Free Essays on Private Threating Enviroments

Private Threatening Environments 1 Running head : THE IMPLICATIONS OF THREATENING EVIRONMENTS ON INTELLECTUAL PROCESSING Do High-Achieving Female Students Underperforming in Private? The Implications of Threating Environments on Intellectual Processing Alcorn State University Private Threatening Environments 2 Ben-Zeev, T & Inzlicht, M. (2003). Do High-Achieving Female Students Underperforming in Private The Implications of Threatening Eviornments on Intellectual Processing. Journal of Educational Psychology Summary of Article Education statiatics show that a very small amount of women are in the field of math and science. Although women represent over half of the student body, they are a small percentage that graduate in math and science. (National Science Foundation,200). The authors look at the question, how under representation of females reflect gender makeup, tokenism, and stereotypes in classrooms. It can also explain how females perform under the pressure of negative stereotypes in math and science. The authors make an argument that the females in a group adds the awareness of ones gender which increases negative stereotypes associated with that. The authors indentify that the females who cared the most about doing seemed to be affected the most by the pressures of stereotypes. In this study the authors examine how the students performed or unperformed in a private or public setting. The authors concentrated on females who were identified as being good in math. They attempted to evaluate the female students and how they affected by situations and stereotypes. The authors did a good job of getting data by controlled evaluation and other accurate research information already available. The research leans to the assumption that work in public adds pressure to the threat of stereoty... Free Essays on Private Threating Enviroments Free Essays on Private Threating Enviroments Private Threatening Environments 1 Running head : THE IMPLICATIONS OF THREATENING EVIRONMENTS ON INTELLECTUAL PROCESSING Do High-Achieving Female Students Underperforming in Private? The Implications of Threating Environments on Intellectual Processing Alcorn State University Private Threatening Environments 2 Ben-Zeev, T & Inzlicht, M. (2003). Do High-Achieving Female Students Underperforming in Private The Implications of Threatening Eviornments on Intellectual Processing. Journal of Educational Psychology Summary of Article Education statiatics show that a very small amount of women are in the field of math and science. Although women represent over half of the student body, they are a small percentage that graduate in math and science. (National Science Foundation,200). The authors look at the question, how under representation of females reflect gender makeup, tokenism, and stereotypes in classrooms. It can also explain how females perform under the pressure of negative stereotypes in math and science. The authors make an argument that the females in a group adds the awareness of ones gender which increases negative stereotypes associated with that. The authors indentify that the females who cared the most about doing seemed to be affected the most by the pressures of stereotypes. In this study the authors examine how the students performed or unperformed in a private or public setting. The authors concentrated on females who were identified as being good in math. They attempted to evaluate the female students and how they affected by situations and stereotypes. The authors did a good job of getting data by controlled evaluation and other accurate research information already available. The research leans to the assumption that work in public adds pressure to the threat of stereoty...

Biography of Granville T. Woods, Black Thomas Edison

Biography of Granville T. Woods, 'Black Thomas Edison' Granville T. Woods (April 23, 1856–Jan. 30, 1910) was a black inventor so successful that he was sometimes referred to as The Black Edison. He dedicated his lifes work to developing a variety of inventions, many relating to the railroad industry. By the time of his early death at age 53, Woods had invented 15 appliances for electric railways and received nearly 60 patents, many related to the railroad industry. Fast Facts: Granville T. Woods Known For: Highly successful black inventorAlso Known As: The Black EdisonBorn: April 23, 1856 in Columbus, Ohio or AustraliaParents: Tailer and Martha Woods or Martha J. Brown and Cyrus WoodsDied: Jan. 30, 1910 in New York, New YorkNotable Invention: Synchronous Multiplex Railway Telegraph Early Life Granville T. Woods was born on April 23, 1856. Most reports indicate he was born in Columbus, Ohio, the son of Tailer and Martha Woods, and that he and his parents were free African-Americans by virtue of the  Northwest Ordinance  of 1787, which prohibited slavery from the territory that included what would become the state of Ohio. However, Rayvon Fouchà © wrote in a Woods biography that, based on census records, Woods death certificate, and journalistic accounts published in the 1890s, Woods was born in Australia and apparently moved to Columbus at a young age. Some biographies list his parents as Martha J. Brown and Cyrus Woods. Early Career Most sources agree that Woods had little formal education, leaving school at age 10 to work as an apprentice, studying to be a machinist and a blacksmith, and literally learning his skills on the job. Woods held a variety of positions in his early teens, including working as an engineer in a railroad machine shop and on a British ship, in a steel mill, and as a railroad worker. While working, Woods took courses in fields such as engineering and electronics, realizing that education was essential to developing the skills he would need to express his creativity with machinery.​  Some reports say he had up to two years of college course training in either electrical or mechanical engineering or both, possibly in an East Coast college from 1876 to 1878. In 1872, Woods obtained a job as a fireman on the Danville and Southern railroad in Missouri, eventually becoming an engineer and studying electronics in his spare time. In 1874, he moved to Springfield, Illinois, and worked in a rolling mill. Four years later, he took a job aboard the British steamer Ironsides. Within two years, he became its chief engineer. Settling Down His travels and experiences finally led him to settle in Cincinnati, Ohio, where he dedicated himself to modernizing the railroad and its equipment. Woods invented more than a dozen devices to improve electric railway cars and other devices for controlling the flow of electricity. His most noted invention at this point was a system for letting a train engineer know how close his train was to others, which helped reduce collisions. He also developed a system for overhead electric conducting lines for railroads, which aided in the development of overhead railroad systems in cities such as Chicago, St. Louis, and New York. Woods eventually set up his own business, the Woods Electrical Co., in Cincinnati to develop, manufacture, and sell electrical apparatus. In his early 30s, he became interested in thermal power and steam-driven engines. He filed his first patent for an improved steam boiler furnace in 1889. His later patents were mainly for electrical devices. He also developed the Synchronous Multiplex Railway Telegraph, which allowed communications between train stations and moving trains. This made it possible for trains to communicate with stations and other trains so everyone knew exactly where the trains were at all times. Among his other inventions were an automatic air brake used to slow or stop trains and an electric car that was powered by overhead wires. It used a third rail system to keep the cars running on the right tracks. Other Inventors Telephone inventor Alexander Graham Bells company, American Bell Telephone Co., purchased the rights to  Woods patent on an apparatus that combined a telephone and a telegraph. The device, which Woods called â€Å"telegraphony,† allowed a telegraph station to send voice and telegraph messages over a single wire. Proceeds from the sale gave Woods the luxury of being a full-time inventor. Success led to lawsuits. One was filed by famed inventor Thomas Edison, who sued Woods on a claim that he, Edison, was the inventor of the multiplex telegraph. Woods eventually won the court battle, but Edison didnt give up easily when he wanted something. Trying to win over Woods and his inventions, Edison offered Woods a prominent position in the engineering department of Edison Electric Light Co. in New York. Woods declined, preferring to maintain his independence. Early in his career during the summer of 1881, Woods contracted smallpox, which was in its last years as a major health threat in the United States. The often fatal illness sidelined Woods for nearly a year and left him with chronic kidney and liver disease that might have played a role in his early death. He suffered a stroke on Jan. 28, 1910, and died at Harlem Hospital in New York two days later. During his smallpox illness, Woods was quoted as saying he had to take extreme measures to support his family. Another reference, in 1891, mentioned that he was being sued for divorce. Generally, though, newspaper accounts referred to Woods as being a bachelor. Legacy Granville T. Woods dozens of inventions and patents made life easier and safer for countless Americans, especially when it came to railroad travel. When he died, he had become an admired and well-respected inventor, having sold a number of his devices to such industrial giants as Westinghouse, General Electric, and American Engineering. Decades later, many of his other patents have been assigned to major manufacturers of electrical equipment that play a substantial role in daily life. To the world, he was known as the Black Thomas Edison, and his numerous inventions and improvements to existing technology seem to support that characterization. Sources Granville T. Woods:  1856–1910.Encyclopedia.com.Granville T. Woods. Biography.com.Granville T. Woods. AfricanAmericanHistoryOnline.com.Granville T. Woods. Famous Black Inventors.

