Gender Socialization - 1694 Words

Gender Socialization Sociology 100 Before a newborn child takes his or her first breath of life outside the mother s womb, he or she is distinguishable and characterized by gender. A baby is born and the doctor looks at the proud parents or parent and says three simple words: Its a boy, or Its a girl The baby is brought home and dressed in clothes that help friends, family and even strangers identify the sex of the child. Baby boys are dressed in blue and baby girls are dressed in pink. The baby boy may be dressed in a blue jumpsuit with a football or a baseball glove on it. The baby girl may wear a bow in their hair and flowered pajamas. As the boy begins to grow, he is given a miniature basketball and a hoop to play with.†¦show more content†¦Another aspect of everyday life that is highly influential in gender socialization is the media. What we see on television or at the movies, what we read in the newspaper or in magazines, what we see on billboards or hear on the radio are all very significant on how we form a opinion on gender identity. Media publishers have very successfully learned to play to an audience and are extremely successful in communicating with the audience they wish to reach. Advertisers are the biggest example of this concept. Society is very apt in recognizing images seen in commercials and printed ads and viewing them as socially acceptable behavior. For example, beer companies will target the twenty to thirty year old male audiences and include scantily clad women enjoying their favorite beers. Ironically, popular women magazines also use beautiful women to promote cosmetics and beauty products. Both examples show the exploitation of female images in society. It is this societal ignorance that clouds the mind and allows the images to continue to influence what we believe to be socially acceptable. And when society is presented with something or someone out of the ordinary, which doesn t follow what we deem to be correct, we rebel and try to modify it to our socia lly acceptable standards. Imagine a baby born with no visible sex organs. Now imagine after some tests that there are no internal or externalShow MoreRelatedGender Socialization And Gender Roles998 Words   |  4 Pagesattention to the gender equality issues many societies face. Is this increased awareness helping towards a neutral gendered socialization process which will inevitably eliminate the inequality? Gender socialization is the process where an individual is impacted by agents of socialization through their life stages which consequently creates the gender roles we see in today’s society. The only way to start working towards a gender equal world is by making changes towards the gender socialization process. GenderRead MoreAgents Of Socialization : My Family, Culture, And Gender861 Words   |  4 PagesSome agents of socialization that have had the greatest effect on me would be my family, culture, and gender. To begin with, culture has had a big effect on me in the sense that I am the complete contrary as my family members. It has affected me in a negative way since according to my family members, I do not act in a way that a Mexican person should. Since I am a vegetarian, my family often times accuse me of not being Mexican enough due to the fact that Mexican culture revolves around its foodsRead MoreGender Socialization : The Princess And The Frog920 Words   |  4 PagesGender socialization takes place in our everyday lives whether we subconsciously know it or not. Gender socialization is the socially learned expectations and behaviors associated with members of each gender. For example, If I were to say it takes my friend at least 45 minutes to do their hair before school everyda y, you would assume I am speaking about a friend who is a female as opposed to a friend who is male. This is because of the idea of gender socialization. As I stated earlier, gender socializationRead MoreGender Socialization : Gender And Gender1040 Words   |  5 PagesWomen Studies 9 online Oct 8, 2015 Gender Socialization Gender, according to Lorber, is the product of a range of social forces that influence our gender construction through a system of reward and punishment. throughout my life, I have been taught to be a women by family and through society, all that at some point supported the goals I had for myself or created obstacles by challenging my own ideas of what meant to be a strong women. Gender socialization is the process by which individualsRead MoreGender Socialization Is The Aspect Of Socialization1492 Words   |  6 PagesGender socialization plays a part in pay gap within societies and America today. Gender socialization instills thoughts, behaviors, and attitudes into individuals throughout the lifespan. As a result, the outcomes of gender socialization, not only, prepares society for pay gap, but also prepares individuals to implement a gap in pay in relation to gender throughout societies. The discussion that ensues explains gender socialization and the impacts this has on, both, individuals and society in generalRead Moregender socialization992 Words   |  4 Pages Gender: Forced Upon American Society Growing up, many Americans childhood consisted of playing tag outside, having cooties, and experimenting with as many toys as possible. Hundreds of thousands of toys flood kid stores such as Toys R Us, Baby Depot, and KB toys. With imagination, kids are able to become doctors, presidents, and princesses during the contents of one day. Television shows such as Barney or Blues Clues encourage having such imagination, thus inspiring kids to want to becomeRead MoreGender : Sex And Gender Socialization992 Words   |  4 Pages Sex and Gender Socialization Before we learned this chapter, I didn t know that sex and gender are different to each other, all I know is that gender and sex have the same meaning which referred to male and female. Recently, I just learned the difference between sex and gender, which is sex is like our biological difference which what makes people male and female, while gender is what the society reinforces a person to be based on their expectations and behaviors of being a male and femaleRead MoreGender Socialization Essays1293 Words   |  6 PagesGender Socialization A baby is born and the doctor looks at the proud parents and says three simple words: Its a boy, or Its a girl! Before a newborn child even takes his or her first breath of life outside the mothers womb, he or she is distinguished and characterized by gender. The baby is brought home and dressed in clothes that help others identify the sex of the child. Baby boys are dressed in blue and baby girls are dressed in pink. The baby boy may be dressed in a blue shirtRead MoreGender Socialization And Gender Roles999 Words   |  4 PagesEarly gender socialization is perhaps one of the most relevant issues and debates of early childhood. The beginnings of stereotypes for gender roles are typically established at birth, and continue a process of learning specific cultural roles and standards in accordance with the sex of the individual. Gendered interactions begin early in the family and hence influence the process of gendered socialization, as was such the case for myself growing up. Socialization comes from a number of sources:Read MoreEssay On Gender Socialization1574 Words   |  7 Pages Gender Socialization and Children’s Retail Children are known for absorbing information from the world around them. Therefore, what children are exposed to while they are growing is important, as they learn a lot from the world around them. In this paper, the process of gender socialization will be discussed and examined. In specific, how retail marketed for young children may have an effect on their development, especially as they distinguish gender. Socialization is general the process

