The Aristotles Idea of a Good Life Essay - 1037 Words

Question: What is Aristotle’s idea of a good life and why does he view a good life in this way? Is Aristotle’s understanding of a good life accurate? Why or why not? (Make sure to talk about the concept of the mean). To Aristotle leading a good life, for the most part, means fulfilling one’s purpose in a way that is good by balancing life’s pleasures. In order to determine if an object fulfills its function in a good way, we must first consider the object. If we were to agree that a car should be reliable, then we could also agree that reliable car should be considered a good car. Similarly, animals, for example, possess certain traits like the power of locomotion, and the desire to seek nourishment and reproduce. According to†¦show more content†¦Aristotle studied under Plato, who studied under Socrates, yet Aristotle tended to be more real-world oriented with regard to how he thought. Aristotle has come to be known as the father of logic, and has been credited as the first person to classify knowledge in specific categories like mathematics, and biology. Indeed, his sound reasoning skills and belief in the scientific method form the framework for much of his work, and his idea of a good life is probably no different (Richter, 2008). Aristotle was an observer of nature, and recognized the need for balance in natural systems. He could have reasoned that since humans are products of nature, we too must find a balance with-in our environments. This probably led to the idea of a golden mean, or balance between two extremes that humans should strive to achieve. The golden mean is not an exact middle or average in the mathematical sense, but rather a flexible guideline that can vary depending on the situation. In this way, it could be said that courage is the desirable trait that exists between cowardliness and recklessness. However, where courage lies between these two extremes varies from situation to situation, so a baseline cannot be defined to cover every case. For example, risking one’s life in battle to save the lives of others would be considered a courageous act, while risking one’s life through heavy alcohol orShow MoreRelatedOedipus And Aristotle s Definition Of A Tragic Hero1466 Words   |  6 PagesOedipus exemplifies or refutes Aristotle’s definition of a tragic hero. Thesis Statement: Oedipus is the personification of Aristotle’s characterization of a tragic hero through his ability to maintain and keep his virtue and wisdom, despite his shortcomings and situation in life. Introduction I. Tragic Hero A. Definition of a tragic hero B. Oedipus’ Character II. Tragedy A. Language of Tragedy B. Tragedy and its affects on audience III. Plot A. Aristotle’s idea of a tragic plot B. MeaningRead MoreReview of Aristotles Nichomachean Ethics1388 Words   |  6 Pagesan introduction by Hye-Kyung Kim. Aristotle was one of the great early philosophers who ventured to speak to humans about how they conducted themselves as they related to others; however, some of Aristotle’s ideologies were debated by his counterparts for hundreds of years. Aristotle’s plethora of ideas was and has been adopted by past and present philosophers as they approached subject matter that had very few definitive answers. Aristotle was born in circa 384 B. C. and died in 322 B.C. Read MoreEssay about Aristotles Ethics593 Words   |  3 PagesAristotle’s thoughts on ethics conclude that all humans must have a purpose in life in order to be happy. I believe that some of the basics of his ideas still hold true today. This essay points out some of those ideas. It was Aristotle’s belief that everything, including humans, had a telos or goal in life. The end result or goal was said to be happiness or â€Å"eudaimonia†. 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The idea of the good from Aristotle’s point of view comes from observation, he believed that the good is the final cause(there are three others that will be discussed), and that everyone can understand judgement and collective moral actionRead MoreKant And Ar istotle s Views On Ethics And Morals1480 Words   |  6 PagesPhilosophy 300 Class Section 1200 Recitation-Tuesday 10am 2/11/2015 What Is The Highest Good? Immanuel Kant and Aristotle are two of the most prominent philosophers on ethics and morals. Each has their own idea about human life and what the highest good is. It has even been said that in his Grounding for the Metaphysics of Morals Kant disproves Aristotle’s view. In order to prove that Kant successfully disproves Aristotle’s theory, we must first understand both theories. After a successful understandingRead MoreConstructing A Good Human Being : Ethics By Aristotle1594 Words   |  7 PagesConstructing a Good Human Being: Ethics by Aristotle Aristotle’s philosophy of ethics reflects the complexity of human action, deliberation, and human life in general. His philosophy provides a flexible basis for integrating the subjective and the objective. In the books Nicomachean Ethics, Aristotle describes five intellectual virtues that help man to be a good human being: technical knowledge, scientific knowledge, philosophical wisdom, intuitive reasoning, and practical wisdom. These intellectualRead MoreAristotle s Understanding Of The Four Causes1448 Words   |  6 Pagesa) Explain Aristotle’s understanding of the four causes Aristotle explains that anything which changes is subject to causes giving it potentiality. Potentiality means that something has a purpose to fulfil when it is enabled to, this potentiality becomes actuality when it achieves that purpose which Aristotle called ‘Telos’. Therefore in order to go from cause to effect an object must change and Aristotle understood this process in four different ways called the four causes. He understood that eachRead More Aristotle Essay568 Words   |  3 PagesGreek philosopher, logician, and scientist. Along with his teacher Plato (author of The Republic), Aristotle is generally regarded as one of the most influential ancient thinkers in a number of philosophical fields, including political theory. Aristotle’s’ writing reflects his time, background, and beliefs. Aristotle was born in Stagira, Macedonia. His father, Nichomacus, was the personal physician to the King of Macedonia, Amyntas. At the age of seventeen, Aristotle left for Athens to study at

Family Health Assessment - 1655 Words

Family Health Assessment Shaila Rahman Grand Canyon University Family-Centered Health Promotion NRS-429V Melanie Gray MSN October 19, 2014 Family Health Assessment Gordons Functional Health Patterns provide a useful structural guideline that help nurse or any health care provider to assess any family’s health status and develop a nursing diagnosis according to their need to improve their quality of life. Through each of these eleven patterns of health assessment, nurse can create a systemic approach and gather information which help them to understand a family values from each prospect of human health status. The health assessment begin with asking two or three open ended questions to a selected family. This family is a young†¦show more content†¦The mother thinks every woman has concerns or dislikes with their body but she feels very content being a stay at home mom and care provider for her husband. It brings her a lot of joy. Role Relationship The couple is very happy with their great partnership. The mother enjoys as being caregiver. She takes care of the home, make sure everything is neat and organized. She plans everything, and ensure that her husband has no worries in regard to home life. She expressed that she always try to be spontaneous and keep their relationship fresh so it does not get stagnant. Sexuality Family looks little concern regarding their sexual life but overall, she thinks it is good. It is part of life and a healthy relationship with her husband. Mother thinks that it might be wonderful if they manage to get away without the baby for a night to improve their sexual relationship. Coping The family looks very stress-free and relaxed. She stated that she does not really have a significant amount of stress, it is just the normal everyday things associated with parenthood and running a household. She feels relieved and rejuvenated when she runs. Father likes to go and play golf whenever he is stressed or in a bad mood. It is very important to assess the strength and weakness of the family and gather all data base on the family assessment to improveShow MoreRelatedFamily Health Assessment : Family Assessment Essay1469 Words   |  6 PagesFamily Health Assessment Family is so important in the society and it is a blessing from God. Healthy behaviors learn from within the family and family member’s stimulus one to each other with health promotion practices. There fore, the health behaviors are very essential in the family assessment and which notifies health-promotion and disease-prevention. Within families, members will be the first one to learn about to promoting health. Families have impact on children’s lifestyle choices. The AmericanRead MoreFamily Health Assessment : Family Assessment1884 Words   |  8 Pages Family Health Assessment The family assessment involves a simultaneous data collection on individual family members or if able the whole family. The nurses and other healthcare professionals interview individuals and family as a whole to understand and assess the health of the family. This interview help professionals detecting the possible origin or factors contributes to the family’s health problems. The Gordon’s functional health pattern will be used as a model to collect and organizeRead MoreFamily Health Assessment1252 Words   |  6 PagesFamily Health Assessment A family health assessment is an important tool in formulating a health care plan for a family. This paper will discuss the nurse’s role in family assessment and how this task is performed. A nurse has an important role in health promotion. To perform these tasks the author has chosen a nuclear family. By the use of family focused open ended questions, 11 functional health patterns were covered. This principle is known as the Gordon’s functional health patterns.Read MoreFamily Health Assessment1375 Words   |  6 PagesFamily Health Assessment Using Gordon’s functional health patterns to assess a family will guide the nurse in developing a comprehensive nursing assessment that is holistic in nature. Gordon’s functional health patterns are founded on 11 principles that are incorporated within the nursing practice. These 11 principles serve as a framework for a thorough nursing assessment in which to build a holistic and individual family care plan (Grand Canyon University, 2011). The author has developed family-focusedRead MoreFamily Health Assessment1150 Words   |  5 Pagesremember the family has an important role in the paradigm of health promotion for the patient. The roles in which the family plays in assisting the patient and providing care are crucial to the health of the patient and the well being of the family as a whole. One tool to assess not only a patient and their views on different aspects of health, but an entire family or even community is Gordon’s Functional Health Patterns. This as sessment tool incorporates eleven topics of health patterns. Health patternsRead MoreFamily Health Assessment1461 Words   |  6 PagesHeritage Assessment: Evaluation of families, cultures and views on health Anniemae Stubbs Grand Canyon University Culture and Cultural Competency in Health Promotion NURS 429 Professor Alma Celaya June 19, 2016 Heritage Assessment: Evaluation of families , cultures and views on health Cultural Heritage is a concept that is passed on from one generation to the next that depicts how people live, act, behave, or think. It can be a noticeable or vague manifestation. It includes various customsRead MoreFamily Health Assessment1085 Words   |  5 PagesFAMILY HEALTH ASSESSMENT This assessment was conducted after interviewing the Nelson family using Gordon’s functional health pattern. Marjorie Gordon developed a method to be used by nurses in the nursing process to provide a comprehensive nursing assessment. It includes eleven principles for the collection of data and helps the nurse identify two or more wellness nursing diagnoses. It is a systematic and standardized approach to data collection (â€Å"functional health† n.d.)Read MoreHealth Assessment Of Families And Their Health1399 Words   |  6 PagesHealth is directly related to the activities in which we participate in, the food we eat, and the substances to which we are exposed to daily. Where we live and work, our gender, age, and genetic makeup also impact our health. (Nies, 2011) Assessments of family’s health are to help focus on the control and prevention of diseases. Health assessment assist in determining an individual’s perception of their quality of life along with the family’s perception as a whole. This also helps to define a person’sRead MoreFamily Health Assessment1465 Words   |  6 PagesFamily Health Assessment Family health and wellness can be influenced by many factors such as society, culture, religion, and family members. Somehow, society, culture, religion and families are connected to each other. To understand an individual, it’s important to understand the family system of an individual. Health practices, whether effective or ineffective, are activities performed by individuals or families as a whole to promote health and prevent disease (Edelman, 2010). A family healthRead MoreFamily Health Assessment1537 Words   |  7 PagesFamily Health Assessment Melody Moore Grand Canyon University NRS-429V Instructor: Renita Holmes May 10th 2013 Family Health Assessment A comprehensive family assessment provides a foundation to promote family health (Edelmanamp;Mandle, 2011).Gordon’s functional health patterns is a method developed by Marjorie Gordon in 1987 in which she proposed functional health patterns as a guide to establishing a comprehensive data base.(Kriegleramp;Harton,1992).Gordon’s eleven functional health

