Patrick Platt

HISTORY AND PHYSICAL EXAMINATION Patient Name: Patrick Platt Patient ID: 771033 Room No: 560 Date of Admission: 08/30/—- Admitting Physician: William Payne, MD Admitting Diagnosis: Rule out fracture of left arm. CHIEF COMPLAINT: Pain and swelling, left upper arm. HISTORY OF PRESENT ILLNESS: The patient is an elderly male, who fell four days prior to admission. He noted immediate pain and swelling in the area just above his left elbow. He presented to the emergency room for treatment. PAST HISTORY: Past illnesses include whooping cough as a child. Tonsillectomy in the past. No known allergies to medications. FAMILY HISTORY: No hereditary disorders noted. Mother and father are deceased. Two brothers are alive and well. One sister has adult-onset diabetes mellitus. SOCIAL HISTORY: The patient is married and has two children. His wife does not work outside the home. (No mention of tobacco or alcohol use). PHYSICAL EXAMINATION: GENERAL: The patient is a well-developed, well-nourished male who appears to be in moderate distress with pain and swelling in the upper left arm. Vital signs: Blood pressure 140/90, temperature 98. 3 degrees Fahrenheit, pulse 97, respiration 18. HEENT: Head normal, no lesions, Eyes, arcus senilis, both eyes. Ears, impacted cerumen, left ear. Nose, clear. Mouth, dentures fit well, no lesions. NECK: Normal range of motion in all directions. (Continued) HISTORY AND PHYSICAL EXAMINATION Patient Name: Patrick Platt Patient ID: 771033 Date of Admission: 08/30/—- Page 2 INTEGUMENTARY: Psoriatic lesion, right thigh, approximately 1 mm in diameter. CHEST: Clear breath sounds bilaterally. No rales or rhonchi noted. HEART: Normal sinus rhythm. There is a holosystolic murmur. No friction rubs noted. ABDOMEN: Normal bowel sounds. Liver, kidneys, and spleen are normal to palpation. GENITALIA: Tests normally descended bilaterally. RECTAL: Prostate 2+ and benign. EXTREMITIES: Pain and swelling noted above the left elbow, other upper extremities normal. No cyanosis or clubbing. The legs demonstrate 2+ pitting edema to the knees. NEUROLOGIC: Crainial nerves II through XII intact, memory intact, sensation intact to light touch. ASSESSMENT AND PLAN: The patient was sent for plain film of the left arm, which revealed a fracture of the left humerus. The fracture was reduced in the emergency room. X-ray revealed anatomic alignment. He was released to home with a prescription for a nonsteroidal anti-inflammatory and instructions to elevate his arm. He will follow up in the office in three days. PROGNOSIS: Good. _________________________ William Payne, MD WM:R D:08/30/—- T:09/01/—-

Causes of the Decline and Fall of the Western Roman Empire

The fall of the Roman Empire was inevitable by A. D. 476. Christianity had weakened the bonds that had held it together, the people became corrupt, and it got too big. It was also because of the barbarian attacks. All empires eventually fall and Rome’s time had come to an end. When discussing the causes of the fall of the Roman Empire one has to see that this occurred over many years and had many different facets. Each issue has to be addressed independently with the understanding that they simultaneously combined to the dissension within the Empire and the falling of the borders that had been established during its height. By the end of the second century AD, the empire encompassed most of the Mediterranean, including Spain, France, most of Britain, Yugoslavia, Greece, Turkey, the Middle East, Egypt, and Northern Africa. The collapse of the Roman Empire was a calamity; it leads to the Dark (Middle) Ages. Seeing all the bad that came of it, the destruction of art, the collapse of great cities, the deterioration of the system of roads, the ruin of the Mediterranean trade, and the loss of European unity–it's difficult to imagine any good came of it. But some good did result. The break up of the empire led to the abolition of slavery in Europe. Of course, this, in turn, led to more poverty and the increase of latifundia because the poor people lost their land to the aristocrats. But the slaves were better off as peasants than as slaves. Christianity was a major cause of the fall of Rome. Although Rome had religious tolerance, Romans, especially Jews, didn’t accept Christianity. A lot of people converted to Christianity because they lost faith in the Romans. At first most Christians were Jews but less strict. Many values were different but they still followed Jewish dietary laws and shared many beliefs with the Jews. The early Christians also got circumcised. Even Jesus got circumcised because he was born a Jew. Then he thought he was God’s messenger but many other people during that time also thought that so most people started off not believing him. The Christians started adopting the values that they have today during the time that Saul/Paul was alive. At first he started off as a Jew who hated Jesus and hated the Christians but then he converted and traveled around spreading the thoughts of Christians but he said that Christians didn’t need to follow the Jewish dietary laws and they didn’t need to get circumcised. The Romans and the Jews didn’t like the message that Jesus was spreading so they crucified him. One impact that Jesus had was that more people didn’t want to join the military and they didn’t want to participate in the community. Since the people stopped participating in government and they didn’t join the army, the Roman army composed of the Barbarians from Germany. These Barbarians lead disorganized attacks and even attacked other Roman Barbarian groups. Because of these sloppy attacks, Rome’s army fell and it was no longer the military superpower it was before. Also, many of the lands that Rome had conquered wanted independence and broke free of the Roman Empire. Herbert J. Muller argues in his book Uses of the Past that Rome got rich by conquering new lands and because of trade with new markets and when the Barbarian attacks went unsuccessful they got no more land therefore losing their source of wealth. Edward Gibbon argues the opposite in his book The Decline and Fall of the Roman Empire. He says that the Roman Empire fell because it was too widespread. He says that there was too much land for the government to govern and because of that the government lost money. By the end of the Roman Empire it was widespread and had many land. By conquering these lands they got many slaves from war and from these new lands. The abundance of slaves lead to the growth of latifundia, large estates owned by the rich. These slaves were willing to work hard for little pay so the rich got richer and the poor grew poorer. The poor coloni [farmers] lost their lands and the aristocrats bought them out. Then the poor farmers went to the city and became dependent on handouts from the government such as free grain. There were many causes for the fall of the Roman Empire. Some causes were the rise of Christianity, the fall of the army, the abundance of slaves and the size of the empire. Because of all these reasons and many more Rome couldn’t survive which lead to the fall of the Western Roman Empire. The Eastern Roman empire survived and became the Byzantine Empire. Rome’s fall lead to the Dark Ages but Rome has an impact in our everyday culture because they influenced the Greeks of whose culture we have copied in order to build our own culture.

Islamic Banking Research Proposal Example | Topics and Well Written Essays - 500 words

Islamic Banking - Research Proposal Example There has been increasing number of people with growing interest in the Islamic banking as a phenomenon and a lot of questions have been raised on its differences from conventional banking. This study will investigate the question that is often raised by most people whether it is an economic or a religious bank. The success of the research depends on the use of both qualitative and quantitative research methodologies. The qualitative methods include interviews conducted face-to-face, online and over the telephone. The interviews cover standard closed question requiring a limited range of answers. This offers precision in categorization of the responses offered. Open-ended questions are also included to give a respondent a wide range of answers to express their opinions, interests, concerns, recommendations and disapprovals. This encourages honesty in the respondents’ answers hence facilitates the collection of valid data (Arun & Rachana 2000). The questionnaire was designed as the preferred survey instrument because it included all constructs of the proposed model to help in achieving the objectives of this study. Quantitative and qualitative research methods will begin with the issue of questionnaires to respondents. The questionnaires offer a standard measure of results obtained and enables the performance of secondary research that includes simple regression and correlation. These will further analyze the responses of the customers of Islamic banking. In this study, only the primary data will be used. The primary data will be collected based on interviews conducted face-to-face, online and over the telephone to reach the target group. Primary data is appropriate for this study because it adds value that a researcher to the table. The sampling technique will enable the selection of respondents used in the research. Sampling will cover 200 customers of Islamic

Northern Rock Disaster Case Study Example | Topics and Well Written Essays - 3000 words

Northern Rock Disaster - Case Study Example One of the major UK shares, Northern Rock has been most horrible exaggerated by the troubles in the fiscal system. It was enforced to go to the Bank of England for emergency financial support after its customary representation of accessing resources from the money marketplace bankrupted over the summer. It is now lumbered with a 25bn credit from the Bank of England and prolongs to endeavor whereas the administration and its executives fight over the finest path of action for the suffering bank. It will be seated at the base of the FTSE 250 index of average sized organizations, barely staying away from the humiliation of falling into the index that follows diminutive businesses. The thought of setting up Northern Rock Foundation appeared in the mid of1990s throughout the deliberations at the then Northern Rock Building Society about demutualization. In April 1996, the chairman of the society namely, Robert Dickinson, proclaimed the construction of the organization as part of its proce dure to turn out to be a plc. The offer was to create a bountiful organization with just about fifteen percent of the concerned share resources and an agreement of five percent of the new plc's yearly earnings. In October 1997, together the bank and the organization became veracity. Officially establishe... In the subsequently few years other parts of significance were added such as offspring, elder people and society renewal. In 2000, the organization started granting elevated report culture systems. From the beginning, along with its assurance to approachable endowment making, the organization intended to take other more tentative looms and to update the thoughts and development of provincial and general strategy creators. In 1999, the trustees founded a 1 million huge thoughts preserve whose subject would change yearly. In the initial year, the focal point was the area's coalfield societies, though in 2000 it was severe improvement. (Bank of England, September 14, 2007). The subsequent year, the endowment was dedicated in retort to the outburst of foot and mouth sickness. As it urbanized its endowment making, the organization in addition saw necessitate sustaining charitable and group of people organizations in additional means. Guidance and enlargement, all the way through very litt le funding was obtainable, permitting organizations the chance to stopover a comparable development somewhere else, to depart on a route or to purchase in a number of external aid. The organization moreover specially made elevated quality teaching on ascendancy, administration and features of regulation influencing the charitable zone. As the organization reached its fifth bicentennial, the trustees determined to gaze once more at its exertion and its field. An exacting disquiet was that some programs related to definite positions and sorts of job while others did not. From 2003, the trustees determined that they would propose financial support solely in the North East and Cambria. They in addition initiated innovative agendas which sustained many

