MODERNIZATION AND DEPENDENCY THEORY Essay - 2404 Words

Modernization and Dependency Theory A clear and advanced look at the two theories leaves one with the assumption that they are related and therefore they can be discussed together. This is attributed to the fact that they both argue from the same point of development and that development of a nation can only be reached at by ensuring the acquisition of new techniques. In addition a country on its own cannot acquire the advanced techniques but through the interaction process with other countries. In terms of modernity, Anthony Giddens compares it to riding on a board a huge juggernaut (Potter 2002, p. 63). This brings with it consequences in the sense that those who resist the juggernaut are crushed. However, this maybe†¦show more content†¦Those eager to try out new methods of modernity should not assume the fact that it is always safe to try out new skills but should be prepared to accept the risks that come with it. It is all about trust, risk, opportunity and the dangers that accompany every sphere of modern life. We can only manage the stages of modernity but can never fully control them. Whenever we try to reduce the risks, new risks come up. An example is the daily studies that are undertaken on the ill health yet we still have high mortality rates being experienced in the world (Armstrong Zegher 2006, p. 17). Modernity can therefore be well understood from a view of several institutions. One of them is capitalism where there is commodity production that involves competitive productive markets, labour power and private ownership of property. Industrialism involves use of inanimate power sources and machinery to produce goods. This affects several sectors including transport, communication and everyday life. As a result there is creation of new employment and growth of several services. In surveillance, there is supervision of subject population where workers are monitored when undertaking their duties to ensure that there is a smooth flow of act ivities in the work place. Modernity does not necessarily involve the execution of positive skills but also negative them including the armament process. This is done to ensure thatShow MoreRelatedunethical advertising14492 Words   |  58 Pagescommercial media. For their part, advertisers naturally seek to reach audiences and the media, striving to deliver audiences to advertisers, must shape their content so to attract audiences of the size and demographic composition sought. This economic dependency of media and the power it confers upon advertisers carries with it serious responsibilities for both. ADVERTISING CODE OF ETHICS BASIC PRINCIPLES 1. All advertisements must comply with the laws of New Zealand. 2. No advertisement should impairRead MoreMonsanto: Better Living Through Genetic Engineering96204 Words   |  385 PagesSTUDIES A summary of the case analysis I N T R O D U C T I O N Preparing an effective case analysis: The full story Hearing with the aid of implanted technology: The case of Cochlearâ„ ¢ – an Australian C A S E O N E high-technology leader Delta Faucet: Global entrepreneurship in an emerging market C A S E T W O DaimlerChrysler: Corporate governance dynamics in a global company C A S E T H R E E Gunns and the greens: Governance issues in Tasmania C A S E F O U R Succeeding in the Sydney indie musicRead MoreProject Management15109 Words   |  61 Pagesactivities. Eg. IRDP Projects may stand-alone or be integrated a. Identification of the poor into a program, with several projects b. Knowing their choice contributing to one overall goal. c. Arranging bank assets A unique, one-time operational activity or d. Follow up / advisory activities effort e. Evaluation Requires the completion of a large number 2. Each activity is time found of interrelated activities 3. Each and every projec t should have a set of objectives to Established to achieve specific objectiveRead MoreMedicare Policy Analysis447966 Words   |  1792 PagesREFORMS TITLE II—PROTECTIONS AND STANDARDS FOR QUALIFIED HEALTH BENEFITS PLANS Subtitle A—General Standards Subtitle B—Standards Guaranteeing Access to Affordable Coverage Subtitle C—Standards Guaranteeing Access to Essential Benefits Subtitle D—Additional Consumer Protections Subtitle E—Governance Subtitle F—Relation to Other Requirements; Miscellaneous TITLE III—HEALTH INSURANCE EXCHANGE AND RELATED PROVISIONS Subtitle A—Health Insurance Exchange Subtitle B—Public Health Insurance Option

The World War II Germany - 1387 Words

World War II Germany Fonzo lives in Berlin, Germany with his brother Norbert and their best friend Hans. They did everything together, sports, school, and other activities. Fonzo and Hans are in the 12th grade and Norbert is in the 11th grade. One day they where just walking around together after school and saw a important looking car with a red and black Swastika on the sides with little flags on the front hood of the car also. They new that is was the The National Socialist German Workers Party or the (Nazi Party). They where good people just trying to get Germany out of debt and get them in a good economy. The man running for president was Adolf Hitler and he was a smart guy. All of his plans where going to help Germany with debt and†¦show more content†¦Later that year after Fonzo and Hans helping Hitler win his election and becoming president they now have to appoint a vice president which of course since its been 2 years Norbert has just graduated school and Fonzo and Hans tell Hitler that Norbert is very smart and would be a useful vice president. So Hitler agrees to appointing him to vice president and now they all are apart of the Nazi Party and the leaders of the Country. So they all are very important leaders of Germany at this point. Three years later March 12, 1933 the fist concentration camp opened. This was Hitlers doing Fonzo, Hans, and Norbert had nothing to do with it. They where very upset and they advised him to not get it but he insisted. They said it would be bad for him if he wants to become president but he said he had bigger plans then just being president and they didn’t really know what he meant. They where not sure about the path that Hitler was taking but they would give him some time. Maybe the power was just getting to his head and he would culm down and stop doing crazy things like that. About two weeks later March 23, 1933 Enabling Act gives Hitler dictation power. So that means that Norbert no longer has any pow er he’s just a powerless vice president. But Fonzo and Hans are still both Hitlers Advisors so they tell him to not make any more concentration camps. So he didn t make any

EU Law The Council of Ministers and the European Essay Example For Students

EU Law: The Council of Ministers and the European Essay Council are the mostpowerful of the main institutions. Discuss. The different functions and responsibilities of each of theinstitutions makes it is almost impossible to single out themost powerful. Power, meaning by definition authority andcontrol. The Commission the guardian of treaties, TheEuropean Parliament the voice of democracy, The Court ofJustice, in theory, the servant of community law, and TheCouncil the decision maker, all play a vital role in theperformance of the European Community . None of theinstitutions works in isolation, but combine together toachieve the aims and objectives of the Community. Their levelof power is determined not only by the role of the institutionsthemselves but also the decision making process. Therefore inorder to evaluate the levels of power it is necessary toexamine each of the five main institutions and then to brieflyestablish their capacities within each decision making process. Described as being a hydra-headed conglomerate of a dozen or morefunctional councils (Pinder p25), The Council Of Ministers comprises 40different councils of national civil servants. Backed by a governmentaldepartment, most ministers realise that they have a responsibility to tryto reach agreements that will be of some benefit to the Community as awhole, although the national governments are able to exert an influenceover Community legislation. A Committee of Permanent Representatives(COREPER) which is charged with the background work and The Council OfMinisters is in permanent session. The Council meets in Brussels andLuxembourg, however the presidency which is described as a countrysopportunity to show its commitment to Europe (Noel p24) rotates everysix months and during this time meetings are held in whichever countryholds presidency. Combining legislative, executive and diplomatic roles, itsfunction is fundamentally to examine Commission proposals, ensuring thatthere is a common understanding and then establish whether the proposal canbe accepted. It is The Council Of Ministers job to try to co-ordinate thepolicies of the Member States in areas where the Communitys method isstill co-operation and not integration, for example areas such asmacroeconomic policy and foreign policy. Despite being the main decisionmaking body it can only deal with proposals coming from the Commission, mayonly amend them by unanimity and has no power of legislation without theCommissions approval. Decisions are taken by the ministers and, once adecision is adopted, recommendations are usually put to the Member Statesalthough they do not carry legal force. However, the less importantdecisions may be adopted without debate, as long as the permanentrepresentatives and commission representatives are unanimous. Also assisted by COREPER and a General Secretariat and consistingof heads of state or government, the president of the EEC Commission,foreign affairs ministers and members of the Commission. The EuropeanCouncil is an extension of the Council Of Ministers to the levels of headsof government or state. Although there was no provision for a EuropeanCouncil in the Treaty Of Rome, it was agreed in 1974 to establish one, thefirst meeting being in Dublin, 1st March 1975. Since then it is the onlyinstitution to have gained full competence in the Single European Act,giving legal recognition to its existence. In 1986 it was also agreed in1986 to restrict meetings to twice a year (having previously been threetimes a year), with a view to limiting the intervention of The EuropeanCouncil in the general running of the Community. Linked with the growing authority of the heads of state orgovernment in most member states, the importance of the European Council issteadily increasing. Despite having no legislative powers the EuropeanCouncil is vital in resolving log-jams, pushing the Community forwards andit sets an agenda for Community objectives. The decisions made havesignificant implications on the Community and although the methods forlaying the guidelines lead to difficulties regarding the implementation,they are decidedly effective. To Kill A Mockingbird Essay SummaryTherefore other areas of legislation still require proposals to go throughThe Consultation Procedure. The Co-operation Procedure involves The Commission taking a view onThe European Parliaments opinion. After this The Council adopts a commonposition whereby every one agrees by qualified majority. It is then TheParliaments responsibility to either approve or take no action in whichcase The Council either adopts the act, rejects it by an absolute majority,although The Council may still adopt the proposal within three months, oramend by absolute majority. If this takes place, within one month TheCommission must review the parliaments amendments within one month andthen may revise them. Finally The Council is given the option of eitheradopting or amending Commission proposals, adopting the amendments that theCommission would not accept or fail to act. Under The Maastricht Treaty there exists The ConciliationProcedure, which although not in action yet would have a more extensiverange of areas to cover. Comparable to The Co-operation Procedure, exceptThe European Parliament has the option of approving, taking no action,proposing amendments or rejecting the proposal. In the event of a rejectionThe European Parliament is obliged to inform The Council of itsintentions. The Council then has three months to act on the amendments, inwhich time it may adopt all aims, adopt the amendments proposed by TheEuropean Parliament by unanimity or fail to act. This procedure gives TheEuropean Parliament a significant role if The Council fails to act. If newlegislation is not created within six weeks The Council readopts a commonposition. However, if it is rejected by absolute majority voting within TheEuropean Parliament the proposal lapses. By means of a process of elimination the most powerfulinstitutions may be narrowed down. The Court Of Justice despite having thefinal say, therefore having authority over all of the other institutionsdoes not enter the process of establishing policies, consequentlydemonstrating that its role is to survey the implementation and onlyintervene to ensure that the community law is observed. The EuropeanParliament has a consultative role and despite increasing importance, itsdecisions can be overruled too simply by The Council and The Commission. Both vital to the Community and both having considerable amounts of power. The competition is between The Council and The Commission. Despite TheCouncils power to make decisions, all proposals originate from TheCommission and may only be altered by unanimity, whereas The Commissioncreates proposals and ensures that they are implemented. In conclusion, an understanding that the institutions work inunison instead of isolation to gain full-effect is imperative. However, ifthe definition of power is taken to be control and authority, then it isneither The Council Of Ministers nor the European Council which is the mostpowerful of the five main institutions, but by having the monopoly of thepower to propose as well as to implement it is undoubtedly The Commission.

