The Types of Blood Vessels in Your Body

My Internship With Juvenile Probation - 3214 Words

During the last weeks of Winter break the dread of the spring semester starting, I wondered what my internship with Juvenile Probation was going to be like. Now after an entire semester working with the agency, I know that this is what my career is going to be. The one thing that stuck with me is that all of youth that have found themselves into this system, all get what is being said. But not all of know how to apply the knowledge that was given. Which brought me to the conclusion; all of these youth need our help. Even if they do not take what was provided at that moment in time, you must be there for them once they return to accept it. The youth is the driving force of the future, without the next generation nothing can be done to†¦show more content†¦And that’s what this job is all about.† From that moment on, I was focused on finding ways to help the youth that walk in through the doors of Juvenile Probation. Before this internship I have only had examples and theories I have learned in classes that explained what I must do as a Probation Officer. No one knows what someone is going through other than that person, or if said person informs another on what is going on. After this experience with Juvenile Probation I am now able to understand that everyone is different, and I cannot judge any of the youth that walk in but must extend all of the powers that I can to help. Which is why the problem of the School-to-Prison Pipeline was chosen as my paper topic. Youth all across the United States have been effected by this ongoing problem. The unfair ruling that has taken youth out of school and introduced them to the criminal justice system. It is time to end this horrible policy before it effects anyone else. The implementation of a new system that does not take away these youth’s lives, but instead helps find out what the problems are an work with the youth in correcting it. Moreover, a ll of the Probation Officer that have been interviewed during my course at Juvenile Probation all stated that they cannot relate to these youth. When they cannot relate with the youth on their caseload, empathy becomes the tool that is used. There might be something that is found to

Marketing - Peter England free essay sample

To create a quick and universal awareness of the brand’s USP of quality and price. * To build strong brand preference and sustain brand loyalty through attractive imagery and constantly reiterate the product’s pluses Marketing Mix Peter England follows the 4 P’s of the marketing mix: Product architecture – The range comprises regular office wear, special occasion wear and casual wear. Pricing – Price grid integrity is maintained by ensuring that 65 per cent of the brand offering is below MRP 500 through Core range. Promotion –Pricing Objective * Peter England aims at maximizing its market share * Introduces Market Penetration pricing * Peter England in 1997 the journey begins †¦ * Peter England follows Value Based Pricing * Goes in for a High Value Strategy * Offers the consumers premium quality at medium price Pricing Strategy * Price grid integrity maintained by ensuring 65 per cent of the brand offering was below MRP 500 through Core range * At the same time premium products introduced at the top end through collectionslike ‘the solids collection’ and ‘the festival collection’

Persian Wars Essays - Battle Of Thermopylae, English-language Films

Persian Wars The Persian Wars In the 5th century BC the vast Persian Empire attempted to conquer Greece. If the Persians had succeeded, they would have set up local tyrants, called satraps, to rule Greece and would have crushed the first stirrings of democracy in Europe. The survival of Greek culture and political ideals depended on the ability of the small, disunited Greek city-states to band together and defend themselves against Persia's overwhelming strength. The struggle, known in Western history as the Persian Wars, or Greco-Persian Wars, lasted 20 years--from 499 to 479 BC. Persia already numbered among its conquests the Greek cities of Ionia in Asia Minor, where Greek civilization first flourished. The Persian Wars began when some of these cities revolted against Darius I, Persia's king, in 499 BC. Athens sent 20 ships to aid the Ionians. Before the Persians crushed the revolt, the Greeks burned Sardis, capital of Lydia. Angered, Darius determined to conquer Athens and extend his empire westward beyond the Aegean Sea. In 492 BC Darius gathered together a great military force and sent 600 ships across the Hellespont. A sudden storm wrecked half his fleet when it was rounding rocky Mount Athos on the Macedonian coast. Two years later Darius dispatched a new battle fleet of 600 triremes. This time his powerful galleys crossed the Aegean Sea without mishap and arrived safely off Attica, the part of Greece that surrounds the city of Athens. The Persians landed on the plain of Marathon, about 25 miles (40 kilometers) from Athens. When the Athenians learned of their arrival, they sent a swift runner, Pheidippides, to ask Sparta for aid, but the Spartans, who were conducting a religious festival, could not march until the moon was full. Meanwhile the small Athenian army encamped in the foothills on the edge of the Marathon Plain. The Athenian general Miltiades ordered his small force to advance. He had arranged his men so as to have the greatest strength in the wings. As he expected, his center was driven back. The two wings then united behind the enemy. Thus hemmed in, the Persians' bows and arrows were of little use. The stout Greek spears spread death and terror. The invaders rushed in panic to their ships. The Greek historian Herodotus says the Persians lost 6,400 men against only 192 on the Greek side. Thus ended the battle of Marathon (490 BC), one of the decisive battles of the world. Darius planned another expedition, but he died before preparations were completed. This gave the Greeks a ten-year period to prepare for the next battles. Athens built up its naval supremacy in the Aegean under the guidance of Themistocles. In 480 BC the Persians returned, led by King Xerxes, the son of Darius. To avoid another shipwreck off Mount Athos, Xerxes had a canal dug behind the promontory. Across the Hellespont he had the Phoenicians and Egyptians place two bridges of ships, held together by cables of flax and papyrus. A storm destroyed the bridges, but Xerxes ordered the workers to replace them. For seven days and nights his soldiers marched across the bridges. On the way to Athens, Xerxes found a small force of Greek soldiers holding the narrow pass of Thermopylae, which guarded the way to central Greece. Leonidas, king of Sparta, led the force. Xerxes sent a message ordering the Greeks to deliver their arms. "Come and take them," replied Leonidas. For two days the Greeks' long spears held the pass. Then a Greek traitor told Xerxes of a roundabout path over the mountains. When Leonidas saw the enemy approaching from the rear, he dismissed his men except the 300 Spartans, who were bound, like himself, to conquer or die. Leonidas was one of the first to fall. Around their leader's body the gallant Spartans fought first with their swords, then with their hands, until they were slain to the last man. The Persians moved on to Attica and found it deserted. They set fire to Athens with flaming arrows. Xerxes' fleet held the Athenian ships bottled up between the coast of Attica and the island of Salamis. His ships outnumbered the Greek ships three to one. The Persians had expected an easy victory, but one after another their ships were sunk or crippled. Crowded into the narrow strait, the heavy Persian vessels moved with difficulty. The lighter Greek ships rowed out from a circular formation and rammed their prows into the clumsy enemy vessels. Two hundred Persian ships were sunk, others were captured, and the rest fled. Xerxes and

Income Disparities in Obesity Trends Among Califor Essays (856 words)

Income Disparities in Obesity Trends Among Califor Essays (856 words) Income Disparities in Obesity Trends Among California Adolescents Hiral Patel PSY 101-600 Professor Elizabeth Lavertu 2/20/11 Obesity is a common problem in our society. A few researchers decided to study this matter further and compare obesity rates among low-income families and high-income families. In "Income Disparities in Obesity Trends Among California Adolescents," four authors: Susan H. Babey, Theresa A. Hastert, Joelle Wolstein, and Allsion L. Diamant, describe the entire process of the study: The researchers wanted to prove that income levels affect obesity in adolescents. Adolescents who come from low-income families are more likely to be obese than adolescents who come from high-income families. This study also included gender to see if males or females were more apt to become obese as a factor of income. The variables that were involved with the experiment were: weight, income level, gender and race. The research looked at the income levels as well as the weight/Body Mass Index (BMI) of the participants. Among the participants in the study, weight and income level changed. Therefore, weight and income level are known as independent variables. The dependent variables were gender, race, and obesity. Obesity amongst females in the low-income groups was not different from the females of the high-income group. Obesity rates were based on the charts from the Centers for Disease Control and Prevention. Also, poverty and family income levels were judged based on the federal poverty rate. Three samples were used throughout this research. The first part of the sample was finding the participants. The second part of the sample was finding the people that would be interviewed. The third and last part of the sample was stating the facts about the study. The study was done in five languages and took place over four years. There was one sample group that was made from a sample population. Since the study was random, researchers were able to get a sample fraction of the participants of the study. The methods employed in the study would be the steps on how the researchers selected the participants. Logistic regression was used in this study, and income level had changed. A survey is a method in which researchers ask participants questions. When they put the answers together, they can see the trends. In this case, the California Health Interview Survey asked numerous health questions of a certain number of people between specific ages. The researchers in charge of this project were able to find out how many teenagers or young adults were obese. They were also capable of seeing where the teenagers or young adults resided, as well as the income levels of the families of the teenagers or young adults. Some types of information were requested, whereas other types of information were reported. For instance, if the survey asked about the race of each participant, the researcher was able to tell if more African-American, white, or Hispanic teenagers were obese. On page 3 of the docume nt, it shows that the California Health Interview Survey (CHIS) was a telephone survey of homes around the state. It was designed to represent all kinds of people. CHIS interviews were done in several languages. Teenagers were asked specific information that the reader is able to find in the documented article. That information was used to decide if the teenager was obese by standards set up by an institution. The study had numerous results. The demographic information stated who exactly was studied, including how long the survey took place, the average age of participants, gender and races. Also, there was a small increase in the obesity rates in California in the years during the study. For instance, the obesity rate for the low-income group between 2001 and 2007 almost doubled. Males were more likely to be obese than females. Asian adolescents were the least likely to be obese. The connection with males and lower-income levels was significant. In conclusion, the hypothesis was proven. The article proves that obesity is related to economic status. However, there could have been more correlations between gender and income levels. The research was done in California. Thus, to make the study more inclusive, the research could have been conducted in diverse places. The study could have been improved if the researchers had