The Spratly Islands Essay Example | Topics and Well Written Essays - 1250 words

The Spratly Islands - Essay Example Some of the island claims overlap and have led to international tensions over the right to claim some of the world's largest oil reserves and expand their territorial fishing rights. Powerful nations in the area that have a growing need for energy pose a serious threat for future disputes, but recent agreements have eased the tensions to a degree and offer some hope of a model of economic cooperation. . Claims to the islands in the archipelago largely rest on the claimant's ability to establish a historical record of being there first, their geographical proximity, or a record of diplomatic agreements. China, Japan, France, and Vietnam all made claims to, and inhabited, the islands sporadically before and during the first half of the 20th century. China's claim to the islands dates back 2nd century BC Han dynasty, and in 1933 the Chinese made a formal public declaration of claim to the islands and stated that the islands "are inhabited only by Chinese fishermen, and are internationally recognized as Chinese territories".1 The Japanese used the Spratly Islands as a staging point for their assault on the Philippines during World War II, but the action drew little attention from the British who considered the islands terra nullius, a non-legally binding concept that argues uninhabited islands are open to settlement.2 Vietnam's claims date back to the 17th century and are bolstered by an 1884 treaty that claims the French administered the islands while they were a protectorate of France.3 Vietnam has recently contended that they have continuously occupied the islands since the 1600s and have "exercised effectively, continuously and peacefully its sovereignty" over the Spratly islands as well as the neighbouring Paracel Islands.4 Historians have largely disputed the legitimacy of the claims made by Vietnam and since World War II the islands have become the centre of an international debate involving China, Taiwan, Brunei, Malaysia, Vietnam, and the Philippines. Since World War II the Spratly Islands have gained significant strategic importance for their location amid a rapidly developing area, as well as for the economic value of their natural resources. Ownership of the islands gives the owner internationally recognized fishing rights in an area that is rich in fish and seafood. The discovery of some of the richest gas and oilfields in the world has sparked an intense competition for ownership. The islands lie in the middle of several nations that have a growing need for oil that is mostly currently imported from the Middle East and Africa. In addition, the islands lie in the middle of the shipping lanes that include the Strait of Malacca, which serves the expanding Asia-Pacific economic region, and is the second busiest sea-lane in the world5. It is estimated that over half the world's supertanker traffic and "half of the world's merchant fleet (by tonnage) sails through the South China Sea every year".6 This gives the owners of the islan ds geo-political strength as well as control of the resources in the area surrounding the islands. The island's strategic location and the ability to disrupt trade have given the Spratly Islands an increased military importance in light of the world's growing need for oil. The most recent decades have seen open hostilities as nations have worked to build a spirit of

Global management, people, and the digital divide Essay - 4

Global management, people, and the digital divide - Essay Example In poverty stricken areas, many people do not enjoy the benefits afforded by ICT, such as internet accessibility and networking. This is why such regions extensively rely on markets and donor driven aid to build their ICT infrastructure (Jonathan, 2005, pp. 22-25). However, failure to access such funds continues to widen the gap between the poor and the rich, especially in regard to internet accessibility. This inequality is rampant not only in developing countries, but in developed ones as well. In recognition of the identified digital divide, donors are increasingly considering the need to bridge this gap, through creation of low cost technologies, which can aid in enhancing internet accessibility in these regions. An excellent example is the recently adopted laptop per child policy, which seeks to ensure that children in underprivileged societies attain some level of technological advancement (Strover, 2003, pp. 275-277). The program further seeks to ensure that students experience a media rich environment both at home and school, which will make them more creative and critical with information technology. The program is also instrumental in increasing opportunities for students to overcome educational inequality. The One Laptop per Child (OLPC) program is a high profile initiative designed to bridge the digital divide, by providing poor kids with low cost computers that support network capability. These laptops are specifically designed to handle low-power supply, as well as, the ruggedness of poor rural and urban regions (vanDuersen and vanDijk, 2011, pp. 895-905). Additionally, the laptops’ software features graphical programs and user interface that are designed to enhance learning. For instance, in the largely rural state of Maine, students from poor backgrounds have benefited from the OPLC program by acquiring means to access

Transcending the insanity and illusions of the ego as a path to Research Paper

Transcending the insanity and illusions of the ego as a path to finding bliss - Research Paper Example From the psychological observation and analysis of changes in condition of Maria right from the time she started using drugs, it can be concluded that she is suffering from severe drug addiction and abuse. She started with small intake of alcohol and smoking small number of cigarettes per day, but due to addiction, she ended up consuming large amount of drugs resulting to substance abuse (Twerski, 32). The development issues of drug addiction and substance abuse also became clear when her health started deteriorating spontaneously thus resulting to consequential withdraw from the society. The fall in her grade and general performance in school are also sufficient testimonies to severe addiction and drug abuse that carried away her concentration in school. With reference to the DSM-IV diagnostic criteria for substance use disorders, Maria conditions qualify meet criterions for substance abuse and substance dependence. To start with, substance abuse is usually evident when the victim fails to perform vital and critical roles and instead spends most of the time in using drug (Wurtzel, 33). Substance abuse also occurs when individual continues to use specific drug even at the time when the use posses physical dangers. Furthermore, substance abuse becomes inherent when the user maintains its use even at the time when problems connected to use continue to compound. All the discussed signs and manifestation of substance abuse are evident in Maria. Instead of allocating most of her time in doing school work, she uses the time in smoking marijuana, cigarette and drinking beer. She also continues to use the drugs despite of the physical dangers of the drugs on her health as witnessed by tremendous fall in her body weight. Furthermore, Maria pe rsists using the drugs even after falling victim of STI as evident by her contraction of genital herpes. Substance dependence on the other hand

Strategic Analysis of Amazon.com Essay Example | Topics and Well Written Essays - 1250 words

Strategic Analysis of Amazon.com - Essay Example Amazon.com is an on-line retail company established in 1994 by Jeff Bezos and based in Seattle, Washington, U.S.A. The company, ranked 273 last year amongst Fortune 500 companies in America, began as a seller of books through the Internet but has grown into what is essentially a technology and logistics business enterprise, selling services such as Web hosting and supply chain management, and brand new and used products purchased from distributors, manufacturers, and publishers. The company operates seven retail Web sites, two search and navigation sites, and a movie database site (Amazon.com, 2006a). As of December 13, 2006 the company had annual revenues of $9.7 billion, EBITDA of $567 million, net income of $292 million, and some 12,000 employees worldwide. Table 1 shows a summary of how NASDAQ-listed Amazon.com compares with its competitors in the Internet Software and Services such as e-Bay and Barnes and Noble (Yahoo.com, 2006). Amongst the various manners of conducting a strategic analysis, this paper will focus on popular techniques such as SWOT (Ansoff, 1965; Chandler, 1962), PESTEL (Andrews, 1987), and Porter’s Five Forces model and Generic Strategies (Porter, 1980 and 1985). SWOT-PESTEL For this first part, we combine the SWOT-PESTEL approach. The SWOT analysis is so-called because of the acronym of four factors required for assessing the organisation’s internal (Strengths and Weaknesses) and external (Opportunities and Threats) environments. The PESTEL analysis considers six environmental factors that affect the enterprise and its business: Political, Economic, Social, Technological, Environmental, and Legal. The strengths of Amazon.com are its customer-centred focus, the quality of its technology infrastructure, supply chain management experience, its brand name, and its huge database of global customers. Amongst its major weaknesses are product innovation (it sells for others), technology infrastructure utilisation, and a sagging stock price (down 22.3% in the last year) that opens it to takeover risk from other Internet (e-Bay and Google) or software (Microsoft) giants. The more important opportunities are the growth of on-line shopping and the need to innovate products and services to continue growing sales to generating higher margins and profits. These would address the threat from an increasing number of competitors that are eating into the business activity (on-line shopping) it used to dominate. The following PESTEL factors affect the industry and Amazon.com: Political: American legislation on taxation of on-line transactions threatens to reduce usage and margins. Economic: Slowdown in consumer spending in countries with high Internet penetration would drag down profits and margins. Retail giants (Wal-Mart and Tesco) would compete with Internet service providers. Social: Potential backlash from Internet users and competing brick-and-mortar retail shops that discover the anti-social effects of on-line transactions. Technological: Web 2.0 Internet technology is deemed to have a different set of users and protocols that may attract new upstart dotcoms as competitors. The fast obsolescence of the company's technology needs to be utilised and depreciated quickly. Security concerns of on-line transactions remain. Environmental: Server farms are ugly and consume huge amounts of energy. Legal: The risk of identity theft opens Internet companies to