Stifel And Roberval Essays (1449 words) - Number Theorists

Stifel And Roberval Michael Stifel was a German mathematician who lived in the late fifteenth century and early to mid-sixteenth century. He was born in 1487, in Esslingen, Germany. The exact date of his birth is unknown. Stifel died on April 19, 1567, in Jena, Germany. His father was Conrad Stifel, a well-respected member of the community. When Michael was young his family did not have much money. Not much is known about Stifel's life until the time he attended the University of Wittenberg, in Germany. After he graduated, Stifel was awarded an M.A. from the university. Then Stifel began his life with the church. He entered the Augustinian monastery and became a catholic priest in 1511. Soon after this, Stifel began questioning the Catholic Church. He did like the idea of taking money from poor people. As a result of this, Stifel was forced to leave the monastery in 1522. Now he decided to go to Wittnenberg and become a Lutheran. During this time, Stifel became friends with Martin Luther himself, and lived in his house for a time. In 1523, Martin Luther made Stifel a pastor, but because of anti-Lutheran feelings Stifel was forced to leave this job. Then in 1528, Martin Luther decided to give Stifel a parish in Lochau, which is now Annaberg. This where Stifel's story gets wacky. While in Lochau, Stifel decided to announce to everyone that the world was going to end on October 19, 1533 at exactly 8:00 AM. It seems that Stifel performed a series of calculations in which he changed the letters to their successive triangular numbers. However, how these calculations proved that the world was coming to end is beyond my comprehension of mathematics. Stifel told the people of Lochau of his "findings" on New Year's Eve of 1522. This announcement had amazing repercussions. The sleepy town of Lochau believed Stifel. They all began living for the day and not worrying about what the future would bring. They did not bother to plant crops or store what food they had. Lochau also became a destination for pilgrims. Once they got to Lochau people began to prepare for the end of the world. Some people even took their own life instead of waiting. Some of the town's people burned their houses in an attempt to remove themselves from material objects and make it easier for to get to "Heaven". Lochau had only two bars, and in the time between Stifel's announcement and "the end" it was said that they were never empty. The owner's gave away free drinks. The owners' of the town's inns also let people stay there for free. While all of this was happening, Lochau's historian took all the money from the treasury and left. As a result of this craziness Stifel was forbidden to preach. Finally, the "last day" came and Stifel began to prepare his followers for the end. Fortunately for everyone except Stifel the world did not end that day. At 8:30 AM the authorities took Stifel away and put him in protective custody, for his own protection. Crowds gathered outside his cell and chanted "Stifel must die" for many days after this. Martin Luther got Stifel out of this, but he had to promise not to make anymore prophecies. Another one of Stifel's adventures had to do with the newly crowned pope Leo X. Since he was a Lutheran, Stifel was not too fond of Leo and he had the calculations to back up his opinions. Stifel took the name Leo X and wrote it in Latin; this was LEO DECIMVS. He then assigned the numerical counterparts (Roman Numerals) of these letters, throwing out the non-numerical E, O, and S. He rearranged the remaining letters and came up with MDCLVI. The next "logical" step was to add back the X from Leo's original name and Stifel had MDCLXVI. He then took off the M because it was the initial of mysterium, a word for a religious mystery. The result was DCLXVI, or six hundred sixty-six, or 666. According to Stifel this proved that Pope Leo X was indeed the Antichrist. In response to this, Peter Bungus, a Catholic theologian, decided to write a 700 page book to prove that it was not Leo X but Martin Luther who was the Antichrist. Aside from these most interesting situations, Stifel did make some real contributions to mathematics. His most famous work is the book Arithmetica Integra. In this book is one of earliest logarithm tables, which is very similar to the ones we

Ted Kennedy Essays - Demographics Of The United States, Demography

Ted Kennedy Essays - Demographics Of The United States, Demography Prof Lauren Conj Comm 301 15 November 2015 Fifty years ago today, Ted Kennedy began changing the face of the United States by ushering the 1965 Immigration and Nationality Act through Congress. That legislation resulted in the fundamental transformation of the demographic, economic, social, and political landscape of nation, exactly the opposite of what its supporters promised. The Kennedy immigration law abolished the national origins quota system, which had favored immigrants from nations with a similar heritage to our own, and opened up American immigration visas to the entire world. While about nine in ten of the immigrants who came to the United States during the 19th and 20th century hailed from Europe, the 1965 law inverted that figure. Today about 9 out of every 10 new immigrants brought into the country on green cards come from Latin America, Africa, Asia or the Middle East. The size of the numbers also grew exponentially as well. According to Pew Research Center, 59 million immigrants entered the United States following the Acts passage. Including their children, that added 72 million new residents to the U.S. population. In 1965, according to Pew, the country was 84 percent white, 11 percent black, 4 percent Hispanic and less than 1 percent Asian. In 2015, as a result of Kennedys immigration law, the country is now 62 percent white, 12 percent black, 18 percent Hispanic and 6 percent Asian.

