Multiple questions Assignment Example | Topics and Well Written Essays - 500 words

Multiple questions - Assignment Example Additionally, the teachers also point out that finding help from senior teachers may also be an important inclusion in these strategies. Based on your reading and on this video, do you agree with the master teachers in this video case who believe that standardized testing "offers the opportunity to reflect upon your teaching practice?"   Why or why not? Standardized testing provides a tutor with an opportunity to effectively analyze their teaching practice. Standardized testing enables a tutor to generally create assessment systems that equally reflect the performance of every student. Additionally, the tests are effective enough to generate reliable results that reflect the performance of a tutor in regards to performance by their students. Collaboration requires understanding among teachers in an institution. Collaboration refers to the generation of ideas collectively by all teachers. However, a tutor should be able to look for friendly tutors who maybe willing to help. Additionally, collaboration should be agenda based as tutor should seek collaboration to generate a solution to a particular problem. The master teachers in this video suggest that it is important to use student test data effectively.   How does one use test data effectively?   What are some challenges that might be encountered during this process? Test data can be used effectively if the collection of the data is accurate. Additionally, test data should be collected from reliable test that may reflect the exact potential of the students. Possible challenges may be generated from biasness from collecting the data. Data collection questions may also be limited to testing the actual student abilities. In the video, the teachers believe in teacher’s empowerment through collaboration. They also use collaboration as decision making tool (01_CollaborationColleagues.mov). The tutors come together was a work group. They

Critically Analyse the Interpretation of Umbrella Clause in Investment Essay

Critically Analyse the Interpretation of Umbrella Clause in Investment Treaties - Essay Example investor in a host state.3 One such device is the umbrella clause. 2. Definitions of Umbrella Clause The umbrella clause is also known by other terms, such as the observance of undertakings clause, the observance of commitments clause, the pacta sunt servanda 4 clause, the sanctity of contract clause, and the mirror effect clause.5 There is no fixed wording for the clause, but it’s different manifestations are all to the effect that obligations are imposed upon the parties for those circumstances for which the contract had not specifically provided. The benefit of umbrella clause is that it can encompass all types of commitments whether express or implied, contractual or not contractual.6 The clause’s broadest version may be stated as: â€Å"Each Contracting Party shall observe any obligation it may have assumed with regard to investments.†7 As Dolzer & Stevens describes, the provision of umbrellas clause intends to ensure that contracting parties in an investmen t agreement should honour their commitments towards citizens or investors of other parts.8 Consequently, The effect of umbrella clauses is for arbitral jurisdiction to be extended more broadly to investment disputes that involve alleged default by the host state in meeting any obligation it owes to the foreign investor. Through umbrella clauses, therefore, the investor secures the state’s observance of its commitments. More state acts are thus brought â€Å"under the umbrella of protection of the treaty.†9 There are far-reaching effects of umbrella clauses, the most important of which is to extend violations of a contract relating to an investment to the status of treaty violations.10 The conventional concept of the umbrella clause was best put forward by Noble Ventures v Romania,11 which held that â€Å"the purpose of the parties in adopting an umbrella clause was ‘to equate contractual obligations governed by municipal law to international treaty obligations a s established in the BIT.