The Importance Of Emotional Intelligence And Communication

Abstract As the course progresses, I am presented more opportunities to understand my personality and optimally how to integrate this knowledge into my life both personally and professionally. Most importantly, I have learned no one knows why something is thought or stated; the receiver can only process what is presented void of intent, emotion, history or well meaning. This knowledge has blessed me with an enhanced ability to interface with others. Emotional intelligence and communication are the core elements of all social dynamics, no matter how elemental or intricate. I am intuitive and have always noticed facial expressions, stances, and nonverbal cues to aid me in processing receptiveness or comprehension. I understand that the†¦show more content†¦Ethics is a comprehensive set of moral principles that defines right and wrong; it should be the prevailing concept of how we relate, assist, and perform both personally and professionally. It is important that we as Christians reme mber the bible guides us and not variances of cultural acceptances. Bursk, states, â€Å"ethics is now only a question of accepting social standards, not of following a code that has ultimate validity and meaning.† (Bursk, 1964). Emotional intelligence (EI) involves the ability to carry out accurate reasoning about emotions and the ability to use emotions and emotional knowledge to enhance thought (Mayer, Roberts Barsade, n.d.). Emotional intelligence is representative of the ability to integrate the knowledge of both cognition and intuitiveness. Working with Others Interaction is the fundament of how we communicate, socialize and work with others. Individuals, form teams, organizations and communities; â€Å"†¦ an organization consists of a group of individuals – people made in the image of God and, therefore, equipped with certain gifts and personality traits that make their contributions to the organization uniquely their own. (Fischer, 2006). Effective communication is an exchange of information that conveys ideas and is crucial to communication, the avoidance of workplace politics and resolution. Life in Organizations. An

Media And Advertisement Plays A Big Role Into The Dairy...

Media and advertisement plays a big role into the dairy products. When you look at advertisement of milk it’s everywhere from yogurt commercials dairy flavored milk like chocolate milk like company’s tru-moo or yahoo on Television. Milk commercials also like to portray their milk as farm fresh organic free happy cows using images of cows in open field to give it that farm fresh appeal. Companies like â€Å"Real California milk† uses commercials with talking cows with funny yet loving attitudes to appeal there milk as caring but to catch our attention with the â€Å"funny talking cow† a strategy the company uses to manipulate our perspective of the milk. You not only see it there but when you go to fast food restaurant like McDonalds which offer you milk and even yogurt as an option when you get your child a kids meal. Milk is also in school programs with lunch that offers the children a milk box with their meal with the options of regular milk or chocolate milk. Milk is everywhere in our daily lives. You may even come across a form of advertisement in schools form dairy posters posted in most cafeteria rooms displaying smiling cows and milk and milk products and the of drinking milk daily. Dairy products media and advertisement has impacted our perception of milk if all we’ve heard are the positive aspects because as a business that’s what dairy companies will tells us about milk. Michele Simons says â€Å"It’s gone so far that the Dairy lobbyists are ever present in Washington, andShow MoreRelatedCadbury2181 Words   |  9 PagesIntroduction Dairy Milk is a brand of milk chocolate currently manufactured by Cadbury. It was introduced in the United Kingdom in 1905 and now consists of a number of different products. Every product in the Dairy Milk line is made exclusively with milk chocolate. Cadbury s Daily Milk has a range of different flavours, all equally famous around the world. This case study relates to the topic of advertising which we studied in class. Cadbury is not only famous for the quality of their product, but alsoRead MoreCadbury dairy milk2501 Words   |  11 Pagesï » ¿Marketing mix and recommendations report: Cadbury DAIRY MILK Cadbury Dairy Milk,the number one selling chocolate block in Australia and available to buy in supermarkets and retail outlets across the country.  Cadbury dairy milk today continues its quest to bring Australian consumers more joy by introducing a series of generous improvements to its iconic Cadbury dairy milk blocks range, designed to enhance the eating experience of Australia’s most loved chocolate1. 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From the time it was introduced in India, Dairy Milk has been the market leader in the confectionery segment. It has average daily salesRead MoreEtop Analysis of Nestle Strategic Management8752 Words   |  36 PagesOFFERS |48 | |11 |FACTORS AFFECTING PURCHASE |49 | |12 |MEDIA OF ADVERTISEMENT |50 | |13 |FREQUENCY OF CONSUMPTION |51 | |14 |REASONABLERead MoreHow Society s Influence On Food Choice1898 Words   |  8 PagesLifestyles also play big role on food selection for example in employment, you will be forced to pick out something different to eat depending on the labour demands of your job such as building work you would need more energy than working in an office likewise energetic jobs want their employee to eat more carbohydrate rich foods for more energy, whereas people who waitressing work need to watch out on their weight and diet and they always try to eat light food. Education it has a big impact on foodRead MoreConsumer Preference And Perception Of Cadbury Chocolate9618 Words   |  39 Pagesbrand is more preferred by the consumers and it is market leader in chocolates. And above all the Cadbury s Dairy Milk is liked most. OBJECTIVE OF THE STUDY ïÆ'Ëœ To analyze the consumer preference and perception for Cadbury Chocolate with reference to other market players ïÆ'Ëœ Market share of competitiors brands. ïÆ'Ëœ To study the consumer behaviour of chocolates. ïÆ'Ëœ Analysis of the product, pricing, availability ,quality, taste, avertising and packaging of Cadbury Chocolates. ïÆ'Ëœ To study the strategiesRead MoreTop Ten Advertising Agency in India11316 Words   |  46 PagesSometimes it may seem that advertisements send out the wrong message or impel people to buy certain products. On the other hand, advertising can be perceived as a means to sell a product or a service which can improve by competition. Today, advertising is booming. With the growing markets and competition, it has become an essential tool to reach the target market as well as the target audience. Advertisers in India have reached 75 percent of the population, using television as a media device, and the restRead MoreMILMA Organization study9009 Words   |  37 PagesMILMA KOLLAM DAIRY CHAPTER 1 INTRODUCTION PADMASHREE INSTITUTE OF MANAGEMENT STUDIES Page 0 MILMA KOLLAM DAIRY INTRODUCTION The main objective of conducting an organization study is to get familiar with the nature and working of an organization. It helps students to develop a practical as well as a theoretical knowledge. It provides an opportunity to study the activities of an organization by direct observation. MILMA KOLLAM DAIRY is situated in Kollam district on the banks of Ashtamudi lakeRead MoreChildhood Obesity in New Zealand Essay2603 Words   |  11 Pagesmajor role in rituals. Ancient China has also been aware of obesity and the dangers that come with it. They have always been a believer of prevention as a key to longevity (L.Dobbins, Dec 2007). Obesity is considered to be a problem because it is a risk factor for many chronic diseases like type 2 diabetes. The New Zealand health strategy has two objectives that relate directly to obesity, to improve nutrition and to increase physical activity (Reuters, Feb. 15 2008). Experts and the media are feeding