ASS Database Design and Development †MyAssignmenthelp.com

Question: Discuss about theASS Database Design and Development. Answer: Normalization The sample solution of ASS database is used for mapping the ERD into a set of relations into 3 NF. The table Employee EmployeeID PK Full Name Street City State postCode Phone EmployeeType For making it in 3 NF the following new table is created Employee (EmployeeID PK, Full Name, Address (Street, City, State, postCode), Phone, Type, Noof ExperienceYears, Certificate Level) ClientID PK Full Name Street City State postCode Phone IsSenior The client table in already generalized and thus no changes are made in the client table Client (ClientID PK, Full Name, Address (Street, City, State), Phone, Seniority Level) The car table given in the example is RegnNbr PK Make Model Colour Produced Year Price Warranty Due date Purchasedfrom ASS To make it in 3NF the following table is created Car (RegNo PK, Make, Model, Colour, Manufacturing Year, Price, WarrantyDue Date, PurchasedFromASS) The service table given in the example is JobNbr PK JobDescription ServiceDate TotalCost The service table after normalization Service (JobNbr PK, JobDescription, Service Date, TotalCost, StartTime, FinishTime, LabourCost) Parts table before normalization PartID PK PartDescription PricePerUnit The parts table after normalization PartUsed (PartID PK, JobNbr FK, QuantityUsed, PartCost) The car and the client is selected from the relation and the functional dependency that exist with the relation are given below: Client (ClientID PK, Full Name, Address (Street, City, State), Phone, Seniority Level) Client has the following functional dependency and is given below ClientID FullName, Address, Phone, Level For the client table the client ID is the primary key and the transitive dependency are removed for normalizing the table into 3NF. The removal of the transitive dependency does not affect the database and still it can be joined to get the information about the client using the client ID. The risk of redundancy during the insertion of data in the table is removed my making the table into third normal form and removal of the dependency. Car (RegNo PK, Make, Model, Colour, Manufacturing Year, Price, WarrantyDue Date, PurchasedFromASS) The car table is created and the functional dependency of the car table is demonstrated below: RegNo Model, Maker, Color, ProducedYear, CarPrice, WarrantyPeriod The table contains the registration number of the car and the model, manufactured year, car price, WarrantyDue, PurchasedFromASS. The transitive dependency is removed from the table and normalized into 3NF for reduction of the redundancy of data and resolve the duplicate entry issues raised during the entry of data into the tables. The car table can be joined using the registration number and all the data required can be fetched by joining the tables. Implementation of Relational Database Microsoft Access is used for the development of the relational database of the system. Short Implementation report The two interesting things or procedures that were learnt during the advancement of the assignment is the preparation of the report and the removal of the transitive dependency between the tables. It is important to remove the transitive dependency between the tables for making the table in third normal form. The complexity faced during the development of the database is generalization of the table into 3NF but the previous solution was deeply analyzed for the preparation of the preparation of the database. The dateAdd and the Date methods was studied for the getting different outcomes from the database and the use of now() function is also studied for getting an effective result of the querry and fetch the date and time from the computer. The most complex task in the assignment The complexity of the assignment lies during the setting of the constraints in the car table i.e. the registration number and linking it with the other table i.e the customer to get the appropriate outcome of the querry. The complexity of the report was resolved by taking an input mask that is new and a lot of time is spend for the implementation. Bibliography Coronel, C. and Morris, S., 2016. Database systems: design, implementation, management. Cengage Learning. Harrington, J.L., 2016. Relational database design and implementation. Morgan Kaufmann. Hsieh, W.C.Y., Lloyd, A. and Veach, E.H., Google Inc., 2017. Systems and methods of increasing database access concurrency using granular timestamps. U.S. Patent 9,747,310. Kinser, A.S., Hammerle, P.P., Kinser, E.P., Lending, D.P. and Nightingale-Massart, J.P., 2013. Your Office: Microsoft Access 2013, Comprehensive. Prentice Hall Press.

