Park – Creative Writing

Tiny pieces of broken green glass lay around the fencing, glistening in the sun, and litter and pink chewing gum stuck to the bin and gate. The smell of dog urine whiffs as the wind blows and every now and then a young mother shouts, â€Å"don't stand in that it's dirty!† A small fat child sits on his own, indulging in a huge ice cream, smothered with a dark brown chocolate source and sprinkles the colours of the rainbow. He wipes the ice cream from around his mouth with his grubby little hands, smearing mud across his face, another child kicks a ball at him and knocks his treat from his hands†¦A loud cry and the child's mother comes slowly plodding over, her huge waste bouncing from side to side. Whilst all the little kids play, thuggish looking teenagers barbarically kick bins over and shout at the top of their lungs in which are filled with smoke, holding beer cans and vodka bottles they run around like wild animals. All with their hoods up they intimidate not just the younger children, but their parents too, before the darkness arrives, the park is empty and only contains the youths who run riot care free. Sitting on the swings and pouring beer down the slide, one of the teens shout â€Å"old bill†! The rest of the thugs launch their alcohol into a nearby hedge and sit like nothings going on. As the odd looking policemen come nearer, one rather tall with beady little eyes and the other short and plump carrying his hat, the teens become anxious but don't show their fear. The policemen are suspicious and search four of the youths while the other five slowly walk away pretending they weren't there, the fat policeman's face screws up and he frowns as he pulls out a packet of cigarettes from the fourteen year old skin heads pocket, he slips them into a bag. â€Å"Oi they're mine† shouts the loud mouthed four foot boy. The policeman take down the kids names and tells them to clear off before they're arrested. The four teens that got searched look glumly at the floor and slowly walk away, looking back at the policemen, scowling viciously as if they don't have anything better to do. They're finally reunited with the other five hood rats that walked away; they all squabble like three year olds about why they walked away. All looking at each other in suspense, a fight breaks out. A bloody nose. A black eye. They never learn.