Bird Characteristics - Animals and Wildlife - About.com

Bird Characteristics - Animals and Wildlife - About.com Birds are unmatched in their command of the skies. Albatrosses glide long distances over the open sea, hummingbirds hover motionless in mid-air, and eagles swoop down to capture prey with pinpoint accuracy. But not all birds are aerobatic experts. Some species such as kiwis and penguins, lost their ability to fly long ago in favor of lifestyles suited more for land or water. Birds are vertebrates, which means that they are among those animals that possess a backbone. They range in size from the minute Cuban Bee Hummingbird (Calypte helena) to the grand Ostrich (Struthio camelus). Birds are endothermic and on average, maintain body temperatures in the range of 40Â °C-44Â °C (104Â °F-111Â °F), though this varies among species and depends on the activity level of the individual bird. Birds are the only group of animals to possess feathers. Feathers are used in flight but also provide birds with other benefits such as temperature regulation and coloration (for display and camouflage purposes). Feathers are made of a protein called keratin, a protein that is also found in mammalian hair and reptilian scales. The digestive system in birds is simple but efficient (enabling them to pass food through their system quickly to minimize the extra weight of undigested food and the time it takes to extract energy from their food). Food travels through the parts of a birds digestive system in the following order before it is excreted: esophagus - narrow tube that carries food to the crop crop - a sack-like widening of the digestive tract where food can be stored temporarily proventriculus - the first chamber of a birds stomach where food is broken down by digestive enzymes gizzard - the second chamber of a birds stomach where food is ground up by muscular action and small stones or grit (ingested by the birds) intestines - tubes that continue to extract nutrients from food after it has passed through the gizzard Refs: Attenborough, David. 1998. The Life of Birds. London: BBC Books.Sibley, David Allen. 2001. The Sibley Guide to Bird Life Behavior. New York: Alfred A. Knopf.The University of California, Berkely. 2006 (Accessed Online). Museum of Paleontology.

Case study Coursework Example | Topics and Well Written Essays - 2000 words

Case study - Coursework Example Some of the products which fall into this category are computer servers, automobile products and aircraft. In the context of automotive products or car industry, Build to Order (BTO) is considered as an approach, where the production takes place when a confirmed and validated order is received from the end consumer. The end customer refers to the individual who places an order for the product to the company. However it must not take into account any orders by the national sales companies, point of sales or dealers, bulk orders, original equipment manufacturer, or any other middle man in the entire supply chain. It should be also noted that BTO does not take into consideration any kind of production or manufacturing of the orders which are in the pipeline. As the pipeline approach embraces further sophistication and is often termed as build to stock (BTS) system or build to forecast (BTF) strategy towards production. Traditionally, there were several manufacturing approaches. However the most common form was the lean production method. Lean manufacturing or production is considered to be one of the traditional approaches of production. ... tant aspects of this production strategy are as follows: - Just in time production (JIT) Kaizen (Continuous improvement) Cell production Zero defect production and Total Quality Management (TQM). Time based management Simultaneous engineering Quality Circles (Cutcher-Gershenfeld et al., 1998, p.75) There are many differences between the two approaches of car production. The differences come in the form of marketing, logistics, production, customer relationship, managing uncertainty, suppliers and also finished goods inventory. For example in the Build to Order approach the production system focuses on the supply chain flexibility and customer demand. On the other hand, the traditional approaches mainly focuses on stable and level schedules, and also concentrates on fixed order line-up. Some of the other differences between the traditional approaches and build to order approach are presented in a tabular form below. Table 1 – Differences between traditional approaches and build to order supply chains Factor Build to order approach Traditional approach Suppliers Responsive Lead times are long Logistics Non differentiated and mass approach Customized, reliable and fast approach Marketing Pull the customers Push the customers (Source: Deloitte, 2008) To what extent is the Product Life Cycle framework useful to explain the emergence of â€Å"build to order† manufacturing? Answer 2: - In the last few decades, there has been phenomenal growth and investment in the area of product life cycle management. Companies are exploring the opportunities to fully harness their assets and streamlining product lifecycle processes like never before. The theory of product life cycle was developed in the early 1950s. The primary rationale behind the development of this theory is to uncover

Individual Project and Presentation (3,000 words 50%) A student Essay

Individual Project and Presentation (3,000 words 50%) A student negotiated project and structure interview on a specialism of t - Essay Example It is the contemporary reality that ICTs or Information Communication Technologies have entered all spheres of our life. As a teacher of ICT, the practitioner finds himself using it more and more every day. In the context of formal education, ICT is recommended to be used by children from their earliest years. Siraj-Blatchford & Siraj-Blatchford (2000) position that since the early age children ought to be finding out as well as identifying the uses of ICT in everyday life. Computers along with programming toys are recommended for use to support learning. Use of play will provide a well-structured foundation for the later use of applications. In other words, the priority of modern education is to integrate ICT across the curriculum. The term ICT is used in modern education when one speaks about digital literacy. While the first associations with this term are the Internet, mobile phones, computers, Facebook, television, games, and Twitter, in education a few scholarly definitions are used. Specifically, Hague (2010), who says that ‘digital literacy’ is a confusing term, provides the following definition: digital literacy constitutes â€Å"critical and creative and cultural practices that allow one to understand and share the meaning and knowledge in different modes and formats through various forms of engagement with technology and media† (Hague 2010, 6). ... Indeed, Eshet-Alkalai (2002) says that the term’s indistinct use leads to ambiguity as well as misunderstanding, low-quality communication, and development of misconceptions. It is noted that a certain inconsistency exists between the supporters of the view that digital literacy is majorly about technical skills and those who support the view that digital literacy is about focus on both cognitive and socio-emotional aspects of functioning in an extensively digital environment. Hence, one of the research questions in this paper is â€Å"Is digital literacy more than just using a computer?† Two other questions are: â€Å"Is digital literacy covered in enough depth in the setting?† and â€Å"Should digital literacy lessons be taught earlier?† First of all, let us critically analyse views on the problem of the nature of digital literacy and its major components in available academic sources. The very concept of digital literacy, the term that is widely used to day, was introduced by Gilster (1997) back in 1997. Gilster (ibid) provided a generic explanation of digital literacy rather than a list of competencies and skills that defined digital literacy. In his view, digital literacy is simply an ability to comprehend and utilize information from a range of various sources, i.e. a sort of literacy typical for the digital age. Needless to say, the definition was quite broad, but it evidently opened the door to interpretations by different authors. While the term had been used before, it was Gilster (1997) and then Eshet (2002) that contemplated digital literacy as a broader concept. Specifically, Gilster (1997) explicitly observes that digital literacy is all about mastering ideas rather than

