Night Creature Hunter’s Moon Chapter 36 Free Essays

I needed to ask what Edward had said. I trusted he wasn’t coming to shoot me. In the event that I needed to go, I needed Jessie to do it, not Edward. We will compose a custom exposition test on Night Creature: Hunter’s Moon Chapter 36 or then again any comparative point just for you Request Now He appeared to be so delicate of late. My perishing would not help. My perishing by his hand would unquestionably sting. I needed to ask, yet I never found the opportunity. As we plunked down to detail an arrangement, the room unexpectedly went dim and cool. I heard the trees stir, despite the fact that the windows and the entryways were closed. I smelled leaves, evergreens. I was eager. Starving. My gut snarled, or possibly the sound originated from my mouth. I wasn’t sure. I needed to eat or the appetite would expend me. The franticness flashed at the edge of my mind. Food. Blood. Meat. Faintly I felt myself slide from the sofa to the floor. Damien was there, lifting me, conveying me to the bed. I turned my mouth toward his neck, yet he possessed a scent like wolf, not man. I scented new meat close by. My look went to Jessie. She limited her eyes. â€Å"Don’t even consider it.† In any case, I did. The yearning was an absolutely real, throbbing thing in my stomach. I half-anticipated that it should blast out and eat up everybody close to me. I set my hands over my center and groaned. However, the sound that came out of my mouth was something different totally. I saw how the appetite made normal men go distraught. I was a little crazed myself. At that point the fever tore through my body; like a fire it bursted. My skin consumed, my scalp shivered, and obscurity shrouded my brain. I got up in the forested areas †bare, alone, shrouded in blood. My craving was gone, my stomach stretched. The sun was ascending in the east. I had no clue about where I was. I didn't recall that anything of what I had done. Also, I didn’t care. That was the abnormal part. I’d no doubt executed, at that point eaten, my companions, perhaps my sweetheart †in spite of the fact that I questioned Damien would have stopped and let me eat up him. Actually, in any case. Yet, since the yearning was assuaged, all I thought about was ensuring that whenever it came I had a lot of individuals to chase. I went through the woodland, felt the breeze on my skin, through my hair. I delighted in the soil underneath my feet. I hopped into a stream and washed the blood away, at that point lay in the sun and let the water dribble from my body into the earth. The leftovers dried in the warmth, and I floated to rest. At the point when I arose once more, somebody was squeezed spoonlike against my back. I turned and discovered Hector, exposed like me and excited. He kissed me and as he did, we both changed. I sat straight up in bed. Or possibly I attempted. Somebody had secured me. Once more. I was perspiring, shaking, crying, yet I wasn’t in the forested areas. Clearly I never had been. â€Å"What happened?† I depended on the pad, turned my head. Jessie sat in a seat. â€Å"Kill me,† I grated. â€Å"Promise.† â€Å"I as of now did.† I shut my eyes. â€Å"It’s dreadful, Jessie. I don’t need to resemble that.† â€Å"I know.† We sat together, quiet. I kept my eyes shut until I quit seeing myself in the forested areas, with Hector, halted tasting†¦ shocking things, quit hearing shouts that had never genuinely occurred. In any event not yet. â€Å"Where are the boys?† I inquired. â€Å"Gone.† â€Å"What?† I attempted to sit up once more. The bonds scratched along my effectively crude wrists and lower legs. â€Å"You didn’t let them follow Hector. He’ll eat †â€Å" I halted. â€Å"Eat them alive† had once been an articulation; presently it was reality. â€Å"They aren’t chasing. They went to get Elise and Mandenauer.† â€Å"But they shouldn’t be alone.† â€Å"Someone needed to go, and I thought it was ideal on the off chance that I stay.† She left implicit the motivation behind why. Damien wouldn’t murder me. Will most likely couldn’t. I needed to remain conscious, however the infection made me frail. The fever made me thrash around. The progressions made me hurt. My back consumed, which wasn’t new. Nonetheless, my bones were accomplishing something odd. Snapping, popping, moving. My eyes hurt. My nose tickled. My teeth appeared to be too large for my mouth. I fell go into the void where Hector paused. My fantasies, dreams, or whatever the hellfire they were stayed practically the equivalent. Blood, demise. A smidgen of doggie-style sex. I stirred to a silver sheen floating through the windows and over my bed. The moon was cool. It alleviated the fever, quieted my dashing heart, called me to come and move in its light, bare and alive. Mumbles on the patio. My ears tuned in. I could hear all that they said. â€Å"This could murder her.† I perceived the voice of Dr. Elise Hanover. â€Å"We haven’t tried the serum yet.† I’d never observed the lady, just addressed her on the telephone. I couldn’t see her presently, aside from a thin shadow among the various shadows clustering together on the patio. â€Å"We will test it now.† That was Edward, consistently quiet, in charge, paying little heed to the circumstance. â€Å"I won’t let you slaughter her in case you may spare her,† Damien demanded. â€Å"You have nothing to state about it.† â€Å"I do!† I called. The gathering went quiet and still, at that point documented into the room. â€Å"The gang’s all here,† I mumbled. Jessie, Will, Edward, Elise, and Damien drifted close to the entryway, as though reluctant to draw close to me. I didn’t need to know why. Elise was the first to move. She cut over the wood floor wearing heels the shade of fine porcelain. Her stockings were sheer. Her suit an unadulterated ocean green. She could have been a model †tall, bone slim, with platinum hair that would be long in the event that she at any point discharged the tight loop established to the rear of her head. Her skin coordinated her shoes; her eyes were dim blue, almost violet. There wasn’t a blemish all over. What's more, she had a Ph.D., as well. Life was not really reasonable. â€Å"I’ve concocted a serum,† she said. Her voice was as stunning as she was †low, imposing, dreadfully provocative for a researcher. Each man in the room, aside from Edward, gazed at her with his mouth open. â€Å"However, I don’t know whether it works.† â€Å"So I heard.† They every single traded look. In the event that I’d had the option to hear them murmuring on the yard, the change had just started. Behind Elise’s back, Jessie grimaced and feigned exacerbation. Dr. Hanover was unreasonably ideal for words. We needed to abhor her. It involved pride. â€Å"The decision is up to you, Leigh.† I turned my look to Edward. He seemed more seasoned, more troubled, very drained. I thought about what he’d been doing while he’d been away, however I didn’t have the opportunity to inquire. My body bowed. My spine appeared to be splitting in two. I opened my mouth to shout out, and a cry got away. At the point when the torment left and the reverberation of the yell blurred, I looked at everybody, just to discover them examining the roof. Aside from Damien. He shook his head. I held his eyes as I stated, â€Å"Do it, Doctor.† â€Å"Wait!† he shouted. â€Å"No.† â€Å"Let me converse with her before †â€Å" â€Å"Damien,† I intruded. â€Å"I recognize what you need to say.† He cherished me. I adored him, as well. Be that as it may, I wasn’t going to let him know. He’d possibly anguish longer on the off chance that I kicked the bucket. I wasn’t going to mention to anybody what he was, either, regardless of whether it conflicted with each promise I’d ever constructed, each pledge I’d ever taken. I couldn’t sentence him to death, regardless of whether he needed me to. â€Å"I don’t figure you do know,† he proceeded. â€Å"Everyone get out.† â€Å"Just one moment, youngster †† Edward started. â€Å"Get out!† Damien yelled. Edward’s eyes limited, yet Jessie took his arm and Will took Elise’s. â€Å"One minute,† Jessie said. â€Å"No more.† The entryway shut, and Damien was next to me; his fingers pulled on the bunches of the rope. â€Å"What are you doing?† â€Å"Let’s escape here.† â€Å"What? No. Are you crazy?† He let go of the bunches, measured my face in the two his hands, and kissed me. I scarcely had a sample of him before he lifted his mouth and gazed at me. â€Å"Run away with me. Be my mate. In my brain you as of now are.† â€Å"We can’t escape them forever.† â€Å"I’ve been escaping them for fifty years.† Valid, however I couldn’t consume my time on earth running. Not in any event, for him. â€Å"Damien †â€Å" â€Å"We’ll be together.† His voice held an edgy edge. â€Å"You’ll resemble me.† â€Å"But I won’t resemble you. I’ll be evil.† â€Å"I don’t care.† â€Å"Yes, you do. Thus do I.† Damien let me go, ran his fingers through his effectively tousled hair. â€Å"I recollect how extraordinary the craving is from the start, yet it gets better.† â€Å"Only on the grounds that I’ll overlook what it resembled to be human.† He didn’t answer, since I was correct. Edward came in. His eyes went to the ropes, limited; at that point he crossed the room and fixed the bonds. He overlooked Damien as though he weren’t even there, sitting in the seat next to me and tapping my head like a pet. Damien crawled away to float close to the kitchenette. â€Å"Liebchen,† Edward mumbled. â€Å"I am sorry.† â€Å"Don’t be. My fault.† â€Å"I got you into this.† â€Å"I needed to be into this.† â€Å"I know.† His eyes slid toward Damien, and he brought down his voice to a murmur. â€Å"You inquired as to whether he was a rebel specialist. Why?† I didn’t need to explain†¦ anything now. â€Å"Later, Edward.† It meant that the amount he thought about me that he didnâ�

How Each Piece of Legislation Will Influence Working Practices in the Setting? Essay

The Children Act 1989 has impacted setting by uniting a few arrangements of direction and gave the establishment to a significant number of the principles professionals cling to and keep up when working with youngsters. The Act necessitates that settings cooperate to the greatest advantage of the youngster and that they structure associations with guardians and carers. It expects settings to have a suitable grown-up: kid proportions and arrangements and techniques on youngster security. This Act has an impact in every aspect of training inside setting. For instance; arranging. 2. ) Disability Discrimination Act 1995 (DDA 1995)- The DDA states: â€Å"settings are required to make sensible alterations by either evolving approach, giving elective approaches to get to an arrangement, or by tending to physical highlights which make a help inconceivable or preposterously hard for crippled individuals to utilize. † (www. hse. gov. uk/handicap/law. htm) This implies settings must make their arrangement progressively available. For instance; by having ground floor toilets, more extensive entryways and slopes to the front entryways. . ) Children Act 2004 †This Act was presented because of the demise of Victoria Climbie and was the presentation of ‘Every Child Matters’ which guarantees the prosperity of kids through its five results. The Every Child Matters system has impacted settings by giving them and other childcare settings an obligation to discover better approaches for cooperating by sharing data and working co-operatively to shield kids from hurt. 4. ) Human Rights Act 2000 †This Act has had a tremendous effect in current enactment in the UK. Under the Act it was concurred that youngsters would have indistinguishable rights from grown-ups which implies kids reserve the option to poise, regard and reasonableness in how they are dealt with. As far as working with youngsters the articles that identifies with this Act are Article 8 which is about the privilege to protection, Article 10 the privilege to opportunity of articulation and Article 14 segregation. This enactment has likewise influenced the fundamental standards which support working with youngsters. 5. ) Race Relations Act 1976 †The Race Relations Act 1976 expects to communicate ethnic segregation. In 2000 there was an alteration to the Race Relations Act which strengthened a portion of the necessities of the prior enactment and make settings move in the direction of racial correspondence. By and by this implies a setting must be alert on how they advance their administration, enlist staff and make the arrangement open to all. Following the Act, â€Å"the Commission for Racial Equality was set up so as to help authorize the demonstration, and furthermore to exhort the Government and others on issues concerning it.

So I said to Einstein

So I said to Einstein… DID YOU KNOW? Even if you want to boil water really quickly, dont start with hot tap water. If you havent read this article on admissions statistics from the Tech today, let me paraphrase it in one Marilee Jones quote.. I think of MIT as a samurai school, said Jones. It is preparing you for the highest work of advancing civilization. You have to find a way to be happy here. Every single student here is challenged they have their moments, but its all in order to prepare you for your ultimate pass and that is not trivial. According to Ben, its got some factual errors, but whatever that one sentence is seriously enough to put it among the top ten things I have ever read. But I digress. Sometimes in the course of my job of turning turkeys into oil, there are long periods of waiting, like when I want the reactor to heat up from ambient temperature to 250 C or when I want to sparge the water with helium to get out any dissolved carbon dioxide or when I need the tank to fill up, so I sometimes end up surfing the internet a little at work. One thing I found today was Manolo the Shoeblogger. Another thing I found was the unbelievably great website of Scott Hughes, my professor for 8.022. I was only accidentally stalking him. Professor Hughes is working at [emailprotected] to make sounds out of gravity waves and probably, like, solve the mysteries of the universe at a quantum level. I dont know. Im an engineer, not a lover. Though it wasnt quite my favorite, 8.022 was probably the most rewarding class I took at MIT over the two days before the final, I did enough studying to listen to The Beatles entire output post-Revolver three times, and then some. Its billed as electricity and magnetism for physics majors, although quite a few non-majors end up taking it, and its a great way to see what physics is really like, learn a heck of a lot of problem solving techniques while banging your heads against the problem sets, or just plain avoid TEAL. When we got to deriving Maxwells equations and learning special relativity just so we can show that electricity and magnetism are actually kind of the same thing, I started to get a little worried But, luckily, Professor Hughes was there to guide us through the material, blow stuff up with electricity, exercise flawless board technique, sprinkle his lectures sparingly with delicate profanities, wear a crazy dangly moon earring on test days, distribute lollipops, and recieve a minute-long standing ovation on the last day of class. He was definitely the all-around coolest professor Ive had at MIT, and this webpage really only confirms that in my mind. On teaching: Note: Many undergrads have asked whether 8.962 [General Relativity] is appropriate for them. I have never taught it before, so the most honest answer is I dont know. I plan to follow Ed Bertschingers course from Spring 2002 to first approximation; Ill adjust things the second time I teach it. My intent is to teach 8.962 to graduate students. I will assume office hours are unnecessary (none will be offered), and that students will not be taking too many additional classes (so 15 hour problem sets are reasonable). Im not sure if it will work out this way in practice; we shall see. I would love to develop an undergraduate general relativity course, probably based on Jim Hartles new textbook. Developing a course from scratch before tenure is stupid, however, so dont hold your breath waiting! So, go aheadI give you permission to look into the personal life of this guy who I think is just plain awesome. His bio is particularly enlightening.

Analysis Hard Times by Charles Dickens - 1807 Words

Hard Times as a Social Commentary with Parallels in the Modern Era The novel Hard Times by Charles Dickens is clearly an incitement of the economic and social burden associated with economic and social disparity. The work is set in a small fictional mill town, Coketown, where the challenges of the newly emerging industrial revolution were fundamentally being set at the footsteps of the poor, who had little if any opportunity for upward mobility. During this period the alternatives for those with little money in the way of work were very few and most tasks were menial, dark and difficult. The challenges seen in this work, probably more than any other written by Dickens reflect his own experience as a child laborer during a period of economic unrest in his own family, when he was forced to work at a Blacking Warehouse, pasting labels on bottles with other child laborers in London after his father was arrested and placed in debtors prison. (Hawes 10) Dickens through this experience was given a stark reality check with regard to the life of the poor. Fr om this knowledge Dickens seems to have never really stepped away from this concern and in some way details this social and economic reality in all his works (Clausson 157). Without the economic means there was really no way for the poor to move out of the challenges of poverty as every type of vocational or even classical education costs far more than one could earn as a laborer. As is seen in his other works as well, withoutShow MoreRelatedAnalysis Of Hard Times By Charles Dickens875 Words   |  4 PagesAntoine Wood Dr. Dolata ENG-460 16 Jan. 2016 In Hard Times one Carefully Observes the Idea of Change and can Incorporate Different Morals as They Coincide and Transcend Today In the story of Hard Times written by Charles Dickens one can clearly tell that the story is set during a time when many believed in stressing the importance of strict disciplinary actions. The story kicks concerning the idea of facts. Within the text one can notice the idea of a few things: the nature of learning, common knowledgeRead MoreAnalysis of the Credibility of Characters in Charles Dickens Hard Times1512 Words   |  7 PagesAnalysis of the Credibility of Characters in Charles Dickens Hard Times Hard times was written in 1854 by Charles Dickens. Dickens was a prominent Victorian novelist who wrote about the society that surrounded him. He was educated and middle-class but had some sympathy with the way poor people were treated. He was critical of utilitarianism and felt that those in power showed little understanding of the poor. His sympathy with the poor stemmed from his childhood andRead MoreAnalysis of Why Fact and Fancy Are Both Necessary in Charles Dickens Hard Times1362 Words   |  6 PagesAnalysis of Why Fact and Fancy Are Both Necessary in Charles Dickens Hard Times Fact and Fancy in Hard Times Coketown is a monotonous town of machinery and tall chimneys. There is a sense of sameness in the town: â€Å"It contained several large streets all very like one another, and many small streets still more like one another, inhabited by people equally like one another.† A town so sacred to fact should progress smoothly, yet residents of Coketown â€Å"never knew what they wanted† and wereRead MoreMasterpieces Always Come With Good Reasons And Fantastic1716 Words   |  7 Pagesthose fantacies and make-ups show a writer’s reflection on facts and reasons he or she received, and are extensions of those facts and reasons, rendering the work interesting and even more convincing. In three famous and classic works, On Liberty, Hard Times, and The Communist Manifesto, we can see how writers combine facts with fictions and compose excellent works. I. On Liberty by John Stuart Mill In his work On Liberty, Mill starts from historical facts, analysing facts using his reasons and getsRead MoreVictorian Schools Using Hard Times And Jane Eyre916 Words   |  4 PagesUnfair Treatment (An analysis of Victorian schools using Hard Times and Jane Eyre) The Victorian Era was a time of much turmoil. Through the reign of Queen Victoria there were many aspects of society that took a standstill and some may say, declined. Education is a tremendous example of the stand still in the British society, showing the negative approaches to teaching. Preston Barker wrote about the conditions of victorian schools explaining, â€Å"Children soon learnt to do what the teacher asked, otherwiseRead MoreGreat Expectations1707 Words   |  7 Pagesthe rest of the animal kingdom. The underlining theme of human nature is evident in Great Expectation by Charles Dickens use of his characters. A main characteristic that Dickens displays is friendship. The friendship between Pip and Herbert is strong. Herbert was significant to Pip’s growth in social class and eventual to his revelation. â€Å"Friendship was one of the human characteristics Dickens enjoyed†¦by associating fellowship with good characters and deeds, he made it known that he admires friendshipRead MoreCharles Dickens Utilitarianism Analysis996 Words   |  4 PagesUtilitarianism and Charles Dickens - The Analysis of Impact of Utilitarianism in Hard Times towards Humanity The utilitarianism, is one of the ethical theory genres which greatly affects the western and even world’s development of philosophy. Its originality can be traced back to ancient Greece Democritus and Epicurean Hedonism theory. Jeremy Bentham is considered to be the founder of the utilitarianism theory during the latter half through 18th century in England. Based on the theory of utilitarianismRead MorePip’s Character Change in Charles Dickens Great Expectations1173 Words   |  5 PagesPip’s Character Change in Charles Dickens Great Expectations Great Expectations, by Charles Dickens is a compelling story rich in friendship, love and fortune. The main character, Pip, is a dynamic character that undergoes many changes through the course of the book and throughout this analysis, the character Pip, will be identified and his gradual change through the story will be quoted and explained. The main character, Pip, is a gentle character. His traits include Read MoreCharles Dickens s A Christmas Carol1923 Words   |  8 PagesEnglish author Charles Dickens has written many well known novels such as Oliver Twist and A Christmas Carol, of which both have a recurring theme: the expectations of society. During the Victorian Era, England was over populated and had terrible living conditions, with an enormous gap between the rich and the poor. Generally, people during the Victorian Era were not allowed to talk about things such as sex and crime, and had to live by strict social rules set by society. With the social disparitiesRead MoreSandwich Factory1688 Words   |  7 Pagesmany - a crowd of insignificant people. This assignment will begin with an analysis and interpretation of the short story â€Å"The Sandwich Factory† by Jason Kennedy. To put the story into perspective the assignment includes a discussion of the text, â€Å"Nice work† by David Lodge and the picture, â€Å"Relativity† by M.C. Escher. The assignment ends with a short essay about the description of Coketown in Charles Dickens’ novel â€Å"Hard Times†. A: The short story, â€Å"The Sandwich Factory† by Jason Kennedy from 2007