Bouncers Essay Example

Bouncers Essay Example Bouncers Paper Bouncers Paper Essay Topic: Literature Bouncers was a comedy that was enacted solely by four men dressed throughout in simple black tuxedos, indicating, of course, that they were doormen. These four men played a variety of at least three different characters each- both male and female- and depicted the typical Friday nightlife scene via snapshots of different people and their contrasting perspectives. John Godber, the creator of Bouncers originally came from the North of England. He obviously based his play around a setting that he was familiar with, and writes about his own experiences. The play is a social comment on the life of the uneducated working class in the UK, but has been performed all over the world. We watched the play in Dubai, a city with a cultural background that is quite different from the UK. This was probably why many of the jokes and puns cracked in the course of the play were lost out on the audience. However, I found it commendable that the actors had kept this in mind and had altered parts of the script to include little trivial things like specific venues in the city of Dubai. For example, going to the Mall of the Emirates was mentioned casually at one point. This appealed to the audience since it not only made the play seem more relevant, but it made them feel special since it seemed like it had been engineered specially for them. On first entering the theatre itself, the mood of the play was created. The hall was small and compact with a simple stage and rows of seats that were placed one behind another rather than in levels. The racy 90s dance music that blared from the speakers gave the audience a taster of what they would expect. Four solemn-looking men greeted us at the door, their smart black tuxedos making it clear that they were bouncers. They sternly told some people off for being so informal as to appear in sneakers but when the lights dimmed, we were in for a surprise: the bouncers climbed onto stage as the actors themselves! I thought that this was a nice touch to not only warm up the actors so that they fully immersed themselves in the character, but also an excellent way to set the scene and get the audience more involved in the play by giving them a fully rounded theatre experience using invisible theatre techniques as well. The story centered mainly on the lives of four nightclub bouncers: Les (Matthew Duquenoy), Judd (Jonathan Floyd), Ralph (Simon Watts), and Lucky Eric (John Carter). Of these four, Lucky Eric could perhaps be called the protagonist. He was older and generally more solemn than his three colleagues. As the plot unfolded we discovered that he tended to be as compassionate as the other males described in the story were shameful and disreputable. Lucky Eric had many monologues throughout the play, and through them he related instances that really convinced us of his character- instances like how angry he would get when he would see young, drunk schoolgirls taken advantage of by the vulgar men who frequented the nightclubs. Eric has quite a tragic past, with a wife who left him to become a sleazy bar girl. He is essentially a lonely man, but tries to hide it under his macho, tough character. The other, younger bouncers also tease him constantly about his body image. The stories of eight people, enjoying a night out, were also depicted- four men and four women. It was interesting to see their varied range of personality. The girls ranged from the exotic Sexy Suzy to the more mundane headache-ridden Elaine. The men also were of varying characters. Through all the fast-paced action, however, the play held a deep underlying message that was not lost out in all the humour. It was a message showing how hopeless and bleak peoples lives could become. What all the characters shared was the feeling of failure, since they felt that the only way they could be successful was to enjoy the nightlife. All the characters were desperate people who went out at night looking for love, mistakenly lost under the illusion that sex was love. What I admired most was the fact that they were completely independent of sets and props. The set was a plain black stage and remained the same throughout, with only two bar stools for aid. Despite this, however, the actors used their space to its full potential. The lack of props did not prevent them from pretending that there were props. In some cases, one of them would casually rest an elbow on the empty air, effectively representing the idea that they were leaning against a non-existent table. Since the characters played so many roles, they had to be able to switch between them effectively in such a way that the audience would not be confused as to who they were playing. To go about this, the actors exaggerated their characters and made them more physical- using their voice, actions and postures. When they were playing women, the actors minced about stage with their shoulders held back, talking in a high pitch and making use of their space by angling their hands and gesturing in very stereotypically feminine ways. Sexy Suzy was a perfect example: she made it clear that all the men around her hung on to her every word and struck very feminine poses. It was essential for the characters to be stereotypical if we had to be able to distinguish between the men and the women (since the costumes remained the same). To do this, the actors included little acts which are typically associated with females: when the girls are first shown on stage, they are doing each others hair and gossiping wide-eyed about each other. When Rosie loses her boyfriend she wails mournfully in an overly dramatic way. It is particularly funny to see the girls behaving very sweet to each others faces while making snide remarks behind each others backs. The women were depicted as shallow, superficial characters. Despite being equipped with only a handbag each for props, it was sometimes almost easy to forget the girls were in fact men! It was obviously much easier for the actors to play men, yet it was no easy task to accurately portray their contrasting personalities. However this was done very well. Emphasis and exaggeration was used to their advantage. I thought that Lucky Eric, in particular, did a great job in displaying to us strong emotions like his pent-up fury. His monologues provided an insight into his innermost thoughts, and were delivered with such power and attack that we could feel what he was feeling. One of his strongest monologues was when he told the story of how angry he had felt when he once saw a group of young men taking advantage of a drunk girl in a bar. Lucky Eric spoke with extreme feeling. Give me a kiss, they said, said Lucky Eric about the men in the bar. When explaining this, his tone of voice got loud and full of rage. But at the end, Lucky Eric explained that after he had sent the men away, he had turned to the girl. Give me a kiss, she said. The line was timely and excellent, using the power of repetition; and Eric used it to its full potential. Having reached the anticlimax of his monologue, his voice became soft and almost wounded, his shoulders hunched and his head hung. The last lines of this monologue were delivered with equal power, in a tone of frustration and sadness: Go home, I told her. Just-just go home. Despite this, I felt that Lucky Erics monologues could have been slightly shorter. I appreciated that the slow tempo of the monologues was meant intentionally to contrast the fast pace of the rest of the play; and that the slow tempo was meant to create a deeper message. However, they were slightly rambling and Eric tended to repeat himself slightly. Perhaps if he had moved around more then his monologues might have been more effective. He tended to stand still in one spot throughout his speech, and alternate between two or three expressions and postures only. The audiences attention was distracted slightly when these monologues came on. Judd also did a good job in showing his personality- his immaturity and fickleness was depicted in the way sheer boredom made him eager to get involved in fights. He would constantly try to provoke Lucky Eric, teasing him about something that Eric found very painful: the thought of his wife. In the scene where Eric finally breaks and fights with him, Judd turns morose and resentful. The director planned this scene well, making their fight look realistic by using space well. The audience probably found this scene unexpected but it was effective in illustrating the personalities of the two characters. Not only was the pitch and tenor of the voice involved in character transition, but accents were also a useful tool in this. At one point, the actors had to play upper-class men, going golfing. Their accents and their postures changed dramatically: they became more formal, more proper, their voices became deeper and cleaner, and they looked taller as if they were aware of their importance. The audience found these two upper class men very funny because it was so contrasting from the other, more coarse characters. It was a sort of light break from the plot because it showed, just for an instance, that there were people other than the working class, that the working class depicted only a segment of UK nightlife. Positioning was the other character transition aid. When changing roles, the characters spun around about their feet and landed in a position and posture that was suited to the new role. The bouncers, despite walking around during their speeches, always initially started off in one row with their hands behind their backs and their feet slightly apart (probably to indicate a more masculine posture). This was a method of showing rather than telling the audience that they were someone different. During monologues, the positioning and the lighting changed. The stage was bathed in a yellowish white light, with a spotlight focused on the key character, who moved forward to occupy the center of the stage. The other characters, meanwhile, moved back and faced their backs to the audience. There was one scene where Les was explaining his travails with a rugby team who came to the bar, and the other three actors played the rugby team on the other corner of the stage while Les talked in a spotlight. These methods were very effective because they focused attention on one actor, and the audience therefore found it easier to understand his perspective. Lighting was a very important element of the play. To make up for the lack of set, creative lighting was used in certain places to enhance the mood of the moment. In the scene inside the disco there were multicoloured lights flashing through the stage, and for a scene in which they were depicting a pornographic movie, a white strobe light flashed rhythmically; helping not only to create the sleazy background, but also to make it clear that the scene was on TV. Each set of characters was given its own lighting scheme. When the four actors were playing bouncers, the shape projected on the background screen was blue, when they were playing the young men, the shape was green, and when they were playing women it was pink. The colours were carefully chosen to be symbolic of the groups of characters they were representing; for example, pink is generally associated with women and blue is a more masculine colour. The shape that was projected on the screen rremained the same for the most part of the play. It was a rough contour of a heart, which was again symbolic of the theme of the play. At the end of Act One, the heart was highlighted in red, perhaps to emphasize what the characters were looking for. Music was an element that was used throughout the performance. Light rhythmic instrumentals were used to build up the tempo etc. and sometimes, specific songs were used as part of the comedy. When Rosy found that her boyfriend had been cheating on her, she sobs loudly on stage, and suddenly, the song I will survive plays on the speakers with Rosie lip-synching along in a dramatic and hilarious way! When the bouncers come on stage, deep classical music is played to give a very macho, manly feel. It is also interesting to note that when Lucky Eric and Judd have a fight, the music that is playing is from the ballet Romeo and Juliet; it is the song that is played when the rich Capulet is showing off about his wealth. Although the play had a realistic setting and a very genuine message to give, the performance itself did not use naturalistic techniques. Drama techniques like flashbacks, audience asides, monologues, tableaux and freeze-frames were constantly employed throughout the performance. The lighting was also strong and vibrant, in colours that were perhaps more symbolic than realistic. The costume and make-up were as subtle as the sets and props. The four characters never changed out of their black tuxedos, and if they had had any make-up on it was just so that their faces could be seen clearly against the light. The tuxedos were simple, universal, and made them all look the same. The wonderful thing about Bouncers was the fact that it not only had good acting, but also a good script. The language used accurately portrayed the setting, and the conversations held different contrasts. There were monologues where the tempo of the play needed to be slowed down, but there were rapid interplays of dialogue between characters when they needed to maintain the upbeat rhythm. Much of the script rhymed too. This added to the humour in the play! Some specific scenes were particularly impressive. In some dancing scenes, only the four actors managed to effectively give the impression of being caught in a crowd of people. They pushed, shoved, crawled, and mopped sweat from their brows; everything appropriately exaggerated. Another scene was a snapshot of a taxi ride, and although there were no props, sets or even parts of the dialogue that suggested that the characters were in a taxi, just their actions made it clear. They swayed, jolted and panted where the taxi was too fast, and even bounced in their seats where necessary. The movie scene was also well depicted. Two of the actors were playing the characters in the TV itself while the other two were watching the scene. The two watching the scene occasionally paused the movie by raising an arm- and the TV scene then froze. When a rewind had to be done, the TV characters enacted all their movements backwards. I thought that this was very effective. What really makes a play successful is using the medium of acting uniquely and effectively. The play should be able to give you a different feeling than if you had read the story in a book, or watched it as a movie. Bouncers definitely fulfilled this criterion. The variety of techniques that were used, along with the superb acting skills and the physical actions made us feel that the storyline wasnt the only important thing in the story; we wouldnt have felt the same if we had read it in a book. Similarly, the audience interaction in the beginning of the show, as well as the general atmosphere that had been created, made one feel that it was better to have watched Bouncers as a play in a theatre rather than a movie on TV. In conclusion, I was awed by the performance of the actors in Bouncers and was impressed by the script and the directions. The play was a source of inspiration to succeed in my own devised dramas!