Human Resource Case Studies Essay Example | Topics and Well Written Essays - 750 words - 2

Human Resource Case Studies - Essay Example The precise relationship between job perception and job satisfaction (indeed, the very direction of the relationship) is not altogether clear, although there is clear evidence of a linkage. The weakness of decentralized training is lack of unified approach to training (each store and supervisor teach different skills). In future, the employee will have to retrain applying to a new job or a new fast food company. Small companies can provide employees who are parents or have working spouses with flexible working hours and job sharing. As for working schedules, the indications are sparse, but they do suggest that rotating shifts can have deleterious effects on employees and that a flexible time schedule is more likely to improve satisfaction (or outcomes associated with satisfaction) than job performance. Good effects, along with some counterbalancing adverse effects, from the use of flexible have been reported in regard to recruitment and retention, work readiness, overtime, time off, and skill-broadening. Productivity improvement has been reported when flexible provided for more efficient utilization of scarce resources by employees. Work schedules can have a negative impact on quality of family life in the case of nonstandard work days, shift work, and long hours. The claims made by the union are objective and important for employees. Any company has a right to interrogate employees concerning their union activities, or threat employees to disclosure identities of other union members. The claims made by the union shows that there is dissatisfaction which could be handled by both unions and employers through the mechanism of union-voices, and the second is dissatisfaction which could not be handled by them, and which would thus lead workers to eave the firm eventually. The problem is that the union members and employees do not inform the company management about telephone calls and communication inside the

The Function of Working Colour Space in Colour Management Essay

The Function of Working Colour Space in Colour Management - Essay Example Management is defined as the control of a subject. Colour management can similarly be defined as the control of colour in an art. Different devices used in visual arts such as cameras and printers â€Å"responds to or produces colour differently† (Koren, 2004, p. 1). The capacity to predict the desired colour or capacity to use digital features of the equipment to obtain the desired colour is therefore important in productions. An artist must, therefore, be able to control available colours in order to â€Å"improve colour match† and to â€Å"reproduce colours as precisely as possible†, an initiative that forms the basis of colour management (Koren, 2004, p. 1). A colour space is a set of colours in a colour model. It consists of a wide range of colours for selection. This allows an artist to navigate through colours in an attempt to find a suitable match. The concept of colour space, through an application of colour profiles also allows artists to refine their colour matches through processes such as rendering intents. Application of concepts such as â€Å"perceptual, saturation, relative colorimetric, and absolute colorimetric† allows for mapping of colours within a colour space and hence facilitates perfect matches in productions. The colour space is, therefore, an instrumental concept in visual production (Anderson and Krogh, 2012, p. 1). The working colour space is, therefore, an important tool in visual arts as it forms a basis for selection of matches for quality output. It, therefore, forms an elementary ground for colour management.