Differences Between Minority And Non Minority Small...

The aim of this quantitative correlational study is to understand the differences between how minority and non-minority small business owners’ approach succession planning. This study will use a ex-post facto design. An A priori power analysis test using the G*Power 3.1.9.2 software program will be used to establish a minimum overall sample size of 134. Specifically, a Wilcoxon –Mann-Whitney (two groups) statistical two-tailed t-test calculation with an effect size d of .5, an alpha level of .05, and beta level of .80 will be used to determine a sample size group of 67 participants. The subjects for the current study will consist of U.S. small business owners selected using multiple sampling frames. Although multiple sampling frames hamper generalization to the population, it allows for convenience and is suitable for difficult and rare populations (). Subjects in the study must fit the definition of small business owner, one who establishes an independently owned and operated business for profit in the United States and has less than 500 employees. The current study has two types of variables: the independent and dependent variables. The dependent variables are succession preparedness, enterprise characteristics, and proportion of businesses with formal succession plans and the independent variable, small business owners’ approach to succession planning. The independent and dependent variables will be measured using an electronic questionnaire composed of items fromShow MoreRelatedRelevance And Importance Of Corporate Governance2102 Words   |  9 Pagesfamily-owned-and-managed. Predominantly small and medium in size, these businesses are the backbone of Indian economy with two-third contribution to GDP. They generate huge employment in the private sector and also play an important role in the social upliftment and welfare i.e. philanthropology. History of Indian businesses indicates that majority of prominent business houses like Tata, Birla, Bajaj, Walchand, Modi, Thaper, Dabur etc. According to the CII’s Family Business Network (India chapter), the grossRead MoreDessler Hrm12 Tif0511347 Words   |  46 PagesManagement, 12e (Dessler) Chapter 5 Personnel Planning and Recruiting 1) What is the first step in the recruitment and selection process? A) performing initial screening interviews B) building a pool of candidates C) performing candidate background checks D) interviewing possible candidates E) deciding what positions to fill Answer: E Explanation: The first step of the recruitment and selection process is deciding what positions to fill through personnel planning and forecasting. Building a candidate poolRead MoreHuman Resource Planning3781 Words   |  16 PagesHuman Resource Planning (3rd Class) Definition: The ongoing process of systematic planning to achieve optimum use of an organizations most valuable asset - its human resources. The objective of human resource (HR) planning is to ensure the best fit between employees and jobs, while avoiding manpower shortages or surpluses. The three key elements of the HR planning process are forecasting labor demand, analyzing present labor supply, and balancing projected labor demand and supply. RigorousRead MoreDoes Corporate Governance Enhance Firm Performance?7254 Words   |  30 PagesDOES CORPORATE GOVERNANCE ENHANCE FIRM PERFORMANCE? BY: DR. RONALD IWU-EGWUONWU Introduction: Nations thrive on the performance of their economic units the major part of which are business firms that operate in their corporate jurisdictions. The quality of performance of these firms is of great interest to governments because by them a great amount of the degree of economic development seen in a country is achieved. Governments fund their annual budgets to a great extend by the amount ofRead MoreOecd Principles of Corporate Governance19712 Words   |  79 Pagesmember countries, while maintaining financial stability, and thus to contribute to the development of the world economy; – to contribute to sound economic expansion in member as well as non-member countries in the process of economic development; and – to contribute to the expansion of world trade on a multilateral, non-discriminatory basis in accordance with international obligations. The original member countries of the OECD are Austria, Belgium, Canada, Denmark, France, Germany, Greece, Iceland, Irela ndRead MoreStrategic Human Resource Management View.Pdf Uploaded Successfully133347 Words   |  534 PagesHUMAN RESOURCE PLANNING ........................................... 257 THE HUMAN RESOURCE MANAGER AND STRATEGIC PLANNING .......................................... 268 SUMMARY............................................................. 272 NOTES.................................................................. 281 vii STRATEGIC HUMAN RESOURCE MANAGEMENT Table of Contents SECTION THREE .........................................................299 Human Resource Planning ...............Read MoreComparision of Corporate Governance in Different Countries in Report Foemat11603 Words   |  47 PagesCountries Abstract Companies in different countries are operating in different cultural, legal, social and economic environments. As a result, each country has developed its own corporate governance system that serves its business operations best. As the globalization of business speeds up in recent years, it is unknown whether there exists one best corporate governance system for all countries. The purpose of this study was to compare the corporate governance component factors in Germany, the UnitedRead MoreOverview of Hrm93778 Words   |  376 Pages†¢ Human (Homo-sapiens – Social Animal) †¢ Resources (Human, Physical, Financial, Technical, Informational etc) †¢ Management (Function of Planning, Organizing, Leading Controlling resources to accomplish goals efficiently and effectively) Management Dr. Mukhtar Ahmed of organizational Functions of HRM Basic functions that all managers perform: planning, organizing, staffing, leading, and controlling. HR management involves the policies and practices needed to carry out the staffing (orRead MoreLeading Change Paper8284 Words   |  34 Pageseffectively there are critical partnerships and alliances that a new manager must maintain in that organization. Companies are increasingly looking at strategic partnerships, alliances and joint ventures as avenues to enter new markets, establish new business offerings, across new distribution channels or pursue new areas of growth (Schwartz, 1999). Corporate alliances can help mitigate risks of new initiatives and they can also leverage skills and resources provided by others. Strategic partnershipsRead MoreUniqlo Annual Report21563 Words   |  87 PagesFA S T R E TA I L I N G C O . , LT D . Annual Report 2005 Year ended August 31, 2005 contents A message from the Chairman, President CEO Our Group UNIQLO business Business model Products Production Stores People Overseas activities 6 11 14 14 16 18 20 22 23 CSR Corporate history Financial section Investor information Corporate information MA strategy COMPTOIR DES COTONNIERS FOOT PARK Theory 24 25 26 27 28 30 32 54 55 It all started here The origin of our â€Å"anybody, anywhere, everyday†

