Moral Rules Vs. Morality Essay - 1580 Words

In Book three C.S Lewis Starts off the chapter but stating that moral rules are not designed to stop happiness also he stated three significant parts of morality, first, fair play and happiness. Second finding happiness or harmony pertaining to each person. Third, the purpose of humans, questioning our purpose and out creator desire. Morality is related with our actions whether we define them as right or wrong. Morality many times is defined as guiding principles, without guiding principles a society will fail because it will be unorganized C.S Lewis states that morality is not designed to stop up from harmony. I agree, morality is a gift given to us. Morality impact us in everyday life in our conscience. Consciuos is define from many people has an issue of the heart, using the bible scripture for when Gentiles, who do not have the law, by nature do the things in the law, these, although not having the law, are a law to themselves, who show the work of the law written in their hearts, their conscience also bearing witness, and between themselves their thoughts accusing or else excusing them† All the people hae principle of some kind , for Christian the principles might be the ten commandments and others.these standard keep people from doing wrong at least if they do their conscience will come alive. The guilt some bears due to an action that violated their morals can be fatal since we are continuality battleling with our minds. Morals are seen sometimes as punishmentsShow MoreRelatedMorals and Ethics1023 Words   |  5 PagesMorals and Ethics in Society Kalob Lisk Rasmussen College Author Note This paper is being submitted on July 14, 2016, for Thomas Santangelo’s B406 Business Law and Ethical Behavior course. Morals and Ethics in Society Morals and ethics in society play major roles in our lives and our work environments and I am more than happy to write this research paper to help explain the similarities and its key differences. And this research paper will also include where both morals and ethicsRead MoreAnalysis of Ethical Theories706 Words   |  3 PagesEthics There are two major theories of ethics which can be used to specify and justify the principles and moral rules in different situations. These theories are the utilitarianism and deontological ethics theories. A solution to the dilemma that the industrial firm faces can be got through either of the two theories. On the basis of utilitarianism theory, with no accounting rules in existence the industrial firm should not include the costly liability of cleaning up the hazardous waste pool thatRead MoreCharacter Analysis : Claire Standish 1549 Words   |  7 PagesClaire Standish, the prom queen, fits into Identity vs. Role Confusion, Conventional Morality, and the Moratorium stage. Starting with Kohlberg’s Moral Development, Claire fits into the Conventional Morality stage. Claire is the most popular girl in their high school and is constantly surrounded by many friends. Bender even goes as far as to say, â€Å"School would probably shut down if you didn’t show up!† Claire agrees with this statement and when talking to Alison later in the movie she says, â€Å"YoureRead MoreThe Theories Of Adolescent Development Essay819 Words   |  4 Pages Adolescents go through many different development processes. We are going to talk about my development but first let’s talk about the development theories. The three main theories of adolescent development are Cognitive, Moral, and Identity. The Cognitive Development theory explains the mechanisms and processes by which the child develops into an individual who can reason and think using hypothesis. Children construct an understanding of the world, then experience variations between what they alreadyRead MoreDevelopmental Psychology : Major Models Of Psychosocial And Cognitive Development1187 Words   |  5 Pagespsychosocial and cognitive development. The first theory, presented by developmental psychologist and philosopher Jean Piaget, addresses cognitive development. The second theory, presented by psychologist Lawrence Kohlberg, focuses on the development of morality. The third theory, proposed by developmental psychologist and psychoanalyst Erik Erikson, outlines psychosocial development. All three theories are applicable from birth to death. Piaget believe that children are active thinkers. He recognized thatRead MoreChild Development Theories1324 Words   |  6 Pagesstrength) develops. The eight stages include: Basic trust vs. mistrust (birth to 12-18 months); baby develops sense of whether the world is a good and safe; the virtue is hope Autonomy vs. shame (12-18 months- 3 years); child develops balance of independence and self-efficiency over shame and doubt with virtue of will Initiative vs. guilt (3-6 years), child develops initiative without guilt with the virtue being purpose Industry vs. inferiority (6 years to puberty),child must learn skillsRead MoreMoral Dilemm Right Vs Right Essay1348 Words   |  6 Pages Moral Dilemma Right versus right moral dilemma causes conflict which is recognized in the two cases and each case, a person considers themselves as having moral intentions. The moral dilemma is about an attorney’s emotional conflict with his professional obligations. â€Å"A right versus right situation occurs when one is faced with an urgent and intricate situation that makes you make choices about your integrity and moral character† (Badaracco Jr., 2009). The essential features of a moral dilemmaRead MoreUtilitarianism Vs. Kantian Theory1100 Words   |  5 PagesMelanie Dolechek 3/30/17 PHI Essay #2 Utilitarianism vs Kantian Theory Morality is a complex subject and ethical dilemmas yield differing opinions and theories that have manifested through time by intelligent philosophers. There were two influential philosophers’ names Jeremy Bentham and Immanuel Kant, who formed differing theories, in an attempt to set a uniform approach to ethical dilemmas and morality. Bentham was a firm supporter of Utilitarian theory; which focuses on overall happiness andRead MoreSocial Emotional Development : Erik Erikson s Psychosocial Development995 Words   |  4 PagesKey concepts in Unit 2 Social Emotional Development Erik Erikson s Psychosocial Development: 8 stages 1. Trust vs. Mistrust: Trust: When parents provide everything the child needs, the child would believe that the world is reliable. Mistrust: When parents do not provide everything the child need, the child would believe that the world is dangerous, and undependable. 2. Autonomy vs. Shame: Autonomy: when parents give their toddlers encouragements and are patient with them, the kids would be ableRead MoreEthic And Moral Conflict Implied. What Are The Implications936 Words   |  4 PagesEthic And Moral Conflict Implied What are the implications of ethics or moral conflicts with one another? There is a fine line and some ongoing confusion between ethics and morals. Ethics apply to institutions or groups for example doctors or lawyers. Morals are personal principals influenced by society. Professionals deal with the conflict between ethics and morals more often than we realize. A lawyer who has a high moral standard would absolutely defend her moral belief that defending a murderer

St. Jude Childrens Hospital Outline - 1114 Words

St. Jude Children’s Research Hospital, Finding Cures. Saving Children. Moises Sandoval. Specific Purpose: To persuade the members of my audience in becoming a Partner in Hope by donating/volunteering to St. Jude Children’s Hospital. Thesis Statement: Since 1962, St. Jude hospital has been a symbol of hope for children and families in the need. As one of the world’s premier pediatric cancer research centers, St. Jude hospital continues to provide the quality of research and treatment relying on the support of many donors to continue its lifesaving mission of finding cures and saving children. Organizational Pattern: Monroe’s Motivated Sequence. Introduction (Attention) I. Attention-Getting Device—Eggs dynamic: Draw†¦show more content†¦Jude Children’s Research Hospital, who founded it, its mission, allocation of the funds coming from donations, research, statistics and ways to help. Body I. Need: Direct my audience to understand the situation of the children suffering of cancer in St. Jude Children Hospital and motivate them to volunteer or donate. 1. Cancer, one of the most feared words in our vocabulary of this time, especially in childhood. Most people when thinking of childhood cancer thiks about very young children, although a Nation Institute of Health Policy concerning inclusion of children in clinical research defines children as being younger than twenty-one years of age while the Food and Drug Administration considers children to be fifteen years and younger. 1. St. Jude Children’s Research Hospital is one of the premier pediatric cancer research centers in the world. 2. St. Jude Children’s Research Hospital has helped drive overall cancer survival rates from less than 20 percent to more than 70 percent, and the survival rate for acute lymphoblastic leukemia, the most common form of pediatric cancer, from 4 percent to 94 percent. 1. Most cancers incidence peak among children occurs during the first year of life. Some of the most well-known nationwide childhood cancers are leukemia, brain cancer, and o ther central nervous system cancers. The side effects of treatment, which range from heart disease to brainShow MoreRelatedSwot Analysis25582 Words   |  103 Pagesprinciples of the Bangarra–Swans ‘Cousins’ relationship? Are they very different to the principles involved in a more conventional sponsorship? 4 | Choose another sponsorship relationship of which you are aware. Indicate the sponsor and the sponsee, and outline the elements and/or principles of this sponsorship. Compare and contrast this sponsorship relationship with the Bangarra–Swans ‘Cousins’ relationship. 5 | One of the key synergistic linkages between Bangarra and The Swans is their acknowledgment of

Poetry Analysis for you Essay Example For Students

Poetry Analysis for you Essay The author classifies men into four different categories to persuade his father to realize that no matter the life choices, consequences, or personalities, there is a reason to live. It is possible that the author used these categories to give his father no excuses, regardless of what he did in life. In the poem To an Athlete Dying Young, A. E. Houseman makes a quite different approach on death. People have different perspectives on death, but more often than not, it is viewed as an undesirable event that people wish to avoid. The speaker in he poem, praises a young and famous athlete for dying before he became old and forgotten. To an Athlete Dying Young is definitely a thought-provoking poem that allows the readers to think about the meaning of life and death. Houseman achieves this by using form and rhyme scheme, sound, and figurative languages such as metaphors and similes. I feel as though in To an athlete dying young, the author is trying to get at a younger audience, and in Do not go gentle into that good night, Dylan Thomas is writing for an older, wiser audience. For instance, in Do not go entitle into that good night, Thomas said: Though wise men at their end know dark is right (4) meaning wise, older people know that dying is right and natural. I feel as when reading To an Athlete Dying Young, A. E. Houseman used words like shoulder- high (4,6), And gaze (26), To really get the reader to imagine the great victory of the athlete, however, I feel like in Do not go gentle into that good night, Dylan Thomas used the phrase Do not go gentle into that good night (1 2, 18), to get the idea that death is against the speaker into the readers head.