Asses the Merits of Utilitarianism Essay Example for Free

Asses the Merits of Utilitarianism Essay Utilitarianism is a theory aimed at defining one simple basis that can be applied when making any ethical decision. It is based on a humans natural instinct to seek pleasure and avoid pain. Jeremy Bentham is widely regarded as the father of utilitarianism. He was born in 1748 into a family of lawyers and was himself, training to join the profession. During this process however, he became disillusioned by the state British law was in and set out to reform the system into a perfect one based on the ? Greatest Happiness Principle, ? the idea that pleasurable consequences are what qualify an action as being morally good. Bentham observed that we are all governed by pain and pleasure; we all naturally aim to seek pleasure and avoid pain. He then decided that the best moral principle for governing our lives is one which uses this, the ? Greatest Happiness Principle. This is that the amount of overall happiness or unhappiness that is caused by an action should determine whether an action is right or wrong. He stated, ? the greatest happiness of all those whose interest is in question is the right and proper, and only right and proper end of human action Here Bentham is saying that the principle is the only valid of deciding and justifying our actions, that the principle should be applied regardless of any others, as it is the only true and reliable way of defining whether an action is right or wrong. An advantage of utilitarianism is that it can be applied to any situation. Unlike many moral approaches you are not restricted by rules such as ? it is always wrong to lie, or ? killing is never right. This allows the philosopher to consider any dilemma or problem in its own specific context. For example applying Kantian ethics, abortion or euthanasia would have to be defined as wrong, however a utilitarian has the scope to make there own decision considering a range of factors and situations. Bentham realised that because this theory is based on the outcome of our actions it may be difficult to assess fairly which action will produce the most happiness. He therefore developed the ? hedonistic calculus, a form of calculating the happiness resulting from an act by assessing 7 different factors of the pleasure produced such as intensity and duration. In doing this Bentham was attempting to create some sort of happiness ? currency which would allow us to compare happiness as if it were measured in numbers, this of course cannot be possible, the thought of being able to compare different pleasures almost scientifically is just not feasible, and of course many pleasures rely on the context they occur in for example, if I were starving, a sandwich might seem the greatest thing in the world, however, if I went out for an expensive gourmet meal and was served a simple sandwich I expect I would be quite disappointed! Another problem with Benthams philosophy is that he would not distinguish between pleasure and pain, seemingly defining them as the same thing. In my opinion pleasure is generally a momentary thing whilst happiness is a more lasting and consistent thing. One might gain pleasure from sitting watching TV all day long. However in doing he is missing work and so will end up with no job and no money to support himself (and pay his TV licence! ) and will presumably be left unhappy. So, as demonstrated by this example, pleasure is not necessarily happiness and Bentham, was mistaken to define them together The usefulness of his calculus, and the way Bentham defined pleasure came into question from one of his students, J.S. Mill who found his approach too general and simplistic. Mill rejected Benthams idea that all pleasures are the same and can be compared, he felt that there were different types or ? levels of pleasure, and that some are more desirable or valuable than others. He decided that some pleasures or more desirable and meaningful than others, that there are ? higher and ? lower pleasures, the lower being animal pleasures such as the satisfaction of a full stomach, having a drink when your thirsty, sex etc. These are the same kinds of pleasures that an animal would experience and therefore if one only strives for these pleasures they are not much different to an animal. The other pleasures Mill described were ? higher more desirable, pleasures such as reading a good book or enjoying the opera. This concept however poses a big problem. How can one reasonably calculate pleasure as a whole if there are different ? levels of pleasure, and how much more worth does a higher pleasure carry than a lower pleasure? These pleasures would also be rated differently by different people, some might much rather watch TV than a play so TV would therefore make them happier. If an act is right because it makes one feel happy, then for the person watching TV would therefore be the right thing to do. There are sometimes slightly different criterions used in Utilitarianism. There are two different forms, ? positive and ? negative utilitarianism, ? positive seeking to maximise good and ? negative to minimise suffering or harm. The latter however seems to defeat the concept of the ? greatest good as minimising harm is not necessarily making people happy, for example not inflicting harm on someone is not really going to contribute to their happiness, it may prevent them from being unhappy, but as specified earlier, the goal of utilitarianism is happiness. ?Negative utilitarianism seems to encourage laziness, to enforce the attitude that it is better to do nothing than take an action that could possibly cause pain. There are two general types of utilitarianism. Act utilitarianism is basically what Bentham discussed, an act being right if it creates the greatest happiness, it relies on this one simple formula being applied to every single act. This method is one that virtually comes naturally and is scientific in its approach, however it has been criticised as sometimes justifying something which one would intuitively regard as wrong. An example often used to demonstrate this; in a neighbourhood where there is a lot of racially motivated disruption and violence a member of one of the involved races is raped by a member of the ? rival race. The chief officer of the law knows exactly who committed the crime and it can easily be proven. However by sentencing this man the community will learn of the crime and there would almost certainly be a riot causing mass destruction and probably multiple deaths. However he could easily dismiss the case and the crime would go unnoticed. According to act utilitarianism it would be best to ignore the case and not press charges, as it would lead to the maximum happiness to the community ? no riots, death etc. This obviously seems to completely go against what most people see as right and fair and completely contradict ones natural moral response. In an effort to try and avoid these incidents rule utilitarianism was created. This is where rules are drawn up using utilitarian principles. Rule utilitarians assess a specific act such as ignoring crime and not providing justice to the victim, rather than investigating every single act in its own individual context. Rule utilitarianism seems to avoid the potential injustices that could be permitted with act utilitarianism. Act utilitarianism seems to exclude the aspects of utilitarianism that make it more appealing than other theories of morality, the freedom to assess every single act in its own individual context. Act Utilitarianism, like any other ? list of rules approach to morality can be wrong in certain situations and encourages people to blindly follow rules. Utilitarianism is a reality, not just a theory like many other philosophies; it is practiced every day, for instance the vote system. This ongoing practice of utilitarianism in society has show that it is flawed. Just because the masses vote for something, doesnt make it right. The masses can be fooled, as in Nazi Germany for example, thousands of people were behind Hitler even though his actions were undeniably evil. Utilitarianism is a logical system, but it requires some sort of basic, firm rules to prevent such gross injustices, violations of human rights, and just obviously wrong thing ever being allowed. This could be the ? harm principle which Mill devised. ?Acts of whatever kind, which, without justifiable cause, do harm to others, may be, and in the more important cases absolutely require to be, controlled by the unfavorable sentiments, and, when needful, by the active interference of mankind. The liberty of the individual must be thus far limited; he must not make himself a nuisance to other people.