Interpreter of maladies guide free essay sample

‘Interpreter of Maladies’ pages 43-69 Summary of the story Mr. and Mrs. Das are arguing at the first rest stop about whose turn it is to take their daughter to the toilet. Mr. Das complains he bathed her the night before. Mrs. Das gets out of Mr. Kapasis car to take Tina. It is a Saturday in mid-July. Mr. Kapasi is driving the Das family from their hotel to the Sun Temple at Konarak. He is assigned to pick up foreign tourists because he speaks English. The Dass also have two boys, Ronny and Bobby. The parents are under thirty and look Indian but dress like foreigners. Mr. Das squeezes Mr. Kapasis hand greeting him like an American. Mr. Das holds a tour book titled INDIA and wears shorts, T-shirt, sneakers and camera around his neck. Ronny exits the car to see a goat. Bobby stays in the car. We will write a custom essay sample on Interpreter of maladies guide or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Mr. Das tells him to watch his brother but Bobby says he doesnt feel like it. Mr. Kapasi tells Mr. Das the goats are tame. Mr. Kapasi asks if he left India as a child. Mr. Das explains he and Mrs. Das were born and raised in America but are visiting their parents who retired in India. Tina returns. Mr. Das indicates this is her first trip to India and asks her where Mina is. Mr. Kapasi finds it strange Mr. Das asks his daughter about her mother using her first name. Tina points to her mother buying something from a shirtless man at the stall. As she walks away, the man sings part of a Hindi love song that Mrs. Das seems not to understand. Mr. Kapasi notices her short skirt and tight-fitting blouse like a mans undershirt. Mr. Das answers Mr. Kapasi they live in New Brunswick, New Jersey and he teaches science in middle school. Mr. Das compares his student trips to a New York Museum with Mr. Kapasis work as a tour guide. Mrs. Das returns and asks how long the trip is. Mr. Kapasi answers two and one half hours. Mr. Das responds the tour book says eighteen miles. Mr. Kapasi says its actually fifty-two miles and roads are poor. Mr. Kapasi checks the door locks before starting the car and leaving the tea stall. As they drive down the road, Ronny yells monkeys to what Bobby points at. Mr. Kapasi indicates they are common in the area as they jump into the road and on the car. They have only seen monkeys in a zoo. Mr. Das asks to stop so he can take pictures. Mrs. Das does her nails and tells Tina to leave her alone. The boys are confused by drivers on the opposite side than in America. Mr. Kapasi says he knows from watching ‘Dallas’. He thinks to himself the Das family act like brothers and sisters. The parents act just like an older brother and sister. Mrs. Das complains the car is not air-conditioned. She asks if Mr. Das saves fifty cents because of that. He tells her to quit complaining and its not so hot. Mr. Das asks Mr. Kapasi if his job is tiresome. He tells him to stop so he can take another picture. Mrs. Das looks away at the sky. Mr. Kapasi looks forward to guiding tours, and the Sun Temple is a favorite destination. He guides tours only on Friday and Saturday, and has a job in a doctors office the other days. Mr. Das asks if hes a doctor. Mr. Kapasi explains he interprets for a doctor who does not speak Gujarati. Mr. Das says thats interesting. Mrs. Das says its romantic. She puts her sunglasses atop her head. Her eyes meet Mr. Kapasis in a drowsy gaze through the rearview mirror. Mr. Das turns to her to ask whats romantic. She tells him she doesnt know. Then she asks Mr. Kapasi if he wants some gum and to tell them more about his job. He asks what she wants to know. She says a typical situation. So she can picture what happens she tilts her head and closes her eyes. Mr. Kapasi tells them of one. She says its neat, patients depend on him, he has a big responsibility and Mr. Das agrees. Mina explains that patients are more dependent on Mr. Kapasi than the doctor since neither understands the other without him. Mr. Kapasi reflects on what they say and how he never thinks of it that way. He thinks interpreting patient maladies is a failure to be the interpreter for diplomats and scholar of foreign languages he wanted. He remembers few foreign phrases anymore and his children know better English. He met the doctor when his son was sick and had to barter language skills for the medical treatment his son needed. The son died but he continues on with the doctor to pay their bills. This reminds his wife of their son. She never asks about his job. Mrs. Dass interest in it flatters him. Mr. Kapasi reflects on how his marriage and the Das couple seem similar. They both seem unhappily married to each other and have children to raise. He wonders if theyre a bad match also. He is exhilarated by her comment about his romantic job. He is happy to wear his good suit that morning and checks his reflection in the mirror while driving. He glances back at Mrs. Das and tells her more patient stories. The children look for monkeys, Mr. Das reads his tour book and Mr. Kapasi feels like hes talking alone with Mrs. Das. When they stop for lunch, Mrs. Das calls Mr. Kapasi to sit with them. When they finish Mr. Das tells Mr. Kapasi to move near Mrs. Das so he can take a picture. She asks for his address to send pictures. He writes it down and dreams about writing to her. The Das tour group arrives at the temple. Mr. Kapasi tells them its history and leads the family on a walking tour of the grounds. Mr. Das follows taking pictures. They pass by friezes of naked couples entwined in making love, elephant processions and topless female musicians. Mr. Kapasi sees Mrs. Das stare silently at the figures. He admires the back of her legs and points out features of Surya as he dreams of embracing her. He asks when they will return home. She says ten days. He hopes to hear from her in six weeks. The group starts back to the hotel. Mr. Kapasi thinks about ways he can make the tour last longer. He mentions a side trip to another site on the left and the children agree. Mr. Kapasi fantasizes what he will say to Mrs. Das and that he might take her hand. When they arrive she says her legs are tired and wont get out of the car. Mr. Das and children start up the hill. When Mr. Kapasi says he will join them to explain the caves Mrs. Das asks him to stay and gets into the front seat with him. Mina watches Raj and her children hike up the hill and confides in Mr. Kapasi. She says Bobby is not Rajs son. She explains they were young when they married and still in college. They had Ronny and she stayed at home to take care of the baby so she sees few friends. Raj didnt mind because he enjoys coming home to play with the baby. He invites a friend of his to stay with them. She makes love to him and conceives Bobby the afternoon he leaves. Mr. Kapasi refers to her as Mrs. Das, but she says he should not call her Mrs. She is twenty-eight and he probably has children her age. He is crestfallen that she thinks he is as old as her parents. She tells him her secret because of his talent. She has not told anyone for eight years. Raj doesnt even suspect her secret. She is in pain and hopes Mr. Kapasi knows what to say to relieve her so she feels better. Minas secret depresses Mr. Kapasi. He asks her if its pain or guilt that she feels. She glares at him to say something insulting then gets out of the car to walk up the hill. As she walks eating handfuls of puffed rice, bits fall on the ground. The bits attract monkeys that pursue her up the hill. Mr. Kapasi follows so as not to alarm her by calling out. Mrs. Das calls out to Mr. Das to wait for her. Mr. Kapasi chases off the monkeys as he catches up with the Das family. Mr. Das asks where Bobby is. Mrs. Das asks whats wrong with all of them. They call for him but do not hear his screams. He is surrounded by monkeys pulling at him. One is hitting him with a stick. Mr. Kapasi chases them away and picks up Bobby. He takes him stunned and frightened to his parents. They decide to go back to the hotel. Mrs. Das pulls out her brush to fix Bobbys hair. When she pulls it from her purse the slip of paper with Mr. Kapasis address flies out and flutters away on the breeze into the trees with the monkeys. Narrative Perspective  · Third person but provides perspective of Mr Kapasi  · Mix of narrative and dialogue Characters: Mr. Das (Raj)  · Around 30 years of age  · Tanned  · Shrill immature voice, clean-shaven.  · Sapphire blue visor, shorts, sneakers, t-shirt  · Dresses and acts like typical American tourist  · Expensive, complicated camera slung around neck  · Live in New Brunswick, New Jersey  · A science teacher: compares his student excursions to Mr. Kapasi’s job as tour guide: â€Å"In a way we have a lot in common, you could say, you and I. † p. 46  · Thinks Mr. Kapasi’s job tiresome  · Stops car to take photo of poor man  · Takes photos at lunch stop  · Reads his tour book in car  · Supplements Mr. Kapasi’s description of the Sun Temple from his book  · Tells his wife off for wearing stupid shoes.  · Worried she won’t be in pictures at the hills. Thinks they could use on for their Christmas cards. Wants a picture of the five of them.  · Happy to come home from work in evenings, a contrast to his wife  · His camera triggers off monkeys Mrs. Das (Mina)  · 28 years old, similar age to husband  · Tanned  · No initial interest in Mr. Kapasi  · Doesn’t realize men at tea stall sing at her: doesn’t understand Hindi  · Wears red and white checkered skirt above knee, slip on shoes, close fitting blouse with strawberry shaped applique.  · Short, small hands, painted fingernails and lips, slightly plump, short hair,  · Wears large brown sunglasses, carries big straw bag  · Buys puffed rice: doesn’t offer to anyone else in car  · Impatient  · Has Bombay film magazine written in English  · Paints her nails whilst children watch monkeys  · Complains that car not air-conditioned: blames her husband  · Looks the other way when her husband photographs the man by road  · First sign on interest is when she hears Mr. Kapasi works as an interpreter. Takes off her sunglasses for the first time.  · Offers gum to Mr. Kapasi  · Vanity: brushes hair, does nails, concerned about appearance  · Invites Mr. Kapasi to eat lunch with them  · Smells of scent – a mixture of whiskey and rosewater  · Wants Mr. Kapasi’s address to send copies of pictures  · Drops the slip of paper with his address into the ‘jumble of her bag’  · Likes the carvings at the temple. Stares silently at the carved lovers  · Refuses to get out of car at the hills. Says her legs are tired.  · Tells Mr. Kapasi to stay. She shifts to front seat beside him  · Revelation that Bobby is not Raj’s son  · Doesn’t cope well at home with the children – feels isolated  · Outrage when Raj invites a Punjabi friend to stay  · Reaction when Mr. Kapasi can’t offer advice to her problem  · Question of whether or not she realizes the effect her words and actions have on Mr. Kapasi throughout the tour Mr. Kapasi  · An observer: he watches in his rearview mirror. He notices Mrs. Das’s ‘shaved, largely bare legs’  · We never learn his first name  · Speaks English so generally assigned as driver to foreign tourists  · Aged 46, receding silver hair, ‘butterscotch’ complexion  · Gray trousers and matching jacket-style shirt in synthetic non-crushable material. Made by tailor  · Finds it strange Mr. Das calls his wife by first name when speaking to daughter  · Asks questions about Das’s heritage and where they live  · A tour guide for 5 years  · Notes one boy paler skinned than the other  · Thinks parents more like children themselves  · Thinks their accents like American TV shows  · Sun Temple one of his favourite places: sees it as a ‘reward’  · Works as tour guide on Fridays and Saturdays.  · Has another job as Gujariti interpreter for a doctor  · Answers Mrs. Das’s questions about his job  · Never occurred to him that job is a ‘big responsibility’. He thinks it a thankless occupation  · Devoted scholar of foreign languages in youth  · Owned dictionaries, listed etymologies of words in his notebook  · Now has forgotten all but English  · Son contracted typhoid at 7 years old. Died in mother’s arms  · Job with doctor a barter of skills to pay son’s medical bills  · Financial pressures – education, housing, clothing  · Emotional pressure from wife grieving loss of son  · Wife calls him a ‘doctor’s assistant’. She’s not interested in his job  · Flattered by Mrs. Das’s interest in his job. Reminded of its intellectual challenges  · Finds Mrs. Das’s attention ‘intoxicating’  · Enjoys what seems like a ‘private conversation’ between him and Mrs. Das  · Writes his address carefully on scrap of paper  · Dreams of writing and receiving letters and what each will reveal to each other  · Has never seen his wife naked. Feels strange walking beside Mrs. Das  · Favorite statue is a particular Surya.  · Calculates how long until he receives first letter with photos  · Strategizes to make tour last longer  · Says monkeys are more hungry than dangerous. Tells them not to provoke them with food  · Shocked at Mrs. Das’s revelation about Bobby  · Upset that she thinks of him as a parent and healer  · He can’t comprehend she has told him her story. He thinks ‘interpreting’ only applies to language, not to problems.  · Feels insulted at being asked to interpret her ‘common, trivial little secret’  · Can foresee problem puffed rice will cause with monkeys  · Rescues Bobby and tempted to whisper truth of his birth to him Tina  · Complains 5 minutes into trip  · Wearing purple sundress with big bows  · Carries yellow-haired doll  · Her first trip to India  · Plays with door locks inside car  · Screams in delight at monkeys  · Wants mother’s attention Ronny  · Close in age to brother.  · Has braces: ‘network of flashing silver wires’  · Ignores father at tea stall: goes to the goat and quickly touches it.  · Excitement at seeing monkeys Bobby  · Has braces like his brother  · Picks up stick that monkey snatches. He and monkey pass it back and forwards  · Not Mr. Das’s biological son  · Wanders off and gets surrounded by monkeys  · Monkey hits him repeatedly with stick he’d given it earlier Themes Marital Relationships  · They are arguing in opening line of the story  · Mr. Kapasi has never seen his wife naked, has never admired the backs of her legs  · ‘†¦and enjoy the evening newspaper and a cup of tea that his wife would serve him in silence. ’ 60  · Revelation of Mrs. Das’s affair and birth of Bobby  · They married while still in college. Parents were best friends.  · She is unhappy in her marriage – has kept her feelings secret for eight years  · The effect on her of finally releasing her secret. She suddenly has renewed vigour and interest in family Parenting  · Mrs. Das doesn’t hold Tina’s hand  · Ronny ignores father on p44. So does Bobby p45  · Don’t stop Tina playing with door locks on car  · Mrs. Das tells Tina to leave her alone when applying nail polish p. 48  · Mrs. Das ignores children at temple: ‘†¦walking past her children as if they were strangers. ’ 58  · Seems to spring into maternal role after leaves Mr. Kapasi in a huff.  · Concern when Bobby missing  · Mrs. Das shows affection when Bobby hurt. Wants to fix his hair. Band-Aid. Cultural  · Parents look Indian but dress as ‘foreigners’  · Mr. Das greets differently to Mr. Kapasi: Mr. Kapasi presses palms together whilst Mr. Das squeezed hands  · Guide book published abroad  · Mr. Das proud he and his wife born in America. Their parents have retired to Assansol.  · Boy wonders why driver on wrong side of the car  · Mr. Kapasi knows something of America from ‘Dallas’, the TV show  · Mr. Kapasi not used to a woman showing interest in him. Mrs. Das so different from his wife  · Souvenirs stand at Sun Temple Tourists  · Guidebook on INDIA  · Camera and taking of photos  · Children’s excitement at seeing monkeys  · Ignorance of language and customs  · Mr. Das taking photo of man 49 Food/Smells  · Gum: ‘†¦a thick sweet liquid burst onto his tongue. ’ 50  · Puffed rice  · Lunch stop  · Mrs. Das’s scent Lack of fulfillment in life  · Mr. Kapasi had dreamed of being an interpreter for diplomats and dignitaries and settling disputes of which he alone could understand both sides  · Mrs. Das the first woman who had taken an interest in him  · She doesn’t have many close friends as whole life dominated by Raj and children  · has no-one to confide in  · She has fallen out of love with husband, children and life Dreams  · Mr. Kapasi dreams that letters between them would fulfill his dream of serving as an interpreter between nations.  · Thinks about complimenting Mrs. Das or even holding her hand Communication  · Mr. Kapasi translating Gujarati words into Hindi  · Mr. Kapasi speaks English  · Mrs. Das’s use of the word ‘romantic’ to describe his job  · Story-telling. Mr. Kapasi enjoys telling stories of the various patients for whom he has interpreted. ‘Mrs. Das listened attentively†¦asking more questions, for yet another example. ’ 54  · Thought of receiving letters from Mrs. Das  · Mr. Kapasi dreads possibility of a lost letter  · Mrs. Das’s use of the word ‘neat’. Mr. Kapasi not sure what it means.  · Mrs. Das not close to her parents  · Story of Bobby’s conception  · Mrs. Das feels she hasn’t been able to express her anxieties to anyone – she wants advice  · Use of looks: glares  · Difficulty of communicating pain and problems to other people Language and Style of Story  · Use of colours: ‘mustard oil on her frosty pink lips’  · Detail used to describe monkeys  · Detailed description of carvings at the Sun Temple  · Use of senses: smell, taste, touch, what the eyes see  · Use of motifs such as the slip of paper with address on it Motifs:  · White Ambassador car: lots of references to seats, locks, windows  · Tour book: Mr. Das always reading it. He prefers to draw his facts from the book rather than listen to Mr. Kapasi. Represents arrogance and ignorance of the tourist, especially a tourist of Indian heritage. Gap between America and India.  · Camera: Mr. Das hopes to get a photo of the whole family together but doesn’t succeed. Clicks away on camera rather than simply appreciating what is in front of him. Thinks of family Christmas card. Noise of camera worries monkeys. Link to Mr. Kapasi who dreams of receiving copies of photos.  · Puffed rice: represents self-centeredness of Mrs. Das. She doesn’t offer any to her family, only to Mr. Kapasi when she confides in him. Her carelessness, when puffed rice dropped on track, leads to monkeys attacking Bobby.  · Straw bag: Mrs. Das keeps all sorts of ‘trivial’ items in it. Mr. Kapasi’s address tossed in carelessly and later blows away when she gets brush out.  · Sunglasses: hide her face and emotions. She takes them off for the first time when Mr. Kapasi tells of his job.  · Clothing: family’s American style clothing compared to Mr. Kapasi’s tailored synthetic suit. Focus on the strawberry applique on Mrs. Das’ blouse. Contrast to traditional Indian clothes Mr. Kapasi’s wife wears.  · Monkeys: exciting for children but prove a menace. Mr. Kapasi’s advice that food can make them a threat comes true.  · Carvings at Sun Temple at Konarak: emphasis on ‘erotic’ carvings where couples entwined together – the opposite of Mr. and Mrs. Das, and also Mr. Kapasi and his wife. The carvings of lovers may escalate Mr. Kapasi’s lust for Mrs. Das.  · Dried up river and crumbled interior of the temple: The loss of cultural heritage  · The tour: the events symbolize the ‘misinterpretations’ that occur in the two marriages. Setting:  · India – American/Indian family are staying at Hotel Sandy Villa, near Puri. It is a Saturday in mid-July, ideal weather for sightseeing. Key quotes ‘Mr. and Mrs. Das behaved like an older brother and sister, not parents. ’ 49 â€Å"Doesn’t it get tiresome, Mr. Kapasi, showing people the same thing every day? † 49 â€Å"But so romantic,† Mrs. Das said dreamily, breaking her extended silence. 50 â€Å"I want to picture what happens. † 51 ‘To him it was a thankless occupation. He found nothing noble in interpreting people’s maladies†¦Ã¢â‚¬â„¢ 51 ‘The job was a sign of his failings. ’ 52 ‘Mr. Kapasi knew it was not a remarkable talent. ’ 52 ‘†¦and the countless other ways he tried to console his wife and to keep her from crying in her sleep†¦Ã¢â‚¬â„¢ 53 ‘Mr. Kapasi knew that his wife had little regard for his career as an interpreter. He knew it reminded her of the son she’d lost†¦Ã¢â‚¬â„¢ 53 ‘He wondered if Mr. and Mrs. Das were a bad match, just as he and his wife were. Perhaps they, too, had little in common apart from three children and a decade of their lives. ’ ‘The signs he recognized from his own marriage were there – the bickering, the indifference, the protracted silences. ’ 53 ‘In addition to glancing at her face he glanced at the strawberry between her breasts and the golden brown hollow in her throat. ’ 54 ‘In time she would reveal the disappointment of her marriage, and he his. In this way their friendship would grow, and flourish. ’ 55 ‘In those moments Mr. Kapasi used to believe that all was right with the world, that all struggles were rewarded, that all of life’s mistakes made sense in the end. ’ 56 ‘The promise that he would hear from Mrs. Das now filled him with the same belief. ’ 56 ‘The thought of that silence, something to which he’d long been resigned, now oppressed him. ’ 60 ‘I’ve kept it a secret for eight whole years†¦But now I’ve told you. † 62 â€Å"I beg your pardon, Mrs. Das, but why have you told me this information? † 64 â€Å"I told you because of your talents. † 65 â€Å"Mr. Kapasi, don’t you have anything to say? I thought that was your job. † 65 â€Å"Don’t you realize what it means for me to tell you? † 65 â€Å"Is it really pain you feel, Mrs. Das, or is it guilt? † 66 ‘It crushed him; he knew at that moment that he was not even important enough to be properly insulted. ’ 66 ‘Mr. Kapasi observed it too, knowing that this was the picture of the Das family he would preserve forever in his mind. ’ 69 QUESTIONS TO BE ANSWERED: What are the key moments in this story? What links can be made with other stories in the collection? How is this story structured? Does it have a clear beginning (opening section), middle (characters, situation and ideas are developed) and end (draws story to a conclusion)? How does the story open? Does it hold the reader’s attention? How? How does it set the tone of the story? Is there suggestion and implication used rather than direct description? Does the story launch straight into the narrative? How has the writer presented the characters? Do they develop/ change? Is there an event/ experience that leads them to personal development? Is there a moment of epiphany? ? How do they relate to each other? Does the story reach a climax? Does it use the anti-climax and leave the ending open to a number of interpretations and questions? How does the story end? ? ? ? â€Å"A Real Durwan† pg. 70-82 Setting â€Å"Boori Ma, sweeper of the stairwell† is the 64 year old durwan of a poor four-storey apartment building in Calcutta, India. She likes to describe the riches and luxuries of a past life. Life is physically hard for her as she lives on the roof of the apartment building or under the letter boxes with her â€Å"life savings†. She is tolerated and drifts â€Å"in and out of the various households†. Motifs Food-lemon peels, ginger paste, vegetable peels, the cracker tin, tea, the delicacies of Boori Ma’s past life; â€Å"rice cooked in rosewater†, â€Å"we ate goat twice a week† etc Skeleton keys and life savings-they rattle hidden away under the sari. Reed broom, bucket, rags Sari- â€Å"a cheap white weave with a border the colour of a dirty pond†. Quilt-dirty and old, â€Å"They are clean now. I beat them with my broom† but they turn â€Å"into yoghurt† in the rain. The apartment block The rain- â€Å"It came slapping across the roof like a boy in slippers too big for him and washed Mrs. Dalal’s lemon peels into the gutter. † The two basins-â€Å"In his excitement on his way home through the plumbing district, Mr. Dalal had bought two basins. † Mr. Dalal’s wallet-â€Å"checking his pockets to make sure his wallet was in place. † Newspapers-Boori Ma sleeps on these and uses them to block out the rain. The collapsible gate, â€Å"stood guard between them and the outside world† Summary of the story Boori Ma is introduced to the reader as a poverty stricken and lonely old woman. As she sweeps the old cement stairs of the four-storey building she lives and works in, her stories of a past life filled with riches and prosperity form a focal point of the lives of the residents. Characters relate to each other through Boori Ma’s stories. She forms a sympathetic focal point as her â€Å"litanies† draw the â€Å"whole buildings attention†. Mrs Dalal â€Å"has a soft spot† for Boori Ma and is â€Å"insulted† that the residents do not supply Boori Ma with the necessities of life. Her promises of bedding and a â€Å"sheep’s- hair blanket† from Simla are never realised. A moment of change is signalled with the monsoonal rains. As Mrs Dala’s lemon peels are swept into the gutter so are the old ways and lives of the residents. Mr Dalal’s changing fortunes are the catalyst for this change. The arrival and installation of the two basins change he outlook and desires of the residents forever. The wives of the residents, form a â€Å"collective surmise† and seem to understand Boori Ma’s need to express her pain. Their sympathetic appreciation and tolerance, deteriorates when the sink is stolen. The climax of the story is when Mr Dalal installs the communal basin. Another climax is when Boori Ma’s â€Å"life savings and skeleton keys† are stolen in the market. This is a fore-shadowing of the robbery of the sink. Is this a story about the destitution of a woman or a whole people? Narrative Perspective  · Third person but provides perspective of Boori Ma  · Mix of narrative and dialogue Characters Boori Ma-the 64 year old durwan of a â€Å"very old building† who sweeps the cement stairs of this â€Å"particular flat building†. â€Å"In fact, the only thing that appeared three-dimensional about Boori Ma was her voice: brittle with sorrows, as tart a s curds, and shrill enough to grate meat from a coconut. † â€Å"She was sixty four years old, with hair in a knot no larger than a walnut, and she looked almost as narrow from the front as she did from the side. † â€Å"So she garbled facts. She contradicted herself. She embellished almost everything. But her rants were so persuasive, her fretting were so persuasive, her fretting so vivid, that it was not so easy to dismiss her. † â€Å"On certain afternoons Boori Ma visited her fellow residents. † â€Å"She picked up her broom-she never felt quite herself without it-†¦Ã¢â‚¬  Mr and Mrs Dalal-of the â€Å"third floor† experience changing fortune when Mr Dalal is promoted. â€Å"Mrs Dalal had a soft spot for Boori Ma; occasionally she gave the old woman some ginger paste with which to flavour her stews. † â€Å"’I cannot dream them’, Mrs. Dalal echoed. She lowered her diaphanous eyelids and sighed. ‘I cannot dream them, Boori Ma. I live in two broken rooms, married to a man who sells toilet parts. ’ â€Å" ‘†Who ever heard of it? I still cook on kerosene. You refuse to apply for a phone. And I have yet to see the fridge you promised when we married. You expect two basins to make up for all that? ’† Mr Chatterjee-his â€Å"opinions were always highly esteemed† despite his lack of physical or mental movement or pursuit. The â€Å"collective† residents of the building who tolerate and appreciate Boori Ma , â€Å"they never drew the latch bars across their doors†, until the sink is stolen. They gather together to â€Å" admire the day’s labours† but then separate into petty jealousies and material competitiveness. â€Å" No one in this particular flat-building owned much worth stealing. The second-floor widow, Mrs. Misra, was the only one with a telephone. Still, the residents were thankful that Boori Ma patrolled activities in the alley; screened the itinerant peddlars who came to sell combs and shawls from door to door†¦Ã¢â‚¬  â€Å"In short, over the years, Boori Ma’s services came to resemble those of a real durwan†¦she honoured the responsibility, and maintained a vigil no less punctilious than if she were the gatekeeper of a house on Lower Circular Road, or Jodhpur Park, or any other fancy neighbourhood. † The building itself-an old four-storey apartment block that is transformed by a coat of yellow paint. â€Å"It was a very old building, the kind with bathwater that still had to be stored in drums, windows without glass and privy scaffolds made of bricks. † Themes Poverty and repression The old versus the new Prosperity and newly acquired wealth Fulfillment Belonging Alienation and loneliness Power Possessions Key quotes â€Å"Most of all, the residents liked that Boori Ma, who slept each night behind the collapsible gate, stood guard between them and the outside world. † (p. 73) â€Å"In short, over the years, Boori Ma’s services came to resemble those of a real durwan. † (p. 73) â€Å"She spent the night on a bed of newspapers. † (p. 78) â€Å"Mr. Dalal, meanwhile, was thinking: A sink on the stairwell is sure to impress visitors. † (p. 78) â€Å"To occupy the time, Boori Ma retired to the rooftop. She shuffled along the parapets, but her hips were sore from sleeping on newspapers. After consulting the horizon on all four sides, she tore what was left of her quilts into several strips and resolved to polish the banister poles at a later time. † (p. 78) â€Å"’A sure sign of changing times,’ Mr. Chatterjee reputedly admitted from his balcony. † (p. 79) â€Å"’Boori Ma, I haven’t forgotten. We will bring you back a sheep’s-hair blanket made in the mountains,’ Mrs. Dalal said through the open window of the taxi. † (p. 79) â€Å"Of all the people who lived in that particular flat-building, Boori Ma was the only one who stood by the collapsible gate and wished them a safe journey. † (p. 80) â€Å"As soon as the Dalals were gone, the other wives began planning renovations of their own. † (p. 80) â€Å"Workers began to occupy this particular flat-building night and day. † (p. 80) â€Å"After a few days Boori Ma moved her baskets and her cooking bucket to the rooftop as well. † (p. 80) â€Å"Her mornings were long, her afternoons longer. She could not remember her last glass of tea. † (p. 80) â€Å"She grew restless on the roof, and so for some exercise, Boori Ma started circling the neighbourhood in the afternoons. Reed broom in hand, sari smeared with newsprint ink, she wandered through markets and began spending her life savings on small treats†¦One day .. she felt something tugging the free end of her sari. When she looked, the rest of her life savings and her skeleton keys were gone. † (p. 81) â€Å"In their haste the residents practically carried Boori Ma up the stairs on the roof, where they planted her on one side of the clothesline and started screaming at her from the other. † (p. 81) â€Å"’For years we have put up with your lies,’ they retorted. ‘You expect us, now, to believe you? ’† (p. 82) â€Å"’Boori Ma’s mouth is full of ashes. But that is nothing new. What is new is the face of this building. What a building like this needs is a real durwan. ’† (p. 82) â€Å"From the pile of belongings Boori Ma kept only her broom. ’ Believe me, believe me,’ she said once more as her figure began to recede. She shook the free end of her sari, but nothing rattled. † (p. 82) ‘Sexy’ – pp. 83-110 Setting: Boston, Massachusetts. A New England maritime city, one of the oldest in America and with several distinguished universities. It was founded by Puritans in 1630. Socially progressive (abolitionist movement etc),it has been enriched first by Irish Catholic immigrants, then Italians, Russian and Polish Jews and other immigrant groups. As a university town, it still draws its population from around the world. Also known as â€Å"the cradle of liberty† (due to its role in the American Revolution), â€Å"the cradle of Modern America†, â€Å"the Hub of the Universe†. White Americans make up 56% of the population, Black Americans around 25%, 1/5 of these being non-Hispanic. Asian Americans make up around 10%. Note how hard it is to follow a definition of a community on racial lines- boundaries begin to dissolve. WHAT DOES DEFINE A COMMUNITY? A CULTURE? Miranda and/ or Dev visit Davis Square, Symphony Hall, MFA (Museum of Fine Art),and especially the Mapparium (where the lovers feel â€Å"as if they were standing in the center of the world†p 90) at the Christian Science centre, and Filene’s strange basement and maze-like cosmetics/ make-up dept, restaurants, the airport, Commonwealth Avenue (takes Dev home to his wife: irony here? ) (84) and other Boston places. Also, consider the significance of an apartment, cubicle, neighbour’s house, restaurants. Also, note how the setting extends through discussions about the past and about t

