Newsweek Essays - IBT Media, Newsweek, Beads Of Sweat, Full Stride

Newsweek Essays - IBT Media, Newsweek, Beads Of Sweat, Full Stride Newsweek A hurried businessman runs across the airport at a full sprint. If he doesn't get to Gate D3 in three minutes, he will miss his flight to Singapore. As he is running, little beads of sweat begin to form on his brow. People gawk at him and hurl insults his way when he bumps past them with seemingly no thought. All of a sudden, the man stops in full stride, whining to a stop. He breathes heavily and looks to his right. How can he go on the plane without something to read? Quickly the man bounds over to the news stand and looks at the plethora of reading materials. News looks appealing. Grabbing a local newspaper and a copy of Newsweek, the man tries to decide which one to buy. The dullness of the newspaper or the bright colors and in-depth stories of Newsweek? Grinning with satisfaction, he grabs the Newsweek and leaps away to catch his flight. Newsweek has delivered news to readers for over 60 years. Color pictures, bright cover pages, in-depth stories on a multitude of subjects, and scores of advertisements littered throughout are just a few of the many things that Newsweek brags over the simplicity of a black and white newspaper. During the 1940's was Newsweek the same? Did it try to appeal to the same audience or try to reflect an accurate picture of what was going on in the world? Was the content of the magazine different in any way? Newsweek during the 1940's varied greatly from that of the 1990's in a variety of ways, yet had the same goal throughout its existence, to sell and make money. Red borders and red lettering adorned the cover of Newsweek during the 1940's. Below the main title was the phrase "Magazine of news significance " which is what everyone associated with Newsweek. Newsweek was a newsmagazine that delivered news and pertinent information to the general public. Because a newspaper is released every day while a newsmagazine like Newsweek is released once a week, why would people want old news? Newsweek prided itself on in-depth stories that newspapers did not provide the readers with. Also, it provided the reader with color, which no newspapers had during the time. During the 40's, the world was going through a horrible time known as World War II. Everyone lived in fear from one day to the next, whether it be from fear of bomb scares to fear of the death of a loved one fighting overseas. Newsweek tried to ease this fear that the American public felt by reporting on everything that was going on during the war including maps of the war effort, interviews with soldiers, and intimate notes from the President himself. The main focus of Newsweek thus during the 40's was on the war, covering almost every aspect of it. There occasionally would be little blurbs about affairs within the United States, but that was rare. War appealed to men, since men were primarily the ones involved with it. Men were still the heads of every aspect of society in the 1940's. The view of women was for them to stay in the house and cook and clean. Women were not trusted to be able to make important decisions and were not included in any form of corporate business. This fact caused Newsweek to appeal to the male audience, since even the women were seen as slightly illiterate and not able to fully understand the affairs of the world. Mixed throughout the magazine were advertisements for whiskey and alcohol products, cigarettes such as Lucky Strike, ball bearings, tractors and other farm equipment, and motor vehicles. Also the advertisements would include text below it such as "For the serious man" or "Only real men use ____" which showed how much Newsweek was trying to appeal to men. Men during the 1940's loved to read long text articles about a subject. Very few pictures were littered throughout the magazine, and what pictures there were had a small space designated for each. The advertisements for products such as ball bearings or cigarettes had page-long text articles with a description of the product as well as its wonderful characteristics. It took