Literary Analysis of Bartleby the Scrivener Essay Example for Free

Literary Analysis of Bartleby the Scrivener Essay Bartleby the Scrivener could be described as a story about getting rid of its title character, about the narrators attempt to get rid of Bartleby, and Bartlebys tenacious capacity to be always there. It is the story of an unnamed lawyer and his employee, Bartleby, a copyist of law documents. Confronted not only with Bartlebys refusal to do work (first to read copies against the original, then to copy altogether), but also with the contagious nature of the particular words of his refusal (Bartlebys peculiar I would prefer not to), the narrator concludes that, before Bartleby turns the tongues any further of those with whom he comes into contact, he must get rid of Bartleby. At the same time Bartleby feels mobbed in his privacy (27) when the other office workers crowd him behind his screen, they in turn are invaded by his idiosyncrasy his private idiom prefer. Bartlebys presence breaks down the clear distinctions between public and private, professional and domestic, between privacy and the mob. By pinpointing Bartleby as the cause of infectious language (language turned bad), the narrator wants to stop the course of a process (the turning of tongues) already in progress. But getting rid of Bartleby is as tricky as getting rid of a chronic condition; the narrator emphasizes a phrase which appears textually in italics: he was always there (20). Bartleby is, as the narrator calls him, a nuisance (40), an intolerable incubus. As a character in the story with a body, he moves very little, but the few words he speaks break out at unexpected moments in the office. Every attempt the narrator makes to control the passive Bartleby and his infectious language fails hilariously (Schehr 97). The narrator experiences a curious tension between the impossible imperative (on the level of the story) to get rid of the subject, and the impossibility (on the level of the narration) to write his complete biography (Bartlebys history). Thus, Bartleby is also a fable about writing history or biography. In attempting to write what he thinks of as Bartlebys biography, the narrator merely misnames his writing project, or he emphasizes it from the wrong point of view. In search of Bartlebys origins, the narrator does not simply narrate (as he thinks) the history of Bartleby the Scrivener; he relates rather the story of his own anxiety vis-a-vis Bartleby. In particular, he relates his anxiety over the scriveners silence and modes of breaking that silence; for we could say that, rather than speaking very little or in particular ways, Bartleby has particular ways of occasionally breaking silence. It is this violence in speech, this unexpected eruption, which the narrator fears. The narrator, whose acquaintances describe him as an eminently safe man, who likes nothing better than the cool tranquility of a snug retreat (4), is thrown decidedly off kilter when faced with what he terms Bartlebys passive resistance (17). Bartlebys weapon is his total indifference to truth, whereas the narrator seeks a second opinion on truth from the other office mates. Bartleby could be seen as the one solid block around which the narrator writes his own story about truth rather than the truth about the Bartleby story. Bartlebys passive resistance actually generates the story confronted with it, the narrator creates theories (his doctrine of assumptions, for instance), carries on debates with himself, and seeks the counsel of others all with the opaque Bartleby as the core. In reconstructing Bartlebys story, the narrator follows an implicit logic which he never directly states. It is the logic of cause and effect. (He is not deliberately hiding this logic, but because he takes its validity for granted, he never comments on it critically. ) Believing in the possibility of finding a specific, locatable, and nameable cause to Bartlebys condition (as he is able to do with the other office workers, Nippers and Turkey, whose moods vary according to their diets and the time of day), the narrator thinks that by eradicating the cause of the problem, he can alter the effects, the effects of Bartlebys speaking condition in the office space. McCall follows the same logic as the narrator in seeking causes of Bartlebys behavior. He mentions remark that when the narrator asks Bartleby to run an errand for him at the post office, that is probably the last place, if the rumor is correct, that Bartleby would ever want to go. (McCall 129). The narrator never considers that his line of reasoning might be faulty — that Bartlebys condition may not be linked to a specific, locatable, nameable cause. We as readers may be placed in the same position as the narrator in that we never know either the origin of Bartlebys condition; we witness primarily its effects, or symptoms, in the story. These symptoms reside not only in Bartleby as individual character, but in the very way the narrator tells the story about that character. Rather than speaking about the cause of Bartlebys condition, one could more aptly speak about the ways in which its effects are spread to other characters within the text. When the narrator impatiently summons Bartleby to join and help the others in the scenario of group reading, Bartleby responds, I would prefer not to (14). Hearing this response the narrator turns into a pillar of salt (14). (Faced with Bartlebys responses and sheer presence, the narrator oftentimes evokes images of his losing, then waking to, consciousness. ) When he recovers his senses, he tries to reason with Bartleby, who in the meantime has retreated behind his screen. The narrator says: These are your own copies we are about to examine. It is labor saving to you, because one examination will answer for your four papers. It is common usage. Every copyist is bound to help examine his copy. Is it not so? Will you not speak? Answer! (15) The narrator is exasperated when Bartleby does not respond immediately to the logic behind his work ethic. These are your own copies we are about to examine. It is labor saving to you. Examining or reading copy is a money saving activity, from which every member of the office profits (four documents for the price of one reading! ). Every copyist is bound to help examine his copy. To the contract the lawyer emphatically demands from his employee, a bond based on an exchange of reading, Bartleby replies three times, gently, in a flutelike tone, I (would) prefer not to (15). By refusing to read copy, Bartleby refuses to consent to the economy of the office. It is perhaps only to another type of reading, one not based on a system of exchange and profit, which Bartleby consents. Although the narrator says he has never seen Bartleby reading — not even a newspaper (24) — he does often notice him staring outside the window of the office onto a brick wall. Staring at the dead brick wall (in what the narrator calls Bartlebys dead-wall reveries) may be Bartlebys only form of reading, taking the place of the economy-based reading demanded of him in the process of verifying copies. About halfway through the story, the lawyer/narrator visits his office on a Sunday morning and, discovering a blanket, soap and towel, a few crumbs of ginger nuts and a morsel of cheese, deduces that the scrivener never leaves the office. Realizing the full impact of Bartlebys condition, he states, What I saw that morning persuaded me that the scrivener was the victim of innate and incurable disorder. (25) The narrator clearly locates the disorder in Bartleby. Seeing himself in the role of diagnostician and healer, he himself is faced with the hopelessness of remedying excessive and organic ill (24). The narrators concern about an individual medical cure should more aptly be a concern about an obsessively private rhetorical debate or a dangerously idiomatic group contagion (Perry 409). Despite his assumption that Bartleby is incurable, or perhaps precisely because he can effect no cure, the narrator beleaguers himself throughout the story with questions or commands to do something about Bartleby (McCall 9). If the private mans disorder can be passed on to another (one) person, what happens when the condition is let loose out of close quarantine into the public space of the office? Bartleby walks a precarious tightrope between comedy and tragedy (Inge 25). The tragic dimension often resides in the narrators turning inward on himself (a sort of tragic compression), then putting himself on trial, an interior moment of accusation which eventually results in the collapse of the narrative in a single sigh or exclamation (Ah, Bartleby! Ah, humanity! 46). The comic effects are often related to the authoritarian attempt (and failure) to contain the spread of idiom as contagion (Perry 412). If Bartleby has been a figure for tragedy in the lone meditation of the narrator, he becomes a figure for comedy in his contact with his office mates Nippers and Turkey. The more the narrator tries to regulate the contact between the three, the more hilarious — and significantly out of control — is Bartlebys influence. The effort to contain or control tends actually to promote the epidemic proportions of the narrative. It is the narrator himself who uses a vocabulary of contagion in relation to Bartleby. He says he has had more than ordinary contact (3) with other scriveners he has known. Bartleby exceeds this already extraordinary contact he has been touched by handling dead letters (Schehr 99). Some critics reproduce the narrators language of contagion in talking about Bartleby. McCall, in his study on The Silence of Bartleby, describes our response, the collective readers response, to reading the tale: As we go through the story, we watch with a certain delight how Bartleby is catching. We root for the spread of the bug. (145) In a somewhat less delighted vein, Borges says, Bartlebys frank nihilism contaminates his companions and even the stolid man who tells Bartlebys story. (Borges 8) In the office scenes where the employees and boss come inevitably together, the bug word is Bartlebys prefer. Nippers uses it mockingly against the narrator as a transitive action verb when he overhears Bartlebys words of refusal to the narrators plea to be a little reasonable. Bartleby echoes, At present I would prefer not to be a little reasonable (26). If Nippers is suffering from his own peculiar and chronic condition of indigestion, he takes on the symptoms of Bartlebys condition when he exclaims to the narrator, Prefer not, eh? – Id prefer him, if I were you sir, Id prefer him; Id give him preferences, the stubborn mule! What is it, sir, pray, that he prefers not to do now? (26) Whereas later in the story the narrator totally loses his critical skill to catch himself in his speech, in this exchange he is still able to articulate the effect Bartlebys word is having on him. He notes anxiously, Somehow, of late, I had got into the way of involuntarily using the word prefer upon all sorts of not exactly suitable occasions. (27) It is this qualifier not exactly which is of particular interest. Bartlebys use of words is not exactly wrong. Prefer is so insidious because it is only slightly askew, dislocated, idiosyncratic. As McCall accurately notes about the power of Bartlebys I prefer not to, one must hear, in the little silence that follows it, how the line delivers two contradictory meanings, obstinacy and politeness. (152) The line calls just enough attention to itself so as to attract others to its profoundly mixed message (its perfect yes and no) in an imitative way (McCall 152). Prefer is as inobtrusive, as contagious, and as revolutionary as a sneeze. The narrator lets it out of his mouth involuntarily. When Turkey enters the scene and uses the bug word without realizing it (without Nippers italicized parody or the narrators critical comments), the narrator says to him, in a slightly excited tone, So you have got the word, too (27). In this pivotal sentence, the verb get implies to receive (as in to receive a word or message), but more strikingly for our discussion here, it implies the verb to catch one catches the word as one would catch a cold. The narrator attempts to monitor the contagion by naming the bug and pointing it out to the others. But the word mocks everyones will to control it prefer pops up six times in the next half a page — four times unconsciously in the speech of one of the employees, and twice consciously (modified by word) in the narration of the lawyer. Bartleby could be described as a story of the intimacy or anxiety a lawyer feels for the law-copyist he employs. The narrator arranges a screen in the corner of his office behind which Bartleby may work. Pleased with the arrangement of placing Bartleby behind the screen in near proximity to his own desk, the narrator states, Thus, in a manner, privacy and society were conjoined (12). The narrator idealizes the possibility of a perfect harmony between privacy and community in the work environment, but it is precisely the conflict between these two spatial conditions which generates the story, defining not only Bartlebys idiocy, but the narrators as well. The narrator most characteristically encounters Bartleby emerging from his retreat (13) or retiring into his hermitage (26). The screen isolates Bartleby from the view of the narrator, but not from his voice. Works Cited Borges, Jorge Luis. Prologue to Herman Melvilles Bartleby in Herman Melvilles Billy Budd, Benito Cereno, Bartleby the Scrivener, and Other Tales, ed. Harold Bloom. New York: Chelsea House Publishers, 1987 Inge, Thomas M. , ed. Bartleby the Inscrutable. Hamden, CT: Archon Books, 1979. McCall, Dan. The Silence of Bartleby. Ithaca: Cornell University Press, 1989. Melville, Herman. Billy Budd and Other Stories. New York: Penguin Books, 1986. Perry, Dennis R. Ah, Humanity: Compulsion Neuroses in Melvilles Bartleby. Studies in Short Fiction 23. 4 (fall 1987): 407-415. Schehr, Lawrence R. Dead Letters: Theories of Writing in Bartleby the Scrivener Enclitic vii. l (spring 1983): 96-103.

Female Genital Mutilation Essays -- Exploratory Essays Research Papers

  Ã‚  Ã‚  Ã‚  I decided to do this paper in an effort to try and become less ethnocentric and find an appreciation of cultural practices which were not of my own.   I feel I have found a deeper appreciation for many African cultural practices, but my research of African culture has exposed me to many practices that seem inhumane and barbaric. One cultural practice that I just cannot bring myself to agree with is the treatment and oppression of African women by men. Through my studies on Female Genital Mutilation, I had hoped to find a valid explanation for this procedure that is so frequently being done to women and female children.   Instead, I found something deep within myself that wishes this mutilation would come to an end.   Allow me to provide you with the facts.   Ã‚  Ã‚  Ã‚   Female Genital Mutilation, sometimes also referred to as femal circumcision, is a surgical modification of the female genitalia.   Ther are four forms of female genital mutilation.   The first is called Mild Sunna.   It is the removal of the prepuce of the clitoris.   It is comparable to male circumcision when the foreskin is removed from the penis.   Next there is the Modified Sunna which is the partial or total removal of the body of the clitoris.   Then you have the Clitoridectomy or Excision.   This is the removal of all or part of the clitoris as well as all or part of the labia minora.   Lastly, there is Infibulation or Pharaonic circumcision.   This consists of a clitoridectomy and the removal of the labia minora and also the inner layers of the labia majora.   The raw edges of the vulva are then sewn together with catgut or brought together by use of thorns.   A small sliver of wood or straw is often then inserted into the vagina to prevent complete occlusion and to ... ... Nearly one hundred fifty million females have undergone this procedure and it is estimated that each year 2 million individuals are still at risk.   I am hoping that this information will grab at the hearts of others and educate readers on the facts of Female Genital Mutilation.   With that, I devote this to my sisters in Africa in hopes that this violation will one day come to an end. Works Cited 1.   Do They Hear You When You Cry.   Fauziya Kassindja. 1998 2.   Female Genital Mutilation. American College of Obstetrics and Gynecologists Committee Opinion. Number 151. Jan. 2003 3.   Female Genital Mutilation.   Council of Scientific Affairs.   American Medical Association.   JAMA Dec. 2000. Vol.274. No. 21 4.   Infibulation in the Horn of Africa. Guy Pieters M.D. Albert B. Lowentels M.D.   New York State Journal of Medicine. April 2001. Vol. 77. Number 6. pgs.729-731

Critique Zara’s strategy based upon an evaluation of the external and internal environments facing Zara.