The improvement of diabetes care concept Essay Example | Topics and Well Written Essays - 2000 words

The improvement of diabetes care concept - Essay Example It is acknowledged that evidence based practice is rational and logical and research keeps moving forward amassing more and more knowledge, opening many possibilities. Such evidence corroborated research should be implemented in the management so that updated knowledge could improve interventions and quality. The care provided must be constantly evaluated and improved based on new and refined knowledge (Burns and Grove, 2003). Evidence based practice also ensures treatment interventions on the basis of reliable research by integrating clinical expertise, patient information and evidence guidance. The nursing profession is accountable to society for providing high quality, cost-effective care for patients (Burns and Grove, 2003). This study will give two Executive summaries of two articles and an in-depth analysis of another similar research based article. With more research coming out in the field, medical practitioners feel that research evidence based practice is more important for a long term disease like diabetes. Research connected practice is of great significance for my practice and I have chosen this module because of its pertinence to my career. There will be connected literature review closely linked with regional and cultural backgrounds, psychological mindsets and disease management. Di Censo et al (1998) explains evidence-based practice (EBP) as 'The process by which nurses make clinical decisions using the best available research with their clinical expertise and patient preferences in the context of available resources'. Research based practice relies on systematic research studies while evidence considers nurse's clinical experience, practice trends and patient preferences (Newell and Burnar d, 2006). EXECUTIVE SUMMERY OF AN INPATIENT DIABETIC CARE PATHWAY: This study depends on the development and testing of a care pathway for diabetes management examining the impact of length of stay, re-admission, CP driven care advantage and improvement parameters. CP was developed in consultation with ward staff mainly to improve nurse knowledge; but for the use of both medical and nursing staff. Requirement of constant support for staff was examined by measuring staff knowledge before and after trial using questionnaire. Patients were randomised for normal and CP care. According to discharge patient notes assessment CP maintained better care while standard of documentation was similar. Baseline demographics like age, diabetes duration, sex, type of diabetes etc. including intervention period, and follow-up of patients being randomised to either normal care or a care pathway (CP), with a knowledge questionnaire, regarding analyser comparisons between staff located and CP groups were all attended to. Frequency of blood glucose monitoring was monitor ed and was found to be more appropriate to CP group as CP was significantly better quality of care with standard documentation, of both CP and non-pathway groups. Result showed improvement in hospital stay and HbA1c control, but not significantly. CP group had higher knowledge in staff and patient both, with reduction in length of hospitalisation and better quality of

Reflective paper Essay Example | Topics and Well Written Essays - 250 words

Reflective paper - Essay Example Getting to lead the youth in church, in some of the activities, was an honour. However, problems came as a result of failure to understand many of the peers in the group. In the book, by Dr. Allender, Leading with a Limp, there is talk of how leaders do not rise to power in spite of their weaknesses; rather they rise because of their weaknesses (Allender, 2008). This gave inspiration to group members. The thought of getting to understand people made it easier to relate to them. Adopting a positive attitude through all that increased the chances of finding favour among peers and the elders around the church. This response was welcome from all quarters, and people appreciated the effort to lead through the identified weakness. In conclusion, the lesson learnt is that whatever thing one might think will pull them down, it is wise to try it out first (Allender, 2008). If one fails, it means they know of one way of how not to do something. After all, if nobody makes a mistake, it means they have never tried anything

Mexican-American Assimilation at the Turn of the 20th Century Essay Example for Free

Mexican-American Assimilation at the Turn of the 20th Century Essay The first major wave of Mexican immigration during the twentieth century triggered physical as well as verbal attacks by white Americans. Immigrant labor camps were raided by whites espousing white supremacist beliefs. By 1911 certain politicians lobbied against further Mexican immigration. The Dillingham Commission argued that Mexicans were undesirable as future citizens. Nativist scholars and politicians feared mongrelization as a by-product of contact with Mexicans, and in 1925 a Princeton economics professor even spoke of the future elimination of Anglo Americans by interbreeding with Mexicans (Feagin and Feagin, p. 265). These themes reemerged in 1928 when a congressional committee attempted to set limits on immigration from the western hemisphere. Congressman John Box called for restrictions on Mexican immigration because the Mexican was a product of mixing by the Spaniard and low-grade Indians. This mixture, according to Boxer, was an obstacle to participation in American democracy. The image of the Mexican American male possessing innate criminal tendencies emerged during the World War II era. For example, in 1943, following the Zoot Suit Riots, the Los Angeles Sheriffs Department issued a report alleging that the Mexican Americans desire to spill blood was an inborn characteristic. Further, the report concluded that Mexican Americans were violent because of their Indian blood (Feagin and Feagin, 265). And as late as 1969, a California judge ruling in an incest case reiterated similar racist beliefs. He stated in court: Mexican people think it is perfectly all right to act like an animal. We ought to send you out of this country. You are lower than animals maybe Hitler was right. The animals in our society probably ought to be destroyed (Feagin and Feagin, p. 266). One of the most persistent stereotypes is the image of simplemindedness. In 1982 the U. S. Department of Defense issued a report explaining that lower test scores for Hispanics and African Americans as compared to white Americans were due to genetic differences as well as cultural differences. During the same year, the National Educational Testing Service, surprised by the excellent performance of 18 Mexican American students attending Garfield High School (a school situated in one of Los Angeles poorest Mexican American communities), demanded that all retake the exam. Allegations of cheating by the students was the reasoning of the testing administrators. The students eventually did re-take the exam; once again they received excellent scores. Other Immigrants: Mexicans and the Dillingham Commission of 1907-1911 http://www. jstor. org/stable/10. 5406/jamerethnhist. 30. 2. 0033 Biological Superiority of Whites. http://www. princeton. edu/~tleonard/papers/retrospectives. pdf John Box’s Proposed Immigration Limitations http://www. digitalhistory. uh. edu/disp_textbook. cfm? smtID=3psid=594 Zoot Suit Fights http://www. pbs. org/wgbh/amex/zoot/eng_sfeature/sf_press_text_04. html Mexican immigration general info http://www. jstor. org/stable/981093 Gutierrez, David. 1993. Significant to Whom? : Mexican Americans and the History of the American West. Western Historical Quarterly (24):4. http://www. jstor. org/stable/2702497? seq=3 THIS ONE IS MONEY.

Comparing Two Advertisements :: Adverts, Compare and Contrast

Comparing Advertisements For this comparison I have chosen to compare two car adverts. The first advert I chose was from the car magazine "Autocar" and this is an advert for a Chrysler PT Cruiser. The second advert I chose was from the "Sunday Times" and this is for a Fiat Ulysse. I chose these two adverts because I feel that they will be good compare as they have similarities and differences so there are many things I can comment about. There is a big difference in the sale tactics of the 2 adverts. The Fiat is a soft sell advert because there is no reference to the price of the car or any statistics about the car where as the Chrysler advert displays the price in big numbers at the top of the advert and it also refers to the fuel consumption of the car. This shows that the 2 adverts use different tactics to advertise and sell the car. I think that the target audience for these cars are the same; both of these cars are family cars. Both of the cars are designed to be comfortable and safe, they are not advertised to be fast sports cars or stylish city cars; they are advertised as normal cars. In both of the adverts there is no real reference towards the performance of the car apart from in the Chrysler where there is a reference to the fuel consumption of the car but this backs up the point that the Chrysler is a car for a sensible family person because that is the kind of person who would show interest in the economics of the car. Both of the adverts have main points that they want you to focus on as soon as you look at them, on the Chrysler advert the first thing they want you to focus on is the name of the car and the price which are both in bold font at the top of the page, the Fiat wants you to focus on the name of the car which is written in huge letters diagonally

Change in Diet Essay

I began this class with very little nutritional knowledge. During week one of this class, it became evident to me that my eating habits were completely unhealthy. Before taking this course, my interpretation of eating right consisted of eating foods that I thought were healthy, and basically sticking to that particular meal plan. I started this class coming off of a self-created protein diet plan of my own. My diet plan consisted solely upon eating cereal for breakfast, chicken breast, white rice, and egg whites for lunch, and drinking a protein shake for dinner, every week on days Monday through Friday. For the weekends, I would basically eat whatever I wanted. The weekends were considered my grace period where I was allowed to ignore my diet for two days. About a week or two before the course began, I had completely stopped my protein diet, and I was basically back to eating whatever I had a taste for at any given time of the day. I had lost all discipline and obedience to my â€Å"healthy† meal plan. The amount of meals I would have each day varied from one meal a day, to two or three meals a day. Rarely was it consistent. I would skip out on breakfast on many occasions. On some days, I would eat solely junk food all day long. Water was almost inexistent in my life. Completing week one’s assignments gave me an opportunity to actually read how bad my eating habits were as I typed them in. I also learned that my once proclaimed healthy diet was in fact not as healthy as I thought it was. I also learned that I was missing key foods necessary to live a long and healthy life such as fruits and vegetables. Fruits and vegetables were nonexistent in my life. Vegetables, I never took well to. Fruits just did not seem as important to me as they should have been, and they definitely never satisfied my sugar craves. I learned the importance of fruits and vegetables. I learned that they provide the vitamins, minerals, and fibers my body needs to live a successfully healthy life. Throughout the course, I learned a lot about nutrition. I now know the difference between saturated and unsaturated fat. I am aware that all fat is not bad for the body. In fact, fat should be apart of every diet, and is required for healthy growth. This course has also given me a better perspective of dehydration. I now fully understand what dehydration is, and the causes of it. I am definitely more aware of the importance of drinking water. Currently, compared to week one of this class, my eating habits are totally different. I definitely see changes in my diet. From completing assignments mixed with personal research, I have learned that a person can actually gain weight from not eating enough. I learned that it is important for individuals to consume their recommended amount of calories each day in order to maintain a healthy and normal metabolism rate. A lack of food can slow metabolism. Metabolism burns fat. So of course, the first change in my diet was to make sure that I was consuming as close to my recommend amount of calories each day as much as I could. In result, I currently eat three healthy meals a day. Fruits and vegetables have become apart of diet. I am eating more fruits and vegetables now, than I ever have in my entire life. I am also making sure to eat a variety of fruits and vegetables compared to eating just one or two types. This course has helped me gain a better understanding of whole foods such as whole grains and wheat. I no longer eat white rice or white bread. I have substituted white rice with brown rice, and I have replaced white bread with whole grain wheat bread. These changes were not easy at all. I loved white rice and white bread. It was definitely a challenge making that transition. I have even made changes to the type of sandwich meats I eat. I have replaced deli ham with white turkey and chicken breast. For breakfast, I have stopped eating cold cereal and frozen waffles, and have started eating whole grain oatmeal with fruit slices. I still drink protein shakes after weight lifting. However, I no longer have protein shakes for dinner. From the course I have learned that oils are needed in any diet. In result, I have begun using olive oil with some of my dishes. I no longer use margarine, and have replaced it with real butter. I have eliminated any idea of a grace period and I try to eat healthy seven days a week. As mentioned early, I have learned a lot about dehydration and the importance of drinking water. I avoid all caffeinated beverages. I have eliminated sodas and other beverages from my diet. I drink milk, green tea, and one hundred percent fruit juices, but mainly water. Throughout researching, I have learned just how necessary it is to drink water. I learned that water helps the body’s organs function properly, water clears the body of toxins, and water helps burn calories. I learned the recommended daily serving of water should be eight to ten glasses, a minimum of 64 ounces. Upon learning this information, I have visited my local supermarket and have purchased a water bottle of 24 ounces. This course has taught me that many people mistake thirst with hunger, causing overeating and weight gain. I now consume 72 ounces of water a day. I make sure to fill and empty my water bottle three times a day. I have also created a system with accordance to my schedule where I eat dinner no later than 7:30 p. m. My workouts at the gym have also changed as well. Before, my workouts consisted solely on weight lifting. I have now made time in the beginning of my workouts for at least thirty minutes of cardiovascular exercises. The changes that I have made to my diet has really changed who I am as I person. I feel different, healthier. There has been a dramatic decrease in my stress levels. I am full of energy and happiness. I am now more aware of what I allow to enter my body.