Mise-En-Scene Free Essays

Mise-en-scene denotes the varying elements that are placed in a scene. This includes the camera needed components that are used to generate meaning –costume/lighting/acting and the types of shots used and camera techniques/movements. Thus the main function of Mise-en-scene is to add to the narrative by creating meaning, allowing creative expression through the physical  manipulation of each scene. We will write a custom essay sample on Mise-En-Scene or any similar topic only for you Order Now The chosen film is Bram Stokers Dracula, 1992. The establishing shot begins with Vladimir turning against God.From the onset strong religious symbolism such as and Islamic crescent as a shadow on a map and a crucifix falling to the ground are present. The non-diagetic sound that is heard creates a dramatic tone with a building crescendo when the battle commences with Vladimir kissing the Cross. The battle is portrayed similar to a marionette show surrounded by blazing fire, creating a mystical atmosphere. The use of subtitles when Vladimir is informed of his wife’s suicide again supports a mythical ambience and shifts Vladimir’s belief in God, by throwing down his sword blood pours from the freshly pierced cross.Binary opposition is present with Good vs. Evil with the blood covering the ground. This represents the smother effect of evil. The responder is then presented with a shift from the current scene to the bitter sites of London a desolate contrast to the just occurred. We are informed of the date and situation emphasising that we are now viewing the present opposed to a the past. Meaning is primarily shaped by mise-en-scene in the opening sequence due to very thin dialogue.The narration by Anthony Hopkins helps the responder link meaning to the mise-en-scene. The elements such as the Crescent’s shadow or the falling cross allow us to realise who is fighting and the location. Due to the fact that the meaning is created through both a mixture of mise-en-scene and dialogue through comparative analysis we are able to assume what the true meaning is. However in this scene the mise-en-scene is more effective element than dialogue due to the minimal discourse present.The main genre of Bram Stokers Dracula is Horror and uses the typical mise-en-scene associated with this genre. Blood, fire, demonic creates, ominous lighting (red/black), quick camera movement and death all reflect that of a horror film. We can conclude from this that much of the mise-en-scene is determined by the genre. Also the narrative of the film is in contrast to what the mise-en-scene indicates. Dracula goes to England to seduce Jonathan Harker’s fiance and inflict havoc.With analysais of the mise-en-scene we assume that Dracula yearns to inflict havoc, due to the evil looking eye in the sky, the dark ominous lighting. However with support from the dialogue it informs the responder that Dracula feels for his lost wife. Overall the mise-en-scene supports particular aspects of the narrative whilst conveying a gothic and evil atmosphere. Bibliography  : Bordwell D. and Thompson K. , 2003. Film Art: An Introduction. 7th ed. Mcgraw-Hill Gibbs, J. , 2002. Mise-En-Scene: Film style and interpretation. 1st ed. Wallflower press How to cite Mise-En-Scene, Papers

