Jean Jacques Rousseau Essay Example | Topics and Well Written Essays - 1250 words

Jean Jacques Rousseau - Essay Example This assent of people in general is basically significant for government assistance of a general public since this assent is legitimately identified with a low pace of wrongdoing, viciousness, and mayhem. So as to maintain a strategic distance from intense results and to protect the incomparability of the state over the people, numerous scholars made incredible commitments to bringing issues to light about the implicit agreement. This arresting idea picked force because of momentous works presented by Jean-Jacques Rousseau. This exposition is principally founded on investigating the profoundly critical book composed by Rousseau in 1762 which is called â€Å"The Social Contract† (TSC). Following conversation will incorporate an extensive examination of this idea which was thoroughly advocated by Rousseau in his book. The article will attempt to investigate what precisely Rousseau implies by the term â€Å"Social contract† and what is the idea of its relationship with leg islative issues. Rousseau was very much aware of the worth added by common opportunity to highminded execution throughout everyday life, so he uncertainly worried on supplanting individual flexibility with common opportunity. He recommended that common endeavors or commitments without an implicit understanding will undoubtedly be viewed as oppressive (Rousseau 2004, p. 195). In any case, an implicit agreement spurs the whole network to constrain a rebellious individual to comply with the general will. Rousseau was of the view that this kind of network conduct adds huge solidarity to mind and character. It was never his goal to drive individuals into bondage on the grounds that in TSC, he doesn't encourage his crowd to totally forfeit their physical opportunity. Or maybe, he focuses on that the social request is in truth a method of safeguarding regular opportunity. Rousseau is exceptionally aware of the way that overabundance of everything is awful. There is a degree to which physical opportunity oug ht to be relinquished so as to be conceded into a common society and become a full and

Information Processing Theory Research Paper Example | Topics and Well Written Essays - 1000 words

Data Processing Theory - Research Paper Example This paper will feature the hypothesis and show and break down how its application in understanding the issues of kids with extraordinary necessities. For the cerebrum to play out any of its capacities, it embraces a sensible request of preparing data. The data preparing hypothesis is practically equivalent to the working of a PC. The hypothesis addresses three pieces of the cerebrum. These incorporate the tangible memory that gets all tactile information. The short memory effectively forms the apparent upgrades through a few subjective procedures. The parts of example acknowledgment and consideration come in near assistance the short memory process the upgrades. In the wake of handling, other complex strategies move the data to the drawn out memory. Recovery frequently happens from the drawn out memory. Data in the transient memory is available for restricted measures of time and regularly experiences rot after time slips by. In the social setting, Crick and Dodge built a model that features the stepwise way wherein the human psyche forms expressive gestures from the purpose of gathering to the creation of reaction. In this model, it turns out to be evident that the mind doesn't react to upgrades without handling. Despite what might be expected, a few stages are fundamental for the human mind to deliver a significant reaction (Flood, Hare, and Wallis, 2011). In the underlying phases of the social data preparing, the mind revels effectively in the encoding and making understandings out of signals from the social setting or inner sources. The translation procedure incorporates investigation of causes, thought of both self and deductions from others, objective appraisal and past execution assessment. In the subsequent stage, the mind utilizes a few instruments so as to explain the objective of the procedure. In the wake of achieving lucidity on the social objectives expected, the cerebrum at that point enjoys systems that outcome to pertinent procedures planned f or creating successful reaction. Recollections, social standards, and commonality of the circumstance assume a urgent job in deciding the methodologies embraced. The cerebrum at that point investigates the subsequent reaction fundamentally as indicated by virtues, cultural desires, and evaluating the potential response from the others. In conclusion, the human brain gauges its ability to order the last reaction. At long last, choice of the best reaction and the related social code happens (Flood, Hare, and Wallis, 2011). Kids with uncommon necessities depict inadequacies in the social data preparing. A representation is the situation of kids with Asperger condition who depict a scope of handicaps in the procedures portrayed in the Crick and Dodge model. Past research recommends that youngsters with this condition introduced challenges in attribution of their plans, age of proper reactions and assessment of the significance of the reaction (Flood, Hare, and Wallis, 2011). It gets fun damental for extraordinary requirements instructors to comprehend the challenges of youngsters experiencing this condition so as to assist them with improving in the handling of social viably. Tur-Kaspa (2004) utilized a similar social data preparing model to survey the learning handicaps

