Linear B Archives and the Mycenaean World

Linear B Archives and the Mycenaean World What contribution do the Linear B archives make to understanding the Mycenaean world in respect of one of the following: social organisation, cult practices, stock breeding and agriculture, warfare, bronze working? The Linear B archives provide us with the earliest primary evidence about Mycenaean palatial civilisations[1] and an unparalleled insight into the nature of Mycenaean warfare. The archives consist of approximately five thousand clay records[2] and contain information on armour, weapons, chariots, naval warfare and subsidiary details about possible troops. The importance of these documents is greatly enhanced by the complete lack of historical accounts[3] from this era, and also the fact that nearly all of the ideograms used in the archives are devoted to armour, weaponry, horses and chariots[4] means that they are of intrinsic value to the understanding of warfare in the Mycenaean world. However, there are limitations with the Linear B archives, particularly in terms of their chronological range, inventory style and perhaps bias representation of the importance of warfare under normal circumstances. It is also important to consider what other discoveries have made vital contributions to our understanding of Mycenaean warfare, such as the palaces themselves, surviving weapons and representations of war or armour in art. Since all of the tablets come from the palatial centres, one of their most important contributions is that they tell us directly about the economies of the palaces and that their main focus’ were ‘military preparedness’[5], defensive strategies and the wealth to support these things. The Linear B archives record information about the production, refurbishment and also the distribution[6] of many different types of military equipment. It is possible to interpret from the archives, that the Mycenaean’s used a very centralised system to gather and organise military equipment and that this was based around the main palatial complex. Evidence for this can be seen in a tablet from Pylos which lists sixteen different places that were responsible for supplying an amount of bronze in the form of heads for arrows and spears[7]. The tablets also directly show the extent that these palaces were concerned with having a fully equipped force[8], this is mainly due to the sheer number of references to armour and weapons throughout the archives. The many tablets depicting armour are especially useful when trying to understand Mycenaean warfare. Tablets at Tiryns[9], Pylos and Knossos all record suits of armour and provide us with evidence for the use of armour across a wider range of palatial centres than archaeological finds would suggest. At Pylos the tablets mention at least twenty suits of armour with the ideograms for a cuirass and a helmet, and at Dendra there are at least one hundred and forty suits recorded in the chariot tablet[10]. The ideograms themselves are of great value because form them you can see the style and type of armour which is very similar to the suit which was discovered at Dendra and those described by Homer[11]. Not only do the archives provide evidence for the use of armour they also give us some indication of the value of the armour itself. In some tablets the ideogram for armour is replaced with one for a bronze ingot[12], this could be interpreted as a representative of the value of the armour or perhaps as an approximate quantity of material used to make the armour itself. A further contribution made by the archives is the existence of an illustration on the reverse of a tablet. The drawing shows a man wearing greaves and drawing his sword, and was probably the work of a scribe while he was waiting to make his recordings[13]. This is particularly interesting as it allows us to see the influence that warfare may have had on a member of Mycenaean society who chose to sketch this scene and its shows the weapon and armour which was associated with a soldier. Weapons are an essential part of warfare and were a major resource recorded in the tablets. The importance of weapons to the Mycenaean’s can be clearly seen in a tablet from Pylos which records a quantity of recycled bronze by the number of arrow or spearheads it would be able to make[14]. The tablets also contribute to our knowledge of which materials were being used to manufacture weapons, for example we can tell that most weapons were being made from bronze because articles of iron were never mentioned in the tablets[15]. The use of ideograms to depict weapons allows us to partly see how the weapons would be used; thrusting spears, throwing javelins, slings and bows are all shown in the tablets[16]. The ideograms are also useful because it is possible to compare types of swords or daggers by looking at what is different between each separate ideogram. In the Linear B archives there have been large numbers of tablets devoted to chariots or their trappings. Many of these regions have rough terrain so this is often seen as particularly surprising. One example is the region around Knossos, which was, and still is, especially mountainous and the only way to use a chariot would be to bring it to the beach or to the plains some distance away[17]. Records relating to chariots include; a tablet from Pylos listing one hundred and fifty one chariot wheels[18], and the Knossos tablets featuring several hundred chariots and spare parts[19] along