Comparing and Contrasting Machiavellis Ideas on Power with Karl Marxs Ideas on Money free essay sample

He claims that, â€Å"Money is the pimp between man’s need and the object, between his life and his means of life. But that which mediates my life for me, also mediates the existence of other people for me. † (page 136 Economic And Philosophic Manuscripts) Here he is saying that in this peculiar political economy, money is the only universal means of actualizing the needs and means of life for man. Money is so eminent and necessary that it not only mediates if or when your needs are meant, but it influences the way you see others and the way others see you. Marx goes on to say, â€Å"That which is for me through the medium of money-that for which I can pay†¦-that am I, the possessor of the money. † (page 137 Economic and Philosophic Manuscripts) Basically money has the unnatural effect of creating an authentic mirage of someone through its buying power. Marx goes on to list ways in which money can nullify natural deficiencies of a certain person, and thus contrary to human nature. Throughout the rest of the passage, [The Power of Money in Bourgeois Society], Marx cites similar examples that all lead to the conclusion that money â€Å"is the general confounding and compounding of all things. (page 140 Economic and Philosophic Manuscripts) That is to say, the ability of money to act on â€Å"all natural and human qualities† in two incompatible ways, that is compounding and confounding, is a bad things. It causes friction and complacency at the same time, which is unnatural. Marx wishes to rid us of the use of money and its effects in a Bourgeois Society because it is wholly unnatural, deceitful, and allows people to have disingenuous characteristics. Niccolo Machiavelli knows the importance of deceit to the ruling class too. Machiavelli says â€Å"It is not essential, then, that a Prince should have all the good qualities which I have enumerated above, but it is most essential that he should seem to have them,† (page 46 The Prince) because â€Å"men in general judge rather by the eye than the hand. † (page 47 The Prince) To Marx, money allows this type of transformative deception; however, to Machiavelli this ability seems to be more of a character trait. Machiavelli says this can be achieved by appearing to be the â€Å"embodiment of mercy, good faith, integrity, humanity, and religion. (page 47 The Prince) The first four characteristics, he says are the least important when compared to the last. Appearing religious is achievable by being complacent to the Catholic Church and wearing the â€Å"cloak of religion†, according to Machiavelli. This â€Å"cloak of religion† allows â€Å"pious cruelty†, and with his cloak a prince appears justified in his actions, no matter how cruel. (page 59 The Prince). Marx also knows the power of religion to quell the lower class, as the cliche goes, â€Å"Religion is the opium of the people. (Lecture Notes 3/6/13) Religion keeps the poor pacified because they are living for a better afterlife. They are also willing to blindly follow religious/political leaders in order not to obscure these chances. Both philosophers understand that money and religion can be deceptive. Machiavelli wishes to utilize this power in accord with dishonest characteristics to keep his subjects pacified. Marx wishes to point out this most unnatural power and free the Proletariat from its grasp. Niccolo Machiavelli also understands the power of money, when it comes to the conservation of power. Both political philosophers agree that the best government should not be rapacious. This perceived agreement is actually in stark contrast. Machiavelli believes that a prince should not, â€Å"burden his subjects with extraordinary taxes, and to resort to confiscations and all the other shifts whereby money is raised†, (page 41 The Prince) because rapacity â€Å"breeds hate as well as ignominy. (page 42 The Prince) To avoid this type of public condemnation Machiavelli proposes that a prince should be surreptitiously miserly and avoid â€Å"interfering with the property†¦ of his subjects, than in any other way. † (page 47 The Prince) Machiavelli is saying that the less a prince interferes with his subject’s money and property, the more likely his reign will succeed. As I have said, Karl Marx disagrees with Machiavelli’s ideas on what the best governmen t should be restrictive of. In the first two measures of the Manifesto of the Communist Party Frederick Engels and Marx state that one, â€Å"Abolition of property in land and application of all rents of land to public purposes†, and two, â€Å"A heavy progressive or graduated income tax†, (page 230 Economic and Philosophic Manuscripts) are key for a successful revolution of the Proletariat. These measures, along with the other eights purpose, is to rid society of class distinction. Marx wishes to rid society of private property, under the Bourgeoisie’s power, because it is the product of â€Å"class antagonism,† and the â€Å"realization† of â€Å"alienated labor† by an â€Å"alienated man. (page 81 Economic and Philosophic Manuscripts) The heavy progressive taxes would work to equalize all income. These measures set out by Marx may seem clutching, but they are only meant to restrict the power of the Bourgeoisie. Marx’s perfect form of government would allow workers to keep the product of their labor, that is â€Å"the objectification of [their] labor†, instead of it being appropriated by the Bourgeoisie, which ultimately leads to the alienation of the laborer from the world, himself, and fellow man. Economic and Philosophic Manuscripts pages 71-72) So Marx’s communism is rapacious, but only in the interest of preventing unjust rapacity by the Bourgeoisie. Marx’s measures are in obvious conflict with Machiavelli because of the two philosopher’s preference and understanding of government. Machiavelli wishes to appease his subjects to a certain extent, whereas, Marx wants the subjugated proletariat to become a public power without political character. But they both do not want anybody grabbing, what they respectively perceive, as someone else’s. They also understand the power and importance of deceit, although they have somewhat different ideas on how it is achieved. Machiavelli and Marx comparatively are on the opposite side of the coin. Marx represents the suppressed proletariat and wishes to free them. Machiavelli is advising Princes on how to pacify his subjects. These differences are irreconcilable, but hopefully this paper has clearly explained each philosopher’s arguments and given a better idea of how they might be compared.