Endocrine System Physiology Example For Students

Endocrine System Physiology The endocrine system is the second greatest control system of the body and has many effects on the tissues and organs. The thyroid gland, which is a part of the endocrine system, releases a hormone that maintains metabolism. This hormone is thyroxine. Thyroxine production is controlled by thyroid stimulating hormone, which is released by the pituitary gland. TSH stimulates the thyroid gland to produce thyroxine. In this experiment, the effects of TSH and thyoxine on metabolic rate are investigated. Estrogen is a hormone produced by the ovaries that helps the uterus to develop. The removal of the ovaries eliminates the source of estrogen and the uterus cannot develop properly. In one of the following experiments, the effect of hormone replacement therapy is investigated. Insulin regulates blood glucose levels and is produced by the pancreas. When the pancreas does not produce insulin, the cells cannot absorb glucose from the blood. This results in diabetes mellitus type I. In one of the following experiments, the effects of insulin treatment are investigated for type I diabetes. Hypothesis Experiment 1: Determining Baseline Metabolic Rates I hypothesize that the metabolic rate will be greater for the normal rate, then the thyroidectomized rat. The hypox rate will have the lowest metabolic rate. Experiment 2: Determining the Effect of Thyroxine on Metabolic Rate I hypothesize that metabolic rate will increase with the injection of thyroxine. Experiment 3: Determining the Effect of TSH on Metabolic Rate I hypothesize that the injection of TSH will increase the metabolic rate of the all the rats except for the thyroidectomized rat. Experiment 5: Hormone Replacement Therapy I hypothesize that the rat receiving estrogen injections will have heavier more developed uterine tissue. Experiment 7: Comparing Glucose Levels Before and After Insulin Injection I hypothesize that glucose levels of the diabetic rat will be closer to the glucose levels of the normal rat after the insulin injection. Materials and Methods The materials used for this lab were the PhysioEx 6.0, the Human Anatomy Physiology Lab Manual and the computer. Experiment 1: Determining Baseline Metabolic Rates A normal rat was placed in the chamber and weighed. The clamp was then closed and the timer set to 1 minute. After 1 minute the manometer and syringe were connected and the clamp was opened. Air was injected into the tube until the fluid in each arm of the U-tube was level. The amount of O2 used in an hour was calculated and the metabolic rate for the normal rate was obtained. This process was repeated for the thyroidextomized rat and the hypopysectomized rat. Experiment 2: Determining the Effect of Thyroxine on Metabolic Rate A normal rat was injected with thyroxine and placed in the chamber and weighed. The clamp was then closed and the timer set to 1 minute. After 1 minute the manometer and syringe were connected and the clamp was opened. Air was injected into the tube until the fluid in each arm of the U-tube was level. The amount of O2 used in an hour was calculated and the metabolic rate for the normal rate was obtained. This process was repeated for the thyroidextomized rat and the hypopysectomized rat. Experiment 3: Determining the Effect of TSH on Metabolic Rate A normal rat was injected with TSH and placed in the chamber and weighed. The clamp was then closed and the timer set to 1 minute. After 1 minute the manometer and syringe were connected and the clamp was opened. Air was injected into the tube until the fluid in each arm of the U-tube was level. The amount of O2 used in an hour was calculated and the metabolic rate for the normal rate was obtained. This process was repeated for the thyroidextomized rat and the hypopysectomized rat. .u54c0b735b36a1830dad4649776741100 , .u54c0b735b36a1830dad4649776741100 .postImageUrl , .u54c0b735b36a1830dad4649776741100 .centered-text-area { min-height: 80px; position: relative; } .u54c0b735b36a1830dad4649776741100 , .u54c0b735b36a1830dad4649776741100:hover , .u54c0b735b36a1830dad4649776741100:visited , .u54c0b735b36a1830dad4649776741100:active { border:0!important; } .u54c0b735b36a1830dad4649776741100 .clearfix:after { content: ""; display: table; clear: both; } .u54c0b735b36a1830dad4649776741100 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u54c0b735b36a1830dad4649776741100:active , .u54c0b735b36a1830dad4649776741100:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u54c0b735b36a1830dad4649776741100 .centered-text-area { width: 100%; position: relative ; } .u54c0b735b36a1830dad4649776741100 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u54c0b735b36a1830dad4649776741100 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u54c0b735b36a1830dad4649776741100 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u54c0b735b36a1830dad4649776741100:hover .ctaButton { background-color: #34495E!important; } .u54c0b735b36a1830dad4649776741100 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u54c0b735b36a1830dad4649776741100 .u54c0b735b36a1830dad4649776741100-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u54c0b735b36a1830dad4649776741100:after { content: ""; display: block; clear: both; } READ: PSY 315 WEEK 4 PROBLEMS EssayExperiment 5: Hormone Replacement Therapy A control rat was given 7 injections of saline over 7 days and an experimental rat was given 7 injections of estrogen over 7 days. The uteruses from each rat were removed and weighed. Experiment 7: Comparing Glucose Levels Before and After Insulin Injection A control rat was given a saline injection and an experimental rat was given an alloxan injection. Both rats were given an insulin injection. Blood was drawn from both rats and the glucose levels were compared. Results Experiment 1: Determining Baseline Metabolic Rates The baseline metabolic rate for the normal rat was 1682.7 ml O2/kg/hr, the rate for the thyroidectomized rat was 1473.6 ml O2/kg/hr, and the rate for the hypox rat was 1473.0 ml O2/kg/hr. Baseline Normal Rat Thyroidextomized Rat Hypophysectomized Rat Weight 249.6 244.3 244.4 ml O2 in 1min. 7.0 6.0 6.0 ml O2 in 1 hour 420.0 360.0 360.0 Metabolic Rate 1682.7 1473.6 1473.0 Experiment 2: Determining the Effect of Thyroxine on Metabolic Rate The metabolic rate was calculated after the rats had been injected with thyroxine. The metabolic rate for the normal rat was 1802.9 ml O2/kg/hr, the rate for the thyroidectomized rat was 1720.6 ml O2/kg/hr, and the rate for the hypox rat was 1712.1 ml O2/kg/hr. With Thyroxine Normal Rat Thyroidextomized Rat Hypophysectomized Rat Weight 249.6 244.1 245.3 ml O2 in 1min. 7.5 7.0 7.0 Ml O2 in 1 hour 450.0 420.0 420.0 Metabolic Rate 1802.9 1720.6 1712.2 Experiment 3: Determining the Effect of TSH on Metabolic Rate The metabolic rate was calculated after the rats had been injected with TSH. The metabolic rate for the normal rat was 1802.2 ml O2/kg/hr, the rate for the hyroidectomized rat was 1522.1 ml O2/kg/hr, and the rate for the hypox rat was 1708.7 ml O2/kg/hr. With TSH Normal Rat Thyroidextomized Rat Hypophysectomized Rat Weight 249.7 244.4 245.8 ml O2 in 1min. 7.5 6.0 7.0 ml O2 in 1 hour 450.0 360.0 420.0 Metabolic Rate 1802.2 1473.0 1708.7 Experiment 5: Hormone Replacement Therapy The uterus of the rat that received injections of estrogen was found to weigh more than that of the rat that received injections of saline. Rat Elapsed Days # Saline injections # Estrogen injections Weight of Uterus Control 7 7 0 .1073 gms Experimental 7 0 7 .6681 gms Experiment 7: Comparing Glucose Levels Before and After Insulin Injection Test Tube Opt Density Glucose Insulin Saline Alloxan 1 normal .62 87 No Yes No 2 alloxan .87 129 No No Yes 3 nor/insulin .62 87 Yes Yes No 4 all/insulin .68 96 Yes No Yes Discussion and Conclusions The results for the baseline metabolic rate were as expected. The metabolic rates of the Tx and the Hypox rat were lower than the metabolic rate of the normal rat. The Tx rat could not produce thyroxine because it had no thyroid gland. The Hypox rat could not produce TSH which stimulates the thyroid to produce thyroxin. The results of the thyroxine metabolic rate were as expected. The injection of thyroxine increased the metabolic rate for all rats. This is understandable as thyroxine is the most important hormone in maintaining metabolism. The injection provided the Tx rat with a source of thyroxine in place of the thyroid gland. The injection provided thryoxine for the Hypox rat in the absence of the pituitary gland to release TSH to stimulate the thyroid gland to produce thryoxine on its own. The results of the TSH metabolic rate were as expected. The metabolic rates for the normal and Hypox rats increased from the baseline rate. The injection of TSH would have had no effect on the Tx rat, as there was no thyroid gland to stimulate to release thyroxin. The injection provided the Hypox rat with a source of TSH to stimulate production of thyroxin in the thyroid gland. .ub0cdc909d827b9cd03e4350252fd5388 , .ub0cdc909d827b9cd03e4350252fd5388 .postImageUrl , .ub0cdc909d827b9cd03e4350252fd5388 .centered-text-area { min-height: 80px; position: relative; } .ub0cdc909d827b9cd03e4350252fd5388 , .ub0cdc909d827b9cd03e4350252fd5388:hover , .ub0cdc909d827b9cd03e4350252fd5388:visited , .ub0cdc909d827b9cd03e4350252fd5388:active { border:0!important; } .ub0cdc909d827b9cd03e4350252fd5388 .clearfix:after { content: ""; display: table; clear: both; } .ub0cdc909d827b9cd03e4350252fd5388 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub0cdc909d827b9cd03e4350252fd5388:active , .ub0cdc909d827b9cd03e4350252fd5388:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub0cdc909d827b9cd03e4350252fd5388 .centered-text-area { width: 100%; position: relative ; } .ub0cdc909d827b9cd03e4350252fd5388 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub0cdc909d827b9cd03e4350252fd5388 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub0cdc909d827b9cd03e4350252fd5388 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub0cdc909d827b9cd03e4350252fd5388:hover .ctaButton { background-color: #34495E!important; } .ub0cdc909d827b9cd03e4350252fd5388 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub0cdc909d827b9cd03e4350252fd5388 .ub0cdc909d827b9cd03e4350252fd5388-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub0cdc909d827b9cd03e4350252fd5388:after { content: ""; display: block; clear: both; } READ: Bulimia EssayFactors that may have changed the results of the experiment would be human error. If a step were missed, such as forgetting to clean the syringe after each use, it would affect the results. There may be a problem with the software and this would definitely affect the results. This lab could have been completed in class with each lab, which would have been very interesting, although, I would not have enjoyed killing the rat at the end of the hormone replacement experiment. Another option would have been to have a more interactive computer simulation References Marieb, Elain (2006). Human Anatomy Physiology Laboratory Manual. 8th ed. Pearson Education, Inc. Zao, Peter (2006). PhysioEx Version 6.0