with individual inventories which record a name, chariot, horses and a suit of armour[20]. However, of particular interest in terms of chariots are a few texts from Knossos and Pylos. The first, from Knossos, records the distribution of defensive armour to each of the chariot crew[21]. The texts from Pylos, which were found in the Northeast Workshop, list leather items that relate to chariots, some examples are reigns, halters, bridals and saddlebags[22]. These groups of tablets provide us with information that not only supports the other Linear B evidence, but also archaeological finds as well. The archives have far more limited information in terms of naval warfare. At Pylos there are some unclear references to over six hundred ‘rowers’[23], and lists of coastal settlements[24], when considered together, these could be interpreted as naval organisation or defensive preparations. A further important addition to our knowledge of naval warfare is the drawing found on the reverse of a tablet in Pylos, its shows an image of a ship. The image is not only comparable to an ideogram used on a tablet from Knossos, but it also resembles the ships used not by the Mycenaeans but the Minoans[25]. One could argue that there were possible overlaps in the style of ships used from the Minoan period into the Mycenaean era. The contributions made by Linear B are undeniable, but on the other hand it is also vital to consider the disadvantages that these archives have. The records themselves were not intended to be long lasting[26] as they were only preserved by chance. They are in a way comparable to the modern post-it note: a disposable, cheap and transportable way of recording data. The survival of the tablets is also completely random[27], which means that we are often left with fragmented topics and it impossible to tell how complete the archives we have are. The archives are also only based on a certain group of palatial centres and so there is a possibility that there were some differences existing between these and others[28]. Thus meaning that using the archives to get a picture of the entire Mycenaean world is not reliable. A further problem with the tablets is the possibility that there are inaccurate. For example, those found in the ‘Room of the Chariot tablets’, have been interpreted, by some, to be scribal exercises and not genuine records, the reason for this interpretation is that they were all written by different hands in the same characteristic style[29]. If this was the case then much of our evidence for chariots would no longer be valid and the argument for their use in mountainous areas would be far weaker. The archives also have huge chronological limitations in terms of their range as they are either limited to the last year or so before the destruction of the palaces, or they are random undated years[30]. The maximum range of the archives has been dated to between fourteen hundred and twelve hundred BC, and each of the documents only refers to the current year[31]. This makes it extremely difficult to ascertain information regarding trends or patterns across the whole of the Mycenaean era. It is also important to take into consideration that these records represent what can only be seen as a period of unrest for the Mycenaean civilisations. The year before the destruction of the palaces would have probably been far more militaristic than ordinary day to day life. In the tablets we see examples of special provisions made for this time of warfare, one such example was Bronze smiths being excused from having to pay tax because they were so busy making weapons[32]. The tablets from Pylos include records of contributions of gold[33] and specific weights of bronze[34] from local officials; it could be possible that this was to finance the war effort. These records may then be giving us unbalanced view of the priorities of the Mycenaeans, and that perhaps under less pressing times there is a much smaller focus on warfare. Since the Linear archives are almost entirely made up of inventories[35], it is exceptionally difficult to understand either how objects were used or the nature of warfare itself in the Mycenaean world. This is particularly significant when you consider that none of the documents record the existence of an actual army[36]. It seems evident that although the archives provide us with a great amount of information, they do have their limitations. In order to fully understand Mycenaean warfare it is also necessary to consider the archaeological evidence that we have available. For example, the palaces themselves show evidence of a need for strong defences. The building works which took place before their destruction are a clear indication of preparation for sieges and attacks; in particular the introduction of water supplies[37] that would allow those inside the walls to survive, even under a long term siege. Furthermore the contributions in terms weaponry from the archives are much more valuable to us when we use it alongside actual surviving weapons and armour. One of the most important discoveries was the Dendra armour, a full bronze corslet and neckpiece[38] which is made from a number of individual sheets of bronze[39]. Armours of this type were recorded in tablets at both Knossos and Pylos[40] and the armour type can be clearly recognised by the ideograms themselves. We can also use comparisons between archaeological evidence and the tablets to trace different types of sword, and by doing so it