Change Essay -- essays research papers

Experimental Strategies and Conceptual Change The article The Development of Scientific Reasoning in Knowledge-Rich Contexts written by Leona Schauble relates a series of experiments which give some insight as to how conceptual change and experimental strategies effect subjects of varying ages, ten fifth and sixth graders and ten noncollege adults. The conclusions drawn from the article are relevant in determining the cognitive strengths and weaknesses in the subjects as well as how these strengths and weaknesses vary as a result of differing ages. The objective of the study was to track changes in both the theories and reasoning strategies used by participants who conduct and interpret repeated cycles of experiments over several sessions to learn about the causal structure of two physical science systems. The exact experiments are not needed to understand the results of the experiments as long as the experimentation strategies and conceptual changes are understood. The experimentation strategies approach tends to emphasize concern for logical validity, (i.e. how the problem pieces together and why). The conceptual change approach tends to be more concerned with the plausibility and explanatory coherence as tests for deciding whether knowledge should be adopted. Schauble (1996) states that "because previous work focused either on the validity of strategies or the coherence of conceptions, it has tended to mask these close interrelations" (p.102). Therefore the re... Change Essay -- essays research papers Experimental Strategies and Conceptual Change The article The Development of Scientific Reasoning in Knowledge-Rich Contexts written by Leona Schauble relates a series of experiments which give some insight as to how conceptual change and experimental strategies effect subjects of varying ages, ten fifth and sixth graders and ten noncollege adults. The conclusions drawn from the article are relevant in determining the cognitive strengths and weaknesses in the subjects as well as how these strengths and weaknesses vary as a result of differing ages. The objective of the study was to track changes in both the theories and reasoning strategies used by participants who conduct and interpret repeated cycles of experiments over several sessions to learn about the causal structure of two physical science systems. The exact experiments are not needed to understand the results of the experiments as long as the experimentation strategies and conceptual changes are understood. The experimentation strategies approach tends to emphasize concern for logical validity, (i.e. how the problem pieces together and why). The conceptual change approach tends to be more concerned with the plausibility and explanatory coherence as tests for deciding whether knowledge should be adopted. Schauble (1996) states that "because previous work focused either on the validity of strategies or the coherence of conceptions, it has tended to mask these close interrelations" (p.102). Therefore the re... Change Essay -- essays research papers Experimental Strategies and Conceptual Change The article The Development of Scientific Reasoning in Knowledge-Rich Contexts written by Leona Schauble relates a series of experiments which give some insight as to how conceptual change and experimental strategies effect subjects of varying ages, ten fifth and sixth graders and ten noncollege adults. The conclusions drawn from the article are relevant in determining the cognitive strengths and weaknesses in the subjects as well as how these strengths and weaknesses vary as a result of differing ages. The objective of the study was to track changes in both the theories and reasoning strategies used by participants who conduct and interpret repeated cycles of experiments over several sessions to learn about the causal structure of two physical science systems. The exact experiments are not needed to understand the results of the experiments as long as the experimentation strategies and conceptual changes are understood. The experimentation strategies approach tends to emphasize concern for logical validity, (i.e. how the problem pieces together and why). The conceptual change approach tends to be more concerned with the plausibility and explanatory coherence as tests for deciding whether knowledge should be adopted. Schauble (1996) states that "because previous work focused either on the validity of strategies or the coherence of conceptions, it has tended to mask these close interrelations" (p.102). Therefore the re...