Symbology in Sir Gawain and the Green Knight Essay Example For Students

Symbology in Sir Gawain and the Green Knight Essay Sir Gawain and the Green Knight Symbology Trimmed with gold, it was green silk, embroidered with stones, but only at the edges (Anonymous SGGK, 1832). The beautiful green belt, which Gawain received from the Hosts wife, represents Gawains weakness. One of the rules of the Round Table was to show no fear, which Gawain did exceptionally well. He, as well as the other knights, were expected to be fearless warriors who value their lives above no other. But of course, any human cant be expected to dot his for we all love life too much. The Green Knight forgives him for this, But you failed a littlefor love of your life. I can hardly blame you (SGGK. 2366,2368). Gawain is humiliated by his weakness; he threw it to the green man (SGGK 2377) and said Take the faithless thing, may it rot (SGGK 2378). He feels he has failed. Fear of your blow taught me cowardice, brought me to greed (SGGK 2374). So as a way of remembering the weakness and error (SGGK 2435) that he displayed, he vowed to always wear the belt. The function of the Green Knights belt was to show the readers that no one is immune to temptation. But when you do make a mistake based on your weakness, you should admit to it. Everyone has a weakness. NO one is perfect. Not even a knight of Arthurs table. We will write a custom essay on Symbology in Sir Gawain and the Green Knight specifically for you for only $16.38 $13.9/page Order now Anonymous. Sir Gawain and the Green Knight. USA :Mentor, 1970 Bibliography: Anonymous. Sir Gawain and the Green Knight. USA :Mentor, 1970 .

History and Evolution of Vinyl

History and Evolution of Vinyl Polyvinyl chloride or PVC was first created by the German chemist Eugen Baumann in 1872. Eugen Baumann never applied for a patent. Polyvinyl chloride or PVC was never patented until 1913 when German, Friedrich Klatte invented a new method of the polymerization of vinyl chloride using sunlight. Friedrich Klatte became the first inventor to receive a patent for PVC. However, no really useful purpose for PVC was found until Waldo Semon came along and made PVC a better product. Semon had been quoted as saying, People thought of PVC as worthless back then [circa 1926]. Theyd throw it in the trash. Waldo Semon - Useful Vinyl In 1926, Waldo Lonsbury Semon was working for the B.F. Goodrich Company in the United States as a researcher, when he invented plasticized polyvinyl chloride. Waldo Semon had been trying to dehydrohalogenate polyvinyl chloride in a high boiling solvent in order to obtain an unsaturated polymer that could bond rubber to metal. For his invention, Waldo Semon received United States patents #1,929,453 and #2,188,396 for the Synthetic Rubber-like Composition and Method of Making Same; Method of Preparing Polyvinyl Halide Products. All About Vinyl Vinyl is the second most produced plastic in the world. The first products from vinyl that Walter Semon produced were golf balls and shoe heels. Today, hundreds of products are made from vinyl, including ​shower curtains, raincoats, wires, appliances, floor tiles, paints and surface coatings. According to the Vinyl Institute, like all plastic materials, vinyl is made from a series of processing steps that converts raw materials (petroleum, natural gas or coal) into unique synthetic products called polymers. The Vinyl Institute states that vinyl polymer is unusual because it is based only in part on hydrocarbon materials (ethylene obtained by processing natural gas or petroleum), the other half of the vinyl polymer is based on the natural element chlorine (salt). The resulting compound, ethylene dichloride, is converted at very high temperatures to vinyl chloride monomer gas. Through the chemical reaction known as polymerization, vinyl chloride monomer becomes polyvinyl chloride resin that can be used to produce an endless variety of products.

Celebrating Black History Month

Celebrating Black History Month While the accomplishments of African-Americans should be celebrated all year long, February is the month when we focus on their contributions to American society. Why We Celebrate Black History Month The roots of Black History month can be traced to the early part of the 20th century. In 1925, Carter G. Woodson, an educator and historian, began campaigning among schools, journals and black newspapers calling for a Negro History Week to be celebrated. This would honor the importance of black achievement and contribution in the United States. He was able to institute this Negro History Week in 1926 during the second week of February. This time was chosen because Abraham Lincolns and Frederick Douglass birthdays occurred then. Woodson was awarded the Springarn Medal from the NAACP for his accomplishment. In 1976, Negro History Week turned into Black History Month which we celebrate today. Read more about Carter Woodson. African Origins It is important for students not only to understand recent history concerning African-Americans, but also to understand their past. Before Great Britain made it illegal for the colonists to be involved in the slave trade, between 600,000 and 650,000 Africans were forcibly brought to America. They were transported across the Atlantic and sold into forced labor for the rest of their lives, leaving family and home behind. As teachers, we should not only teach about the horrors of slavery, but also about the African origin of the African-Americans who live in America today. Slavery has existed throughout the world since ancient times. However, one big difference between slavery in many cultures and the slavery that was experienced in America was that while slaves in other cultures could gain freedom and become part of society, African-Americans did not have that luxury. Because almost all of the Africans on American soil were slaves, it was extremely hard for any black person who had gained freedom to be accepted into society. Even after slavery was abolished following the Civil War, black Americans had a difficult time of being accepted into society. Here are some resources to use with students: SlaveryAfricaCivil WarCivil War Photos Civil Rights Movement The barriers facing African-Americans after the Civil War were numerous, especially in the South. Jim Crow Laws such as Literacy Tests and Grandfather Clauses kept them from voting in many southern states. Further, the Supreme Court ruled that separate was equal and therefore blacks could legally be forced to ride in separate rail cars and attend different schools than whites. It was impossible for blacks to achieve equality in this atmosphere, especially in the South. Eventually, the hardships that African-Americans faced became overwhelming and led to the Civil Rights Movement. Despite the efforts of individuals such as Martin Luther King, Jr., racism still exists today in America. As teachers, we need to fight against this with the best tool we have, education. We can enhance students views of African-Americans by stressing the numerous contributions they have given to American society. Civil Rights MovementMartin Luther King, Jr. Biography Contributions of African-Americans African-Americans have affected the culture and history of the United States in innumerable ways. We can teach our students about these contributions in many areas including: Music - e.g., Billy Holiday, Ella Fitzgerald, Duke Ellington, Jazz, Rhythm and BluesArt - e.g., Sargent Johnson, Palmer Hayden, Aaron DouglassLiterature - e.g., Ralph Ellison, Maya Angelou, Richard WrightScience - e.g., George Washington Carver, Granville T. Woods, Garrett Morgan The Harlem Renaissance of the 1920s is ripe for exploration. Students could create a museum of the accomplishments to increase awareness for the rest of the school and community. Online Activites One way to get your students interested in learning more about African-Americans, their history and culture is to utilize the many great online activities that are available. You can find web quests, online field trips, interactive quizzes and more here. Check out Integrating Technology Into the Classroom to get tips on how to get the most out of technology today.

Podcast summary 3 Essay Example | Topics and Well Written Essays - 500 words

Podcast summary 3 - Essay Example He begins by highlighting the obvious basics by making the listeners understand what actually creativity and innovativeness encompasses. According to him, creativity is just getting some old ideas and blending them with new things and done in new ways. He goes on to mention it is the simple things that makes creativity, the aspect of having an independent thought that is different and can provide a solution. He also mentions that the porous exchange of ideas enhances creativity and ensures that every individual has a platform of thinking besides the obvious. He uses various examples to explain his points while providing that innovativeness is based on the old things that person desire to see improvement in. He brings forth various principles that should be adhered to in a workplace foe the staff to demonstrate creativity and innovativeness. The first thing is that all staff should be free to share their ideas irrespective of how odd they may seem. The second thing is the development of an official policy that encourages creativity in the workforce. He also talks about charisma that is geared towards bringing forth empty words that have few actions. He rather advocates for a leadership that is capable of enforcing what they have believed in. According to him any creative idea or innovation that cannot be made to work is not worth the effort. He points out that individuals need to develop their creativity in a simple way based on old ideas. The issues raised by Bob have so much significance in the workplaces. Creativity and innovativeness that does not benefit the organization is not in any way worthy. In order to make the workplace better, the thing is to make the ideas that are brought forth by each member of the workforce usable. Otherwise, the employee are likely to feel out of place and shut their innovative and creative thoughts hence retaining he status quo. Organizations that are aware of the potential in their workforce are

A Small Group Report of a Market Investigation Essay

A Small Group Report of a Market Investigation - Essay Example The investigation will thus aim at determining the factors that have led to rapid expansion of smartphone industry in Australia. Additionally, the investigating the smartphone market in Australia is crucial in establishing the branding, product offering, and effects of increased smartphone usage on the growth of the mobile industry. By establishing the smartphone market situation, it is possible to come up with, marketing strategies that can help in increasing the growth of the market (Witter, 2011, Web; TechSci Research, 2012, Web). Investigation of the smartphone market in Australia should aim at determining the production concepts, aspects regarding the smartphones features, the marketing strategies, and factors affecting the market. Production concepts worth investigating include the methodologies used in manufacture and the length of period that smartphones have been in production and how they differ from other phones. On marketing, aspects such as selling methods, holistic marketing strategies, and the needs of customers are worth exploring. Focusing on the above aspects is important since they can help determine the status on smartphone market in Australia and predict the future of the Smartphone App development (IBISWorld, 2012, Web). Smartphones are increasingly becoming popular in Australia where they are replacing feature pones such as Nokia. A large percentage of mobile users in Australia are turning to smartphones due to its multiple useful applications. Smartphone App Developer’s industry in Australia is expected to continue growing rapidly in next decade. The rapid growth of Smartphone App development industry is due to the great demand for smartphones in Australia, which has resulted in increased allocation of resources to expand the technology hence quality of smartphones. Additionally it is important to consider the demand for the different types of