Crito Research Paper Example | Topics and Well Written Essays - 1250 words

Crito - Research Paper Example Euthyphro identifies with Socrates because people laugh at him when he predicts the future. On the other hand, Euthyphro is accusing his father of murder. His father, by neglect, had let a servant who had killed another servant die in a ditch while awaiting instruction on what to do with him. Socrates taunts Euthyphro if he has such a precise knowledge of right and wrong and if so, whether what he is doing is not a wrong. The debate shifts to the discussion about what is holly and what is unholy, Socrates wants to learn from Euthyphro. Euthyphro argues that not prosecuting offenders because they are your relatives is unholy. He proves this by reminding Socrates of the god Zeus who is said to be the most just. Zeus, he says, bound his father Cronos because he had devoured his own sons. Socrates is indeed doubtful about the tales about the gods. Socrates asks Euthyphro to provide him with a standard by which to measure things as holy or unholy. Euthyphro says that holy things are dear to gods, and unholy things are not dear to the gods. Socrates remarks that gods also argue until they fight. He also points out that such arguments can only be about right or wrong. Socrates then brings out the flaw in such a definition by leading Euthyphro to admit that something considered dear to the gods is also, on the other hand, not dear to the gods; otherwise, they would not argue and fight. They both proceed to come up with another definition of purity. That what all the gods hate is impure and what they all love is pure, but what some gods love and others hate is both pure and impure. Unexpectedly, Socrates also punches holes in this definition. He asks whether the holy become holy because the gods love them or the gods adore them due to their holiness. They then agree that which is precious to the gods is also precious to them because they love it and not the other way round. This, Socrates points out is a contradiction and continues to demand another distinction between holy and unholy. Euthyphros, at this point gives up, but Socrates continues trying to come up with a distinction. He later proves that fear does not always result to reverence but reverence results to fear, which goes against the words of a poem on Zeus. On that, Socrates proves that piety is only a part of the bigger concept of justice. Euthyphros then asserts that piety is a part of justice, which concerns the gods. The word he uses ‘attention’ leads Socrates to enquire whether it is the attention that improves something. Euthyphro then gives another definition. That piety is sacrificing and praying to the gods. He expresses the idea of doing business with the gods. Socrates also wants Euthyphro to state to what benefit the gifts to the gods are. Instead, he says they are a show of honor and esteem. Thereby he admits that piety depends on what the gods like, which they had assumed not to be the case. The discussion becomes circular, and Euthyphros abandons the dialogu e. According to J. Adam, Euthyphro represents Plato’s perception on the Athenian orthodoxy that was common. Euthyphro represents the mindset that led to the murder of Socrates (Berversluis 161). Euthyphro is an example of a- know- it- all, ignorant of his ignorance. He flaunts his knowledge in matters of religion and even adopts a fatherly tone towards Socrates. He is overconfident and uncritical to the extent that he does not realize that Socrates is not taking him

Determining the Rate of Osmosis with Water and Sucrose Essay Example for Free

Determining the Rate of Osmosis with Water and Sucrose Essay Determining the Rate of Osmosis with Water and Sucrose 10/3/2012 Determining the Rate of Osmosis with Water and Sucrose Author: Results: Bag 1 had a rate of osmosis equal to 0. 01 grams per minute. Bag 2 had a rate of osmosis equal to 0. 0543 grams per minute. Bag 3 had a rate of osmosis equal to 0. 0471 grams per minute. Bag 4 had a rate of osmosis equal to 0. 0886 grams per minute. Bag 5 had a rate of osmosis equal to -0. 0914 grams per minute (Figure A). Figure A: Shifting of mass in grams for each dialysis bag was measured every 5 minutes for 30 minutes. Data follows expectations of hypothesis on the basis that H2O will move from an area of high concentration to low concentration. Also, the rate of which it would move depending on concentration. The higher the concentration of sucrose inside of the dialysis bag, the faster the rate of water will travel into the bag. The rate of osmosis increases as the concentration of sucrose inside the bag is higher. Correspondingly, with bag 5, the water inside the dialysis bag would travel once again to a place of lower water concentration, the sucrose in the beaker. This is so because sucrose has a low concentration of water. Therefore, the water will travel from high to low concentration. The sucrose in bags 2, 3, and 4 are hypertonic to the water inside the beaker. Adversely, the water inside the beaker is hypotonic to the sucrose inside the bag. Another example to this would be swimming in the ocean (salt water) where the ocean’s water is hypertonic (lower water concentration) and the human body is hypotonic (higher water concentration), causing the water inside the human body to move from its high concentration to the ocean’s low concentration. Bag 1 represents an isotonic solution, where the water concentration inside the bag is close or equal to the concentration of water outside the bag. Another example of isotonic is 0. 9% NaCl, an I. V. olution, is isotonic to humans. This study interprets the importance of osmosis in daily biology as it can be detrimental to living cells and simultaneously profitable. For instance, plants need to be hypertonic to their hypotonic surroundings. If the solution outside the membrane has a lower concentration of solutes than the interior has, water will move into the vesicle via osmosis (Freeman p. g 91). Water travels into their cells, causing their cell to swell so that the ir stems may stand up straight.

Discourse Analysis Politeness In Ionescos The Lesson English Language Essay

Discourse Analysis Politeness In Ionescos The Lesson English Language Essay This article is concentrating on the linguistic strategies of politeness presented in drama text. The text chosen for analysis is Ionescos The Lesson, a play which would virtually demand a politeness analysis. the discourse model which has been selected for the analysis is one which should enable me to explore ,in a systematic way, the relation between language use and the social relation of the speakers. The present study will examine literary text from a discourse oriented perspective because the subject of the analysis is the drama dialogue. The choice of the dialogues is further justified when one notice that the drama dialogue selected for analysis represents a particular kind of discourse situation ;a lesson. a discourse stylistic analysis should examine the interaction between the fictional characters in the play as well as encompassing the interaction between writer/playwright and reader /audience. This echoes the embedded nature of drama discourse. Generally a discourse styl istic analysis should highlight the role of the writer and reader as conversationalists in realtime speech events, pointing particularly the formers ability to exploit the conversations of language use for stylistic effect and latters ability to recognize these exploitations and motivations behind it. Politeness and Interactions Much of what we say and a greater deal of what we communicate is determined by our social relationships. A linguistic interaction is necessarily a social interaction. In order to make sense of what is said in an interaction we have to look at various factors which relate to social distance and closeness. Some of these factors are external ,they involve the relative status of the participants ,based on social values, such as age and power. However here are also internal factors such as amount of imposition and degree of friendliness. It might accord with what Foucault talked about power and relation. He said that power is not something to be seized it is exercised from different points of an interplay in a mobile non-egalitarian relation. Both types of factors have an influence over not only what we say but on how we are interpreted. In order to understand the meaning of politeness in an interaction we need the concept of face. As a technical term, face means the public self-image of a person .it refers to emotional and social sense of self that everyone has and expects the others to recognize it .politeness in an interaction can then be defined as the means employed to show awareness of another persons face. Within their everyday social infraction people generally behave as if their expectation concerning their public self-image, or their face wants, will be respected. If a speaker say something that represents a threat to another individuals expectations regarding self-image, it is described as a face threatening act ..Alternatively given the possibility that some action might be interpreted as a threat to anothers face, the speaker can say something to lesson the possible threat. This is called a face saving act. We also have negative and positive face. a persons negative face is the need to be independent, to have freedom of action ,and not to be imposed on by others. The word negative here doesnt mean bad it s just the opposite pole of positive. a persons p ositive face is the need to be accepted ,even liked ,by others ,to be treated as the member of the same group, and to know that his and her wants are shared by the others. In short negative face is the need to be independent and positive face is the need to be connected. There are also various forms of face threatening act. Depending on the social relationship of the speakers and the amount of imposition which the face threatening act entails. For example if you say closed the door it is a face threatening act that has been done baldly, without redress. In fact a bald non redressive act is one that adheres to four conversational maxim introduced by a philosopher called Grice. It is maximally efficient in so far as it is non-spurious (quality maxim), it does not say more or less than is required ( quantity),it is relevant(relation) and it avoids ambiguity and obscurity (manner). There are a number of alternatives to perform face threatening act. If you say your request not directly and the other partner can also behave as if the statement has not been heard, this is technically described as being off record. In general ,linguistic realization of off-record strategies include metaphor and irony, rhetorical questions ,understatement ,tautologies and all kinds of indirect hints .but if you directly address the other partner as a means of expressing your need like the example above this is described as being on-record .in the face saving act we have positive politeness and negative politeness. Positive politeness is like being on-record more risky. This can be used in more friendly and close relations. In negative politeness the request is most typically performed via a question like may I ask you †¦.? Or could you lend me your pen?.the tendency to use positive politeness forms ,emphasizing closeness between speaker and hearer ,can be seen as solidarity strategy. Such a strategy will include personal information, use of nicknames even use of abusive terms. The tendency to use negative politeness forms, emphasizing the hearers right to freedom, can be seen as a deference strategy. This strategy can be performed through using hedges, indicating deference, minimizing the imposition, indicating pessimism, apologizing, impersonalizing , etc†¦ The Analysis In The Lesson the central event is a private lesson involving an ageing professor and an eighteen year old pupil. The specific aim of the lesson is never made clear ;the pupil, it seems ,wishes to undertake all the doctorate ,yet the professor directs most of his pedagogical energy toward ridiculously elementary arithmetic .at the start of the play the professor is nervous and difficult while the pupil is vivacious and dynamic .the professor gradually loses his timidity ,becoming increasingly domineering and aggressive, whereas the pupil grows more and more passive. finally in the storm of verbal abuse the professor murders the pupil with what can only be described as an imaginary knife. The play concludes with the revelation that not only is this the professors fortieth victim of the play but also he had planned subsequent lesson of a similar nature. The professors transition from diffidence to dominance, and the pupils decline into passivity is a gradual and almost imperceptible pr ocess. the shift in the interactive roles of the two characters is reflected by subtle changes in their linguistic behavior. To account for this three short extracts have been taken from key stages in the play development. The opening encounter between the professor and the pupil; Professor; Good morning, good morning †¦Ã¢â‚¬ ¦.you are†¦..err†¦..I suppose you are really†¦.err†¦.the new pupil? (The pupil turns round briskly and easily, very much the young lady; she gets up and goes toward the professor ,holding out her hand) Pupil; yes ,sir. Good morning, sir. You see I came at the right time . i didnt want to be late. Professor Good .yes , thats very good. Thank you. But you shouldnt have hurried too much ,you know dont know quite how to apologize to you for having you kept waiting†¦.. I was just finishing†¦.you understand ,I was just†¦err†¦..i do beg your pardon †¦..i hope you will forgive me†¦ Pupil; oh, but you mustnt sir its perfectly all right, sir. Professor; my apologies†¦.. the professors first remarks are clearly phatic.it is noticeable that he repeats the phrase good morning, possibly this repetition revealing some anxiety in the early stage of the encounter. Then the professor goes on to make the first threatening act of the interaction he requires information concerning the identity of his interlocutor..first he begins with a declarative sentence which will function as a request for confirmation from the pupil .this is followed by a hedging particle. In addition to the particle err hedges are achieved by the phrases I suppose and really .the use of I suppose makes more tentative assumption in the professors request, while really functions to weaken the force of the request. Actually the professors opening gambit is a good example of negative politeness phenomena. The pupils use of the honorific sir communicates deference, her linguistic strategy conveys confidence and self- determination. She is eager to play merit for her punctuality, not letting this possible feature of her behavior escape her interlocutor. She also response to the professors earlier phatic initiation in a calm and equanimous. The pupils non verbal behavior here is also significant and displays considerable confidence on her part. The professors second speech begins with some positive feedback concerning the pupils punctuality, but then he moves into an extraordinary sequence of negative politeness. It should be noted here that the professor has kept the pupil waiting for no more that a few seconds. It is completely clear that he considers himself to have made some immense imposition on her interlocutor. He declares his inability to apologies this first indicates his deference .secondly ,he draws on the apologize strategy , or rather claims his inability to apologize. He supplements this by utilizing a specific sub strategy of apologize; he admits the impingement , by explicitly referring to the imposition caused to the addressee. After some hesitation he proceeds with more negative politeness, he attempts to state the overwhelming reasons which lead him to perform the face threatening act. Then after this and he attempts a more hedge version of the same sub strategy, with a complete lack of success. Then he moves to beg forgiveness strategy, which also incorporates the pessimistic strategy in its use of I hope. This elaborate display of politeness strategy is in reality a relatively trivial imposition the professor minimally impinged on the negative face of the addressee ,on the other hand he persist with a gratuitous build up of repair strategy ,there is in fact a kind of pragmatic mismatch here .so this shows that the politeness strategies he uses are vastly out of proportion to the actual imposition he makes on the hearer. The pupils injection is well timed, what is more significant is that the pupil grants the forgiveness requested by the professor with her remark its perfectly all right sir .indeed on the basis of this exchange ,it seems as if it is the pupil not the professor who is more powerful of the interaction. The pupils persistent use of the honorific sir is incongruous. The second extract is taken from the middle of the play; Professor; what is four? Greater or smaller that three? Pupil; smaller †¦.. no greater. Professor; excellent answer. How many units are missing between three and four? †¦.. or between four and three if youd rather? Pupil; there arent any units sir, between three and four. Four comes immediately after three; there is nothing at all between three and four! Professor; I cant have made myself understood properly .its doubtless my own fault .i havent been clear enough. Pupil ; oh no sir the fault is entirely mine . Professor; listen .here are three matches .and here is another one . that makes four. Now watch carefully†¦. In this conversation the characters are competing with one another in their use of negative politeness strategies .the trade in deference phenomena would suggest that a more symmetrical power relation exists between the two characters at this point in the play .these face threatening act ,which impose upon the negative face of the addressee by demanding a particular service ,have been done baldly. They are impolite , in fact these bald non repressive face threatening act are the first suggestion that the professor is becoming not only more powerful but less concerned with being polite to his interlocutor.. it is also noticeable that nowhere in this extract the professor used his hedging particle err which was used so frequently in the first conversation..There is generally a change in professors linguistic behavior..There are signs that the professor is beginning to assume a position of high relative power. The third extract is taken from near the end of the play .it occurs shortly before the professor murders the pupil with the invisible knife. This act can be considered the ultimate face threatening act. Professor; every language mademoiselle- note this carefully and remember it till the day you die Pupil; oh !yes sir till the day I die †¦. Yes sir †¦ Professor ; †¦ and again , this is another fundamental principle , every language is in fact only a manner of speaking , which inevitably implies that it is a made up of sounds , or †¦ Pupil; phonemes †¦. Professor; I was just about to say so . Dont show off , airing your knowledge !youd better just listen . Pupil ; very well sir .yes sir . Professor; sounds mademoiselle, should be caught in flight by their wings so that they do not fall on deaf ears..consequently when you have made up your mind to articulate ,you are recommended , in so far as possible ,to stretch your neck and your chin well up , and stand righty on the tips of your toes ,look now ,like this ,you see †¦.. Pupil; yes, sir. Professor; be quite. dont interrupt †¦. the conversation here has changed to an extended nonsensical monologue from the professor .considering the professors opening speech ,which is the beginning of a disoriented proclamation of language .it is not only a bald ,non-repressive face threatening demanding careful attention from the pupil but there is a sinister threatening quality to this face threatening act. .the pupils reaction on the other hand is a display of genuine deference. Here the use of the honorific sir is not incongruous but it is a term of address used by an inferior to a superior .when the pupil is eager to participate in the interaction this draws admonition from the professor in the form of another threatening ,bald, non -redressive face threatening act. At last the professor gives three unmitigated command which illustrate how the professors politeness strategies have completely vanished . it is also significant that one of these face threatening acts is intended to restrict the physical movement of the addressee .thus the pupil who was able to move confidently in the first extract ,is now confined powerless to her chair. In three passages from the lesson , when compared to one another ,show a marked reversal in the interactive relation of the two characters ,during the course of the play the reversal is gradually achieved and it is difficult to isolate a specific point at which a character gains or loses power .one thing that is clear is that the transition in interactive roles is signaled by the subtle variations in the linguistic strategies which these characters use to one another .