The Juggler by Richard Wilbur Poem Analysis Essay Example For Students

The Juggler by Richard Wilbur Poem Analysis Essay Richard Wilburs creation Juggler presents the reader with number of images making this a very vivid poem. On the literal level, by using devices such as movement, shape, sound and color the reader can picture the jugglers amazing performance. For example, Wilbur suggests positive responses from the audiences on the jugglers performance. The boy stamp and the girls Shriek, and the drum booms On the other hand, this poem can also be read on the symbolic level, the jugglers performance can be understood as the cycle of our life. When the juggler graze his finger ends the ball will bounce higher and higher, however eventually it will slow down and down, Wilbur reminds us that we can only won for once over the worlds weight ,but not forever soon or later the ball will fall down again. The poet is trying to leave us a message that both happiness and sadness are inevitable in our life. We will write a custom essay on The Juggler by Richard Wilbur Poem Analysis specifically for you for only $16.38 $13.9/page Order now However, Wilbur is also trying to give us a sense of hope because in juggling involves swinging a small heaven about his ears. From subjective point of view as a Christian, such description helps Wilbur to convey to the reader that we do not need to worry in facing problems in our life, because we know that the Juggler, (which I refer to God), always lifts us again and we do not need to worry about what will happen after the ball falls down. Using the sense of movement, the first image we are presented with is that of a bouncing ball falling to the Earth. In line one, the first heavy feeling comes in the phrase A ball will bounce, but less and less This image of movement is carried through the five stanzas, with dictions such as bounce, falling. In addition to this image, we are also presented with a range of light color and dark colors such as red balls against sky blue background. This effect causes the reader visualize the spectacular performance of the juggler. In addition this also enables the reader to picture the five red balls circling in the air, against the bright blue background. Another complementary device that helps to increase the depth of this image is that we are told of the various shapes and sounds that accompany the act of juggling. For example, the juggler quickly and lightly holds the balls which graze his finger tips, each ball spinning in it own orbit. The analogy made here is that each of five red balls could be a separate unit, a separate world spinning in our own world. The poem produces an effect of a sense of our galaxy, as each planet is rotating at its own orbit to our centre of the galaxy. The use of sound is also very effective in this poem. The poet presents a type of rhythm that reflects the spinning balls, for example words such as whee, batter, booms forces the reader to listen and pay attention to the sound and the action that the juggler performed. By seeing the steady pace of this poem, (such as in line 10 and 11) Grazing his finger ends, Cling to their course there. The style of writing of this poem is third person limited focuses on the cognitive. By cognitive, it means Wilbur seems very unemotional in writing this poem as he mainly concentrates on reporting the event as they happened. In line 22, The boy stamp, and the girls Shriek here we can see although Wilbur is giving us a very descriptive and spectacular performance, he never expresses his feeling. .u61cd006cb38d1e70819f208938064e34 , .u61cd006cb38d1e70819f208938064e34 .postImageUrl , .u61cd006cb38d1e70819f208938064e34 .centered-text-area { min-height: 80px; position: relative; } .u61cd006cb38d1e70819f208938064e34 , .u61cd006cb38d1e70819f208938064e34:hover , .u61cd006cb38d1e70819f208938064e34:visited , .u61cd006cb38d1e70819f208938064e34:active { border:0!important; } .u61cd006cb38d1e70819f208938064e34 .clearfix:after { content: ""; display: table; clear: both; } .u61cd006cb38d1e70819f208938064e34 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u61cd006cb38d1e70819f208938064e34:active , .u61cd006cb38d1e70819f208938064e34:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u61cd006cb38d1e70819f208938064e34 .centered-text-area { width: 100%; position: relative ; } .u61cd006cb38d1e70819f208938064e34 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u61cd006cb38d1e70819f208938064e34 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u61cd006cb38d1e70819f208938064e34 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u61cd006cb38d1e70819f208938064e34:hover .ctaButton { background-color: #34495E!important; } .u61cd006cb38d1e70819f208938064e34 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u61cd006cb38d1e70819f208938064e34 .u61cd006cb38d1e70819f208938064e34-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u61cd006cb38d1e70819f208938064e34:after { content: ""; display: block; clear: both; } READ: Try to show clearly the steps whereby Olivia; a veiled lady in mourning falls in love so quickly EssayIt appears that this poem is very descriptive as Wilbur documented what the Juggler and the people do. In addition, by looking at the steady rhythm of this poem, it also appears that the juggler acts keeps each ball in perfect timing so to does Wilbur present this poem, using diction such as falls/balls, air/there, spheres/ears, cries/bye. By maintaining an even tempo, the poet reminds us that without the steady pace and perfect timing the Juggler would not be able to perform this spectacular performance. Moving on to fourth and the fifth stanza, the juggler moves on to a more difficult performance such as table which the juggler spins on his toe, a broom balancing on his nose with the plate turning on the broom handle. Juxtapose against this is the stable image of children watching this act calling out he excitement batter. The final stanza presents an image of slowness, as the Juggler puts the broom away, lets the table drop and the plate is lies flat on the table. Still the children continue to applaud; the jugglers achievement in defying gravity to give these items their own mobility till the end the poem says in the last line, who has won for once over the worlds weight. A number of these images are presented in the contrast to each other. On one hand we have the juggler standing stationary, on the other hand is the spinning of the balls. The poet makes a comparison at here, between the image of heaven and earth of weight and weightlessness. The red balls are liken to the world each whirling around, each in it own sphere. Another contrast is made between the jugglers energy at the beginning of his performance and how he slows down, becoming tired. The analogy made her is between the juggler and the balls. As this spinning gradually slow down and stop so to his ability to keep the entire ball in the air. In, conclusion the reader can see by using devices such as movement, shape, sound, color, the poet has created a lively performance. In addition to this by reading this poem, Wilbur is trying to bring us a sense of optimism. In the last two lines For him we batter our hands, Who has won for once over the worlds weight, the poet appears to convey us a that despite we are living in this heavy and difficult world, there is the moment we can enjoy ourselves.

what Essays - Misha, Jeremy Harmer, Three Fates, Nightmare 8

RE: The Prince and the Thre... curious-man RE: The Sister of the Sun curious-man RE: The Enchanted Head curious-man RE: True or false :] I-She RE: Can you give me a pictu... maxilady RE: Boom! Game maxilady RE: Boom! Game bulutumsu RE: True or false :] bulutumsu RE: Who has this name? bulutumsu RE: Can you give me a pictu... bulutumsu RE: True or false :] maxilady RE: The person after me game ZeYthiN RE: Who has this name? maxilady RE: Boom! Game maxilady [?eviri&Yard?m]So that ... mehmet321 The Prince and the Three Fates ZeYthiN The Sister of the Sun ZeYthiN The Enchanted Head ZeYthiN c?mle ?evirisi mehmet321 [Yarma] Grammar Nightmare 8. S?n?f 1. D?nem 2. S?nav Misha Verb Mood TheDimpLe Do you want Karate? afk 2010-2011 8th Grade 1st Ter... bluewall07 2010-2011 7th Grade 1st Ter... bluewall07 2010-2011 6th Grade 1st Ter... bluewall07 ESL aloud. General Practice... Misha Jeremy Harmer - How to Teac... Misha Mediterranean Diet Helps Co... badr bulutumsu (40 mesaj) ZeYthiN (33 mesaj) Misha (33 mesaj) ?zNuR (29 mesaj) afk (28 mesaj) MeLoNSHaPKa (27 mesaj) TheDimpLe (21 mesaj) curious-man (20 mesaj) badr (13 mesaj) I-She (12 mesaj) terc?man (12 mesaj) Nightmare (10 mesaj)

Gender Stereotypes on Television essays

Gender Stereotypes on Television essays Gender Stereotypes on Television Television is one industry that is most guilty of perpetrating gender stereotypes. During prime time hours, men make up the vast majority of characters shown. Women characters found on television at the same time are mainly in comedies, while men are predominantly in dramas. This implicates that men should be taken seriously and women should not. Another sharp gender-stereotypical contrast on television can be seen in advertisements or commercials. Gender stereotypes are also prevalent in childrens Television does not exactly represent the real world. Since most major directors on television are males; they depict a world, which agrees with their concepts of society on their show. Women usually see womens roles on television as being submissive to men or not as intelligent as men. Many stereotypes of women are played out in the popular television show Friends. Monica is kind of neurotic, like some women have the reputation of being, or like Phoebe, who is really ditsy. But on the other hand, some shows, such as NYPD Blue, gives women new opportunities and puts them in acting positions or occupations such as police officers and detectives. This isnt a typical job for a woman, but by portraying women cops the show might actually bring in a more diverse audience. Women also have very stereotypical occupations that they often play in these shows, such as nurses, sales assistants, maids, or models. Women today on television, sometimes, are not portrayed as independent as they actually are in the real world. Women sometimes plays roles of being very dependent of men, which is not the case now as it was 50 years ago. For example, on many television programs women silently appear in backgrounds to cater to the needs of dominant males. ...

China241 - Chiense language analysis (homework) Case Study

China241 - Chiense language analysis (homework) - Case Study Example for males and females in rhotacization (85%,83%), lenition (63%, 57%), interdental (ts) (39%, 0%) and realization of neutral tone as full tone (0%, 1%). The state professionals use these local Beijing features frequently except full tone variant while Waiqi professionals use non-local variants and a foreign language like English and German. Sharp gender differentiation for Waiqi professionals is due to value of language in producing cosmopolitan professional identity, company image projection and decline of state feminism due to new market economy (Zhang, 405). Use of linguistic features shows this difference for males and females: rhotacization (64%, 235), lenition (47%, 27%), interdental (ts) (15%, 0%) and full tone (10%, 31%). Language and gender related characteristics are resources or symbolic capital for Waiqi as they are used to project company image. Having foreign language skills is crucial for Waiqi as means for interpretation and communication with Chinese businesspersons but women are more constrained to use it than men do due to work requirements. Language and gender have great impact on professional access to opportunities and career trajectories. Unlike state enterprises where there are no front desks or need to present company face, Waiqis value company image in the competitive market hence employ women to represent the face of the company. These women must have foreign language skills and be presentable and firm employs them as receptionists and secretaries. Regardless of their area of expertise, they begin as secretaries, move up the ladder, and sometimes continue performing administrative duties whilst men begin with doing real business such as marketing (Zhang, 411). According to Zhang, â€Å"this has to do with gendered practice in parent corporations† and political and economic circumstances (413). The Chinese language is not â€Å"gender language† like European or other languages in order to avoid sexism. It therefore has no grammatical

LANGUAGE, PEDAGOGY AND CULTURAL DIVERSITY. Policy and practice in the Essay

LANGUAGE, PEDAGOGY AND CULTURAL DIVERSITY. Policy and practice in the education of bilingual children - Essay Example hildren through formulation of teaching strategies that are effective in the improvement of academic competency of bilingual students’ as well as analysis of the policies that support bilingual education. The observed school is located in Tower Hamlets in East London. The learning environment in the school is very approachable and welcoming. The observed year one classroom has 30 pupils aged five years with 10 bilingual learners from Mexico, Somalia, Poland, Bangladesh, Brazil and France, making for a widely diverse language and cultural environment. According to Ofsted, the performance of the school is good in terms of pupil achievement, behaviour, quality of teaching, quality of the curriculum pupil’s welfare, health and safety as well as leadership and management. The performance of bilingual pupils’ has improved steadily as they have achieved comprehension that is near that of mainstream children. To improve the performance, it is recommended that pupils be given work that challenges them and matches their level of ability (Ofsted, 2013). Cummins’ 1986 empowerment theory analysis the learning trends of bilingual students’ exploring how status relations and power difference, minority language instruction, interdependence hypothesis, community and school liaison and power and status relationships impacts the school performance of minority groups. Cummins (1986) influence on teaching strategies and policy of bilingual education is arguably very effective in focusing on the education of the bilingual students in a holistic view as opposed to Conteh’s (2009) framework, that extensively focuses on integration of parents and the community. Cummins’ framework enhances the design of intervention to ensure the potential of revising the underachievement of most bilingual pupils’ by encouraging community and parent’s participation as well as collaboration of teachers in pedagogy (Delgado-Gaitan, 1991). According to Cummins, the aim of empowerment is

Explain Nietzsches account, in terms of the Apollonian and Dionysian, Essay

Explain Nietzsches account, in terms of the Apollonian and Dionysian, of the nature of ancient Greek tragedy - Essay Example Similarly, the Dionysian corresponds to Schopenhauer which means the principle of â€Å"will† that is highly opposed to Apollonian. The Dionysian manifests when man gives up individualism to submerge into the general life led by every member of the Greek society. Nietzsche terms artistic creation as dependent on two opposing forces, which are the Apollonian and the Dionysian, where the Apollonian refers to the life giving force that shapes self-sense and is characterised by measured control and disinterest. According to Nietzsche, the Dionysian refers to a situation where the self gives way for uniting with others and general nature. Interestingly, both are intertwined at some point although they oppose each other diametrically (Nietzsche 1999, p.15). They are equally important in the arts because without the Apollonian, the Dionysian cannot have a good enough form and structure to create an art while without the Dionysian, the Apollonian does not have vitality and passion. The two Greek mythological concepts have been highly relied upon in the artistic domain to bring out interesting creativity that possibly attracts the attention of audiences. Greeks were not sensitive to suffering, thus they were highly vulnerable to influence of challenges they faced in their daily routines. They therefore developed the Apollonian aspect to avoid suffering in their daily activities since the principle developed temporary truth, although the matter in question was not real in order to assume life’s setbacks that come along. Despite the Apollonian shield, the Dionysian brought out the real effect of suffering at the heart in all occupations. The two opposing forces of the Apollonian and the Dionysian provide different categories of art in the Greek culture, but at some point, their relationship tends to face struggles (Allison 2001, p.30). It is for this reason that Greeks used