Critical Issues For The United States

Deliberation suggests careful thought or reflection, consideration of alternatives, but may also imply public discussion, processes working toward collective judgments. For different reasons, liberals and their critics would agree that deliberation is central to citizenship. For liberals, deliberation in the public sphere is instrumental to the purposes and interests of free individuals, combining with other private citizens to articulate and pursue common interests. For those with a more communitarian perspective, public deliberation is part of the process through which citizens are socially constituted and democratic participation is thus intrinsically rather than instrumentally valuable. At Syracuse University’s Maxwell School of Citizenship and Public Affairs, we have developed a team-taught, cross-disciplinary social science course which emphasizes public deliberation not only on policy issues, but on the meaning of citizenship itself. Our course entitled Critical Issues for The United States – along with its sister-course, The Global Community – originated with a year-long process of intensive discussion and planning among a group of faculty drawn from the various academic departments and programs of the Maxwell School†¦ The courses we developed were first offered during the 1993-94 academic year, and have undergone annual revisions – some modest, some more substantial – ever since. The fundamental ideas underlying the courses have not changed, however: they remain focused upon citizenship, understood in terms of practices of public deliberation. Our courses were designed as multidisciplinary survey courses which would, in the process of discussing issues important to the lives of our students, introduce them to some of the major concepts and modes of analysis employed in the various social science disciplines represented at the Maxwell School. There was from the outset, then, a sense of multiplicity of perspective built into the core concept of these courses. They would not present a single seamless vision of social life or seek to find the one right answer. Rather, they would present multiple interpretations of each issue we dealt with, some convergent, some in direct conflict. We would try to link these interpretations to fundamental assumptions about the nature of social life, and to show how these basic conceptual frameworks were related to different normative orientations and political positions — that is, to different practices of citizenship. We would invite students to ponder the implications of the various perspectives we discussed, to consider the consequences for their lives as citizens, but we would not push for closure or consensus. We would emphasize the process of deliberation, rather than any particular result. We expose students to different ways of knowing social reality: the hypothesis-testing approach of orthodox social science, rudimentary rational choice theory, more interpretive understandings of social action, and critical theory models which seek organic links between knowing the world and recreating the world. We try to underscore the idea that different ways of knowing are associated with different modes of action and, ultimately, with alternative possible worlds. How knowledge is socially constructed is thus a crucial dimension of citizenship, and an important aspect of this course. FormatAs part of our emphasis on processes of deliberation, we wanted to move away from the passive, lecture-based format typical of introductory survey courses at larger universities. In many such courses, if students are involved in smaller discussion sections at all, they are typically led by graduate teaching assistants and are at best an adjunct to the primary, lecture-driven substance of the course. In contrast, the Maxwell courses were designed so that two-thirds of students’ class time would be spent in discussion sections of no more than fifteen, led by members of a team representing a cross-section of the Maxwell School faculty. To underscore for students that these discussion sections were not merely the caboose on a lecture-driven train, but were rather the motor of this course, a substantial part of their final course grade (currently 25 percent) is directly linked to their level of participation in these discussions. Particular faculty members meet twice each week with the same discussion groups so that a sense of mutual familiarity and group identity could develop, fostering candor in discussion and a willingness to think out loud. Once a week, rotating pairs of faculty share the responsibility of lecturing to a â€Å"plenary† in which all the discussion sections meet together. These lectures typically present alternative perspectives or ways of thinking about some general question or issue area. Faculty attempt to â€Å"model† intellectual activity for students, thinking through the strengths and weaknesses of various perspectives, underscoring their implications for politics and social life. Often, faculty will present perspectives with which they do not agree, and will state so at the outset. In this way, they may illustrate for students that there is an intelligible train of reasoning behind each position, and that our fist task as critical thinkers and citizens is to try to understand that reasoning. Implicitly we pose the question: why would reasonable people hold such a view? In the first instance, then, our objective is to help students to feel the attraction which draws scholars and citizens to a particular perspective, its intellectual power, its political promise, its vitality. We then try to explore the tensions or limits of each perspective. Again, the emphasis is on deliberation rather than mastery of a given fund of â€Å"knowledge†, but we do expect students to understand key concepts, arguments and supporting evidence for each of the major positions we deal with, and ultimately to be able to incorporate these into their own critical judgments and deliberations. To deemphasize rote learning, we abandoned conventional exams altogether. Instead, frequent writing assignments are integrated into the course as one more mode of deliberation and discussion. Students contribute regularly to a computerized â€Å"citizenship log† in which they are asked to exchange comments on a particular issue or idea in the course material. To encourage students to come to class prepared to actively discuss the material at hand, we may ask them to write a brief paragraph responding to each day’s readings and perhaps to post this response on the electronic log for other members of the class to see. In addition to addressing regular prompts from the faculty, students may also engage each other on the electronic log, continuing or anticipating classroom discussions. Often, faculty will review students’ e-log entries prior to class and use them to construct an agenda for more focused group discussion. We also employ more traditional forms of writing. From time to time, we ask students to write very brief (1-2 page) response papers which focus their attention directly upon substantive points judged by the faculty team to be especially significant. Frequently these will be concepts or issues which will be important for future deliberative essays. This helps students early on to begin come to grips with key claims or ideas, and enables the faculty to gauge their success in doing so. This may be a useful diagnostic tool: disappointing performance on response papers may then signal to us that particular students need additional help with key concepts, or they may reveal that the entire class needs to spend more time collectively working through some especially difficult points. Finally, each major unit of the course culminates in a somewhat longer â€Å"deliberative essay† in which students are asked to critically assess various perspectives and formulate a position relative to the major theme or issue of that unit. These essays are kept short (typically around five pages) in order to encourage students to be as concise as possible, to make deliberate decisions about what material is most significant, to develop summarization skills and to preclude the â€Å"kitchen sink† approach to paper writing. To aid students in the development of essay writing skills, the faculty have prepared extensive writing guidelines which include such fundamentals as how to construct and support a reasoned argument, how such arguments differ from assertions of opinion, how to use sources and avoid plagiarism. To reinforce our seriousness about the development of analytical writing skills, our grading criteria are keyed to these guidelines and we provide extensive written feedback on essays pointing out where there is significant room for improvement. We also make available to students annotated examples of especially strong essays so that students can see for themselves the kinds of work they are capable of producing and what faculty graders are looking for in student writing. Altogether, students would write 5-8 papers of various lengths, and anywhere from a dozen to several dozen computer log entries. To aid faculty in designing these writing assignments, and to advise students on how to construct them, our faculty team includes an instructor from the university’s writing program who has been involved in course planning from the outset, is familiar with the readings, attends all our lectures, and participates actively in faculty meetings. We have found the writing instructor to be especially valuable in helping us to design writing assignments which balance the open-endedness necessary for real deliberation with the concreteness required to hold student interest. In keeping with this relatively open-ended format, we avoided adopting any standard textbooks, and instead assembled a custom reader which presents students with the challenge of interpreting multiple voices and engaging a variety of perspectives. In addition to our reader, we assign three books representing particular positions on each of the major issues under discussion. To maintain creative tension and space for deliberation, we are careful to include in our reader several counterpoints to each of the books we assign. Our goal is to provide students with enough material to construct a critical and also a supportive position with regard to each major reading. We have also developed a home page on the World Wide Web in order to give students the opportunity to explore the vast array of resources available in cyber-space. Our home page contains all the materials which would be found in a syllabus, together with guidelines for the different kinds of writing assignments students will encounter, annotated examples of strong student essays, information about members of the faculty team, links to computerized discussion forums for each class section, and links to a variety of resources external to the university. Newspapers and magazines, government agencies, political parties, advocacy groups, think tanks, data bases and archives are made accessible through our web page. Our hope is that this array of electronic resources will not just facilitate learning through the classroom experience, but will also prompt students to consider the links between issues and perspectives discussed in class and those they encounter in the media and on the web. To further encourage this, we directly incorporate web materials into some of our class sessions: for example, we used material from the web sites of industry, environmental, and citizens’ groups to facilitate a role-playing exercise in which groups of students were asked to interpret the position of a particular group and to come to class prepared to assume their identity and negotiate with others based upon what they had learned from the web sites we assigned. Substantive VehicleCritical Issues for The United States began as a series of debates on issues which faculty planning teams thought to be important ones for students as citizens. Early versions of the course focused upon such issues as: individual rights and the responsibilities of citizenship; the size and scope of federal government as well as the relative merits of governmental centralization and decentralization; unequal access to quality education; race and affirmative action; and the environment. However, over successive semesters, student evaluations suggested that these issues and the arguments relevant to them were being perceived as separate and disconnected. The course was not providing students with a way to connect these discussions to contested visions of civic life, to see that positions on different issues might be linked by similar understandings of citizenship, to understand that policy debates are also debates about the kind of society we wish to live in and the kinds of citizens we want to be. To provide a substantive vehicle which would refocus the course on contested meanings of civic life and citizenship, and to help students see more clearly the linkages between these visions and particular political positions, we introduced a new integrative theme for the course as a whole: â€Å"the American Dream reconsidered†. We ask students to deliberate on questions such as the following: What has the American Dream meant historically? What meanings does it have for people today? How do visions of the American Dream help us to think about ourselves as citizens, and what difference does it make if we think about the Dream in one way or another? How have issues of race, class, and gender figured in various interpretations of the Dream? Are there nationalist or nativist undertones in some or all versions of the Dream? Can, or should, the prevailing interpretation of the American Dream survive into the 21st century? To engage students on issues where they feel they have some stake and where they already know something, we approach these questions not in the abstract but as they have confronted us in three major areas of public controversy. EconomyWe ask whether the American Dream has been associated with the rise of a large and prosperous â€Å"middle class†, and if that version of the Dream is threatened by economic changes currently underway. What kinds of economic conditions are needed to support the Dream? Who can, or should, participate in such prosperity? What is the meaning of participation in an economy, and how is that participation related to different notions of citizenship and community? This unit of the course introduces the basic market model, emphasizing individual choice and the role of prices as transmitters of both information and incentives. We present the case for the proposition that, in the absence of external intervention, individuals acting in pursuit of their own self-interest will realize through market institutions the most efficient allocation of resources. This implies a limited role for government and a tolerance for the economic and political inequalities which are intrinsic to a system of individualized incentives. We present the classic critique of governmental policies aimed at fostering greater equality: such policies are counterproductive insofar as they distort price signals and undermine incentives for the efficient allocation of resources, and are undesirable since they restrict individual liberty. On this view, then, the American Dream entails the protection of individual rights and liberties and a system of opportunity in which individuals are rewarded in proportion to their hard work and merit. America became a wealthy and powerful world leader through the pursuit of this vision of the Dream and, to the extent that we have in recent decades experienced diminished opportunity, prosperity and power, it is because we have strayed from the original version of the Dream. We also present in this unit a view of the American Dream of individual reward and prosperity as embedded in sets of social institutions which unequally allocate power, wealth and knowledge, and which limit opportunities for meaningful self-government. These inequalities are woven through relations of class, race, and gender, and have intensified in recent years as the American economy has become more polarized in terms of power, income and wealth. This view offers its own vision of the American Dream, one which has markedly different political implications from the first view. The political horizon projected by this vision of the Dream constitutes a community of actively self-governing citizens. To the extent that economic institutions foster inequalities which preclude the realization of this Dream of participatory democracy for all citizens, institutional reforms aimed at equalization and democratization are warranted. We then explore some of the reforms proposed by critics of the contemporary American political economy, as well as the concerns which a more individualistic perspective would raise about those proposed reforms. EducationWe look at education as a pathway to a better life for individuals, or as a prerequisite of an actively self-governing community. What kind of educational system do we need in order to fulfill different versions of the Dream? How are different visions of citizenship implicated in contemporary debates about educational reform? We explore problems of unequal access to quality education, both in K-12 public schools and at the college level. We examine analyses which argue that some Americans receive first-rate education at public expense, while there are entire classes of citizens who are not provided with education adequate to enable effective participation in public deliberations, and thereby become disempowered, second-class citizens. Accordingly, some prescribe a more centralized and uniform administration of public education in order to eliminate the grossest inequalities and insure for all citizens the â€Å"equal protection of the laws† promised by the Fourteenth Amendment. We also explore arguments which locate the problems of public school systems in over-centralized and bureaucratized administrations, and which prescribe institutional reforms which move education closer to a competitive market model based upon consumer sovereignty and choice. Finally, we grapple with the dilemmas of affirmative action in college admissions, and ask how a liberal individualist society can cope with persistent inequalities of race in higher education. EnvironmentWe look at the relationship between the natural environment and the American Dream. Can the prevailing vision of the Dream coexist with a healthy environment? Can we imagine more environmentally friendly versions of the Dream? What would be the broader social and political implications of enacting a more environmentally sustainable vision of the American Dream? We examine the anthropocentric view of nature as having value only insofar as it serves human purposes, and which further suggests that the market mechanism is the best way to determine to what extent humans should exploit the natural environment. Establishing property rights over natural resources creates a direct incentive for their wise management. Further, the price signals and incentives of the market will call forth effective substitutes in response to resource shortages and new technologies which may minimize or eliminate our costliest environmental problems. This â€Å"free market environmentalism† is entirely consistent with the individualistic vision of the American Dream, promising consumers a world in which self-interested market behavior continues to generate high standards of living into the indefinite future. This view is encapsulated in Jay Lenno’s snack chip advertisement: â€Å"Eat all you want; we’ll make more†. In contrast to this market-based view, we also examine the perspective of environmentalists who suggest that our relationship with nature is best viewed not in terms of the instrumental exploitation of an external object, but rather as a necessary aspect of any sustainable human community. On this view, then, our obligation as citizens of the community extends to future generations, and we must make environmental decisions based upon social norms of long-term sustainability. Such decisions cannot be made through the instrumental calculus of the market, but must instead be made through processes of public deliberation. This, in turn, requires institutions to support such processes of democratic deliberation and citizens competent to participate in them, and thus also suggests certain linkages to the other units of our course. In addressing each of these critical issues we hope to lead students to ask: What does the American Dream promise? Does it mean individual liberty? Does it mean democracy? Does it mean equality? Does it mean opportunity for material success? A â€Å"middle class† standard of living for most, if not all, citizens? The freedom to succeed or to fail? Freedom from oppression or poverty? Is it a promise of a better life for individuals? A better society in which all of us can live? Is mass consumption a necessary centerpiece of the Dream, or might it involve a more harmonious and balanced relationship with nature? What can, or should, we expect from the American Dream now and in the future? And what do those expectations mean for our own practices of citizenship? In these ways, we try to encourage our students to see this course as being about themselves, their political community and their future. In that sense, the course as a whole represents an invitation to enter into the public deliberations which are at the heart of various understandings of citizenship. ReflectionsI came to these special courses with some modest experience of teaching discussion-oriented and writing-intensive courses. After an introduction to the teaching profession which involved lecturing three times a week to faceless crowds of 250 or so students, I was fortunate to be able to teach international relations for several years in the Syracuse University Honors Program. These were some of the best students at Syracuse, accustomed to putting serious effort into their education and expecting a more intensive learning experience. It was exhilarating, a whole new kind of teaching for me: the students were eager to learn and it seemed as though all I had to do was present them with some challenging material and prompt them with a few provocative questions and off they went, teaching each other and, in the process, teaching me about teaching. Eventually, though, I began to feel a nagging sense of guilt, inchoate at first, increasingly clear later on. I was doing my best teaching with those students who least needed my help. In that sense, I began to feel that I wasn’t really doing my job. Then I was offered the opportunity to join the Maxwell courses. Reflecting back now on five years of continuous teaching with these very special courses, the thing from which I derive the greatest satisfaction is that we have been able to create for a cross-section of first and second year students a learning experience very much like that which was previously the privilege of Honors students. In that sense, our courses have been about the democratization of education, as well as the education of democratization.