†12 3. Evolution of Umbrella Clause Long before BITs were the norm and when investor-to-state arbitration was still unheard of, the only recourse of an individual who felt aggrieved by alleged illicit acts of the host state was by diplomatic protection. Traditional international law insulated governments against the direct claims of private persons (corporations and individuals), requiring aggrieved foreign investors to secure the consent of the host country before it may seek redress.13 It was a rule of customary law that a state may exercise its right of diplomatic protection only if a breach of international law has taken place, and its national has suffered some form of injury as a result thereof. The term umbrella clause was first used by an prominet international scholar Elihu Lauterpacht in a claim against Iran due to nationalisation of iranian oil fields when claim was made by the Anglo-Iranian Oil Company in 1953-54. Lauterpacht supported that an â€Å"umbrella treaty† would be implemented infringement of which would make the infringement if the

Two World Wars of the 20th Century Essay Example | Topics and Well Written Essays - 1000 words

Two World Wars of the 20th Century - Essay Example As the report declares World War I was immediately triggered by the assassination of the Crown Prince to the Austro-Hungarian Empire, Archduke Francis Ferdinand, by a Serbian nationalist in Sarajevo on June 28, 1914. Serbia wanted to be independent from Austria-Hungary and saw the assassination as a way to put their message across. When Austria-Hungary and its German ally attacked Serbia in retaliation, the latter’s Russian ally came to the rescue together with their allies Britain and France. World War II was like a continuation of the unfinished business of World War I where Germany aimed at strengthening its hold on Europe by having a large Empire under its control. Its ambition for world domination thwarted by their loss in 1918, Germany began building up its armed forces and its military power under the guidance of misguided politicians with grand ambitions. This paper stresses that both wars featured heavy casualties because of the use of technology. While the wars in previous centuries were marked by battles of mass troop formations, the two world wars became the laboratory for weapons of mass destruction in the form of poison chemical gases, landmines, explosive projectiles that were created to inflict death or serious injury from remote locations, armored vehicles that could carry troops and ammunitions across great distances, and in Japan in 1945, the use of atomic weapons that claimed many civilian casualties and that flattened two cities. World War I affected a few countries, mostly in Europe. On the side of the Allies were Britain, France, and Russia, but there were troops from the United States, Australia, northern Africa, and Eastern Europe. The Axis powers were Germany, Austro-Hungary, and Italy. World War II affected more countries with the entry of Japan as one of the Axis powers carrying the war to island nations in the Pacific and the Asian continent. The impact on world

Making Sense of Change Management Essay Example | Topics and Well Written Essays - 1250 words - 1

Making Sense of Change Management - Essay Example It accounts for an organizational process which is aimed at the empowerment of the employees towards accepting or embracing a change in their organization or business environment. The strategy begins with a systematic approach for diagnosing the present situation for determining both the need for change and also the capacity of the organization to implement changes. However, at the beginning of the plan, the purpose, objective and process of the change must be specified to every member of the organization. Most organizations have acknowledged the idea of managing innovation in their organizations. In fact, the performance of innovation varies greatly across organizations which suggest that both the organizational and structural factors affect the influence of innovation on performance (Bessant & Pavitt, 2005, p.13). Â  The project aims to explore the changes and innovation management strategy undertaken in US-based Apple Corp Ltd. It makes an analysis of the effectiveness of the strategy undertaken in the organization in bringing about the change with a presentation of suitable arguments to support the topic. Â  The change management strategies are explained in terms of Kotter’s eight steps to change. The theory is one of the most important and most widely accepted texts in modern organizations. It defines eight steps in which changes can be implemented in organizations effectively. Although the steps are primarily meant for organizations, they also find application in personal change initiatives. Successful change management is also explained in terms of the Lewin’s model of organizational change.