Five Words in English and in Corporate-speak

Five Words in English and in Corporate-speak Five Words in English and in Corporate-speak Five Words in English and in Corporate-speak By Maeve Maddox Corporate-speak takes many forms, but especially mysterious is the practice of taking a familiar English word commonly understood to have one meaning and using it with a less familiar meaning. Here are five examples. 1. actionable common meaning: â€Å"giving cause for legal action.† Example: Disrespect in the workplace may constitute actionable behavior. corporate usage: able to be acted upon or put into practice. Example: From Apple to the Toastmasters, the world’s most successful organizations demand that attendees leave meetings with actionable tasks. 2. ecosystem common meaning: A biological system composed of all the organisms found in a particular physical environment, interacting with it and with each other. Example: Sockeye salmon vs. Pebble Mine: Protecting a fragile ecosystem in Alaska from destruction. corporate usage: a complex system resembling a biological ecosystem. Example: For me, a successful Entrepreneurial Ecosystem is a space run by people with very entrepreneurial minds. Ecosystems are self-supporting, energetic environments that attract, nurture, move on and reward different stakeholders.   3. granular common meaning: Consisting of grains or granules; existing in the condition of grains or granules. (granule: A small grain; a small compact particle; a pellet.) Example: â€Å"Sandpaper† is material upon which a granular layer of some abrasive has been fixed by means of an adhesive. corporate usage: attending to or explaining the fine details of a topic. Example: The CEO and CFO see the bottom line of the cost of your department more clearly than they see the success of individual projects. Theyre not idiots. They can get granular if they have to, but what they really want to know is if the total cost of IT is worth the output. 4. socialize common meaning: to civilize, to make suitable for society. Example: Pet owners socialize their puppies by taking them into different situations. corporate usage: to let people know about something. Examples: 1. Employees will form beliefs based on what they experience before and after you widely socialize the new purpose and those beliefs will drive their actions. 2. When a good idea hits, find the fastest, cheapest way to get something that will demonstrate and socialize the idea to at least some segment of the target marked.   5. surface common meaning: intransitive verb meaning to come to the surface, especially, to rise to the surface of water. Figuratively, â€Å"to surface† means to come to public attention after a period of obscurity or concealment. Examples: 1. Sometimes we saw the whale and the dolphins surface at the same time. 2. Fear of the truths that might surface about ourselves corporate usage: transitive verb meaning â€Å"to raise.† Example: Plan on meeting regularly so that team members stay informed and any issues you surface are resolved in a timely manner. All occupations develop specialized terminology that serves a practical purpose. For example, terms like banner, head, and gutter provide useful shorthand in the context of running a newspaper. Used in an occupational context, the words’ other meanings do not impede communication. Wrenching the meanings of words like socialize and surface however, has the effect of muddying communication. Speakers who wish to be understood by the largest number of listeners will do well to avoid such meaningless cant in their business meetings and correspondence. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Business Writing category, check our popular posts, or choose a related post below:Grammar Test 1Capitalization Rules for the Names of GamesHow to Style Legislative Terms

Financial data analysis Essay Example | Topics and Well Written Essays - 1000 words

Financial data analysis - Essay Example A clear linear relationship is not evident, which could be an indicator that WHEATHD is a poor predictor of WHEATSF. Figure 1: the plot of WHEATSF against WHEATHD Model R R Square Adjusted R Square Std. Error of the Estimate Change Statistics R Square Change F Change df1 df2 Sig. F Change 1 .421a .177 .174 27.2183 .177 53.344 1 248 .000 Table1: Model regression summary Table 1 above presents a summary of the regression summary. From this, adjusted R squared is 0.17, a figure that is very small indicating that the model is not very good in predicting the dependent variable as it is highly subject to chance rather than statistical relationship between the two variables. However, the p-value is less than 0.01, an indicator that the model is statistically significant, or rather we have enough evidence to assert that WHEATHD has some predictive power on WHEATSF. Coefficientsa Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant) 500.582 24.519 2 0.416 .000 WHEATHD(P) -.443 .061 -.421 -7.304 .000 Table 2: a. Dependent Variable: WHEATSF(P) Coefficientsa Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant) 532.035 17.694 30.069 .000 WHEATSF(P) -.400 .055 -.421 -7.304 .000 Table 3: a. ... itable statistical technique to use, but I surmounted this by examining the expected outcome to decide on the best method (Hyndman and Koehler, 2006). PART II In this part, 1- 250 sample values are used to forecast the subsequent 11 values. Using excel to forecast In using excel spreadsheets to do the forecast, we highlight the raw data and insert the scatter plot. Then, we insert the trend line in the scatter plot and subsequently format it to include the trend line equation. The trend line equation is then used to substitute the values of x for the 11 series periods that are sampled for prediction. The following table shows the values of x and the substituted values y. Y=532.03-0.4x x Y (Forecasted) Actual 308.5 408.63 443 311.5 407.43 446.5 314.5 406.23 450 313.5 406.63 447 319.5 404.23 451.5 324.5 402.23 451.5 324.5 402.23 451.5 333.5 398.63 461.25 337.5 397.03 465.75 324.5 402.23 460.75 327.5 401.03 462.5 Sum 4436.53 4991.25 Figure 2: Excel scatter plot with the equation fitted in. Using eview The raw data for the prices are input in the software and a forecast generated automatically. The output, which is shown in figure 3, comes with a table with forecast errors already computed. The table alongside shows statistical arithmetic that is associated with this particular model, including a number of methods for calculating the forecasting errors. Figure 3: Forecast for 251 - 261 Sample Figure 4: graph before model 1forecast Figure 5: graph after model 1 forecast Forecast errors Forecast errors are the estimations of the probability that the results of the forecast deviates from the actual values. Fore example, looking at figures 4 and 5 of the first forecast model, it is clear how the forecast values differ slightly from the actual values. A number of errors that