Ethics Essay Example | Topics and Well Written Essays - 2000 words - 3

Ethics - Essay Example Since these duties would apply to every rational individual, ethics would prevail as individuals would be acting under universal laws that are absolute, therefore, without events of contradictions occurring (Kay, 2007). This paper will examine Maria von Herbert’s interaction with Kant as seen in the reading by Rae Langton, thus pointing out the problems, with Kantian ethics, their severity and how the Kantian can suitably respond. Firstly, it is crucial to examine the details of the letters and the events that followed in order to chronologically assess the situation and pinpoint the main issues. In Rae Langton’s reading, a theme of friendship between Maria von Herbert, a young Austrian and Kant seems to welcome the reader. Herbert is presented as a keen follower of Kant and even with the on-going enmity between Germany and Austria; she still seems to be devoted to Kant’s ideologies. In the season of autumn in 1791, Herbert wrote Kant a letter disclosing her suff ering caused by losing her lover due to revealing certain information to him. Agitated from emotion, she said that she had contemplated suicide but because of Kant’s theory, she had decided otherwise (Langton, 1992:2). Herbert felt that she should confess about a certain truth that she had not told her lover so that she could be at peace with herself. After confessing, the lover turned cold and the love that he had felt for Herbert faded, thus making Herbert miserable. Herbert had fortunately read Kant’s theories and since she was devoted to the Kantian ethics, she had decided not to take her own life as it would be morally unacceptable (Langton, 1992:2). Kantian ethics instructed that every individual was compelled by a duty to do what is morally right despite the consequences. In this context, Kant had argued that committing suicide was going against the categorical imperative, which in itself is a command that demands individuals not to commit suicide (Kant, 1785). Herbert was a staunch follower of Kantian ethics so she felt that it was morally wrong to commit suicide despite the pain and agony she was feeling. Although she had not taken her life, she wanted Kant to reveal to her, the values or worth of living such a miserable life with a lot of emotional pain and no good. She wanted Kant to give her an alternative that could make her feel that her life was worth once again. She also indicated that Kant’s philosophy had not helped her in dealing with her troubles (Langton, 1992:3). The letter evidently moved Kant as it conveyed a theme and a message of truth, virtue and honesty. These were qualities that moved Kant because he believed that speaking the truth was not only an ethical duty to oneself but to others (Mahon, 2009:214). Therefore, he sought a friend who advised him to reply to the letter. Kant talked about the dispute between desiring to keep individuals’ private matters to themselves and the need to openly talk about t hem especially when in a situation of immense love. Kant said individuals had an inward urge that set limits to excessive openness and allowed them to keep some aspects of life locked within them. Kant simply meant that it was ethically allowed for individuals to keep private matters to themselves but this was supposed to be recognised from lying (Langton: 1992: 3). Kant told Herbert that her lover had every right to be angry with her and she had to face the consequences of being dishonest. Kant declined to talk about suicide because he thought that talking

The Most Viable Method of Stadia Financing Dissertation

The Most Viable Method of Stadia Financing - Dissertation Example Since the 2022 Football World Cup is to be hosted in Qatar there is an urgent need to consider the issue of how to finance stadium building in time for that event. The country must be able to demonstrate a) the availability of sufficient capital to fund such projects and b) a sufficiently robust financial sector to regulate the major financing deals that such projects require.Although relatively small in size, Qatar has become one of the fastest growing economies in the world. With its persistence economic growth and economic development, the country observed a phenomenal growth rate of 18.9 percent between the years of 1999 to the year of 2004. As a result, by the end of the 2005, the GDP per capita in the country was around QAR 157,000 which is equivalent to USD 43,000 according to the GDP estimates released by the Qatar Central Bank. The financial and capital sectors of Qatar have been strengthened in the past twenty years or so. A significant development was the creation in 1997 of he Doha Securities Market (DSM) was established. The DSM grew by 16% a year, on average from 1997 to 2001 even though it remained closed to foreign investment. Qatar was not immune to the global financial crisis of 2008, but the SDM performance was nevertheless stronger than that of other countries in the wake of that downturn: in DSM % change from 2007 to 2008 was only -28.2 which compares with Bahrain Stock Exchange -34.52, Abu Dhabi Stock Exchange -47.49 and Saudi Stock Market -57.02.

Modernist and Postmodern influences on marketing Essay

Modernist and Postmodern influences on marketing - Essay Example Therefore, it is acceptable to claim that consumers would be expected to carry out economic and rational behaviour in choosing products using criteria based on an objective evaluation. However, according to Ellis et al (2011: p45), post-modernist perspectives on marketing, in contrast, adhere to the viewpoint that there exists no single correct and universal scientific method. In contrast to modernity’s subjective â€Å"knowing†, the latter views the consumer as being actively involved in communicating their preferred social reality (Ozuem, 2013: p55), instead of passive inheritance of social reality constructed sans their participation. This increased role of the consumer, however, does not diminish the role of marketing because, as stated by Hunt and Morgan (1995: p5), consumers still have imperfect information about products that might match their tastes and preferences and, thus, their preferred social reality. Consumers in the post-modern era explore a more eclectic product combination to experience inconsistent and tentative identities (Dawes & Brown, 2010: p93). A consumer can purchase a product from an upscale retailer and another from a bargain sale, which acts as an example of fragmentation occurring within the consumers â€Å"self† dependent on varying contexts. Marketers, therefore, would be wasting time in attaching meaning to goods and services they offer to such a fragmented consumer, especially since meanings are contextual. Thus, marketers are being forced to abandon the modernism-era consumer who was goal-oriented and rational for the post-modernism-era consumer who samples and browses, as well as experiments with relationships and identities. As contended by Hirt (2009: p253), the post-modern experience is one of participation, in which creation of product value is done during consumption, instead of during production. The success of marketing

Video Review on Showdown with Iran Essay Example | Topics and Well Written Essays - 1500 words

Video Review on Showdown with Iran - Essay Example The US has been pushing them ahead to establish democracy in the country. But once the US leaves Iraq, Iran may attempt to step into Iraq and take over the country. Iran does not want Iraq to gain power; they are pleased to see Iraq as a powerless nation and a neighbor in the form of puppet which will dance to their tunes. And even the toppling of Saddam has helped in regaining the power of shia’s in Iraq and many religious leaders have moved to Iraq from Iran. This is also a very good benefit for Iran in bringing more favorable situation against them. Because of this the links and relationship between the two countries are also improving. Iran also has an aim of maximizing their alliance with Iraq Shiite factions. Iran is definitely not in favor of the Sunni in the Iraq and is anonymously giving support by money, arms and ammunition to the Shiite elements in Iraq. Iran also has a will in dominating the oil rich country Iraq, and getting economic and commercial success. Teheran’s interest to influence conflicts in Iraq is motivated by various strategic factors, as well as religious and cultural interests. The main factor is that the history of the two countries has been characterized by a near constant state of political-military conflict and rivalry. Iran is aiming for a complete Islamist rule in Iraq and US in the process of installing democracy in Iraq have destabilized the previous regime of the country which has proved to be in favor of Iranian interest. Iran has a big role in creating conflict in Iraq as they provide very much assistance to shite extremist by funding them with finance and weapons. There had been a good flow of weapons in to Iraq through Iran and they also give support to terrorism elements in Iraq. There are in a way waging war in Iraq with the help of Shiite extremists and destabilizing the country.

SEE WROD Assignment Example | Topics and Well Written Essays - 250 words

SEE WROD - Assignment Example irst was conducted by a company introducing an online television service through the payment of per hour basis, where it sampled 218 undergraduates (Bagchi and Davis 65). The second research involved the use of 216 online personnel where they were required to choose the lowest set of per unit price from a variety of price presentations (Bagchi and Davis 67). The third research used 167 participants where they were to select a movie package price in relation to happiness and importance variables. In the first research, customers’ value-perceptions and trial like-hood are based on difficult calculations of the first item in the larger package. The second hypothesis was customers’ perceptions are influenced by certain conditions when evaluating complex calculations and large packages. The third hypothesis was customers perceive trial likelihoods based on dependent variables (Bagchi and Davis 70). In the first study, consumers purchase a product based on the first information of the large package and later adjust inadequately based on time constraint. The second study confirms that customers’ trial like-hoods are based on the unit price. The study indicates customers achieve trial like-hood in large packages during complex calculations, when the unit price appears before the item in presentation order (Bagchi and Davis

Reparation Law & Evidence Assignment Example | Topics and Well Written Essays - 2500 words

Reparation Law & Evidence - Assignment Example Introduction When a claimant seeks compensation to harm incurred from a situation or individual, the most desirable means of settling the dispute would be by incorporation of alternative dispute resolution tactics without necessarily going to a court trial.3 Such techniques may include use of arbitrators, or regulators to deliver resolved the dispute or by offering an opinion on the matter that may assist the parties in dispute to resolve the dispute. Before claim, other key areas to note include the economic status of the defendant. If the defendant is bankrupt and has no property of value or in debt, it may be unwise to seek payment since it would only cost the plaintiff legal fees which they may never be able to recover.4 In such a case, if still necessary to make a claim, it would be wise to state an amount and the time of payment, as well. United Kingdom laws require that compensation claims against a wrongdoing have adequate evidence that explicitly shows the actual instance of wrongdoing. This may be in the form of witnesses or a document footage, which must all be presented to the court handling the case. Without proper evidence, it is quite impossible to follow up a successful claim against a defendant.5 There are claims involving companies, well noted in company law. Such cases include breach of contracts, whether by a company or an individual. Such cases, usually seek compensation for the required service or product stated in the contract, where one party did not meet the end of their bargain, or acted against provisions in the contract.6 Cheryl acquires injuries on her face, after being hit by a pedal from Lizzie’s bike after it was run over by Donnas’ car to the point that she could not see through her right eye. She cannot be able drive for at least a week. This inconveniences her from attending a concert, hence losing money used to purchase tickets to that concert. Cheryl earns her living as a model, and because of the injuries incu rred, she cannot attend an audition as well as a photo shoot for an advert for a company. Cheryl has several claims that she could be able to pursue in the case of her situation. The UK law provides that she can make a whiplash personal injury claim. She could direct the claim to either Lizzie, the bike’s owner, to Donna, who smashed Lizzie’s bike and finally to Donald, the car owner who initially hit Lizzie. The claim against Lizzie would have a basis on the aspect that Lizzie did not wait for the lights to turn green before she started crossing the road, and in the event, she is at the centre of an accident involving Lizzie and Donald’s car. The basis on such a claim would be that Lizzie was careless and that she did not follow traffic regulations that require her to wait until the lights are green before she crosses the road. She could use either Donald or Donna as her witnesses since both of them were present at the time of the accident.7 Donald would be a b etter witness, since he would also be trying to ward of blame on hitting Lizzie. He would, therefore, make a strong support for Cheryl’s claim against Lizzie. Towards Donna, Cheryl can make a personal injury claim based on the aspect that she was the one who runs over Lizzie’s bike, and in the event, a pedal comes off, only to hit Cheryl on the face.8