Luck Club Essay Example for Free

Luck Club Essay Published in 1989, The Joy Luck Club is the first novel written by Amy Tan that narrates about the lives of four Chinese-American immigrant families who are living in the United States. â€Å"Two Kinds† is one of the chapters in this book that focuses on the conflict between a mother and a daughter as a result of generation gap and cultural differences. Shu-Huei Henrickson, an instructor of English at Rock Valley College in Rockford, Illinois, wrote a criticism on the novel and explores the reasons for the popularity of The Joy Luck Club and the various narrative techniques used by the author to give life to the conflict and resentment that arise between a mother and a daughter in the novel. In his criticism, Hendrickson initially introduced the background of the author and listed the novels that she has written. A comparison was also made between Amy Tan’s narrative style and that of other ethnic authors in the Asian American Literature. He believes that the success of the novel is due to Tan’s excellent treatment of the mother/daughter relationship. Normally texts of mother/daughter focus on the daughter’s struggles for identity and the mothers supporting role position. In the case of this novel, the central focus is on the lives of the mothers. Hendrickson quoted another critic, Maria Heung’s description of The Joy Luck Club who said, â€Å"What distinguishes Tan’s text from other ethnic novels is the ‘foregrounding of the voices of mothers as well as of daughters’. † This unique style makes The Joy Luck Club an outstanding Asian American literature. Hendrickson further analyzes Amy Tan’s narrative techniques. He pointed out that the author’s first narrative technique uses multiple points of view in recounting the stories. In these four pairs of mothers and daughters’ stories, there are sixteen interlocking tales. The stories are divided into two parts, one for the daughters and one for the mothers. â€Å"The mothers are all depicted as strong and determined women who play significant roles in the daughters’ lives. † Hendrickson considers this as a unique technique. In Jing-Mei Woo’s story (Two Kinds), a high standard of maternal expectation is manifested as Jing Mei’s mother forces her to practice playing the piano. This vivid depiction shows the significant role of the mother in the story. Through the significant presence of the mothers, Tan reinforces the conflict between the mothers and daughters that stems from their cultural and generation differences. In addition, misunderstanding arises due to their linguistic differences. Hendrickson believes that the central theme of The Joy Luck Club is the lack of shared languages and cultural logic between the Chinese immigrant mothers and the American-born daughters. Nevertheless, the mothers are not given any insignificant roles in the stories and their concerns are noteworthy in this novel. The second narrative technique that Hendrickson pointed out is the presence of realistic dialogues. In the story, the mothers are speaking imperfect English. Tan directly captures these dialogues and clearly shows it to the readers. Thus, the linguistic and cultural differences between the mothers and daughters are directly felt throughout the story. This is one of the remarkable features of the novel. Hendrickson also criticized the racial identity and the concluding part of Jing-Mei’s story. However, this part will not be discussed since it is no longer related to the chapter, â€Å"Two Kinds†. Hendrickson considers the mothers in The Joy Luck Club as â€Å"heroines†. They are different in comparison with other Asian American literature that has portrayed them as discreet and modest. Because of their significant presence and Tan’s unique narrative techniques, The Joy Luck Club is considered as a special and excellent literary work. Response: The chapter, â€Å"Two Kinds† may provide us with a minute idea of the existing conflict between two generations of women who were raised in two different environments – the mothers in an oriental country and the daughters in a western environment. However, without the benefit of viewing the film and reading the novel, one would not be able to imbibe the conflicting reality of seeing families of the same race living in conflict as a result of generation and cultural differences. Fortunately, I have seen the film, â€Å"The Joy Luck Club† a few years ago and without a doubt, the movie is great. Although I have not read the entire book, I could only imagine the novel to be as good if not better. Personally, I agree with the critic, Shu-Huei Hendrickson’s opinion in the conflict between Suyuan (mother) and Jing-Mei (daughter). The daughter, Jing-Mei was born in the United States while the mother, Suyuan was born in China, and later immigrated to the US. In most family situations, mothers and daughters tend to establish a close bond but this kind of relationship was not present between Suyuan and Jing-Mei. Both were emotionally apart and they have not developed a close relationship. Since Jing-Mei was raised in a country where freedom of choice abounds, her young mind could not accept her mother’s desire to have a daughter who is willing to obey and follow everything