Diary Of Anne Frank :: essays research papers

The story Diary of Anne Frank was a very interesting book which showed the ways a group of Jewish people during the 1940's went about trying to conceal their identity and themselves. This story was a true story taken from a diary of a young girl during the incident. This was made into a play during 1955. This was praised as Frances Goodrich's and her husband Albert Hackett's most famous work as it was performed.The play was started in November of 1945. As Mr. Frank began to read the diary, it flashed back to July 1942 in an attic in Amsterdam because this was where the people were hiding and represented the type of place that Jews all over were living. The most important part of the play were the people who were acted out. They gave the play a sense of flavor and realism. Anne, a young German girl was particularly amusing because of the scuffles she and everyone around her seemed to have. Anne's Mother was a woman who was more traditional than anything else and wanted Anne to be more like a lady. One such person was Margot. As Anne's sister, she was very nice and didn't speak out and was very proper. The Frank's weren't the only ones in this attic, there were other people such as the Van Daans. Mr. Frank let them stay because they needed a place to hide and since they had helped him out so much in the past by actually teaching Mr. Frank German, he felt it was the least he could do. The Van Daans had a son which Anne later became interested in. Peter was the only person who Anne could understand and knew that Anne could understand him. They could both talk to each other freely when they were together. Dussel soon joined the group. He was only supposed to be up in the attic for a short time, but he ended up staying till the end. He had to leave his Dentistry to hide out from the Germans. These people would not of lasted too long without the help of Miep Gies and Mr. Kraler who gave them the necessities they needed to survive up in the attic for so long. All these people gave their own personality and views to add new dimensions to the play and make it more enjoyable.

Louis Sullivan :: essays papers

Louis Sullivan Louis Sullivan was without a doubt one of the most influential figures in American architecture. He can be credited with lying the foundation of today’s modern skyscrapers. In addition, he has produced some of the most magnificent ornaments seen in 19th and 20th century, which adorned his buildings. On September 3, 1856, Louis Henri Sullivan was born in Boston, Massachusetts. His came from an Irish father and a French mother. Louis led a sheltered childhood as result of the civil war, and spent a good deal of time on his grandparents’ farm outside of the city. It is here that Sullivan developed an intense concept of nature, which would be apparent in his later work. By the age of twelve, Louis decided to pursue a career in architecture. Moses Wilson, one of Sullivan’s high school teachers, introduced him to the disciplines of silence, attention, and alertness, which are necessary components of the abilities to observe, reflect, and discriminate. These would serve to help him in his career pursuits. Asa Gray, a botanist from Harvard who lectured at his school, caught his interest in the morphology of plants. At the age of sixteen, he was admitted two years early to the Massachusetts Institute of Technology. Sullivan’s first employment came as a draftsman for the architectural firm Furness and Hewitt in Philadelphia, which he felt was best suited to his tastes. An economic panic resulted in his layoff from the firm and his relocation to Chicago. It was here that he went to work for Major William LeBaron Jenney. It was not long before Louis had acquainted himself with numerous other architects in the city; the most important of whom would turn out to be John Edelman. The summer of 1874 had Sullivan traveling overseas to the Ecole des Beaur Arts in Paris. After passing rigorous admissions tests, he studied geometric form from Monsieur Clopet. Next, Louis toured Italy to study its fine works of art. Sullivan returned to Chicago in 1875, where he worked several draftsman positions over the next five years. After this period, John Edelman introduced him to Dankmar Adler. The two formed a partnership in 1881 that would last fourteen years. Sullivan handled the design of their architecture, while Adler oversaw the engineering and acoustic areas of the firm. Louis had two main protegees over the course of his career.