The Book of Songs Essay Example for Free

The Book of Songs Essay While â€Å"Air of the States† depicted the thoughts of the ordinary, minor and major odes have poems that portray the views of nobility and rulers. The Minor Odes is mainly written by aristocratic people, and The Major Odes has the words of the kings and rulers. Divided by decades, the poems tend to talk more about broader themes. Readers can find those implications from the specific examples shown in the poems. The poem â€Å"What Plant Is Not Faded?† is the last of the minor odes. It starts by questions that are rhetorical. The questions all describe the marching line of soldiers on expedition. The speaker is revealed as a soldier in the line â€Å"Alas for us soldiers†. The soldier is lamenting on how they are treated as animals, not â€Å"fellow-men†. However, the poem does not show sign of any resistance toward the leaders. Although they are dwelling on their harsh and misfortunate circumstances, seem to understand their leaders and practice loyalty that Confucius stressed in his teaching. The last line â€Å"And we push them along the track† implies that they are keep going to follow the leader like what they were doing during the expedition. The first poem of The Major Odes, â€Å"King Wen† mainly uses its lines for praising the King Wen. It lists positive aspects of the king and says heaven gave him the position. It also warns about the responsibility of the ruler: â€Å"The charge is not easy to keep. Do not bring ruin on yourselves.† But more part of the poem gives reader hope about the future of Zhou.

Evilness beyond comprehension Essay Example for Free

Evilness beyond comprehension Essay This story depicts how a certain innocent person was condemned and was sentenced to death for a crime he did but with an innocent motive. The story goes on around a certain person’s life in a ship where he was said to be one of the crew. Billy as a character depicted in the story is a person whose innocence can not be changed into hatred for other people. Though his surrounding is full of people with evil motives, he is still into trusting them with full innocence. Evilness beyond comprehension Such evilness is beyond the main character’s understanding, and his being weak causes him to lose his sense of defending himself. With this state of the character’s condition, some people around him tend to abuse his weakness, such as the character which is depicted as an evil person in the story who’s Claggart. Claggart as an evil influence in the story caused Billy to use a brutal way to express Billy’s madness because he is speechless; Billy was then susceptible in making an attack due to the evil atmosphere on the ship. By Billy’s innocence, he was dragged to the wilderness of violence. It is beyond his comprehention that it is indeed the evil’s intention to ruin the goodness in his heart. Indeed the evilness had him offguard that had caused him to be condemned. The writer depicted his main character’s innocence as something to be really loved and liked by other people but also a personality which is something to be pitied about. Billy depicting Jesus Christ In simple but complex ways, the main character was said to be somehow depicting Jesus Christ’s sacrifice for the betterment of everyone. He was, as Jesus was condemned to death though they are both innocent. It is showed in the story that the main character’s innocence is really a great lost of its essence in the humankind; though it is said to be wrong depicting Christ’s figure in an ordinary man such as Billy who is said to be an unsound person. The distinction between the divine characters of Christ with that of Billy is that; Billy will not intentionally give up his life or sacrifice himself for other people’s good. On the contrary, Christ accepted being condemned to death for people in the world’s salvation. Another way in which the story of Billy could depict the story of Christ is the story when Pontius Pilate tends to wash his hand to show that he is not responsible for Christ condemnation. On the other hand in Billy’s story, Captain Vere pushed through the military view of law and condemned Billy because he was thinking about what his mates would think of him if he will not punish Billy with what they think would suit the latter for his crime. Both of the character who’s Pontius and Vere, are playing innocent for an unjust case. Between innocence and evil, the author depicted Claggart as the evil one, and goodness was depicted by Billy. The character of Billy in the story is paralleled to many of the bibbles characters and some of those are Adam which is said to be the first man who is born innocent in the world and was also presented as having the same figure of Christ. On the contrary, Claggart was depicted as characterized by evil wher he was paralleled to Satan’s characteristics and figures who motivated and/or influenced Billy to do evil. Billy died simply because he could not defend himself from the evilness that’s in this world, he could not understand the role of evil, and mostly he could not do any defense from evil because he don’t understand what is meant by being evil. Conflict after Billy’s death After Billy had been condemned, there had been a lot of conflicts that had happened after his execution; such as the Bellipotent engaging in a ship war where captain Vere died. The continuous spread of Billy’s story which had became a chronicle for the others, and mysteriously there were a continuous condemnation that happened to different ports in the manner that Billy was condemned. Themes There were themes considered in the story such as a certain Conscience Versus Law this was shown when captain Vere had a confusion of how to decide for Billy’s case. Captain Vere as a friend, he had difficulty on deciding what to do with Billy’s case because Billy was a dear friend to him but then Captain Vere’s responsibility as an authority caused him to sentence Billy for condemnation. After that, the captain was chased by the thoughts of Billy and was bothered by his own conscience because he know that he did not consider Billy’s reasons until he died and repeatedly uttered his friend’s name. Another one is a person’s Vulnerability of Innocence; the story was all about the main character’s innocence versus the evilness around him. It is said that innocence versus evilness is different from goodness versus evilness. Billy was a person who is innocent about almost everything which caused his weakness to do evil. He was a person who is morally weak and so naive about evilness because it is shown that evilness is beyond his comprehension. The story showed how Billy’s heart was corrupted and changed into evilness because he was unable to distinguish which is evil when he encountered it. The result is that he let alone violence to come out of him that caused him to kill Claggart unintentionally. Individual Versus Society is also considered as a theme of the story. In the story, the author tried to depict how the society pushed its forces for a certain person to be individually oppressed, that the society limits a certain person of his/her being as an individual. It is shown in the story when Captain Vere encountered difficulty dealing with Billy’s case; he had difficulty in considering what the society wants according to his obligation and what he feels. In deciding for the main characters condemnation, Captain Vere considered his obligation and followed what the law implies; hence he knows and feels that Billy is an innocent person by nature. He then as a leader by profession, pushed through to the jurors about Billy’s execution. It is depicted in the story how society dictates a certain person of how to decide, that their view is more important than that of a persons own view. Considered law The law is made by a constitution for all the people to follow in order to maintain a peacefull world to live in hence a law can still be bend or altered by the people who work on it such as jury and society. They can change law according to their own views and consideration thus it can also be altered through the views of others. One example of a circumstance in the story is when Captain Vere sentenced Billy to death though he knew to himself that Billy is innocent. He decided to condemn billy because hye was afraid of what other people would think if he considered Billy and gave him a simple punishment. The law which Billy’s case was considered was in a military law where the people who are considered as enemies are brutally punished. And that the law was very different from the law in which Billy was supposed to be considered; in a civilian law, where considerations to human were given. There are a lot of strategies and different views when it comes to law, but the best way in viewing law in which it is not considered in Billy’s case was seeking for a principle that would lead them into a just result to both sides. On the contrary, the law which is depicted in the story is really unjust. The loss of correct judgment of the law in the story was shown when Billy was condemned even without hearing his side of the story or considering his motive why he had done such crime. Billy’s justice was also deprived when the ship’s captain did not tell the true story about what had really happened, instead, he pushed the case through until poor Billy was sentenced death. In the context of the story, mercy came in when Billy’s death was given justice. It happened when the ship, Bellipotent, lost from a ship war and captain Vere was wounded and eventually did not survived. In the captain’s last minutes of his life, he was continuously murmuring Billy’s name. This only depicts that â€Å"evil ones who do not give justice are also not given justice in the end†. â€Å"Those who deprive other’s life are also deprived in life in the end†. What the story meant for the readers We can learn a lot of moral values in the story. We can learn in the story that innocence is indeed an admirable character hence it should not cover a person’s knowledge about evilness because it could cause a person to be easily influenced in doing evil. We can also learn from the story that innocence could cause a certain person weakness and vulnerability that could be the main cause for him/her to be deprived by others by his own life. Thesis This story only tends to show the readers how difficult it is to live in this world full of evil forcess thus a person like Billy is innocent about such thing. It depicts how a human would only suffer of his innocence in this kind of world. And that innocence is vulnerable to evilness and deprivation to life. as the character was deprived of his life due to his innocence and lack of comprehention about evilness. Also that the law which is supopsed to give justice; it is the one that deprives people by not considering a certain accused persons statement or side. The kind of law in the story is the one that manipulates a person to view the case in a right manner according to the true essence of justice (Melville, 1924). Works Cited Melville, H. (1924). Billy Budd [Electronic Version] from http://www. sparknotes. com/lit/billybudd/canalysis. html.