that a mother says. Forcing her to take piano lessons against her wishes only made their relationship worst. On the other hand, Suyuan does not understand her daughter’s desire to establish her own identity and independence. For Suyuan, the road to success in the US requires one to speak the American language fluently. Hence, she compelled Jing-Mei to speak in perfect English. Suyuan desires the best for her daughter as she does not want her to experience the painful life that she had in China. This however was not fully accepted by Jing-Mei. Language barrier and cultural gap has widened the difference between the mother and the daughter. Suyuan’s dream of giving Jing-Mei the best of life is often misunderstood by her daughter who wanted to be free from the clutches of her mother. Since I am a student from China, I can relate to the story than most American readers. Suyuan’s hopes and dreams for her daughter are common among parents in my country. In China, people do not enjoy the freedom to do whatever they want. We are not given the opportunity to achieve our dreams. When we set foot in the United States, we want to identify with the Americans and embrace the country that is known as the land of freedom and hope. Our thirst for freedom is so intense. Chinese-American people who were born in the US like Jing-Mei have never experienced the life of those who lived in China during the nineteenth century where freedom never exist and people’s lives were in the hands of the communist government. I agree with Hendrickson’s view that Amy Tan uses the first narrative technique in writing her novel effectively. She uses many dialogues that project the voices of mothers and daughters. I can also relate to the challenges of trying to speak English fluently while thinking and translating Chinese words into English when I saw the scene where Suyuan speaks imperfect American English while shouting these words to Jing-Mei, â€Å"Only ask you be your best. For your sake. You think I want you be genius? Hnnh! What for! Who ask you! † Amy Tan has mastered the use of narrative technique in ways that many writers could not imagine. Her unique and effective techniques have drawn many readers to read her novel, watch the movie and relate to the challenges of two generations of women who are living in the land where freedom abounds and dreams turn into reality.

Presentation of War in Literature | The Man He Killed and Dulce Er Decorum Est

Presentation of War in Literature | The Man He Killed and Dulce Er Decorum Est The Man He Killed by Thomas Hardy (1840-1928), and Dulce et Decorum est, by Wilfred Owen explore the theme of war, they both take similar views on life during and after the treacherous times that war created, and its lasting effects. However, the poets choose to display these feelings through their poetry in different ways. In Hardys poem, the poet adopts the person of a war veteran in the Boer war. The poem is about his actions in this war and their lasting effects. In Dulce Decorum est, the poet prefers to take a step back, he is not as directly involved as Hardy, yet he continues to get his message across very effectively by describing the horrors he witnessed. Though the poems were written in different wars the messages they portray are very similar as the poems do not divulge into the actual wars they were based on, but, instead on the inner dynamics of war on a whole. Wilfred Owen is known as being one of the most famous poets of the First World War. He wrote Dulce et Decorum Est while he served as a soldier in the appalling conditions of the trenches. Dulce et Decorum Est gives a distressing account of the futility of war, generated from his own personal experiences. It was composed during the summer of 1917 when Owen wrote a series of poems about the war. The preface to this collection was My subject is War, and the pity of War. This shows Owens view to war and his purpose for writing the poems was to show the disgusting horror that war created to an ill-informed and uneducated audience back at home in England. Though the war made Owen famous it ultimately led to his demise a year later. The Man He Killed by Thomas Hardy was written to express Hardys beliefs. Hardy felt that war was inhuman, he despised the heartlessness atrocity between men. The poem is specifically addressed to the Boer War, which Hardy was passionately against. The poem may seem very simple at first but in fact it is a very skilful one, it is hampered with irony and Hardy makes interesting use of colloquialism (writing in a conversational style). Hardy titled the poem The Man He Killed, in the third person. However, the poem is narrated in the first person. The person in the poem, the he in the title and I in the poem, is clearly a soldier of the Boer war attempting to explain and perhaps clarify the reasons to kill another man in battle. The short lines, simple rhyme scheme, and colloquial language make the poem almost like pleasant nursery rhyme as it is so simple and easy to read, however, this is an ironic contrast to its less than pleasant subject. In Dulce et decorum est, Owen is showing how the press and public at home were comforting themselves in the belief that all the young men dying in the war