Computers And Society :: essays research papers

Computers and Society   Ã‚  Ã‚  Ã‚  Ã‚  The decade of the 1980's saw an explosion in computer technology and computer usage that deeply changed society. Today computers are a part of everyday life, they are in their simplest form a digital watch or more complexly computers manage power grids, telephone networks, and the money of the world. Henry Grunwald, former US ambassador to Austria best describes the computer's functions, â€Å"It enables the mind to ask questions, find answers, stockpile knowledge, and devise plans to move mountains, if not worlds.† Society has embraced the computer and accepted it for its many powers which can be used for business, education, research, and warfare.   Ã‚  Ã‚  Ã‚  Ã‚  The first mechanical calculator, a system of moving beads called the abacus, was invented in Babylonia around 500 BC. The abacus provided the fastest method of calculating until 1642, when the French scientist Pascal invented a calculator made of wheels and cogs. The concept of the modern computer was first outlined in 1833 by the British mathematician Charles Babbage. His design of an analytical engine contained all of the necessary components of a modern computer: input devices, a memory, a control unit, and output devices. Most of the actions of the analytical engine were to be done through the use of punched cards. Even though Babbage worked on the analytical engine for nearly 40 years, he never actually made a working machine.   Ã‚  Ã‚  Ã‚  Ã‚  In 1889 Herman Hollerith, an American inventor, patented a calculating machine that counted, collated, and sorted information stored on punched cards. His machine was first used to help sort statistical information for the 1890 United States census. In 1896 Hollerith founded the Tabulating Machine Company to produce similar machines. In 1924, the company changed its name to International Business Machines Corporation. IBM made punch-card office machinery that dominated business until the late 1960s, when a new generation of computers made the punch card machines obsolete.   Ã‚  Ã‚  Ã‚  Ã‚  The first fully electronic computer used vacuum tubes, and was so secret that its existence was not revealed until decades after it was built. Invented by the English mathematician Alan Turing and in 1943, the Colossus was the computer that British cryptographers used to break secret German military codes. The first modern general-purpose electronic computer was ENIAC or the Electronic Numerical Integrator and Calculator. Designed by two American engineers, John Mauchly and Presper Eckert, Jr., ENIAC was first used at the University of Pennsylvania in 1946.   Ã‚  Ã‚  Ã‚  Ã‚  The invention of the transistor in 1948 brought about a revolution in computer development, vacuum tubes were replaced by small transistors that generated little heat and functioned perfectly as switches. Another big breakthrough in computer miniaturization came in 1958, when Jack Kilby designed Computers And Society :: essays research papers Computers and Society   Ã‚  Ã‚  Ã‚  Ã‚  The decade of the 1980's saw an explosion in computer technology and computer usage that deeply changed society. Today computers are a part of everyday life, they are in their simplest form a digital watch or more complexly computers manage power grids, telephone networks, and the money of the world. Henry Grunwald, former US ambassador to Austria best describes the computer's functions, â€Å"It enables the mind to ask questions, find answers, stockpile knowledge, and devise plans to move mountains, if not worlds.† Society has embraced the computer and accepted it for its many powers which can be used for business, education, research, and warfare.   Ã‚  Ã‚  Ã‚  Ã‚  The first mechanical calculator, a system of moving beads called the abacus, was invented in Babylonia around 500 BC. The abacus provided the fastest method of calculating until 1642, when the French scientist Pascal invented a calculator made of wheels and cogs. The concept of the modern computer was first outlined in 1833 by the British mathematician Charles Babbage. His design of an analytical engine contained all of the necessary components of a modern computer: input devices, a memory, a control unit, and output devices. Most of the actions of the analytical engine were to be done through the use of punched cards. Even though Babbage worked on the analytical engine for nearly 40 years, he never actually made a working machine.   Ã‚  Ã‚  Ã‚  Ã‚  In 1889 Herman Hollerith, an American inventor, patented a calculating machine that counted, collated, and sorted information stored on punched cards. His machine was first used to help sort statistical information for the 1890 United States census. In 1896 Hollerith founded the Tabulating Machine Company to produce similar machines. In 1924, the company changed its name to International Business Machines Corporation. IBM made punch-card office machinery that dominated business until the late 1960s, when a new generation of computers made the punch card machines obsolete.   Ã‚  Ã‚  Ã‚  Ã‚  The first fully electronic computer used vacuum tubes, and was so secret that its existence was not revealed until decades after it was built. Invented by the English mathematician Alan Turing and in 1943, the Colossus was the computer that British cryptographers used to break secret German military codes. The first modern general-purpose electronic computer was ENIAC or the Electronic Numerical Integrator and Calculator. Designed by two American engineers, John Mauchly and Presper Eckert, Jr., ENIAC was first used at the University of Pennsylvania in 1946.   Ã‚  Ã‚  Ã‚  Ã‚  The invention of the transistor in 1948 brought about a revolution in computer development, vacuum tubes were replaced by small transistors that generated little heat and functioned perfectly as switches. Another big breakthrough in computer miniaturization came in 1958, when Jack Kilby designed