Abbreviations and Titles Used in College

Abbreviations and Titles Used in College Some abbreviations are appropriate in academic writing, while others are not appropriate. Below youll find a list of abbreviations you are likely to use in your experience as a student. Abbreviations for College Degrees Note: The  APA doesnt recommend using periods with degrees. Be sure to consult your style guide as recommended styling may vary.   A.A. Associate of Arts: A two-year degree in any specific liberal art or a general degree covering a mix of courses in liberal arts and sciences. It is acceptable to use the A.A. abbreviation in place of the full degree name. For example, Alfred earned an A.A. at the local community college. A.A.S. Associate of Applied Science: A two: Dorothy earned an A.A.S. in culinary arts after she earned her high school degree. A.B.D. All But Dissertation: This refers to a student who has completed all the requirements for a Ph.D. except for the dissertation. It is used primarily in reference to doctoral candidates whose dissertation is in progress, to state that the candidate is eligible to apply for positions that require a Ph.D. The abbreviation is acceptable in place of the full expression. A.F.A. Associate of Fine Arts: A two-year degree in a field of creative art such as painting, sculpting, photography, theater, and fashion design. The abbreviation is acceptable in all but very formal writing. B.A. Bachelor of Arts: An undergraduate, four-year degree in liberal arts or sciences. The abbreviation is acceptable in all but very formal writing. B.F.A. Bachelor of Fine Arts: A four-year, undergraduate degree in a field of creative art. The abbreviation is acceptable in all but very formal writing. B.S. Bachelor of Science: A four-year, undergraduate degree in a science. The abbreviation is acceptable in all but very formal writing. Note: Students enter college for the first time as undergraduates pursuing either a two-year (associates) or a four-year (bachelors) degree. Many universities have a separate college within called a graduate school, where students may choose to continue their education to pursue a higher degree. M.A. Master of Arts: The masters degree is a degree earned in graduate school. The M.A. is a masters degree in one of the liberal arts awarded to students who study one or two years after earning a bachelors degree. M.Ed. Master of Education: The masters degree awarded to a student pursuing an advanced degree in the field of education. M.S. Master of Science: The masters degree awarded to a student pursuing an advanced degree in science or technology. Abbreviations for Titles Dr. Doctor: When referring to a college professor, the title usually refers to a Doctor of Philosophy, the highest degree in many fields. (In some fields of study the masters degree is the highest possible degree.) It is generally acceptable (preferable) to abbreviate this title when addressing professors in writing and when conducting academic and non-academic writing. Esq. Esquire: Historically, the abbreviation Esq. has been used as a title of courtesy and respect. In the United States, the title is generally used as a title for lawyers, after the full name. Example: John Hendrik, Esq. It is appropriate to use the abbreviation Esq. in formal and academic writing. Prof. Professor: When referring to a professor in nonacademic and informal writing, it is acceptable to abbreviate when you use the full name. It is best to use the full title before a surname alone. Example: Ill invite Prof. Johnson to appear as a speaker at our next meeting.Professor Mark Johnson is speaking at our next meeting. Mr. and Mrs. The abbreviations Mr. and Mrs. are shortened versions of mister and mistress. Both terms, when spelled out, are considered antiquated and outdated when it comes to academic writing. However, the term mister is still used in very formal writing (formal invitations) and military writing. Do not use mister or mistress when addressing a teacher, a professor, or a potential employer. Ph.D. Doctor of Philosophy: As a title, the Ph.D. comes after the name of a professor who has earned the highest degree awarded by a graduate school. The degree may be called a doctoral degree or a doctorate. Example: Sara Edwards, Ph.D. You would address a person who signs correspondence as Sara Edwards, Ph.D. as Dr. Edwards.