were dying noble, heroic deaths. Owen on the other hand, shows how the reality was quite different; the young men were dieing horrible and obscene deaths in the trenches. I believe that Owen wanted to open the eyes of the reader to what was really going on in the war to illustrate how vile and inhumane war really is. The first line sets the tone for the rest of the poem Bent double, like old beggars under sacks. He uses the simile like old beggars to show how the average soldier was not being treated nobly or with respect but like someone the lowest class (a beggar). It also shows how the young, vibrant boys who signed up had the life taken out of them by the war and were becoming old well before it was their time. This put the reader in the right frame of mind about the war, it casts out any false pretences they had about the war and opens their eyes to the inhumane truth war created. He uses bitter imagery like coughing like hags and But limped on, blood shod. All went lame; all blind; Drunk with fatigue to show how these apparent youthful and strong men had been broken by the war and become prematurely old and weakened. Owen takes pity on these tired and weary soldiers as he describes them in the most unglamorous, inglorious manner. Similarly, in The Man He Killed, Hardy also banishes a common misconception about war, that killing a man was a dignified and noble thing to do. In the first stanza Hardy establishes that things could have been different in more favourable circumstances between him and his foe: Had he and I but met they could have had a drink together By some old ancient inn. However, in the second stanza, Hardy shows the true circumstances in which they did meet, which is in stark contrast to the first stanza. Ranged as infantry Hardy once again reemphasises the point that the men are not natural foes but have been ranged, which means that they have been set against each other by someone elses decision. The phrase as he at me indicates they are both in similar situations. This tells the reader how your foe may have been your friend in indifferent circumstances but because someone higher has said they are your enemy means you must kill them, in essence you must banish your own moral and personal view s on the person you are about to kill because someone has told you, falsely, it is your duty to kill them. Like Owen, Hardy takes pity on the soldiers, as it is not their fault, as he shows it is kill or be killed in war. In The Man He Killed, Hardy also exhibits the dark side of man, especially his capacity for violence and cruelty. He does this in the last stanza where concludes with a repetition of the contrast between his treatment of the man he killed and how he might have shared hospitality with him in other circumstances, Youd treat, if met where any bar is, or even been ready to extend charity to him Or help to half a crown. Before this he says that war is quaint and curious, as if to say war was is bit of a harmless puzzle. This may give the impression that war is undamaging and acceptable, but as the reader now knows from the events described in the poem and the knowledge he already has of war, make it clear that Hardy applies this phrase quaint and curious with great irony, knowing full well that this statement is far from the truth. It forces the reader, through Hardys irony, to divulge deeper into the ethics behind war and the brutality and inhumanity it creates, and to consider how human s are often victims of sheer circumstance and fate, which has lead them to take another persons life. Hardy has very cleverly through colloquial language and simple statements, made the reader think as though they have made a judgment of whether war is right or wrong on their own, when really Hardy has inconspicuously made that decision for them. Furthermore, Owen also shows how war has changed man into a killing beast. He concentrates on the use of mustard gas, a new devastating weapon used in the First World war. If inhaled without the protection of a mask, the gas quickly burns away the lining of the respiratory system. Owen shows this as he compares the soldier who has breathed in the toxic fumes with a man consumed in fire or lime. When you have breathed in the fumes, it is of often compared with drowning, as mustard gas effectively drowns people in the blood from their own lung tissues. Owen then skilfully uses a metaphor to tie into the drowning theme as he says As under a green sea, I saw him drowning. This was because Mustard gas had a green colour, he calls it a sea to show how it was impossible to get away from. Owen continues this aquatic theme as he views this floundring man as if through an underwater mask, Dim through the misty panes. This gives the impression that Owen was unable to fully access the situation through his gas mask, there is also a helplessness felt by Owen as there is nothing he can do, which adds to the surreal and nightmarish atmosphere of the poem, in all my dreams, before my helpless sight. This dream then becomes a harsh reality as the guttering, choking soldier plunges at the helpless speaker, seeking help, in an effort to escape his inevitable death, Owen uses triple emphasis to engrave this astringent image in the readers head. Owen