Ap World History Compare and Contrast Free Essays

During the post-classical time period, both the Umayyad and Mongol empires rose to the height of their power through many similarities and differences. For example, both dynasties expanded by militaristic advances, but a single man was responsible for the rise of the Mongols and they also supported all faiths unlike the Umayyad. The Mongol founder, Genghis Khan, conquered surrounding nomadic tribes and brought them under his rule through extensive military conquest. We will write a custom essay sample on Ap World History Compare and Contrast or any similar topic only for you Order Now Over the entire rise of the Mongols, they gained Asia, Russia, the Middle East and parts of Europe all as territories. In fact, the land Genghis had obtained was so vast that it had to be broken up into to four kingdoms upon his death. To conquer new lands, the Mongols were experts on horseback and were known for their cruel and barbaric torturing rituals, such as â€Å"drawn and quartered. † Similarly, the Umayyad prevailed against people groups from Saudi Arabia all the way West to Morocco in Northern Africa. Unlike later Islamic dynasties, the Umayyad were mostly concentrated on power and the conquering of land by their brutal military tactics. With their capital at the central location of Damascus, in Syria, they were able to govern and expand their large Islamic kingdom effectively. Overall, both the Mongol and Umayyad empires expanded through military conquest during their rise to power. The Umayyad dynasty was formed from a clan of prominent Meccan merchants in Arabia. From their established reputations and connections throughout the region, they were able to rise to power and stabilize the Islamic community. Unlike the Umayyad, the Mongols rose to power from one man, Temujin, who is better known as Genghis Khan. At the age of twelve he was orphaned and began to form alliances with other boys his age. Then, over time he had his own army that began to conquer nomadic tribes. Little by little, he began to capture what would soon be his entire Mongolian empire. Not only were the Mongols created by a single man, but they were also accepting of all faiths. Ap World History Units 1-3 Study Guide iframe class="wp-embedded-content" sandbox="allow-scripts" security="restricted" style="position: absolute; clip: rect(1px, 1px, 1px, 1px);" src="https://phdessay.com/ap-world-history-units-1-3-study-guide/embed/#?secret=nktN2yPGNe" data-secret="nktN2yPGNe" width="500" height="282" title="#8220;Ap World History Units 1-3 Study Guide#8221; #8212; Free Essays - PhDessay.com" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"/iframe They did not persecute any specific religion; in fact they often adopted the native religions of the land because the Mongols had no strong religious influence. This allowed an easier rode to power because the conquered people felt less pressure to revolt on the Mongols. The Umayyad did the exact opposite in their empire since they were the rulers of the dar-al-Islam, or the house of Islam. They had substantial religious ties and favored Islamic people. Many times Christians, Jews, Zoroastrians and Buddhists were taxed heavily; this was called jizya. Also, people of different religions could not access wealth and positions of authority in the empire, which created an overall resentment of the Umayyads and a resistance to their rule. The Mongol and the Umayyad empires both had influential effects during the years of 500 to 1000 A. D and rose to power through many similarities and differences in their strategies. Overall both empires depended heavily on their military to expand territory, but they differed in the way they treated the conquered people. Both of these played a role in how each came to power, and also the total effect they left on the world. How to cite Ap World History Compare and Contrast, Papers