African American in 19th Century Essay Example for Free

African American in 19th Century Essay The Civil war after effects; set the scene for what would become a long road of discovery, hardship, violence, and freedom however, during this process of transition the American people went through emotional as well economical changes which added additional stress to an already stressed nation where many groups became fearful and were subjected to racism which crossed over the boundary of liberty and Justice for all. Equality had become an endangered liberty guaranteed by a country build upon democracy, regrettably the African American people were not the only ones to suffer many vast groups faced hard days in America at the turn of the century several violent attacks were specifically carried out on the African American men and women even though, the civil war brought a lot of changes it produced little or no results for African American men; however, it did bring harsher persecution all over the country, whereas mass numbers of black men were lynched in the lower southern states in a show of defiance. The Emancipation Act did nothing for the white man but still provided less for the African black man who were still unable to vote in addition to having descent jobs with adequate pay many were forced back to the farm as sharecroppers despite the set backs they percervered through the racial remarks and slanders. Black men and women were segragated from the start and separate waiting rooms bathrooms and dinning facilities openly poject the sentiments of the American people of the era,within the State of Mississippi; In Plessy vs. Ferguson (1896), The Supreme Court reinforced that Blacks and Whites should be separate, but equal. The statement SEPERATE but EQUAL! thosewords only produced Segregation on a bias legal system of fairness and equality in which a country struggling already became the fuel on a fire already burning and would later divided the country in later years sparking new violence and refocused hatred. More over the Men and women of that time were forced to swear on separate bibles, they couldnt vote in the election in the country in which they were guaranteed equal rights because they were under disfranchisement, and the racism was developing more and more is some southern locations, for an example many southern states legislated that if your grandfather had cast a ballot then you are allowed to vote and this law supported that nearly all southern white mean were permitted to vote and excluded all African Americans in most situations men whose grandparents had most likely been slaves never voted. Booker T. Washingtons submitted a lot for the African Americans in turn of the century, after his famous speech in Atlanta 1895 (Atlanta Compromise) in about one year the African Americans got more rights, they began to use separated but equal facilities, it was stupid to say the least but it provided a line of truths temporarily and unfourantely included racist ideas inside but it was better than it had been before. Booker T. Washingtons met the American president Theodore Roosevelt at the white house in 1901 and that was a good step towards get the African American and their rights another great pioneer of that time was Du Boise who supported the right for equality and the strive to have equal opportunities within society however Booker T. Washingtons did a lot more for the African American rights, Washington became the Founder of the Niagara movement in 1905. In 1909 the Niagara movement efforts led to foundation of the National Association for the Advancement of Colored People (NAACP) which now is the enforcing representation of the African American whereas Booker T. Washingtons inspiration became a door way to freedom and allowed the African American man to have a voice in society. Finally, if I was African American living at that time, I will say that Booker T. Washingtons and Du Bois were the best representatives of the African Americans all over the country, and Booker T. Washingtons started the movement of the African Americans civil rights, while Du Bois came later to continue and support his efforts, they were great team and deserve the respect.

Exploration of the Brain in Emily Dickinsons Poem 670 :: Emily Dickinson Poem 670 Essays

Exploration of the Brain in Emily Dickinson's Poem 670 The brain is one of the most complex organs of the entire human body. How many people over the course of time have explored and tried to explain the brain? Even with millions of peoples' opinions of how the brain works, we still do not understand the most intrinsic parts of it. The tricky part is the subconscious. We are able to hide things, even from ourselves, for years. How is it that we can bury so much information that becomes so hard to find? Emily Dickinson understood this concept. She did not understand the way the brain works, perhaps, but without a doubt she did understand that it is able to conceal things from ourselves. "The brain has Corridors-surpassing Material place" (3-4). Surpassing all material things, the brain is past those things. Within the corridors are heaps of information that we sometimes even become unaware of. Something has to be a trigger, to set off a specific corridor in order to bring that information back to mind. Many times this is proven when a person whom has endured abuse as a child is counseled. Psychiatrists have to probe deep into those corridors to retrieve information that the child has willingly or subconsciously buried. So, why was Dickinson so interested in these corridors? Perhaps she was dealing with something of her past and during that time realized how hard it is to retrieve things sometimes. Perhaps she was counseling a close friend or family member and wrote this as a result of that. Perhaps she was studying the brain and became interested in doing research. Perhaps none of these things were the case with Dickinson. Whatever her reason, the poem shows much thought. We go on to read that any ghost meeting at midnight is safer than probing into that abyss called the mind. Why is it so unsafe? Well, what kind of things do we bury deep into our minds? Normally, they are things that we want to forget, painful memories, and embarrassing experiences. Those things can definitely be considered dangerous. If they were not dangerous, why would we bury them in the first place? To illustrate this point, I am going to tell you a story. I am the child of an alcoholic father. I have always lived under dangerous circumstances, and because of this, I have chosen to forget much of my childhood.

Poetry essay Essay

?How does Owen Sheers use language, form and structure to explore ideas about separation and division in ‘Winter Swans’? The Poem ‘Winter Swans’ seems to convey a strong theme of natural love. The poem begins with setting a scene of a peaceful day, where nature seems to be stilled after the torrential weather that is referred to in the first line through ‘The clouds had given their all. ’ It goes on to say that there was then a ‘break’, and throughout the poem the poet uses words such as ‘silent’ and ‘rolling’, ‘stilling’ and ‘slow-stepping’ to capture this scene of peace and serenity, as if the world was resting after being thrashed about by a storm. With the idea of a natural love, there comes the confusion and the inartificial knowledge that love is not materialistic, a feeling and something that can not be brought on by force. Through all natural love stories come feelings of hurt and division. A separation that brings the subjects closer and strengthens the emotion. Sheers uses the theme of leaving, and then returning, or rage, and then peace, or the unknown, and then the known to reoccur throughout the poem, eventually strengthening the love, which could be argued as the main emotion of the poem. The poet also uses imagery such as ‘lakes and ‘swans’, to symbolise the peacefulness, and also to symbolise love. You notice words that show the subject is not alone, with ‘we’ and ‘our’. These words and also the motion of the swans, the lake, and the peacefulness are foreshadowing that the poem will take a turning onto love that is more literate. However I don’t think that the poems theme is so much about love in particular, but about a natural love, a natural pull that brings two people together even after hard times. Sheer’s uses Swans as a metaphor of love, the way swans will smoothly dip in and out of the water, and how they are known to curve towards and away from each other as if dancing on ice. They are the perfect example to show the way love will draw away and then come back. He uses vocabulary ranging from ‘silent’ and ‘rolling’ to ‘righting’ and ‘rough’ to show the separation and how quickly the emotions get confused, and how quickly compassion will turn into anger, and vice versa. The poem begins referring to this in the first stanza with weather, as raging storm. And then a ‘break’. The poet then adds on ‘in which we walked’, showing possibly that the subject and whoever they are with also went through a hard time, but are now peaceful along with the nature. In the fourth stanza it describes the swans ‘halving themselves’ in the ‘dark water’, to portray a hard time, but then ‘returning again like boats righting in rough weather’ It then moves onto the poems only piece of speech, â€Å"they mate for life. † Which rounds off the conclusion of the theme of the poem, that although there are hard times, they will always be pulled back together. The poem then shows this also applies for the people, as at the beginning of the poem it describes them as being ‘silent and apart’, but right at the end it shows them holding hands, symbolising how they are together. The poem’s theme is concluded with comparing them to a ‘pair of wings settling after flight’, to show that finally, the emotion has strengthened, and they can settle after the confusion and separation.

Ancient Egyptian Medicene

Ancient Egyptian Medicine Ancient Egyptians were an advanced culture especially in medical technology which includes; the books of medicine, treatments of disease and illness and the study of the body and its functions. Archeologists and Historians have learned about these people through papyri found mostly in tombs of great pharaohs and viziers. Unfortunately, there are not many completed texts so we lack information on many things including how they diagnosed illnesses. Our understanding on many of the aspects of Ancient Egyptian medicine comes from these incomplete but thorough papyri. The most famous book of medicine discovered is the Ebers Papyrus. The â€Å"medical papyri† as it is also known as is the oldest book ever discovered. It is 110 pages long and contains about 900 prescriptions recipes all dating back to 1500 B. C. E. Archeologists can only suspect that the Ebers Papyrus came from the tomb of a swnw (physician) at Thebes because tomb robbers never recorded where they took them from. The Edwin Smith Papyrus, named after their owner, contained information on healing bruises, cuts, and bones. Hearst Papyrus was found containing much of the same information as the Ebers but in Upper Egypt with a later date. This shows that the information was widespread and that teachings of one physician would travel. There was even more specific books like the Kahun papyrus from 1850 B. C. E. that seems to be a textbook of gynecology. Physicians used the books to find a remedy, dosage and quantity or medicine, disease which it should be used for and appropriate spell. Treatments for disease begun in the earlier times as exorcism like rituals. The disease was thought of as a demon that needed to be cleaned from the soul. The sick would wear amulets with gods on them to protect them and make them better and also say prayers. But there was some herbal treatment. Hartshorn was said to be a â€Å"demon expeller† but also a pain reliever. Common foods we would never think of as medicine hard great effect on healing. With advancements in tools and metals came more successful surgeries. Sharp stone was used at first but as copper came around it became a lot easier. Physicians would remove tumors and cysts near the skin easily. After surgery the wound would be wrapped in linen with honey holding it together. Honey prevented infection by killing bacteria, and this made many surgeries turn out successful! If there is illness there will be speculation on where it came from. The Egyptians had an idea that blocked channels caused illness. They got this idea because when the Nile did not flood, there was starvation which caused mass death. Treatments were developed to unblocked channels like castor oil to cause vomiting. Blood was also commonly drained out of veins. It was very common for some to not eat or force themselves to throw up for about three days a month to ensure clean channels. They believed another cause of illness to be evil spirits. To protect themselves they would wear jewelry with prayers and gods on it to watch and protect them. The most vulnerable times to spirits were thought to be while sleeping and during childbirth. At the times there would be many statues to protect and keep the person well. Egyptians had many ideas on how the body worked. One was that the respiratory system was the breath of life going into the right ear and death leaving the left ear. This was obviously very wrong but it’s interesting to see their interests in the mechanics of the human body. Pulse was detected and was linked to the heart, which was considered the most vital organ. The brain was really not thought of, and during embalming it would be broken and thrown away. The papyrus tells us that physicians had names for some of the major organs but not all. They did not dissect bodies to learn from them because that was against their religion. The only people to ever see inside the body were embalmers, but because they were considered unclean they were cut off from the community. It is a possibility that embalming is how they learned of the hearts importance but there is a bigger chance they learned this through warriors that had been injured. With so much care into health and wellness many people lived long lives. In ancient times 10% of Egyptian people lived past 50 which was very old for the time. Most fatalities happened before the age of five. Other dangerous times were teen years for women. Many girls were having children by the age of 14 or earlier and died in childbirth. This is the reason why many Egyptian men had a longer life span on average. When Romans and Greeks came into power, Egyptians still led in medicine. When Alexandria with built in northern Egypt it became the learning center for Greek medicine. The Romans visited Memphis in 200 B. C. E to copy down books from 1000 years after Ebers Papyrus was written! And the English used Egyptian treatments up until the 1900s when discoveries on disease and bacteria started being made. These practices that seem crazy to modern technology lasted for 3000 years and helped the world thrive to wear it is today! Without Egyptian medicine history and the world would be a very different place.