Mina Loy’s poem “Lunar Baedeker” Essay

When read top to bottom, Mina Loy’s poem â€Å"Lunar Baedeker† may sound like a story of drugs, sex, and desperation. In reality, it is an encrypted biography of part of Loy’s life, as well as symbolic of the cycles of life. Let’s start with the title, shall we? â€Å"Lunar Baedeker,† the word ‘lunar’ means moon. It can also mean relating to the moon, but more importantly it can mean measured by the moon’s cycles. What in the world is a â€Å"Baedeker† though? Baedeker is actually one Karl Baedeker, a German who, in 1859, published a series of guidebooks. Mina Loy’s title, therefore, translates to either â€Å"a guide to the moon† or a † a guide to the moon’s cycle or cycles.† The first stanza is very autobiographical; it refers to Loy’s falling in love with her second husband, Fabien Avernarius Lloyd, also known as Arthur Cravan. â€Å"A silver Lucifer/ serves/ cocaine in cornucopia† Silver here can be read as a shiny, white color, or highly persuasive, or a metal that has the highest thermal and electrical conductivity. Lucifer can mean a fallen rebel or a fallen star. If you read ‘Lucifer’ as ‘star’ it fits in well with Loy’s celestial theme, but it is better construed as a fallen rebel, because Loy’s second husband, Cravan, was constantly on the run for being a draft dodger. The fact that he was silver describes him as beautiful, pure, and persuasive. The fact that silver has the highest thermal and electrical conductivity says that he had a lot of sex appeal and â€Å"sparks flew† between him and the poet. Cocaine is a highly addictive substance that causes euphoric effect. The fact that it is â€Å"served . . . in cornucopia† makes Loy sound very much like a young girl who is giddy with love and cannot get enough of her beau. A rendition of the couple’s bedroom life is in the next stanza: â€Å"To some somnambulists/ of adolescent thighs/ draped/ in satirical draperies† Though Loy has two children from a previous marriage, these lines make Loy sound like a virgin in her husband’s bed. The term ‘somnambulists’ means sleepwalkers, which keys you into this pertaining to night activities. Thighs are a common representation of sexuality, as they are so close to the sex organs anyway, and by describing what I assume are Loy’s own thighs as  Ã¢â‚¬Å"adolescent† she represents her own sexuality as immature, underdeveloped, vulnerable and unused. By being â€Å"draped/ in satirical draperies† Loy says that her immaturity is hidden, but only by clothing or cloth that intentionally exposes and criticizes her puerility. Loy’s third child, Fabienne, is referred to in the third stanza. â€Å"Peris in livery/ prepare/ Lethe/ for posthumous parvenus† Peris, which is not ‘Paris’ misspelled, is actually the plural form of the noun Peri. A Peri is a woman or girl who is descended from fallen angels and is excluded from Paradise. The term can also be used to describe a beautiful girl. Livery is servants’ clothing, implying that this ‘Peri’ is not from a wealthy family. Lethe is the river in Hades that would erase one’s memories if she were to drink from it. The ‘posthumous parvenues,’ however, is what ties this whole stanza into Fabienne. Loy’s husband, Cravan, married his wife in Mexico where he was dodging the draft. They separated and were supposed to meet up just before they returned to the United States, but Cravan never showed, nor was he ever seen again. Loy searched for him, and later he was assumed dead. Loy was already pregnant with Fabienne, and posthumous can mean ‘born after the death of the father.’ Better yet, a parvenu is one who is unaccustomed to wealth or power, but has recently gained a position of such but hasn’t gained the prestige that comes with the station. Fabienne, as a newborn, is completely unaware of the fact that she has just joined the human race. The fourth stanza of Loy’s poem, â€Å"Delirious Avenues/ lit/ with the chandelier souls/ of infusoria/ from Pharaoh’s tombstones† is a description of Loy’s search for her missing husband. The chandelier reference is also key because shortly after â€Å"Lunar Baedeker† is published, Loy opens a lamp shop and designs the lamps and fixtures herself. At the time that the poem was written, she was probably already dabbling in the art. The â€Å"Delirious Avenues† is a reference to her constantly searching blindly, with no clues, in every place or pathway her husband could be. The people who are a part of Cravan, Fabienne and Mina herself brighten the avenues; they are the â€Å"chandelier souls,† branches, pieces of Cravan. The â€Å"Pharaoh’s tombstone† indicates that Loy finally coming to terms with the fact that her husband is most likely dead. The acceptance of the loss of Cravan comes in the next stanza: â€Å"lead/ to mercurial doomsdays/ Odious oasis/ in furrowed phosphorous† â€Å"Lead† can be interpreted in more than one-way. It can indicate that Loy was brought to a conclusion by the previous stanza, but it can also be defined as the first punch in a boxing match. This is important because Cravan was known as the â€Å"boxer poet† because he was really only a second rate poet and used prize fighting to supplement his income. â€Å"Mercurial† is a reference to Mercury, who is the Greek god of travel, cunning, and theft, and is also associated with swiftness. Mercury is also the second reference in the poem to a shiny, silver colored element; in this case it is a poisonous element. In keeping with Loy’s celestial theme, Mercury is also the closest planet to the sun. Therefore, this doomsday, the loss of her husband, came swiftly, is like poison to her heart, and the heat of the planet Mercury can be paralleled to the fire of Hell. The term â€Å"Odious oasis† is an oxymoron. Loy’s only relief in submitting to the fact that her husband would never return to her was that she could give up searching for him. Her oasis is â€Å"in furrowed phosphorous† because she feels the loneliest at night, the term phosphorous, meaning something that glows or shines, is referring to the stars in the sky. The next stanza is somewhat cryptic, though the many references to white and light and the moon, â€Å"the eye-white sky-light/ white light district,† made me think of virginity and purity. The final line, â€Å"of lunar lusts,† indicates the sexual needs or desires of one who is chaste, another oxymoron. It is most likely Loy voicing her loneliness. At this point in the poem, Loy’s blending of words happens more and more. The first line is â€Å"—Stellectric signs,† —Stellectric being the combination of constellation and electric, meaning that Loy is taking meaning from the constellations in the night sky. The first sign she sees is â€Å"‘wing shows on Starway'† If looked at from a point of view where this is an actual show, as in a theatrical presentation, a wing can be defined as a dance step, and the Starway can be the stage, something similar to Broadway. Loy’s next sign is the â€Å"‘Zodiac carrousel'† which is the cycle of astrological signs that are represented by the constellations in the night sky. A carrousel is a  children’s amusement ride where one would sit on an animal-shape, which would tie in to the zodiac. A carrousel can also mean a cycle of activity that is complex and fast-paced and difficult to break free from. This shows that Loy was in a cycle that she may have been unhappy with. Both the zodiac and the carrousel are the first two of many references to things that are cyclical, or go in circles, or are round even. The next two references to cyclical occurrences are in the next stanza. â€Å"Cyclones† are high-powered storms with low pressure at the center, 99% of which in the northern hemisphere spin in a counterclockwise motion. The fact that they run counterclockwise could be Loy’s rebellion against the cycles she is trapped in, or her feeling that she is stuck in a backward cycle, or a backward life. These cyclones consist â€Å"of ecstatic dust/ and ash† means that Loy’s grief for the loss of her husband is beyond her reason and self-control. The dust represents what something disintegrates into when it is reduced to its lowest form, and can also mean a state of humiliation. The ash, which is the carbon left after something is burned completely, is symbolic of Loy’s grief, repentance and humility. An ash is also a type of tree that has a tough, elastic wood, which represents Loy’s strength and malleability, indicating that she will heal from this l oss. The dust and ashes â€Å"whirl† in this cyclone, another indicator of a circular, cyclical pattern. The next part of the stanza refers to â€Å"crusaders/ from the hallucinatory citadels/ of shattered glass/ into evacuate craters† The hallucinatory citadels is the safety and security Loy thought she had with Cravan. The shattered glass represents Loy’s broken dreams about her ruined marriage and the evacuate craters, which are probably on the moon, are the emptiness into which her broken dreams are siphoned. Crater is another important hint to Loy’s personal life also. Loy was a painter and an artist and a crater can also be a dimple in a painted surface, meaning that there were visible flaws in Loy’s life. Though Loy’s dreams concerning Cravan are broken and gone, she still had goals and aspirations, in fact, she has â€Å"A flock of dreams† still. Those dreams do sometimes â€Å"browse on Necropolis† which means she often thinks of and dreams about her lost husband, Necropolis being the city of the dead. The next stanza is a return to Loy’s lunar theme, and also a reference to a used and tarnished womanhood. â€Å"From the shores/ of oval oceans† The word oval means elliptical and egg shaped, which the orbits of the planets and moons are, but also it is derived from the Latin word ovum, which our word for the female sex cell. The â€Å"oxidized Orient† is the phrase that truly represents a tarnished womanhood. Oxidation is when something has been exposed to oxygen, which has cause a corrosion that is often black, brown or green. Orient is another reference to the moon, which in turn represents chastity. Orient can mean the East, where the sun and moon rise from, or rising in the sky, and also the luster of a pearl. The next image that Loy presents us with is the loss of her thirst for life. In â€Å"Onyx-eyed Odalisques/ and ornithologists/ observe the flight/ of Eros obsolete† dark eyed concubines and studiers of birds watch, inspect, and celebrate as Loy’s no longer useful lust, as Eros is the Greek god of erotic love, and her life-preserving instinct, which is also represented in Eros, leave her. The next stanza where Loy refers to her â€Å"‘Immortality'† as it â€Å"mildews/ in the museums of the moon† Immortality could refer not only to her unending love for Cravan, but also the possibility of her being famous for her writing or her art. The fact that it can mildew means that there truly is no such thing as immortality, but if there was, it would be in a place where it would be looked at and not used: a museum. This museum would be in the moon because the moon represents an unreachable place or goal. The next two lines are direct references to the moon. The â€Å"‘Nocturnal cyclops'† would be the one-eyed being that is active only at night. With the â€Å"‘Crystal concubine'† crystal represents something transparent and pretty, while concubine represents an unmarried woman who lives with a man, which is symbolic of the moon’s relationship with the sun. The very last stanza of â€Å"Lunar Baedeker† is full of meaning. It refers to the moon as â€Å"Pocked with personification† One general thinks that pocked means  to have craters or indents, when in reality it means to have pustules that are filled with infection. By being â€Å"Pocked with personification† the moon is infected with human attributes. The moon is also considered â€Å"the fossil virgin of the skies† Fossil here refers to the fact that the moons representation of purity and chastity are outdated and a remnant of the past. This is also another allusion to astrology in that the virgin, or Virgo, is a sign of the Zodiac. The final three words of this poem are very powerful. When thoroughly considered they represent an inner struggle and inner turmoil. To wax is to increase, grow or intensify, but it can also mean rage. Wane, on the other hand, means to decrease in size and diminish, but it can also be used to describe a loss of power or a fall from power. â€Å"waxes and wanes—-† This is symbolic of Loy’s struggle with her anger and pain after the loss of her husband, and in waning, she relents to her feelings.