MUsic and its violence free essay sample

Discussion centers on the potential role of lyric content on aggression in short-term settings, relation to catharsis and other media violence domains, development of aggressive personality, differences between long-term and short-term effects, and possible dictating factors. As by behaving in symbolically aggressive ways. Though the aggression catharsis hypothesis has been thoroughly explored and debunked in several entertainment media domains, there has been relatively little work on the effects of songs with violent lyrics on aggression-related variables such as aggressive thoughts and feelings.Someone told me once that theres a right and wrong. Punishment was cure for those who dare cross the line. But it must not be true for jerk-offs just like you. And maybe its just bullwhip. Should play god and shoot you myself. ?Tool, Jerk-Off (1992) As evidenced by the creation of the Parents Music Resource Center and the policy of labeling music products containing violent lyrics, many people are concerned with potential deleterious effects of listening to songs with violent lyrics. An accumulating body of scientific research spanning 4 decades supports the hypothesis that exposure to violent media is causally related to subsequent expression of aggression in both short- and long-term time frames (e. G. , Anderson Bushman, AAA; Borrowing, 1 993; Bushman Anderson, 2001 The vast majority of this research has focused on violent elevation and movies (Houseman Miller, 1994).Recently, a small but relatively consistent research literature has shown that short-term exposure to violent video games causes increases in aggression and aggression-related variables (Anderson Bushman, 2001 Nonetheless, there remains among the general population and many practitioners a very strong belief in the age-old catharsis hypothesis?the belief that experiencing and expressing aggressive emotions and thoughts will decrease subsequent aggressive thoughts, feelings, and emotions (Bushman, 2002; Bushman, Bandmaster, Stack, 1999). This ancient Greek idea, later popularized by Brewer and Freud (1893-1895/1955) and now usually labeled venting, states that aggressive impulses can be reduced by watching, reading, or singing about anger and aggression as well Media Differences There are numerous differences between watching violent television, playing violent video games, and listening to popular music. One is the lack of a video component to audio-only music.Another is that aggressive lyrical content of popular music is often discernible only to the most attentive of listeners, whereas videotaped media (including music videos) make their violent intent abundantly and graphically clear. Some rock music songs have such garbled lyrics that they have given rise to debates about what the lyrics are (e. G. , Lieu, Lieu; Nina-Gouda-Dad-Vida; see Marsh, 1993). A third difference concerns attention. A large proportion of time spent listening to music involves paying attention to the music (not the lyrics) or to other tasks.Thus, effects of violent lyrics may generally be attenuated (relative to video- based media violence) simply because the lyrics are not processed by the listeners. Nonetheless, there are valid reasons to worry about potentially harmful effects of violent music lyrics. Numerous studies have shown that aggressive words can prime aggressive thoughts, perceptions, and behavior (e. G. , Anderson, Benjamin, Bartholomew, 1 998; Barge, Chem., Barrows, 1996; Berg Potentiometer, 1982). Indeed, such effects can occur even when the stimulus has not been consciously recognized (e. G. Barge et al. , 1996, Experiment 3). Furthermore, listeners are capable of recognizing themes Of music (I. E. , violence, sex, suicide, and Satanism) even when it is difficult to comprehend specific lyric content (Hansen Hansen, 1991). Additionally, music stimuli are played pedaled, both by radio stations as well as by listeners themselves. Craig A. Anderson and Nicholas L. Carnage, Department of Psychology, Iowa State University; Jeanie Banks, Texas Department of Human Services, Austin, Texas. Correspondence concerning this article should be addressed to Craig A.When Ones video antagonists are similar to Ones real antagonists, violent solutions modeled in the video world are more likely to be attempted in the real world than when the video antagonists are dissimilar (Bandeau, 1 986; Borrowing, 1993; Gene, 1990). The lack of concrete images in violent music may well allow listeners to imagine audio antagonists similar to real-world antagonists. Thus, there are reasons to expect violent-lyric songs to be either more or less influential than violent video materials.The present article reports five experiments testing the hypothesis that brief exposure to songs with violent lyrics can increase two variables that are key mediators of situational influences on aggression: aggressive cognitions and aggressive affect. In the next section, we briefly review the existing research literature. Then we show why the general aggression model (GAME; Anderson Bushman, 2001 ; Anderson Houseman, in press) suggests a focus on aggressive cognitions and affect. 961 Han students who preferred other genres of music, such as alternative, adult contemporary, dance?soul, or country.Listeners to heavy metal music held more negative attitudes toward women. Rap music fans were more distrustful. Similarly, Took and Weiss (1994) found a correlation between preference for rap and heavy metal music and below-average academic performance, school behavior problems, drug use, arrests, and sexual activity. Still other studies have found correlations between music type preferences and a variety of maladaptive behaviors but have not specifically linked lyric preferences to those behaviors.For a recent review, see Roberts, Christenson, Gentile, in press. ) Experimental Studies of Music Without Video Music Without Lyrics McFarland (1984) looked at the effects of exposure to tense, calm, or no- background music (without lyrics) on the emotional content of stories written for the Thematic Apperception Test. Participants who heard tense music wrote the most unpleasant stories. Like the music video studies, these results tell us little about lyric effects. However, they indicate that research on lyrics must control for effects of type of music. Past Music Research Music With Lyrics Experimental Studies of Music Videos Several field and laboratory experiments have examined effects of aggressive music videos. Waite, Hildebrand, and Foster (1992) observed a significant decrease in aggressive behavior on a forensic inpatient ward after removal of Music Television (MAT). Peterson and Post (1989) found that exposing males to neurotic violent music videos led to a significant increase in adversarial sexual beliefs and negative affect.Johnson, Jackson, and Agate (1995) found that males who had been randomly assigned to view violent rap music videos became more accepting of the use of violence in dealing with interpersonal robbers. Related research found that males and females exposed to violent rap music videos became more accepting of teen dating violence (Johnson, Adams, Suborn, Reed, 1995). College students exposed to rock music videos with antisocial themes produced a greater acceptance of antisocial behavior (Hansen Hansen, 1990).Students were also more likely to accept stereotypic sex-role behavior after being exposed to music videos that displayed similar behavior (Hansen, 1 989; Hansen Hansen, 1988). Music video studies are valuable in their own right, but they do not provide information about the effects of exposure to violent lyrics without video. Music videos are much more like other video media (TV, movies) in that they can tell a story with graphically violent images; the finding that they produce similar effects is not surprising.Correlation Studies of Music Preference and Behavior Correlation studies have suggested a connection been the kind of music youth listen to and various maladaptive behaviors and attitudes, though the direction of causality is not clear. Rubin, West, and Mitchell (2001) found that college students who preferred rap and heavy metal music reported more stile attitudes Only a few studies have specifically examined the influence of violent songs on aggression-related variables. Interestingly, most have found no effects of lyrical content (e. G. , Ballard Coates, 1 995; SST. Lawrence Joiner, 1991; Winemaker Recognize, 1989). For example, participants in Ballard and Coasters (1995) study heard one of six songs varying in genre (rap vs.. Heavy metal) and lyric (homicidal, suicidal, neutral). Lyric content had no impact on mood measures, including anger. In other studies showing no effect, the genre of the songs (heavy teal) made the lyrics nearly incomprehensible, a problem noted by the researchers themselves. Barongs and Hall (1995) reported a study suggesting that antisocial lyrics can affect behavior, but the target behavior was not clearly aggressive; thus, its relevance to our work is unclear. Male college students listened to misogynous or neutral rap music, viewed three vignettes (neutral, sexual-violent, auscultative), and then chose one of the three vignettes to be shown to a female confederate. Those who had listened to the misogynous music were significantly more likely to choose the auscultative vignette. Western, Crown, Stuntman, and Hackers (1997) reported mixed results. Male undergraduates were exposed to either (a) sexually violent music and lyrics, (b) the same music without lyrics, (c) sexually violent lyrics without music, or (d) no music or lyrics.Results yielded no differences in negative attitudes toward women among the four groups. However, participants exposed to violent lyrics viewed their relationships with women as more adversarial. Overall, the few published studies on the effects of exposure to songs with violent lyrics have produced mixed results, perhaps because of methodological problems involving confounds with arousal or lyrics that were indeci pherable. We build on prior work by using a social- cognitive theoretical perspective that has emerged from aggression research in several different domains, including media violence.ANDERSON, CARNAGE, AND BANKS 962 Theoretical Perspective The theoretical basis for the present experiments comes from our earlier work on GAME (Anderson, 1997; Anderson, Anderson, Douser, 1 996; Anderson Bushman, Bibb; Anderson, Douser, Denned, 1995; Anderson Dill, 2000; Anderson Houseman, in press). This model draws on empirical and theoretical contributions from overall research groups, most notably the social- cognitive work of Bandeau (1986), Borrowing (1 993), crick and Dodge (1994), Gene (1990), Wassermann (1988), and Michel (1973).Figure 1 presents the single-episode portion of this model. Effects of situational (e. G. , violent media) and personality (e. G. , trait hostility) input variables combine (sometimes interactively) to influence aggressive behavior by influencing the present internal state (cognition, affect, and arousal) and subsequent appraisal and decision processes. These main pathways are linked in Figure 1 by the bold lines with arrows. The dashed lines within the Present Internal State box indicate that these components affect each other.Because of potential arousal effects on other variables, it is important to control induced arousal when examining effects on cognition and affect. The focus of this article is lyric effects on current cognition and affect, so we do not discuss appraisal and action aspects of GAME. According to GAME, long-term effects accrue via the development of highly accessible knowledge structures and emotional desensitizing to violence by well-established social- cognitive learning and systematic desensitizing recesses. In brief, each media violence episode constitutes a learning trial in which one rehearses aggressive thoughts and primes aggression-related affects, creating and making chronically accessible hostile attitudes, beliefs, expectations, and scripts (Anderson Bushman, Bibb; Anderson Houseman, in press. ) Overview theoretical and empirical reasons. GAME explicitly incorporates individual differences as factors important in each individual life episode and as something that develops from life experiences. Past research has demonstrated the importance of trait hostility in a variety of aggression intents.For instance, the effects of exposure to violent movies sometimes (but not always) differ for people who score low versus high on measures of trait aggressiveness (Anderson, 1997; Bushman, 1 995; Bushman Gene, 1990). Similarly, aggressive personality has been linked to n. Wow aggressiveness biases. Dill, Anderson, Anderson, and Douser (1997) found that aggressive people are more likely to expect others to solve problems by use of aggressive behaviors (hostile expectation bias) and are more likely to see interpersonal interactions as aggressive encounters (hostile perception bias).Humorous content was included both to test the generalization of violent song effects and because past research suggests that humor might mitigate effects of aggression-stimulating variables (Baron, 1 978; Borrowing, 1970; Mueller Downtrodden, 1977). Humorous (vs.. Numerous) content may combine additively or interactively with violent (vs.. Nonviolent) content in their effects on subsequent aggressive thoughts and feelings. If they combine additively, then violent humorous songs should yield higher levels of aggressive affect and thought than nonviolent humorous songs but should be fairly comparable with no-song control conditions.If they combine interactively, then humorous songs should yield relatively low levels of aggressive thought and affect regardless of whether they are also violent or nonviolent. Experiments 1 and 2 assessed effects of violent lyrics on state hostility and aggressive cognitions, respectively. Experiment 3 assessed effects of violent lyrics and trait hostility on state hostility and aggressive cognitions using a broader set of songs and a different measure of aggressive cognition.Experiments 4 and 5 examined the combined effects of violent humorous song lyrics on aggressive thought and affect and included trait hostility. The present studies investigated effects of violent songs on aggressive thought and affect, controlling for arousal effects by song selection and by measuring perceived arousal. We also investigated potential moderating effects Of two variables: trait hostility and humorous content. Trait hostility was included for both Experiment 1 Method Participants Twenty-nine female and 30 male students from a large Midwestern university participated.About half were recruited by members of a senior psychology class as part of a class project The rest were from the psychology participant pool in a later semester, and participated for extra credit. This experiment used a 2 (song) D 2 (sex) 0 2 (participant pool) factorial design. The participant pool factor was included in the statistical analysis but had no reliable effects. Songs Figure 1 . The general aggression model. Main pathways are linked by bold lines with arrows. Dashed lines within the Present Internal State box indicate that these components affect each other.From Human Aggression, by C. A. Anderson B. J. Bushman, 2002, Annual Review of Psychology, 53, p. 34. Copyright 2002 by Annual Reviews. Reprinted with permission. We solicited suggestions from students from the same undergraduate population for pairs of contemporary rock songs that had the following characteristics. One song had to have clearly violent content, whereas the other had to have no (or minimal) violent content. Both had to be understandable, the same type (e. G. , both hard rock or both soft rock), and about the same length. Finally, we wanted both songs to be by the same group. We used two songs, each about 5 min long, by the group Tool: Jerk Off (violent; Tool, 1992, from the album Opiate) and Four Degrees (nonviolent; Tool, 1 993, from the album Undertow). Procedure After reading and signing a consent form, participants learned that the experiment involved how different songs affect performance on various tasks. They were to listen to a contemporary song, complete a couple of psychological tasks, and then answer a few questions about the song.Participants then listened to the assigned song, completed the State Hostility Scale (SSH; Anderson et al. , 1995), completed a longer unrelated task, and were debriefed. The SSH contains 35 sentences describing current feelings (either hostile or friendly). For example, two hostile items read, l feel like yelling at somebody and l feel furious. Respondents rate each Sentence on a 5-point Liker-type call (1 D strongly disagree, 3 L] neither agree nor disagree, 5 D strongly agree). The friendly items are reverse scored. The scale typically produces internal reliability estimates in the . 0 -. 95 range, but three items (l feel willful, l feel tender, I feel vexed) often show poor item-total correlations. Willful displayed a low item-total correlation in the present study, so we dropped it. Coefficient alpha was . 96. Rest Its and Discussion Sex was included in the analyses as a covariate rather than as another two- level factor. 1 The 2 (song: violent vs.. Nonviolent) 0 2 (participant pool: volunteer vs.. Psychology) ANCHOVY yielded two statistically reliable effects. As predicted, the violent song produced higher levels of state hostility than did the nonviolent song (Ms 0 2. 0 and 2. 19, respectively), HI, 54) 5. 97, MUSE C 0. 426, p 0 . 02. In addition, females reported higher levels of state hostility than males (MS 2. 62 and 2. 17, respectively), F(l, 54) 6. 71, MUSE 0. 426, p D . 02. 2 This somewhat unusual finding is probably due to the fact that in our participant pool, females typically do not like hard rock music to the same extent as males. These results indicate that the violent content of rock songs can increase linings of hostility when compared with similar but nonviolent rock music.It is important to note that this violoncellists effect occurred in the absence of any provocation. The low absolute level of the SSH means reflect this lack of provocation. Experiment 2 Experiment 2 was identical to Experiment 1 in all respects except that the dependent variable was a measure of aggressive cognition. Sixty-one undergraduates (30 females, 31 males) participated either as volunteers or as a part of their introductory psychology class. The dependent variable was based on participants ratings of a large number of word pairs from Bushman (1996).Bushman identified 10 words as clearly aggressive in meaning (blood, butcher, choke, fight, gun, hatchet, hurt, kill, knife, and wound) and 10 words as ambiguous in meaning, having both aggressive and nonaggression meanings (alley, animal, bottle, drugs, movie, night, police, red, ro ck, and stick). Bushman showed that people who score high on trait hostility tended to perceive relatively greater similarity of meaning between pairs of aggressive and ambiguous words (from these two lists) than do people who score low on trait hostility.We adapted Bushmans (1996) task in the following way. All possible pairs of Hess 20 words were presented to participants with instructions to rate each pair on how similar, associated, Or related the paired words seemed to be. Ratings were made on 7-point scales anchored at 1 (not at all similar, associated, or related) and 7 (extreme- 963 lay similar, associated, or related). We calculated three average similarity scores for each participant: aggressive-aggressive word pairs (45), aggressive-ambiguous word pairs (100), and ambiguous? ambiguous word pairs (45).Our reasoning and predictions were quite simple. If listening to violent lyrics increases the accessibility of aggressive thoughts in semantic Emory, then ambiguous words will tend to be int erpreted in a relatively more aggressive way, leading to relatively higher similarity ratings of aggressive-ambiguous pairs. This same semantic priming process might also increase the perceived similarity of aggressive-aggressive pairs and of ambiguous-ambiguous pairs, but these increases should be small relative to the violent song effect on aggressive-ambiguous pairs.We used the other two word-pair types as within-subject controls. Thus, we predicted violent (vs.. Nonviolent) song participants to give larger similarity ratings of aggressive- ambiguous word pairs relative to their ratings of ambiguous?ambiguous and aggressive-aggressive word pairs. We computed a contrast score reflecting the main prediction. We averaged each participants aggressive-aggressive and ambiguous?ambiguous scores. From this control rating we then subtracted each persons aggressive-ambiguous score.