can do nothing for the man; there is still a feeling of responsibility and guilt. This vivid imagery creates a bleak image in the readers mind, Owen is trying to make them question whether the suffering and torture created by war is really worth it. His despair at war and the loss of morals it results in are shown in phrase sores on innocent tongues, as Owen realizes that this soldier, though he is fighting in a war, is innocent and there was no reason for him to die in this way. Owen then uses alliteration to further emphasize the inh umanities man does to man by describing the soldiers slow death, he repeats initial consonant sounds in closely related words wagon, watch, white, writhing. Owen then continues to use bitter imagery combined with similes such as, Like a devils sick of sin to describe the soldiers dying face. This exceptionally dramatic imagery creates a lasting and distressing impression on the reader, as Owen reveals the true horrors that go on during times of war. In The Man He Killed, Hardy illustrates that the reason for killing a man because they are your foe is not good enough. This is shown in the third stanza. The colloquial style Hardy uses enables him to repeat the word because, when he is trying to justify the reason for killing the man, implying hesitation, and therefore doubt as he doesnt know why he killed him. He uses repetition of my foe and the of course this also shows that there is an element of doubt as the speaker tries to convince himself of his justification for the killing. Hardy has already made it clear that the men fighting each other because of an artificial hostility created by others. He adds at the end of the stanza Thats clear enough which is obviously ironic, as the reason for killing is far from clear to the reader because of the reasons above. The last word of the stanza although ultimately destroys the whole entire believability of the reason he has just given. I believe the main point of this poem is to show that there is never a good enough reason to kill another man. Hardy shows this through illustrating how these men would have been friends if they had met under different circumstances yet because someone has said they were there enemy this was a good enough reason to take the other persons life, thus showing how war is a pointless and frivolous act. On the other hand, in Dulce et Decorum est, Owen in not against the reasons why soldiers are killing each other but the fact that these young, innocent and possibly naive men were signing up based on the belief that it is sweet and fitting to die for your country (which is Dulce et decorum est the title of the poem in Latin). At the end of the last stanza, Owen sums up the poem. Owen speaks directly to reader calling the reader my friend, this draws the reader into the poem. He says you would not tell with such high zest, to say directly to the reader that if they had witnessed the horror that he had witnessed then the readers attitude towards the war would change. Therefore, the reader would not repeat patriotic slogans to make people sign up, To children ardent for some desperate glory. The title of the poem Dulce et decorum est is used with a certain sense of irony as the poem is all about how it is not sweet and fitting to die for your country. However, Owen abandons this irony a nd just says The old Lie, showing how more soldiers will die in the circumstances of the fallen soldier in this poem, if the reader continues to spread that lie to young men who have been blinded by this sense of patriotic duty to their country. The final line brings about the full chilling effect of the poem Pro patria mori: to die for ones country. Owen shows how people are signing up to the war on lies like Dulce et decorum est, however, this is far from the truth as nobody deserves to suffer the fate of the fallen soldier in the poem for their country. Within Dulce et Decorum Est the poet utilises a variety of powerful poetic devices in order to depict death in war as a brutal and horrifying experience. It is through the use of this simile that the poet arouses the sympathy of the responder as they witness the grotesque nature of such a death. In Dulce et Decorum est Owen masterfully uses a variety of potent poetic devices to depict the horrifying nature of death in a war to stimulate a response from the reader. He uses metaphors and similes to provoke sympathy for the people who were dying in the war, as the reader witnesses the grotesque death of the soldier who died in the poem. By doing this Owen portrays his message in a very bold and tasteful way. In The Man He Killed Hardy uses a colloquial style of writing combined with an ABAB rhyme scheme, this makes the poem very easy to read and long lasting. Hardy uses slang to get the reader involved in the poem, this allows Hardy to make a strong point in highlighting the irony behind how war can turn friend into foe simply by association and sway the reader against war. Both poems are against war and the reasons and ethics behind them. Though Hardy uses a more direct approach to get his point across, both poems successfully complete the objective that the poets had for them , which was to open the readers eyes to the true reality of war.