Pride in Antigone

Swallow Your Pride He rushed to the vault to free Antigone of the imprisonment he placed upon her himself, little did Creon know, it was too late. With a swing of the door, death looked upon his face. There lay Antigone, sulking in her own bereavement, she hung herself. To Creon’s dismay, he was forced to come to the reality that he let his own selfish egotism destroy not only his life, but the lives of many others. Even with warning, this man still went on with his nose in the air doubting anyone’s reasoning but his own, he believed what he says was best so what he decided asking went, in reality, his cognitive thinking only lead to tragedy.The story Antigone by Sophocles, exemplifies the moral that human pride can be vicious and destructive. Chiefly, Haimon, Creon’s son, has a strong part in upholding this lesson. Haimon claims, â€Å"It is wrong, if I am wrong. But I am young, and right. † (Line 10, pg. 794) In this part of the story, he is quarreling w ith his father about his relationship he hopes to have with Antigone who Creon does not particularly like. Haimon has pride through his young age, he believes with his youth, all things are possible. Also, Haimon says, â€Å"There is no threat in speaking to emptiness† (Line 126,pg. 94) His pride is pushing through the thought that his father’s words mean nothing to him, Hamion is relenting towards his father because he believes he is right and will never back down. Comparatively, Antigone is conceited in her own way as well. Although she wants a relationship with Haimon, against all odds and without any prohibitions, she wants to bury her brother more than anything. In ancient Greece where the story takes place, it is said that according to the Gods, if a relative does not wash and bury the dead body, the soul will never be at rest.Antigone says, â€Å"I should have praise and honor for what I have done†(Line 113,pg. 784) She believes at any and all costs she i s right, her pride ends up coming in between her own life. When Creon threatens to kill her, Ismene, her sister, asks her if she can help but she insists, â€Å"You would not help me, and I will not have you help me. † (Line 149, pg. 785) Creon ends up locking Antigone in a vault and letting the Gods decide her fate where she ends up hanging herself out of misery. Aside from everyone else is Creon, King of the land only by blood line. He insists that Antigone’s brother does not deserve a proper burial.To Creon, an act such as this would be dishonorable to the Gods. He exclaims, â€Å"I’ll string you up alive†, (Line 138, pg. 780), to Antigone while arguing. Creon has the type of pride that comes with power, he is head strong and believes his word is law and no one is above it. â€Å"Who is the man here, she or I, if this crime goes unpunished? †(Line 95, pg. 784) Creon says to exemplify that he is just in the situation. The King ends up causing a t ragedy. After Antigone kills herself, his son, Haimon, attempts to kill him but fails. Haimon ends up stabbing him own self to death.Creon’s wife found out and as he carried his son’s dead body to her, he came home only to find that she too had took her own life. Pride can be deceitful, distrustful but most importantly, unforgettable. In today’s society, many leaders are just like the characters of Antigone, only out to get what they want. Power hungry people roam the world every day, searching for something to claim as their own and to make right by their standards. Soon enough, those people will realize that with smugness comes corruption. One day, they will have to swallow their pride and take ahold of what’s truly just. Pride in Antigone Swallow Your Pride He rushed to the vault to free Antigone of the imprisonment he placed upon her himself, little did Creon know, it was too late. With a swing of the door, death looked upon his face. There lay Antigone, sulking in her own bereavement, she hung herself. To Creon’s dismay, he was forced to come to the reality that he let his own selfish egotism destroy not only his life, but the lives of many others. Even with warning, this man still went on with his nose in the air doubting anyone’s reasoning but his own, he believed what he says was best so what he decided asking went, in reality, his cognitive thinking only lead to tragedy.The story Antigone by Sophocles, exemplifies the moral that human pride can be vicious and destructive. Chiefly, Haimon, Creon’s son, has a strong part in upholding this lesson. Haimon claims, â€Å"It is wrong, if I am wrong. But I am young, and right. † (Line 10, pg. 794) In this part of the story, he is quarreling w ith his father about his relationship he hopes to have with Antigone who Creon does not particularly like. Haimon has pride through his young age, he believes with his youth, all things are possible. Also, Haimon says, â€Å"There is no threat in speaking to emptiness† (Line 126,pg. 94) His pride is pushing through the thought that his father’s words mean nothing to him, Hamion is relenting towards his father because he believes he is right and will never back down. Comparatively, Antigone is conceited in her own way as well. Although she wants a relationship with Haimon, against all odds and without any prohibitions, she wants to bury her brother more than anything. In ancient Greece where the story takes place, it is said that according to the Gods, if a relative does not wash and bury the dead body, the soul will never be at rest.Antigone says, â€Å"I should have praise and honor for what I have done†(Line 113,pg. 784) She believes at any and all costs she i s right, her pride ends up coming in between her own life. When Creon threatens to kill her, Ismene, her sister, asks her if she can help but she insists, â€Å"You would not help me, and I will not have you help me. † (Line 149, pg. 785) Creon ends up locking Antigone in a vault and letting the Gods decide her fate where she ends up hanging herself out of misery. Aside from everyone else is Creon, King of the land only by blood line. He insists that Antigone’s brother does not deserve a proper burial.To Creon, an act such as this would be dishonorable to the Gods. He exclaims, â€Å"I’ll string you up alive†, (Line 138, pg. 780), to Antigone while arguing. Creon has the type of pride that comes with power, he is head strong and believes his word is law and no one is above it. â€Å"Who is the man here, she or I, if this crime goes unpunished? †(Line 95, pg. 784) Creon says to exemplify that he is just in the situation. The King ends up causing a t ragedy. After Antigone kills herself, his son, Haimon, attempts to kill him but fails. Haimon ends up stabbing him own self to death.Creon’s wife found out and as he carried his son’s dead body to her, he came home only to find that she too had took her own life. Pride can be deceitful, distrustful but most importantly, unforgettable. In today’s society, many leaders are just like the characters of Antigone, only out to get what they want. Power hungry people roam the world every day, searching for something to claim as their own and to make right by their standards. Soon enough, those people will realize that with smugness comes corruption. One day, they will have to swallow their pride and take ahold of what’s truly just.