Objectives of Air Traffic Services. (ATS)

Objectives of Air Traffic Services. (ATS)

Essay Comparing Brave New World and The Giver -- comparison compare co

Comparing Brave New World and The Giver    When one examines the similarities between Brave New World by Aldous Huxley, and The Giver by Lois Lowry, they may be baffled. They may think that Lowry just did a run off of Huxley's highly successful masterpiece. The similarities are extraordinary, but so are their differences. Many aspects of these novels are almost identical while others are completely foreign to each other. Both of these novels feature structured societies, but the societies are not the same. In Brave New World, there are no families or definite partners, but neither society believes in love or true family. The Giver has no specific caste system, but the members of their community do not have control of their own future; that is left to the elders of the community. Lastly are Jonas and John. They are basically the main characters and both endure severe inner troubles, but are they similar enough to make the novels similar?    In Brave New World, there is definitely a caste system of community members. Each level of society keeps to themselves. They work and live according to how they were conditioned. They do not have a certain ordinance on manners or behavior; they are promiscuous and, for the most part, outgoing. The characters in Brave New World do not know the meaning of the word love. They do not have the slightest inkling of what it is like to have a family; the ideas of parents and childbirth repulse them. The Giver has a society that believes in having families for stability, but they do not believe in love. The word is broad and meaningless. When Jonas asked his parents if they loved him, they laughed and told him to be more specific because language is everything. Do they enjoy him? Yes.... ...ves, and to my interpretation, dies. Both John and Jonas were not mentally equipped to handle the situations they were confronted with.    While many may not observe the similarities or differences in Brave New World and The Giver, they are quite obvious. While one society is repulsed at the past, the other simply erases it from memory and it is never spoken of. Neither society believes in love or family, but there are subtle differences in their beliefs. While The Giver has no definite caste system, they have certain procedures for levels of society. John and Jonas are similar characters who are confronted with inner turmoil and find their own way out. Brave New World and The Giver are wonderful works of art that are extremely close in storylines. Whether one believes that they are similar or different, it must be said that the resemblances are almost scary.

The Electoral Systems of Britain and Sweden Essay -- comparative polit

The Electoral Systems of Britain and Sweden The quality of a democracy is regulated by the electoral system that awards seats in democratic assemblies to those seeking office. This paper will compare the electoral systems of the parliaments of the United Kingdom (herein called Britain) and Sweden in order to determine which country has the preferred electoral system. The quality to be measured is the fairness of democratic representation, which is to say, how properly the various public interests are represented and how much control voters have over their government. The first part of the paper will study each electoral system separately, looking at the mechanics of how the members of parliament are elected, what kind of political party system can participate in the parliament, and how the parties go about setting up the executive branch of government. The second part will compare and contrast the two parliaments, and afterwards it will be shown how one of the parliaments represents its electorate more fairly and democraticall y. These two countries have been chosen because Britain?s electoral system is characterized as a system of single-member districts, and Sweden?s system is considered to provide proportional representation, which strives to elect members of political parties in the proportions in which votes were cast. The Electoral System in Britain Voters in Britain elect members of the House of Commons, the more powerful lower house of the Westminster Parliament, for maximum terms of five years. Each one of the 659 electoral districts sends one member to the House of Commons after being chosen on the basis of plurality. Candidates obtain their places on the ballot by being nominated by their party. Frequently the w... ...). "The Election of the Swedish Riksdag, September 2002," Representation. 39(2): 146-156. Kavanagh, Dennis (2000). British Politics: Continuity and Change. New York: Oxford University Press. Mattila, Mikko and Tapio Raunio (2002). "Government Formation in the Nordic Countries: The Electoral Connection," Scandinavian Political Studies. 25(3): 259-280. Metcalf, Michael F (1987). The Riksdag: A History of the Swedish Parliament. New York: St. Martin?s Press. Nation Master (2003). "British House of Commons." St. Petersburg, Florida: WikiMedia. . Nation Master (2003). "Elections in Sweden." St. Petersburg, Florida: WikiMedia. . Petersson, Olof et al. (1997). Report from the Democratic Audit of Sweden 1996. Stockholm: SNS Fï ¿ ½rlag.

Cause and Effects of Sleep Deprivation Essay

Cause and Effect Essay There are many people today who figure out there are not enough waking hours in a day to accomplish all that needs to be done. Daily tasks and obligations can take up a lot of time and in order for people to get these things done they cut corners on sleep. One might rationalize that a few hours here and there won’t make any difference, but lack of sleep can make a huge difference on a person’s mental and physical health. Lack of sleep can potentially be very harmful, anyone who gets an average of less than seven hours of sleep could be affected greatly. Not getting enough sleep can increase the chances of getting sick. Extended sleep deprivation has been linked with diminished immune system functions. Researchers have also found a direct connection between people who get less than six hours of sleep appear to have a reduced immune response. A lack of sleep can also increase a person’s risk of developing chronic diseases. Almost 90% of people who suffer from sleep deprivation also suffer from another life threatening health condition. Some of these diseases include: diabetes, heart disease, heart failure, heart attack, and high blood pressure. Not only can sleep damage one physically but it can also damage a person mentally. Sleep is essential to the quick thinking processes that are associated with learning. A lack of sleep can bring down the alertness of the mind and it’s attention span that makes it easier for one to learn and take in information. The shortage of attention can also limit a person’s ability to reason or solve a problem effectively. This means that people who are fatigued cannot learn at an effective level. Even if one can manage to learn a significant amount of information during the day, the person will not be able to remember everything if he or she does not allow their body to g et enough sleep to store all of the information in the long-term area in the brain. Avoiding a lot of deep sleep can damage long-term memory and can also lead to excessive forgetfulness. Skills that have been learned during the day are converted into memories during the night. â€Å"Sharp wave ripples† are brain events used to strengthen memory. This makes things the brain has learned easy to access and recall. These ripples also transfer short-term memory information into the neocortex and the hippocampus where they can become long-term knowledge. This occurs at its strongest rate during the deepest part of a person’s  sleep cycle. If not taken seriously, lack of sleep can cause much damage to the brain and other organs of the body. On average a person should be getting at least 7 hours of sleep per night. Less than seven hours of sleep per night could affect someone mentally and physically. Sleep is more important than one would realize and it is essential for the sound use of the mind, body, and their functions.

Economies Of Scale Scope Essay

Economies of Scope: An economic theory stating that the average total cost of production decreases as a result of increasing the number of different goods produced. For example, McDonalds can produce both hamburgers and French fries at a lower average cost than what it would cost two separate firms to produce the same goods. This is because McDonalds hamburgers and French fries share the use of food storage, preparation facilities, and so forth during production. Another example is a company such as Proctor & Gamble, which produces hundreds of products from razors to toothpaste. They can afford to hire expensive graphic designers and marketing experts who will use their skills across the product lines. Because the costs are spread out, this lowers the average total cost of production for each product. Economies of scale are the cost advantages that a business can exploit by expanding their scale of production. The effect of economies of scale is to reduce the average (unit) costs of production. Here are some examples of how economies of scale work: Technical economies of scale: Large-scale businesses can afford to invest in expensive and specialist capital machinery. For example, a supermarket chain such as Tesco or Sainsbury’s can invest in technology that improves stock control. It might not, however, be viable or cost-efficient for a small corner shop to buy this technology. Specialisation of the workforce Larger businesses split complex production processes into separate tasks to boost productivity. By specialising in certain tasks or processes, the workforce is able to produce more output in the same time.

Explain How Lady Macbeth Changes Throughout the Play Macbeth Essay

Shakespeare’s play â€Å"Macbeth† which is considered one of his darkest and most powerful tragedies, Lady Macbeth, a very important character, changed dramatically throughout the play. At first she appeared confident, assertive and the dominant partner. She was cold blooded and cruel but then she became nervous, scared and suicidal. Soon Macbeth and Lady Macbeths relationship starts to falter. She is the one who influenced and hurried Macbeth to kill Duncan so to have more power, so Macbeth could become king and they could be very wealthy and have a lot of power. At the beginning of the book Macbeth was awarded the position of Thane of Cawdor, but Lady Macbeth wanted more, she wanted to be powerful and rich which is why she and Macbeth decided to kill Duncan at their own house. â€Å"Stop up th’access and passage to remorse, That no compunctious visiting’s of nature, Shake my fell purpose nor keep peace between, Th’effect and it† (1.5. 42-45). This is Lady Macbeth asking to have no remorse or fear of what’s about to happen, she’s asking to have strength to carry on with her purpose and dare not stop it. â€Å"Come, thick night, And pall thee in the dunnest smoke of hell, That my keen knife see not the wound it makes, Nor heaven peep through the blanket of the dark, To cry, ‘Hold! Hold!’† (1.5.48-52). This quote means that she doesn’t want anyone to interfere with her purpose she wants to keep up with the plan and not let anybody or anything stop her. She seems very confident in herself, she’s asking for these things, strength, no remorse or fear but she is confident that her plan will work so long as nobody interferes. â€Å"Give me the daggers. The sleeping and the dead are but as pictures; ‘tis the eye of childhood, That fears a painted devil. If he do bleed, I’ll gild the faces of the grooms withal, For it must seem their guilt† (2.2.56-60). In this quote Lady Macbeth is saying to Macbeth that she will clean up and make it look like Duncan’s guards are the ones who killed him, she’s very assertive here and confident. She appears to be the dominant one because she is taking charge of the situation and finishing the deed. â€Å"Get on your night-gown, lest occasion call us, And show us to be watchers. Be not lost, So poorly in your thoughts† (2.2.73-75). Again in this quote you can really see how Lady Macbeth is taking charge and knows what she’s doing, Macbeth seems wracked with guilt and Lady Macbeth is helping him to see that he needs to act innocent.