Gatsby Essay

Gatsby Essay Gatsby Essay Mackenzie Hoult Evan Hansen U.S Literature 25 November 2014 The role of love in The Great Gatsby â€Å"The truth about love is all a lie,† as the pop artist Pink would put it. The Great Gatsby, by F. Scott Fitzgerald, is set in the roaring twenties. It follows a man named Jay Gatsby who’s one goal in life is to be reunited with the love of his life, Daisy Buchanan. Nick Carraway, the protagonist and narrator moves into a humble home neighboring Gatsby’s mansion. Across the bay from Gatsby, Daisy and her husband Tom live in their own luxurious mansion. Throughout the book it is made clear that love is an impossible goal to reach for every character in the story, but especially Daisy and Gatsby. Throughout The Great Gatsby, F. Scott Fitzgerald shows that love is unreachable for these characters because of how Daisy values materialism over love and because of Gatsby’s illusion of what him and Daisy had to be. In the years that Gatsby waited for Daisy he held such high expectations of their reunion that there was no possible way reality could satisfy him. Gatsby has been in love with Daisy since the day they met, and he wants nothing more than to be with her and give her the world. But because they’ve been apart for so long, Daisy becomes more of an idea in his mind then an actual person that he could be with. When Daisy visits Gatsby for the first time, Nick says, â€Å"†¦ As though a faint doubt had occurred to him as to the quality of his present happiness. Almost five years! There must have been moments even that afternoon when Daisy tumbled short of his dreams-not through her own fault, but because of the colossal vitality of his illusion† (95). This shows that because Gatsby has waited so long for this reunion, it makes it hard for Daisy to really live up to his expectations, which in turn makes them loving each other almost impossible. Another example of his high expectations for Daisy is when Gatsby tries to tell Tom that Daisy never loved him. Gatsby says, â€Å" ‘I’ve got something to tell you, old sport’†¦ ‘your wife doesn’t love you,†¦ she’s never loved you. She loves me†¦ ‘Oh, you want too much!’ she cried to Gatsby. ‘I love you now- isn’t that enough? I cant help what’s past.’ She began to sob helplessly. ‘I did love him once- but I love you too’† (130, 132). Gatsby wanted everything to go back to the way it was when they first met and because of this he held his expectations way too high for Daisy, who could not love him to the extent she loved her. Gatsby’s unrealistic supposition of Daisy, shown through actions he takes, is why love is unreachable in The Great Gatsby. The actions and decisions Daisy makes throughout her life show that she values material things over love and this is why love isn’t possib le between her and Gatsby. Throughout the book it is prevalent that Daisy values material things more than people. It becomes very clear to the reader when she talks to Nick about her daughter, Daisy says, â€Å"I‘m glad it‘s a girl. And I hope she‘ll be a fool- that‘s the best thing a girl can be in this world, a beautiful little fool.† This shows that Daisy thinks life is the best when you aren’t aware of much and you’re fooled by Gatsby Essay Gatsby Essay Howard 1 Aly Howard Mr. Jackson English 11 per. 3 09 March 2015 Gatsby’s American Dream In the novel, The Great Gatsby , by F. Scott Fitzgerald, many archetypes, motifs, and symbols are used to portray the moral decay in society, not only in the 1920s, but also today. Characters, weather changes, and a green light are major factors in the story to illustrate the relationship between Gatsby's American Dream and today’s society depiction of their American Dream. The 1920s morals are a lot like 2015’s morals. Even though there may be some decay we always move forward. When using archetypes, F. Scott Fitzgerald shows the â€Å"dreamer† through the character of Gatsby when Nick Carraway had seen Gatsby with his â€Å"stretched out arms [reaching] towards [...] a single green light†(Gatsby 26). Gatsby had been reaching for that light as though it was a dream inches away from his grasp. He had wanted the life of perfection, as do many people who try to achieve their goals to pursue the American Dream. The past that Gatsby dreamed of for years was just beyond his reach, but like F. Scott Fitzgerald had made out Gatsby to be, he longed for the past to repeat. As Nick tried to argue to Gatsby about this Gatsby believes that, â€Å"...repeat the past?[...] Why of course you can†(Gatsby 116)! He wanted the American Dream â€Å"as if the past were lurking[...] in the shadow[...] just out of reach of his hand†(Gatsby 117). People today do the same thing reaching out for the dream life trying to get the lifestyle that they want. Using Gatsby as an archetype portrays the dreamers in the 1920s and the dreamers today. Howard 2 Gatsby had the money and the lifestyle that all people in the 1920s and in 2015 want to achieve, even if people can achieve it or not, it is always a life that people wish to have. Another literary device that F. Scott Fitzgerald uses is the device of motifs. Fitzgerald uses the weather as a motif when the feelings during the scene change as well as the weather does, matching the current mood of the story. At Gatsby’s and Daisy’s reunion, â€Å"the day agreed upon was pouring rain†(Gatsby 88). The moment had first been awkward between the two, making a melancholy kind of moment but later when they finally begin to feel the love again, and â€Å"after half an hour the sun shone again†(Gatsby 93). The weather had changed in the exact time that things had been awkward and then evolved into a reawoken love. The sun had come out, making the feeling lighter and a little bit happier, making the reader feel the same as well. Another motif is the geography and settings in the story. Throughout the novel, places and settings represent the 1920s American society that Fitzgerald illustrates. Nick Carraway â€Å"lived at West Egg, the [...] less fashionable of the two†(Gatsby 9). East Egg represents the old aristocracy, West Egg the newly rich, the valley

MIT Sloan Programs and Admissions

MIT Sloan Programs and Admissions When most people think of the Massachusetts Institute of Technology (MIT), they think about science and technology, but this prestigious university offers education beyond those two fields. MIT has five different schools, including the MIT Sloan School of Management. MIT Sloan School of Management, also known as MIT Sloan, is one of the best-ranked business schools in the world. It is also one of the M7 business schools, an informal network of the most elite business schools in the United States. Students who enroll in MIT Sloan have the opportunity to graduate with a respected degree from a reputable school with brand name awareness. MIT Sloan School of Management is based in Kendall Square in Cambridge, Massachusetts. The presence of the school and the number of entrepreneurial start-ups in the area has led to Kendall Square being known as the most innovative square mile on the planet. MIT Sloan Enrollment and Faculty Approximately 1,300 students are enrolled in undergraduate and graduate programs at MIT Sloan School of Management. Some of these programs result in a degree, while others, such as the executive education programs, result in a certificate. Students, who sometimes refer to themselves as Sloanies, are taught by more than 200 faculty members and lecturers. The MIT Sloan faculty is diverse and includes researchers, policy experts, economists, entrepreneurs, business executives, and practitioners in a wide range of business and management fields.   MIT Sloan Programs for Undergraduate Students Students who are accepted to the undergraduate program at MIT Sloan School of Management can choose from four basic education tracks: 15 Management Science: In this relatively new track of study, students learn how to use quantitative tools and qualitative methods to design and maintain complex systems and solve real-world managerial problems related to logistics and strategy.15:1 Management: This degree program is the most flexible undergraduate program at MIT Sloan. It is designed to give students a broad, foundational education in business and management while allowing them to choose minors and electives that will directly relate to their chosen careers.15:2 Business Analytics: In this undergraduate MIT Sloan program, students learn how to collect, analyze, and optimize data to make informed business decisions.15:3 Finance: In this MIT Sloan program, students study all aspects of finance, including accounting, microeconomics, and statistics. They also have a chance to choose finance-related electives that will help them learn how to apply financial tools to make managerial and strategic investment decisions. Undergraduate Admissions at MIT Sloan Freshman students who want to study at MIT Sloan must submit an application to the Massachusetts Institute of Technology. If accepted, they will choose a major at the end of their freshman year. The school is very selective, admitting less than 10 percent of the people who apply each year. As part of the undergraduate admissions process at MIT, you will be asked to submit biographical information, essays, recommendation letters, high school transcripts, and standardized test scores. Your application will be evaluated by a large group of people based on a number of factors. At least 12 people will look at and consider your application before you receive an acceptance letter.   MIT Sloan Programs for Graduate Students MIT Sloan School of Management offers an MBA program, several masters degree programs, and a PhD program in addition to executive education programs. The MBA program has a first-semester core that requires students to take a select number of classes, but after the first semester, students are given the opportunity to self-manage their education and personalize their curriculum. Personalized track options include entrepreneurship and innovation, enterprise management, and finance. MBA students at MIT Sloan can also choose to earn a joint degree in the Leaders for Global Operations program, which results in an MBA from MIT Sloan and a Master of Science in Engineering from MIT, or a dual degree, which results in an MBA from MIT Sloan and a Masters in Public Affairs or Masters in Public Policy from the Harvard Kennedy School of Government. Mid-career executives who want to earn an MBA in 20 months of part-time study may be well suited to the executive MBA program at MIT Sloan School of Management. Students in this program attend classes every three weeks on Fridays and Saturdays. The program also has a one-week module every six months in addition to a one-week international project trip. Masters degree options include a Master of Finance, Master of Business Analytics, and a Master of Science in Management Studies. Students can also choose to enroll in the System Design and Management program, which results in a Master of Management and Engineering. The Ph.D. program at MIT Sloan School of Management is the most advanced education program. It offers the opportunity conduct research in areas like management science, behavioral and policy sciences, economics, finance, and accounting. MBA Admissions at MIT Sloan You do not need work experience to apply to the MBA program at MIT Sloan School of Management, but you should have a bachelors degree in any area of study, a record of personal achievement, and high academic potential to be considered for the program. Your qualifications can be demonstrated through a range of application components, including standardized test scores, recommendation letters, and academic records. There is no single application component that is the most important- all components are weighed equally. About 25 percent of the students who apply will be invited to interview. Interviews are conducted by members of the admissions committee and are behavioral based. Interviewers assess how well applicants can communicate, influence others, and handle specific situations. MIT Sloan School of Management has round applications, but you can only apply once per year, so it is important to develop a solid application the first time you apply. Admissions for Other Graduate Programs at MIT Sloan The admissions for graduate programs (other than the MBA program) at MIT Sloan vary by program. However, you should plan on submitting undergraduate transcripts, an application, and supporting materials, such as resumes and essays, if you are applying to a degree program. Each degree program has a limited number of seats, which makes the process very selective and competitive. Be sure to research application deadlines and admissions requirements on the MIT Sloan website, and give yourself plenty of time to assemble application materials.