Free Essays on Plagiarism

. The student paraphrased too closely to the original work, or that the quotation marks were forgotten. There was no malice or intent to cheat by the student. The punishment would also be redefined; the student would have their grade for the paper lowered or they could get an ‘F’ for the paper, but would not fail the class. By redefining plagiarism, teachers would only need to spend their extra time on the students that truly stole someone else’s work and not spend their time on the students who made an unintentional mistake. In today’s busy world, everyone is going here and there and students are no different. They have jobs, classes, clubs, sports, family responsibilities and friends. Students ... Free Essays on Plagiarism Free Essays on Plagiarism As defined by The American Heritage College Dictionary, the term plagiarize means â€Å"to use and pass off (the ideas or writings of another) as one’s own; to appropriate for use as one’s own passages or ideas from (another).† Plagiarism is an issue facing schools worldwide, especially since the Internet has become available for student use. Consequences of plagiarism range from failing the paper to being expelled from the student’s high school or university. Students may now go online and find millions of copies of papers and essays already written. Websites such as schoolsucks.com, freeessay.com, planetpapers.com, and many others offer students in any grade papers already written for either free or a price. They may also order a custom written essay from some websites. Using â€Å"cheat sites,† such as schoolsucks.com, can be an easy way for teachers to spot students that have plagiarized. Most of the essays available on these cheat sites are of a different quality than that of what the student should be writing at. Many high school students attempt to turn in essays that are written on a collegiate level and vice versa. The Internet can be exceptionally helpful on one hand, yet extremely harmful on the other. Students have the advantage of looking up information for reports and essays much quicker than reading through numerous textbooks. This allows the student to do most research at home, as many students have computers and Internet access at home. They also do not have to worry about getting to the library in time to read through encyclopedias, textbooks, and other research books. However, teachers must always be on the lookout for different forms of plagiarism when allowing students to use the Internet. There are many things teachers can do to help avoid plagiarism in their classrooms. Teachers should always post their rules of Internet usage on the bulletin board or in the front of the classroom to avoid any... Free Essays on Plagiarism Plagiarism In high school and college, plagiarism is on the rise and administrators believe this is bad, immoral and unethical. They believe it is stealing someone else’s ideas, their hard work, research, time, and that a student does not learn if they plagiarize. There are several reasons why students choose to use the words and ideas of another rather than to author their own thoughts and words. If everyone were to take a different look at plagiarism, the number of reasons a student plagiarizes could be reduced. Plagiarism is defined as taking the work or ideas of someone else and passing it off as one’s own. If plagiarism were redefined to have two levels of offence and two levels of punishment, this would help teachers, administrators and students. The first level of plagiarism would be called plagiarism in the first-degree and defined as, copying the words and ideas of someone else and passing them off as their own, on purpose, with intent and malice. The punishment would be that the student would get an ‘F’ for the paper and fail the class. The second level of plagiarism would be plagiarism in the second-degree. This definition would be that there was no intention to copy someone else’s ideas or words. The student paraphrased too closely to the original work, or that the quotation marks were forgotten. There was no malice or intent to cheat by the student. The punishment would also be redefined; the student would have their grade for the paper lowered or they could get an ‘F’ for the paper, but would not fail the class. By redefining plagiarism, teachers would only need to spend their extra time on the students that truly stole someone else’s work and not spend their time on the students who made an unintentional mistake. In today’s busy world, everyone is going here and there and students are no different. They have jobs, classes, clubs, sports, family responsibilities and friends. Students ... Free Essays on Plagiarism Plagiarism In today’s society there are many excuses that student’s use regarding his or her â€Å"academic honesty†. Most students say that they are constantly tempted to turn in someone else’s work. Lack of time, ignorance, and parental, societal, and self-induced pressure to succeed are all motives behind the students’ willingness to plagiarize. However, do these factors justify the students’ willingness to participate in plagiarism? Many students today have other responsibilities outside of their schoolwork. Jobs, sports, family, and friends all seem to take out a big chunk of his or her free time. This may result in the student having to prioritize the events that go on in his everyday life. In many cases, this results in school assignments getting pushed to the bottom of the list. Once something is deemed as a low-priority task, it is often overlooked and frequently forgotten about until the bight before or the day that the assignment is due. This leads many to go into a panic mode and seek out desperate measures, such as plagiarizing. Nonetheless, this panicking can be easily avoided. Most teachers generously give assignments at least a week in advance, depending on the nature of the assignment. This is Manley 2 plenty of time to complete the assigned work. If a student were to do a little work each day then that would lessen the work, leaving plenty of time to socialize and engage in other activities. Another common excuse for plagiarizing is because students lack the appropriate time-management skills. This ties is almost directly related with having to prioritize events and tasks that take place in everyday life. Some continuously put things off, thinking, â€Å"I’ll do that later†. Students are expert procrastinators; they will continue to put off their assignments until is it absolutely essential for them to sit down and contemplate how they should begin. Often this revelation does not occu...