Neil Harbisson’s Eyeborg

Neil Harbisson's Eyeborg Maria Marrero Palm Beach State College Abstract This paper explores the new technological advances for people with Achromatopsia from research conducted mostly online. All of the research conducted explains the device on how it is used and what it is used for. It also shows how the sounds are conducted so the people using the eyeborg can understand it. Neil Harbisson's Eyeborg Barcelona based artist, Neil Harbisson was born with a condition called Achromatopsia which means that he was born color-blind.He has described himself as a cyborgist and colorologist. With the help of a new technological device that is attached to the back of his skull can translate color to sound. Harbisson can hear the color of sound through audible frequencies through this device in which he calls an â€Å"eyeborg†. Harbisson has used the term sonochromatism (or sonochromatopsia) to define his new condition. He explains that â€Å"achromatopsia can no longer define his condi tion because achromatopsics cannot perceive nor distinguish colors.He also explains that synesthesia does not define his condition accurately because the relation between color and sound varies depending on each person, whereas sonochromatopsia is an extra sense that relates color to sound objectively and equally to everyone† (Harbisson, 2012). The idea for the device came about when he was attending Dartmouth College of Arts in England, where Harbisson met Adam Montandon   who was giving a lecture on cybernetics and they [came together] to start developing the eyeborg project (Disaster, 2012).The device, called an eyeborg, comes out of the back of his head and hangs in front of his eyebrow. Jennifer Lee, writing for the New York Times, says: Mr. Harbisson’s current eyeborg is pressed against the base of his head with extremely high pressure, which allows the sounds to reverberate along his skull to his eardrums. But his new eyeborg, to be implanted in September, will be connected to his body through three screws in his head — two to support the antenna and electronic chip, and a third for the sound to be passed into his skull, which will vibrate with the sound.He expects it will take about two months for the bone to heal around the implant. (Lee, 2012) According to Jordan Chittley, he states that a chip that is implanted in Harbisson's skull and then converts the light waves into sounds and he hears it through his bone. â€Å"The eyeborg works with a head mounted camera that picks up the colors directly in front of a person, and converts them in real-time into sound waves† (Neil, 2012). C on the scale represents blue, F represents red, A represents green and so on (Chittley, 2012).Harbisson can see up to a total of 360 colors, which is more than the naked eye can see. The first eyeborg had a computer component [which was] the size of a laptop and Harbisson [carried it] around in a back pack (Molinsky, 2011). â€Å"We are using te chnology constantly. Every single day we wear technology in our pockets, we sleep with technology beside our beds — we never separate from technology. The simple next step is to attach all this to our body† (Molinsky, 2011). Harbisson uses his eyeborg to help him paint in color.Harbisson states that the â€Å"eyeborg looks like an antenna that comes out from my head and goes up to the front of my face. At the back of my head there's a chip which transforms the light waves into sound, and I hear the colors, not through my ears but through my bone† (Harbisson, 2012). The spreading of the cyborg devices are being realized particularly with vision. Earlier this year in Britain, surgeons [have] implanted chips in the eyes of patients with retinitis pigmentosa, [which is] a disease that causes gradual blindness, in order to [stop] and reverse their condition (Lee, 2012).When he spoke with the hospital bioethics committee, Mr. Harbisson argued that this surgical techniq ue could be used on other people (Lee, 2012). He said, in particular, that a more [refined, classier] versions of the sensor could be used for reading, [like for example] the need for Braille (Lee, 2012). According to Eric Molinsky, Harbisson uses [his] eyeborg to help him paint in color. He also states that Harbisson create[d] sound portraits by scanning people's faces and turning the resulting tones into short musical compositions (Molinsky, 2011).Some of his subjects are [his] friends and family, while others are celebrities he had met [previously] (Molinsky, 2011). Harbisson believes that the eyeborg and [other] devices like [itself] should not only be used for people with disabilities. In his opinion, no one should be restricted to the senses that us humans have developed (Molinsky, 2011). Jennifer Lee states that Harbisson wants to see more improvements to his eyeborg, focusing mainly on the electricity source (Lee, 2012).He has to change the antenna through a USB port at the back of his head (Lee, 2012). He does not want to depend on electricity. . References Chittley, J. (2012, February 20). Eyeborg neil harbisson hears colour with head-mounted camera. Retrieved from http://ca. news. yahoo. com/blogs/daily-buzz/eyeborg-neil-harbisson-hears-colour-head-mounted-camera-193727166. html Disaster. (2012, September 19). I listen to color: How sound is bringing neil harbisson one step closer to cyborg status. Retrieved from http://shocklee. om/2012/09/i-listen-to-color-how-sound-is-bringing-neil-harbisson-one-step-closer-to-cyborg-status/ Harbisson, N. (2012, February 12). The man who hears color. BBC News Magazine, Retrieved from http://www. bbc. co. uk/news/magazine-16681630 Harbisson, N. (2012, February 24). Neil harbisson: The eyeborg. Retrieved from http://reset-blog. com/2012/02/24/neil-harbisson-the-eyeborg/ Lee, J. (2012, July 2). A surgical implant for seeing colors through sound. New York Times, Retrieved from