Variations between England and Scotland Research Paper

Variations between England and Scotland - Research Paper Example Article 6 stipulates certain additional features, with regard to criminal cases, in the context of the right to a fair trial. For instance, the accused have to be informed straight away about the charges framed against them, and this has to be in the language that they can comprehend. Moreover, the accused have to be provided with adequate time and facilities to prepare their defense. In addition, they should be permitted to defend themselves in person or through a lawyer of their choice. In addition, the accused in criminal cases have to be provided with legal aid, when they are not in a position to afford legal representation. Furthermore, the accused should be permitted to call and question witnesses, in the same manner as the defense counsel. As such, it is incumbent upon the state to establish courts that provide a fair trial to all the accused. Moreover, the state has to ensure that no individual is punished, in the absence of a fair trial.The procedural protection provided by Article 6 ECHR becomes effective only when a criminal charge is framed against an individual. This protection remains in force until the sentence has been made or an appeal has been decided. All the same, the judicial procedure requirements of Article 6 do not encompass the pre-charge stage of prosecution. This is especially true of the criminal investigation.With regard to the Article 6 ECHR requirement, to conduct trials in criminal cases within the reasonable time, several cases are in existence.

Aviation Law Case Study Example | Topics and Well Written Essays - 2500 words

Aviation Law - Case Study Example (a) that the flight can safely be made, taking into account the latest information available as to the route and aerodrome to be used, the weather reports and forecasts available and any alternative course of action which can be adopted in case the flight cannot be completed as planned; (c) that the aircraft is in every way fit for the intended flight, and that where a certificate of maintenance review is required by article 14(1) to be in force, it is in force and will not cease to be in force during the intended flight; (e) in the case of a flying machine or airship, that sufficient fuel, oil and engine coolant (if required) are carried for the intended flight, and that a safe margin has been allowed for contingencies, and, in the case of a flight for the purpose of public transport, that the instructions in the operations manual relating to fuel, oil and engine coolant have been complied with; x x x " [Emphasis supplied] 'Commander' in relation to an aircraft means the member of the flight crew designated as commander of that aircraft by the operator, or, failing such a person, the person who is for the time being the pilot in command of the aircraft; [Emphasis supplied] In the situation given, it is clear tha... ion to an aircraft means the member of the flight crew designated as commander of that aircraft by the operator, or, failing such a person, the person who is for the time being the pilot in command of the aircraft; [Emphasis supplied] In the situation given, it is clear that Carl was the commander of the aircraft for purposes of Article 52 of the ANO because Carl was the pilot in command of the aircraft. As a commander, it is therefore Carl's responsibility to conduct all pre-flight action as required of him under Article 52 of the ANO. Specifically, Carl's responsibility is to ensure before the flight that the aircraft has sufficient fuel for the intended flight. Based on the situation given, the aircraft's engine stopped due to fuel starvation, there being insufficient fuel for the intended flight. Moreover, considering Carl's failure to check the sufficiency of the fuel, he likewise failed to - (1) ensure "that the flight can safely be made," (2) take "into account the latest information available as to the route and aerodrome to be used, the weather reports and forecasts available," (3) ensure that "the equipment required" in the circumstances of the intended flight is carried and "is in a fit condition for use"; (4) see to it "that the aircraft is in every way fit for the intended flight," and (5) carry sufficient fuel for the intended flight, all in violation of Carl's duty as commander pursuant to Article 52 of the ANO. Furthermore, and as previously stated, Article 52 of the ANO requires a commander like Carl in the given situation to ensure that the flight may commence under and in accordance with the terms of a permission granted to the operator under Article 21 of the ANO, which provides as follows: "Minimum equipment requirements 21 (1) x x x. (2) An

The Fiscal and Monetary Policy and Economic Fluctuations Essay - 1

The Fiscal and Monetary Policy and Economic Fluctuations - Essay Example Interest rates: The benchmark interest rate in the United States was last recorded at 0.25 percent Trading Economics (2013). It was more than 4% in the beginning of 2008, but settled at 0.25% at the year end. Since then, there has been hardly any change in the bank interest rate throughout the period of five years. (Annexure – I) Inflation: It could be observed from the data relating to ‘Inflation in US based on Consumer Price Index’ that inflation was at its peak in October 2008 at 3.655% and at 0.964% in October 2013. Inflation in US based on Consumer Price Index Year Rate of inflation October 2013 0.964 % October 2012 2.162 % October 2011 3.525 % October 2010 1.172 % October 2009 -0.183 % October 2008 3,655 % Source: globalrates.com (2013) Employment: Unemployment rate was at 6.5 in October 2008 reached its peak at 10 in October 2009 and is currently at 7.3% in October 2013. (Annexure – II) What is the nature of the changes and what are the reasons for t he changes? It could be observed that all the indices were at its peak in 2008 around this time, that is five years before. Interest rate: Reduction in interest rates propelled consumption, consequently demand for the products. Maintaining interest rates at the constant level had its positive impact by keeping inflation under control as well as unemployment, because any increase in interest rates would have fueled inflation which could in turn affect employment negatively due to decrease in demand. Inflation: Inflation would be still under control when the economy recovers from high level of unemployment till full production potential is exploited in the economy. Inflation has become negative due to high unemployment noticed in 2009, but inched up subsequently as the economy grew and the unemployment situation eased. However, there is considerable improvement in the inflation front in the recent years due to effective monetary policies pursued by Federal Reserve, and it is expected to stabilize around the current levels. Unemployment rate: Increase in demand resulted in increase in production. This has created new demand for labor. The unemployment rate has started coming down from the beginning of 2011. What are the strategies based on fiscal and monetary policies that will encourage people to spend money in order to create economic growth? Fiscal policy: Government spending at the time of economic slowdown will increase employment. Multiplier effect will set in due to creation of employment opportunities in the economy, since it increases consumption potential of the people. The increase in aggregate demand caused in the process will attract new investments and thus create further employment opportunities. This cycle continues if the monetary policies are effective in avoiding overheating of the economy. Another important tool in fiscal policy of the government is taxation. For example, by lowering taxes money supply in the economy is increased. Lowering tax es along with or without increase in government spending will therefore be essential for revival of the economy, especially during recessions. Both government spending and taxation, the most important fiscal tools, will have long term impact on the economy. Decrease in government spending and reduction in tax rates could be more effective to avoid overheating in an economy. However, factors like huge accumulated budget deficits and precarious balance of payments position may

Gifted Learners in Diverse Classroom Essay Example for Free

Gifted Learners in Diverse Classroom Essay As our nation becomes more culturally diverse we our schools need to begin modeling and preparing for this diversity. The importance of learning about diversity in culture and stereotypes is of particular concern with gifted learners. This article discusses the Ford and Harris model (2000) which combines higher order thinking skills with culturally relevant content to engage students in analysis, synthesis, and evaluation as they examine different perspectives and become involved in social action. There are several different methods to this model that can be used a social studies classroom to engage gifted learners. The first is the transformational approach where the curriculum is set up to show contributions and perspectives of many groups. This allows students to see various perspectives across the spectrum of cultures. Next, the social action approach has students identify issues that they think might need to be changed and make action plans. They are empowered in both of these approaches. Blooms Taxonomy is used at the highest level in both of these models and students are able to learn from themselves, inwardly, and from each other in order to hopefully develop positive relationships. Along with using these two approaches discussions, infusions of literature and poetry, role-playing, examining primary documents, ethnographic research, photojournalism, and service learning are easily applied to middle and high school classrooms. The importance of keeping gifted students engaged has been well documented. High qualities discussions have in the classroom are a great way for student to share, debate, develop original thinking and analyze various perspectives of other gifted students. In a multicultural classroom discussions could become significant learning experiences for young people by allowing participants to challenge the points of view held by others while reexamining their own beliefs Parker (2001). Multicultural literature infused into the classroom and curriculum can give many cultural perspectives for students to reflect upon. Teachers reported gains in self-esteem and academic achievement in diverse students when given literature in which they felt reflected their own culture. Another good technique that teachers can use in a multicultural classroom is role-play. When students place themselves into the role of another it is found that they internalize the culture while also learning about the content. This use of critical thinking skills, along with cooperative learning is a big part of a multicultural classroom. Role-play is one strategy that enriches instruction and supports the unusual sensitivity to the feelings of others evident in gifted learners (Clark, 2007; Piechowski, 2006). Teachers, who have used the process of ethnographic research, or the study and systematic recording of human cultures, have found that gifted students are enriched with the process. Ethnographic research includes interviews, artifacts and observations. Along with Ethnographic research the use of primary documents is an important part of a multicultural classroom. Examples include manuscripts, diaries, letters, photographs, postcards, posters, audio or video recordings, oral histories, speeches, or official documents (Bogdan Biklen, 2006). Primary documents are increasingly becoming a part of the questioning process on the end of course exams so it is vital that gifted students are given access to them and understand their importance. Photographs, or photojournalism can be impactful for the visual gifted learners. Photojournalism supports numerous characteristics of gifted learners, including their emotional depth and intensity, as well as their strong capacity for processing information, generating original ideas, and comprehensively synthesizing ideas and solutions (Clark, 2007; Davis et al. 2011). Finally, service learning is an area were gifted learners are provided the opportunity be creative with their ideas. In service learning students can find a need in the community and find a method to assist. Because many gifted learners have high levels of empathy this suits them well. Terry (2008) noted that service learning can help gifted learners reach their creative potential as they seek solutions to societys problems, while also assisting them in their journey toward self-actualization. There are many methods that creativity and diversity can be brought into a multicultural classroom. With gifted students choice and variety is important so that the student remains engaged. The gifted learners needs will drive much of the instruction. This is just a few of the ideas that would work in a social studies classroom in particular. As with all things creativity, curriculum and enrichment are the key to keeping students engaged with gifted learners.