Passion and Betrayal in “Roman Fever” Essay

â€Å"Roman Fever† is a very dynamic story, were things aren’t necessarily what they appear. The characters have two faces: the ones they show each other and the ones evident to the reader through the narration. The setting, the title, and the dialogue all develop the plot. Hypocrisy and deceit are present throughout the whole story, and they greatly drive the plot. Wharton uses irony, an omniscient narrator, and symbolism to convey the theme of passion and how it can poison the mind, leading to destructive actions. The way the author chose to narrate the story is vital to how it is perceived. The story is in a third person omniscient point of view, which greatly develops the characterization of Grace and Alida. Various times throughout the story, one of the women says something to the other and afterward that narrator will reveal to the reader what she is really thinking. This helps show the reader the hypocrisy and deception in their words. One example of this is when the women are talking about roman fever and its dangers. In the midst of this, the narrator tells us that Alida thinks she â€Å"must make one more effort not to hate her† (Wharton 115). This exposes to the reader directly for the first time that there are some underlying issues and unfinished business between these characters that they are avoiding. Another factor that contributes to the progress of the plot are the numerous symbols that Wharton chose to employ. One of the most noticeable of these is the setting. Rome is a city that almost always evokes images of passion and romance. Within this setting, the climate and time changes directly parallel the gradual changes in the women’s relationship. This is especially evident when Alida first reveals that she wrote the letter that Grace had though she received from Delphin many years ago. After this information is brought to light, the two women stand â€Å"for a minute staring at each other in the last golden light† (117). The last few moments of sun are representative of the  last moments of politeness between these two women. After â€Å"the clear heaven overhead was emptied of all it’s gold† (118), all of the women’s passionate secrets start spilling out. Grace divulges that she answered to the letter, and that Delphin came to meet her tha t night. This revelation completely changes Alida’s idea of her relationship with her late husband. The ruins that are described, the forum and the Colosseum, also mirror what happened between these two women. These structures, once representatives of Rome’s magnificence, are now reduced to a â€Å"great accumulated wreckage of passion and splendor† (114). The same goes for the friendship between these women. Love and passion came between them, causing great betrayal on both sides. This has diminished their friendship until it is really no longer there, replaced by lies and treachery. Right before Grace reveals her greatest secret, that Barbara was really Delphin’s daughter, she is â€Å"looking away from [Slade] toward the dusky secret mass of the Coliseums† (119). The â€Å"secret mass† of ruins is a direct description of their friendship, which was destroyed because of jealousy and lies. Another important symbol in the sort story is the title. â€Å"Roman Fever† has a double meaning; it was an outburst of malaria that plagued Rome in the past, but it also represents the feverish passion present in the women’s story. It is a symbol for Alida’s jealousy of Grace, and how it has simmered inside her for all of these years. Both of the women are victims of roman fever in the sense that they both fell into dangerous games of love, passion, and betrayal. This betrayal is also alluded to in the story about Aunt Harriet. The story goes that Aunt Harriet â€Å"sent her little sister to the Forum after sunset to gather a night blooming flower†¦but she really sent her because they were in love with the same man† (115). The sister died. It is possible that Alida was inspired by this story to write the fateful letter to Grace. An element that greatly contributes to the overall tone of the story is irony. Many lines throughout the narrative all culminate to the final line of the story: â€Å"I had Barbara†(119). Here, Grace is revealing that her daughter Barbara is also daughter of Alida’s husband Delphin. This line alone exposes the irony in many other parts of the story. This is apparent when Alida is thinking about Barbara Ansley. â€Å"Babs†¦ had more edge. Funny where she got it, with those two nullities as parents† (112). Irony is also present when Alida tells Grace that she was â€Å"wondering how two such exemplary characters as you  [Grace] and Horace had managed to produce anything quite so dynamic?† (114). These lines are very ironic because the reader later learns that Horace Ansley had nothing to do with the birth of Barbara. Through the use of irony, symbols, and an all-knowing narrator, Edith Wharton presents passion, betrayal, and deceit between two women. It is repeatedly conveyed in the story that things are not always what they appear on the surface, it takes a second look to realize the underlying sentiments that are occurring. This is present both in the infinite symbols in the story as well as the passion that drove Grace and Alida’s friendship to ruin. Even though they had known each other for a long time, â€Å"these two ladies visualized each other, each through the wrong end of her little tel escope†(113). Because of the destruction that their betrayals had caused when they were young women, these two people who had been â€Å"intimate since childhood† (112) discover that they truly know nothing about the other at all.