is possible to see some possible changes in military practices[41]. Since the archives consist mostly of inventories it is useful to see these items as represented by the Mycenaeans, in particular through art, which gives us the opportunity to see depictions of chariots, weapons and armour in use. One such example of this is the ‘Silver Siege Ryhton’ from Shaft Grave four, which depicts an attack on a walled settlement[42]. What is particularly interesting is that this is a seaborne attack and so could link to the tablets listing coastal settlements from Pylos; it also shows an archer[43] which supports information on weaponry. Another vessel which provides useful information is the ‘Warrior Vase’ from Mycenae, this shows six men marching on each side of the vase. The men all wear white spotted, horned helmets, and carry spears and shields. They wear greaves, short fringed skirts and corslets[44]. The theme of marching soldiers is also seen on the ‘Painted Grave Stelae’ from Mycenae[45]. It is possible then to get some idea of how the equipment of a soldier would be put together and to see that warfare had a big influence on Mycenaean art. The use of boars tusk helmets is far more emphasised through art than in the archives, for example; in the fresco from Akrotiri which is dated to approximately sixteen hundred BC[46], and on a carved ivory relief from the house north of the ‘Oil Merchants’ which shows a Mycenaean warrior wearing a boars tusk helmet. These examples are significant because they represent the need to consider the Linear B tablets as just one part of the picture, and not as a sole contributor to our understanding of Mycenaean warfare. [1] Cline 2010:357 [2] Cline 2010:358 [3] Wardle 1997:45 [4] Cline 2010:367 [5] Cline 2010:367 [6] Cline 2010:367 [7] Rawlings 2007:21 [8] Wardle 1997:63 [9] Lodewijckx 1996:483 [10] Wardle 1997:64 [11] King 1970:296 [12] Wardle 1997:64 [13] Wardle 1997:73 [14] Cline 2010:367 [15] Chadwick 1958:116 [16] Rawlings 2007:23 [17] Lodewijckx 1996:493 [18] Cline 2010:367 [19] Rawlings 2007:21 [20] Wardle 1997:71 [21] Drews 1993:111 [22] Lodewijckx 1996:483 [23] Wardle 1997:73 [24] Wachsmann 1998:124 [25] Wachsmann 1998:125 [26] Cline 2010:358 [27] Wardle 1997:47 [28] Wachsmann 1998:123 [29] Chadwick 1976:169 [30] Cline 2010:358 [31] Edwards 1973:610-11 [32] Chadwick 1958:123 [33] Wardle 1997:39 [34] Wardle 1997:45 [35] Rawlings 2007:22 [36] Chadwick 1976:159 [37] Wardle 1997:73 [38] Hood 1960:9 [39] Hood 1960:10 [40] Wardle 1997:64 [41] Wardle 1997:63 [42] Rawlings 2007:23 [43] Tartaron 2013:64 [44] Suter 2008:82 [45] Suter 2008:83 [46] D’Amato 2013:41

Personal Development Report Essay

This personal development report reflects upon my learning experiences and outcomes during my first year at Nottingham Trent University. It aims to document the ways in which I have developed and areas for further consideration as part of a continual learning process. The report will be structured around 5 main areas as shown below 1. Placing learning on BABM within the wider context of lifelong learning 2. Taking personal responsibility for career planning 3. Taking personal responsibility for the learning process 4. Valuing the importance of developing personal effectiveness 5. Demonstrating an enquiring mind I have also looked at how all this learning at university relates and fits within a wider context of lifelong learning. Conclusions and recommendations for what I am going to do to improve in the months from May 2001 to 2002 are based on the areas I have mentioned in the above. I will do this in the form of a Personal Development Plan using the smart objectives as follows: (Specific, Measurable, Achievable, Related to overall life-long goals and set over a Time period). I have made conclusions of the development plans, which have concentrated both on Core Transferable skills and also some softer skills. Introduction 1.My Learning At University Within A Wider Context Of Lifelong Learning 1.1 The concept of lifelong learning The concept of lifelong learning is as relevant now as it has ever been, with the traditional job for life being replaced by shorter periods of work for different firms requiring essentially the same skills and qualities in employees. Therefore the ability for these skills to be transferable is very important. To develop these skills therefore is extremely important with many employers putting greater emphasis upon these core skills and less emphasis upon specific skills. These skills can be used in many different situations and circumstances to allow the employee to perform to the best of their ability. â€Å"The concept of work is continuously changing. An individual not only has several jobs in a lifetime but may also have several careers. Therefore everybody needs continuous updating of skills and competence throughout their working life† ERT report, 1989 The following skills are widely considered to be Core Transferable Skills  · Organisational Skills  ·Ã‚  Interpersonal/ Social Skills  · Analytic and Problem Solving Skills  · Teamwork  · Creativity  · Self Motivation  · Initiative and Leadership 1.2The learning curve It is these skills that have been particularly important to develop whilst at university and it is the experience of university both academically and socially that has provided the ideal environment for these skills to be developed. The combination of leaving home and adapting to a completely different environment both educationally and socially has meant that the learning curve especially in the first semester was very steep. To live away from home for the first time without any contacts in an unknown city is a life changing experience and forces oneself to adapt and mature quickly after leaving the security of the family home. Being entirely responsible for yourself is also a new experience requiring maturity and forward thinking as well as planning to enable yourself to function. The way in which these skills have been developed forms the backbone for lifelong learning, one which employers recognize and actively seek in graduates. 