The Courage Of Children In Novels English Literature Essay

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Notes on a possible approach For this option, you might want to explore nineteenth-century ideological viewpoints of concepts such as family, gender, class and religion. It would be valuable to include some brief discussion of other contemporary texts. One possible approach would be to consider the following questions. How do the novels reflect their differing historical contexts? What evidence can be found for authorial intent, and how can differing prose techniques outlined on the DVD-ROM, including narrative voice, intertextuality and focalisation, help us establish authorial intent? You might find it helpful to revise the material in Activity 1.3 in the Study Guide as a starting point. Explore Peter Hollindales claim that Peter Pan retains its magical elasticity and its ongoing modernity (Reader 2, p.  159), with reference to different versions since its original production. Notes on a possible approach You could consider some or all of the following questions. Which aspects of the play can be described as particularly modern? How have these been adapted to suit specific productions since the plays original stage setting? How does Barries script present opportunities for alteration in relation to differing constructions of childhood? Why is Peter Pan often regarded as a pantomime? Compare and contrast the idea of fairyland in Peter Pan and in William Allinghams poem The Fairies. Notes on a possible approach It may be helpful to concentrate on a small number of specific scenes or extracts from Peter Pan for example, 1.1 (from line 315, Peters entrance to the end) or 3.1. You might want to consider the historical and generic context of each of the two texts. Does it matter that one text is a play and the other a poem, in terms of how differently they may have been presented and received? Activity 3.6 in the Study Guide could be a useful starting point when planning your essay. Childrens perceptions of, and perspectives on, the world around them are often represented by childrens writers as inevitably incomplete and therefore flawed. Evaluate this suggestion with reference to any three of the Set Books in Block 4. Notes on a possible approach You could consider some or all of the following questions: How does each author represent the worldview of their child protagonist(s)? How does the structure of each novel, including such aspects as time-scale, narrative voice, dialogue, and a sense of place, help establish this? How do your chosen texts present differing, or similar, approaches to realism and aspects of fantasy? Is there a link between the uses of realism and fantasy, and representations of childrens perceptions and perspectives? Why might it matter if a childs perceptions of, and perspectives on the world around them are represented as flawed? You may find it useful to revise Part 1, Section 1 Telling and Showing, and Section  2 Focalisation, on the DVD-ROM. Discuss David Rudds defence of the work of Enid Blyton (Reader 1, pp.  168-82), in relation to the prestige conferred on two of the Set Books for Block  4, one of which must be either Harry Potter and the Philosophers Stone or Northern Lights. Notes on a possible approach You could consider some or all of the following questions: What evidence is there for differing assessments of the popularity and quality of both Enid Blytons work and your two chosen texts? How can the success of a childrens book best be quantified? What differing views on the nature of childhood can be observed in the chosen books, and do these necessarily represent the times in which they were written? How have the criteria for judging the merits of childrens literature changed since the eighteenth century? How does the postmodern picturebook set out to capture both the adult and the child readers interest? Notes on a possible approach You could discuss which characteristics of a picturebook might invite the description of postmodern to be applied to it, drawing on a few examples. You could explore how the elements of a picturebook, including text, images, and paratext, combine to create meaning for both the child and adult reader. Is it possible to identify any elements as seemingly designed to appeal to particular age groups With reference to The Tale of Peter Rabbit and Voices in the Park, explore and evaluate the assertion by William Moebius that the best picturebooks can and do portray the intangible and invisible [], ideas that escape easy definition in pictures or words (Reader 1, p. 314). Notes on a possible approach You could consider, firstly, examples of concepts that might be described as intangible and invisible that are demonstrated in these two books. How do all the elements of these books unite to help create this? How do these help us understand the views of childhood, and of child readers, presented by the authors? You might wish to include a comparison between the historical contexts of the two books and how to situate each one in relation to childrens picturebooks generally Rachel Falconer states that it is important that the books and films [young people] read and watch should address the reality of their lives (Reader 1, p.  375). Is this view borne out by contemporary writing for children? Discuss with particular reference to three of the Set Books in Block 6. Notes on a possible approach You could consider some or all of the following questions. What might the phrase the reality of their lives assume? Can the reality of contemporary life be explored by books set either in the historical past or an imagined future? 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How can authorial choices, such as the use of direct or indirect speech, help influence the ways in which readers respond to the text? EMA: the assignment Answer either Option 1 or Option 2. Your assignment should be a maximum of 3000 words in length, excluding your list of references. Option 1 Some idea of a child or childhood motivates writers and determines both the form and content of what they write. Consider how this statement, from Peter Hunts first article in Reader 1 (p.  13), applies to any three of the Set Books. Your essay must draw on materials from at least two blocks of EA300. Option 2 Discuss how the book that has most recently won the UK Carnegie Prize fits into the history and tradition of childrens literature. Your discussion should also refer to at least one of the Set Books