The American Civil War Essays (1577 words) -

The American Civil War The American Civil War The Civil War was a brutal war between the North and South of America over the issue of slavery, which was spurred on by the secession of the southern states from the Union of a America. At the time slavery was one of the main issues in America that caused a disagreement between the north and south and these disagreements about humanity and slaves added to the tension that would finally lead to the out break of war. Slavery was almost totally abolished in the northern states after 1787 when the Constitution was drafted at the Philadelphia Convention and slavery was looked upon as the peculiar institution of the southern states, by the north. The southern states looked upon slavery as a way of life and were in no way prepared to give up what they felt was there property and a very important part of their cotton and farming production. Another implication that caused great tension between the north and south over the issue of slavery was that even though their were anti-slavery supporters in the south; some of the abolitionists of the north would write notices and say that all southerners were evil and cruel slave owners, who would treat their slaves badly. This angered the southerners who felt that the northerners were just being hypocrites and didnt know what they were talking about, which turned pro anti-slavery southerners into stronger supporters of the south. It was thought by some anti-slavery groups in America that slavery would die out because America had in 1808 stopped the participation in the international slave trade, which meant no supplies of new slaves would be coming in. But this theory proved wrong because slavery in the south began to expand due to the great demand of raw cotton from cotton mills of the Industrial revolution from overseas places like Britain. Also the cotton-based expansion of slavery came due to the invention of the cotton gin, by Eli Whitney in 1793, which cleaned the cotton plant and refined it on a mass scale. The south started more tension over slavery when they decided they had to expand their territory westwards and gain more states because other wise they would be out voted in congress and slavery would be abolished completely, also they needed new land to replace all the over used farming land in the other southern states. The Abolitionists were another factor that came into the tension point of slavery. People such as William Lloyd Garrison who published the newspaper, The Liberator, which attacked southern slave owners. Making them and the slave traders out to be criminals. He and followers of his such as Wendell Phillips used these accusations against the southerners based on the fact that they said that slavery was a sin in the Christian religion and was in general, immoral. Another abolitionist that fought hard for the abolishment of slavery was Fredrick Douglass, an ex-slave who escaped from slavery and urged other black people to do so. Douglass became the station-master and conductor of the Underground Railroad in Rochester, New York which helped fugitive slaves escape to the north since the southerners had congress pass the Fugitive Slaves Act in 1850. This act meant that all American citizens had to help recapture fugitive slaves and that all Negroes were assumed slaves unless they could prov e they were free. Douglass also established the abolitionist newspaper North Star, which he edited until 1860. Books such as Harriet Beecher Stowes novel, Uncle Toms Cabin, which was published 1852 helped to strengthen the anti-slavery feeling in the North. Finally as one historian described the figure, that was the single most important factor on bringing on the war, was the most extreme abolitionist, John Brown. Brown believed that he was an agent of God and dedicated his life to the abolishment of slavery and believed the way to achieve it was by using force. He was a member of the radicals, who tried to abolish slavery by defying the law and not a member of the gradualists who tried to abolish slavery through legal means. Brown and his sons went to Kansas to fight against the pro-slavery terrorists there and finally his