1.3Lifelong learning defined The concept of lifelong learning is complex and is not easily defined resulting in no unilateral definition, however its importance is widely agreed. â€Å"The Development of human potential through a continuously supportive process which stimulates and empowers individuals to acquire all the knowledge, values, skills and understanding they will require throughout their lifetime and to apply them with confidence, creativity and enjoyment in all roles, circumstances and environment† Longworth, 1996 p22 â€Å"The need for a learning society to convert and compete is not just urgent, it is a matter of economic life and death. It is a matter of social success or disaster. It is a matter of survival† Cann in Bradshaw, 1995 The development of these skills both as part of the BA Business Management Degree and the wider University experience is key to becoming an attractive employee This is particularly so as years two and three of the Degree are â€Å"in company† so the development of these skills and the pace at which these must be  developed is crucial. This report will aim to reflect upon my first year experienc e and where appropriate utilize activities, questionnaires and assignments in an attempt to build a personal development review and action plan for the proceeding 12 months in the form of a personal development plan. 2.Taking Personal Responsibility For The Learning Process The biggest contribution to taking responsibility for the learning process was the decision to further my learning at university. This decision has allowed myself the opportunity to further my learning both academically and socially in ways that I would be unable to had I not made the decision to attend university. Also the decision to accept my place on the BABM course was another way in which I have demonstrated my personal responsibility for learning. The course is intense for each of the three years, more so than most undergraduate courses and the decision to accept a place on this course rather than other courses where workload and intensity were less was important. The course aims to enrich individuals with far greater experience both academically and in terms of transferable skills therefore by choosing BABM I feel I have made the best possible choice to continue my learning in the most relevant way providing me with higher levels of transferable skills than other graduates may have. 2.1 Taking responsibility for myself To be able to take responsibility for the learning process I have had to take responsibility for myself and become more accountable to myself in terms of making myself work harder and setting aside time in which to work. .University work is very different to that I have encountered before in terms of deadlines are much longer, scope for research is much larger, less specific titles to assignments etc etc so being accountable for myself is very important. 2.2 Time management Because the work is very different to that experienced before I have had to manage my time in a much more responsible manner to enable me to fulfill my potential, progress, and attain the best possible marks for myself. Examples of where I have managed my time effectively are physically difficult to produce as the BABM timetable is extremely varied from week to week so to produce a timetable where work and free time could  be planned in advance was very difficult to do. Undoubtedly time management and grades are very much linked and my grades for semester 1 and those received thus far for semester 2 have been good and I feel this has been partly due to my good time management skills. My peer assessment feedback included 5 of 6 people stating that I was well organized and three out of 6 stating that I was disciplined. This is included in appendix 1. 2.3Taking responsibility for learning The DLBM debate where our topic was â€Å"interviews are the most unreliable method of selection† required ourselves to complete a large amount of research. Our group split into two and four with the latter researching that I was a part of. The grade we received for this was high 70% and showed the level of research the group had done and is typical of myself being keen to take responsibility for learning. Development of interpersonal skills I am a member of The Herefordshire Golf Club where in 2000 I was captain. In this role I was required to talk to people of different ages and backgrounds and I feel this role has allowed my interpersonal skills to develop and I have learned a lot from this position as it provides a different scenario from academic studies. This role also developed my leadership skills as well as my organizational skills. 