Reflection of lolita

Nabob develops this idea in his novel Elliot, in which the protagonist Humbler Humbler shows his longings and his seeking of control over time throughout his life story. In this story, Nabob also implies that lives are restricted by time; any seeking of the past time will fail at last and bring frustration. Whenever Humbler's dreams, or Ideals of seeking the past, conflict with the reality of the time restrictions, anguish emerges, and escalates Into his tragic end of life.Actually, Humbler Is deeply affected by his unfulfilled relationship with his nouns lover Enable, which results in his seeking of young girls and his pursuit of controlling over time. This unforgettable remark in Humbler's mind not only leads to his obsession with Elliot, a young girl who serves as another Enable for Humbler, but also leads to his fear and anxiety of the elapsing of time throughout his lifetime. Humbler has always been hoping to slip the leash of time with the help of his imagination and creation, either going back to the beautiful memories in the past, or staying immortal without aging.However, he is never in control when time flows by; hush, he suffers from the Impossibilities of achieving his Ideals. Although Humbler tries to govern the destiny by himself and wishes to stay at one exact moment, he cannot achieve his desire In reality. After all, Humbler Is always the prisoner In the cage of time, and so are all human beings. Time has a more exceptional value for Humbler than for normal people because Humbler has special interests in young girls, or in other words, he is a pedophilia.During his life of encountering these young girls, Humbler suffers because of the restrictions on the age of the girls that FLT the requirements of nymphets. Nymphets, as he describes, are â€Å"nymph's†¦ Creatures† that are â€Å"between the age limits of nine and fourteen† (p. 16). In this case, time, which may contain different values for different people, is much more val uable and significant to Humbler than to ordinary individuals for the reason that nymphets can only retain their identity for six years.Humbler simply wishes to be â€Å"[left] alone in [his] pubescent park, in [his] mossy garden,† which Is filled with his desires and appreciation for the nymphets. Regardless of the reality, Humbler has an Ideal of keeping the nymphets â€Å"play[long] round [him] forever,† as well as â€Å"never grow[long] up† (p. 21). Once again, Humbler hopes to free the nymphets from the shackles of time, and stay forever young in his which may bring him comfort, but never come true. Stopping aging is always an impossible action that human beings cannot achieve; however, Humbler holds a dream of preventing the flows of time.He wishes to remain at the same moment, or even return to the past all the while. As a matter of fact, Humbler's interests in young girls and his actions of seeking nymphets are results from his unaccomplished memories of his childhood. Tracing to his past, Humbler's relationship with a neighbor girl, whose name is Enable, affects his later life on a large scale. Back in Humbler's childhood, Enable, the â€Å"lovely child a few months [his] Junior,† and he are â€Å"madly, clumsily, shamelessly, agonizingly in love with each other† (p. 2). Unfortunately, the fact that they are â€Å"unable even to mate as slum children would have so easily found an opportunity to do† leaves permanent regret for Humbler. Still, â€Å"after twenty-nine years have elapsed,† Humbler views Enable as â€Å"the initial fateful elf† who used to be â€Å"on that same enchanted island of time† as he is (p. 8). The emotions that Humbler has toward Enable are extraordinarily deep and strong, as the â€Å"fierceness†¦ [in the] premature love [can] destroy adult lives† (p. 18).The pity of an uncompleted relationship is like a â€Å"wound†¦ [that] remain[s] ever open,â₠¬  (p. 18) and accompanies Humbler for the rest of his life. Deliberately standing at the same position when his unforgettable memory ends, Humbler chooses not to leave and give up his hope of continuing his memories, even if he is aging while carrying the scar that comes from his unsuccessful relationship with Enable. Humbler himself also realizes that â€Å"the rift in [his] life in the glitter of that remote summer† (p. 1 3).The â€Å"rift,† which is set between Enable and Humbler, between his past and present, or between his ideal and reality, is the obstacle that Humbler hopes to leap over. However, he is hopeless when he is in the cage of time, and the unavoidable aging makes his childhood that remains on the summer seashore and in the backyard garden unachievable. Nonetheless, Humbler is obstinate with his desire to escape the cage of time; he starts to fight the powerful fact with his imaginations and creations. Since the time that Enable dies, Humbler starts his seeking of another â€Å"Enable,† which ends up with his obsession of Elliot.Elliot, the objectified Enable, who is actually not a real person but a symbol of Humbler's childhood, is served as a satisfaction and remedy of his uncompleted experience with his former Enable. Just as Humbler confesses in the novel, he â€Å"surrenders to a sort of retrospective imagination,† which causes his â€Å"maddeningly complex prospect of [his] past† (p. 13). So deeply the memories affect Humbler that he is â€Å"convinced†¦ In a certain magic and fateful way Elliot began with Enable,† when he tries to â€Å"analyze his] own cravings, motives, actions and so forth† (p. 4). Elliot, who has â€Å"the same frail, honey-hued shoulders, the same silky supple bard back, the same chestnut head of hair† as Enable does, which cannot hide â€Å"from the gaze of [Humbler's] young memory,† is â€Å"the same child† as Enable in Humbler's memory (p. 39). Humbler comes up with the hallucination that he has â€Å"fondled†¦ The Juvenile breasts† of Elliot and â€Å"kissed granulated imprint left by the band of her shorts† on the â€Å"last mad immortal day behind the ‘Roaches Roses† when he first meets Elliot in the rented house (p. 39).From the descriptions of his feelings, it is inferred that Humbler sees Elliot, the daughter of his landlady, as a substitute, or a replicate of Enable in his to suck in every detail of her bright beauty' which he â€Å"check[s] against the features of [his] dead bride† (p. 39). Later, the â€Å"nouvelle Elliot,† which is â€Å"[Humbler's] Elliot,† tends to â€Å"eclipse completely her prototype† (p. 40). Just as Humbler states, he â€Å"[has] fallen in love with Elliot forever,† but the word forever â€Å"refer[s] only to [his] own passion† (p. 65). In other words, Humbler's perpetual love toward Elliot is based on †Å"the eternalElliot†¦ [that] reflected in [his] blood,† but not the actual figure existing in reality (p. 65). Indeed, Just as he states later in the story, â€Å"the attraction†¦ Of pure young forbidden fairy child-beauty' does not belong to â€Å"immaturity,† but from â€Å"security†¦ Where infinite perfections fill the gap between the little given and the great promised† (p. 264). It is the feeling of security in filling the gap, or leaping the rift, which is like â€Å"the great rosemary never-to-be-had,† (p. 264) that drives Humbler to seek his nymphets with great passion.Moreover, the impossibility of Humbler satisfying is desire, which is as dreary as a withered rose, creates the â€Å"miserable memories† for Humbler throughout his life (p. 1 3). In short, Elliot is Just a name for a image that Humbler creates. Humbler's possessiveness of Elliot is his attempt to seize his childhood memories regardless of time restrictions. No t surprisingly, the same rule of aging is applied to Elliot as well. As Humbler knows well to himself, Elliot will â€Å"not be forever Elliot† (p. 65). â€Å"She [will] be thirteen on January 1,† and â€Å"in two years or so she [will] cease being a nymphet and would turn into a young girl'†¦ En, into a ‘college girl† (p. 65). No one can stop the pace of aging no matter how desperate he is, and neither can Humbler. The result of the endless pursuit of stopping the time is a â€Å"horror of horrors† that rises inside Humbler. The pain of the incapability of preserving a nymphet again makes Humbler suffer. This Elliot, who is only a twelve-year-old girl when Humbler marries her mother and becomes her stepfather, that Humbler can â€Å"touch and smell and hear and see† has â€Å"iliac creates†¦ [that] [have] not yet flared,† and â€Å"a strident voice† as well as â€Å"the rich brown hair† (p. 65).However, she wil l not be the same Elliot after several years, and will â€Å"lose forever† (p. 66). Constrained by the cage of time, Humbler will never have Elliot as a nymphet forever; however, Elliot â€Å"will always be the girl [he] [is] infatuated with†¦ Even if she has grown old and not that innocent anymore†¦ In [his] dreams†. In his own world of dreams Humbler finally seeks the eternally of youth. Despite the great influence Humbler's past acts have on his obsession with nymphets and Elliot, his past also affects Humbler in his present life. Not a day is easy without anxiety and fear for the flow of time.The fear starts to emerge when Elliot is going to camp and leaving home for two months. For Humbler, the lost of time that â€Å"two whole months out of the two years of her remaining nymphs† makes it unaffordable and raises pain (p. 66). Later, after the death of Charlotte, Humbler sets off on a long car trip around America taking Elliot with him. In order to keep Elliot with him and possess her during her short nymph's years, Humbler moves frequently from one village to another and stays at hotels for most of the time, trying to avoid the expectedness of his immoral relationship with Elliot and the attention room the police.Moreover, during the trip after Elliot leaves her school, Humbler starts to have thoughts that are â€Å"more than hallucinations† (p. 217) because he is â€Å"Jealous of every male [Elliot] [meets]† and acts â€Å"queer[lay]† because of the worries Elliot from other males, including her classmates from school, that he tries to cut every possible way for her to access males, which is the normal thing that a growing teenage girl does. Humbler hopes to keep Elliot as his nymphet, who will not grow older and only belongs to him, by keeping her from ordinary behaviors and interactions with society that normal girls have.Despite the illustrations above, there are many more details that are described in the novel that reveal the â€Å"anxiety' and â€Å"pain,† which are raised from the restrictions of time, that Humbler suffers. The influence of Humbler's anxiety about time, and his failings to prevent the normal things that happen when time flows, make his life miserable and intense, and is mostly likely to cause Humbler to go mad and die from heart disease in Jail. However, Humbler, who portrays himself as a poet, is a romantic dreamer who fights against reality.When the reality of time impedes the way to his ideal world, Humbler finds another way, not through imagination but literature, to fulfill his desire. During his time in Jail, Humbler writes the novel Elliot to mourn for the loss of his love. The shallow purpose of Humbler writing the novel is to â€Å"make [Elliot] live in the minds of later generations† (p. 309). Only in this literary world, where Humbler successfully achieves control over time and his lover, can Humbler finally pursue â€Å"immortali ty' (p. 09). Noticing that in this fabricate world exists â€Å"the only immortality†¦ [that] [Elliot] ND [Humbler] may share,† Humbler achieves the fulfillment of his desire at last. In other words, sadly enough, it will never be possible for Humbler to pursue his desire in the actual world. Looking at the novel as a whole story applying the theme of time, it provides an assumption that Elliot is the symbol of the past who embodies the most exciting and memorable Junctions in Humbler's recollections.Besides, Charlotte and Guilty are symbols that represent the present because they are obstacles for Humbler to succeed in the chasing of his dreams. For Charlotte, her existence makes t impossible for Humbler to get close to Elliot and own Elliot as his possession. For Guilty, his intention and actions to seduce Elliot and take her away set Humbler in precautions of losing the possession of Elliot. Time is always Humbler's strongest enemy when he strives to achieve his dream of owning a perpetual nymphet.In this way, Humbler's behavior of planning to murder Charlotte and actually murdering Guilty can be viewed as Humbler's efforts to stop time and end its flow. On the other hand, the eventual flee of Elliot, which symbolizes the loss of the past, implies the ND of Humbler's dream to escape from the cage of time. To cite one line of the poem from T. S. Eliot, â€Å"That time is no healer: the patient is no longer here. Elliot has gone and left Humbler, as well as his childhood times; time is elapsing from one second to the next, never stopping. It is inevitable that Humbler's dream of governing time will finally be disillusioned no matter how hard he tries to pursue it. In conclusion, no one can escape the cage of time, and neither can Humbler. In the cage of reality, none of Humbler's desires will be achieved; however, Humbler has achieved them eventually in his fabricate world which is full of imaginations and hallucinations.The unfulfilled relations hip with his former lover Enable, being the cause of Humbler's desire to govern time, affects his aftermath life greatly by causing fear and anxiety for Humbler. To summarize, Humbler has never succeeded in breaking the cage of time to achieve his desire to stop time slapping. Moreover, it can be inferred that maybe another perspective, it can be interpreted that desire is the only thing that is over reality, which allows Humbler to break through the cage of time with his imaginations and be an idealist of his own.

Substitution and Income Effects Essay Example | Topics and Well Written Essays - 1250 words

Substitution and Income Effects - Essay Example In this essay, the conception of income as well as substitution effect has been clearly portrayed and certain significant scenarios have been taken into concern on the basis of which the implication of the income or the substitution effect or both the effects will be depicted in the discussion. The researcher discusses six different scenarios, such as Drove Less and Purchased Less Gasoline, You Ate Out Less Often, You Took Public Transportation More Often, You Bought a Bicycle, You Did Not Take a Vacation Away From Home and You Bought Fewer Clothes and Made Due with More around the Home and provides a detailed analysis of each one. The researcher also demonstrates his analysis with graphical portrayals. The researcher then concluds that the valuable conceptions that include income as well as substitution effects are associated with the subject matter of macroeconomics and pose significant influence upon the demand of a particular buye. The consequences due to the effect of income alo ng with substitution effect also play an imperative part in determining the budget factor by a considerable extent. The role and the outcome of both the effects have been depicted on the basis of the provided situation that is based upon the theory of purchasing power of the consumers or buyers. The application of the individual as well as the combined effects i.e. income as well as substitution effects have also been performed in each of the scenario in order to justify the purchasing power of the buyers or consumers.

Exercise in Women with Heart Failure Essay Example | Topics and Well Written Essays - 750 words

Exercise in Women with Heart Failure - Essay Example A study mentioned by Oka, Demarco & Haskell in 1999 mentioned a study which examined the relationship between observed physical condition, fitness and the levels of activity in 32 men and 8 women. It was observed that higher oxygen uptake occurred with increased self efficacy for stair climbing and increased participation in recreational activity. In the aerobic and resistance acquiring program that was based at home no physical gains were reported in peak oxygen consumption even after the study of 3 months period. But the same studies did not concentrate a maximum on women with HF. Design: The study used a controlled two group experimental method with randomization. Measures were recorded during a 2 week period before the randomization of group Investigators visited homes of the women during randomization. At the end of 12 week period T2 measures were recorded. 32 women participants were made to enter into the study. Half of them were selected in random for combined walking along with education program. The remaining half were selected in random for educatin program only. ... The adherence to the guidelines is 85 percent in first group and 83 percent in the second group. The depression levels were also measured and observed that 40 percent of the women in both the groups observed depression. The main outcome is that the women participated in the walking programs were capable to increase their self efficacy. Those who adhered to the walking guidelines even walked for farther distances in six minute walk test after improved quality of life. But the women with debilitating physical condition did not get that QOL by adhering to walking test guide lines. In another analysis of 52 people who are training trials with a 12 week period demonstrated increase in HDL -C levels. Exercise trial regarding health, risk factors, exercise training and Hereditary study were conducted more carefully. This study even addressed the effect of exercise in persons with lipid problems. 2674 participants with 44 randomized trials were studied and the effect of exercise on resting blood pressure was studied. 1.8mm HG reduction of diastolic blood pressure was observed against 2.4mm Hg reduction which indicates that the exercise will enhance self efficacy. It was observed that the intensity of training, the amount of blood pressure reduction have no relationship between them. This suggests that the dose response curve will be flat if it is plotted between exercise timing for corresponding blood pressure. References: The references were given in the following format Name of the author, year of publication, title, publisher or sponsor, edition information, type of media, date retrieved, website address. In the above mentioned details except website address the other details were given on availability. 1. Author not mentioned, 2006,