Behavior Problems in Schools Due to Lack of Discipline Essay -- Educat

Parents and students seldom dispute the disciplinary actions of school authorities up until the late 1960s. Schools are a place considered to provide instruction, instill good value, and inspire the morals of our nation (Arum 60). The courts decided that it was important to give teachers and school administrators’ authority over student behavior. The authority initiated from the English common law concept of in loco parentis which means in place of the parent. This law allowed parents to give school personnel a given amount of control over their children when they place their children in school (Yell 8). This gave administrators and teachers the ability to guide, correct, and discipline in an orderly and effective learning environment while maintaining practical control of students as they do their job teaching. Loco parentis implies that teachers and administrators have a responsibility to see that school order is maintained by requiring students to obey reasonable rules and commands, ensure others rights are respected, and conduct themselves in a safe and orderly manner while at school (Yell 8). Students are supposed to know what behaviors are acceptable or forbidden. They need to be accountable if they refuse to comply with reasonable school rules by behaving in prohibited ways. Holding the students accountable, means the violators will be subject to disciplinary measures or consequences. As students civil rights revolution evolved, and the increase of these rights emerged, parents and students, began to question, undermine, and challenge school disciplinary practices in court with the help of lawyers in the public’s interest. The timeframe for drastic school discipline changes began around 1969. The Supreme Court ruled how... ..., Barry A. "School Discipline: â€Å"Is There a Crisis in Our Schools?" Australian Journal of Social Issues 35.1 (2000): 73-86. EBSCO MegaFILE. EBSCO. Web. 19 Nov. 2010. Jackson, Toby. "Getting Serious About School Discipline." Public Interest 133 (1998): 68+. Expanded Academic ASAP. Web. 19 Nov. 2010. Jost, Kenneth. "Student Rights." CQ Researcher 19.21 (2009): 501-524. CQ Researcher. Web. 21 Nov. 2010. Wintour, Patrick, and Nicholas Watt. "Gove promises to end 'no touch' rules for teachers: Government's 'new deal' in the classroom on eve of Tory conference.† The Guardian. 2 Oct. 2010. ProQuest Newsstand, ProQuest. Web. 19 Nov. 2010. Yell, Mitchell L., and Michael E. Rozalski. "The Impact of Legislation and Litigation on Discipline and Student Behavior in the Classroom." Preventing School Failure 52.3 (2008): 7-16. EBSCO MegaFILE. EBSCO. Web. 19 Nov. 2010.

Analysis of Sporstwear

Case I. COMPETITION HITS SPORTSWEAR GROUP’S PROFIT 1. Explain why the sportswear industry in JJB operates may be considered an example of monopolistic competition. Textile Intelligence Reports in 2007 indicate that the UK sportswear market was estimated to have a value of ? 3. 65 bn (US$6. 72 bn) in 2006. The reason behind is that, purchase levels are high. Sportswear items are purchased by almost 90% of people under 35 years of age, and by 76% of the population as a whole according to the research. UK sportswear industry can be considered a monopolistic competition in the sense that there are only about four leading sportswear retailers in the United Kingdom: JJB Sports, Blacks Leisure. John David Group and Sports World. The dominant player in the market is JJB sportswear given the number of outlets and stores it operates 450 stores, the closest is JDB by around 300 stores. Given the wide gap, JJB at some point has control of the control of the entire market sales and distribution and posed a barrier of entry. [pic] Illustration from: http://www. ized. co. uk/current/leisure/2004_5/111004_map. htm Given the above, characteristic of a monopolistic competition exist in this industry. The characteristic of monopolistic market is further expanded on Question 2. In this case of UK sportswear market structure is a pure monopoly. There are quite a number of sellers in the industry and therefore many close product substitutes in existence but nevertheless firms like JJB retain some mar ket power. 2. How does the monopolistic market structure exemplified in the article differ from perfect competition? Below are two comparable sets that differentiate monopolistic market from perfect competition: |Perfect competition |Monopolistic competition | |Many sellers – |Single seller – | |Each firm is relatively small compared to the overall size of the |Monopoly exists when a specific firm has sufficient market/industry | |market. This provides assurance that no single firm can gain control |control over a particular product or service and able to determine | |over price or quantity of the entire market or industry. If one firm |significantly the terms of quality and price by which all buyers will | |decides to increase its output or shut production, the market is |have access to [similar to JJB case] | |unaffected. The market price does not change and there is no distinct | | |change in the quantity purchased or exchanged in the industry. | |Identical / â€Å"homogeneous† products sold by all firms – |Unique product – | |Each firm in a perfectly competitive market sells an identical |For a monopoly to exits, there should be a unique product. Monopoly | |product, they are not perfectly the same but the buyers will not |lacks in providing a practicable substitute goods. | |distinguish any difference. Each competitive firm produces a good that| | |is a perfect substitute for the product of every other firm in the | | |same industry. | | |Price Taker – | | |As a result not one can control market price. If one tries to charge a| | |higher price, then buyers would immediately switch to other cheaper |Price Maker- | |competitor goods that are perfect substitutes. |Since there is no competition, prices are set to maximize profits. | | |However in order to increase sales, prices are reduced by the firm. |Low-Entry/Exit Barriers – |High Barriers of Entry/Exit – | |There are no restrictions, government regulations. Each can do a |There is an assurance of sufficient control and dominant presence due | |start-up cost according to their own resources as long as their output|to a number of assorted reasons for barriers to entry: (a) required | |can perfectly compete and match competitor’s quality and price. government license or franchise as monopoly is often times regulated | | |(b) existing patents and copyrights and (c) high start-up cost needed | |Perfect Information – |Specialized Information – | |As mentioned in point 2, one firm cannot sell its g ood at a higher |Commonly characterized by control of information. Monopolistic firm | |price than other firms. This follows that buyers are completely aware|held exclusively information like a secret recipe, formula or unique | |of sellers' prices. Each firm also has complete information about the |method or technology or production which is often protected by | |prices charged by other sellers. This means that it would be unlikely |patents, copyrights, or trademarks. This also creates legal barriers | |for them to charge less than the current market price. Perfect |to entry. | |knowledge also extends to technology. All perfectly competitive firms | | |have access to the same production techniques. There is a remote | | |possibility that a competitive firm can produce its output faster, | | |better, or cheaper because of special knowledge of information. | | |Nicholson, Walter (2005) | | [pic] Also, For a competitive firm, price equals marginal cost. P = MR = MC †¢ For a monopoly firm, price exceeds marginal cost. P ; MR = MC 3. In the long run, are firms better off operating in monopolistic competition or in perfectly competitive markets? Long-run effects of increasing competition in the monopolistically competitive industry: In the long run, a monopolistically competitive firm will make zero economic profit. However, due to influence in the market it can most of the time raises prices without losing customers but to deflect new entrants, it can lower its prices and leverage on customer loyalty. This means that a firm making profits in the short run will break even in the long run because demand will decrease and average total cost will increase. Also means that a monopolistic firm's demand curve is downward sloping, in contrast to perfect competition, which has a perfectly elastic demand schedule. See illustration in item #2. Long-run position of a firm in a perfectly competitive industry: In the long run positive profit can not be sustained as there is always arrival of new firms or expansion of existing competitive firms. This causes the demand curve of individual firm to shift downward and prices to go downward as well. This means that at the same time the average revenue and marginal revenue curve also points downward. Bottom line, in the long run similar to monopolistically competitive industry, the firms in perfect competition in the long run will also make a normal profit. The horizontal demand curve will touch its average total cost curve at its lowest point Conclusion: When the long-run average cost exceeds long-run marginal cost, JJB’s output is not at the minimum point on long-run average cost curve. JJB can sell sportswear at a lower price in the long run and by taking advantage of economies of scale, such as price discounts. Therefore is not much difference between monopolistically competitive firms vs. Long-run position of a firm in a perfectly competitive industry. The difference lies mainly on the product (homogenous vs. unique) and influence in the market. 4. JJB states that their â€Å"profit margins were hit by a vigorous promotional campaign launched in October and a Christmas/New Year sale†. Illustrate how the promotional campaign is likely to affect their profit margins. Before the promotional campaign: [pic] †¢ Similar to a competitive firm, a monopoly maximizes profit by producing the quantity at which marginal cost and marginal revenue are equal †¢ Above graph is the scenario of JJB prior to price promotional campaign to ward off growing competition. After the promotional price campaign: [pic] †¢ During the promotional campaign, the price maybe less than average cost causing the decline in JBB’s profit. †¢ This gives no incentive for JJB to reduce cost. References: McTaggart, Findlay and Parkin (2007), Economics (5th ed. ) Pearson Education Australia Publisher Nicholson, Walter (2005) Microeconomic Theory: Basic Principles and Extensions 9th edition, Ceneage Learning India Pvt Ltd Publisher PERFECT COMPETITION, CHARACTERISTICS, AmosWEB Encyclonomic WEB*pedia, [Online], Available: http://www. AmosWEB. com, AmosWEB LLC, 2000-2009. [Accessed: September 12, 2009] MONOPOLY, CHARACTERISTICS, AmosWEB Encyclonomic WEB*pedia, [Online], Available: http://www. AmosWEB. com, AmosWEB LLC, 2000-2009. Accessed: September 12, 2009] Antony Davies & Thomas Cline (2005). â€Å"A Consumer Behavior Approach to Modeling Monopolistic Competition†. Journal of Economic Psychology 26: 797–826 [pic] ———————– Average Total cost e d [pic] c Marginal Revenue Marginal cost Demand Revenue Costs and 0 QMAX Quantity Total cost Average Price Demand Price 0 Quantity of Output Price 0 Monopolist†™s Demand Curve’ Competitive Firm’s Demand Curve Demand Quantity of Output Average total cost Marginal cost Demand Price Loss 0 Quantity Price Promotion Total cost Average Profit