The Return: Nightfall Chapter 23

Acoldfrisson went down Elena's back, the most delicate of shivers. Damon didn'task for kisses. This wasn'tright . â€Å"No,† she whispered. â€Å"Just one.† â€Å"I'm not going to kiss you, Damon.† â€Å"Not me. Him.† Damon denoted â€Å"him† with a tilt of his head toward Matt. â€Å"A kiss between you and your former knight.† â€Å"You wantwhat ?† Matt's eyes snapped open and he got the words out explosively before Elena could open her mouth. â€Å"You'd like it,† Damon's voice had dropped to its softest, most insinuating tones. â€Å"You'd like to kiss her. And there's no one to stop you.† â€Å"Damon.† Matt struggled up out of Elena's arms. He seemed, if not entirely recovered, perhaps eighty percent of the way there, but Elena could hear his heart laboring. Elena wondered how long he'd lain feigning unconsciousness to get his strength back. â€Å"The last thing I knew you were trying to kill me. That doesn't exactly get you on my good side. Second, people just don't go around kissing girls because they're pretty or their boyfriend takes a day off.† â€Å"Don't they?† Damon hiked an eyebrow in surprise. â€Å"I do.† Matt just shook his head, dazed. He seemed to be trying to keep one idea fixed in his mind. â€Å"Will you move your car so we can leave?† he said. Elena felt as if she were watching Matt from very far away; and as if he was caged somewhere with a tiger and didn't know it. The clearing had become a very beautiful, wild, and dangerous place, and Matt didn't know that either. Besides, she thought with concern, he'smaking himself stand up. Weneed to leave – and quickly, before Damon does anything else to him. But what was the real way out? What was Damon's real agenda? â€Å"You can go,† Damon said. â€Å"As soon as she kisses you. Or you kiss her,† he added, as if making a concession. Slowly, as if he realized what it was going to mean, Matt looked at Elena and then back at Damon. Elena tried to communicate silently with him, but Matt wasn't in the mood. He looked Damon in the face and said, â€Å"No way.† Shrugging, as if to say,I did everything I could , Damon lifted the shaggy pine rod – â€Å"No,† cried Elena. â€Å"Damon, I'll do it.† Damon smiledthe smile and held it for a moment, until Elena looked away and went to Matt. His face was still pale, cool. Elena leaned her cheek against his and said almost soundlessly into his ear, â€Å"Matt, I've dealt with Damon before. And you can't just defy him. Let's play along – for now. Then maybe we can get away.† And then she made herself say, â€Å"For me? Please?† The truth was that she knew too much about stubborn males. Too much about how to manipulate them. It was a trait she'd come to hate, but right now she was too busy trying to think of ways to save Matt's life to debate the ethics of pressuring him. She wished it were Meredith or Bonnie instead of Matt. Not that she would wish such pain on anyone, but Meredith would be coming up with Plans C and D even as Elena came up with A and B. And Bonnie would already have lifted tear-filled, heart-melting brown eyes to Damon†¦. Suddenly Elena thought of the single red flash she'd seen under the Ray-Bans, and she changed her mind. She wasn't sure she wanted Bonnie around Damon now. Of all of the guys she'd known, Damon had been the only one Elena couldn't break. Oh, Matt was stubborn, and Stefan could be impossible sometimes. But they both had brightly colored buttons somewhere inside them, labeledPUSH ME , and you just had to fiddle with the mechanism a little – okay, sometimes more than a little – and eventually even the most challenging male could be mastered. Except one†¦ â€Å"All right, kiddies, enough time out.† Elena felt Matt pulled from her arms and held up – she didn't know by what, but he was standing. Something held him in place, upright, and she knew it wasn't his muscles. â€Å"So where were we?† Damon was walking back and forth, with the Virginia pine branch in his right hand, tapping it on his left palm. â€Å"Oh, that'sright † – as if making a great discovery – â€Å"the girl and the stalwart knight are going to kiss.† In Stefan's room, Bonnie said, â€Å"For the last time, Meredith, did you find a backup file for Stefan's note or not?† â€Å"No,† Meredith said in a flat voice. But just as Bonnie was about to collapse again, Meredith said, â€Å"I found a different note completely. A letter, really.† â€Å"Adifferent note? What does it say?† â€Å"Can you stand up at all? Because I think you'd better have a look at this.† Bonnie, who had only just gotten back her breath, managed to hobble over to the computer. She read the document on the screen – complete except for what seemed to be its final words, and gasped. â€Å"Damon did something to Stefan!† she said, and felt her heart plummet and all her internal organs follow it. So Elena had been wrong. Damonwas evil, through and through. By now, Stefan might even be†¦ â€Å"Dead,† Meredith said, her mind obviously following the same track that Bonnie's had taken. She lifted dark eyes to Bonnie's. Bonnie knew that her own eyes were wet. â€Å"How long,† Meredith asked, â€Å"has it been since you called Elena or Matt?† â€Å"I don't know; I don't know what time it is. But I called twice after we left Caroline's house and once at Isobel's; and when I've tried after that, I either get a message that their mailboxes are full or it won't connect at all.† â€Å"That's about exactly what I've gotten. If they went near the Old Wood – well, you know what it does to phone reception.† â€Å"And now, even if they come out of the woods, we can't leave them a message because we've filled up their voicemail – â€Å" â€Å"E-mail,† Meredith said. â€Å"Good old e-mail; we can use that to send Elena a message.† â€Å"Yes!† Bonnie punched the air. Then she deflated. She hesitated for an instant and then almost whispered, â€Å"No.† Words from Stefan's real note kept echoing in her mind:I trust Matt's instinctive protectiveness for you, Meredith's judgment, and Bonnie's intuition. Tell them to remember that. â€Å"You can't tell her what Damon's done,† she said, even as Meredith began busily typing. â€Å"She probably already knows – and if she doesn't, it'll just make more trouble. She's with Damon.† â€Å"Matt told you that?† â€Å"No. But Matt was out of his mind with pain.† â€Å"Couldn't it have been from those – bugs?† Meredith looked down at her ankle where several red welts still showed on the smooth olive flesh. â€Å"It could be, but it wasn't. It didn't feel like the trees, either. It was just†¦pure pain. And I don't know, not for certain, how I know that it's Damon doing it. I just – know.† She saw Meredith's eyes unfocus and knew that she was thinking about Stefan's words, too. â€Å"Well, my judgment tells me to trust you,† she said. â€Å"By the way, Stefan spells  ¡Ã‚ ®judgment' the preferred American way,† she added. â€Å"Damon spells it with ane . That may have been what was bothering Matt.† â€Å"As if Stefan would really leave Elena alone with everything that's been going on,† Bonnie said indignantly. â€Å"Well, Damon fooled all of us and made us think so,† Meredith pointed out. Meredith tended to point out things like that. Bonnie started suddenly. â€Å"I wonder if he stole the money?† â€Å"I doubt it, but let's see.† Meredith pulled the rocking chair away, saying, â€Å"Grab me a hanger.† Bonnie grabbed one from the closet and grabbed herself one of Elena's tops to put on at the same time. It was too big, since it was Meredith's top given to Elena, but at least it was warm. Meredith was using the hooked end of the wire hanger on all sides of the floorboard that looked most promising. Just as she managed to pry it up, there was a knock at the open door. They both jumped. â€Å"It's only me,† said the voice of Mrs. Flowers from behind a large duffel bag and a tray of bandages, mugs, sandwiches, and strong-smelling cheesecloth bags like the ones she'd used on Matt's arm. Bonnie and Meredith exchanged a glance and then Meredith said, â€Å"Come in and let us help you.† Bonnie was already taking the tray, and Mrs. Flowers was dumping the duffel bag on the floor. Meredith continued prying the board up. â€Å"Food!† Bonnie said gratefully. â€Å"Yes, turkey-and-tomato sandwiches. Help yourselves. I'm sorry I was away so long, but you can't hurry the poultice for swellings,† Mrs. Flowers said. â€Å"I remember, long ago, my younger brother always said – oh, my goodness gracious!† She was staring at the place where the floorboard had been. A good-sized hollow was filled with hundred-dollar bills, neatly wrapped in packets with bank-bands still around them. â€Å"Wow,† Bonnie said. â€Å"I never saw so much money!† â€Å"Yes.† Mrs. Flowers turned and began distributing cups of cocoa and sandwiches. Bonnie bit into a sandwich hungrily. â€Å"People used to simply put things behind the loose brick in the fireplace. But I can see that the young man needed more space.† â€Å"Thank you for the cocoa and sandwiches,† Meredith said after a few minutes spent wolfing them down while working on the computer at the same time. â€Å"But if you want to treat us for bruises and things – well, I'm afraid we just can't wait.† â€Å"Oh, come.† Mrs. Flowers took a small compress that smelled to Bonnie like tea and pressed it to Meredith's nose. â€Å"This will take the swelling down in minutes. And you, Bonnie – sniff out the one that's for that bump on your forehead.† Once again Meredith's and Bonnie's eyes met. Bonnie said, â€Å"Well, if it's only a few minutes – I don't know what we're doing next anyway.† She looked the poultices over and picked a round one that smelled of flowers and musk to put on her forehead. â€Å"Exactly right,† Mrs. Flowers said without turning around to look. â€Å"And of course, the long thin one is for Meredith's ankle.† Meredith drank the last of her cocoa, then reached down to gingerly touch one of the red marks. â€Å"That's okay – † she began, when Mrs. Flowers interrupted. â€Å"You're going to need that ankle at full capacity when we go out.† â€Å";;When we go out'?† Meredith stared at her. â€Å"Into the Old Wood,† Mrs. Flowers clarified. â€Å"To find your friends.† Meredith looked horrified. â€Å"If Elena and Matt are in the Old Wood, then I agree:we have to go look for them. Butyou can't go, Mrs. Flowers! And we don't know where they are, anyway.† Mrs. Flowers drank from the cup of cocoa in her hand, looking thoughtfully at the one window that wasn't shuttered. For a moment Meredith thought she hadn't heard or didn't mean to answer. Then she said, slowly, â€Å"I daresay you all think I'm just a batty old woman who's never around when there's trouble at hand.† â€Å"We would never think that,† Bonnie said staunchly, but thinking that they'd found out more about Mrs. Flowers in the last two days than in the entire nine months since Stefan had moved in here. Before that, all she'd ever heard were ghost stories or rumors about the crazy old lady in the boardinghouse. She'd been hearing them since she could remember. Mrs. Flowers smiled. â€Å"It's not easy having the Power and never being believed when you use it. And then, I've lived for so long – and people don't like that. It worries them. They start to make up ghost stories or rumors – â€Å" Bonnie felt her eyes go round. Mrs. Flowers just smiled again and nodded gently. â€Å"It's been a real pleasure having a polite young man in the house,† she said, taking the long poultice from the tray and wrapping it around Meredith's ankle. â€Å"Of course, I had to get over my prejudices. Dear Mamaalways said that if I kept the place, I might have to take in boarders, and to be sure not to take in foreigners. And then of course, the young man is a vampire as well – â€Å" Bonnie almost sprayed cocoa across the room. She choked, then went into a spasm of coughing. Meredith had her no-expression expression on. † – but after a while I got to understand him better and to sympathize with his problems,† Mrs. Flowers continued, ignoring Bonnie's attack of coughing. â€Å"And now, the blond girl is involved as well†¦poor young thing. I often speak to Mama† – still with the accent on the second syllable – â€Å"about it.† â€Å"How old is your mother?† Meredith asked. Her tone was one of polite inquiry, but to Bonnie's experienced eyes her expression was one of slightly morbid fascination. â€Å"Oh, she died back at the turn of the century.† There was a pause, and then Meredith rallied. â€Å"I'm so sorry,† she said. â€Å"She must have lived a long – â€Å" â€Å"I should have said, the turn of theprevious century. Back in 1901, it was.† This time it was Meredith who had the choking fit. But she was more quiet about it. Mrs. Flowers' gentle gaze had drifted back to them. â€Å"I was a medium in my day. On vaudeville, you know. So hard to achieve a trance in front of a roomful of people. But, yes, I really am a White Witch. I have the Power. And now, if you've finished your cocoa, I think it's time we went into the Old Wood to find your friends. Even though it's summertime, my dears, you'd both better dress warmly,† she added. â€Å"I have.†