Anna Pavlova Ballerina Biography

Anna Pavlova Ballerina Biography Anna Pavlova, a famous Russian ballet dancer best known for changing the ideals for ballet dancers, was the first to make ballet popular in America and the rest of the world. Her love for classical ballet, determination to perform her love for the arts, influences and zest can still be evidently felt. Born on 31 January 1881, in St. Petersburg, Russia, Anna Pavlova was awestruck by the first ballet performance she watched and was intent on becoming a ballerina. Petite Pavlova entered the Imperial Ballet School in 1891 despite not having the preferred body type of a ballerina which was a strong, muscular and compact body. However, she gave the examiners enough confidence that she would work hard and excel. In the later years, Pavlova became one of the most astounding ballerinas. Young Pavlova was a talented and hardworking student. Training years were difficult due to her special physique. She was considered physically weak as she was small and thin coupled with highly arched feet unlike the preferred body of a ballerina at that time. Pavlova was fed with cod-liver oil which tasted awful to her in the hope of getting the ideal body. Even so she remained slender. In order to improve faster, Pavlova tried imitating other ballet dancers. However her teacher, Pavel Gerdt taught her to  understand her unique dancing of daintiness and fragility and the importance to dance out those rare qualities. Her zeal for ballet was remarkable; she worked hard to strengthen her weakness and also with what she had instead of trying to be someone else. Her willingness to overcome these obstacles at such a young age is commendable. Soon, Pavlova grew in gracefulness and could stand in a way that her body formed a beautiful line where she was able to bend and twist her torso wi th ease and grace. Instead of mastering multiple fouettes turns and other technical steps that the muscular Italian style had induced at that time, Pavlova danced poetically and expressively. She stood out.. Finally upon graduation, Pavlovas hard work paid off she graduated as a first class dancer. After Pavlovas school years, she continued training hard to improve her technique and even took extra lessons with different teachers such as Christian Johansson, Madame Sokolova and Nikolai Legat. Pavlova graduated at a time where virtuoso Italian ballerinas and a muscular ballet stylewas popular. Although Pavlova had mastered difficult steps and ballet technique, her highly arched feet were still too weak for the flamboyant pointe work. She experimented with ways to wear her pointe shoes with the hope of maximizing her potential. Through experiments, she discovered that by adding a piece of hard leather to the soles, the shoes provided better support. Many people thought this as cheating because ideally, ballerinas should be able to hold their own weight on their toes. However, her idea enabled her to perform better and allowed her to balance in her arabesque with poised and elegance inflicting less pain and  hence easier to sustain on pointe. In doing so, Pavlova created what is known as our pointe shoes today. Being able to go on pointe with ease and having a beautiful extension, flexible torso and tremendous feminine expressive dancing, Pavlova set a higher aesthetic of beauty in ballet where ballet dancers were able to perform with poise and elegance like a princess. With the recreation of the pointe shoes, there was a demand for brilliant and fancy footwork like jumps, multiple turns and balances and that of ballerinas performing on pointe. Pavlovas extremely strong stage presence caught a lot of attention and impressed several people such as leading ballerina, Kchessinskaya and ballet master Marius Petipa, who later became her most revered mentor. Pavlova started off performing at the Maryinsky Theatre playing minor roles. Although she was only able to perform short solos, she was not disheartened. Learning under Petipa, Pavlova improved tremendously earning the title role in Paquita, Princess Aspicia in The Pharaohs Daughter, Queen Nisia in Le Roi Candaule, and Giselle. She was named coryphà ©e in 1902, premià ¨re danseuse in 1905, and finally prima ballerina in 1906 after a resounding performance in Giselle. Petipa would edit various ballet variations to suit Pavlova and her unique style of dancing. With the collaboration between Pavlova and Petipa, they made ballet very popular and was highly demanded in places after Pavlova had performed. Pavlova and her ballet were so popular that she had a fans base who called themselves Pavlovatzi. Pavlovas popularity and fame rose with every performance she undertook, both at home and overseas. However she remained humble and danced genuinely. After earning the valuable title of Prima Ballerina in a mere four years, Pavlova traveled around the world to promote ballet. She felt that she needed to venture around the world to look for her true identity as a dancer coupled with the desire