Canadian Culture Essay

Canada is located in the northern portion of the continent of North America, extending, in general, from the 49th parallel northward to the islands of the Arctic Ocean. Its eastern and western boundaries are the Atlantic and Pacific Oceans respectively. Its land area totals 3,851,809 square miles (9,976,185 square kilometers). The easternmost portion of the country is a riverine and maritime environment, consisting of the provinces of Newfoundland, Labrador, Nova Scotia, Prince Edward Island, and New Brunswick. The central portion of the country, in its southern areas, is primarily boreal forest (the provinces of Ontario and Quebec). This forest region extends across the entire country from the eastern slopes of the Rocky Mountains through to the Atlantic coast, and is dominated by coniferous trees. These variations have had important social and cultural effects. The largest segment of the population resides in the central Carolinian region, which has the richest and most varied agricultural land and, because the Great Lakes waterway system dominates the central portion of the country, is also where most of the major manufacturing is located. The savanna or prairie region is more sparsely populated, with several large urban centers in a network across the region, which is dominated by grain farming, cattle and other livestock production, and more recently, oil and natural gas extraction. The two coastal regions, which have some agricultural production, are best characterized by the dominance of port cities through which import and export goods move. In the northern section of the center of the country, also sparsely populated, resource extraction of minerals and lumber, has predominated. The effect of this concentration of the population, employment, and productive power in the central region of the country has been the concentration of political power in this region, as well as the development over time of intense regional rivalries and disparities in quality of life. Equally important, as employment in the center came to dominate gross national production, immigration has tended to flow into the center. This has created a diverse cultural mix in the central region of the country, while the prairie and the eastern maritime region have stabilized ethnically and culturally. The consequence of these diverse geographies has been the development of a rhetoric of regional cultures: Prairie, Maritime, Central, and because of its special isolation, West Coast. A final differentiation is between urban and rural. Local cultural identity is often marked by expressions of contrasting values in which rural residents characterize themselves as harder working, more honest, and more deeply committed to community cooperation, in contrast to urban dwellers [pic] Canada who are characterized by rural residents as greedy, dishonest, arrogant, and self-interested. Urban dwellers express their own identities as more modern and forward looking, more sophisticated, and more liberal in their overall social values, and perceive rural residents as conservative, overdependent on outmoded traditions, unsophisticated, and simple minded. This distinction is most explicit in Quebec, but also plays a key role in political, social, and cultural contentions in Ontario. Demography . The official population at the last census calculation, in 1996, was 29,672,000, an increase over the previous census in 1991 of about 6 percent in five years. The previous five-year increase was almost 7 percent. There has been a slowing population increase in Canada over the last several decades, fueled in part by a decline in the crude birthrate. This slowing of growth has been offset somewhat by an increase in immigration over the last two decades of the twentieth century, coupled with a slowing of emigration. Statistics Canada, the government Census management organization, is projecting a population increase of as much as 8 percent between 2001 and 2005, mostly through increased immigration. Language Canada is bilingual, with English and French as the official languages. English takes precedence in statutory proceedings outside of Quebec, with English versions of all statutes serving as the final arbiter in disputes over interpretation. As of 1996, the proportion of Canadians reporting English as their mother tongue was just under 60 percent while those reporting French as their mother tongue was slightly less than 24 percent. The percentage of native English speakers had risen over the previous decade, while that of French speakers had declined. At the same time, about 17 percent of all Canadians could speak both official languages, though this is a regionalized phenomenon. In those provinces with the largest number of native French speakers (Quebec and New Brunswick), 38 percent and 33 percent respectively were bilingual, numbers that had been increasing steadily over the previous twenty years. In contrast, Ontario, which accounts for more than 30 percent of the total population of Canada, had an English-French bilingualism rate of about 12 percent. This is in part a result of the immigration patterns over time, which sees the majority of all immigrants gravitating to Ontario, and in part because all official and commercial services in Ontario are conducted in English, even though French is available by law, if not by practice. English-French bilingualism is less important in the everyday lives of those living outside of Quebec and New Brunswick. First Nations language groups make up a significant, if small, portion of the nonofficial bilingual speakers in Canada, a fact with political and cultural importance as First Nations groups assert greater and more compelling claims on political and cultural sovereignty. The three largest First Nations languages in 1996 were Cree, Inuktitut, and Ojibway, though incomplete census data on First Nations peoples continues to plague assessments of the extent and importance of these mother tongues. Immigration and cultures Changing immigration patterns following World War II affected linguistic affiliation. In the period, from 1961 to 1970, for example, only 54 percent of immigrants had a nonofficial language as mother tongue, with more than two-thirds of this group born in Europe. Almost a quarter of them reported Italian, German, or Greek as mother tongue. In contrast, 80 percent of the 1,039,000 immigrants who came to Canada between 1991 and 1996 reported a nonofficial language as mother tongue, with over half from Asia and the Middle East. Chinese was the mother tongue of just under 25 percent, while Arabic, Punjabi, Tagalog, Tamil, and Persian together accounted for about 20 percent. In 1971, the three largest nonofficial mother tongue groups were German, Italian, and Ukrainian, reflecting patterns of non-English and non-French immigration that have remained relatively constant through most of the twentieth century. In the period ending in 1996, this had changed, with the rank order shifting to Chinese, Italian, and German. This is reflected in regional concentrations, with Italians concentrated heavily in Ontario, Germans in both Ontario and the Prairie regions, and Chinese and other Asians most heavily represented in southern Ontario and in British Columbia. A gradual decline in out-migration from Europe, coupled with political changes in China and throughout Asia, leading to increased out-migration from these areas, is changing the ethnic and linguistic makeup of Canada. It should be stressed, however, that these changes are concentrated in two or three key urban centers, while linguistic affiliation elsewhere in the country remains stable. This is likely to change in the early twenty-first century as an aging cohort of European immigrants declines and out-migration from Europe continues to decrease. These shifts will come to have increasingly important cultural effects as immigrants from Asia and, most recently, from certain areas throughout the continent of Africa, come to influence the political and social life of the core urban centers in which they settle. Symbolism. This is an area of considerable dispute in Canada, in large part because of the country’s longstanding history of biculturalism (English and French) and perhaps most importantly because of its proximity to the United States, whose symbolic and rhetorical influence is both unavoidable and openly resisted. Ethnic and cultural diversity in Canada, in which different cultural groups were expected to maintain their distinctiveness rather than subsume it to some larger national culture, which is the historical effect of the English-French biculturalism built into the Canadian confederation, means that national symbols in Canada tend to be either somewhat superficial or regionalized. There are, however, certain symbols that are deployed at both official and unofficial events and functions which are generally shared across the entire country, and can be seen as general cultural symbols, even if their uses may not always be serious. The core values that inform these symbols are cooperation, industriousness, and patience—that is, a kind of national politeness. The Canadian symbolic order is dominated by a concern for order and stability, which marks Canadian identity as something communal rather than individualistic. Canada throughout its history might best be described as a nation of nations. Two European colonial powers dominate the history of Canada and its emergence as a nation: France and Great Britain. In time Britain emerged as the dominant political and cultural force in Canada, but that emergence exemplifies the sense of compromise and cooperation on which Canadian social identity is founded. While Britain, and later English Canada, came to be and remain the most powerful part of the Canadian cultural landscape, this dominance and power exists in a system of joint cultural identity, with French Canada, in Quebec and in other parts of eastern Canada, remaining a singular and distinctive cultural entity in its own right. This complex antagonism, which has been a thread throughout Canada’s emergence as a nation, has also led to a particular kind of nation. Most important, the development of the Canadian nation, however uneven the power of the English and the French, has been characterized by discussion, planning, and compromise. The gradual opening of all of Canada to European control, and its coming together in 1867 as a national entity, was not the result of war or revolution but instead, of negotiation and reconciliation. It was an orderly transition managed almost like a business venture, through which Canada obtained a degree of sovereignty and Great Britain continued to hold Canada’s allegiance as a member of the British Empire. When, in the early 1980s Canada would take the final step towards political independence by adopting its own constitution, it would do so through negotiation as well, and again, the antagonism between English and French Canada, which resulted in the Government of Quebec refusing to sign the constitutional enabling agreement would provide both the drama of the moment, and its fundamental character, one of compromise and collaboration. Leading up to and following the emergence of Canada as an independent political state in 1867, English Canada and English identity dominated the political and cultural landscape. The remaining French presence, in Quebec and throughout the eastern part of the country, while a strong cultural entity in itself, exercised only limited influence and effect at the national level. English symbols, the English language, and the values of loyalty to the English crown prevailed throughout the nation as the core underpinnings of national identity. The dominance of English Canada in terms of national identity, especially in a federal system in which binationalism and biculturalism were enshrined in the founding legislation of the country, exercised a powerful effect on ethnic relations, but that effect was not ethnic homogenization. Instead, the dominance of English Canada served as a major locus of ongoing tension between the two national identities of Canada, a tension which, in he period from the 1960s onward, has come to be expressed in growing French-Canadian nationalism and so far unsuccessful attempts on the part of French Canada to secede from the Canadian confederation. This tension—which is built into the principles of the confederation itself, which recognizes the duality of Canadian national identity— while regularly threatening the unity of the federation, has also had a mollifying effect on ethnic divisions more generally. The main exception to this has been the relationship between the dominant Fren ch-English state and aboriginal peoples. Colonial relations with indigenous ethnic groups worldwide have often been marked by violent conquest. While violence did play a role in these relationships in Canada, more often than not aboriginal peoples simply had their ethnic and cultural identities erased. The use of forced schooling, including the removal of children from their families, for example, sought to annul aboriginal cultural identities Food in Daily Life . The agricultural and ethnic richness of Canada has led to two distinctive characteristics of everyday food consumption. The first is its scale. Canadians are â€Å"big eaters,† with meat portions in particular dominating the Canadian meal. There are generally three regular meals in a given day. Breakfast, often large and important in rural areas, but less so in urban areas, is most often not eaten in a group. Lunch, at midday, is most often a snack in urban areas, but remains a substantial meal in rural centers. Dinner, the final formal meal of the day, is also the meal most likely to be eaten by a residential group as a whole, and it is the largest and the most socially important meal of the day. It is the meal most often used as a social event or to which invitations to nonfamily members are extended, in contrast with lunch which is often, for adults, shared with coworkers. Meat plays a key role in all three of the formal meals, but with increasing importance at breakfast and dinner. Dinner should have some special, and most often, large, meat portion as its key component. Each of these three meals can be, and often are, very substantial. There are general rules concerning appropriate foods for each meal, rules that can be quite complex. For example, pork can figure in each meal, but only particular kinds of pork would be considered appropriate. Pork at breakfast may appear as bacon, or sausage, in small portions. Both of these products are made with the least valuable portion of the pig. At lunch, pork may appear in a sandwich in the form of processed meats, also made from the least valuable portion of the pig. For dinner, pork appears in large and more highly valued forms, such as roasts or hams, which require often elaborate preparation and which are presented to diners in a way that highlights their value and size. The other main feature of Canadian food is diversity. The complex ethnic landscape of Canada and the tendency of ethnic groups to retain a dual cultural orientation have meant that Canadian cuisine is quite diverse in its content, with many ethnic dishes seen as somehow quintessentially Canadian as well. Whether pizza or chow mein, cabbage rolls or plum pudding, Canadian cuisine is best characterized as eclectic rather than consistent in content. There are a small number of food items that are considered distinctively Canadian, such as maple syrup, but overall the Canadian diet is drawn from a panoply of ethnic sources. Food Customs at Ceremonial Occasions. Ceremonial food does not generally differ greatly in content from everyday foods. What distinguishes food in ceremonial settings, such as state dinners, is not the type of food but the amount of food served and the complexity of its presentation and consumption. Ceremonial dinners are often made up of a long list of dishes served in a rigid sequence, eaten with utensils specified for each portion, and presented in often elaborate arrangement either generally, on the table as a whole, or in the particular portions placed on each diner’s plate. The same general consideration applies to meals for more private special occasions, such as those marking important religious holidays such as Christmas. The number of discrete dishes is usually quite large, the preparation of each is often specialized and involved, and portions consumed are more often than not greater than what one would consume under other circumstances. These more private special occasion meals often involve entire extended families sharing in both preparing and eating the meal. There is another special meal worth mentioning, the potluck. Potluck† is derived from the word potlatch, a special occasion of many West Coast First Nations peoples. The potluck involves each guest preparing and bringing a dish to the event, to be shared by all the diners. The key component of this particular kind of meal is food sharing among friends as opposed to food making for family. In general, potluck meals are meals shared by friends or coworkers. They express the symbolic im portance of the meal as a part of the moral geography of social relations among nonkin, but distinguish this meal as an act of food sharing rather than an act of food preparation. That is, the potluck meal expresses a sense of community and kindness, while the family meal expresses a sense of service, duty, and family solidarity. Basic Economy. Canada is a resource rich, but land and people poor, country. While physically vast, there are geographic limitations on where people can live such that most of the population is located around the Great Lakes, and in the Saint Lawrence River Valley. This has meant, however, that the natural resources throughout the country can be exploited more fully. Key to Canada’s basic economy is its role as a resource base, not only for its own manufacturing, but for export as well. Minerals and ore, forestry products, and in particular in the twentieth century, oil and gas, have been the foundation of the Canadian economy since European conquest of the area. Farming is also key to the Canadian economy, although most of Canada’s agricultural production The single largest area of economic growth in Canada since the 1970s has been in the â€Å"service† sector, the part of the economy which provides services rather than goods for sale. r Trade. Canada exports around the world, but its most important export and import trading partner is the United States. The manufacturing and export of large equipment, and in particular farm equipment, is the second largest component of Canadian manufacturing and trade. At the same time, Canada remains a major resource exporter. In particular, Canada exports raw materials such as petro-chemi cals and oil, minerals and ores, and forestry products. Division of Labor. Labor in Canada is unevenly divided between skilled professional, skilled manufacturing, and general unskilled such as service workers. With increased manufacturing efficiency, the skilled manufacturing labor force has declined in size, though not in economic impact, while the general unskilled labor force has increased; at the same time skilled professionals—whether doctors, computer programmers, and other new economy professionals—has also increased. Access to different jobs is determined in part by education and training and in part by social networks.