Trifles: Murder and Mrs. Hale

Susan Glaspell’s one act play Trifles is a clever tale which highlights the way in which women were dismissed in the early twentieth century and perhaps in some ways still today. Glaspell uses the scene of a terrible crime to engage the audience and then deliver her social message. This play is mostly about the way in which women in her day were ignored. The play takes place in a farm house in the Midwest during the present day, around 1916. Mr. Henderson, a county attorney, and Mr.Peters, a sheriff, have come to the farm to investigate the strangling murder of John Wright. One of John Wright’s neighbors named Mr. Hale discovered the body and found Mrs. Wright sitting downstairs acting in an odd manner. He has come to assist them with his testimony. Two women accompany them, the sheriff’s wife Mrs. Peters and the neighbor’s wife, Mrs. Hale. As the play unfolds, the men remain baffled by the lack of any evidence pointing directly to Ms. Wright as the killer . The case will not be entirely resolved due to an apparent lack of evidence of any motive.The two male investigators see women’s values and motivations in a disrespectful light – as mere trifles – and because of this attitude they fundamentally misunderstand the crime they are investigating and turn the two women into enemies who protect Mrs. Wright by tampering with the evidence. The men fail to see the household disarray as evidence. When entering the home, the poor maintenance in the household is apparent to all four characters in this play. The County Attorney exclaims, â€Å"Dirty towels! Not much of a housekeeper, would you say ladies? † (1114). The women defend Mrs.Wright. Mrs. Hale responds, â€Å"Those towels get dirty awful quick. Men's hands aren't always as clean as they might be† (1114). And after the men are out of earshot, Mrs. Hale is clearly identifying with Mrs. Wright when she complains: â€Å"I'd hate to have men coming into m y kitchen, snooping around and criticizing† (1114). Although all four characters recognize that the house is not well kept, but only the women immediately understand that something was terribly wrong. The men go no further with their interpretation of what the women instantly recognize as signs of discord in the home.A central piece of evidence in this play is a quilt that is being made by the suspect, Mrs. Wright, at the time of the murder. Upon inspecting Mrs. Wright’s things, Mrs. Hale and Mrs. Peters come across an unfinished quilt. It is Mrs. Hale who notices that the last section of the quilt is different. She points out to Mrs. Peters that the stitching in most of the quilt is well-developed and carefully knitted. This is in sharp contrast to the most recent piece of quilt. This final section has misplaced stitches and the poor workmanship which would happen under a high degree of emotional distress. Mrs.Hale realizes this only moments after the county attorney c omplains about a missing piece of evidence explaining: â€Å"It's all perfectly clear except a reason for doing it. But you know juries when it comes to women. If there was some definite thing. Something to show – something to make a story about – a thing that would connect up with this strange way of doing it† (1121). Mrs. Hale and Mrs. Peters realize that they are, in fact, looking at the exact evidence the county attorney had in mind. Mrs. Hale quietly undoes the stitching. Another critical piece of evidence is the knot stitching in the quilt.Early in the play, the sheriff scoffs at the silliness of women discussing the type of stitching used to construct a quilt in the middle of an important murder scene, exclaiming sarcastically, â€Å"They wonder if she was going to quilt it or just knot it! † (1116). The point of view of the sheriff is clearly one in which he belittles female concerns over such a small detail when what he sees as a real concern, su ch as murder, is in question. The sheriff and county attorney ultimately fail to realize, or even consider, the critical nature of this evidence.At the end of the play, the sheriff takes a moment to tease the women a bit more about this topic. His sarcastic question about the quilting style is answered by a wicked pun from the author. Mrs. Hale explains that Mrs. Wright, instead of quilting it, was going to â€Å"knot it† ( 1121). Mrs. Hale and Mrs. Peters understand that this reference to a knot is in fact a direct reference to the way in which Mrs. Wright murdered her husband, by tying a knot around his neck and strangling him to death. She tied a knot in the quilt the same way she tied a knot around her husband’s neck.The irony of this pun is that this very evidence, seen as laughable by the county attorney, is actually central to the murder of Mr. Wright. Although the knot is right in front of his face, he would not be able to see the meaning of it in a million yea rs. The most obvious piece of evidence missed by the male investigators is the singing bird. As the women are collecting clothing and items to bring to Mrs. Wright at the jail, they come across a bird cage. Three questions are immediately evident. First, why is there a bird cage but no bird?Second, what happened to the door of the bird cage? Of course, this leads to the third and final important question: if the bird is missing, where is it? Within a few minutes, the women discover the fate of the bird. They find the pet hidden away with great care. It is wrapped in silk inside Mrs. Wright’s fanciest sewing box. Clearly this was a type of burial, a shrine to a beloved pet. The women make all of the central connections between the dead bird and the crime that the men are investigating. They immediately realize that the singing bird was Mrs.Wright’s only companion. Mrs. Peters notes that the hinge on one side of the door has been ripped out and not fixed as if someone br oke into the cage to kill the animal. They see clearly that the bird’s neck was broken and understand that this beloved pet was killed out of shear meanness by the overbearing; soul-crushing Mr. Wright. Mrs. Peters volunteers a story about one of her own pets that was killed by boys that she knew when she was younger. They instantly understand that Mrs. Wright murdered her husband in retaliation for this brutal act.They see that this was the motive behind this murder. The bird in this play is a reminder of the care-free, singing, younger Minnie Foster who has now become the lonely, miserable Mrs. Wright. Mrs. Hale’s recollections link the bird to Mrs. Wright. She explains to Mrs. Peters that when she was single years ago, Minnie Foster was well known in the community for being pretty, well dressed, and singing like a bird in the choir. Mrs. Hale observes, recalling Minnie Foster’s singing, that â€Å"he killed that too† (1120).The central misunderstanding in this play is the male investigator’s inability to grasp the meaning of the readily available evidence. As the title suggests, the men see women’s work and women’s concerns as mere trifles. The men comment on the poor housekeeping in the home but do not seem to understand why or how it is related to the murder they are investigating. The men fail to see why the bird cage is crucial evidence. The men investigating the crime make no effort to examine the quilting done by Mrs. Wright. The women, on the other hand, see all of these things in stark relief.They understand that the shabby condition of the home and the poor housekeeping criticized by the male investigators reflect the increasing alienation and despair of Mrs. Wright. The women instantly see the significance of the quilt. They recognize the incriminating nature of the emotional distress reflected in the shoddy last section of the quilt. They also find the crucial evidence of the case by inspecting the sewing box. The women find the murdered bird. When they do, they immediately see that the bird is the lynch pin of the case. The bird is the motive.The bird explains, both in terms of meaning and in the reality of its broken neck, what actually happened to John Wright. He murdered the bird, so she murdered him The blindness of the men to the nature of the crime and their condescension to Mrs. Wright emboldens the women at the scene to destroy evidence. Both Mrs. Hale and Mrs. Peters make it clear that they blame themselves for having been poor friends to Mrs. Wright. Perhaps Mrs. Hale puts this best when she says â€Å"I stayed away because it weren’t cheerful—and that’s why I ought to have come† (1118).They even resolve to bring Mrs. Wright her bottle of preserves as a token of their concern and understanding. Subsequently, Mrs. Hale destroys the evidence of the poor stitching on the last quilt segment. She does this because she realizes that this is ac tually incriminating evidence because it reflects Mrs. Wright’s emotional state. Following this, both Mrs. Hale and Mrs. Peters further tamper with the evidence by hiding the dead bird. When the men asked what happened to the bird, Mrs. Hale lies: â€Å"We think—the cat got it† (1119). Mrs. Peters could contradict Mrs.Hale. By not doing so she is also agreeing to lie and assisting Mrs. Hale in the destruction of evidence. In the final scene, both women attempt to hide the body of the bird and Mrs. Hale succeeds. They realize that the men are blind to the real motivation and nature of this crime. They are unafraid to destroy evidence which they know the men are too self-absorbed to find on their own. The play Trifles is a play about the lack of perspective men have for women’s issues. At every turn, evidence for this crime is available and plain to see.The male investigators fail to see the evidence of the murder because of their disrespect of things that are important to women. In addition, by being so dismissive and callous, they turn the two women who actually understand the crime against them. In the end, they fail to see much of the evidence. The women hide the remaining evidence easily. The women truly understand the crime and are certainly not going to assist in the prosecution of a woman who they realize has been treated so poorly. Glaspell is telling us to beware seeing other people’s work, hopes, and dreams as trifles.

One of the most conspicuous trends in the 21st cen Essays - Leisure

One of the most conspicuous trends in the 21st cen Essays - Leisure One of the most conspicuous trends in the 21st century is a closer connection between countries, in both economic and cultural aspects. There is a widespread worry that this will lead to the gradual demise of countries' identities. This issue should be viewed and analyzed from multiple perspectives.When a country tends to develop a closer relationship with the rest of the world, it does not necessarily give up its culture. Culture is not a disgrace to but an asset of a country. An indigenous culture can distinguish one country from others, attracting foreign visitors and yielding high income. As most tourists travel abroad for learning different cultures and sampling different ways of life, such as Beijing opera in China, Japanese tea culture and Thai temples, many countries have responded with protecting and preserving their cultural identities, in an effort to keep themselves in the list of the most popular destinations. Increased tourism instills fresh life force into these countr ies, aiding the conservation of their features.While tourism provides a driving force for cultural conversation, some components of a culture, such as traditions^ customs or taboos might die out over time. It seems that in some countries, the locals have become more accustomed to exotic cultures. It reflects the combined effects of the invasion of foreign cultures, either through media or through direct business interaction. For example, two decades ago, sex was a taboo subject in China and most Chinese people felt embarrassed to talk openly about it. Over time the Western culture has permeated into the Chinese lifestyle, and the Chinese people have broken many of their time-honoured traditions. It occurs in the rest of the world as well.As outlined above, increased interaction between countries in the domains of business and culture can either strengthen or undermine the identities of countries involved, To date there is no definite answer to this question.

Writing a Lab Report Called Solids in Smoke essays

Writing a Lab Report Called Solids in Smoke essays To detect the difference of the amount of particles within the smoke of filtered cigarette and the second hand smoke released into a room from a cigarette. In doing this, it will be determined what harm these types of smoke can cause to the smoker and to those in the same room. For this experiment, filtered and non-filtered cigarettes were used. An apparatus to collect the smoke of the two types of cigarettes was constructed. Two 250ml flasks were taken and had a piece of filter placed over the mouth of each flask, secured with a 1-hole rubber stopper. Tubing connected both flasks to the cigarettes used. Before the smoke was collected, the filter paper was weighed and the results were recorded. Once the filtered and non-filtered cigarette burned down to its last centimeter, after a period of 3-5 minutes, it was put out and the filter paper was weighed once again and the results were recorded. It was found that there was a difference in weights of solids between the filtered smoke and the non-filtered smoke. When collecting the smoke from the non-filtered cigarette, .008 grams was recorded for the smoker's flask and .007 grams was recorded for the room's flask. Once the weights were compared to one another, the solids accounted for 87.5%. While the smoke from a filtered cigarette collected .006 grams in the smoker's flask and .008 grams in the room's flask. When these weights were compared to one another, the solids accounted for 133.3%. It was determined that while being in a room with a smoker, a non- filtered cigarette gave off fewer particles than a filtered cigarette. Filtered smoke proved to be more harmful than non-filtered smoke, but both types of smoke still cause damage nonetheless. In conclusion, it was found that a filt ...

Nisbette and Wilsons Article Example | Topics and Well Written Essays - 750 words

Nisbette and Wilsons - Article Example In order to classify the result and manifestations of mental processes, Nisbette and Wilson categorized the subjects into different forms. In the awareness in the existence of the response, mental processes depend on other external contributions of the environment. A person could not act based on this theory without the acceptance or judgment of other people. In this case, a person will become knowledgeable or responsive into a certain action with the verification or response coming from the extrinsic force. In the awareness of the existence of a change process, there is a process of change in the mental awareness of a person. Subject of change varied depending on the opinions of other people as part of the environment of a certain person. Because of this, existence of the person's response will depend on the rationality of the opinion of others rather than his or her own. When it comes to cognitive process, mental processes will depend on the cognition of knowledge and learning. ... (239) In the subliminal perception, logical interpretation and existence is the focus. In this theory, it is said, "we cannot perceived without perceiving, but we can perceive without remembering." This theoretical statement shows that logic thinking is the primary base of subliminal perception. Because subliminal means subconscious, the subconscious mind will process the cognition of subjects. Therefore, perceiving can be done through the subconscious without the process of recalling. However, those observations, and researches contained different erroneous reports that lead to undetermined justifications as basis of those researchers. Erroneous reports came from the topics of stimuli influencing associative behavior, position effects on appraisal and choice, anchoring effects on predictions, the influence of an individual's personality on reactions to his physical characteristics, and emotional impact to the literary passage. Other than these are the effects of distractions on reactions to the film and the effects of reassurance on willingness to take electric shocks. Erroneous reports on these mental processes can be a disturbance to the needs of the research foundation of mental processes but still, it can be a form of outlet to define the concept of truth and reality. When it comes to the accuracy and inaccuracy of verbal explanations, Nisbette and Wilson gave different perceptions towards the report of verbal acquisition and occurrence towards their subjects. They have obtained different strategies and researches in order to avoid erroneous reports. It should be noted that the individual's private access to content would sometimes allow him to