Play in as much detail as possible Essays

Play in as much detail as possible Essays Play in as much detail as possible Essay Play in as much detail as possible Essay People experience a huge range of emotions in their lifetime, in Romeo and Juliet; Shakespeare shows his audience a wide range of emotions through his characters, the following events and the action of the play.The audience sees characters playing several emotions and can understand how and why the characters are feeling these emotions.Indeed, by the end of Romeo and Juliet the audience would feel quite emotionally drained by what they had just seen on stage.Anger is portrayed as a very powerful emotion in this play; it is one of the reasons that the two families Montagues and the Capulets cant make the peace. I think that the two young groups are angrier than there parents in the first part of the play e.g. what! Dawn and talk of peace? I hate the word as I hate hell, all Montagues and thee this is said by Tybalt in act I scene1, a Capulet to one of the Montagues at the gas station where the Montagues plead peace. Tybalt is angry because he thinks that because his uncle is in a feu d with his rival he has to start a fight with the enemy to impress his uncle. This is a god example because it starts the story in anger, which makes Romeo and Juliets love in the middle of all the negative emotions seem lost and hopeless.You dont see much anger in the parents until the end of the play e.g. out you green sickness carrion! Out you baggage! You tallow face. This is said by lord Capulet in act 3 scenes 5 when he is in a rage with Juliet because she wont marry Paris because she is still in love with Romeo even though he killed her cousin and has been exiled. I think that her father may be angry with her because she still loves him and not only is he the enemy he killed his nephew. Her father actually hits her and starts shaking her quite roughly, he also strikes her mother when she tries to pull him off Juliet. Juliet is left to the comfort of the nurse who looks after her.Grief is not shown until Tybalt is killed e.g. my wife is dead tonight! Grief of my sons exile ha th stoppd her breath. What further woe conspires against my age? this is said to the prince in act 5 scene 3. I think that this could be that he is trying to appeal to the princes nature to let Romeo back into the city because it is causing others grief. This shows that he does care about his son because through out the play Romeo and his parent dont appear have much of a relationship.Also lady Capulet appeal to the prince for justice against Romeo, I beg for justice, which thou, prince must give. Romeo slew Tybalt: Romeo must not live. She doesnt seem to care that Tybalt killed Mercutio when Romeo was trying to convince Tybalt that he meant peace. She seems to have a more serious relationship with Tybalt than everyone thinks so maybe she grieved more than most because he meant more to her.Hatred is the strongest emotion in this play; it is clearly seen that the feud between the Capulet and the Montagues is truly hatred and that their children grew up with that so they know no diffe rent. Tybalt see Romeo at his party and sees everybody laughing at him because he would let it pass, instead he speaks to his uncle uncle, this is a Montague, our foe, a villain that is hither come in spite, to scorn at our solemnity this night I think that Tybalt enraged that they come to spite his family and the name he honours. Indeed his uncle does not want a scene at his party he has prepared, he tells Tybalt to leave it; he hits Tybalt to get though to him that he doesnt want a scene at his party. It could be that he has grown tired of this violent feud and has matured although he does seem a violent man though out the whole play.Mercutio hates the Capulets although he has no family ties with the Capulets or the Montagues. Something in the way he acts around Romeo makes me think the he values the friendship more than Romeo does. O calm dishonourable, vile submission Tybalt you rat catcher, will you walk? This is said it Tybalt from Mercutio in act1 scene2.This is when Tybalt f irst approaches Romeo at the beach with the intent of killing him of at least do him harm, instead he finds that Romeo is not there so he starts on Mercutio. Mercutio taunts him making him angrier and angrier. When Romeo turns up he pleads peace with Tybalt but he is all in a rage and you can clearly see that he truly hates Romeo and as he tries to harm him, Mercutio steps in the way therefore harming him. It is after this that Romeo hates Tybalt for what he has done and acts rashly and retaliates with dire consequences.Love is the main theme of this play for it is what the story is based on, the love that is forbidden. I think that it is cruel to deny their childrens love for the sake of a feud and the love seems lost in the middle of all the ill feelings of the rivals.It is not only the love between Romeo and Juliet but of friends and family.If thou bent on love honourable, they purpose marriage, send me word tomorrow where and what time thou wilt perform the rite. Juliet to Romeo says this in act 1 scene 2.I think that when she and Romeo have declared their love for each other, all thats left for them to do is marry, because they know that if anyone found out before they were wed they would never see each other again.Juliets mother, Lady Capulet says to Juliet about the marriage proposal from Paris the valiant Paris seeks you for his love. It seems that her parents cant see how wrongly suited for her Paris is, and how in love with Romeo she is later in the play.Her father tries to force her into marrying Paris, because he wants her to have a good life and he thinks that his choice of husbands is the right choice and nobody should question that.Juliet shows how true her love for Romeo is when she fakes her death in order to get out of her marriage to Paris.Although fear is present in this story it seems that both sides of this feud are fearless to some point. When the fight is in action it seems that both sides show no fear. I think that the only fear shown is when the friar fears that Romeo does not know the plan and thinks that his love is really dead. Also when Juliet fears that her family will deny her love e.g. bondage is hoarse, and may not speak aloud with repetition of my Romeos name this is said when Juliet fears that her family will harm Romeo for loving Juliet in act 2 scene 2.Indeed she is scared of what her father might do but at the same deeply in love with Romeo to worry too much about what she is doing.As I said the friar that gave Juliet the poison is fearful because he knows that Romeo does not know that it is poison and not death. He rushes to sends word in another letter but alas he is too late.Despair means complete lack of hope and I think that quite often Juliet feels that there is no hope for her and Romeo e.g.My only love sprung from my only hate! Too early seen unknown and known too late! Prodigious birth of love to me, that I must love a loathed enemy. Juliet says this in act 1 scene 5. In some ways she is q uite right in this because his father is her fathers rival so in turn she must hate him to. But she loves him and this is why she despairs.O Romeo, Romeo where fore art thou Romeo? Deny thy father and refuse thy name; or, if thou wilt not, be sworn my love, and Ill no longer be a Capulet. This is said Romeo by Juliet act 2 scene 2. This is sort of love and despair in the case that she is despairing because she loves Romeo but he is forbidden, and love because she loves him so much that she would refuse her name and take his which would mean abandon her own family.I think that passion differs very much from love in a way that it is almost lust e.g. o trespass sweetly urgd! Give me my sin again This is said by Romeo to Juliet in act 1 scene 5. This is when she kisses him and he is asking for more, but it is a sin because she is not wed to him and she is supposed to be pure for her husband.I think that it is not only love that tells the story but passion too.This was thought of Romeos first love, for he thinks that he is in love with rosaline who should be married to him, organised by her father, even though he has never met or seen her. Show me a mistress that is passing fair: what doth beauty serve but as a note thou canst not teach me to forgetThis is said to Benvolio, Romeos cousin by Romeo about rosaline in act 1 scene 1.Romeo is in love with the idea of love and is so rapped up in the spirit of his love that until he meets Juliet he mistakes excitement for love.Violence seems to me of more of an action rather than an emotion but it is a grate feeling in this play e.g. now by stock and honour of my kin, to strike him dead I hold it not a sinTybalt says this to all montages in act 1 scene5. I said that I thought violence more of an action than an emotion, but you can clearly see here that Tybalt is feeling violence and although he doesnt kill Mercutio until later in the play I think that he really does want to kill all montages for the sake of honour in this family feud. Also I think that Tybalt doesnt consider it a sin to kill all Montagues for he is in the right and they do not deserve the right to live in his eyes.In conclusion I feel that all the emotions contribute to this masterpiece although critics have said the story is a love and hate storyline all the other emotions bring it together.William Shakespeare has included the most intense and intimate emotions and used them to there full extent.

Admiral Jesse B. Oldendorf in World War II

Admiral Jesse B. Oldendorf in World War II Jesse Oldendorf - Early Life Career: Born February 16, 1887, Jesse B. Oldendorf spent his early childhood in Riverside, CA.   After receiving his primary education, he sought to pursue a naval career and succeeded in obtaining an appointment to the US Naval Academy in 1905.   A middling student while at Annapolis, Oley as he was nicknamed, graduated four years later ranked 141st in a class of 174.   As the policy of the time required, Oldendorf commenced two years of sea time prior to receiving his ensigns commission in 1911.   Early assignments included postings to the armored cruiser USS California (ACR-6) and the destroyer USS Preble.   In the years prior to the United States entrance into World War I, he also served aboard USS Denver, USS Whipple, and later returned to California which had been renamed USS San Diego.    Jesse Oldendorf - World War I: Completing an assignment aboard the hydrological survey ship USS Hannibal near the Panama Canal, Oldendorf returned north and later prepared for duty in the North Atlantic following the American declaration of war.   Initially conducting recruiting activities in Philadelphia, he then was assigned to lead a naval armed guard detachment aboard the transport USAT Saratoga.   That summer, after Saratoga was damaged in a collision off New York, Oldendorf transferred to the transport USS Abraham Lincoln where he served as gunnery officer.   He remained aboard until May 31, 1918 when the ship was hit by three torpedoes fired by U-90.   Sinking off the Irish coast, those aboard were rescued and taken to France.   Recovering from the ordeal, Oldendorf was posted to USS Seattle that August as an engineering officer.   He continued in this role until March 1919. Jesse Oldendorf - Interwar Years: Briefly serving as executive officer of USS Patricia that summer, Oldendorf then came ashore and moved through recruiting and engineering assignments in Pittsburgh and Baltimore respectively.   Returning to sea in 1920, he did a short stint aboard USS Niagara before transferring to the light cruiser USS Birmingham.   While aboard, he served as flag secretary to a series of commanding officers of the Special Service Squadron.   In 1922, Oldendorf moved to California to serve as aide to Rear Admiral Josiah McKean, the commandant at Mare Island Navy Yard.   Completing this duty in 1925, he assumed command of the destroyer USS Decatur.   Aboard for two years, Oldendorf then spent 1927-1928 as an aide to the commandant of the Philadelphia Navy Yard. Having attained the rank of commander, Oldendorf received an appointment to the Naval War College in Newport, RI in 1928.   Completing the course a year later, he immediately began studies at the US Army War College.   Graduating in 1930, Oldendorf joined USS New York (BB-34) to serve as the battleships navigator.   Aboard for two years, he then returned to Annapolis for an assignment teaching navigation.   In 1935, Oldendorf moved to the West Coast to serve as executive officer of the battleship USS West Virginia (BB-48).   Continuing a pattern of two-year postings, he moved to the Bureau of Navigation in 1937 to oversee recruiting duties before assuming command of the heavy cruiser USS Houston in 1939. Jesse Oldendorf - World War II: Posted to the Naval War College as a navigation instructor in September 1941, Oldendorf was in this assignment when the United States entered World War II after the Japanese attack on Pearl Harbor.   Leaving Newport in February 1942, he received a promotion to rear admiral the following month and an assignment to lead the Aruba-Curaà §ao sector of the Caribbean Sea Frontier.   Helping to protect Allied commerce, Oldendorf moved to Trinidad in August where he took an active role in anti-submarine warfare.   Continuing to fight the Battle of the Atlantic, he shifted north in May 1943 to lead Task Force 24.   Based at Naval Station Argentia in Newfoundland, Oldendorf oversaw all convoy escorts in the Western Atlantic.   Remaining in this post until December, he then received orders for the Pacific. Hoisting his flag aboard the heavy cruiser USS Louisville, Oldendorf assumed command of Cruiser Division 4.   Tasked with providing naval gunfire support for Admiral Chester Nimitzs island-hopping campaign across the Central Pacific, his ships went into action in late January as Allied forces landed at Kwajalein.   After aiding in the capture of Eniwetok in February, Oldendorfs cruisers struck targets in the Palaus before conducting bombardment missions to aid troops ashore during the Marianas Campaign that summer.   Transferring his flag to the battleship USS Pennsylvania (BB-38), he directed the pre-invasion bombardment of Peleliu that September.   In the course of operations, Oldendorf courted controversy when he ended the attack a day early and omitted shelling an obvious Japanese strong point.    Jesse Oldendorf - Surigao Strait: The following month, Oldendorf led the Bombardment and Fire Support Group, part of Vice Admiral Thomas C. Kinkaids Central Philippine Attack Force, against Leyte in the Philippines. Reaching its fire support station on October 18 and his battleships began covering General Douglas MacArthurs troops as they went ashore two days later. With the Battle of Leyte Gulf underway, Oldendorfs battleships moved south on October 24 and blocked the mouth of the Surigao Strait.   Arraying his ships in a line across the strait, he was attacked that night by Vice Admiral Shoji Nishimuras Southern Force.   Having crossed the enemys T, Oldendorfs battleships, many of which were Pearl Harbor veterans, inflicted a decisive defeat on the Japanese and sunk the battleships Yamashiro and Fuso.   In recognition of the victory and the preventing the enemy from reaching the Leyte beachhead, Oldendorf received the Navy Cross. Jesse Oldendorf - Final Campaigns: Promoted to vice admiral on December 1, Oldendorf assumed command of Battleship Squadron 1.   In this new role he commanded the fire support forces during the landings at Lingayen Gulf, Luzon in January 1945.   Two months later, Oldendorf was put out of action with a broken collar bone after his barge hit a buoy at Ulithi.   Temporarily replaced by  Rear Admiral Morton Deyo, he returned to his post in early May.   Operating off Okinawa, Oldendorf was again injured on August 12 when Pennsylvania was hit by a Japanese torpedo.   Remaining in command, he transferred his flag to USS Tennessee (BB-43).   With the Japanese surrender on September 2, Oldendorf traveled to Japan where he directed the occupation of Wakayama.   Returning to the United States in November, he assumed command of the 11th Naval District in San Diego. Oldendorf remained in San Diego until 1947 when he moved to the post of Commander, Western Sea Frontier.   Based in San Francisco, he held this position until his retirement in September 1948.   Promoted to admiral as he left the service, Oldendorf later died on April 27, 1974.   His remains were interred at Arlington National Cemetery.     Ã‚        Ã‚   Selected Sources World War II Database: Jesse OldendorfU-boat: Jesse OldendorfFind A Grave: Jesse Oldendorf