THE KNIGHTS TEMPLAR Essay Example | Topics and Well Written Essays - 1000 words

THE KNIGHTS TEMPLAR - Essay Example After the First Crusade reclaimed Jerusalem on July 15, 1099, people were pouring in pilgrimage to the Holy Land. This multitude including wealthy pilgrims was the grand attraction to thieves. Surprise attacks along the roads were inevitable and a group of knights proposed to establish a troop that would ensure the safety of the travelers to Jerusalem. One of the knights was Count Hugh of Payns, a knight from the First Crusade. At this proposal, King Baldwin II of Jerusalem permitted Hugh of Payns and Godfrey of Saint-Omer along with other knights to stand guard along the roads to Jerusalem and were eventually recognized by the Council of Troyes as one of the orders of the Latin Church in 1129. The forefathers of this order were Hugh of Payns, Godfrey of Saint-Omer, Roland, Godfrey Bisol, Payen of Montdidier, and Archambaut of Saint-Armand. Hugh of Payns and Godfrey of Saint-Omer’s troop of knights were named The Knights of the Temple of Solomon of Jerusalem. They were named a fter the place where they requested the king to grant them as their official headquarters, the Temple of Solomon. The Knights of the Temple of Solomon of Jerusalem or the Knights Templar followed the Latin Rule, a set of codes which was formulated by Hugh of Payns in 1129 guided by Bernard of Clairvux. In this set of codes, the knights were to follow certain rules regarding their authorities, their garb, rituals on the death of their members, practices on giving alms, duration on standing on foot, on what to eat, the manner on reading, manners on dining, when to sleep, when to rise from sleep, how to coexist with fellow members, prohibitions on clothing, recommended materials of their clothing, the allowed number of pieces of clothing, what kind of shoes to wear, how to groom their hair, how to treat their servants, the number of allowed horses, prohibitions regarding bridles, spurs, spears and shields, on kinds of bags or trunks, on

Contemporary Latino Narrative Film Research Paper

Contemporary Latino Narrative Film - Research Paper Example The paper will finally present a critical analysis of the director’s work. The movie, Motorcycle Diaries released in 2004 was an adaptation of the book with the same name written as a memoir by Che Guevara himself. It was directed by Walter Sallers and starred Gael Garcia Bernal as Ernesto Guevara and Rodrigo De la Serna as Alberto Granado (IMDB). The movie begins with a youthful happiness as two friends. Ernesto and Granado begin on a journey of fun and adventure that would transport them to a leper colony where they plan to provide their services as medical men. The aim of the journey is mostly to have fun and Ernesto take on his motorcycle, Le Poderosa as the mode of transportation. However, along their journey, Guevara meets with poverty stricken people who are severely impacted by the capitalist society and this transform Guevara into a man who feels that these people should be represented and should fight for equal rights by developed a communist regime. When one sees that movie as a transformation of the protagonist, one will find a remarkable change in Guevara from the beginning of the movie till the end. The movie begins on a lighthearted note where one is able to enjoy the idiosyncrasies of the two young men who have no responsibilities of the world. Having always lived within their own circle, these two men are unaware of the plight of the communist living within their own country. In the beginning, the talk of these men is centered on girls and having fun and adventure. They laugh often, they joke often and they are like any other typical men of their age (Christianson, 13). The transformation in Guevara however is not very sudden. Even while having the adventure of his lifetime, the viewers see a responsible man in certain instances. Since Guevara belonged to the medical profession, his eyes were open for the patients among the people he met. While his friend, Granardo was more

The Presidency Essay Example | Topics and Well Written Essays - 1000 words

The Presidency - Essay Example According to Neustadt, the presidency is an institution, and therefore the main tenet of institutionalism is a focus on the office of the presidency, as opposed to the person occupying the office of the presidency (Dickson, 260). In as much as Dickson (278) agrees with this notion that the presidency is an institution, he doesn’t denote that there are other factors that might influence an individual who hold an office, apart from the rules that guide the operations of the presidency. These factors are the inter-personal factors of the leader, which might include their academic levels, childhood experiences, religious believes, etc. On this basis, Neustadt has some bias in his study of the presidency, by insisting that it is the rules that guide the office which affect the manner in which an individual operates. Dickson (261) recognizes the immense role that Neustadt has played in the advancement of the studies involving the presidency. This is because other scholars borrowed f rom the tenets of institutionalism to develop other theories of the presidency. The theory under consideration is the new institutional theory. Dickson (260) argues that due to the inefficiencies of institutionalism, other theorists developed the new institutional theory for purposes of guiding the presidency, in their attempt to collect information, for bargaining purposes. However, Dickson (287) is quick to denote that new institutional theory has failed to help the presidency in acquiring information that can be used for bargaining purposes. This is because new institutionalism has failed to develop efficient and proper channels in which the office of the presidency can follow for purposes of collecting information to use for bargaining. Dickson (260) therefore prefers older channels of presidential communication, as opposed to the newer methods of presidential control. For instance, Dickson advocates for institutionalism theory, as opposed to new institutional theories of the pr esidency. This is despite the failure of new institutional theory to factor in the cognitive and personality of the leader in their decision making process. However, in explaining in his points, Dickson goes back to history, and analyzes the presidency of Roosevelt, Lyndon’s presidency, etc. Dickson (266) argues that institutional theory arose out of the need of the presidency to acquire information, and use that information for bargaining purposes. Access of accurate information is a very valuable tool for any leader. The manner in which a leader acquires and disseminates information is a crucial factor on whether he or she will succeed during their presidency. Neustadt knew of the value of information, and he thus developed his ideas based on the desire to develop an efficient method in which the aides of a president can help him or her to acquire the necessary information for bargaining purposes (p. 277). This article manages to use relevant examples in articulating the va rious points contained in it. For example, Dickson (262) manages to explain the various bureaucratic processes that occur at white house. This is in regard to acquisition of information, and its subsequent dissemination. For example, he denotes that when Roosevelt took the office of the presidency, he managed to create an office referred to as the executive office of the presidency (Dickson, 262). This office was responsible for personnel, policy planning and budgeting. He manages to effectively compare the

413 week 13 Assignment Example | Topics and Well Written Essays - 250 words

413 week 13 - Assignment Example Physicians cum entrepreneurs have identified a business opportunity where they can â€Å"make a kill.† Nonetheless, whereas the profits from diagnostic imaging services are lucrative, the health care services are jeopardized. Using the analogy of the Tragedy of the Commons, Archie and Alexander (2010) offer the probable eventuality of the healthcare system if nothing is done to contain the entrepreneurial trend among the physicians. In their effort to maximize their profits, they gradually drive the cost of accessing medical care high. This is already evidenced in the rising expenditure on both Medicare and Medicaid associated with imaging services. Similarly, overutilization of the diagnostic imaging services may provide temporary reprieve but the long term implications are most likely to drive healthcare into the doldrums. This is because more professionals, including those with little knowledge on diagnostic procedures, may choose to invest on the imaging services so as to increase their income. This is bound to cause decline in the quality of medical care. In conclusion, entrepreneurial trend occasioned by diagnostic imaging services should be discouraged at all costs using appropriate technologies. The trend not only hurts the quality of medical care, but is bound to frustrate the code of ethics in healthcare. Because of this, this issue is most likely to be an issue in future discussions within the Healthcare Information Management

A9 Assignment Example | Topics and Well Written Essays - 750 words

A9 - Assignment Example They further suggest that the purpose of affirmative action is not to create reverse discrimination (Cosson, 2010). Affirmative action is now embraced by businesses in their hiring strategies and models. While it brings with it some disadvantages such as reverse discrimination, it also has a wide range of advantages. These include; diversity in the work place, increased moral commitment by companies and increased opportunities for minority groups. Therefore, the benefits that stream from affirmative action exceed the disadvantages. In the case between the male candidate and the agency, the agency was right in reaching its decision of hiring the female candidate. This is because the agency, in making its decision, embraced the fact that besides from creating increased opportunities for women who are qualified, diversity in the work place was also fostered. Diversity enables organizations to draw more insight from different employees especially in problem solving. In the above case, tw o major issues emerge. Firstly, affirmative action remains controversial and divisive. Secondly, it creates a whole range of merits and demerits. It is controversial and divisive because it tends to favor certain groups of persons such as women, and at the same time appear discriminative against others. Its advantages are increased opportunities for minority groups such as Hispanics, diversity in the work place, and an increased moral obligation to society by businesses (Cosson, 2010). However, on the other hand, affirmative action policies create room for stigmatization and reverse discrimination The main challenge with affirmative action is visibly the issue of discrimination. While affirmative action policies drum support for equality and diversity in the work place, the issue of discrimination remains unresolved. The writer clearly shows that the male candidate was obviously discriminated against in the form of gender, all in the name affirmative action. Discrimination