3.Value The Importance Of Developing Personal Effectiveness As part of the Developing Learning for Business and Management module the group completed two sessions on personal effectiveness including â€Å"ËÅ"assertiveness’ and â€Å"ËÅ"effective communication/ active listening’ These sessions have allowed my awareness to the importance of assertiveness and communication skills to be greatly improved and have highlighted ways in which I can improve on these skills. My level of skills prior to the sessions was of a good level and I believe I have the basic fundamentals to allow myself to develop communication and assertiveness naturally. However my increased awareness brought about by the sessions has allowed myself to take a more proactive approach to developing personal effectiveness. 3.1Demonstrated active listening/ effective communication An example of where I have demonstrated both active listening/effective communication whilst  being assertive was in a role-play with Vanessa Knowles DLBM lecturer as part of a tutorial session. Vanessa played the part of the under performing employee and I played the part of the employer. Vanessa used several different behaviour characteristics in attempt to alter my opinions and decisions. I feel that I learnt a lot by this, the importance of clear communication and active listening whilst not letting some-ones behaviour alter my decisions. 3.2Development of self confidence The session also increased my confidence especially as the role-play was conducted in front of an audience and made me more willing to be assertive rather than passive which is a tendency I will sometimes withdraw to. In the peer assessment feedback session this was something people felt was maybe a weakness of myself. Ben Gasson for example said â€Å"You should be more confident and forceful, often what you have to say is just as valid if not more so than other people, just say what you think sometimes† This analysis is very true of myself and to be more assertive I must first become more confident within myself. 3.3Development of leadership skills In the Belbin peer assessment it was also said that I was sometimes fearful of conflict. This I agree is true sometimes when maybe I am unsure of all the facts or am not in a position to speak confidently, I sometimes let others dominate me when really their ideas are no better than my own. However I feel that the example as mentioned above (role-play) demonstrated my ability not to be fearful of conflict. I am not a person to cause conflict within a group but at the same time I would not say i am fearful of conflict and can be assertive when necessary. One area for development are my leadership skills. Although I feel that I have become much more confident this year and this has enabled me to take a more active or leadership role in certain situations. However I feel that I still have a long way to go to enable myself to be a natural leader and to do so would be a great achievement. To improve this area of personal effectiveness is a definite priority for the next 12 months. My job at Marks & Spencer’s requires me to work on the customer service desk listening to customer’s complaints and dealing with their problems. This role requires me to have good active listening skills and not be fearful of conflict whilst maintaining good customer service. This shows that my personal effectiveness and assertiveness can when necessary be very prominent. 3.4Ability to effectively communicate My ability to effectively communicate has been demonstrated in many ways this year, presentations, debates, meetings, interviews etc. My peer assessment said that my presentation skills are good and I can speak in confidently at a good pace. This was highlighted in the DLBM debate where it was mentioned in the group mark sheet as well as the business simulation feedback sheets. 4.Work With Others To Achieve Goals The ability to work with others to achieve goals is another very important transferable skill that employers seek. The Belbin team role questionnaire included in appendix __ and states that predominantly I am a team worker co-coordinator. This opinion is held by both myself and my peer group showing that I view myself and my group views me as a team worker. 4.1Working with others in practice My ability to work with others to achieve goals, I believe is one of my biggest strengths. Much of the work on BABM is team orientated as this will be the case when in the workplace in years 2 and 3. Examples of this have included the business simulation module where I feel I made a good contribution to the team. Other examples have included the DLBM debate, the organizational behaviour presentation as well as the smaller group assignments we have be set. 4.2My role within groups The experience I have gained working in groups this year has developed many of my skills far more than a normal undergraduate course may have done. My skill within groups is one of analysis and reflection of what others have said and making rational and coherent arguments from debate. This ability has proved to be very useful this year however I feel than within group work I need to take a more pro active role  stimulating debate and discussion. As was stated in my peer assessment feedback I sometimes need to â€Å"relax, say what I think, and be more confident† and this is an area I need to work on in the next 12 months 4.3Teamwork outside the classroom During 2000 I have played golf for The Herefordshire Golf Club where much of the competition is in team format. Very different to university teamwork where communication is key, playing golf requires analysis of the situation and choosing the best course of action in a short time consulting