The National Numeracy Strategy Essay Example

The National Numeracy Strategy Essay Example The National Numeracy Strategy Essay The National Numeracy Strategy Essay The National Numeracy Strategy (DfEE 1999: part 1, p.12) requires teachers to identify mistakes, using them as positive teaching points by talking about them and any misconceptions that led to them. When dealing with a childs errors in their work it is not enough to simply mark them as wrong, the child must be given the opportunity to develop a greater level of understanding through correction. This may not simply be re-calculating a sum, but revising their ideas and concepts of the particular topic area. According to Skemp (1989) by the process of understanding, that which began as an error becomes a contribution to knowledge p.200. As identified in Pollard Tann (1993) it is also true that if a child is allowed to continuously make errors in the same subject or on the same topic the child can be caught in a vicious circle in which failure leads to anxiety which leads to further failure p. 68. Children too, experience frustration when they cannot reach their goals and repeated failure may result in loss of confidence and self-esteem. Teachers must provide the opportunity for the child to attain their targets. Once the teacher realises the necessity to identify the misconstrued knowledge/concepts, they must discover underlying problems in the most accurate way. To simply study the childs work shows a self-important belief that the teacher can understand what the child is thinking. It is only by discussing with the child their ideas and perceptions that the true reasons for the misconceptions become evident. Alice states that multiplication makes numbers larger and division makes numbers smaller. Alices statements will be accurate when applied to the contexts of multiplication and division that she is most likely to be familiar with, for example positive integers. When children are first introduced to multiplication in school, they become familiar with the terms lots of and sets of, this then leads to an understanding of multiplication as repeated addition, which is often one of the first strategies introduced to children to tackle multiplication questions. One example of this is identified in Suggate et al (1998): Again the assumption could be made that because subtraction makes numbers smaller so too will division. So closely linking these four operations and not distinguishing the differences will map properties of one onto the other. Skemp (1989) identifies how introducing multiplication as repeated addition can lead to further problems, this [repeated addition] works well for the counting numbers, but it does not apply to multiplication of the other kinds of number which children will subsequently encounter; so to teach it this way is making difficulties for the future p.144. He goes on to identify the multiplication of negative numbers and fractions as being an area where children will develop problems. This thinking is reinforced by the Concepts in Secondary Mathematics and Science (CSMS) project where whole number computations and extensions to fractions and decimals were considered (Hart 1981); conclusions note that many children are still only groping towards ideas of multiplication a nd division. Alices teacher would need to discuss, with her, all the ideas and concepts she holds about multiplication and division. Only by exploring the childs understanding of underlying concepts and principles will the reason for the misconceptions become apparent. As already mentioned the teachers assessment of the reason for a childs errors may not be accurate purely by studying their work.  A starting point to rectify the misconception would be to identify in the NNS (DfEE 1999) what understanding Alice should have acquired by her age. Children, according to the NNS (DfEE 1999), do not encounter multiplication or division until year 2, and confirms my previous thinking that children are to understand the two operations as repeated addition and subtraction. It is not until year 4 that children multiply and divide decimals and fractions and examine related theory, such as the commutative law. Alice needs to be taught that multiplication and division are more than just complicated forms of addition and subtraction. There is more to multiplication and division than just computing sums. According to Nunes Bryant (1996) The child must learn about and understand an entirely new set of number meanings and a new set of invariants, all of which are related to multiplication and division, but not to addition and subtraction p.144. Research conducted by Hoyles, Noss Sutherland in 1992 showed an ingenious method to enable children to see that multiplication does not always make numbers bigger. The children were asked to reach a target number (e.g. 100) from a starting point (e.g. 13) through successive multiplications. The pupils easily overshot the target and therefore had to face the question: how do you make numbers smaller by multiplying them? The research identified this as a significant question, which helps pupils see the discontinuity between addition and multiplication. This type of activity along with one related to division could be used in school to highlight concepts children may not have realised. By addressing difficulties within topics early on children are prevented from forming certain misconceptions. The next stage for the teacher would be to decide how to prevent these sorts of misconceptions occurring in following years. It is apparent that Alices previous teaching has not allowed her to access the topic in a way that she can understand it. Teachers must consider both their teaching styles and childrens learning styles when approaching areas that children can easily misconstrue. The following years class should be given the opportunity to explore the concepts and theory behind multiplication and division, this may not be in line with the NNS (DfEE 1999)) order, but may provide those children with a greater comprehension of the operations they are carrying out. Once they are confident with the reasoning their manipulation and computation of numbers should be secure due to their underlying understanding. Emilys work shows four calculations with vulgar fractions. It is apparent that she is working horizontally to complete the sums either adding or subtracting the two numerators and the two denominators. The NNS (DfEE 1999) identifies that children from year 4 upwards should recognise the equivalence between fractions and at year 5 should be able to recognise from practical work simple relationships between fractions part 6 p.23. It appears from Emilys work that she does not understand the relationships. In the first question (shown below) she has to add two fractions with the same denominator.