Gastrointestinal disorders Essay Example | Topics and Well Written Essays - 1000 words

Gastrointestinal disorders - Essay Example Only 30% of the consumers are not the patient. These types of patients have low tolerance of pain and would resort to analgesics for pain relief. These patients have common complain of back ache or hip pain, headache, strains and sprains, osteoarthritis, sinus pain, fever, tendonitis, and tennis elbow. Generally, most of these patients asking for analgesics have no knowledge on the precautions, contraindications, adverse and toxic effects, tolerance, and physical dependence of the medications they requested. All they know about is that analgesics provide acute and chronic pain relief. Patients who came in to the pharmacy requesting for OTC analgesics oftentimes think that it can be used anytime without acquiring the potential side effects of the medications. Other than that, these patients are anticipating that pain relief can be achieved through constant intake of OTC analgesics. These expectations are often not met by the patients. A careful titration of analgesics by the patient is required for an effective management of pain based on valid and reliable pain assessment and pain relief (American Society for Pain Management Nursing, 2009). Over the counter analgesics are much exploited medications. These patients have no knowledge on the potential side effects of the medications they are taking. All they knew is that OTC analgesics provide pain relief. Research study carried on by the researchers in the US presented the potential risks of constant intake of non – prescription analgesics. Pain killers that include aspirin, ibuprofen, and acetaminophen have the capacity to increase high blood pressure and pose a great risk of myocardial disease in men (Reuters, 2007 cited in Harrell, 2007). The pharmacist and pharmacy staff must discuss with the patient the appropriate pain medication that has to be taken, exact dosage of analgesics, and how to avoid exceeding maximum dose and potential drug interaction. To provide

John bull's other island Essay Example | Topics and Well Written Essays - 1000 words

John bull's other island - Essay Example al observer of ‘Irishness’ and his love-hate relationship with the English middle-class are played out by his two principal characters, Broadbent, a middle-class Englishman with a ‘colonial’ mind-set and the expatriate Irishman Doyle, who has no illusions about the Ireland of the early 20th century. A foil for the protagonists is added with the one-time priest Keagan, who is appalled by the impending land re-possessions. Regardless, Shaw has him acknowledge that maybe British efficiency may be better than ‘patriotic fools’. Shaw was somewhat dismayed by his critics failure to understand the character of Keegan, when he said â€Å"I shown the Irish saint shuddering at the humor of the Irish blackguard--only to find †¦ the average critic thought the blackguard very funny and the saint very impractical† (Shorter qtd. in Henderson 619). When the play was first performed, praise was copious - Edward VI was said to have laughed so much, his chair broke – but so was criticism, with Chesterton accusing Shaw of ‘being liable to fits of admiration for the British’, although condemning them elsewhere (Auden in Kronenberger 619) There had been other criticism and in response, Shaw allowed himself to be interviewed by The Tatler, stating that far from being frivolous, he had been deadly serious, showing †¦the Englishman to the Irishman and the Irishman to the Englishman, the Protestant to the Catholic and the Catholic to the Protestant†¦ taken that panacea for all the misery and unrest of Ireland (the Land Purchase Bill) †¦ and †¦ shown at one stroke its idiocy, its shallowness, its cowardice, its utter and foredoomed futility. (Shorter in Henderson 619). The reception of the treatment of the latter was even more mixed, which can only makes sense in the light of British ignorance of the Ireland of the early 20th century, with its large families, ‘progressively pauperized by primogeniture’, and its absentee landlords

What types of professional development, supporting growth in cultural Assignment

What types of professional development, supporting growth in cultural competence, could be offered to teachers - Assignment Example Consequently this creates fairness in the education sector (Barrera, 2005). Secondly, the type of professional development supporting growth in cultural competence that could be offered to teachers is RICS development model. It stands for Respect, Instruction, Collaboration and Supportive. Reflection engrosses thinking about the challenges affecting the learning like racism. Teachers are required to look within themselves and realign their deepest assumptions and perception to be self-conscious. Instruction assists teachers to learn specific strategies that will boost the diversity existing in various cultures. They assist in raising teacher’s knowledge to comprehend the dynamics of learning institution. Teachers ought to follow the set instruction to create healthful relationship to avoid this problem. Collaboration urges teaches to become united and build strong collaborative work cultures that improve edification of students. It allows for dialogue amid personalities such as principals, teachers, and parents for betterment of learners. Teachers are advised to talk to each other and be active listeners. Supportive is an aspect that acts as a foundation in which teachers use to increase self-efficacy encouraging them to initiate effective learning strategies. Beneficial programs such as mentoring program are significant since they proffer support system. For this reason are able to work aptly in an environment characterized with cultural

Agriculture Revolution Essay Example for Free

Agriculture Revolution Essay The agriculture revolution occurred in the Eighteenth Century. It was the age of new inventions and methods which caused agriculture to boom and end the long problem of famine. The agriculture revolution also caused social and economic consequences. What are some of these methods, inventions an also, the downfalls and consequences of the agriculture revolution? In the eighteenth century it was important to improve agriculture to feed the rapidly increasing population. This meant they needed to make inventions to grow more food at a more rapid rate. This is about the time when they discovered crop rotation, which is rotationing the crop to refurnish the nutrients in the soil by switching the crops that used the nutrients in the soil with the ones that replaced it. This system gave farmers the opportunity to farm all their land at all times, instead of having to let some land set for a long period of time. Some of the important crops were peas, beans, turnips, potatoes, clovers and grasses. Other inventions like the seed drill, threshing machine, along with the enclosure of fields helped produce enough food for the growing population. The enclosure of fields was a new invention, which took a farmers scattered land and put it together in fenced in fields to farm a lot smarter and more efficiently. Not all the people of the eighteenth century went to farming in this new style, they were used to the traditional style and preferred to continue farming that way. The Low Countries and England were the main people that used crop rotation. New crops made ideal feed for animals, which meant farmers could increase their herds, which ultimately meant more meat and better diets for all. Some downfalls of the agriculture revolution meant that if a farmer wanted to experiment with new methods they would have to get all landowners in the village to agree. Enclosure didn’t seem to help the poor rural families; this meant that they couldn’t do the things they traditionally did. They liked using common pastureland to graze stock, forests and marshlands for firewood and berries, therefore the poor highly opposed the idea of enclosure and created allies with the wealthy land owners. The wealthy land owners were also against enclosure, because it required large risks and investments? The agricultural revolution had a very big impact on women; the new inventions and the machinery were much harder for them to handle. This meant women had to find another role in society, working at Cottage Industries or as Domestic Servants. The agriculture revolution was the start of a great stepping stone. The new inventions like Crop Rotation and Enclosure helped form the age we live in today. There were ups and downs to the agricultural revolution, as there is in any new ideas that are trying to be implemented. The revolution ended famine, the methods used caused distress with the poor and even the wealthy at times; they also wanted to keep the traditional ways of farming. The transformation and experimentation of new crops and systems of crop rotation was not completed until the nineteenth century. Agricultural revolution allowed farms to be more compact and increased investments. The agricultural revolution was an essential prelude to the Industrial Revolution.