Macbeth Act 1, Scene 5, Act 1, Scene 7 and Act 5, Scene 1 Essays

Macbeth Act 1, Scene 5, Act 1, Scene 7 and Act 5, Scene 1 Essays Macbeth Act 1, Scene 5, Act 1, Scene 7 and Act 5, Scene 1 Paper Macbeth Act 1, Scene 5, Act 1, Scene 7 and Act 5, Scene 1 Paper and this is important because at the beginning of the play, Macbeth was the stronger one hail brave friend. Macbeth doesnt like the idea that he has to turn evil to become king because he realizes that there are serious downsides to the murder. Lady Macbeth uses her power over Macbeth to terrorize him into committing the murder and this once again makes Macbeth feel more and more weak. In Act 1 scene 7, there are two parts, the first one is Macbeths soliloquy, and the second is the conversation between Macbeth and Lady Macbeth. In the soliloquy, Macbeth is very negative and sees the act of becoming king in all its glory. He realises that there is a big disadvantage in following what the witches have told him but only vaulting ambition, which oer leaps itself and falls on th other. In the dialogue, Lady Macbeth is bullying him into committing the murder and because at this point Lady Macbeth is the more powerful of the two, she persuades him to kill the king. There is a change in Macbeths decision in both the soliloquy and the dialogue, the change in the soliloquy is when Macbeth says first as his kinsman and his subject, strong both against the deed; then as his host, who against his murderer shut the door not to bear the knife myself because he was going to commit the murder, and now he realizes that killing the king is not right. The change in the dialogue is when Macbeth says, bring forth men children only this is important because just before hand he had persuaded himself not to commit the murder and now he is going to go through with it. It is also important because Lady Macbeth wanted to have a part in the murder but Macbeth says that only men should do what he is about to do. Different people can understand the language in Macbeth in many different ways. Actors, who have to work out how they are going to play their part, need to know when to stress certain words and what they need to be doing. Shakespeare writes in old English and therefore actors in the present day, need to decide how they want their part to be understood by the audience. In the dialogue, Macbeth says to Lady Macbeth if we should fail? and then she says back to him we fail? because different copies of the story are rewritten by different people, the we fail? said by Lady Macbeth can be found written with an exclamation mark at the end of it. The whole of this scene is about regicide and that Macbeth has a lot of pride which means that, even if he knows athat it will be a failure in the future, he is powerless to do anything about it at present b ecause he wants the throne, as he has been told he will get the throne and cant wait for it to come to him. Macbeth knows that he wont be able to keep the fact that hes the murderer a secret for ever, and he tells us this in his soliloquy, but Lady Macbeth in her own wicked way bullies Macbeth into murdering the king. Macbeth is powerless against Lady Macbeth and she uses this to her advantage because anything she says, Macbeth will do. She tells Macbeth that he will come out of this successfully but screw your courage to the sticking-place and well not fail. In Act 5 Scene 1, Lady Macbeths character has transformed. She sleepwalks, and is haunted by the horror of what she and her husband have carried out. A doctor has been called because of her worrying behaviour. She repeatedly tries to clean her hands, as her gentlewoman tells us, and mumbles about the murders, which seem to torture her with guilt. She thinks her hands are still covered with the blood of Duncan, and yet all her attempts to clean them do not remove the blood; Out, damned spot! Out, I say! Yet who would have thought the old man to have had so much blood in him? All her pleas in Act 1 Scene 5 to the evil spirits havent prevented her from feeling remorse. Her doubts about herself seem to have been justified she has been driven mad by the subsequent events. Again, she makes comments similar to those of Macbeth about the blood on her hands, saying; Heres the smell of blood still: all the perfumes of Arabia will not sweeten this little hand, Macbeth says; Will all great Neptunes ocean wash this blood clean from my hand? No, this my hand will rather the multitudinous seas incarnadine, Making the green one red. Clearly, the guilt felt for Duncans murder, represented by his blood, stays with Lady Macbeth and her husband for the duration of the play, and hangs heavily on their minds. On three occasions during Act 5 Scene 1, Lady Macbeth mentions, in her agitated state, all the murders that Macbeth has carried out. I have already mentioned the comment about Duncans murder (the old man). When remembering the murder of Macduffs family, Lady Macbeth says; The Thane of Fife had a wife: where is she now? She also seems to be petrified that Banquo will rise from the dead to haunt her, and to comfort herself says; Banquos buried; he cannot come out on s grave. Lady Macbeth is evidently plagued by all the murders. When Macbeth says earlier in the play; Sleep no more! Macbeth does murder sleep the innocent sleep. (Act 2 Scene 2), he accurately describes the desperate state of Lady Macbeth in Act 5 Scene 1. Her sleep is not innocent, but simply a time for her brain to re-live the awful events which have passed. Her authentic fear in this scene is a contrast to the anticipation evident in Act 1 Scene 5, where she is willing herself on. Now, she honestly regrets the murders, but knows Whats done cannot be undone. Her true feelings about the murders are revealed and there is no longer a masking of her conscience, as she wanted before. She now has an understanding of the real meanings of good and evil, and feels much guilt. In Act 5 Scene 1, blood is referred to as an evil, horrid liquid, which clings as a constant reminder of murder and death; Heres the smell of blood still. This is unlike in Act 1 Scene 5, where blood is viewed by Lady Macbeth as a driving force behind her and her husbands success; make thick my blood. (Act 1 Scene 5). Perhaps this shift in Lady Macbeths opinion of blood shows how she now realises the true horror of murder, whereas before she had no first-hand experience of it, and therefore mistakenly judged the act lightly. She thought she could cope with the situation, but even with the aid of the supernatural, it is clear that she could not. Before, in Act 1 Scene 5, Lady Macbeth appealed to darkness to mask the murder from her conscience, like a comforter and protector. In Act 5 Scene 1, Lady Macbeth regards darkness as frightening, not as comforting; Hell is murky! This is yet another example of Lady Macbeth being hounded by her guilt; she realises that she is doomed to reside in hell after her death, and darkness is something that reminds her of this terrible fate. The tone of Lady Macbeths speech in Act 5 Scene 1 is completely different to that of Act 1 Scene 5. She mumbles, falling over her words, as if speaking before she has thought. She bears all, and does not worry, or even notice, that the doctor and gentlewoman are there. This is very different to Act 1 Scene 5, where her words are carefully structured and deliberate. The speech of Act 5 Scene 1 has no purpose, whereas in Act 1 Scene 5 it was demanding and insistent. Shakespeare cleverly changes his use of verse form into that of prose for Lady Macbeth, as if she was an inferior part in the play. This use of prose shows the audience she is rambling, illogical and mad now. Her words in Act 5 Scene 1 flow as in a train of thought, and phrases are repeated many times, to emphasise her madness; Come, come, come, come, give me your hand. Sentences are left unfinished and often make no sense; One; two: why, then tis time to do t. The doctor makes a very appropriate comment at the end of this scene; Unnatural deeds do breed unnatural troubles; infected minds to their deaf pillows will discharge their secrets. More needs she the divine than physician. In other words, Lady Macbeths invocation of the supernatural (unnatural) spirits, and her husbands evil actions, have caused her to go mad (infected minds). The doctor admits he cannot help. At the beginning, Lady Macbeth finds strength from the supernatural to entice Macbeth to murder Duncan and to go through with the murder herself. As time advances though, her pretended strength diminishes as she fights the torments of her conscience. Lady Macbeths attempts to suppress her conscience fail, and blame engulfs and destabilizes her. In the end, she chooses death because she can no longer bear the torments of her guilt. The dramatic transformation of such a pivotal character adds suspense to the play, and also delivers a moral message to the audience (which included King James I, who had a personal interest in witchcraft); that the pursuit of witchcraft, murder and evildoing can only lead to downfall. It also reveals a slightly different view of the fiend-like queen, showing us that she feels remorse, and is defenceless to it, like any other person. In the 16th century the audience was not like it is today. People in general believed in witches. It was thought that they were a real presence. Magic was a common subject and quite normal. However, witches were also thought to be evil and were therefore killed. An example of this was The Witch Trials where James I executed hundreds of young women because they were thought to be witches. However, in the 21st century, there is a completely different concept of witches. Magic is no longer believed in. therefore, witches are now an aspect of fiction. Any outside influence that cannot be explained is not said to be magic or luck, it is explained to us by psychiatrists to be some kind of phenomena of the human mind. This means basically that it is of our own imaginations. In conclusion, the ways that the scenes would be presented to an Elizabethan audience are very realistic and scary. By scary, I mean that as the Elizabethans believed in witches, they feared them. So, when I present the witches and their familiars, it would be scary to this audience. However, this varies greatly from the way in which I would present the scenes to a contemporary audience. This being that everything is presented on a sub-conscious level. This is more acceptable to the society of today. Anything that is not quickly explained away is a threat to the stability of our society. If a seemingly abnormal occurrence cannot be explained as some kind of experience, people begin to feel at risk and scared. This feeling of insecurity has always been covered up through the different eras by different beliefs and commonly accepted ideas. If there were not a solid belief, we would be thrown into chaos and confusion. Everyone would question everything and life would become very frantic. Just as it does in the final scenes of Macbeth-when he dies.

Impact of big data on data management functions Essay

Impact of big data on data management functions - Essay Example Distinguishing characteristics of Big Data are its capabilities of circumnavigating data utilization and limitation issues. It deploys highly cohesive methods for data nomenclature and architecture. It also deploys dedicated and powerful processors just for data storage and retrieval functions. While normal range of handling data sets varies from megabytes to gigabytes, Big Data can handle data sets varying in the range of terabytes and pentabytes (Magoulas and Lorica 2009). However, functioning of Big Data at such an enormous scale of database management may have some unwanted impact. It often becomes highly difficult to detect privacy violations or flaws in data capturing methods while operating Big Data (Snijders, Matzat, and Reips 2012). The general paradigm of data management deals with traditionally manageable sizes of mostly similar datasets. For example, DAMA’s Data Management Body of Knowledge or DAMA-DMBOK framework serves as a popular functional paradigm for general data management. There are 10 primary functions in DAMA-DMBOK. According to the DAMA-DMBOK Guide (2010), these 10 functions are: Data Governance serves as the core function, which must be accomplished with the help of the other functions. The framework also explicitly defines all the stakeholders involved in database management and related utilities. (Earley 2011) Big Data has certain positive impacts on a standard database management framework like DAMA-DMBOK. Firstly, it helps in modifying the framework suitably for handling larger datasets. Secondly, it helps in developing a stakeholder-independent database management framework. Thirdly, it helps in generating and storing enormous amounts of data for both storage and processing. (Magoulas and Lorica 2009) However, Big Data is likely to have a negative impact on certain DAMA-DMBOK functions such as Data Security Management and Data Quality Management. The

The Life of Pi by Yann Martel Essay Example | Topics and Well Written Essays - 750 words

The Life of Pi by Yann Martel - Essay Example This leads to the creation of another version of the same story; this time, however, instead of animals on the raft there are people, Taiwanese sailor, his mother, the cook and the blind French man. The characters in the new story resembles to the animals in the life boat of the original story. And after two hundred and twenty-seven days adrift Pi is the only survivor. Somehow this second story told with hardly any details and seems more believable. By telling two different stories, Author wants to highlight the single most important concept and raised the question. Which story is better - the story with animals or the story without animals This faith revolves around the entire novel and serves as its conclusion. The center meaning of the book is to convey about man's relationship to animals. Pi is cast adrift in a lifeboat with a zebra, a hyena, an orangutan, and a huge Bengal tiger named Richard Parker. Eventually, just the tiger and he are left in the boat, tale of 227 days at sea. The boat is well stocked for a human. Pi only hope for survival is to keep the tiger content and subservient to him. Pi lives in constant terror of Richard Parker, but manages to keep him supplied with fish, turtles, and fresh water so that he doesn't turn on him. Pi limited Richard Parker territory to the floor of the boat .In real life Richard Parker resembles dangerous people .A boundary should always be drawn and restricts them from crossing their limits or invading our territory Pi becomes increasingly convinced that his fate and the tiger's are inextricably linked and progresses to an uneasy truce between adversaries. Ultimately over the months they are together, he develops an ever-deepening relationship with the animal. But Richard Parker is a wild animal. He never forms an emotional attachment with Pi. Near the end of the novel, Richard Parker disappears into the forest without a trace and never returns. Not a single time he looked back. He unceremoniously concludes the relationship and left Pi with tears and a heavy heart. For Pi, caring for the tiger becomes his darkest moments in life. Like Dangerous people Richard Parker and other animals in the novel are never colored with sentimentality .They are revolving around our lives for their own cause and benefit. And they will never hesitate to leave us. 3. Explain why the author chose a tiger as the main animal protagonist instead of an elephant or rhinoceros Martel portrayed Richard Parker to be anything more than a dangerous Bengal tiger and Pi never to be more than a desperate boy lost at sea. His main aim was to show a 16-year old Indian boy, Pi relationship with a dangerously wild animal and survival through the use of his wits and sheer determination for 227 days at sea. So he chooses Richard Parker main animal protagonist unlike elephant or rhinoceros. A tiger symbolizes a carnivorous, wild and unsentimental animal. As the law of nature eventually rules in the lifeboat and Pi ends up as the tiger's last remaining occupant who lives in constant terror , but manages to keep of Richard Parker supplied with fish,

Health of Transgender Population Essay Example | Topics and Well Written Essays - 2500 words