Personal experience in leadership Essay Example | Topics and Well Written Essays - 1250 words

Personal experience in leadership - Essay Example paternalistic leaderships has various merits, combining transformational and transactional leadership styles dependent on the situation, offering better outcomes. I have always believed in achieving results efficiently and also that leadership is earned, it is not granted. In my past experiences, I have come across quite a few situations that tested my leadership skills and I believe that there were a lot of things that I could have done differently to make the situation or the outcomes relatively better. I have always found the quote of General George Patton quite overwhelming, â€Å"Lead me, follow me, or get out of my way†. The quote clearly states a desire to be lead, learn and be capable of influencing people; especially it focuses on getting the task done and overcoming the obstacles offered. There are various theories offered about leadership out of which situational leadership appears to be the most accurate one (Schermerhorn, 2001). Although leadership is an offshoot of the leader’s personality however situational factors cannot be ignored. Considering the audience, one may have an approach or attitude towards the situa tion in hand (Hersey, 1984). However, it is important to note that where leadership styles may vary according to circumstances, the main aura of leader’s personality remains relatively constant however for effective results, altering leadership style according to the situation may remain immensely helpful (Northouse, 2010). Through many online tests and self-assessment of my leadership style, I have come across the fact that my natural leadership style is of paternalistic nature (Erben & Gà ¼neÅŸer, 2008; Gerhardt, 2012). I find it more comfortable to develop strong relationships with my team, set clear objectives and provide enough time, effort and guidance to the team members in order to achieve the desired objectives. There are various instances in which I had a chance to

Film Review Movie Example | Topics and Well Written Essays - 500 words - 2

Film - Movie Review Example , Lee decides to take the law in his own hands in the film and his character is portrayed as one distrusting unfortunate black man who could not trust the white jury in the court. Lee is later arrested for the double murder but despite many efforts made by the local black leaders to convince Lee to take their help instead of relying on a white lawyer, he remains unmoved and sticks to his chosen lawyer in the hope that this would save him from the clutches of racial discrimination. With the help of making sensitive social issues like racial discrimination and capital punishment important features of the storyline and starring a very dedicated cast, the director of this movie successfully manages in making one of the most compelling motion pictures of all times and getting the right level of enthusiasm and attention from the viewers. Instead of wasting the time of the viewers with running some eye-popping action and bloodbath scenes on the screen, this movie basically aims at conveying some meaningful messages while taking care to stay away from focusing on an over and over again repeated sort of a plot. The interesting point is that the messages are not conveyed to the public like pastries served in plates, rather it is up to the public to smartly dig underneath the propaganda portrayed in the movie by intelligently relating with the well though out plot. In â€Å"The Time To Kill† the American Legal system is not portrayed positively in most instances. First, Lee himself is shown as distrusting the white judges in the court, thereby he ends up hiring a white lawyer for himself and rejects the help offered by the black community. Secondly, there is one scene in the movie in which Brigance, the white lawyer hired by Lee, explains to the judges the trauma done to Lee’s daughter by the rapists. During explaining the sadistic acts, Brigance asks the jury, â€Å"Now imagine she’s white.† (Ebert). This is a highly distrusting sort of a statement which clearly shows