Introduction Using your evaluation of the external and internal environments facing Zara, you are asked to critique Zara’s stated strategy of expansion into (Eastern) Europe and Asia. Consider whether the strategy is feasible, suitable and acceptable. In your answer, consider both the likely benefits as well as challenges that Zara is going to face. How does the emphasis on online expansion fit into the company’s international strategy? Zara opened its first store in 1975 in La Coruna, located in northwest Spain. International expansion of the Zara brand began with the opening of a store in Oporto in 1988. By the end of January 2006, Zara was operating in 59 countries with 852 stores: 664 stores in Europe (including 259 in Spain), 100 in America, 45 in the Middle East and Africa and 31 in Asia. Foreign sales accounted for 69% of the company’s turnover in the year 2005, with Europe being the biggest market so far. This paper critiques Zara’s strategy of expansion into ( Eastern) Europe and Asia, based upon an evaluation of the external and internal environments facing Zara. The decision for global expansion is due to both push and pull factors. The push factors are those which encouraged the organization to search for international opportunities. The pull factors include attractive situations in the host market . Limited market growth opportunities at home were major influences in the decision to expand internationally. With the opening of their first store, Zara discovered that for some, the Spanish fashion and design market was on verge of saturation. Key pull factors included the entry of Spain into the European Union. The globalization of the world’s economies, the economy of scale to be made and the similarities of consumer spending patterns was an additional pull factor. Strategy is feasible, suitable and acceptable The internationalization of Zara seemed to follow the classic stage model by first entering the culturally or geographica lly closest market prior to taking chances in a more distant market. This method aided the company’s learning curve. These stages include: †¢ Reluctance as well as trial: Zara focused their expansion on the domestic market. The maturity of the Spanish market led Zara to search for international opportunities. Expansion into Portugal was seen as an attractive as well as familiar market because of their geographical and cultural proximity to Europe. †¢ Cautious expansions: During this stage Zara expanded into markets with geographical and psychological proximate as well as with minimum levels of socio-economic developments by adding one or two countries each year to their market portfolio. Zara then began operating in France’s fashion capital, with sights on the geographical contiguous EU and points for later expansions in Northern Europe, including Belgium and Sweden. Benefits as well as challenges that Zara is going to face Zara owns many stores in Europe and Asia; international expansion has been adopted by way of three separate entry modes: †¢ Subsidiaries: This direct investing strategy is a very expensive method of entering and it involves a high level of quality management control as well as business risk. Zara adopted such strategy for European as well as Asian countries, which had been perceived for having high growth potential along with low business risks. †¢ Joint venturing: This is a cooperative strategy where manufacturing facilities and a know-how of local companies have been combined with expertise in foreign companies in the same market, particularly in large, competitive markets where it is difficult to acquire property for setting up retail outlets and where there have been the other types of barriers which need cooperation with a local firm. †¢ Franchisee: This strategy has been chosen for high-risk countries that are culturally different and have little market opportunities along with a low sale forecas t. Franchisees of Zara follow a similar business pattern to their subsidiaries regarding product, store location, interior design, and logistics, as well as human resources. When an entry mode has been decided for a specific country, Zara has followed patterns of the expansion called in company as oil stain. Experience guides Zara in these stages of expansions in each country. Emphasis on online expansion fit into the company’s international strategy Experience gained in international environments made Zara intent on rapid global expansion, with regard to the cultural and geographic proximate. Zara consolidated its position in the European market as a method of gaining a foothold in the new countries. Due to the expansion of the European Union, at the start of the year 2006, Zara was operating in 59 countries with 800 stores, with plans to add many more in countries such as Italy, France, Germany and Great Britain, with Asia as the headquarters of international operations. References Alexander, N. (1995b). Internationalisation: interpreting the motives, in McGoldrick P. and Davies, P., International retailing: trends and strategies. London: Pitman Publishing. Johanson, J. a.-P. (1975). The internationalisation of the firm four Swedish case studies. Journal of Management Studies, 12 , 305-322. Martinez, J. (1997). Jose Maria Castellano. Economistas, 73 , 118-126.

Blinds to Go Case Essay

If Blinds To Go staffing stores still lack of staff for the expansion plan, it is difficult for the company to fill current store requirements for the additional 50 stores per year. Analysis The BTG have problems of a variation of the commission-based compensation plan, so they are difficult to keep high-level associates, assistants and managers, they face to high staff turnover each year and lack of the attraction to recruit new members. In order to analyze BTG’s problems, they must look at their compensation structure, recruiting methods, and the condition of staff turnover. Compensation structure In 1996, the Shillers decided to change the compensation system from full commission to salary, and her intention was to attract more recruits, make sales associates less entrepreneurial and more customer-service focused, but the best commission-based people did not like it and left. However, sales declined between 10% to 30% in both new and existing stores from 1996 to 1997. A variation of the commission-based compensation plan was back in 1998, and store sales improved. Next, a plan for store employees was implemented along with a sales award and recognition program, and all full-time sales associates were made partners and given shares in the company. In addition, there was another concern that a commission-based compensation structure would not work in the U.S., because the workers prefer a straight wage or salary. Finally, senior management believed that sales managers had to be properly motivated and provided them with a combination of store sales commission and opportunities f or rapid advancement in the growing organization. Recruiting methods In order to attract quality retail sales candidates, BTG had tried several recruiting methods to varying degrees of success, such as employee referral,  Internet sourcing, DSM compensation readjustment, BTG retail recruiters, newspaper advertising, and store generated leads. As a result, the most effective method of attracting quality candidates is employee referral, followed by Internet sourcing, and next is DSM recruitment. The total number of employee referral in two months in 2000 is 59, the highest percentage of all recruiting method. Referrals generally pursued employment with BTG, excited by the opportunity that a friend or family member who was a BTG employee had recounted. Moreover, recruiters were focused on non-store sources and store sources were handled by the DSM. Staff turnover By June 2000, Blinds To Go operated 120 corporated-owned stores across North America, and it was senior management’s belief that quality of staff is more important than store location. There are four staff roles in the store: the sales associate, the selling supervisor, the assistant store manager, and the store manager. Overall staff turnover increased to more than 40 percent from a pre-1995 figure of 15 percent. This problem was further exacerbated by the fact that rapid store expansion into several large cities had required the deployment of skilled store staff, thinning the ranks of existing stores. The 1998 shift back to commission-based compensation structure caused a huge turnover in BTG stores, it had still not fully recovered from the previous compensation change. Plan of Action In order for Blinds To Go to recruit and develop enough people for the expansion plan, the following steps need to be taken so the company will success to meet the growth objectives. The sales managers had to be properly motivated so BTG need to change the commission-based compensation structure to have a combination compensation structure with base salary and other compensation decisions. According to the base salary of $8/hour were attracting a lower caliber of people, and the best commission-based people did not prefer it, and the U.S. folks like a straight wage or salary. In addition to the small base salary  and sales commission plan, the company could use group incentives and organizational incentives to encourage teamwork and cooperation. BTG may add up a profit sharing plan for employees to receive a portion of the organization’s profits over and above their regular compensation. The employee stock ownership plans are also available to compensate employees by awarding them shares of the company stock. The company could continue the existing recruiting methods and add more details to the recruiting process more integrated. To provide a job analysis and job description are easy for employees to comprehend the important work-related aspects, the basic tasks, duties, and responsibilities required of a particular job. BTG may attach importance to external recruiting rather than internal recruiting, but internal recruiting is still functional for the company to figure out qualified employees inside the company. During external recruiting, keep the method of cold call, walk-ins, internet, employee referral, DSM hires and develop some other methods. For example, advertising on newspapers, magazines, direct mail, radio, and television are effective to recruit broadly. Moreover, develop employment services is also important, to establish state or private employment agencies, temporary help agencies, and professional search firms will attract more quality candidates. Furthermore, the special events such as career conferences or job fairs will also work. BTG may develop performance appraisal and use functional one-to-one communication to keep low and functional staff turnover. The performance appraisal is the process of assessing how well employees are doing their jobs. Objective performance measures are also measures of performance that are easily and directly counted and quantified. These measures are benefit for BTG to figure out the quality of the employees, and may use the hierarchical pay structures top decide the pay level of people with different abilities. However, training programs are also accessible to improve the quality of employees. In addition, use one-to-one communication could help the managers to figure out the problems of people’s performance  on the job. Especially for counseling, communicate with the person about non-job-related issues that may be interfering with the person’s performance could help employees to address their personal issues and improve their performance on the job. By following these steps, BTG can develop enough people for the expansion plan, and the company can meet the growth objectives successfully. Evaluation After developing the compensation structure, the employees have to be appropriately motivated, and the BTG selling process involved a very high level of interaction with the customer, which set a very high level of service expectation. The emphasis on customer satisfaction at the retail stores lead to a higher volume of orders relative to the retail competition. Store sales will improve across the board. To try several recruiting methods such as formal or informal programs that worked to entice qualified personnel to apply to BTG which increase the degree of success. To keep the turnover low and functional, the quality of the store’s staff will be high in a healthy competitive environment among sales associates. According to the percentage of staff voluntary turnover occurred in their first four months become low and the employees are stable in BTG, the company will have stable source of staff to proceed with its expansion plan and develop complements efficiently. The sales of the company will be high for each consecutive store opened, and no competitors could replicate the model of BTG.