7 Ways to Stay Awake at Work Without Caffeine

7 Ways to Stay Awake at Work Without Caffeine Are you struggling to stay alert at work? Are the coffee room and its coffee maker your best friends at work?While a small consumption of caffeine has been found to be beneficial to your health, drinking excess amounts of it can be dangerous. Not to mention that continuous use of caffeine will lower its effectiveness and you’ll have to deal with those inevitable crashes.But how can you stay alert and energetic without it?The good news is that there are many ways to stay awake at work aside from drinking caffeine. In this guide, we’ll introduce you to seven effective and scientific ways to stay energetic and improve your focus. These include:Drinking more waterEating the right energy boosting foodsIncreasing your exposure to lightTaking a walkTalking more with your colleaguesLearning to deep breatheListening to the right kind of musicSo, say goodbye to your caffeine habit at work and learn new ways of boosting energy and focus!STAY HYDRATEDWhen your body is dehydrated, your circul ation slows down and your body’s ability to stay energized is hampered. Simply by not hydrating enough, you might be causing yourself to feel sluggish and tired. It can even impact your mood and you’ll end up, not just tired, but also cranky and unmotivated.This might not just be about drinking less than you should either as office environments could be causing you to dehydrate faster than usual. These environments are often heavily air-conditioned and this can dry out the body faster â€" you might feel colder than usual in the summer and hotter in the winter.Therefore, a simple trick to prevent tiredness is to drink more. And before you pour another cup of coffee, stop!The best drink is water.Keep a glass of water or a bottle of water on your desk at all times. Get into the habit of taking a sip every 15 minutes. You could even use great apps like Plant Nanny and Waterlogged App to help you drink more and to do it regularly. You’d want to aim to drink at least a liter of wate r during your workday (you should aim to 2 liters per day).EAT THE RIGHT FOODSEating can also energize you during a workday. But the key here is to eat the right kinds of foods because food can also have the opposite effect and make you experience the dreaded food slump.You can influence your daily energy by creating the right menu for your breakfast and lunch, including healthier, energizing snacks to your day.A more energetic day begins with the right breakfast. Studies have shown that the right kind of breakfast has an impact on your performance, mood and even the waistline. So, you don’t want to skip it or opt for a muffin from Starbucks on your way to work!Healthy breakfast choices:Lean protein:chicken or turkey slicesboiled or fried eggsbeanscheeseGood Carbs:whole wheatoatsfruitHealthy fats:avocadospeanut butter, nutsWhen it comes to lunch, you’d want to fill your day with more protein and healthy fats to boost your energy. You don’t want to fill your plate with many car bs at this point, as they are bound to make you sluggish. A few good vegetables and a dose of fiber will do.Here are a few great recipe ideas for packed lunch (or you can aim to find these in your cafeteria):Three-bean Pasta SaladTeriyaki Soba SaladChunky Turkey and White Bean SoupWarm Steak, Feta and Artichoke SaladCurried Chicken Salad on FlatbreadMexican-style Sweet PotatoesIf you do feel like snacking during the day, you should focus on low GI snacks. You want vitamin and mineral rich foods because they provide your body with nutrients. They also release energy at a steadier pace and prevent that slump.Low GI SnacksNuts, such as peanuts and almondsFruit, like apple and bananasBerries, such as strawberris and blueberriesEggs and dairy, such as Greek yoghurt and cheeseVegetables, such as carrots, celery, and broccoliAbove all, you want to avoid sugar or starchy vegetables, like potatoes and sweets, during the day. High-GI foods like white bread, instant noodles, crackers and cakes are all to be avoided. They’ll cause slump and bloating, making you feel tired and moody. This group of foods and snacks also includes fizzy and energy drinks â€" it’s best to avoid even the ones with artificial sweetener!MAXIMISING YOUR EXPOSURE TO LIGHTYour body is very susceptive to light and the amount of light exposure you get can have direct consequences on your mood and energy. The body’s internal rhythm called circadian rhythm is affected by light and our bodies automatically start to go in the so-called sleep-mode when light around us decreases.To stay energetic at work, you want to maximize your exposure to light. Here are a few ways to think about doing this:Position your desk rightIf you’re able to rearrange your office space, you should position the desk as close to natural light as possible. Placing it right next to the window and allowing natural