your partner to achieve the best possible result. Again I feel I have learnt a lot from this sporting experience as often I am under pressure to make team decisions quickly at university and although in an entirely different situation the process is the same. 5.Demonstrate An Enquiring Mind An enquiring mind and to be interested in your work is essential to being successful, without this I feel would result in lack of motivation and a significant reduction in output. My educational background shows how my enquiring mind is diverse and heavily influenced the â€Å"ËÅ"A’ level subjects I chose. I tried to choose subjects I was genuinely interested in and felt that I would be most motivated to work hard on. This at the time didn’t include business studies but my work experience at Marks & Spencer’s has led me to become interested in business. I wanted to know why decisions were taken at head office, what influenced them and how they took those decisions. My father works in business and as I have always been interested in his work and find it interesting. 5.1Examples of enquiring mind At university it is particularly important to have an enquiring mind as many of the subjects are only covered very briefly in the actual lectures therefore requiring me to be interested in them and to have an enquiring mind to allow myself to get a good knowledge of each subject. This is very different to â€Å"ËÅ"A’ levels and I feel that I have improved greatly in this area since attending University. However I also feel that I still have a lot of room for improvement particularly in subjects that I find difficult and those that are maybe less interesting to myself. I should try to complete all the recommended reading rather than completing only that which I find interesting. I found the organizational behaviour module to be particularly interesting and read a lot of the textbook despite the fact that the essay I had to write was only a small proportion of the book. For the DLBM debate I was part of the â€Å"research team† as I enjoy finding information that can be used to form an argument. I enjoy reading national papers and try to do so as often as I can as I am interested in the wider scope of global business. My enquiring mind sometimes get the better of me and I find myself reading about completely irrelevant topics to that I am meant to be studying for and wasting time but I believe this reflects my enquiring mind For the information systems/ information technology module we could either build a website of produce a leaflet. Despite the fact I had never produced a website before I chose to do this as I enjoy using computers and felt that although this would be more difficult it would be more beneficial to myself in the long run. 6.Take a Personal Responsibility For Career Planning Taking responsibility for career planning is very important, and the BABM course demands that students do this much earlier than other students on other undergraduate schemes. Because of this career planning is very important specifically with regards to years two and three of the course to enable me to make the maximum of my interview and company opportunities. The first step in career planning for myself was my work experience at Marks & Spencer’s that motivated me to choose the BABM course. Choosing to be on the BABM course itself also was of great importance to my future career with the uniqueness of the course enabling me to gain more experience earlier. 6.1Interview skills development Whilst on the BABM course I have had to take responsibility for my future career and have demonstrated this in a number of ways. Firstly interview technique was important to develop and the practice interview as part of the DLBM module gave good feedback as to my style and competencies. The feedback I got (see appendix 3) was generally good with areas to improve on including becoming more focused upon the process I went through when giving examples rather than the example itself. Also I tended to undersell myself when given the chance to impress but apart  from this the feedback was generally good 6.2C.V and application form enhancement My C.V and application form was also another area that required me to take personal responsibility. I read articles on the Internet and books from the library on how to write a C.V as well as attending lectures on C.V’s. I got feedback from my dad who takes part in selection processes as part of his job as well as Vanessa Knowles the DLBM lecturer. The feedback I got was very good highlighting areas that needed to be improved 6.3Increasing personal awareness of placements For the pre selection week I researched each company individually, sent off for their annual reports, looked at their web sites and read the national press to gain any knowledge I could before I attended the sessions. This gave me an insight not only into the companies that I was researching but also the industries they operated in. It also allowed me to view the types of placements offered to students such as myself and has increased my knowledge of the type of placement I am looking to secure. 