Health of Transgender Population - Essay Example Transgender is referred as an umbrella term used to describe people of different groups which includes cross dressers, gender queer people, transsexual and others (De Sutter, 2001). In simple words, transgender is used to describe the individuals or groups who defying their gender based roles allocated by the society choose to alter, modify or change it in variety of ways. The term transgender is most commonly used, at present by the people who are uncomfortable with their assigned gender by birth, and deliberately change it. Trans is the short form of the term implying the same meaning and interpretation. However, the level of trans exists in a person may very while some being extreme and undertake medical surgeries to satisfy their needs, while other being at normal or average level who avoid undertaking medical surgeries. However, the identity of trans is not affected by the level, either trans undertake surgeries or not they shall always be recognized as trans but with no other t erms. Female to male (FTM) and male to female are the descriptors that are generally used to describe trans people. However, some people prefer the terms transgender woman or man (same as FTM or MTF), because the terms projects and confirm their chosen character. However, affirmed female and affirmed male are also the terms used synonymously with FTM or MTF. While comparing trans people with non-trans people (mostly for medical terms) natal/bio female and natal/bio male are used to describe normal or non-trans people. It is important for medical practitioners to explicitly define their identity without any hesitation so that assumptions... This paper stresses that the buttocks are much smaller in size as compared to the females. The buttocks are also considered as one sexually arousing part of the female body. In order to give the transgender man undergoing sexual reassignment surgical process, it is essential that they should under buttock augmentation as well. This is the enlargement process of the buttocks. If the patient has not past puberty, the first priority is the hormone therapy. However, in many cases, it might not work and the surgery is essential. The author talks that this surgery is the process in which a transgender individual undergoes a set of medical procedures, through which his or her gender is changed to the desired gender. There are some other common names present for the surgery as well, including the genital replacement surgery, sex affirmation surgery or the realignment if sexual orientation surgery. This report makes a conclusion that the transgender men and women are now not easily distinguishable once they undergo the surgery. With the prosthetic or surgically created vagina, penis and breasts, along with the secondary male and female characteristics, these individuals enjoy the sexual life as much as the individuals born with that particular sex do. While there have been a number of advances in the transsexual gender reassignment surgery, there is still the lacking of the surgical inclusion of the male or female reproductive system. The transgender population can now have their desired sexual orientation, but the reproduction is still a lacking they might feel. As the technology remains to improve, it is possible that this could also be accomplished in the near future.

How the Environment Effects Food and Supply

How the Environment Effects Food and Supply Introduction The purpose of this report is to discuss the current state of food and environment in the field of natural resources like soil, ocean, climate and melting glaciers and their affects. By examining a range of academic articles in summary books, newspaper articles and internet sites on the topic of food and environment, this report states the situation of natural resources, environment pollution, over development and some global phenomenon caused by global worming and melting glaciers. The report then considers the further development and global worming, melting glaciers effect on food and environment. Floods and droughts In the beginning of this essay, the issue of how environmental disasters impact food will be discussed. It is clear that our Mother Earth is getting hotter, with the effect of global warming. It is because of Greenhouse effect which is due to the massive and rapid development of several industries from developing countries. It was proved that the amount of CO2 in the atmosphere has increased from 316 ppm in 1958 to 385 ppm in 2008 (Kirkham 2011, p.370). It has worsened the issue of melting glaciers; which, in turn, causes flooding and droughts over many areas in the world. The high percentage of glacier melting is the main reason of the rise of sea level which causes floods in over the world. Unexpected floods could impact seriously on crops growth, it can have a negative effect on the financial performance of farming as a result of crop damage à ¢Ã¢â€š ¬Ã‚ ¦ reduced crop and livestock yield and quality/condition (Thorne, Evans and Rowsell 2007, p.130). It means that flooding does not only affect the quantity but the quality of food source as well. For instance, a recent flooding that happened in 25th of August in 2012 in Burma after several weeks of continuously raining has driven eighty-five thousands of people homeless as well as more than two hundred thousand hectares of rice field have been swamped (The Guardian 2012). It was also expected to require a long time for the people and fields to recover. While there are countries that are struggling with floods, drought is also a problem in others because the weather changes wind patterns that moves cloud and humidity through the air that causes the imbalance in water distribution. Since May this year, North Korea has been suffering the most severe drought in 105 years which threatened to damage this countrys breadbasket, especially when this country has already experienced a critical lack of food. North Korean was also notified an estimate amount of 3.5 million people are with the risk of malnutrition and famine (The Telegraph 2012). Because of these destructions, it is possible that in the near future, countries using rice as a main food will have to face with a huge shortage of food, while Burma and North Korea are considered sources for rice suppliers. Furthermore, even if the amount of food could be sustained, its quality is unsure due to the pollution issues. Marine pollution Marine pollution can be traced back as early to the Roman times. Industrial waste, farm runoff and trash dumping into the oceans have caused much imbalance to the ecosystem in which many organisms thrive in. Despite many efforts made by eco-friendly organizations and campaigns to reduce pollution, it is still happening at a large scale. Pollution is essentially the introduction of harmful contaminants not part of a natural ecosystem. They may range from the man-made pollutants like chemicals, pesticide, industrial residue, oil, sewage, plastics and other solids. These contaminants end up contaminating not only the water in which much of the marine life live in but they also cause a disruption in the global food chain. When fish consume these contaminants, humans are simultaneously affected as they catch and eat the fish. Therefore, radioactive or poisonous contaminants may drastically harm us and as such pollution does affect us as much as it does the marine ecosystem. Excessive pollution may even cause any entire ecosystem to collapse and thus fishing may be near impossible once this happens. Fish will become scarce as an entire food chain will be broken beginning with water in the ocean being unsuitable for inhabiting. Oil spills Oil spills are usually the most common of all marine pollution. Much of it comes from spillage from large ships and vessels as well as oil rigs. In addition, drainages and rivers also transport oil into the oceans from cities and industry. As oils density is lesser than water, it usually stays at the surface which causes sea mammals and birds to be affected much more than fishes as it causes these animals to die when they drink the water or come out to the surface to die due to the toxins of the oil. Sewage disposal Another cause of pollution if sewage disposal. Much urban sewage that is dumped into the ocean is untreated or under treated. Sewage alone contains much bacteria and even diseases. Fishes may sometimes eat these sewage and the bacteria may then thrive in them. This affects us when we catch and later consume the fishes, causing the bacteria to then be transferred into our bodies. Aside from affecting us in that manner, humans may also be affected by the diseases in the water and beaches closures may occur. Toxic chemicals Toxic chemicals make up the bulk of marine pollution. Much of these toxic chemicals are dumped into the oceans deliberately despite much international laws banning such dumping. Accidental leakages from industries also cause these chemicals to disseminate through soil, water and through water vapour in the air. From the tiniest organisms in the ocean such as plankton to larger animals up the food chain like polar bears. They become affected by these chemicals as they are able to travel long distances through currents in the ocean. People, who are at the highest end of the food chain, end up consuming the highest chemical load as it is multiplied up the food chain. To conclude, our food is largely dependent on the physical environment that it comes from. Pollution causes much disarray to the purity and freshness of our food as it affects us directly once we eat them. Fish that has been tainted by toxins from chemicals may cause cancer, damage to immune systems, behavioral problems, reduced fertility and even death in extreme cases. Global warming and its effects on sea levels Global warming is causing a drastic problem to humans and their food source alike, namely fish, by causing alarming increases in sea levels. The cause of global warming is initiated by the greenhouse effect. The greenhouse effect is when the suns heat is trapped in the earths atmosphere when greenhouse gases cause it to be radiated back to earth. Normally, some heat from the sun is absorbed into the earths surface while the rest is radiated back to space. When humans burn fossil fuels like petroleum, natural gas and coal, they create excessive amounts of carbon dioxide which are the major components of greenhouse gases. When excessive heat is trapped in the earths atmosphere, this causes our earth to heat up beyond normal temperatures. This increase in temperature is causing ice caps on Mount Kilimanjaro and ice sheets in Antarctica and Greenland to melt. When this happens, water levels will rise which will cause many problems which will upset the balance in nature. Cold water fish will not be able to survive as the water would be too warm. This would cause problems for people fishing them as a food source. Even coral reefs are dying as a result of the increase in water temperatures. This in turn could cause many species of fish who call it home to die which could in turn affect humans fishing for them. Another great drastic issue is raising water levels. Research has shown that low lying nations like the Maldives could be completely submerged should this occur. Such a rise would have a devastating impact on low-lying island countries, such as the Indian Oceans Maldives, which would be entirely subm erged. (Stefan Lovgren, 2004). Densely populated areas like Nile Delta and Bangladesh would become uninhabitable as well. Not only will fishing be difficult but people will have a greater problem at finding higher ground suitable for living. An imbalance in natures food chain would be caused by global warming that could drastically affect fishes as food source. As ice sheets melt in the Antarctic, the polar bears living would be adversely affected as the temperature would be increasingly too warm for them to live in. Polar bears are entirely dependent on sea ice, you lose sea ice, you lose polar bears. (Jay Malcolm, 2004). Hence, they may not be able to survive and the seal and sea lion population that would otherwise be controlled by the polar bears as part of their diet would multiply and overpopulation may occur resulting in many fishes being eaten and depleted. This depletion would be a negative factor for fisheries and human civilizations living in the northern hemisphere would have to then look for an alternative food source which would be difficult as their main source of protein and food are fish. Intrusion of sea water The rise in sea level also leads to the intrusion of sea water. As the development environment for rice crops is the fresh water, the increased salinity in soil can hinder rice growth and affect rice production. A study carried out by World Bank (2000) indicates that increased salinity alone from a 0.3 meter sea level rise will cause a net decrease of 0.5 million metric tons of rice production. Some low-lying deltas (which are the major rice crops in the world) of such river systems as the Ganges, the Mekong, the Nile, the Yellow, and so forth, have been affected by tidal wave. For example, as reported by FAO (1998), there were estimated amounts of 650,000 ha of saline soils along the coastal belt in the Mekong River Delta and 350,000 ha in the Red River Delta of Vietnam. The release of pesticides Water in lakes or rivers where the melting glacier flows through can be contaminated with pesticides. Some types of pesticides which contained harmful elements used to be used in agricultural production but they then were banned worldwide years ago. Most of the pesticides evaporated into the air and were finally trapped in layers of glaciers. Now, the rapid glacial melting is causing these hazardous chemicals to be released back into the environment, lakes, and rivers. For example, organochlorine is a type of pesticide having harmful contents. It was banned in entire USA due to its bad effects on humans health like leading to headache, dizziness, muscle weakness, or even cancer (Delaware Health and Social Services, 2010). This chemical, according to Blais (2001), shows an increase in one of the sub-alpine lakes in Canada. Such type of contamination can bring about negative impacts on the underwater ecology and creatures, while at the same time affects the source of water used for hum ans life as well as farming. Global Solution The only way to slow down glaciers melting is to slow global warming. The global greenhouse effects requires a global solution, which requires the participation of the entire global community. (Rogers, 2012) We only have one earth, the protection for it need all citizen take part in. Humankind has become dependent on burning fossil fuels to support our way of life, but it increases global warming at an unnatural rate. To restore the glaciers we need to utilize alternative energy sources, increase our energy efficiency and decrease our individual carbon output. (Rae, 2012) There are many alternative energy available. Solar panels are made up of solar cells that trap the heat from the sun and convert it into energy. Wind turbines are towers that use the kinetic energy from the wind to generate power. Biofuels such as ethanol can be produced in your back yard by fermenting and mixing vegetable, fruit and grain waste; ethanol is used to make biodiesel fuel, a clean burning fuel for diesel engines. Electric cars are battery-powered instead of relying of the highly polluting internal combustion engine. Tidal and wave power utilize the massive power of the ocean by harnessing the energy with generators placed on the ocean floor. (Rae, 2012) For individuals, try to take public transportation instead drive ourself; ride a bicycle if it helps; walk or jog to destination is also a good way to save time and strengthen body. Save power at home by taking shorter showers, recycling used water, turning off power for resting television, computers. Little things can make a big difference if done in a large scale, and theyll go a long way toward reducing carbon footprint and saving the glaciers, slow down other effects of global warming. Conclusion This report has stated the currently major effects that environment made to the food growth and supply. They are the field pollution due to over fertilization, unbalance of marine organism caused by over fishing, air pollution because of industrialization and urbanization. And even the melting glaciers which is a result of global warming has being a big concern: When we see melt in places that we havent seen before, at least in a long period of time, it makes you sit up and ask whats happening. said NASA chief scientist Waleed Abdalati. Its a big signal, the meaning of which were going to sort out for years to come. It is not only simply the food or the environment that we should think about, but also the connection between. More systematic development need to be considered by government, organizations and companies.