light to shine through can help.Go outside during the dayWhenever you have a break, go outside. It doesn’t have to be the sunniest of days, as the sunrays will shine through the clouds and being outside will boost your energy.Opt for artificial lightYou can also improve the amount of natural light you use in your office space. Some lamps mimic sunlight and adding one to your desk can help keep your body alert during the day.GET UP AND GO FOR A WALKYou can instantly boost your energy levels with light exercise. When you get up and start moving, your body’s circulation wakes up and this starts helping the body’s different functions to perform better.In fact, according to a new study, small bursts of exercise are better than caffeine in boosting energy levels and improving motivation.When you start feeling sluggish and tired, you should get up and go for a brisk walk. You could simply walk to the coffee room and back, drinking water on the go. If you have stairs in the office building, walk them up and down. The best option is to go outside, as fresh air adds to the benefits.If can’t go fo r a walk, simply standing up and doing a few lunges can help. You could also lift your knees as high towards your chest as you can one at a time.You can find other tips to exercise in the office from the YouTube video below: STRIKE UP A CONVERSATIONSometimes you can get a lot of energy when you spend some time talking to other people. We are social animals and if we spend a lot of our time sitting behind our computers, we can start feeling fatigue and loneliness.The key to an invigorating conversation is to pick a topic that’s not related to what you are doing at work. You also don’t want to pick a boring mundane topic.A creative and challenging topic can get your mind moving and your body alert. This could be a business or project idea or a political topic â€" although you definitely don’t want to get into any office arguments here!Now, it’s important to point here that some people might feel tired and fatigued because they have to spend all day talking to people. People in professions where you’re almost constantly talking and interacting with others face-to-face might find it helpful to do just the opposite â€" to go and spend some time alone during the day.Just being able to let your mind be can boost your energy. You can even try the next tip and practice deep breathing while you’re having a break.PRACTICE DEEP BREATHINGWhen you’re feeling extremely tired, then taking a moment to breathe and sit still might sound like the last thing you should do! You might just go straight to napping, right?But deep breathing can actually help you feel more alert. When you’re deep breathing, your body’s blood oxygen level increases. This slows your heart rate and blood pressure, improving circulation. The result is a mind that’s more focused and body that feels energetic.Here’s a simple deep breathing exercise for you to try at your desk when you feel out of energy:Step 1Sit up straight and place one hand on your belly just below the ribs. Put your other hand on your chest.Step 2Inhale deeply through your nose. Let your belly push your hand out gently. Your chest should not move.Step 3Breathe out through your lips, as if you were trying to whistle. If you want, you can use the hand resting on your belly to push the air out.Step 4Repeat the inhale and exhalee ten times.The key is to inhale to the abdomen and not the chest.LISTEN TO UPBEAT MUSICYou can also combat sluggishness by listening to some music. Upbeat music has been found to release feel-good hormones in your brain and these will boost your mood and alertness.In a MindLab study, 9 out of 10 people were found to work better when they were listening to music. It can have a positive impact on your productivity and focus. The test also found that different types of music can have slightly different outcomes. So, it does matter what kind of music you play!Check out the below video for more about the study and its findings: One way that music can work involves its ability to help you stay focused. Even though you might be tired, the ambient sounds in the background can help you stop focusing on this tiredness. Time will flow by faster and you end up getting more things done without knowing it!TIME TO DITCH THE CAFFEINE FOR NON-CAFFEINE SOLUTIONSCaffeine is not a great long-term solution to gaining more energy. If you can’t survive without it, you will have to start looking at your sleeping patterns and increasing the number of hours you sleep.But you can also try the above non-caffeine solutions to boost your energy levels during the day. These scientifically backed solutions can help you be more productive and motivated without a cup of coffee.So, pick your ideal solution and try them the next time you find yourself reaching for that coffeepot. By testing out different methods, you’ll find the solutions that work for you.