Art history

Romanticism began in Germany and England in the early 19th century and spread throughout Europe by the 1820. The Romantic Movement was caused by the sudden social changes that occurred during the French Revolution as a revolt against Neo- classicism and its emphasis on order, harmony and balance. (Britannica Online Encyclopedia) The movement began as an artistic movement that rejected the traditional values of social structure and religion and encouraged individualism. Romantic artists valued imagination over reason and beauty.They loved nature and ere dedicated to examining personality and moods. Their paintings represented celebration of the heroic struggle of common people. Some of the well-known Romantic artists are John Constable, Thomas Cole, Francisco De Soya and Henry Fusels. (The Art World, n. D. ) Some of the characteristics of paintings of this period are their focus on heroic subjects, use of intense colors, loose brush strokes and dense texture of the painting. With the Industrial Revolution came new technology and machine power that changed the social condition.People had to move away from mom to crowded cities to find Jobs and work long hours. Romantic artists painted to get away from the cruel struggle of common people and for yearning for idealized rural pastoral life. AY. Realest: (1850- 1880) The Realist artists in France revolted against romantic ideals of distorted beauty and imagination. Realists believed in objective reality, seeking to represent the truth and accuracy of ordinary world. They wanted to show the natural truth of their subject and chose from everyday life around them, often painting images of the poor working class and displaying human misery and poverty.Paintings of realism often carried a moral or social message portraying the drudgery of everyday life. Some of the artists who represent realism period are Gustavo Courier, Jean-Francis Millet, Eduardo Meant (The Art World, n. D. ) and also American artists who studied in F rance, Thomas Skins and Henry Tanner and characterized by accurate portrayal of ordinary working people without personal bias or interpretation. Social condition that contributed to this art movement was France Revolution that began during the 1848 and lasted until 1880 which was a consequence of the industrial revolution.With the implementation of machine power, factory owners grew wealthy while the common workers labored long hours for low pay. Anger and resentment fueled strikes and revolts. AY. Analysis During the middle of the sass, Romanticism began to show signs of being extreme partly because of the fact that most art works were becoming increasingly opulent. Art lovers and enthusiasts who were accustomed to this form of art began to find it rather dull. Therefore, there was a need to introduce another form of art that was different from romanticism. People wanted to see the world in realistic point of view. Gnocchi, n. . ) This is how Realism was introduced. European nation s were engaged in wars, for example Russia had dominated Poland. People who had been crushed had a need to express a sense of patriotism and devotion to their traditions. Artists used their paintings to express the importance of their own culture. Revolution was also an element in paintings of the romantic era, but Realism focuses on practical subjects. AAA. Similarities or Differences Both movements were reactions to social conditions resulted by the industrial revolution.The industrial revolution caused the building of large factories and the wieners got wealthy while the lower working classes labored long hours for low pay. Workers' attempts to fight for better pay were often suppressed. Anger and resentment at capitalism often resulted in strikes and revolts. Romanticism and realism were two competing styles of artistic and practice. Romanticism emphasized heroic achievement and the power of the emotions whereas realism focused on individuals, work and social Justice portraying the actual living conditions of common working people, and often used gloomy color in their paintings.Romantic painting is nearly characterized by an imaginative and a dreamlike quality and strives to express feeling intense, mystical, or elusive. Realism, on the other hand, is an attempt to accurately describe human behavior and objects precisely as in real life. Babe. Explanation By deviating from earlier tradition of idealizing situation of Romantic artists' imagined beauty, the realists were attempting to capture the actual experience and struggle of common people in hope that it would spur social and economic reform. Babe. Reference to Work of Art John Constable and Jean Millet represent the difference in these two art periods.John Constable was an English painter who painted his landscape in the romantic style. â€Å"The Hay Win† is a countryside scene with romantic and dreamy features like streams and county cottages. He used luminous colors and bold thick brushwork an d focused on the qualities of light and sky rather than details of a scene. (The National Gallery, n. D. ) Jean- Franà §ois Millet was a French painter who focused on realistic things of everyday life and painted ordinary working people. In his painting â€Å"The Gleaners†, Millet displays the hard working peasants removing the last bits of the rain from a wheat field.He used dark, muted colors instead of luminous colors like Constable. There is no fanciful imagination, Just a painting of everyday life. Babe. Relation of Later Work to Earlier Work Again, the realist artists used their work to portray the actual living conditions of common people in contrast to romantic view of earlier works. John Constable's cottage scene with a tranquil stream represented the yearning nostalgia for idealized pastoral life of the lowly desperate fame's who must glean every last grains of wheat in Millet's painting. AC. Art History In not more than 300 words, write a descriptive account of Harmen Steenwyck's: Still Life: An Allegory of the Vanities of Human Life ( Illustration Book, Colour Plate 10), paying particular attention to the organisation and lighting of the composition and to the effects of tone and colour. Harmen Steenwyck illustrates an eclectic mix of objects in this fine oil painting. The objects are placed close to the picture plane, as within reach of the spectator, drawing the eye from left to right as the clustered objects increase in height. This suggests that this is the way that Steenwyck wanted the spectator to view them. His skilful use of light draws us to the principal object, the illuminated skull, bringing out the richness of its golden colour whilst depriving the hollows of the eyes to add depth. Many of the objects have spherical parts to them that again are highlighted through the use of light. Steenwyck manipulates light and shade through gradual transition to form the illusion of their roundness. Not only do these contrasts produce a striking illustrative effect but they also help to define the objects from one another. The fine brushwork picks up the finest detail, such as the leaves of the well thumbed books, the dial on the watch and the fraying rope on the urn. Harmen has organised the majority of his objects to the right side of the piece leaving the left feeling rather vacant, with our attention drawn to the pearlescent shell that stands almost solitary. The painting depicts objects of grandeur, inducing the idea of wealth and travelling through such choice objects as the Japanese sword, Grecian style urn and the shell, those these are overshadowed by the objects with the most emotional quality, the skull and the waning lamp symbolising death and the frailty of life. The skull seems out of place sharing a table with such other splendid objects, leaving the spectator questioning the choices Steenwyck has made, perhaps these symbols of death serve as a warning to those who seek happiness in the â€Å"Vanities of Human Life†. TMA 02 Part 2 Literature Read also History Quizzes Read John Keat's Sonnet, â€Å"When I have fears that I may cease to be† ( resource book 1, A39). In not more than 300 words, write an analysis of the sonnet basing your response on the questions below. 1. Comment on the use of repetition. (e.g. â€Å"when†, â€Å"before†, â€Å"never†.) 2. What is the relationship between the octave and the sestet? 3. What part do the different rhymes, including the final couplet, play in conveying the meaning of the sonnet? Keats begins by setting the tone for the sonnet, â€Å"When I have fears†¦Ã¢â‚¬ , indicating the major theme that is to run throughout. In the first two quatrains he writes about the fear of dying young, fearing he will not have the time he needs to fulfil himself as a writer and the third quatrain fearing that he will lose his beloved. Farming metaphors, â€Å"rich garners the full-ripen'd grain†, emphasize how he sees his imagination and creativity, like a fertile field waiting to be sown, with the alliteration in garners and grain highlighting this further. Keat's emotive language draws attention to his love poetry, â€Å"before my pen has gleaned my teaming brain†, believing the world to be full of material he can create countless poetry from, devoting more lines to his love of verse than his beloved. Enchanting imagery illustrates his philosophy on love, â€Å"faery power† a mystical and supernatural force that he has no control over. Alongside this immense fear of death, is the concern with time, the repetition of â€Å"When I† beginning both quatrains of the octave and introducing the sestet, stresses Keats preoccupation with time and the fear of it consuming him. This sense of time running out is emphasized through the enjambment in the third quatrain; the final line runs into the closing couplet, urging the reader on. The rhyming scheme, abab cdcd gg, helps to intensify the poems train of thought and has great effect in the closing couplet as Keats resolves his fears by declaring the triviality of love and fame, â€Å"love and fame to nothingness do sink.† The octave and the sestet share the continuity of rhyme, and underlying theme of death, though there is a clear change in the range of emotions as the sonnet develops. The octave concentrates on the emotions of confusion and fear whilst the sestet focuses on the fear of loving and being loved until reaching a feeling of acceptance over his fears. TMA 02 Part 3 Music For this part of the TMA you will need to listen to Track 10 on the TMA CD. You will hear the â€Å"First Tableau: The Shrovetide Fair† from Petrushka by Stravinsky. Listen to the track a few times and then answer the question below in up to 300 words on continuous prose. How does Stravinsky combine the elements of music, introduced to you in Unit 3, to establish the atmosphere of the fair? Stravinsky begins the piece with a high-pitched flourish of woodwind instruments, such as the flute and clarinet and is then accompanied by the strings which increase in volume to meet with a fanfare of trumpets, it sounds like the fair is opening. Rhythm plays a key role throughout the entirety of the piece, fluctuating sounds are created as the fluttering of the woodwind section meet with the loud sharp sounds of the strings. Stravinsky manipulates this rapidly changing rhythm to establish the excitement and commotion of the fair. The choice of instruments, and concentration on certain sections of the orchestra in particular parts adds colour to the piece, perhaps representative of the colours and vibrant images of the fair. In the same way, the fullness of the orchestra may relate to the busy crowds at the fair and at the same time sounds very grand. Full use is made of the orchestra, to create great noise and effect, where the strings are concentrated on, the music is very grand and striking; whereas the effect the woodwind has on the piece is fleeting and soft. The gradual change in tempo is marked by drum rolls which introduces adagio and accelerando, the timbre of the drum is loud and echoes briefly creating the feeling of suspense at the fair. Each movement brings its own highlight, from the strong trumpet blasts to the precise beats of the triangle, which accompanies the softer woodwind section at the end of the piece. The atmosphere of the fair is lively and upbeat as Stravinsky ends his â€Å"First Tableau†, he employs a melody of sounds that are reminiscent of Russian dance and manages to shift effortlessly from establishing excitement, commotion and suspense throughout the piece to this buoyant finale. TMA02 Part 4 Philosophy Answer these questions in not more than 300 words in total. 1. Here are some claims. If possible, give a sound argument for each claim. Where this is not possible, give a valid argument anyway. Do indicate those cases where you believe your argument is sound. A.) The Queen is a mother B.) The rain in Spain falls mainly on the plain C.) The earth is flat. D.) Eating people is wrong. E.) Oranges are not the only fruit. All women who give birth are mothers. The Queen has given birth. The Queen is a mother. Rain clouds can only form over plains. It rains in Spain. The rain in Spain falls mainly on the plain. People cannot walk any other surface than horizontal. People walk the earth. The earth is flat. Eating people is illegal. If something is illegal, it is wrong. Eating people is wrong. Every morning I eat fruit. I never eat oranges. Oranges are not the only fruit. Arguments A and E are both sound arguments, as the premises for both are al true, and it follows that if the premises to an argument are true then the conclusion must be true. Arguments B and C fail at being sound arguments as the information used can be disproved. Argument D is not sound, as in some countries and within some cultures cannibalism is legal. 2. Give an example of an inductive argument, and explain why it is not deductive. I've owned lots of cars. All the cars I've owned have had four wheels. All cars have four wheels. This argument cannot be deductive because it is based purely on assumption. I'm assuming that all cars have four wheels because I've only owned cars with four wheels; however the volume of cars I've owned is minute in comparison to the variety of models and makes. Therefore, I cannot presuppose that every car follows the same rule. Art History Compare and Contrast Essay Ancient Egyptian and Ancient Aegean art are both great influences to what we call art today. Egyptian art emphasized engravings, sculptures and paintings while Aegean art emphasized sculptures, paintings and decorations. One piece I chose to compare and contrast from the Egyptian art was Sekhmet. Another piece I chose to compare and contrast from the Aegean art period is the Snake Goddess. These two beautiful artworks are alike and similar in many ways.The Snake Goddess and Sekhmet are alike because they are both sculptures that show signs of power. The Snake Goddess is a sign of power because she has a form-fitting outfit that exposed her breasts and a flounced skirt with many layers that covered her feet. She is holding two snakes tightly in each arm. Some researchers claimed that Minoans worshipped the Snake Goddess as â€Å"Mother Goddess†. In Aegean culture they believed snakes were good and that they showed a sign of water.This also indicated f ertility, health and wealth. She also had a panther on top of her head, which shows that she is in touch with nature and that was a sign of power as well. Not only is she in touch with nature but her elaborate headdress and extravagant outfit shows wealth. Sekhmet also shows many signs of power. Her name is derived from the Egyptian word â€Å"Sekhem† (which means â€Å"power† or â€Å"might†) and is often translated as the â€Å"Powerful One† This ancient Egyptian goddess Sekhmet is known as the Eye of Ra.She is the power that protects the good and gets rid of the wicked. Sekhmet is the wrathful form of Hathor who is the Goddess of joy, music, dance, sexual love, pregnancy and birth. She is also Goddess of the sun and one of her powers is intense blinding heat. Her weapons were arrows, which were supposed to pierce hearts. Also Sekhmet would get a fiery glow from her body when she got upset and hot desert winds came from her breath. She was also a goddes s of healing. When people became ill, she was capable of healing them with her powers.The Snake Goddess and Sekhmet are also very different in many ways. One way they are different is the rolls of women in their time period. Egyptians and Aegean people both believed that women held power but they weren’t similar. For example in Aegean time women were a powerful symbol of fertility and having a connection with the earth and animals easily fits in with what they worshipped. On the other hand, Sekhmet showed a different view on women. The woman's body that was Sekhmet carried was for birth and new life.The head of the lioness that was Sekhmet showed a sign of destruction, danger and death and reflected the steady and piercing gaze of the hunter that she is. Sekhmet also represents the presence of good and evil, creation and destruction and the ability and willingness to nurture and protect life, and the ability to take it away in a blink of an eye. Not only are their rolls in so ciety different but how the pieces of arts were worshipped also contrasted. The Snake Goddess was used to show rebirth, resurrection or renewal of life.They believed this because the snake was a sign of power and symbolized the purification by water in the funeral cult, so the snake became a protector of the pharaohs in their death. On the other hand, Sekhmet was worshipped Sekhmet was worshiped throughout Egypt, particularly wherever a wadi opened out at the desert edges. This is the type of terrain that lions are often found. Many of them came to the desert to be able to drink and to prey upon cattle in that area. Art History Compare and Contrast Essay Ancient Egyptian and Ancient Aegean art are both great influences to what we call art today. Egyptian art emphasized engravings, sculptures and paintings while Aegean art emphasized sculptures, paintings and decorations. One piece I chose to compare and contrast from the Egyptian art was Sekhmet. Another piece I chose to compare and contrast from the Aegean art period is the Snake Goddess. These two beautiful artworks are alike and similar in many ways.The Snake Goddess and Sekhmet are alike because they are both sculptures that show signs of power. The Snake Goddess is a sign of power because she has a form-fitting outfit that exposed her breasts and a flounced skirt with many layers that covered her feet. She is holding two snakes tightly in each arm. Some researchers claimed that Minoans worshipped the Snake Goddess as â€Å"Mother Goddess†. In Aegean culture they believed snakes were good and that they showed a sign of water.This also indicated f ertility, health and wealth. She also had a panther on top of her head, which shows that she is in touch with nature and that was a sign of power as well. Not only is she in touch with nature but her elaborate headdress and extravagant outfit shows wealth. Sekhmet also shows many signs of power. Her name is derived from the Egyptian word â€Å"Sekhem† (which means â€Å"power† or â€Å"might†) and is often translated as the â€Å"Powerful One† This ancient Egyptian goddess Sekhmet is known as the Eye of Ra.She is the power that protects the good and gets rid of the wicked. Sekhmet is the wrathful form of Hathor who is the Goddess of joy, music, dance, sexual love, pregnancy and birth. She is also Goddess of the sun and one of her powers is intense blinding heat. Her weapons were