Air Canada Essay Example | Topics and Well Written Essays - 250 words

Air Canada - Essay Example Union did not accept management ideas as they found workers on the receiving end and humiliated in spite of their sacrifices in 2004 for saving the company. Management and Union did not able to arrive at the settlement in 2011. New contract negotiations become intractable in such a situation in which union had a conflicting interest and intent from management. Although union negotiators arrived at two deals, but union members did not find it mutually beneficial as they felt deceived because of no concern for personal life and losses occurred in the past (NewsLook, 2011). Labor minister’s disapproval of the strike demoralized flight attendants, and they staged protests. Power abuse by labor minister aggravated the contention that converted possibility of constructive conflict into relationship difference between union and management. Structural sources of conflict in this case are incompatible goals, resource scarcity, and tightly coupled tasks. Air Canada management has committed negotiation errors of distributive bargaining style to apply the approach of win-lose to resolve the current crisis. They should have applied win-win method of accommodating past concerns of flight attendants in alignment with future goals of revenue generation. Union did not communicate effectively to raise concerns of members. They have ignored management concerns and lost confidence of both union members and management. If Union could have applied integrative bargaining methodology to align interest of flight attendants with superordinate objective to solve problem constructively, relationship between management and union could have been better (CBCtelevision, 2012). Involvement of third party mediation could have avoided conflict turning into toxic