Correcting Errors in Subject-Verb Agreement

Correcting Errors in Subject-Verb Agreement Here we will practice applying one of the most basic and yet also most troublesome rules of grammar: in the present tense, a verb must agree in number with its subject. Put simply, this means that we have to remember to add an -s to the verb if its subject is singular and not to add an -s if the subject is plural. Its really not a hard principle to follow as long as we can identify the subject and verb in a sentence. Lets have a look at how this basic rule works. Compare the verbs (in bold) in the two sentences below: Merdine sings the blues at the Rainbow Lounge. My sisters sing the blues at the Rainbow Lounge. Both verbs describe a present or ongoing action (in other words, they are in the present tense), but the first verb ends in -s and the second one doesnt. Can you give a reason for this difference? Thats right. In the first sentence, we need to add an -s to the verb (sings) because the subject (Merdine) is singular. We omit the final -s from the verb (sing) in the second sentence because there the subject (sisters) is plural. Remember, though, that this rule applies only to verbs in the present tense. As you can see, the trick to following the basic principle of subject-verb agreement is being able to recognize subjects and verbs in sentences. If thats giving you a problem, try reviewing our page on the Basic Parts of Speech. Here are four tips to help you apply the principle that a verb must agree in number with its subject: TIP #1 Add an -s to the verb if the subject is a singular noun: a word that names one person, place, or thing. Mr. Eko drives a hard bargain. Talent develops in quiet places. TIP #2 Add an -s to the verb if the subject is any one of the third-person singular pronouns: he, she, it, this, that. He drives a minivan. She follows a different drummer. It looks like rain. This confuses me. That takes the cake. TIP #3 Do not add an -s to the verb if the subject is the pronoun I, you, we, or they. I make my own rules. You drive a hard bargain. We take pride in our work. They sing out of key. TIP #4 Do not add an -s to the verb if two subjects are joined by and. Jack and Sawyer often argue with each other. Charlie and Hurley enjoy music. So, is it really that simple to make subjects and verbs agree? Well, not always. For one thing, our speech habits sometimes interfere with our ability to apply the principle of agreement. If we have a habit of dropping the final -s from words when we talk, we need to be particularly careful not to leave off the -s when we write. Also, we have to keep a certain spelling rule in mind when adding -s to a verb that ends in the letter -y: in most cases, we need to change the y to ie before adding the s. For example, the verb carry becomes carries, try becomes tries, and hurry becomes hurries. Are there exceptions? Of course. If the letter before the final -y is a vowel (that is, the letters a, e, i, o, or u), we simply keep the y and add -s. So say becomes says, and enjoy becomes enjoys. Finally, as we see in our page on Tricky Cases of Subject-Verb Agreement, we have to be particularly careful when the subject is an indefinite pronoun or when words come between the subject and verb.

Discuss the relationship between the different European institutions Essay

Discuss the relationship between the different European institutions. How have they evolved over time - Essay Example At that point of time there were six participating nations and the European Parliament which was founded as the Common Assembly was only consultative, not an elected one. When the first election was held in 1979, the Parliament gained more and more power followed by several treaties and so did the Commission. At this juncture there was a prominent shift of power from the Council to the Parliament and the Commission was actually managing a balance through the mediation between these two bodies (the Council and the Parliament). The Commission was becoming more and more accountable to the Parliament. The Parliament was becoming so strong that it forced a resignation of Jacques Santer the head of European Commission in 1999. The parliament also formed a reorientation of the Barroso Commission (Jose Manuel Barroso). The Council, the Parliament and The Commission, these three institutions can be regarded as the political institutions of the European Union. The Council represents the governments; the Parliament stands for the citizens and the Commission looks after the European interests. When the Council, the Parliament or any other institutions place a request to the commission then the commission prepares a draft of that request and presents it to the parliament for their approval. In most of the cases both the parliament and the council forward their assent to that proposal. After it gets approved from both the houses (Parliament and Council), then it no more remains a proposal rather transforms into a law. So, as a whole the Commission looks after the daily business of the Union, makes sure of the implementation of the formed law and if some one fails to comply with that law the Commission takes it to the court. The legislative and the budgetary powers of the Union is shared by the Parliament and the Council. The members of the Parliament elect the Presedent or the Speaker