arrows, which were supposed to pierce hearts. Also Sekhmet would get a fiery glow from her body when she got upset and hot desert winds came from her breath. She was also a goddes s of healing. When people became ill, she was capable of healing them with her powers.The Snake Goddess and Sekhmet are also very different in many ways. One way they are different is the rolls of women in their time period. Egyptians and Aegean people both believed that women held power but they weren’t similar. For example in Aegean time women were a powerful symbol of fertility and having a connection with the earth and animals easily fits in with what they worshipped. On the other hand, Sekhmet showed a different view on women. The woman's body that was Sekhmet carried was for birth and new life.The head of the lioness that was Sekhmet showed a sign of destruction, danger and death and reflected the steady and piercing gaze of the hunter that she is. Sekhmet also represents the presence of good and evil, creation and destruction and the ability and willingness to nurture and protect life, and the ability to take it away in a blink of an eye. Not only are their rolls in so ciety different but how the pieces of arts were worshipped also contrasted. The Snake Goddess was used to show rebirth, resurrection or renewal of life.They believed this because the snake was a sign of power and symbolized the purification by water in the funeral cult, so the snake became a protector of the pharaohs in their death. On the other hand, Sekhmet was worshipped Sekhmet was worshiped throughout Egypt, particularly wherever a wadi opened out at the desert edges. This is the type of terrain that lions are often found. Many of them came to the desert to be able to drink and to prey upon cattle in that area. Art history Romanticism began in Germany and England in the early 19th century and spread throughout Europe by the 1820. The Romantic Movement was caused by the sudden social changes that occurred during the French Revolution as a revolt against Neo- classicism and its emphasis on order, harmony and balance. (Britannica Online Encyclopedia) The movement began as an artistic movement that rejected the traditional values of social structure and religion and encouraged individualism. Romantic artists valued imagination over reason and beauty.They loved nature and ere dedicated to examining personality and moods. Their paintings represented celebration of the heroic struggle of common people. Some of the well-known Romantic artists are John Constable, Thomas Cole, Francisco De Soya and Henry Fusels. (The Art World, n. D. ) Some of the characteristics of paintings of this period are their focus on heroic subjects, use of intense colors, loose brush strokes and dense texture of the painting. With the Industrial Revolution came new technology and machine power that changed the social condition.People had to move away from mom to crowded cities to find Jobs and work long hours. Romantic artists painted to get away from the cruel struggle of common people and for yearning for idealized rural pastoral life. AY. Realest: (1850- 1880) The Realist artists in France revolted against romantic ideals of distorted beauty and imagination. Realists believed in objective reality, seeking to represent the truth and accuracy of ordinary world. They wanted to show the natural truth of their subject and chose from everyday life around them, often painting images of the poor working class and displaying human misery and poverty.Paintings of realism often carried a moral or social message portraying the drudgery of everyday life. Some of the artists who represent realism period are Gustavo Courier, Jean-Francis Millet, Eduardo Meant (The Art World, n. D. ) and also American artists who studied in F rance, Thomas Skins and Henry Tanner and characterized by accurate portrayal of ordinary working people without personal bias or interpretation. Social condition that contributed to this art movement was France Revolution that began during the 1848 and lasted until 1880 which was a consequence of the industrial revolution.With the implementation of machine power, factory owners grew wealthy while the common workers labored long hours for low pay. Anger and resentment fueled strikes and revolts. AY. Analysis During the middle of the sass, Romanticism began to show signs of being extreme partly because of the fact that most art works were becoming increasingly opulent. Art lovers and enthusiasts who were accustomed to this form of art began to find it rather dull. Therefore, there was a need to introduce another form of art that was different from romanticism. People wanted to see the world in realistic point of view. Gnocchi, n. . ) This is how Realism was introduced. European nation s were engaged in wars, for example Russia had dominated Poland. People who had been crushed had a need to express a sense of patriotism and devotion to their traditions. Artists used their paintings to express the importance of their own culture. Revolution was also an element in paintings of the romantic era, but Realism focuses on practical subjects. AAA. Similarities or Differences Both movements were reactions to social conditions resulted by the industrial revolution.The industrial revolution caused the building of large factories and the wieners got wealthy while the lower working classes labored long hours for low pay. Workers' attempts to fight for better pay were often suppressed. Anger and resentment at capitalism often resulted in strikes and revolts. Romanticism and realism were two competing styles of artistic and practice. Romanticism emphasized heroic achievement and the power of the emotions whereas realism focused on individuals, work and social Justice portraying the actual living conditions of common working people, and often used gloomy color in their paintings.Romantic painting is nearly characterized by an imaginative and a dreamlike quality and strives to express feeling intense, mystical, or elusive. Realism, on the other hand, is an attempt to accurately describe human behavior and objects precisely as in real life. Babe. Explanation By deviating from earlier tradition of idealizing situation of Romantic artists' imagined beauty, the realists were attempting to capture the actual experience and struggle of common people in hope that it would spur social and economic reform. Babe. Reference to Work of Art John Constable and Jean Millet represent the difference in these two art periods.John Constable was an English painter who painted his landscape in the romantic style. â€Å"The Hay Win† is a countryside scene with romantic and dreamy features like streams and county cottages. He used luminous colors and bold thick brushwork an d focused on the qualities of light and sky rather than details of a scene. (The National Gallery, n. D. ) Jean- Franà §ois Millet was a French painter who focused on realistic things of everyday life and painted ordinary working people. In his painting â€Å"The Gleaners†, Millet displays the hard working peasants removing the last bits of the rain from a wheat field.He used dark, muted colors instead of luminous colors like Constable. There is no fanciful imagination, Just a painting of everyday life. Babe. Relation of Later Work to Earlier Work Again, the realist artists used their work to portray the actual living conditions of common people in contrast to romantic view of earlier works. John Constable's cottage scene with a tranquil stream represented the yearning nostalgia for idealized pastoral life of the lowly desperate fame's who must glean every last grains of wheat in Millet's painting. AC. Art History In not more than 300 words, write a descriptive account of Harmen Steenwyck's: Still Life: An Allegory of the Vanities of Human Life ( Illustration Book, Colour Plate 10), paying particular attention to the organisation and lighting of the composition and to the effects of tone and colour. Harmen Steenwyck illustrates an eclectic mix of objects in this fine oil painting. The objects are placed close to the picture plane, as within reach of the spectator, drawing the eye from left to right as the clustered objects increase in height. This suggests that this is the way that Steenwyck wanted the spectator to view them. His skilful use of light draws us to the principal object, the illuminated skull, bringing out the richness of its golden colour whilst depriving the hollows of the eyes to add depth. Many of the objects have spherical parts to them that again are highlighted through the use of light. Steenwyck manipulates light and shade through gradual transition to form the illusion of their roundness. Not only do these contrasts produce a striking illustrative effect but they also help to define the objects from one another. The fine brushwork picks up the finest detail, such as the leaves of the well thumbed books, the dial on the watch and the fraying rope on the urn. Harmen has organised the majority of his objects to the right side of the piece leaving the left feeling rather vacant, with our attention drawn to the pearlescent shell that stands almost solitary. The painting depicts objects of grandeur, inducing the idea of wealth and travelling through such choice objects as the Japanese sword, Grecian style urn and the shell, those these are overshadowed by the objects with the most emotional quality, the skull and the waning lamp symbolising death and the frailty of life. The skull seems out of place sharing a table with such other splendid objects, leaving the spectator questioning the choices Steenwyck has made, perhaps these symbols of death serve as a warning to those who seek happiness in the â€Å"Vanities of Human Life†. TMA 02 Part 2 Literature Read also History Quizzes Read John Keat's Sonnet, â€Å"When I have fears that I may cease to be† ( resource book 1, A39). In not more than 300 words, write an analysis of the sonnet basing your response on the questions below. 1. Comment on the use of repetition. (e.g. â€Å"when†, â€Å"before†, â€Å"never†.) 2. What is the relationship between the octave and the sestet? 3. What part do the different rhymes, including the final couplet, play in conveying the meaning of the sonnet? Keats begins by setting the tone for the sonnet, â€Å"When I have fears†¦Ã¢â‚¬ , indicating the major theme that is to run throughout. In the first two quatrains he writes about the fear of dying young, fearing he will not have the time he needs to fulfil himself as a writer and the third quatrain fearing that he will lose his beloved. Farming metaphors, â€Å"rich garners the full-ripen'd grain†, emphasize how he sees his imagination and creativity, like a fertile field waiting to be sown, with the alliteration in garners and grain highlighting this further. Keat's emotive language draws attention to his love poetry, â€Å"before my pen has gleaned my teaming brain†, believing the world to be full of material he can create countless poetry from, devoting more lines to his love of verse than his beloved. Enchanting imagery illustrates his philosophy on love, â€Å"faery power† a mystical and supernatural force that he has no control over. Alongside this immense fear of death, is the concern with time, the repetition of â€Å"When I† beginning both quatrains of the octave and introducing the sestet, stresses Keats preoccupation with time and the fear of it consuming him. This sense of time running out is emphasized through the enjambment in the third quatrain; the final line runs into the closing couplet, urging the reader on. The rhyming scheme, abab cdcd gg, helps to intensify the poems train of thought and has great effect in the closing couplet as Keats resolves his fears by declaring the triviality of love and fame, â€Å"love and fame to nothingness do sink.† The octave and the sestet share the continuity of rhyme, and underlying theme of death, though there is a clear change in the range of emotions as the sonnet develops. The octave concentrates on the emotions of confusion and fear whilst the sestet focuses on the fear of loving and being loved until reaching a feeling of acceptance over his fears. TMA 02 Part 3 Music For this part of the TMA you will need to listen to Track 10 on the TMA CD. You will hear the â€Å"First Tableau: The Shrovetide Fair† from Petrushka by Stravinsky. Listen to the track a few times and then answer the question below in up to 300 words on continuous prose. How does Stravinsky combine the elements of music, introduced to you in Unit 3, to establish the atmosphere of the fair? Stravinsky begins the piece with a high-pitched flourish of woodwind instruments, such as the flute and clarinet and is then accompanied by the strings which increase in volume to meet with a fanfare of trumpets, it sounds like the fair is opening. Rhythm plays a key role throughout the entirety of the piece, fluctuating sounds are created as the fluttering of the woodwind section meet with the loud sharp sounds of the strings. Stravinsky manipulates this rapidly changing rhythm to establish the excitement and commotion of the fair. The choice of instruments, and concentration on certain sections of the orchestra in particular parts adds colour to the piece, perhaps representative of the colours and vibrant images of the fair. In the same way, the fullness of the orchestra may relate to the busy crowds at the fair and at the same time sounds very grand. Full use is made of the orchestra, to create great noise and effect, where the strings are concentrated on, the music is very grand and striking; whereas the effect the woodwind has on the piece is fleeting and soft. The gradual change in tempo is marked by drum rolls which introduces adagio and accelerando, the timbre of the drum is loud and echoes briefly creating the feeling of suspense at the fair. Each movement brings its own highlight, from the strong trumpet blasts to the precise beats of the triangle, which accompanies the softer woodwind section at the end of the piece. The atmosphere of the fair is lively and upbeat as Stravinsky ends his â€Å"First Tableau†, he employs a melody of sounds that are reminiscent of Russian dance and manages to shift effortlessly from establishing excitement, commotion and suspense throughout the piece to this buoyant finale. TMA02 Part 4 Philosophy Answer these questions in not more than 300 words in total. 1. Here are some claims. If possible, give a sound argument for each claim. Where this is not possible, give a valid argument anyway. Do indicate those cases where you believe your argument is sound. A.) The Queen is a mother B.) The rain in Spain falls mainly on the plain C.) The earth is flat. D.) Eating people is wrong. E.) Oranges are not the only fruit. All women who give birth are mothers. The Queen has given birth. The Queen is a mother. Rain clouds can only form over plains. It rains in Spain. The rain in Spain falls mainly on the plain. People cannot walk any other surface than horizontal. People walk the earth. The earth is flat. Eating people is illegal. If something is illegal, it is wrong. Eating people is wrong. Every morning I eat fruit. I never eat oranges. Oranges are not the only fruit. Arguments A and E are both sound arguments, as the premises for both are al true, and it follows that if the premises to an argument are true then the conclusion must be true. Arguments B and C fail at being sound arguments as the information used can be disproved. Argument D is not sound, as in some countries and within some cultures cannibalism is legal. 2. Give an example of an inductive argument, and explain why it is not deductive. I've owned lots of cars. All the cars I've owned have had four wheels. All cars have four wheels. This argument cannot be deductive because it is based purely on assumption. I'm assuming that all cars have four wheels because I've only owned cars with four wheels; however the volume of cars I've owned is minute in comparison to the variety of models and makes. Therefore, I cannot presuppose that every car follows the same rule. Art History Compare and Contrast Essay Ancient Egyptian and Ancient Aegean art are both great influences to what we call art today. Egyptian art emphasized engravings, sculptures and paintings while Aegean art emphasized sculptures, paintings and decorations. One piece I chose to compare and contrast from the Egyptian art was Sekhmet. Another piece I chose to compare and contrast from the Aegean art period is the Snake Goddess. These two beautiful artworks are alike and similar in many ways.The Snake Goddess and Sekhmet are alike because they are both sculptures that show signs of power. The Snake Goddess is a sign of power because she has a form-fitting outfit that exposed her breasts and a flounced skirt with many layers that covered her feet. She is holding two snakes tightly in each arm. Some researchers claimed that Minoans worshipped the Snake Goddess as â€Å"Mother Goddess†. In Aegean culture they believed snakes were good and that they showed a sign of water.This also indicated f ertility, health and wealth. She also had a panther on top of her head, which shows that she is in touch with nature and that was a sign of power as well. Not only is she in touch with nature but her elaborate headdress and extravagant outfit shows wealth. Sekhmet also shows many signs of power. Her name is derived from the Egyptian word â€Å"Sekhem† (which means â€Å"power† or â€Å"might†) and is often translated as the â€Å"Powerful One† This ancient Egyptian goddess Sekhmet is known as the Eye of Ra.She is the power that protects the good and gets rid of the wicked. Sekhmet is the wrathful form of Hathor who is the Goddess of joy, music, dance, sexual love, pregnancy and birth. She is also Goddess of the sun and one of her powers is intense blinding heat. Her weapons were arrows, which were supposed to pierce hearts. Also Sekhmet would get a fiery glow from her body when she got upset and hot desert winds came from her breath. She was also a goddes s of healing. When people became ill, she was capable of healing them with her powers.The Snake Goddess and Sekhmet are also very different in many ways. One way they are different is the rolls of women in their time period. Egyptians and Aegean people both believed that women held power but they weren’t similar. For example in Aegean time women were a powerful symbol of fertility and having a connection with the earth and animals easily fits in with what they worshipped. On the other hand, Sekhmet showed a different view on women. The woman's body that was Sekhmet carried was for birth and new life.The head of the lioness that was Sekhmet showed a sign of destruction, danger and death and reflected the steady and piercing gaze of the hunter that she is. Sekhmet also represents the presence of good and evil, creation and destruction and the ability and willingness to nurture and protect life, and the ability to take it away in a blink of an eye. Not only are their rolls in so ciety different but how the pieces of arts were worshipped also contrasted. The Snake Goddess was used to show rebirth, resurrection or renewal of life.They believed this because the snake was a sign of power and symbolized the purification by water in the funeral cult, so the snake became a protector of the pharaohs in their death. On the other hand, Sekhmet was worshipped Sekhmet was worshiped throughout Egypt, particularly wherever a wadi opened out at the desert edges. This is the type of terrain that lions are often found. Many of them came to the desert to be able to drink and to prey upon cattle in that area.

