have many friends. The child may become shy and reserve. (c) Environment: people are usually the product of the environment they grew up in. Example: when a child lives in a poor and deprived environment, this Affects the child. Statistics show that children who are from deprived background are less likely to thrive and achieve well. Question: 2.2 Describe with examples the importance of recognising and responding to concern about children and young people’s development. Answer: Example 1: if I feel some concern about a child’s ability to read in a certain class, in the case of primary pupils, I refer to the class teacher and also the SENCO so that they can be aware of the situation. The class teacher then can inform the school and after the parents of the pupil so that some extra help can be given to the child at home. It is important to recognise and respond to concern about child development early so that children don’t struggle through out school and later drop out. Example 2: in the case of a young person being destructive or showing inappropriate behaviour in secondary school, I refer to the SENCO (special education needs coordinator) and also give date and example for the reasons for my concerns. This is important for the young person’s proper development and also that the other young people in the school would not be influenced by this inappropriate behaviour. Question: 3.1 Identify the transition experienced by most children and young people. Answer: Transition is any significant stage or experience in life of a child or young person that can affect behaviour and/or development. 1) Child being promoted to a higher class in primary school. 2) Year 6 pupil in primary school moving on to year 7 in secondary school. 3) Young people getting into college or university after their secondary school. Question: 3.2 identify transition that only some children and young people may experience. Answer: 1) Parental separation: This is when parents become divorced or separated. One parent moves out of the family. This can destabilize children and affect their learning and development in school. 2) New sibling: when a new child is born into the family, all attention shifts to take care of the new baby and the other children may feel abandoned. 3) Bereavement: the death of a close family member can be very traumatic for a child; school should have some procedures in place to help a child deal with it. 4) Moving house: Moving can be unsettling for children, especially if they move from a distance away and had to change school and friends. Procedures should be in place to help the child settle well in school. 5) Parental change of partner: This can affect the child greatly, depending on the amount of contact they have with the absent parent and the way they relate to the new partner. 6) Change of carer: Pupil who is in care or who had a number of different homes may find it difficult to cope with change of carer. 7) Illness or injury: Pupils may be affected by ill health or injury and would have to come to terms with the change in circumstances, whether these are their own or of loved ones. Question: 3.3 Describe with examples how transition may affect children and young people’s behaviour and development. Answer: 1) Children going through the transition of illness /injury may become quiet and withdrawn due to their illness. 2) Children who just got a new sibling in the family may become attention seeking and start to demonstrate uncharacteristic behaviour so as to gain the attention of his/her parents. 3) Children who just moved to a new location may become anxious about the new school and environment, wondering if they would be able to cope with the change in circumstance. REFERENCES 1. Understanding child development by Lindon Jennie 2. Supporting teaching and learning in schools- By Louise Burnham and Brenda Baker. Describe the Expected Pattern of Children and Young People’s Development from Birth to 19 Years 7.8 of 10 on the basis of 2786 Review.