Free Essays on Love Defined By Shakespeare

What is love? According to Merriam-Webster’s Dictionary, the most recent definition of love is a â€Å"strong affection for another arising out of kinship or personal ties† (Online). About four hundred years ago, William Shakespeare provided his readers with his very own definition of love through his wonderful comedy, Twelfth Night; Or What You Will. The unique relationships that the characters develop in this play rely heavily on â€Å"the conflict between reason and emotion in matters of love† (Cahn 675). Different styles of love illustrated in Twelfth Night; Or What You Will are built between the relationships of the characters involved in the love triangle: Orsino, Olivia, and Viola. In consideration of his love for Olivia, Orsino is not in love â€Å"so much with a woman [as he is] with his own idea of love† (Jenkins 77). This idea being his infatuation with himself paralleled with his attraction to Olivia’s exaggeration of mourning her brother’s death (Cahn 666). In Twelfth Night; Or What You Will, he imagines what will become of this love after receiving word from Valentine that Olivia will continue to lament her brother’s death for seven years. Orsino asks, â€Å"How will she love when the rich golden shaft Hath killed the flock of all affections else†¦and filled Her sweet perfections with one self king!† (I. i. 34-38). His anguished love for Olivia differs from his love for Viola, which grows while disguised as a man, Cesario. â€Å"Whether he is aware or not, Orsino is falling in love with the young man in front of him (Cahn 668). After the revelation of Sebastian’s marriage to Olivia, Orsino says: Cesario, come- For so you shall be while you are a man; But when in other habits you are seen, Orsino’s mistress, and his fancy’s queen. (V. i. 380-383). Now that he realizes that Cesario is really a woman, he can express his love for her freely. Orsino’s love for Olivia was obsessive and... Free Essays on Love Defined By Shakespeare Free Essays on Love Defined By Shakespeare What is love? According to Merriam-Webster’s Dictionary, the most recent definition of love is a â€Å"strong affection for another arising out of kinship or personal ties† (Online). About four hundred years ago, William Shakespeare provided his readers with his very own definition of love through his wonderful comedy, Twelfth Night; Or What You Will. The unique relationships that the characters develop in this play rely heavily on â€Å"the conflict between reason and emotion in matters of love† (Cahn 675). Different styles of love illustrated in Twelfth Night; Or What You Will are built between the relationships of the characters involved in the love triangle: Orsino, Olivia, and Viola. In consideration of his love for Olivia, Orsino is not in love â€Å"so much with a woman [as he is] with his own idea of love† (Jenkins 77). This idea being his infatuation with himself paralleled with his attraction to Olivia’s exaggeration of mourning her brother’s death (Cahn 666). In Twelfth Night; Or What You Will, he imagines what will become of this love after receiving word from Valentine that Olivia will continue to lament her brother’s death for seven years. Orsino asks, â€Å"How will she love when the rich golden shaft Hath killed the flock of all affections else†¦and filled Her sweet perfections with one self king!† (I. i. 34-38). His anguished love for Olivia differs from his love for Viola, which grows while disguised as a man, Cesario. â€Å"Whether he is aware or not, Orsino is falling in love with the young man in front of him (Cahn 668). After the revelation of Sebastian’s marriage to Olivia, Orsino says: Cesario, come- For so you shall be while you are a man; But when in other habits you are seen, Orsino’s mistress, and his fancy’s queen. (V. i. 380-383). Now that he realizes that Cesario is really a woman, he can express his love for her freely. Orsino’s love for Olivia was obsessive and...

Autobiographical Essays

Autobiographical Essays Autobiographical Essays Autobiographical Essays Almost every student has to deal with writing autobiographical essays,when you need to write a personal essay describing your personality, hopes, life events, childhood, parents, etc. The best way is to show your personality, your background and your character are to organize your writing in a chronological order. Here are some pieces of advice to follow. In addition, you may find it helpful to review tips on writing personal essay, persuasive essay, and narrative essays online. Autobiographical Essays Pieces of Advice Think about the life experience which has influenced your character or remained in the mind as a powerful memory. Recollect the story, words, and other details which have made you stronger, wiser, kinder, etc. Try to make your autobiographical essaysinteresting. Recall an event which pushed you to certain actions or thoughts. For example, if you write about the trip to California as your key life events but fail to show why, your essay will not get a good grade. Thats for sure. But if there you participated in fighting the fire and saved the life of a little girl, it is a unique story worth being praised and written about. Impress your reader. Open your autobiographical essays with unexpected statement or tell the outcome of your story and then proceed backward showing how everything happened. Make each paragraph end with the exciting sentence the reader will be impatient to know what comes next. Organize your thoughts in a specific sequence. Logically, following to the structure of the essay, share how you felt and what you have now due to the past events, but sound positive and prepare the reader for the conclusion. In the conclusion of autobiographical essaysdemonstrate the powerfulness of the events, changes in your life, etc. Cover everything you showed in the main body in one big sentence which leads to the last one, the most important. You should not aim to influence the reader and raise some remembrances; make the audience think about their own mistakes and struggles. It is much better to remain optimistic and positive till the final word. Unless your purpose is to write autobiographical essaysabout difficult times of your life: Autobiographical Essays Help Autobiographical essays writing is not easy and many students find it challenging to choose the most important or the most interesting events of your life. Taking into account that increasing number of requests we receive from students, we introduced autobiographical essays writing service. Our prices are affordable while the academic quality of essays we deliver will satisfy the most demanding students. If you are looking for research paper editing or college essay writing or any other type of professional assistance, we are always ready to help you out! Read more: Dissertation Subjects Dissertation Paper Dissertation Expert American History Thesis Writers of Term Papers

Concealed carry Laws in Illinois vs other states like texas Term Paper

Concealed carry Laws in Illinois vs other states like texas - Term Paper Example Later, as the crime rate in public increased by the assailants, many states passed law for concealed carry to prevent individuals from such criminals. Many States in America have recognized the need of concealed carry and subsequent legislations were made. However, in the state of Illinois the bill of concealed carry was not passed in the Assembly even though there are strong demands from people to legalize concealed carry in the state of Illinois. In Illinois the state had taken ample measures for the control of gun. Jens Ludwig and Philip J. Cook in their work Evaluating gun Policy deal elaborately with Firearm Owners Identification (FOID) card which the gun owners need to gain. It prevents the spread of gun among the civilians of the state. The owners can resell their guns to only those with valid FOID card holders. Moreover, they have implemented gun control in the state through radical measures. Thus, it can be seen that the Illinois system â€Å"provides gun owners with an inc entive to verify a buyer’s eligibility status and to resist requests to serve as straw purchaser for friends and family who are ineligible† (Ludwig & Cook, 2003, p. 10). This paper explores a study on the laws prevailing in the state of Illinois regarding the concealed carry, and further, an attempt is made to make a comparative study with other states in America as well. The laws connected with the carrying of firearms in public turned to be a matter of dispute among the states in America. Some states argue for concealed carry and they have made laws in favor of it, whereas the states like Illinois and Wisconsin have objected the notion. To many in Illinois concealed carry seem to a mere dream whereas people in most of the other states are privileged with this freedom. The state laws do not support concealed carry. Among the states 48 support concealed carry. The states that do not allow the citizens to carry a concealed hand gun are Illinois, Wisconsin and the Distric t of Columbia. Even though some relaxations are made in Wisconsin and in the District of Columbia, Illinois stands stubborn in the decision of not permitting the concealed carry. To quote governor of Illinois Pat Quinn’s words: â€Å"If you're going to the grocery store, you bump into somebody accidentally they take offense and they could pull out a loaded handgun to assuage their anger† (Governor to Veto Concealed Weapons? 2011). The growing demand to establish concealed carry from all walks of the people have made the government to think of the issue and grant permission for concealed carry. Some negotiations are on the move with regard to concealed carrying of guns in Illinois. Difference between Illinois and other states: In Illinois the carry of a fire weapon to a public place is prohibited, whereas many other states like Alaska, Arizona, Vermont, etc allow carry the fire arms concealed in public places. The state Arizona has even been exempted from the Federal Gu n Free School Zone Act of 1995.The act was made to prevent the use of gun at the premises of schools in America. As Hanks observes, â€Å"the Gun-Free School Zones Act makes it a federal offense to knowingly possess a firearm in a school zone† (Hanks , 2004, p. 16). Some States like Georgia allow those persons who have the license to carry guns to schools. In Illinois it is considered as a serious crime. The case of Joan E. Bruner versus The People of the state of Illinois gets the conclusion that even if a person has been found in

Comparison of two Historical Buildings in the Greater Los Angeles Research Paper

Comparison of two Historical Buildings in the Greater Los Angeles - Research Paper Example It can be argued that the Forbidden City is the richest of the three classical buildings. It has vertical structural beams resting on raised stone pedestals that frequently rest on wooden piles.   The Thien Hau temple is raised as well though not as high as the Forbidden City. There are also large vertical structural beams as seen in both the Forbidden City and Thien Hau temple.   The vertical beams are made of wood and are set to rest vertically and as a result exert pressure on the ground to gain stability. The Chinese study center is also well founded as it has proven over time. Structural beams  Both the Thien Hau temple and the Forbidden City have large structural timbers which act as primary support of the roof.   Wooden timber is used as load-bearing columns and lateral beams for articulating and framing buildings to support the roofs. The Forbidden City is also outstanding as it is raised very high compared to the others.Structural connections  Ã‚  Timber frames are usually assembled with joinery and doweling alone, hardly ever using glue or nails. It is clear how the types of semi-rigid structural joints are put together when in the interior of the Thien Hau. The joints allow the timber structure to resist bending while under high compression. The long lasting buildings have proven to have structural stability which ensures longer duration. Amazingly, the weight of the timber structures doesn’t pull down the building. This further gives credit to the indigenous system of construction applied.