The True Monster Essay Example for Free

The True Monster Essay In Mary Shelleys gothic novel, Frankenstein, Victor Frankenstein creates and animates a monster from various corpses. Victors experiment works, yet when the creature he creates comes to life, he is hideous. He immediately flees from Frankensteins laboratory and kills Frankensteins brother. Later, feeling ultimate loneliness, the creature begs Frankenstein to build a companion for him, but he refuses to complete the task. In revenge, the creature murders Frankensteins wife and best friend (Hawkins). Frankenstein is a story that focuses on the outcome of Victors endeavor to interfere with nature. In the novel, Victors creation is not born evil; rather it is the result of poor parenting that he becomes evil and vengeful. Throughout the novel, Shelley creates a definite perception of the creature and his creator by using various writing techniques. Shelley makes readers sympathetic towards the creature by offering hints in her work as to the creatures true sentiments. She also uses writing techniques to create the perception that the true monster is Victor, not the creature that he created. Shelley offers insight into a series of characters qualities and actions and this offers readers a greater view into their knowledge and their personalities. By using these effective writing techniques, Mary Shelley is able to create the perception that the real monster is Victor and not the monster himself. Shelleys use of the technique of having three different narrators offers readers a greater perception into the experiences and the personality of Walton, Frankenstein, and the creature. This switch allows readers to have greater insight into the inner experiences of the characters, which leads to further development in the attitudes in which the readers begin to grasp from each character. Shelley includes the story of Victor, the creator, and the story of the creature, the created, to emphasize the contrast between their personalities and their different experiences. The contrast offers readers two entirely different views, and thus two entirely different responses towards each character. One example of this can be found in the story of the creature. The story incorporates the innocence and benevolence in the creatures personality along with the tormenting hardships that the creature was forced to experience. Even the creatures creator detests him, and upon meeting him in the summit of Mont Blanc, Victor roared Abhorred monster! Fiend that thou art (Shelley 81)! The revulsion that is present  toward that creature causes the reader to sympathize with the creature rather than to detest him. Shelley also includes the perspective of Victor, which gives readers insight on Victors arrogant, haughty, and appearance-based personality. Again, this causes readers to sympathize with the creature, which has fallen victim to Victors thoughtless actions. The beauty of the dream vanished, and breathless horror and disgust filled my heart. Unable to endure the aspect of the being I had created, I rushed out of the room and continued a long time traversing my bedchamber, unable to compose my mind to sleep (Shelley 42), Victor said. This example causes the reader to question Victors capability of thinking and the thought that he actually put in before making the creature, and thus the reader begins to question whether the creature is the monster, or whether it is actually Victor who is the thoughtless, ignorant monster. Readers are made to think that the creature is the more civilized creature of the two, and that the character of Victor is far more monstrous and dangerous than that of the creatures. By using the structure of three narrators, Shelley ultimately shapes the readers responses towards Victor and the creature. Shelley uses the writing technique of imagery and symbolism to shape the reaction of readers and the ideas surrounding them. The use of imagery portrays ideas visually, which is ultimately more effective in causing the reader to respond in a certain way (Imagery). For example, Shelley portrays the depressing and miserable world in which the creature is born into as full of hypocrisy, oppression, and prejudice. The creature experiences neglect and is left to fend off for himself. When he tries to acquaint himself to the DeLaceys, a family that the creature has been watching and learning from in the forest for a long time, and fails and is beaten, he is left with a sense of ultimate loneliness. My heart sank within me as with bitter sicknessI saw [Felix] on the point of repeating his blow, when, overcome by pain and anguish, I quitted the cottage, and in the general tumult escaped unperceived to my hovel (Shelley 115). This powerful imagery causes readers to visualize and place themselves in the situation of the creature, thus feeling his pain and suffering as he was continually beaten  by Felix for the cause of only trying to make an introduction and make some friends. In turn, this causes readers to deeply sympathize with the creature and understand the neglect and suffering that he is facing. This situation also causes readers to think about the prejudice he faced just because of his ugly appearance. It makes readers consider who the monster really is, whether it is the creature with the unsightly appearance, or the mad, heartless man who created him. Shelley cleverly uses the writing techniques of imagery and symbolism to shape the responses of readers towards the idea that the real monster is Victor, not the creature. Shelleys use of tone and word choice in Frankenstein is also very efficient in influencing the way readers thought about Victor and the creature. Shelleys tone always consists of emotion and figurative language. Along with powerful and expressive word choice, which emphasizes and dramatizes Shelleys ideas, her tone and word choice also helps to arouse the readers emotions in a particular way. For example, when the creature narrates, the tone is very depressing and unhappy and dramatizes the experiences that he had and the feelings that he felt. Shelley used words such as pain, miserable, desolate, and oppressed to describe the experiences of the creature, which dramatizes the suffering and torment that the creature faces and arouses the emotions of the readers to sympathize with the creature. Shelleys tone and word choice for Victor is also very influential in revealing his character. Shelleys word choice dramatizes the personality of Victor and highlights the selfish, appearance-based attitude which he is shown to have. When Victor first sees the creature, his own creation, and examines it, his tone is of shock and disgust rather than of admiration or love, and the first thing he mentions is how ugly the creature is. I beheld the wretch—the miserable monster whom I had created (Shelley 43). Readers respond negatively towards Victor even from the beginning, ironically viewing him as more dangerous and treacherous than the monster himself. Shelley uses powerful words that force the reader to respond a certain way. She uses tone to arouse the readers emotions and to make her readers understand the relation between Victor and the creature and who the real monster is. Mary Shelley is able to create the perception that the real monster was Victor and not the monster himself. Readers continually sympathize with the creature and realize that Victor is actually more of a monster than the creature is. Readers realize that society never gave the creature a chance. Although the creature was born innocent, the corruption and prejudice of society spoiled the creature. Mary Shelley uses writing techniques, such as the implementation of characterization, imagery, symbolism, tone, and word choice to successfully depict ideas, create visual images, and arouse emotions, to create the perception that Victor was the real monster in Frankenstein.â€Æ'Works CitedImagery. HMS. Harris Middle School. 30 Sep 2008. Hawkins, Kathy. What is Frankenstein?. Conjecture 2003. 24 Sep 2008. . Shelley, Mary. Frankenstein. New York: New American Library, 2000.