7.Conclusions I feel that in the last 12 months I had developed tremendously as a person and feel that I have become much more confident, outgoing and assertive. My transferable skill base has improved greatly due to my experience on BABM and at university generally. I feel that my value as a person to an organization has increased greatly and I feel confident that the skills I have learnt this year will continue to be used long into the future not only just during the period â€Å"in company†. However I realize that my skills can and will be improved enormously by the experience I will gain whilst in company and that lifelong learning is a valid and very important concept. My personal development plan outlines areas I intend to improve over the next two years and contains ways in which I intend to monitor evaluate and measure myself and my development. I have tried as far as possible to make my targets Specific Measurable Achievable Relevant and Timescaleable to enable myself to develop myself in the most effective manner. The personal development plan will allow myself to continually review my progress and will hopefully prove a useful tool in the next two years whilst on the BABM course

The Chemistry Behind How Febreze Works

Does Febreze remove odors or merely mask them? Heres the chemistry behind how Febreze works, including information about its active ingredient, cyclodextrin, and how the product interacts with odors. Febreze was invented by Procter Gamble and introduced in 1996. The active ingredient in Febreze is beta-cyclodextrin, a carbohydrate. Beta-cyclodextrin is an 8-sugar ringed molecule that is formed via enzymatic conversion of starch, usually from corn. How Febreze Works The cyclodextrin molecule resembles a doughnut. When you spray Febreze, the water in the product partially dissolves the odor, allowing it to form a complex inside the hole of the cyclodextrin doughnut shape. The stink molecule is still there, but it cant bind to your odor receptors, so you cant smell it. Depending on the type of Febreze youre using, the odor might simply be deactivated or it might be replaced with something nice-smelling, such as a fruity or floral fragrance. As Febreze dries, more and more of the odor molecules bind to the cyclodextrin, lowering the concentration of the molecules in the air and eliminating the odor. If water is added once again, the odor molecules are released, allowing them to be washed away and truly removed. Some sources say that Febreze also contains zinc chloride, which would help to neutralize sulfur-containing odors (e.g., onions, rotten eggs) and might dull nasal receptor sensitivity to smell, but this compound is not listed in the ingredients, at least in the spray-on products.

Essay on Cultural Materialism - 623 Words

When it comes to anthropological theory the combination of several established ways of thought often result in a completely new and independent way of thinking. Cultural Materialism is one of these children theories that resulted from a coming together of social evolutionary theory, cultural ecology and Marxist materialism (Barfield). The goal of cultural materialism is to explain politics, economics, ideology and symbolic aspects of a culture with relation to the needs of that society. From a cultural materialist point of view society is indisputably shaped by the factors of production and reproduction. From this all other facets of society, such as government and religion, must be beneficial to that society’s ability to satisfy the†¦show more content†¦However, cultural materialism and its more scientific approach has brought criticism from other schools of thought who feel that cultural materialism is too simple and straight forward and completely disregards the th oughts and behaviors of a society, an aspect most feel is imperative to understanding culture change. By not relying of native explanations of cultural events cultural materialism has pushed the field of anthropology to become more scientific. This in turn may help anthropology to be known more as a hard science rather than a soft science. Marvin Harris primarily laid the framework for the creation of the cultural materialistic point of view. He has written many works employing his cultural materialistic study pattern. He garnered just as much praise as he did criticism from his peers for works, which is incredible when the fact that his first book almost alienated many who held other view points. His work in India dealing with the sacred cow myth is considered to be his most successful application of cultural materialism. Cultural materialism is a relatively young school of thought and there are several up and coming anthropologists who subscribe to this point of view and are applying it to many different areas of various different cultures. Brian Fergusson of RutgersShow MoreRelatedCultural Materialism And Shakespeare s Plays1197 Words   |  5 PagesDollimore Teaching Pack Thesis-Driven Essay: Hotheaded Hotspur: Subversion in 1 Henry IV In Dollimore’s introduction to a collection of essays on cultural materialism and Shakespeare’s plays, though Dollimore does not directly address 1 Henry IV, much of what Dollimore writes about power, authority, and subversiveness seems to be direct from this of Shakespeare’s plays. In his description of subversiveness, Dollimore states two facts which, in application to 1 Henry IV, provide a richer readingRead MoreA Study Of Culture And Marvin Harris Cultural Materialism1688 Words   |  7 Pagesand Marvin Harris’ cultural materialism in Cannibals and Kings. Whereas Benedict’s configurational anthropology approaches culture as an expressive art form, Harris’s cultural materialism explains the peculiarities of cultural customs as a process governed by environmental restraints and innovation. 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