Social Sciencee Term paper Essay Example | Topics and Well Written Essays - 2500 words

Social Sciencee Term paper - Essay Example If you want to even talk about firms setting prices you have to talk about firms that have some ability to do so, and those are firms that have some market power: they are imperfectly competitive. Is there any other method which can help us to resolve more effectively and efficiently the many problems which are menacing the foundations of Western society What is wrong with the alternative of Marxian economics as applied in the Socialist countries, which also harbor a plethora of unresolved problems Is the thinking of our time upside down, or are we using the wrong approach - both in the West and the East - and therefore cannot resolve the pending problems These are some of the leading questions to be answered during the rest of the twentieth century. First, he broke the prevailing conventional wisdom of the past, i.e. the classical economics and method of reasoning, and brought for debate a new economic vision where government intervention becomes a part of and a major rule in the economic system. This was a new economic philosophy in contrast to the classical view where government intervention in a free society was conceived as an exception to the rule or not needed at all, according to the formula of laissez-faire or "hands-off policy". Second, he wSecond, he was able to develop new tools of analysis like the multiplier theorem, the consumption function or the paradox of thrift - all devised to prove that his new economic philosophy based on the concept of active and permanent government intervention was necessary and workable. Third, he was able to induce a large number of his peers in the economic profession to accept and follow his method of approach and the overall conceptualization, even though this was a sort of inverted type of analysis when compared with classical economics, as will be shown later. The fact of the matter remains that his influence upon the thinking of his time was tremendous and unprecedented. Indeed, no other economist since Adam Smith enjoyed the opportunity to see that during his lifetime his ideas have conquered the world. This was a performance which raised Keynes to the status of the most influential economist of the twentieth century. A new composite method of approach: equilibrium vs. disequilibrium Classical economists were deficient in two major areas, one theoretical and the other practical. Their great performance was the study of stable equilibrium in theory where they found natural laws. This direction culminated with the formulation of the Walrasian theorem of general equilibrium. However, they were deficient in not having studied with the same diligence and attention problems of disequilibrium which were closer to the existing economic and financial conditions of their time. In other words, they were not aware of the existence of a gap between the harsh and unstable realities staring them in the face and the conceptual construction of an economics of stable equilib

How Taoism Relates To Winnie The Pooh Philosophy Essay

How Taoism Relates To Winnie The Pooh Philosophy Essay This paper discusses how the book the Tao Of Pooh by Benjamin Hoff relates the concept of Taoism to the characters from the Winnie The Pooh by A A Milne and their application to life and therapy. In The Tao of Pooh, Benjamin Hoff utilizes characters from Winnie the Pooh to attempt to explain the fundamentals of Taoism. By observing Eeyore, Piglet, Rabbit, Owl, Tigger, and Pooh, it is easy to see that the actions of the character Pooh best describe Taoism. One of the most important principles of Taoism used in the book is the uncarved block. Hoff uses the characters from A A Milnes Winnie the Pooh books to illustrate and explain the basics of Taoist philosophy, showing how Pooh himself is the epitome of the Taoist thinker, enjoying life with simplicity but not stupidity. The author explains that Taoists try to appreciate, learn from, and work with whatever happens in life, whereas, in contrast, Confucianism attempts to impose order, and Buddhists see lifes tribulations as obstacles to be overcome before achieving Nirvana. He describes how Tao is the Way, which can be understood but not defined, and illustrates key elements of Tao such as Pu, the uncarved block, and Wu wei, goi ng with the flow. In case you should think that this book is altogether too simplistic, I should add that Hoff touches on the writings of Lao-Tzu (author of the Tao Te Ching), Chuang-tse, the poet Li Po, and other Taoist philosophers, giving his own interpretations of the passages. Hoff shows how Pooh best explains the Uncarved Block. The principle of the Uncarved Block is that things that are simple contain their own natural power, power that can be spoiled and lost when overcomplicated. Using the characters he shows how our lives can be sabotaged by errors in thinking and how it can be prevented. Hoff uses Rabbit to show when you are racing through life you can miss out on the valuable things that make up life itself. We seem to jeopardize ourselves by thinking too much of the self. Owl is used to show that when trying to find underlying meaning for everything you overcomplicate it. Hoff uses Piglet in the sense that Piglet is always scared and as a result scared to try things, if Piglet wouldnt dwell in worry, he would accomplish more, and find happiness .Sometimes staying less in your head is an advantage. Hoff goes on to show that the character of Eeyore is always depressed and dwells in negativity. If he abstained from this life would be completely different. Now finally we come to Pooh. The author exemplifies how Pooh doesnt stay in worry, nor is he over-analytical, he stays in the spontaneous. As a result of staying in the way he finds everything goes its own course and works out as a result of his non-action. Pooh goes with the flow of nature and doesnt interfere. He leads a life of simplicity and one free of worry. This is a perfect reflection of someone who follows the Tao. I think this is more or less a basic explanation of Tao and how to apply it to our lives by modeling out behavior in a likewise manner. There arent any obscure references here only face value application. The use of the cartoon characters that we all are familiar with is a very u seful strategy. It is a way of explanation that transcends all racial, sexual, gender barriers. For example, we wont try too hard or explain too much, because that would only Confuse things, and because it would leave the impression that it was all only an intellectual idea that could be left on the intellectual level and ignored. (p. 10) He uses each chapter of the book to teach a new principle of the Uncarved Block of Taoism. In each chapter he tells a Winnie the Pooh story and then explains how it relates to Taoism. Hoff writes a chapter teaching how cleverness does not always help, but it sometimes destroys things and is the reason that things do not work out. Hoff teaches that the Taoist believe that if you understand Inner Nature it is far more effective than knowledge or cleverness. He uses a poem called Cottleston Pie. The poem explains how things just are as they are and how people try to violate these principles with their everyday lives. There is also the story of Tigger and Roo. Tigger tries to be what he is not and as a result everything goes wrong and he always ends up getting stuck in a tree. Hoff also explains that working with Nature is best in the sense that you do not screw things up with a story about Eeyore getting stuck in the river. Everybody had been trying to think of clever ways to get Eeyore out of the river when Pooh said that if they just dropped a big stone into it, then it would just wash Eeyore ashore. He did it without even thinking, because thinking would complicate things, and of course it worked. Pooh worked with Nature and things worked out for him. As you can see, Hoff uses many different Winnie the Pooh stories to teach the uncomplicated ways of the Taoist. The only argument that Hoff really presents is whether or not the Taoist way is the best way and whether or not it really works. When you look at it from the point of Pooh and the stories he is a part of, you are able to see how easily the Taoist ideology fits snuggly into Pooh and his world. Obviously if you do not believe that cleverness and knowledge are not important, then you will not agree with anything Hoff is saying, but he makes you believe in showing you how it always works out with Pooh. He argues whether or not cleverness and knowledge really are important. For example, it can be explained in the story when Eeyore gets stuck in the river. Clever ways do not work, but Poohs simple way always seem to work surprisingly well. Hoff also argues how the Taoist believes that over exhausting ourselves needlessly only works against us. He uses Rabbit to explain this. Quite simply, Rabbit is always in a hurry, he is the very face of stress itself. Hoff explains these so called creatures like a shadow. Shadows are always rushing along. They are also always trying to lose their shadows. They try to run from them not realizing that they cannot, that they are one and the same. Hoff argues that by just sitting down and enjoying a nice sunny day, like Pooh would do, you can complicate things. You do not get the full fulfillment of your life. There is the argument that this is just using examples to match the conclusions that we have already come to. I believe however, that one cannot free himself of the weight of our foolish ways until we have exposed that fallacy and this is a vehicle to do that without feeling condescended by an authority figure that many associate with other comparative theories. Case and point Hoffs adaption of Winnie the Pooh to Taoist philosophy is brilliant and yet never strays from its humility. Through this I can now see how the field of psychology, is a chaotic discipline much more suited to the Taoist approach of going with the flow-the Wu wei, then against it. In Hoffs description of A A Milnes characters I was able to see myself trying to be like the Owl, while actually being a combination of the Rabbit and the pessimistic Eeyor e. Hoff has shown me how the ideal is to be a simple character such as Pooh himself, accepting life, work, and other people as they are rather than trying to impose order on them. I now seek to accept and move with events as they occur, preferring not to try to impose change nor viewing changes it as an obstacle to be overcome. It all comes down to acceptance and will. When you yield to the flow you find that it goes along with the grain of your life instead of against it. This approach spills over into every aspect of life, keeping them simple, letting nature direct the flow as it were.