The Crucible Power and Manipulation Essays

The Crucible Power and Manipulation Essays The Crucible Power and Manipulation Paper The Crucible Power and Manipulation Paper Abigail Williams is one of the major characters; she is easily established and is clearly the villain of the play. Abigail is a good liar, she can be very manipulative and overall she is a very vindictive character. Abigail is an orphan and an unmarried girl; therefore she occupies a low rung on the Puritan Salem social ladder (the only people below her are the slaves like Tituba). In the play John Proctor has an affair with Abigail Williams; however, by terminating their affair he unexpectedly stimulates her spiteful jealousy. It is for this reason that Abigail begins to manipulate the truth and abuse her power. By aligning herself, in the eyes of others, with Gods will, she gains power over the Salem society and her word becomes virtually indisputable. Abigails motivations never seemed more complex then simple jealousy and a desire to take revenge on Elizabeth Proctor (John Proctors wife), who fired Abigail as a maid from their home after she discovered that Abigail and her husband (John) were having an affair. Abigail is driven by sexual longing and desire for power. Gaining power meant that Abigail could now express withdrawn feelings and act on long-held grudges. Abigail took full advantage of the situation which was occurring in Salem by accusing Elizabeth Proctor of witch craft; hoping to have her sent to jail or even killed. Abigail was conscious of the fact that this lie would result in pure success, having made prior preparation for this charade. Such explicit evidence could not be doubted nor questioned so Abigail took this opportunity to seek revenge on Elizabeth; the woman whom she despised for being the wife of her ex-lover John Proctor, and since Elizabeth had discharged Abigail from their home after the affair was exposed, Abigail was extremely motivated to get vengeance. Moreover, at the end of Act 3, Mary Warren is defeated by Abigail and has no choice but to side with her once more. Abigail succeeds in defeating Mary Warren by again, lying and manipulating the truth. Mary stands before the court to expose the truth about how Abigail and the other girls were not in compact with the devil and that they were all lying about their convention with the devil as well. Mary also attempts to reveal that everything the girls had done and were doing was entirely pretence. However, it is not long before Abigail begins to twist and manipulate the truth. Abigail fallaciously claims that she can see Mary with the devil and that she could also feel a strong wind. Abigail pretends to feel threatened by both Mary and the devil before the court. At first Mary pleads with Abigail and asks her to put a stop to her acting; Abigail: (looking about in the air, clasping her arms about her as though cold) I- I know not. A wind, a cold wind, has come. (Her eyes fall on Mary Warren) Mary: (Terrified, pleading) Abby! Abigail: (Shivering visibly) It is a wind, a wind! Mary: Abby, dont do that! However when she realises that her efforts are pointless and she would be much better off lying along with the girls, she points the finger at John Proctor and tells Judge Danforth that John is in touch with the devil and that John had threatened to kill her if she did not attend court to give a testimony. Mary: (hysterically pointing at Proctor fearful of him) My name he wants my name. Ill murder you he says if my wife hangs! we must go and overthrow the court, he says! Proctor: (turning, appealing to Hale): Mr Hale! Mary: (her sobs beginning) He wake me every night, his eyes were like coals and his fingers claw my neck, and I sign, I sign Mary: (Sobbing, she rushes to Abigail) Abby, Abby, Ill never hurt you more! Furthermore, even though Abigail is unsuccessful in this attempt she still tries to abuse her power and use it to her full potential by lying to Judge Danforth that a woman, whom she believes to be Reverend Hales wife, comes to her every night threatening to kill her. However, Danforth rejects this accusation made by Abigail as he claims that it is impossible for a ministers wife to be in compact with the devil. The reasons as to why Abigail may have abused and manipulated her power throughout the play might have been the following: To take revenge on Elizabeth Proctor, to be recognized by the Salem society and more importantly to be recognized and acknowledged my John Proctor. A further character in the play who also abused her power was Tituba. Tituba was Reverend Parriss West-Indian slave originally from Barbados. Tituba initially agreed to perform voodoo at Abigails request and lead the other girls to dance around a fire in the forest, at the beginning of the play. Tituba, whose status is lower than that of anyone else in the play by virtue of the fact that she is black, manages to deflect blame of herself by confessing apologetically and then condemning others who she claimed were also in touch with the devil. Not only did Tituba abuse her power but she succeeded in manipulating the situation by lying to Parris about her session with the devil. Tituba manages to rise even as a black slave who was substandard when she obtains a voice; this voice gives her power as well as control over the situation.