Taxonomy on existing techniques of reducing false alarms in Annotated Bibliography

Taxonomy on existing techniques of reducing false alarms in sensor-based healthcare monitoring systems - Annotated Bibliography Example According to Qassim, Patel and Modzhin (2014), fuzzy logic risk analysis is implemented to reduce false alarm instances and maintain sufficient level of security against serious attacks in intrusion and detection systems. The primary purpose of an intrusion and detection system is to identify attackers trying to infiltrate a network and expose vulnerable resources. By using a Fuzzy Logic-Risk Analysis (FLRA) model, the Qassim et al. (2014) aimed to reduce instances of false positives. By calculating the significance and severity of each suspected attack, the system establishes whether an activity can be classified as attempted attack or normal behavior miss judged by the detection system. The model comprises four layers: integrated interface, knowledge manager, autonomic manager, and resource manager. The topmost layer represents the integration point of the system administrator and the intrusion detection system. At this level, strategies and policies are defined and implemented. Th e section responsible for false positive reduction is the Intrusion Detection Manager. This second layer referred as the Fuzzy Logic-Risk Analysis Intrusion Detection Manager is responsible comprises of four modules: monitor module, analyzer, planner module and control module. All the modules act systematically to detect any attempts of intrusion, eliminate false positives and perform necessary changes to the protected element. Fuzzy Logic-Risk Analysis model works in two mechanisms: identifying the risk and assessing the risk. Once the risk has been identified it is assessed using weighted averages and consequently categorized. Threats are categorized based on their ability to cause harm to asset elements. Once the risk has been identified, residual and exposed risks are analyzed using Fuzzy logic from which different countermeasures are applied to mitigate it. FLRA model works by taking the

Ethics In Criminal Justice Research Paper Example | Topics and Well Written Essays - 1250 words

Ethics In Criminal Justice - Research Paper Example In criminal justice, ethics provides for making moral choices in case of uncertainties in various situations or problems. In the process of criminal justice, moral rules are desirable because they provide reliable guides for application in various circumstances. In criminal justice, ethics provides the grounds for reaching fair decisions in terms of law and for the sake of the criminal (Banks, 2004). It is also crucial to understand that ethics in criminal justice involves determining right and wrong in terms of human standards. Also, these two perceptions arise from the influences from parents, society or friends. Codes of conduct are influenced by religious beliefs and the law. Justice in human experience occurs as a process that moves within three concrete circles. The personal context represents the individual sense of justice. This context has the responsibility of examining the right or wrong and evil or good in life experiences. The second circle characterizes the community context for justice. This circle comprises the physical environment in which justice operates: urban, rural or suburban. It also includes the people in this system and their interactions. In the society, criminals do not operate in seclusion. Criminals require victims and circumstances. Crime relates to social conditions and circumstances through its subjectivity to the criminal justice system and the law. The social context of criminal justice ethics understands the necessity for recognizing criminals, not after the crime, but also through the comprehension of the environment and conditions that force people into crime. The social context of criminal justice ethics also involves t he self-judgment of individuals in relation to others (Schneider, 2009). The third circle of criminal justice ethics involves the processes of criminal justice. This provides the only perspective for understanding criminal justice ethics. This circle requires the

Educational Memories Essay Example for Free

Educational Memories Essay I first came into Wakefield City High School on September 1994. I had to go to the hall for an assembly. I was nervous I didnt know anyone. There was no one else from my old school just me. I was sat down feeling nervous in the assembly just then the head of lower school called out my name. They decided which tutor group I should go to Mrs Elliss classroom. I made a few friends in my class Tariq, Ajmal, Safdar and Zulfiqar. At first we all used to have the same timetable and I would ask them which lessons we would have next and which room the lesson would be held. But then gradually we were put into different groups meaning different timetable. Most of the teachers didnt like us. In maths we would look in the back of textbooks for answers that would be in are maths work. In science we made a mess of all the experiments. I broke three beakers and two test tubes, once I squirted hydrochloric acid at the black board the mark is still there. My music teacher liked me because I was good at the essays and minor music tests. I scored a high mark in the music exam but I was awful at playing music. I blew up the keyboard adapter. We would throw water balloons at everyone in the winter and set of bangers at bonfire week. In food technology the teacher hated are cooking we never cleaned up after we had finished. In art we used to draw pictures on are art folders even though she told us not to draw on them. We would draw a picture of a liver floating in a swimming pool and write next to it Liver+pool FC. My art teacher was Austrian and she would were these big black German boots and walk very disciplined like a solider. I thought she was related Adolph Hitler. In D+T resistant materials we had a teacher called Mr Taylor. Mr Taylor was tall and was a very moody person. When he was drunk he was alright. But when he was sober he was on a short fuse. He would never repeat himself. If anyone in the class asked, sir what was the question I didnt understand it sir he would start shouting and tell you to just do your work. He was tall skinny and atleast 30 years old. He would wear a white shirt with black pants. His hair had a lot of gel on it and his sideburns were completely shaved of. He always thought he was cool so he always brushed the side of his hair back. He never use to send students to isolation but he sent me because I was outside the school uniform by wearing white trainers. Whenever he explained to the whole class the work, what we had to do. I always fell asleep. So I always washed my face before entering the classroom. If you did anything wrong he would give dirty look and make you look like an idiot as though you are stupid and not clever. In the last two years all the teachers started getting on with me. I started doing well in my science and D+T. I got a high score in my science modular tests and I was predicted a c in my final G. C. S. E exam. In D+T I got a c for my coursework in G. C. S. E project Table. In my final two years at school Mr Taylor would not talk about work in D+T because we know what we had to do finish the design work. Instead Mr Taylor what talk about general interests and all kinds of things that he heard on the news saw in the papers or saw on TV. Most of al this talk was irrelevant but it was just to keep us company while we were working in the workshop and in the classroom. He would even put the radio on in the workshop and we would often have debates. He would view us as engineers including himself, which he was and he viewed the common man as underpaid labourers. He told us about his last job that he would operate a machine. He would just set the material on the machine and program the machine, then he would let the labourer do all the moving and lifting basically the heavy work. He said all this with confidence thinking non-of us would become a labourer, he thought we would all do well with his help D+T. He developed a relationship, which went from student and teacher to colleagues, and everyone knew what to do. We developed confidence in the workshop. I would use the sander and go into the store cupboard looking for whatever I needed to assemble the project. I would use all the machines, tools and equipment in my surrounding. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mildred Taylor section.

Test Bias Essay -- Bias in Mental Testing

In the helping professions such as psychology, counseling, social work and education, it is imperative that we as professionals understand tests and be able to administer them properly to our clients or students. Tests should be carefully selected, as each has a purpose and as we are aware, there are biases within various tests. A biased test is one in which there are methodical distinctions in the meaning of test scores correlated to different groups. Most tests are well-formulated; however none are absolute. Tests are often administered to make substantial conclusions that will affect the lives of the test-taker. The test-taker is unaware of these biases that are in favor of or in opposition of specific groups of people and the results could have a major effect on the test-taker. Testing has become a major aspect of the American society. In academic settings, tests scores are used in determining if a student will graduate high school, selecting students for admission to college, placing students into special education, and various other reasons. Within the corporate arena, businesses may use testing to select individuals for job placement. In the United States, testing is inescapable, and test results could have an extensive influence on individuals. Despite the commonality of testing there is a large discrepancy of results between individuals of certain races, social class, and geographical locations. It was previously suggested that the generous gap in test scores were due to differing educational systems, however researchers now seek other justifications. Is it possible that these tests are erroneous? Did they measure what they were intended to measure? Individuals in the field of education, who agree that individua... ...ork: Free Press. Hilliard, A.G., III (1995), ed. Testing African American students: special reissue of the Negro Educational Review. Chicago: Third World Press. Jencks, C. and Phillips, M. (1998), eds. The black-white test score gap. Washington, DC: Brookings Institution Press. Jenson, A.R. (1980). Bias in mental testing. New York: Free Press. Matarazzo, J. (1972) Wechsler’s measurement and appraisal of adult intelligence. Baltimore: Williams and Wilkins. Reynolds, C.R. and Brown, Robert T. (1984), eds. Perspectives on bias in mental testing. New York: Plenum Press. Thorndike, R. (1971). Concepts of cultural-fairness.Journal of Educational Measurement,  8(2), 63-70. Retrieved from http://www.jstor.org/pss/1433959 Whiston, S. (2009).  Principles and applications of assessment in counseling. (3rd ed.). Belmont, CA: Brooks/Cole, Cengage Learning.