Symbolism In The Pearl Essays -- Steinbeck Pearl Essays

Symbolism in The Pearl by John Steinbeck   Ã‚  Ã‚  Ã‚  Ã‚  Novels were created to show a very naive view in great depth. The Pearl is a novel in its most complete form. Steinbeck does this by conveying life symbolically. Through symbols, John offers the reader a clearer look at life and it?s content. He shows major imagery in four ways: Kino, music, Coyotito, and the 'Pearl of the World'.   Ã‚  Ã‚  Ã‚  Ã‚  Kino overall symbolizes clearly good and innocent. Kino is thought of as 'a wise, primitive man' who is hungry for fortune because of the great pearl, which he discovers and later in the story he becomes 'an angry, frightened, but resolute man, determined to keep what he has earned'. He is a young diver who lives in a small village on the coastline of Mexico. In the beginning of the story he has come to o...

Alexander Pope’s poem The Rape of the Lock Essay

There are several aspects to Alexander Pope’s poem, The Rape of the Lock which cement it as a unique and important work. Not only do Pope’s use of imagery and other literary tools create a landscape of the world which is represented here, but Pope also creates the feeling of total emersion into the story for the reader.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are also many individual issues, within the work itself, which utilize their social standing to create emotion for the reader, such as the consumption of drugs throughout The Rape of the Lock. This creates an emotional bond with between the reader and the character within the poem by forcing the reader to make judgments on the characters. This judgment, then, becomes part of the reader’s vision of the world Pope created within the poem.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   While the poem itself was called to be written by Pope’s close friend, to end the feud between two families, what Pope succeeds in creating was an epic of lust, debauchery and social posturing. This tale, spun by Alexander Pope, seems just as much a condemnation of the social stratification of his era, as it is a plea for well-born families to put aside their petty squabbles. The events leading up to the writing of the poem, as explained by Pope were:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The stealing of Miss Belle Fermor’s hair, was taken too seriously, and caused an  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   estrangement between the two families, though they had lived so long in great friendship   Ã‚  Ã‚  Ã‚  Ã‚   before. A common acquaintance and well  Ã‚  Ã‚  Ã‚   wisher to both desired me to write a poem to  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   make a jest of it, and laugh them together again. It was with  Ã‚  Ã‚   this view that I wrote the Rape of the Lock. (Pope) This partly explains the use of the term â€Å"Rape† in the title. The use of such a strong word to describe such an inane event illustrates Alexander Pope’s fondness of parody – as well as his ability to illustrate the strange and often humorous idiosyncrasies of the wealthy elite.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As Pope begins his five act poem, his first line both questions and accuses the parties involved in the rivalry by asking what â€Å"trivial things† could have been seen as such a â€Å"dire Offence†. The assault which is spoken of by Pope in this first canto is described as being committed by a â€Å"well-bred Lord† upon a â€Å"gentle Belle†. This assault is also questioned, in that Pope asked how a â€Å"Belle† could refuse the advances of such a well-born man. It is the assumption, from this early exchange, that it was socially expected that these two individuals, most certainly due to their social standing, would have no choice but to form a physical union – completely ignoring any personal choice in the matter.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Throughout the first canto, there are several examples of instances where Pope created a strange sense of reality through his use of word choice and order. Calling to attention the vision of a â€Å"birth-night beau†, a very festive and happy image, Pope juxtaposes the idea of non-consensual relations and enters into a dream-state. The allusions that Pope creates here are a very white and pure scene. The use of imagery such as the slippers, â€Å"silver sound†, and Belinda laying her head against her â€Å"downy pillow† creates a setting of safety and warmth.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In line twenty four of the first canto, the poem begins to take on a decidedly fantastic feel. This is used to create the sense that Belinda is truly a slothful person. As she arises at noon, the reader is told that she returns to sleep – creating a sense of an unpressured and possibly spoiled girl with no responsibilities.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The dreams of Belinda are also illustrated here. Pope mentions several types of fantastic characters in this section which illustrate the unrealistic world Belinda inhabits. The angels and elves which Pope mentions number in the thousands – and through them, illustrate the mental age of Belinda – that of a child. These creatures also set up the meaning of the first canto, the warning of Belinda.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the clear Mirror of thy ruling Star I saw, alas! some dread Event impend, E’re to the Main this Morning Sun descend. But Heav’n reveals not what, or how, or where: Warn’d by thy Sylph, oh Pious Maid beware! This to disclose is all thy Guardian can. Beware of all, but most beware of Man! (Pope 1.108-114) This warning shows the reader, in Pope’s mock-epic style, that some sort of tragedy is about to unfold for Belinda.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This fantastical illustration continues through the end of the first canto. Pope uses the personification of the items in Belinda’s room to create the creatures which she sees through her dreams. Line 135 is a perfect example of this as Pope writes: â€Å"The Tortoise here and Elephant unite, / Transform’d to Combs†. It is obvious to the reader that Pope is describing a tortoise shell and ivory comb. However, in the dream world of Belinda, this object is represented by its literal components before losing this personification and becoming a tool to create Belinda’s physical beauty.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The second canto is used to by Pope to illustrate the importance of hair to the physical beauty of Belinda. Her majestic persona is described by Pope in order to place a heavy weight on the locks of hair she will eventually lose to the impetuous Lord.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Pope exaggerates Belinda’s physical attractiveness and the attractiveness of her jewelry as well. Though she is surrounded by many well presented youths, all adorned in splendor, â€Å"ev’ry Eye was fix’d on her alone† (Pope 2.6) Her physical beauty, as Pope describes it, is accentuated by the cross around her neck – which was so spectacular that â€Å"Jews might kiss, and Infidels adore†. (2.8) The power of a piece of jewelry to overcome religious conviction is very unlikely, however, for Pope, this is a perfect way to illustrate the perceived power of high social standing of the wealthy elite. For the members of the elite families of England, the importance of visual presentation cannot be over-stated, not even when compared to religion. Though the symbol she wears is a Christian icon, its beauty – both from its construction and the fact that it is being worn by a young girl of such attractiveness as Belinda, it could seemingly convert Jews and heathens from their chosen dogmas.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is also in canto two that the Baron, who will perpetrate the rape of the lock, is introduced. Lines twenty nine and thirty of the second canto reads: â€Å"Th’ Adventrous Baron the bright Locks admir’d, / He saw, he wish’d, and to the Prize aspir’d†. This introduction of the Lord creates an interesting situation for the reader. Despite the several dozen lines of text which describe the beauty of Belinda’s clothing, jewelry as well as her physical features, it is the locks of hair that hang against her neck which the Baron first sets eyes upon, and subsequently longs for.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first feelings of the Baron are shown to be violent in nature.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Resolv’d to win, he meditates the way,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   By Force to ravish, or by Fraud betray;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   For when Success a Lover’s Toil attends,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Few ask, if Fraud or Force attain’d his Ends.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (2.31-34) This illustration of the man’s intent shows the reader that the Baron does not visualize the hair on Belinda as a part of Belinda – if he recognizes Belinda at all. The hair that hangs on her neck, however, is instantly revered as a stately prize.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is also through this section that the locks of hair are given a sexual persona. At no time does the Baron speak, or think of Belinda as a source of joy, but rather her hair as an all encompassing quest. The immediacy of the Baron’s passion for the locks of Belinda’s hair illustrates a very important aspect of his personality – the trophy is more important than the conquest. It is the intent of the Baron to display the locks of hair, as one would display a commendation. The locks of would signify the physical conquest of the beauty of Belinda – whether or not that conquest ever actually occurred.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The signification given to the locks of hair on Belinda’s head is that of her chastity. By removing them, the Baron, in so much as it was seen in the times, had given Belinda the equivalent of a badge of promiscuity. The path through which the Baron achieves his goal, is illustrated through a card game. though this game is seemingly innocuous, it symbolizes to very distinct and overt actions – the first being war, with the direct imagery within the poem, and the other being sex, by the eventual winning of the locks of chastity by the Baron.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The victory of the card game enables the Baron to cut the locks of hair from Belinda’s head. This action, keeping with the tone of the title of the poem, is illustrated violently – though the reality of the action was certainly far less extraordinary.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Peer now spreads the glitt’ring Forfex wide,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   T’inclose the Lock; now joins it, to divide.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ev’n then, before the fatal Engine clos’d,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A wretched Sylph too fondly interpos’d;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Fate urg’d the Sheers, and cut the Sylph in twain,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (But Airy Substance soon unites again)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The meeting Points that sacred Hair dissever   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   From the fair Head, for ever and for ever!   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (3.147-154) The words used by Pope in this stanza are undoubtedly violent. Though the Baron is removing the hair with the pressured permission of Belinda, Pope chooses to paint this scene as though the Baron was attacking her, killing her, and/or ravaging her body. Pope also uses strange images to create the picture in the reader’s mind. Line 148 states that the scissors were closed around the hair, cutting it; however, the language chosen by Pope creates the image of both conjunction and disjunction.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This stanza is followed by:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Then flash’d the living Lightnings from her Eyes,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   And Screams of Horror rend th’ affrighted Skies.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Not louder Shrieks to pitying Heav’n are cast,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When Husbands or when Lap-dogs breath their last,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Or when rich China Vessels, fal’n from high,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In glittring Dust and painted Fragments lie!   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (3.155-160) This violence that is being spoken of here, as intended by Pope, creates the feeling of murder, and military conquest. The emotions that Pope takes advantage of here, are for the express purpose of illustrating the over-exaggerated weight placed in the locks of hair. This scene is intentionally written so violently, as to show the reader that the members of this social stratum have little understanding of the true importance of things – such as locks of hair.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Throughout canto four, Pope makes several allusions to the act of torture. It is the intent of these lines to show the reader that the taking of the locks of hair, for Belinda, however insignificant as they may truly be, was a painful and violating event. Meanwhile, the Baron, himself, calls into question the validity of the social significance of the hair: â€Å"While the Fops envy, and the Ladies stare! / Honour forbid! at whose unrival’d Shrine / Ease, Pleasure, Virtue, All, our Sex resign†. (4.104-107)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The remainder of the poem, for Pope, further illustrates the illogical amount of importance placed on the loss of Belinda’s hair. The insistence that â€Å"Fate and Jove† where in the audience of this event, illustrates for the reader that the society which Pope is lampooning here feels that the Christian God and the pagan gods would be affronted by witnessing such a horrible action. Pope also suggests that the loss of Belinda’s locks would be of such great importance to the surrounding women in her life that their own lives would come to a halt – â€Å"For who cam move when fair Belinda fails?† (5.4)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Pope offers no redemption for the couple, or the society they inhabit. By line ninety-four of the fifth canto, Belinda and the Baron engage in actual combat. Pope uses this fight to further illustrate the complexity of this society’s skewed priorities.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Now meet thy Fate, incens’d Belinda cry’d,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   And drew a deadly Bodkin from her Side.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (The same, his ancient Personage to deck,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Her great great Grandsire wore about his Neck   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In three Seal-Rings which after, melted down,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Form’d a vast Buckle for his Widow’s Gown:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Her infant Grandame’s Whistle next it grew,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Bells she gingled, and the Whistle blew;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Then in a Bodkin grac’d her Mother’s Hairs,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Which long she wore, and now Belinda wears.)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (5.86-96) The fact that the petite and beautiful Belinda pulls a blade from her side, and attacks the Baron with it, is against the idea of the age – where men are the fighters and women are weak in and in need of protection.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This attack by the young maiden is followed by the powerful Baron’s begging for his life – â€Å"ah, let me survive†. (5.101) This, again, goes against the expectations of the reader, creating a setting of irrationality. These actions by Pope to create this skewed reality, are effective in forcing the reader to see the entire world of The Rape of the Lock as improbable.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Throughout the poem, Pope utilizes the tools of the ancient epic poems to create a sense of importance and truth to the work. Just as Homer had with his Iliad, Pope creates a tale of heroic and historical importance. However, this is simply a ploy to expose the utter lack of importance of the issue at hand. The entirety of the poem is an exaggeration of the expectations of the reader, and their knowledge of history and poetic license.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The complexity of Pope’s couplet rhyming as well as the loose iambic lines, suggest that the work is meant to be seen just as the historical epics had been. However, the use of exaggerated metaphors and unlikely situations confront that sense of importance – and overpower it. The voice that Pope uses throughout the poem allows the reader to feel at ease with the untrustworthiness of the narrator.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It was the intent of Alexander Pope to illustrate a situation in which a ludicrous amount of importance was placed on a fairly insignificant object – hair. Though the fact is never revealed within the poem, hair regrows naturally. This means that regardless of the taking of the hair by the Baron, given ample time, the hair would be replaced and the event completely forgotten. However, as with the strain between the two families for which Pope was inspired to write about, the event was seen as somewhat of a major catastrophe. WORKS CITED Pope, Alexander. The Rape of the Lock. University of   Massachusetts. Date of access: April 27, 2007. URL: http://www-unix.oit.umass.edu/~sconstan/index.html