Phonics vs, the Look Say Method

Over the past decades, the decline in the rate of literacy in America has baffled many. At least 20% of high school graduates are functionally illiterate, despite the education they receive in the public school system. As these graduates enter the world reading at an elementary level, they are unable to live a normal life, which leads to poverty and can lead to delinquency and imprisonment. This decline is not only a decline of literacy, but also a decline of independence, ingenuity, and responsibility.The beginning of this decline can be traced back to a certain event in the history of the public school system: the introduction of the look say method in the 1930s. Ever since the look say method, or Whole Word instruction, took the place of phonics, the number of illiterate graduates has grown higher and higher. Evidence proves that the look say method is not sufficient to properly teach students how to read. Phonics is far superior to the look say method of learning to read. First o f all, phonics is better than the look say method of learning to read because phonics has a firmer foundation than the look say method.Phonics is based on rules that the child memorizes; therefore, when he has memorized these rules, he can read almost any word he sees. A small article by the Abeka reading programs shows many rules that are taught in phonics, such as the following: â€Å"When there is one vowel in a word, that vowel usually says its short sound† and â€Å"when there are two vowels in a word, the first vowel says its long sound, and second vowel is silent† (â€Å"Six Easy Steps to Reading,† 1). When the child learns definite rules such as these, he is more likely to apply them because he knows that they will not change.Sebastian Wren writes in his article â€Å"Developing Research-based Resources for the Balanced Reading Teacher,† he tells that â€Å"children are explicitly taught the ‘rules’ about the way words are written an d spelled, and they are taught spelling-sound relationships. After the teacher provides an explicit lesson in a particular Phonics rule, the child is presented with a passage text that contains many words consistent with that rule. This provides the child with an opportunity to apply each Phonics rule on a variety of words in context of the passage.The goal of the Phonics teacher, then, is to instill the children with the Phonics rules and the common spelling-sound relationships, and to teach children to apply this knowledge in sounding-out each word they encounter, making that assumption that comprehension and appreciation will be a natural consequence of accuracy† (Wren, 1). Basically, when the child is taught these rules and then given the opportunity try the rules, he will find that these rules can help him to read with ease. In contrast, the look say method has no definite rules that he can put into practice as he reads.Phonics is better than the look say method because i t has a definite set of rules that the child can apply when he reads. The look say method requires much guessing if the child does not know the word that he is trying to read. Because he has not been taught definite rules like those of the phonics method, he is unsure of how to accomplish the task of reading. In her book The Good School, Peg Tyre tells: â€Å"‘Instead of children being expected to learn individual letters by rote memory, then syllables, and finally words, they were given books with pictures of common objects.Underneath each picture was its simple name. ’ Kids were taught to derive meaning from words by memorizing the look of the words, or looking at the picture and guessing, or reviewing the context and extrapolating, instead of sounding them out† (96). Rather than being taught how to read using rules and hints, the children are taught to read by guessing what the word is based on the context. Samuel L. Blumenfeld explains in his book The New Ill iterates some of what the students are taught: â€Å"He is taught the names of seventeen consonant letters and their sound values only as appear at the beginnings of words.What phonetic value they have in the middle of words is neither considered nor discussed. The letter is taught merely as a phonetic clue to the word—one clue among several taught as word-attack skills. In fact, the child is not encouraged to use a phonetic clue until he has first exhausted context and word-form clues. If these fail him, then he is to try the phonetic clue of the initial-consonant sound† (74). Phonetic rules are not demonstrated clearly, and looking at the context to determine the word and its meaning is encouraged. However, simply guessing what the word is only makes the child unsure of himself.Phonics and its rules are far better to teach than the look say method and its guessing. Secondly, phonics is better than the look say method because it is far easier for the child to comprehe nd, conquer, and enjoy. In an article entitle â€Å"Whole Language vs. Phonics,† Sebastien Wren, Ph. D. says that the look say method is â€Å"nothing more than the rote memorization of every word in the English language† (â€Å"Whole Language vs. Phonics,† 1). The look say method basically requires the student to basically memorize every single English word in existence, an extremely difficult feat for a young person.The article â€Å"Whole Word Versus Phonics† tells that â€Å"only the smartest Chinese can memorize 20,000 of their ideograms, but Whole Word promoters expect you to memorize 50,000 to 10,000 English words. In short, Whole Word expects ordinary people to accomplish a feat that’s only possible with a photographic memory† (â€Å"Whole Word Versus Phonics,† 1). A young student can hardly expect to conquer reading this way. Memorizing that many words is absolutely ludicrous when one could read them if they knew the simple r ules of phonics. Phonics is especially needed with someone who may be slow at learning.Blumenfeld writes it in his book NEA: Trojan Horse in American Education: â€Å"Slow learners in particular found look-say ‘overwhelmingly difficult. ’ That would explain why before look-say was adopted slow learners learned to read without great difficulty via the alphabetic phonics method† (118). The phonics method is far easier than the look say method to understand for any person. Progress with the phonics method is far more rapid than that of the look say method. The article â€Å"Whole Word Versus Phonics says :â€Å"Phonics, it is claimed, can teach almost all children to read by the end of first grade.The reading may be slow and halting at first, but in a few years the child is able to read ordinary books for amusement or education† (â€Å"Whole Word Versus Phonics,† 1). This is vastly more rapid than the look say method. The article continues: â€Å"In fact, few students can memorize even 300 words per year. This difficulty is confirmed all over the Internet by lists of sight words that have third grade students learning simple one-syllable words such as: bring, clean, cut, done, draw, drink, eight, fall, far, full, got, grow, hold, hot, hurt, if, and keep† (â€Å"Whole Word Versus Phonics,† 1).Students learning phonics would have conquered these words in the first grade, if not sooner. The progress of the look say method is significantly slower than that of the phonics method. Phonics is more entertaining for the child, whereas the look say method becomes dull and monotonous. Learning phonics is more interesting for the child because they are able to use the rules themselves and apply it to the words themselves. However, the look say method is very repetitious. Blumenfeld writes the following about his research in his book The New Illiterates: â€Å"Oh is repeated 138 times and see 176.Repetitions of these two words alone must equal the entire wordage of the first Pre-Primer. What a slow, tedious, monotonous way to learn two words! † (43). The look say method is dull and monotonous to the point of being just unnecessary. The children who are taught this method become extremely averse to reading because the way that they were taught is so tedious and uninteresting. Phonics is better than the look say method because it easier for the child to comprehend, conquer, and enjoy.Finally, the phonics method produces a larger number of competent, literate students than that of the look say method. Phonics gives the students a sense of definite understanding and accomplishment that can encourage them to make something of themselves. Because they feel confident, they will want to show the world what they can do. However, the reading students that the look say method produces do not feel as confident. The disappointment that this child will feel because he cannot read is acute.In his book NEA: Trojan Horse in American Education, Samuel L. Blumenfeld cites an article by Dr. Samuel T. Orton: â€Å"Faulty teaching methods may not only prevent the acquisition of academic education by children of average capacity but may also give rise to far reaching damage to their emotional life† (111). The look say method could not only cause the child to be a poor reader but also harm the child’s confidence. However, the phonics method gives the child a desire to use this ability to make a name for himself.Students who cannot read well are less likely to be productive in productive in their living. In her book The Good School: How Smart Parents Get Their Kids the Education They Deserve, Peg Tyre tells of some research on the outcome of learning the look say method: â€Å"Seventy-four percent of struggling third-grade readers still struggle in ninth grade, which in turn makes it hard to graduate from high school. Those who do manage to press on—and who manage to graduate fr om high school—often find that their dreams of succeeding in higher education are frustratingly elusive.It won’t surprise you to know that kids who struggle in reading grow up to be adults who struggle to hold on to steady work—they are more likely to experience periods of prolonged unemployment, require welfare services, and are more likely to end up in jail† (94). Learning the look say method has wrought horrible effects on the lives of many students in terms of their future. Because these students were taught how to read using the look say method and therefore do not read well, they are most likely not going to live productively. Phonics is far better than the look say method of learning to read.Evidence proves that the look say method is not teaching students how to read properly. The public school claims that they teach children how to read exceptionally well; however, if that is the case, these students who graduate should be reading at high levels. But as more and more functionally illiterate students graduate, they find it extremely difficult to live the lives they had always dreamed for themselves because they cannot read well. This inability to read leads to many of the problems that are in society today, such as unemployment, negligence, and dependence on the government.