Character Cannot Be Developed in Ease and Quiet Critical Lens Essay

Critical Lens Essay Helen Keller once said â€Å"Character cannot be developed in ease and quiet. Only through the experience of trial and suffering can the soul be strengthened, vision cleared, ambition inspired and success achieved. In other words what this quotation means is what individuals go through in life makes them what they are. Individuals have to go through good and bad to learn love and strength. Two examples that support the validity of this quotation are Night by Elie Wiesel and The House on Mango Street by Sandra Cisneros.In Night by Elie Wiesel, the protagonist, Eliezer, is taken to Birkenau during World War Two with his father and is separated from the rest of his family. When seeing such horrific conditions in the concentration camp, Eliezer starts to lose faith in God and in himself, yet as his character builds, he starts to mature as time went on. Eliezer’s experiences educate individuals that life in not always far; some individuals lose faith and give u p yet some, like Eliezer, gain strength from their experiences and build up their character.In The House on Mango Street by Sandra Cisneros, the protagonist, Esperanza, lives on Mango Street with her family and struggles with events where she is faced with adult responsibilities and maturity. In the vignette â€Å"Red Clowns†, she is taken advantage of and experiences an act of nature where she is transformed into a woman. Esperanza shows that overcoming catastrophes make you a stronger person. With such experiences comes strength and maturity.In both Night by Elie Wiesel and The House on Mango Street by Sandra Cisneros, the protagonists, Esperanza and Eliezer are faced with events that make them stronger and better people. They are two examples of individuals that support the validity of the quote that Helen Keller once said â€Å"Character cannot be developed in ease and quiet. Only through the experience of trial and suffering can the soul be strengthened, vision cleared, ambition inspired and success achieved†. Even when the going gets tough, individuals learn love and strength which allows them to obtain victory and build character and achieve their dreams.

Education in the Philippines Essay

Education in the Philippines is managed and regulated by the Department of Education, commonly referred to as the DepEd in the country. The Department of Education controls the Philippine education system, including the curriculum used in schools and the allocation of funds. It also regulates the construction of schools and other educational facilities and the recruitment of teachers and staff. Before Philippine independence in 1946, the country’s education system was patterned on the system of its colonial powers, Spainand the United States. However, after Philippine independence, its educational system changed radically. Until 2011, the basic education system was composed of six years of elementary education starting at the age of 6, and four years of high school education starting at the age of 12. Further education was provided by technical or vocational schools, or in higher education institutions such as universities. Although the 1987 Constitution stated that elementary education was compulsory, this was never enforced.[citation needed] In 2011, the country started to transition from its old 10-year basic educational system to a K-12 educational system, as mandated by the Department of Education.[3] The new 12-year system is now compulsory, along with the adoption of new curriculum for all schools (see 2010s and the K-12 program). The transition period will end with the 2017-2018 school year, which is the graduation date for the first group of students who entered the new educational system. All public schools in the Philippines must start classes on the date mandated by the Department of Education (usually the first Monday of June), and must end after each school completes the mandated 200-day school calendar organized by the Department of Education (usually around the third week of March to the second week of April). Private schools are not obliged to abide by a specific date, but must open classes no later than the last week of August. Tertiary schools in the Philippines has varied grading systems. Most universities [including institutes and colleges], particularly public institutions, follow the grade point system scale of 5.00 – 1.00, in which 1.00 is the highest grade and 5.00 is the lowest possible grade. Some universities may follow the 1.000 – 4.000 grading system. Patterned after American universities. This system uses the 4.0 grade point equivalence as  the highest grade, while 1.0 grade point equivalence is considered the lowest possible grade. 0.0 grade point equivalence is considered a failing mark. The General Weighted Average is a representation (often numerical) of the overall scholastic standing of students used for evaluation. GWA is based on the grades in all subjects taken at a particular level including subjects taken outside of the curriculum. Representation of the subjects taken only in a specific curriculum is called the Curriculum Weighted Average (CWA).[1][2] Education in the United States is provided by public schools and private schools. Public education is universally available, with control and funding coming from the state, local, and federal government.[4] Publicschool curricula, funding, teaching, employment, and other policies are set through locally elected school boards, who have jurisdiction over individual school districts. State governments set educational standards and mandate standardized tests for public school systems.[clarification needed] Private schools are generally free to determine their own curriculum and staffing policies, with voluntary accreditation available through independent regional accreditation authorities. 88% of school-age children attend public schools, 9% attend private schools, and nearly 3% are homeschooled.[5] Education is compulsory over an age range starting between five and eight and ending somewhere between ages sixteen and eighteen, depending on the state.[6] This requirement can be satisfied in public schools, state-certified private schools, or an approved home school program. In most schools, education is divided into three levels: elementary school, middle or junior high school, and high school. Children are usually divided by age groups into grades, ranging from kindergarten and first grade for the youngest children, up to twelfth grade as the final year of high school. There are also a large number and wide variety of publicly and privately administered institutions of higher education throughout the country.