Free Essays on Picture of Dorian Gray: Tthe Seduction of the Reader :: The Picture of Dorian Gray Essays

The Picture of Dorian Gray and the Seduction of the Reader "To reveal art and conceal the artist is art's aim," writes Oscar Wilde in the famous preface of his classic novel The Picture of Dorian Gray. One might find it a bit ironic the fact that posterity always has looked upon this book as being more or less an autobiography. Wilde was surrounded by scandals until his death, stirring the strict, Victorian society he lived in with his homosexual bent and libertine views on life. The Picture of Dorian Gray was therefore also regarded by many people as "highly immoral" and has probably earned the title "classic" years after the author's death. With rarely less than two cogent aphorisms per page, it is hard not finding myriads of subtle meanings in the text, why I am only focusing on the main themes I found interesting. The obsession of aestheticism and beauty runs all through the story in a kind of contradictory way. Oscar Wilde states in the preface: "Those who find ugly meanings in beautiful things are corrupt without being charming. This is a fault. Those who find beautiful meanings in beautiful things are the cultivated. For these there is hope." With this he means that one should not, for example, judge a piece of art on a moral basis; the art is only there for being aesthetically admired and one should only be enchanted with its beauty, not let oneself be misled by a deeper idea behind it. At the same time, he lets his protagonist Dorian Gray suffer the penalty for his narcissistic behaviour by killing him off at the end of the book, giving the reader the opposite message - that beauty after all is nothing to strive for. Also, Wilde lets the painting of Dorian become a symbol of the young man's degeneration, showing very well the immorality of his life through a work of art. It is like Wilde means to tell us that art indeed has its important place among people, and beauty is seducing to the viewer. However it is temporary, dangerous, and powerful enough to spoil the life of a man. One must know how to look upon beauty to be able to love it without succumbing to it. As Oscar Wilde was a confirmed aesthete himself, this conclusion may appear paradoxical, but it should be mentioned that not much in this book is not. Free Essays on Picture of Dorian Gray: Tthe Seduction of the Reader :: The Picture of Dorian Gray Essays The Picture of Dorian Gray and the Seduction of the Reader "To reveal art and conceal the artist is art's aim," writes Oscar Wilde in the famous preface of his classic novel The Picture of Dorian Gray. One might find it a bit ironic the fact that posterity always has looked upon this book as being more or less an autobiography. Wilde was surrounded by scandals until his death, stirring the strict, Victorian society he lived in with his homosexual bent and libertine views on life. The Picture of Dorian Gray was therefore also regarded by many people as "highly immoral" and has probably earned the title "classic" years after the author's death. With rarely less than two cogent aphorisms per page, it is hard not finding myriads of subtle meanings in the text, why I am only focusing on the main themes I found interesting. The obsession of aestheticism and beauty runs all through the story in a kind of contradictory way. Oscar Wilde states in the preface: "Those who find ugly meanings in beautiful things are corrupt without being charming. This is a fault. Those who find beautiful meanings in beautiful things are the cultivated. For these there is hope." With this he means that one should not, for example, judge a piece of art on a moral basis; the art is only there for being aesthetically admired and one should only be enchanted with its beauty, not let oneself be misled by a deeper idea behind it. At the same time, he lets his protagonist Dorian Gray suffer the penalty for his narcissistic behaviour by killing him off at the end of the book, giving the reader the opposite message - that beauty after all is nothing to strive for. Also, Wilde lets the painting of Dorian become a symbol of the young man's degeneration, showing very well the immorality of his life through a work of art. It is like Wilde means to tell us that art indeed has its important place among people, and beauty is seducing to the viewer. However it is temporary, dangerous, and powerful enough to spoil the life of a man. One must know how to look upon beauty to be able to love it without succumbing to it. As Oscar Wilde was a confirmed aesthete himself, this conclusion may appear paradoxical, but it should be mentioned that not much in this book is not.

“Death of a Soldier” by Louisa May Alcott Essay

The excerpt â€Å"Death of a Soldier,† taken from Hospital Sketches by Louisa May Alcott features various rhetorical strategies to create an appeal to emotion. She exhibits the compassion of the nurse for John, even in the face of inevitable death; she displays the altruistic mindset of John, and adds depth to her words by using analogies. She uses these tools in order to inflict a deep emotional feeling and an understanding of how awful the situation actually was. One of the rhetorical strategies of this piece is her compassion, even when seemingly futile, for the wounded soldier. The way Alcott describes John’s situation as being completely helpless and doomed. The doctor’s words, not having â€Å"the slightest hope† for recovery, illustrate his condition. Given this information prior to her attempt to ease his pain, Alcott shows her sheer pity for the â€Å"poor lad†. â€Å"I bathed his face, brushed his bonny brown hair, set all things smooth about him.† This quote shows how much effort she put into even the slightest difference in his comfort, in hopes of inflicting a â€Å"satisfied expression† on a dying face. She â€Å"stirred the air about him with a slow wave of air and waited for him to die†. She stood by him until his breath helping him bear the agony of his inevitable and anticipated death. These examples of her charity instill feelings of understanding and pity for John. The other side of Alcott’s appeal to emotion is John’s mentality. John questions the nurse in reference to the battle: â€Å"†¦do they think it will be my last?† He is seemingly eager to return to his position and fulfill his duty. He feels loyal to his cause and indifferent to his own well-being. On his deathbed he is only momentarily worried for himself when introduced to his fate. After that brief moment he seems to feel guilty for his â€Å"cowardly† cause of death, and justifies it as he â€Å"obeyed orders†. With his last â€Å"live† breath he asks of the people present that they tell the others he did his best, as he wanted so desperately to make his friends and family proud. He sees the tragedy of his death not in death itself, but in the incapability of action, thereby preventing further altruism. His noble mentality draws the reader away from the image of a boorish, stoic, combatant, towards a kind, caring, â€Å"Virginia blac ksmith†. To strengthen the appeal of emotion, Alcott integrates analogies into her writing. She embodies a look of helplessness forced by the inevitability of his death, crossing John’s face in her words, â€Å"†¦over his face I saw a gray veil falling that no human can lift.† She shows the reader how close to death he was, and appeals to the reader with her parallel inability to help him. After he has â€Å"died†, she compares his lifeless breathing to â€Å"†¦the waves of an ebbing tide that bear unfelt against the wreck.† This pallid vision shows how although he was not physically dead, he was not really alive. With such proficient use of these rhetorical strategies, Alcott reaches the emotions of the reader. She shows the compassion of the nurse, to provide the reader with understanding of the atmosphere; she provides insight to the frame of mind of John, to show him as a person who is more than a tool of war; and she intensifies her emotional appeal with analogies, to deepen understanding for the events of the story. Ultimately Alcott amalgamates all these elements in an overwhelming effort to capture the reader’s heart.

Moliere’s Portrayal of Religion and Religiosity Essay

Moliere’s Tartuffe is about a man named Tartuffe who is a beggar and holy man that was recently taken in by a Christian man named, Orgon. Tartuffe has Orgon fooled, but the entire rest of Orgon’s family sees Tartuffe as a hypocritical, self-righteous con artist. Orgon becomes obsessed with Tartuffe and would rather talk and hear about him than his own sick wife. Even though Moliere rewrote this play twice, there are many reasons that the church might still be concerned about the hypocrisy that he used toward Christianity in this play. In 1666 Tartuffe was banned, a play many found offensive because of its assault on church hypocrisy. Many people of the church could still be concerned, due to Moliere’s portrayal of Christianity and how it is almost mocked in this play. Allot of the comedy Moliere portrays is intense focus on Orgon as example of a certain kind of traditional Christian. He isn’t the ‘only’ type of Christian in this play, but the way he is portrayed is almost in a hypocritical manner. Orgon is so eager to believe Tartuffe, mainly due to the fact that Tartuffe is professing to be another type of Christian. Moliere regards the type of Christian that Tartuffe is as insane. The way mankind is portrayed on behalf of Orgon is almost as depraved as a result of Original Sin, so therefore Orgon has to be subjected, for his own good, to somewhat of a dictatorial control by divinely appointed authorities, or the King. Moliere portrays Orgon as a good Christian man, who is taken advantage of and ultimately almost loses everything because he is willing to take Tartuffe in and treat him as if he were family. The reason the church should be concerned here is the fact that Moliere portrays the way Tartuffe is insane and manipulates the good Christian man. He shows Orgon, the good Christian man as blind to all the wrong, and coming out as essentially the â€Å"loser† and the insane Christian and manipulator, Tartuffe, comes out with all of Orgon’s belongings. After reading Moliere’s Tartuffe I now can see how the church would be heavily concerned with how Moliere portrays Christianity as ‘the nice guy finishes last’ with relation to Orgon and Christianity. The church could also see the hypocrisy by the portrayal of Tartuffe as a â€Å"religious con man† or â€Å"religious fraud. †