Reminiscences of the Japanese Occupation

In his seventies, Mr Rajoo is my uncle. He showed great enthusiasm and related his experience in Tamil during the 3 hours interview. His accounts shed light on the ways how individuals inject meanings to a particular subject. Background Mr Rajoo was born in 1930. He was the second son in a family of 10 children. His family lived in a village in Sembawang which was near to one of the Naval Base which was owned by the British. When the Japanese invaded Singapore, Rajoo’s family staying in North of Singapore then they moved as far as Tampinese. His family used a bullock cart to transport some of their properties.They stayed away from their home for a year. Then they returned to their village. So he had a chance to witness the Japanese rule in other parts of Singapore as well as his own hometown. The Dark Years of Japanese Occupation The impending presence of the Japanese on Mr Rajoo’s daily life was felt as early as 1941. As a 11 years old boy, his family and he faced seve re shortage of food and other necessities like medical. ( Q1 ) When the British surrendered, they did not want Japanese to enjoy the fruit of their labour. All the rice in the warehouse was sprayed with limestone.As limestone is white, the Japanese did not suspect any foul play by the British . So those who ate the rice had diarrhea . Japanese took over much of the foodstuffs and other goods for the use of their army. Due to the food shortage, essential food stuffs like rice, salt and sugar were controlled. Ration cards which limited the amount of food for each person was given out. ( Q4 ) His family lived on a simple diet and found other food substitutes for those food items which were scarce. Tapioca and sweet potatoes were used as substitutes for rice ( Q3 ) and palm oil or coconut oil was used as cooking oil.Even in schools pupils grew and took care of the vegetable plots. This was the widespread situation in Singapore during the Syonan-To years. Many historians have written abo ut the food scarcity during the Syonan rule. There are a lot of evidence to state that during the Japanese rule, many people suffered from malnutrition and diseases as they did not have well balanced meal. Those taken as prisoners of war also suffered under the iron grip of the Japanese and many died out of malnutrition. Transport during the Japanese reignMr Rajoo recalls bicycles being widely used as mode of transport during the Japanese reign. (Q6) So much so that even after the Japanese surrender, Rajoo and the other villagers working in the Sembawang Shipyard used bicycles as mearns of transport to travel to work. Tri-shaw which consisted of a bicycle with a side-car attached for a fare-paying passenger replaced the former richshaw. He stated that the Japanese bicycles had only thin solid rubber tyres. He also recalls in the interview to have seen a lot of motorcars before the Japanese rule and not during the Syonan-To period.Some historians state that there must have been tens of thousands of vehicles, many new and the majority of the rest in good condition were used by the Japanese. These great fleet of transport fell to the Japanese as booty, when they captured Singapore. However, the lack of spare parts, or technical skill, or both, made the fleet diminish rapidly to a deplorable state so much so that it almost faded by the time the Japanese surrendered. Transport was a big problem for the local people tthroughout the Occupation. (1) The Japanese were in control of the world’s rubber and many oil fields. 2) They forced many motor vehicles to run on coal gases or inferior petrol made from vegetable sources. Public vehicles dwindled and cars ceased to be available for almost all other than Japanese. School Experiences Mr Rajoo recalled how he had to learn Japanese language in his school. He could still recall some Japanese sentences. ( Q5 ) It is remarkable to know that even after 60 years he is able to remember some Japanese sentences. (Q5) All t his had been instilled in the young minds at a very tender impressionable age to gain people’s allegiance .School children were taught to face the direction of Tokyo where the Japan Emperor resided and sing the Japanese Anthem. (Q5 ) So the Japanese tried to influence the school children to become patriotic towards Japan. This is another aspect of their rule where they tried out propagandas. Several historians have concurred the same evidence regarding the Japanese intention to remove the western influence and premote the Japanese culture and values. Japanese lessons were published in the newspapers and broadcast over the radio. In order to encourage people to learn the Japanese language, job privileges and extra allowances were given.Different methods were used to influence the minds of the people in Singapore. Radio stations were controlled by the Japanese and radio sets were sealed so that people could only listen to local broadcasts. Those caught tuning in to foreign broa dcasting stations were severely punished or killed. Through the interview, I realized that Rajoo’s family and the villagers also did not own any radios. They were afraid of being punished. Japanese – The Disciplinarians Tthroughout the Syonan-To rule, the people were constantly living in fear because the Japanese took harsh action to establish control over the people.Those caught looting were shot or beheaded and their heads were displayed at public places. Those who were passing by must witness such a scene if not they will be called back to look directly at the decapitated head. ( Q8 ) Barbed wire was also put up across roads to form roadblocks. The Japanese guards would make the people passing by to bow to them as a sign of respect. Anyone who did not do so would be slapped, killed or punished in some ways. When the children forget to show respect to the Japanese soldiers, these soldiers will use their knuckles to hit on the children’s forehead .Those sthrong men found at home not working will be immediately sent to work. ( Q8 ) Those who were sick should still report to work. They despised men idling. The Japanese Treatment of the 3 main races in Singapore According Mr Rajoo the Chinese suffered the most during the Japanese Occupation. Many Chinese in Singapore had sent money to help China fight Japan. So the Japanese wanted to weed out the anti-Japanese sentiment among the population. They carried out the Sook Ching Operation. They ordered all Chinese men between 18 to 50 years of age to report at the mass screening centers. Then the men will be questioned.The Japanese, however, had no proper way of finding out who were against them. Those who the Japanese thought were against them were taken away in lorries. Thousands of Chinese were taken in this way to Changi Beach or other beaches where they were shot. ( Q7 ) Some Chinese who very desperate to save their lives disguised themselves as Indians or Malays to avoid the scrutiny of the Japanese soldiers. Mr Rajoo recalled that Japanese were not overly suspicious of Indians nor the Malays. However, anybody who were thought to have acted against the Japanese interest were severely dealt with.They will be either punished or killed. (Q7) Japanese role in instigating nationalistic feeling According to Mr Rajoo, the Japanese associated Indians in Singapore with Gandhi and his movement in India. Gandhi was fighting for India’s freedom from the British Colonial power. Japanese told the Indians in Singapore that Japan would help India to get rid of the British rulers. They also wanted all Indians to join the Indian National Army to fight the British in India. Subhas Chandra Bose, the founder of INA was allowed to come to Singapore to collect funds for his establishment.Historical facts also seemed to prove the relevance of his statement. From the interview, Mr Rajoo didn’t portray as someone anti-Japanese. Probably his family and he did not really undergo muc h torture by the Japanese. He definitely seemed to have welcomed the Japanese for one reason. The Light of the South From the interview one would deduce that Mr Rajoo sthrongly feels that the Japanese brought on the nationalistic fervor among the citizens. ( Q9 ) Nationalistic feeling caught onto some people like the forest fire and the thirst for independence was ignited due to Syonan-To.

Fashion Magazines as Influence of Female Body Image Assignment

Fashion Magazines as Influence of Female Body Image - Assignment Example Magazines such as Cosmopolitan use language which asserts that women are socially substandard and not acceptable without sustaining the good looks of other women utilized in the magazine’s imagery. Over time, after being exposed to these messages and innuendos, women believe in this propaganda (Lemberg, 1999). When fashion magazines use images of unattainable physical perfection, it is said that this imagery diminishes feminist ideologies and begins asserting to women that maintaining a similar physical exterior is the fundamental objective of being a woman (Cash, Gitter, Kogel and Zaphirpoulos, 1997). Hence, women begin to develop ideologies related to vanity and seeking a magazine-asserted perspective of body perfection in order to be considered socially-viable which supersedes feminist beliefs. Furthermore, Suls, Martin, and Wheeler (2002) suggest that most women in society look toward social reference group figures when assessing their identities. This well-respected psychological theory suggests that women’s sense of identity is constructed by conducting social comparisons with aspirational figures in society that have built a positive social reputation, achieved fashion sense, or have achieved the body image portrayed in fashion magazines. Magazines seem to understand this phenomenon, which is why these publications use celebrity imagery because of their aspirational traits. Therefore, women look toward these social figures as a means of making status comparisons to themselves and the celebrity. When women see that they have more curves or fatness as compared to these slender and popular famous persons, they begin to develop a negative body image and reduced self-esteem. A study was conducted in which researchers used MRI technology to reveal changes in the brain as a result of exposure to fashion imagery.