Skinny Bitch: A Manual for Lifestyle Change

There are cuss words splashed throughout the book and the writer is very direct with her opinions. However, as the reader it was truly convincing and made me feel like I better get my butt up, throw out any meat and dairy in my kitchen, and get to the store and buy a case of tofu, ASAP. Because the diet Is vegan that means absolutely no meat, Including poultry, pork, and fish. Also no dairy, Including eggs, cheese, basically no animal by-products are allowed. There Is also a chapter on artificial sweeteners and processed food, which are not allowed In the diet either.The book tryingly suggest to quit smoking and cut back on alcohol, which I absolutely support; smoking is disgusting and large amounts of alcohol are unhealthy. The book is very captivating and educational. It educates the reader about more than Just what not to eat. It also goes deep into depth about what happens at slaughter houses and the mistreatment of farm animals in a way to both convince the reader to not eat mea t and to also explain that meat is not always a healthy choice, even chicken and eggs.The book explains the high amount of chemicals and hormones that are pumped into our farm animals and the effects they have on the unman body. For example on page 45, it reads, â€Å"Half of all the antibiotics made In the united States each year are administered to farm animals, causing antibiotic resistance In the humans who eat them†. That Is a pretty scary fact, there are many other scary facts littered throughout the book. The book also explains the Importance of exercise and how important it is to have a exercise regimen. Skinny Pitch† is not so much a diet book as much as it is a suggested manual for lifestyle change. If one is planning to follow the â€Å"Skinny Pitch† diet they need to legalize it is not temporary, becoming a vegan is not only a serious commitment but also a way of life. Grocery shopping, cooking at home, and eating out will all be effected by choosing a vegan lifestyle and if one has a family their eating habits might have to change as well. The â€Å"Skinny Pitch† diet is low in a few vitamins and minerals. Also low in saturated fat, 59% and sodium, 42%, which is a good thing.But also low In Vitamin D, 20% and Iron, 63%, which could cause a problem after a while, however I believe that the majority of Vitamin D Is acquired through natural sunlight. The diet provides over 100% DIR of protein, omega-6, dietary fiber, thiamin, riboflavin, niacin, Valetta 36, Foliate, vitamin C, vitamin A (REAL vitamin A (10), vitamin E, calcium, and magnesium. I feel the diet is different from the average individual's normal diet, American's let manly revolves around meat, wanly can make It extremely Doolittle to stay faithful to a non-meat, non-dairy diet.As mentioned above, it is a lifestyle change and a very intense personal decision. I believe that if one chooses to follow the â€Å"Skinny Pitch† diet they will most definitely lea rn new healthful ways to eat and if hey are used to eating the average American diet, one can definitely expect to keep weight off. However, if beginning the â€Å"Skinny Pitch† diet while already being mindful of what one eats I don't believe there would be a huge change in weight loss or gain.It is not necessarily a â€Å"low-fat† diet, rather it is a heaths eating lifestyle and even though the authors believe a true healthy diet does not contain meat or dairy that is not necessarily true. However, a decrease in meat and dairy consumption is a good choice for anyone who is trying to eat a more heart healthy diet. I believe that the â€Å"Skinny Pitch† diet could be a bit more expensive than average American diet. Purchasing soy over regular milk is more expensive. Finding soy and vegan products that taste good are indeed more expensive.On the other hand, if one is not purchasing large amounts of meat the costs may Just about equal out. I believe for the averag e American the â€Å"Skinny Pitch† diet would provide a calorie deficit, however for someone who is already mindful of their diet and includes a lot of fruits and vegetables in their diet, they may not see a large calorie deficit. Skinny Pitch† is not too low in calories. I believe the diet makes very reasonable claims regarding health and weight loss. It's simple: eat a healthy diet full of fruits, vegetables, and whole grains and overall health will improve.The diet is straightforward and honest, fat will not drop and health will not improve until one commits too lifestyle change, not a â€Å"quick fix†. Yes, it absolutely has required restrictions to certain foods. All meat, dairy, and any food the includes any animal by-products. Any processed food and any food that contains artificial sweeteners are not allowed. The credentials are indeed sound, the two women that wrote the book are both former models, and Kim Barbarian has received her Masters of Science in Holistic Nutrition. All the reviews that I read of â€Å"Skinny Pitch† said pretty much of the same thing.The book is written in a very straightforward way that will not leave anyone wondering what are healthy food choices. The New York Times review states that the book has a large focus on animal rights, which it does indeed. The Times also agrees that the book has an attitude but is â€Å"crystal-clear† on what is Junk food vs.. A healthy choice. Health. Mom's review mentions that the book might â€Å"pray' on women with eating disorders and may â€Å"take more of a toll on your self-esteem than your waistline† but also agrees that the diet is low in calories and could result in weight loss.Goggle Books says â€Å"Skinny Pitch† explains healthy eating habits and a â€Å"lifestyle that promotes whole grains, fruits, and vegetables, and encourages women to get excited about feeling â€Å"clean and pure and energize†. When compared to the materia l we have been studying in class this term, the book â€Å"Skinny Pitch† has a lot of similarities. The book describes healthy dating. It focuses on fruits, vegetables, and whole grains, which we have learned in class are all very healthy and the foods the average American needs to consume more regularly.I also like that the book explains how processed foods and refined sugars are not good for the human body, all lessons we have learned in class. Its also interesting that the book focuses on the treatment of animals and explains all the chemicals Tanat are Tea to ten animals, we nave talked auto Tanat In class as well. In only major difference between what we have learned in class and the book is that en can still have a healthy diet that includes meat and dairy, Just that moderation of the two are important to ensure a healthy heart and low cholesterol.I like this book and I believe that a vegan diet can be very healthy as long as one ensures that they are getting all the ne cessary vitamins and minerals. I have a very good friend who is vegan and she has managed to make some wonderful entrees and I always look forward to her dinner parties. She incorporates raw food as well which can be very tasty when prepared correctly. I would rate this diet as an 8. I live that it is healthy and I like how it's a lifestyle change, not Just a fad diet.Most fad diets do not work and weight is gained back within a year. I like how â€Å"Skinny Pitch† explains to the reader that there is no easy fix and that if one desires to be thin and healthy it takes determination and hard work, as with anything that is worth achieving. I would recommend this book to anyone that is interested in becoming a vegan. I would also recommend it to anyone who needs a wake up call in regards to their health and food choices and anyone who thinks that they can Jump on some crazy â€Å"diet wagon† and lose weight fast and easy.

A Comparative Essay Of The Poems ‘Salome’ (C.A.Duffy) and ‘The Arrival Of The Bee Box’ (S.Plath) Essay

‘Salome’ by Carol Ann Duffy and ‘The Arrival Of The Bee Box’ by Sylvia Plath have many similarities and differences. ‘Salome’ is ostensibly a poem about an individual, most likely a woman, who wakes up and finds ‘a head on the pillow’ beside them. The poem continues to detail their immediate actions and finally reveals that this head is in fact ‘on a platter’. ‘The Arrival Of The Bee Box’ appears on the surface to describe the empowerment felt by an individual as they explore their control over a box of bees. An interesting similarity is both poets are female. C. A. Duffy was born in Glasgow in 1995 and is the eldest of five children. Plath was born in 1932 and was born in Boston. If you read the poems from a biographical perspective it is possible to identify certain factors which the poet has included due to their personal circumstances. Personally, I believe that both C. A. Duffy and S. Plath have points to make. For example, Duffy’s poem could be seen to have many links to the role of woman in society and the power they possess over their male counterparts. This mental attitude, which has filtered through into her poetry, could stem from the fact she is the first women and the first openly gay person to hold the position of Britain’s poet laureate. Similarly, ‘The Arrival Of The Bee Box’ contains subversive ideas of power and possibly connotations to women taking an untraditional role in society. In ‘Salome’ the pace, tone, rhythm and structure are all fractured. This is very effective as it reflects the psychological standing of the voice in the poem. The effect is created through the techniques of enjambment and rhetorical questions and these can be observed in the fifth line â€Å"what did it matter? â€Å". The line is isolated and this draws the reader’s attention to it. Alongside this the rhetorical question then compels the reader to think â€Å"what did it matter? †. This emphasises the point to the reader that it does matter and is very important in the given context of the poem. By contrast, ‘The Arrival Of The Bee Box’ is made from six uniform stanzas of five lines. There is little by way of caesura and it therefore differs greatly, in terms of structure at least, from ‘Salome’. Personally, I believe this is because the speaker is portrayed as being more collected and comfortable with the received power, relative to the voice in ‘Salome’. The second line is an excellent example; â€Å"Square as a chair and almost too heavy to lift. † The rhyme of ‘square’ and ‘chair’ gives a positive sound and in turn this can be seen to signify control and enjoyment of power. The above evidence suggests that C. A. Duffy and S. Plath both have different ideas on which way structurally is best to communicate their ideas. However, I believe the free structure of ‘Salome’ adds more than the rigid structure of ‘The Arrival of The Bee Box’ as it generates an extra dimension in which readers can have more freedom to interpret the desired meaning of the poem themselves. Integral to both poems is the theme of power and the relation it has with the owner, especially women. The similarity and hegemony is this attack on the stereotypical views that if allowed to stand could drive woman to the periphery of society. In ‘Salome’ the voice is somewhat of a ‘player’ and it is this scopophilic attitude which generates Duffy’s point. In a modern society it is often seen as ‘cool’ or ‘macho’ for a male to sleep with many women. By contrast, if females replicate these actions then they stand a high chance of being bombarded with derogatory terms. It would appear that S. Plath would chose to focus more on the interest of power. She refers to different times in history (Greek, Slave Trade, Roman). This sets quite a theatrical atmosphere because referring to these superpowers through the ages helps the reader to appreciate the importance of power in our society both in the past, present and future. It highlights the fact that in Duffy’s opinion (and I agree) that it is embedded in humans to seek out power and control others. Overall, both poets have similar themes in their poems but chose to express them in different ways. A similarity between both poems is that they make allusions to either religious names or different parts of the Bible. C. A. Duffy in ‘Salome’ chooses to use iconic Christian names such as John and Peter. Whereas S. Plath uses the concept of a heaven; â€Å"There is the laburnum, its blond colonnades, And the petticoats of the cherry. † The description of this utopian setting could be linked to the feelings felt by the voice in ‘Salome’ when she/it says ‘I saw my eyes glitter†¦and ain’t life a bitch’. The voice sounds as though it is satisfied, justice has been done and it has reached a metaphorical destination. This destination, in my opinion, is that the voice feels like they have somehow reached equality by committing this grotesque act. A large influence in terms of language in both poems is the personal pronoun ‘I’. This similarity is most likely due to the recurring them of power in each poem. The narrators are trying to express that they are the ones in charge. The language in both poems is very simplistic but the words can be used in quite complex ways. Both poets have chosen not to overcomplicate their language and I think they have made their poems very accessible to all people. Colours are used in both poems for different effects. In ‘Salome’ the ‘red sheets’ could signify the anger felt by the voice for the injustices that have driven them to undertake the atrocity. In ‘The Arrival Of The Bee Box’ ‘the petticoats of the cherry’ and the ‘blond colonnades’ are used as the colours of the heaven. The use of colours is different in each poem but both work well. In conclusion, I feel that Carol Ann Duffy and Sylvia Plath are both very successful in presenting their ideas in the two poems. The poems are left open to interpretation and depending on the type of reading you undertake (colonial, biographical, etc) they can mean different things to different people. However, I personally feel that ‘Salome’ is more interesting and mesmerising to the reader. This is most likely due to the fact I found ‘The Arrival Of The Bee Box’ too abstract for me and I found it difficult to grasp. I think the poems have opened my eyes not only to the inequalities felt by certain groups of society but also to the disparities across the globe in general.