to be the best ballerina ever. It lasted for many years and took her all over the world. Pavlova left the Maryinsky Theatre and joined another company where she performed The Dying Swan which became her trademark. Pavlova performed extensively, even if it meant small stages. She was sincere in all her performances that she always took the audiences breath away. Pavlova and her company traveled extensively introducing classical ballet to the world. Countries such as China, India and Australia were touched by her sincere performance. Her first appearance in America, at the Metropolitan Opera House was an astounding one. Most of the American audiences had never seen classical ballet and critics could not depict what Pavlova had offered to them. They concluded however, that it was beautiful. Pavlova appearance in the various countries not only overwhelmed the people with her elegance and grace in dancing but also introduced a new kind of art form, classical ballet. Subsequently, there was a rise in demand and a higher expectation for ballet performances of both technique and aesthetics. Increasingly more people became interested in learning the art form as they wanted to dance as gracefully and elegantly as Pavlova. Pavlovas performance was always awaited enthusiastically. In 1904 when Russia was in chaos, Pavlova fought for dancers rights such as a  raise in the unjustly low salaries. She was firm in upholding her principles, ;Pavlova was insistent and determined in her values but at the same time respected what others wanted to do. Pavlova had little regard for the wealth she obtained, she was more interested in spreading her love for classical ballet. She would donate generously to charities and to dancers who were paid low. This provided the dancers with a motivation to work hard so that their daily expenses were less of a worry. Shortly after becoming the Prima Ballerina at the Maryinsky Theatre, Pavlova left the company travelled around the world to promote ballet and later setting up a company of her own. Since then she contributed greatly to both the arts and her home town financially and artistically. Although she was on tour during World War I, she gave special charity performances to raise funds to send home and for the needy, making sure that ticket prices were affordable. At the same time, she promoted classical ballet to places where it was foreign to them. Hence more people had the chance to have a glimpse at classical ballet Pavlova used her love for classical ballet as a source of comfort to the audience. In addition, she was very patriotic. She established a home for Russian refugees and sent large amounts of everything she could to help them including from her own private resources, vast entertainments and charitable performances. She believed that through dance she would be able to make and help patrons forget their problems, or the very least forget their problems momentarily during the performance. Her sincerity and utmost respect for the audience during the performances always awed them and this was what made her very special. Pavlova never believed in teaching her students how to imitate her in dancing. Pavlovas student would try to intimate her style of dancing, following her sentimental and melodramatic expression, which she would never hesitate to rebuke the student. She believed that by intimating another, one would only be a dancer without a soul. Everyone is special to her and that no one is replaceable. She too did not believe in teaching a dancer to be a technical dancer, she felt that expressing inner beauty and feelings was more important because that was the way to create sincerity in dancing. Hence Pavlova always taught her students to dance with their heart leading to genuinely performed movements. In 1931 she contracted pleurisy. An operation would have saved her life however she would never be able to perform again. With her love for dance, Pavlova chose to die. In the end, she died before she was able to perform The Dying Swan on stage. Pavlovas love for dance and ever lasting determination to do her best in perfecting what she loves is widely recognized in the world. It was because of her that ballet and the usage of her handicraft, the pointe shoes became popular till this day. Through her undying love and creativity in creating wonderful performances in classical ballet, Pavlova touched the hearts of many people. Pavlova taught people the true meaning of art through her sentimental and melodramatic style of dancing. As a result, ballet moved beyond mastering techniques, to the expression of inner beauty and sincere feelings. Pavlova taught people to be sincere with themselves and only so will they be able to perform sincerely. Similarly, her strong character has taught many people to be  humble and to have self respect for themselves, the art form and the people around them. If not for Pavlovas insistence, classical ballet or any sort of dance would not have been taken seriously or respected till today.