Alas, Babylon essays

Alas, Babylon essays The women in this novel have important roles. Most of the time the women are shown as the caregivers who watch over the children. There are many examples of this in this novel. Helen Bragg is the wife of Mark Bragg. She is very important in this novel because she shows a real motherly and caregiver role. In chapter four, Helen and her two kids, Ben Franklin and Peyton, are leaving to go stay with Randy. Mark has to stay behind in Omaha in a military place called The Hole. Mark says to Helen, Your job is to survive because if you dont the children wont survive. That is your job. There is no other (66). Mark states her role here. She needs to survive in order to take care of the children so they will survive too. While Helen and the children are staying in Randys house, she tries to keep things as normal as possible after the nuclear attacks. She tells Ben to wash his hands before they eat dinner. This also shows that she is in a caregiver role. Another woman with a caregiver role in this novel is Lib McGovern. When Helen has a fantasy about Randy being Mark, she kisses him and this freaks out Randy. He talks to Lib for help. She tells him that she wanted to major in psychology and that Helen was having a fantasy. Randy says, Youre talking like a professional, Lib (223). Her role is to help Randy with his problems. Another time when Lib has an important role in this story is when she goes over to Admiral Sam Hazzards house with Randy. Admiral and Randy are discussing what to do about the highwaymen that attacked Dan and stole his things and the only good car that they had. Lib is sitting there with those two men when she finally has to make a suggestion. She says that the best way to get the highwaymens attention is to ask Rita for her grocery truck and gasoline. The Admiral all this time treats her like a mess girl. After Lib sugges ...

Free Essays on The Communist Manifesto

of The Communist Manifesto written by Karl Marx and Friedrich Engels. The Communist Manifesto lays out the objectives, principals, and ideas of the Communist point of view. The Communist Manifesto consists of 4 sections. The first section discusses the Communist’s theory of history and the relation between the bourgeoisie and the proletarians. The second section explains the relation between the Communists and the bourgeoisie. In the third section, Marx points out the problems with the other previous socialist and communist literature. The final section points out the political plan for Communism. Marx explains in the first section the nature and the history of the bourgeoisie. The topic of class antagonism is brought up. In the past there has always been a conflict between classes in a society. Every conflict has either ended in a revolutionary construction of the society or a particular class has been ruined. Marx points out that the class antagonism has split society into two feuding classes, the Bourgeoisie and the Proletariat. The bourgeoisie class consists of Capitalists, which are the owners of the means of production. The proletariat class contains the working class. The bourgeoisie have been the reason for several revolutions in the mode of production. They were the ones that gave the development of the Modern Industry. The bourgeoisie also started the world-market. These were the people that had most of all the political say in the state. The state merely just followed what the bourgeoisie wanted. In order for the bourgeoisie to survive they have to keep revolutioni zing means of production. With the new Modern Industry the proletarians have become the majority of society because of ... Free Essays on The Communist Manifesto Free Essays on The Communist Manifesto The Communist Manifesto â€Å"Let the ruling classes tremble at a Communistic revolution. The proletarians have nothing to lose but their chains. They have the world to gain. WORKING MEN OF ALL COUNTRIES, UNITE!† These are the last words of The Communist Manifesto written by Karl Marx and Friedrich Engels. The Communist Manifesto lays out the objectives, principals, and ideas of the Communist point of view. The Communist Manifesto consists of 4 sections. The first section discusses the Communist’s theory of history and the relation between the bourgeoisie and the proletarians. The second section explains the relation between the Communists and the bourgeoisie. In the third section, Marx points out the problems with the other previous socialist and communist literature. The final section points out the political plan for Communism. Marx explains in the first section the nature and the history of the bourgeoisie. The topic of class antagonism is brought up. In the past there has always been a conflict between classes in a society. Every conflict has either ended in a revolutionary construction of the society or a particular class has been ruined. Marx points out that the class antagonism has split society into two feuding classes, the Bourgeoisie and the Proletariat. The bourgeoisie class consists of Capitalists, which are the owners of the means of production. The proletariat class contains the working class. The bourgeoisie have been the reason for several revolutions in the mode of production. They were the ones that gave the development of the Modern Industry. The bourgeoisie also started the world-market. These were the people that had most of all the political say in the state. The state merely just followed what the bourgeoisie wanted. In order for the bourgeoisie to survive they have to keep revolutioni zing means of production. With the new Modern Industry the proletarians have become the majority of society because of ...

Rhetorical Analysis Essay Example | Topics and Well Written Essays - 750 words

Rhetorical Analysis - Essay Example Discussion In a rhetorical analysis, one attempts to analyse how the artist (speakers/authors/filmmakers) attempt to persuade, motivate, and/or acquaint their audiences by viewing the different components that combine to make up the persuasive art (Black, 1965). Thus, we can say that rhetorical analysis is: Rhetoric Persuasive art Analysis Disintegrating something into its component parts, in order to interpret and understand how the broken down parts fit together and combine to form the final thing. Components of rhetoric: Rhetoric is generally divided into certain basic key areas: 1. Purpose: This comprises of trying to comprehend the intended objective of a speech or a text matter. 2. Audience: here one must try to locate the targeted audience, since a speaker/author's intended audience plays a significant role in the manner in which the speaker/writer addresses the targeted audience. 3. ... Logos: The appeal of logos refers to the application of reasoning by the speaker/author to address his audience. This is evident in the use of the statistical representations, legal analysis, definitions, and comparative analysis. There are various aspects within a rhetorical analysis: 1. Verbal Rhetoric (written and/or spoken) V/O narration; monologue, dialogue, captions, mode of address (formal/informal, eg ‘George’, ‘Mr Bush’, or ‘President’) 2. Presentational Rhetoric Tone of voice (as for example the differences in the tone of voice between the radio jockeys of two different stations) Style of dress Nature of setting Non-verbal communication Features in setting (as for example, authority of speaker enhanced by quiet location, bookshelves, pot plants, etc.; diminished by bustle, competing voices, etc) 3. Photographic (Framing) Rhetoric Type of shot (for enabling viewers to identify with a character’s emotions) Camera movements (moveme nt of the frame) Movement of objects in relation to camera (movement within the frame) 4. Editing Rhetoric Editing creates responses by juxtaposing images Editing rhetoric is conventional but dynamic Conventions themselves change over time (as for example, the passing of time) Speed of cutting – increased over time. Why might this be? Case study 1: Rhetorical analysis of the end scenario in Shawshank redemption The Shawshank Redemption is a movie where the chief protagonist Andy Dufreine maintained his hope even in face of daily tribulations and ordeals, he faced during his prison, this rhetoric was communicated to the audience through the perfect use of verbal, photographic, presentation and editing rhetoric throughout the entire movie.

Academic Skills Essay Example | Topics and Well Written Essays - 1250 words

Academic Skills - Essay Example twentieth century, when the world was moving towards immense development at a global level, Nigeria was experiencing high unemployment, weak economy, abandoned and ruined educational system, high poverty, increased corruption and other malpractices in the private and public sectors, increased rates of crime, international criticism and imposed sanctions, and a bad management system. Okonkwo (p.58), along with other leaders, sociologists, and researchers advocated a strong need for a revamped and innovated educational system. Although the need for good education was recognized at the beginning of this century, or even earlier dating back to the colonial period (Ajayi, 420), researches conducted in recent times have also identified these or very similar needs. For example, Odia and Omofonmwan (p.81) have identified specific problems related to the educational system such as decline in standard, deterioration of facilities, examination malpractices, mass promotion syndrome and others. Ajibade stated, ‘Many Nigerian elites, going by the quality of their contributions to debates, are suffering from acute â€Å"intellectual malnutrition.† It is now pretty difficult to fight ignorance in Nigeria, a country which the World Bank report for 1991 says is the 13th poorest nation in the world. The per capita income of an average Nigerian hardly permits him the luxury of getting information materials. Not many Nigerians can afford the exorbitant prices of books.’ (qtd. in Ihonvbere, 73). This indicates two factors affecting the Nigerian education, firstly the standard of education and secondly, socioeconomics of the nation. In fact, academic crises and strength of sociopolitical conditions are interdependent. On similar terms, Odia and Omofonmwan (p.82) pointed out that education in the contemporary times has become the privilege of the affordable masses, and a business with great earning potential for the educationalists. Their research discovered that most of the