Why Secondary Kids Act in a Laddish Behaviour

Context and concepts Paul Willis conducted a study called â€Å"Learning to labour† in 1977 in which he studied 12 working class students in their last 18 months at a school in the West-Midlands, the methods he used were observation and participant observation. The boys he studied were known as the â€Å"lads†. These boys knew what they needed to do in order to achieve and get qualifications but instead they chose to reject school and developed laddish behaviour, because they believed that education was unmasculine and uncool and that they would get a job even if they didn’t have any qualifications. They thought that manual labour was more worthy than work at a desk or an office. This is where my first concept â€Å"laddism† stems from. This is a male script of toughness which is characterised by negative feelings towards school. Willis found that there were two types of pupils in the class, the â€Å"earoles† who commit themselves to their education and the lads who took little notice of school rules, teachers and work, instead they thought school was all about having a â€Å"laff†. These are all coping strategies the boys had developed in order to cope and minimize the boredom of school and the future routine based jobs they would ultimately end up in. The boys thought that manual labour was more worthy than work at a desk or office. Mitsos and Brown also looked at why boys underachieve in education and thought it was mainly due to what teachers expected of them, which leads me to my second concept â€Å"teacher expectations†. They found that teachers tend to be less strict with boys, expecting low standards of work from them, leading them to underachieve as they failed to push them to achieve their full potential. This also means that the boys started to become overconfident and also started to overestimate their abilities to do something and so making themselves believe that they don’t need to work as hard in order to gain qualifications. Boys were also more likely to be sent out of the classroom or get expelled (80% are boys) from school than girls, which means they lose valuable school time. Another reason for their underachieve could be due to the decline in manual labour, which has resulted in them losing their motivation as they see little point ion education as it wont lead them to the type of job they seek. The lack of opportunities for these young men has given them a low self-esteem. It is these problems which have lead to an â€Å"identity crisis for menâ€Å". As there is a rise in the more â€Å"female† jobs and a decline in the more traditional â€Å"male† jobs, the future of some males look bleak as they lack a clear purpose. On the other hand according to Hargreaves et al the underachievement of boys in education may be due to the way the pupils are perceived by the teachers. Hargreaves at al analysed the processes that led to pupils being classified, and they put forward three stages which are: ? Speculation- this is where the teachers make presumptions about the type of pupils they are dealing with, this leads to the formation of a hypothesis. ? Elaboration- It is here that the established hypothesis is either gradually confirmed or rejected. ? Stabilisation- when this stage is reached the teacher will feel like that they are familiar with the type of pupil they are dealing with. It is this third stage of stabilisation, where the behaviour of the pupil is compared against the type of pupil they are thought to be. If some pupils are regarded as being badly behaved, then it will be hard for their good behaviour to be seen, which is the â€Å"labelling theory†. Nevertheless it is the predictions made by the teacher that has lead to the â€Å"self-fulfilling prophecy†, where the pupils start to live up to the predictions that the teacher have made about them, which is my fourth concept. So if a teacher labels pupils as being bright and expects a higher standard of work from them then these pupils will start to believe they are indeed bright and as a result work hard and obtain good examination results. Thus the actions of pupils are partly a refection of what teacher expect from them. Sociologists Rosenthal and Jacobson decided to carry out an experiment which lasted over a year, which was designed to test the â€Å"labelling† and â€Å"self-fulfilling prophecy† theories and how they affected educational achievement . They conducted their study in an elementary school were they selected 20% of the students, whom they expected to show rapid academic growth. In order to prove this they tested the IQ of the pupils before and one year after the experiment started and the selected pupils had gained IQ. Rosenthal and Jacobson explained that this was due to the teacher conveying the message that the selected sample had more potential than the rest. This led to the sample believing that they were capable of achieving highly and live up to the label they were given and subsequently led to the self-fulfilling prophecy. Main research methods and reasons The main method of research that would be most suited to my topic is non-participant observation in a classroom. Paul Willis also used non-participant observation when he was conducting his research in order to see boys behave in a â€Å"laddish† way. I will take up an iinterpretivist approach like Willis, where I will collect my qualitative data rather than quantitive data. This type of research method could help me explore the concepts of â€Å"teacher’s expectations†, as teachers can show different attitudes to the two opposite sexes which could lead to underachievement and form â€Å"laddish† behaviour. While observing I will be looking out for signs of â€Å"laddish† behaviour and levels of standards that are set by the teacher and if this affects the amount of work that is produced by the pupils. For example teachers tend to be less strict with boys and they tolerate low standards of work from them, which leads to them overestimating their abilities and they become overconfident and not work hard enough in order to achieve highly, which links to my second concept of â€Å"teacher’s expectations† Before I operationalise my research method I will need to design an observational framework that meets the needs of my research and that corresponds to my contextual studies. It will also help me to be consistent in what I observe. The things that I will need to look out for are: they way that the pupils are seated, the amount of times that the lesson has been stopped due to disturbance and if this was mostly from boys, and how the badly behaved pupils react to the good kids, do they bully them? Also I will be looking at the way that the boys contribute to the lessons, are they keen to learn? This will show that the boys are behaving in a â€Å"laddish† way, which operationalises my first concept. However before I officially observe the classes I will conduct a pilot study in which I will test the efficiency of my observational framework. In this research I will be observing four English classes all in year 11. all four classes will be observed in the second period of the morning through the week, as pupils tend to be more focused in the morning on a Monday compare to a morning on a Friday. Before I can observe a class I will need to gain permission from the subject teacher. Then I will enter the classroom before the pupils get there and sit somewhere unobtrusive where hopefully students will not pay too much attention to me, which would also improve my data. Whilst observing the class I might also come across situations where issues of confidentiality are raised. Potential problems Potential problems that could be met while conducting my research are that the behaviour of some pupils and teachers might change as the sense the presence of a stranger in the classroom. This could mean that I will not be obtaining accurate or valid data to show why boys are underachieving in education. The data obtained will be qualitative which means that I will not be able generalise the findings to the wider society, which means that my study will lack ecological validity. Another problem could be getting the permission to observe these classes, the teacher might not be comfortable with the fact that I will be observing their class while they are teaching and so refuse me access, leaving me with no data. Also there might be timetabling issues, which means that I may not be able to observe the class I intended to, because my timetable might not let me, as I can also have lessons at that particular period of the day. While observing the class I will record my findings on an observational framework and as I am doing this I might miss some crucial events that have taken place while I was recording my data. Due to this I might also end up being biased and focus only on certain events or even add my own interpretations to actions, which means that I will be selective as I am trying to prove a point. During the time I am in the classroom observing I may come across an event that has taken place in my presence which is serious and so automatically I am put in a position where I have to take a certain action which can be: do I report what has happened, or do I keep it to myself as the teacher has allowed into their classroom, do they expect me to be trustworthy? So issues of confidentiality may arise.