Free College Essays - The Use of Time in Antony and Cleopatra :: Antony Cleopatra Essays

  Use of Time in Anthony and Cleopatra  Ã‚     Shakespeare's use of time in Anthony and Cleopatra is seemingly [1] quite erratic.   However, it is important to note that Shakespeare was a playwright and his job was to write interesting drama, not to accurately record details of history.   It therefore seems quite unfair to expect him to use time in a precise manner.   However, to dismiss Shakespeare's use of time as merely a mistake or the by product of his dramatisation of history [2]is to do it injustice.   It could easily be argued that there is a method in it.[3]   To show this we can analyse one chunk of the play, staring at Act 1 Scene 3.   Here is where Anthony finally plucks up the courage to leave Egypt.   In Act 1 Scene 4, we are in Rome and here we have Caesar complaining about Anthony while messengers bring news of how Pompey is doing at sea as well as his allies Menecrates and Menas.     In act 1 Scene 5 we are back in Egypt and Cleopatra is talking about how she misses Anthony.   In Act 2 Scene 2 we are back in Rome and Anthony has finished his journey across the Mediterranean.   Anthony and Caesar get back on speaking terms and decide that to cement their relationship (or to destroy it, depending on your level of cynicism).   Octavia should marry Anthony.   By Act 2 Scene 5the news of Anthony's betrothal has reached Cleopatra in Egypt and though she rants and raves she doesn't actually do anything constructive about it.   In Act 2 Scene 7 we are in Rome again and there is a party where the three triumvirates become drunk to varying degrees .   In Act 3 Scene 2 Octavia and Anthony leave Rome together.   The next scene is in Egypt, where again very little action takes place. In Act 3 Scene 4 the most remarkable act of condensation occurs when eight years of Octavia and Anthony's marriage are meant to have occurred.     By Act 3 Scene 6 we are in Rome and discussing the fact that Anthony has left Octavia in Athens and is back in Egypt.[4]   So we see that in this chunk of the play there have been many things occurring in Rome, while in Egypt it might as well have been one long afternoon for all the deeds and actions that have occurred.