An evaluation of crime statistics

An evaluation of crime statistics Crime Statistics Evaluated. Crime statistics ought to be evaluated in light of a number of factors that can mislead social constructions of offending. Conclusions drawn from individual data sets are to be evaluated against the dark figure of crime and commonly held myths. Statistical data are mostly gathered and interpreted to suit political and corporate agendas (Chambliss, 2001; Croall, 1998; Rampton Stauber, 2001; Slapper Tombs, 1999). The criminalization/decriminalization of specific activities/behaviours, for instance, can considerably transform crime trends (Croall, 1998). Male homosexuality, for instance, wasnt decriminalized in Britain until the 1960s (Croall, 1998; Downes Morgan, 1997). Other issues stem from how the data is collected. Surveys conducted by household, for instance, dont include the victimization of homeless people (Kershaw et al., 2000). Furthermore, crimes in which offenders and victims are consenting parties (for example drug dealing) are largely unreported (Kershaw et al., 2000; M aguire, 1997). A lot has been done to refine the collection of crime data. The introduction of victims surveys in the British Crime Survey, for instance, has improved the quality of data collection on crimes that are not recorded by the police (Kershaw et al., 2000; Zedner, 1997). Nevertheless, the reliability of statistics on offending remains questionable. Public myths over the crime problem, combined with corporate interests, drive political activities, which in turn work to mould public perceptions. These are perpetuated by the media who tend to sensationalize street crime, for instance, in order to attract the readership (Chambliss, 2001; Reiner, 1997; Slapper Tombs, 1999). The proceeding lines will provide an account of current statistics and trends, following this line of reasoning. Looking at the shape of crime as it appears from the 2004 BCS summary of trends, it appears that rates of offending have consistently dropped in the past decade (Dodd et al., 2004). More in detail, since 1995 violent crimes have decreased by 36%. Acts of vandalism have decreased by 27%. Vehicle theft, theft from the person, other types of theft and burglary rates appear to have declined, respectively, by 51%, 9%, 36% and 47% (Dodd et al., 2004). Though the validity of these figures, to an extent, cannot be totally dismissed, particularly in sight of their statistical significance, they should be further investigated. Many of these crimes, including vandalism and theft, for instance, are assessed by household (Dodd et al., 2004). Therefore theft offences from homeless people may not appear in these figures. Crimes of violence, on the other hand, are statistically assessed against the overall number of adults in England and Wales (Dodd et al., 2004). In this case, illegal immigrants who do not appear in official registers are not included. The table published by the Home Office also contains a definitional bias. As it was acknowledged by the authors themselves: The BCS common assault definition includes minor injuries. From 2002/03 the recorded crime definition does not include minor injuries  (Dodd et al., 2004). This means that figures related to common assault included a larger variety of violent episodes in the years prior to 2002. This can account for the 43% drop in common assault since 1995 (Dodd et al., 2004).The monitoring of other types of offending, such as cybercrime, has been introduced by external agencies (Power, 2000), though the Home Office themselves have addressed the problem in current publications (Morris, 2004). Cybercrime refers to a variety of offensive activities, to include theft of proprietary information [ ¦], financial fraud [ ¦] [and the] creation and distribution of computer viruses  (Power, 2000: 4). According to the Computer Emergency Response Team (2000), there was a considerable increase in the reporting of internet alerts between 1988 and 1999. It should be noted that this could be largely due to the limited access and technological tools available in the 1980s, compared to the 1990s. Internet alerts, however, fell by the year 2000 (Power, 2000), maybe due to more advanced preventative measures. Financial fraud can currently be denounced as a type of cybercrime, in that it often employs a network of internet transactions, involving large amounts of money and large scale victimization, internationally and over long periods of time (Levi, 1987; Rampton Stauber, 2001; Slapper Tombs, 1999). Corporate and internet offending tend to be largely undetected due to their complex nature (Levi, 1987; Rampton Stauber, 2001; Slapper Tombs, 1999). Because of this, corresponding data tends to be scattered between a variety of agencies (Power, 2000; Slapper Tombs, 1999). A strategic and more advanced model, therefore, should be developed to effectively address the emerging new trends of offending. References Chambliss, W. J. (2001) Power, politics and crime, Oxford, Westview Press.Croall, H. (1998) Crime and society in Britain, London, Longman.Dodd, T., Nicholas, S., Povey, D. Walker, A. (2004) Crime in England and Wales 2003/2004, http://www.homeoffice.gov.uk/rds/pdfs04/hosb1004.pdf Downes, D. Morgan, R. (1997) Dumping the Hostages to Fortune? The politics of Law and Order in Post-War Britain, in: Maguire, M., Morgan, R. Reiner, R. (eds.) 1997, The Oxford Handbook of Criminology, Oxford, Oxford University Press.Kershaw, C., Budd, T., Kinshott, G., Mattinson, J., Mayhew, P. Myhill, A. (2000) Home Office Statistical Bulletin: the 2000 British Crime Survey, London, Home Office.Levi, M. (1987) Regulating Fraud, London, Tavistock.Maguire, M. (1997) Crime statistics, patterns, and trends: changing perceptions, in: Maguire, M., Morgan, R. Reiner, R. (eds.) 1997, The Oxford Handbook of Criminology, Oxford, Oxford University Press.Morris, S. (2004) The future of netcrime now: Part 2 -respon ses, http://www.homeoffice.gov.uk/rds/pdfs04/rdsolr6304.pdfPower, R. (2000) Tangled Web: tales of digital crime from the shadows of cyberspace, Indianapolis, Que.Rampton, S. Stauber, J. (2001) Trust us, were experts, New York, Penguin/Putnam.Reiner, R. (1997) Media made criminality: the representation of crime in the mass media, in: Maguire, M., Morgan, R. Reiner, R. (eds.) 1997, The Oxford Handbook of Criminology, Oxford, Oxford University Press.Slapper, G. Tombs, S. (1999) Corporate Crime, London, Longman.Zedner, L. (1997) Victims, in: Maguire, M., Morgan, R. Reiner, R. (eds.) 1997, The Oxford Handbook of Criminology, Oxford, Oxford University Press.

Psychoanalytic Personality Assessment Essay

Psychoanalytic theory was developed by Sigmend Freud. It is a system in which unconscious motivations are considered to shape normal and abnormal personality development and behavior. Psychoanalysis is commonly used to treat depression and anxiety disorders. Freud’s Psychosexual Theory of Development explains that if there was a conflict in a stage and not resolved that person would be fixated. Carl Jung’s Analytic Psychology is according to the mind or psyche. Alfred Alder’s Individual Psychology is the importance of each person’s perceived niche in society. Freud’s work is now the most heavily cited in all of psychology. Most of Freud’s patients did not need treatment so he resorted to using hypnosis. He used the technique of free association in order to understand the causes of mental and physical problems in his patients. Dreams to him were saw as pieces and hints of unconscious. The problems of inner conflict and tension are found in dreams. There are three structured parts in the mind according to Freud. The three parts are id, ego, and superego. Freud’s and Jung are compared by using unconscious sexuality in their theories. The id, das es in German means the it; it operates according to the demands of the pleasure principle to reduce inner tension. Ego is the Latin word for I. Personality that deals with the real world according to the reality principle to solve real problems. Superego rules over the ego and parts are unconscious, though it constrains our individual actions. Freud looked for meaning in minor connections thoughts and behaviors. Now 100 of years later there are no three levels id, ego, and superego. Freud was correct in concluding that certain parts of the mind are not subject to conscious awareness. His theories opened new approaches to human nature and psychotherapy. Carl Jung theory is divided into three parts just as Freud’s theory is. The three are unconscious, personal unconscious, and collective unconscious. Freud and Carl embody the sense of self for unconscious. Personal unconscious are thoughts and urges that are unimportant at the present. This contains past (retrospective) and future (prospective) material to be compensated to have a balance. Collective unconscious is comprises a deeper level of unconsciousness and is made up of powerful emotional symbols called archetypes. Archetypes are derived from the emotional reactions of our ancestors. Carl Jung was interested in the deepest universal aspects of personality and expanded ideas of the unconscious to include emotionally charged images and expanded ideas of all generations. He also gives the concepts of complexes meaning emotionally charged thoughts and feeling on a particular them. Another thing is he describes personality as being comprised of competing forces pulling against one another to reach equilibrium. Alfred Adler focused on the social world and its identity. Adler and Freud’s differences were in the origin of motivation. Freud theory was based on prime motivations that were built on pleasure and sexuality. Adler’s theory is based on motivations that are more complex. Adler was much more concerned with social conditions and saw the need to take preventive measures to avoid disturbances in personality. He believed personality problems can be avoided by using detailed knowledge about individuals to construct healthier social environment. Personality typology based loosely on Greek notions of the bodily humors. He believed in positive goal oriented and nature of human kind. There are two characteristics that I agree with which are: Jung’s personal unconscious and Alder’s superiority complex. There are two characteristics that I disagree with which are: Freud’s latency stage and Alder’s collective unconscious. Psychosexual Development has five stages: oral stage, anal stage, phallic stage, Oedipus complex, Electra complex, latency stage, and genital stage. Oral stage is where we satisfy our hunger and thirst. Anal stage is where we feel relief when defecating. Phallic stage is where adolescents focus on genitals. Oedipus stage is where a young boy wants to kill his father to marry his beloved mother. This is the opposite for girls in the Electra complex. Latency stage is where adolescents focus more on academics and friendships. Genital stage is where marks the beginning of an adult life of normal sexual relations, marriage, and child-rearing. Challenges from the outer environment and from our inner urges threaten us with anxiety; there are three defense mechanisms that I can relate to very well. The three are reaction formation, displacement, and rationalization. The processes that the ego uses to distort reality to protect itself are called defense mechanisms. Reaction formation is the process of pushing away threatening impulses by overemphasizing the opposite in one’s thoughts and actions, e.g. Josephine was a classmate of mine in 2008. A lot of my peers in that year were exposing themselves to be either gay or lesbian. Josephine’s religious and outspoken background made her very judgmental towards her peers. Ultimately, the summer of 2009 being in the spotlight of high school she had a girlfriend. Displacement is the shifting of the target of one’s unconscious fears and desires, e.g. Jason and I get into arguments all the time just as any normal couple. The dishes were not washes like I had asked. For some reason my frustration was at an all-time high. The dog tipped over the trash can in the kitchen and in the bathroom. Not to mention the dog feces in the living. I had enough so I kicked my dog, Charles. Rationalization is a mechanism involving post-hoc logical explanations for behaviors that were actually driven by internal unconscious motives, e.g. I want to move back home so that it will be easier for the baby and I just know it would be so much easier and a better opportunity for me to concentrate on school, but the underlying is that I just want to leave my current home. In conclusion, psychoanalytic theory was developed by Freud. This is a system in which unconscious motivations are considered to shape normal and abnormal personality development and behavior. Both Freud and Jung believed ego played a huge part in personality and the unconscious sexuality. Adler and Freud’s theory differed by the origin of motivation. Freud believes in prime motivations were pleasure and sexuality. Adler believes in human motivations that are more complex. Like Jun Adler believed in the importance of the teleological aspects, or goal-directedness of human nature. Difference in Freud’s and Adler’s philosophies was that Adler was much more concerned with social conditions. He saw the need to take preventive measures to avoid disturbances in personality. In all of these theories helped open new approac hes to human nature and psychotherapy. References Friedman, H. S., & Schustack, M. W. (2011). Personality. Classic Theories and Modern Research (5th ed.). Retrieved from University of Phoenix eBook Collection database.