Gender Social Conditioning

The Influence Of Education On Gender Socialization The common misconception about gender nowadays is that it has the same meaning as sex, something innate and natural. However, since 1970s, increasingly more anthropologists like Margaret Mead agree that gender is something that can be conditioned and is prone to socialization. Since a young age, possibly around two to three years old when an infant begins to develop higher cognitive functions, society bombards them with different signals that slowly condition them into a specific gender role: male or female.By gender role, I am referring to a set of attitudes or behaviors that is encouraged or at least expected of a person based on his or her gender. This also means that gender is malleable and a product of socio-cultural and historical contingencies – a social construct. Normal traits that we associate with a specific gender like aggressiveness with men and gentility with women are not as natural as they seem. In fact, these seemingly normative behaviors have been slowly fortifying our own perspectives about gender roles but also help shape people into a gendered being.Therefore, boys are raised to conform to male gender role and girls are brought up to fit the female gender role. In a ‘Western Society’ for example the US or Europe, education becomes an integral part of a child’s livelihood from a very young age. The influences from education that condition children into specific gendered beings cannot be ignored as school time accounts for most of a child or teenager’s life.I am highlighting that this is common in ‘the West’ because family expectations or religious traditions might be the bigger factor or influence for gender socialization in communitarian or other types of societies. I would like to start with an observation I made about this particular issue while looking through an English language textbook for beginners. In a chapter about occupations, I note d that most jobs associated with the public sphere usually carry male connotations with them, for example, fireman or policeman.Furthermore, the pictures depicting people in these public sphere jobs usually have male models. On the other hand, jobs related to servitude or obedience such as waitresses or nurses usually has female models portraying the jobs. This is where I first encountered an example of the issue of gender socialization in the education field. This particular example shows us that children from a young age have been conditioned to relate male with the public realm and also as dominant providers; whereas females are linked to obedience and serving others.This fits in with Sack’s argument that women are discouraged to work in the public realm where their work could be properly evaluated and valued. These subliminal signals from school along with their family’s structure and parents’ roles or occupations could reinforce the children’s expect ations for genders. This in turn would affect the children’s preference of jobs where they choose something that conforms to their genders’ characteristics and thus, the cycle of gender conditioning begins again.Another very important gender socialization process that occurs during a child’s educational years is self-socialization. I first noted this phenomenon when I saw a teenage girl being ridiculed for wanting to play basketball with the boys and thought of another situation when my male friend was mocked for participating in a drama production. The common trend I have noticed is that when an individual does not behave or conform to his or her own gender’s expectations, society often reacts in a disapproving or negative manner.Thus the ‘deviant’ individual through external pressure or other mechanisms like shame or punishment would hope to correct his or her own behavior so that it is more in tune with their gender expectations. From an e arly age, boys and girls would have started self-correcting their own behaviors so that they received less negative feedback from the external reality. This, however, reinforces the differences seen by children between male and female and ultimately leading to the conclusion that you can only behave like one or the other.The duality of gender actually limits opportunities and potential an individual can have because if that specific skill or quality is not within a gender’s characteristics, it might be self-corrected and discarded through self-socialization. We can even see an example or offshoot of this issue in the homosexuality debate occurring right now, men who are acting in a supposingly ‘devious manner’ are being discriminated against not because of any biological reasons but because of socio-cultural pressure to conform to normative gender expectations.This process of self-socialization starts from a relatively early age to shape us into what our society constitutes as male or female genders. Lastly, another aspect of education that has long-lasting effect on forming gendered beings is the way a classroom is ran and methods of teaching. There seems to be an emerging trend of a new style of teaching which uses a more open and interactive system, we see this in new schools such as ‘School Without Walls’. However, the majority of public or private schools in the US, or even around the world in this case, still follows a strict guideline on how students should behave in a classroom.Desired qualities in an ideal student from a teacher’s perspective would be obedience, quietness, maturity, passiveness and patience. In a system where examinations and tests account for the majority of the grading criteria, a student behaving according to these qualities would do better than a student who is more active, ‘rebellious’ or passionate. One might notice that the characteristics that would allow a student to succee d in school are relatively feminine.Especially considering that girls are thought to develop at a faster pace than boys and reach full cognitive maturity sooner. The female gender might have an intrinsic advantage at doing better in our education system over male students who are often described as more energetic, easily distracted and physical. The ways the education system functions and evaluates allow more matured female students to focus and excel in studies while more physical male students would start to lose interest in education all together.This is a trend we have started to notice in the US where the dropout rate for male students is 50% higher than female students in a specific state; the significant gap shows that the education system clearly has different effects on male and female. To sum up how our way of teaching in classrooms can form gendered beings, one can say that boys are ‘discouraged’ from education or demotivated due to the education systemâ€⠄¢s inadaptability with intrinsic characteristics usually associated with male children such as aggressiveness and spirited.This in turn would lead male children to focus more on their own physical aspect while female children who have better chances at completing school, would have less external pressure and could focus on their own mental capabilities and schoolwork. Thus, this social process successfully highlighted the gender differences and strengthens notions about how genders are formed socially. This particular process could later on lead to selecting careers that are clearly relegated to a specific gender.The reinforcement of ideas about the duality of gender into our children’s minds would help them form their own concepts about gender roles and potential. From a children’s textbook to how a class is ran, it seems that our society is crammed with subliminal or direct signals that slowly shape us into our gender roles or to become a ‘gendered beingâ€⠄¢. According to Margaret Mead, gender is something that varies from culture to culture and the gender roles we have established here might not be the norm for another society.Her work shows that gender roles or expectations are complex products of socio-cultural, economical and historical contingencies and not just something innate in our biological differences between male and female. Following her idea, I realized that in our society, a lot of these gender socialization processes have been institutionalized and even the smallest things could help form us into the gendered beings we are today. Hence, I started at an early stage of cognitive development where the mind is the most ‘absorbent’ so to speak.In conclusion, I’ve found out that not only is the education system itself very much reinforcing these gendered ideas but as the children progress in this system, they also increasingly bolster these ideas in their peers through self-socialization, somewhat simil ar to a mutual exchange of ideas. Therefore, one can understand that the influence and effect of the educational system cannot be overlooked on how gendered ideas and eventually gendered beings are formed as these ideas carry themselves into the ‘real’ and ‘adult’ society where these gender expectations are then passed on again to the next generation like a cycle.Bibliography: Abu-Lughod, Lila. Veiled Sentiments: Honor and Poetry in a Bedouin Society. Berkeley: University of California, 1986. Print. Mack, Julie. â€Å"A Closer Look At The Gender Gap In High School Dropout. † The Kalamazoo Gazette. N. p. , Apr. 2012. Web. 20 Feb. 2013. Mead, Margaret. Sex and Temperament in Three Primitive Societies. New York: HarperCollins, 2001. Print. ——————————————– [ 1 ]. Mack, Julie. â€Å"A Closer Look At The Gender Gap In High School Dropout. † The K alamazoo Gazette. N. p. , Apr. 2012. Web. 20 Feb. 2013.