Rhetorical Modes Matrix Essay

The art of telling stories. Structure – Usually in chronological order, which events are told in the order in which they occurred Two Tips – 1. A plot summary can help you create a chronological outline. 2. Start with a strong intro to hook your reader into wanting to continue reading. Illustration: Purpose – Clearly demonstrates and supports a point through the use of evidence. Structure – Order of importance: arranges ideas according to their significance Two Tips. Use evidence that is appropriate to your topic as well as your audience. 2. Vary the phrases of illustration you used, it is critical when trying to keep readers engaged Description: Purpose – To make sure your audience is fully immersed in the words on the page by using sensory details. Structure – Spatial Order, depending on the writer, descriptions could go from top to bottom or left to right. Two Tips – 1. Avoid â€Å"empty† descriptors if possible. 2. Use spatial order to organize your descriptive writing. Classification: Purpose – To break broad subjects down into smaller, more manageable, and more specific parts Structure – Organized by breaking it down into subcategories Two Tips – 1. Choose topics you know well when writing this type of essays. 2. Make sure you break down your topic at least three different ways. Process Analysis: Purpose – The purpose is to explain how to do something or how something works. Structure – In chronological order, step by step instructions on how something is accomplished Two Tips – 1. Always have someone else read it to make sure it makes sense. 2. Always use strong details and clear examples Definition: Purpose – The purpose is to simply define something. Structure – It is organized by context, the circumstance, conditions, or settings in which something occurs or exists Two Tips – 1. Avoid terms that are too simple, that lack complexity. 2. you are more likely to write a more interesting essay if you are writing about something you are familiar with. Compare & Contrast: Purpose – To determine how various phenomena are related in terms of origins and results. Structure – The cause-and-effect essay can be organized in two primary ways: 1. Start with the cause(s) and then talk about the effect(s); or 2. Start with the effect(s) and then talk about the causes. Two Tips – 1. As soon as you claim that one cause or effect is more crucial than the others, you have developed a thesis. 2. Be sure to have clear evidence to support the claims that you make. Cause & Effect: Purpose – To convince, motivate or move readers toward a certain point of view or opinion Structure – Structural Components: Intro & thesis, Opposing & qualifying ideas, Strong evidence, Style & tone, Compelling conclusion Two Tips – 1. A productive approach is to persuade your reader to consider your opinion as a valid one, one simply the right one. Avoid forming a thesis based on a negative claim Persuasion: Purpose- Persuasive writing, also referred to as a creative writing or an argument, is a piece of writing in which the writer uses words to convince the reader of his/her view regarding an issue. Structure- Persuasive writing, also referred to as a creative writing or an argument, is a piece of writing in which the writer uses words to convince the reader of his/her view regarding an issue. Two Tips – 1. Do not neglect opposing viewpoints and arguments in the essay. 2. Acknowledging other viewpoints can actually strengthen your own points.

Analysis Of The Book The Scarlet Letter - Free Essay Example

Sample details Pages: 3 Words: 891 Downloads: 5 Date added: 2019/05/17 Category Literature Essay Level High school Tags: The Scarlet Letter Essay Did you like this example? The scarlet letter a classic novel by Nathaniel Hawthorne, is about a young married woman named Hester Prynne who moves to Boston from Europe by herself who commits adultery with reverend Arthur Dimmesdale while awaiting her husband who had not made it to Boston. Hester then gives birth to a little girl named Pearl. Eventually her husband shows up, but only hester knows who he is really. Don’t waste time! Our writers will create an original "Analysis Of The Book The Scarlet Letter" essay for you Create order When he arrived he found out that his wife had a kid, and swears revenge on Pearls father. For seven years, Arthur is persecuted in secret by Hesters husband, Roger. Later Arthur and Hester plan to go to Europe to live a better life, but Arthur dies, and Hester and Pearl leave to Europe and stay for awhile. Pearl gets married and Hester moves back to Boston, to live in the same cottage, resume doing charitable work, and wear the scarlet letter. She then dies alone and is buried next to Arthur under the same tombstone bearing only the letter A. The Scarlet Letter is historically significant because it can relate to todays world and society, and shows the overwhelming traditions that have stayed the same throughout the years, such as the way women are treated and shamed, how affairs managed, and also how homelessness can relate to Hester personally. In the novel, a younger woman, Hester Prynne, is a publicly shamed for committing adultery, concluding to a illegitimate child. She was punished for her crime and secrecy, she was condemned to wear a scarlet A on the chest of her clothing for the rest of her life in Boston. When standing before the crowd they would chant and yell hurtful words to her. Behold, verily, there is the woman of the scarlet letter; and, of a truth, moreover, there is the likeness of the scarlet letter running along by her side! Come, therefore, and let us fling mud at them! (66) Women today are shamed the same way Hester was back then. This type of shaming, also known as slut shaming is usually meant towards lower-status woman as a way to degrade them for the way they dress, or the frequency of their affairs. In Nathaniel Hawthornes The Scarlet Letter Hester wore the letter A on her chest for the world to see. It was a way for the community to shame her for her adultery. Today, girls are wearing a new type of scarlet letter that is much more permanent and much harder to handle. Their scarlet letter is in the form of slut-shaming both on the Internet and in the school hallways. People in both todays society and Hesters society do the same things to people. Then and now, society hasnt changed what we do to people only the name that we call it. In addition to the way that women are shamed, the way that our civilization manages affairs, and adultery now is both the same and different. Adultery then was appeared to have been the people who committed such unholy acts were to wear a scarlet A upon their chest and be publicly shamed for their crimes. Today men and women who commit such unlawful acts are punished differently depending on where they are, in the U.S. it varies by state. For example, in Maryland the punishment is a fine of $10, while in Massachusetts it is punishable by three years jail time. The punishment for adultery is somehow exactly the same because in our evolved civilization three years goes on your permanent record, which makes it very hard to get a job. People will think very poorly of them. In The Scarlet Letters time people would be given the scarlet A and find it hard to do the same things. Hesters life and treatment could closely relate to todays homeless people. How? Because just like in the scarlet letter people are afraid of whats different and and judge people way too quickly. For example when homeless men and women sit outside of stores people think that they are bad people and will behave poorly around customers or steal things from their shops, or how in the scarlet letter Hester was judged too quickly, people assumed what happened or what kind of person she was. When really she was a kind person who got by doing charitable work for a living. They are publicly humiliated and discriminated a lot of the time, this happens because of the way that they look or because they are poor and not as well off as other people in todays civilization. This also relates to Hester personally when hester is given the scarlet A and wears it. This is like how a lot of homeless people hold up their signs showing their economic status, how they need food, and or are asking for help from others. In conclusion The scarlet letter has many similarities to our society today, such as women being shamed, how affairs are handled, and how homeless people can relate to Hester personally, even though each one of these can be related to Hester Prynne personally. All this and more makes this novel historically significant. Work cited: https://www.enotes.com/homework-help/quotes-anyone-senior-paper-help-241165 https://facingthepastshapingthefuture.com/teacher-guidance/teaching-learning-strategies/history/historical-significance/ https://www.sparknotes.com/lit/scarlet/summary/ https://prezi.com/m/jl7j_1vf1jp8/modern-day-scarlet-letter-examples/ https://www.verywellfamily.com/the-effects-of-slut-shaming-on-teen-girls-460586