The Cold War And The Soviet Union - 2320 Words

The Cold War was an era of ideological and economic struggle characterized by the threat of nuclear of war and regional wars between the two world superpowers, the USA and the USSR. This Cold era started in 1947 at the end of World War II until the dissolution of the Soviet Union in 1991. It is commonly referenced as cold because it supposedly never heated up into an actual armed conflict despite some action in Korea, Afghanistan, and Vietnam. However, the ultimate and inevitable struggle occurred between the United States and other democracies of western Europe against the Soviet Union with their communist bloc countries due to the decreasing power of European nations, ideological differences, and the greed to become the world’s greatest†¦show more content†¦Each side believed that the alternate ideology was a threat to their own way of life and this mixture of ideological fear and aggression meant that in both America and Russia beliefs invaded and affected foreign policies. US could not tolerate the Communist ideology and Russia did not like US dominance upon European countries. Both leaders also sought to achieve their postwar security goals which were often conflicting and neither was willing to negotiate. For example, during the Yalta Conference in 1945, Roosevelt hoped that free elections would lead to democratic governments responsive to the local population. Although Stalin had initially agreed to Roosevelt’s request, it soon became clear that the Soviet Union interpreted the agreement differently and instead installed communist governments throughout Eastern Europe under the control of the Soviet Union. The USSR, who had already been invaded twice in the first half of the 20th century, wanted the creation of a â€Å"buffer† of states in Eastern Europe to protect the USSR from being invaded. In addition to enormous war reparations, Stalin wanted to dismantle German factories resulting in a weak and dependent Germany who would not be able to rise as a world power again. However, when Britain and America kept on delaying D-Day, Stalin was u neasy as he thought they were trying to obtain Germany for themselves. In order to protect democracy, America helped Germany recover which

Exploring the Reasons for United States Involvement in...

Exploring the Reasons for United States Involvement in Vietnam 1. US involvement in Vietnam The US wanted to stop communist expansion into South Vietnam after successfully stopping them from capturing South Korea but President Eisenhower could not get the support of the people. Therefore he used a different way i.e. sending a team of 12 intelligence agents under Colonel Edward Lansdale to win over the South Vietnamese people by spreading lies about the Ho Chi Minh government killing political opponents and the presence of Chinese communists in South Vietnam. Besides that colonel Lansdale also employed mercenaries to sabotage North Vietnam and boost up the image of President Diem. They also†¦show more content†¦About 1,200 of Diems officials were murdered. 2) Le Duan, Ho Chi Minhs adviser advocated the formation of armed resistance. Ho Chi Minh agreed to aid the guerrilla units. These became the National Front for the liberation of South Vietnam (NLF). With Hua Tho as its leader. 3) NLF 10-piont programmes include:- a) Catholic denominated Diems government to be replaced with representatives of all social classes and religions. b) Land for the peasants. This resulted in the peasants helping the guerrillas against the government. 2. A) President Kennedy intended to carry on with his predecessors policy of supporting Diems South Vietnam government as he believed in the Domino Theory. The full of South Vietnam world lead to the fall of Laos, Cambodia, Burma, Philippines, New Zealand and Australia. Kennedy increased aid to South Vietnam to enable them to increase the strength of their army from 150,000 to 170,000. He also increased the number of military advisers by 100 in order to train South Vietnam army. In 1962 the Strategic Hamlet programme was introduced. B) The Strategic Hamlet programme was implemented to keep the peasants from being influenced by the NLF. The peasants were moved intoShow MoreRelatedExploring Reasons Behind United States Involvement in Vietnam3702 Words   |  15 PagesExploring Reasons Behind United States Involvement in Vietnam The involvement of the USA was not a sudden event; it was a gradual slide into war that began with financial support of the French to regain power of Vietnam. After World War II, the Vietminh were very quick to replace the Japanese in Vietnam, and by September 1945, Ho Chi Minh announced that it was an independent, democratic republic. But the French also wanted to regain power of Vietnam and by March 1946Read MorePublic Sentiment Regarding the Vietnam War1111 Words   |  5 Pagesdemocrats within the legislative branch turned against Johnson’s war. Scholar’s conflict on the reason why Johnson’s own party turned against him, some scholars attribute it to the growing number of antiwar constituents, while other scholars such as E.M. 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It can be seen that the end result of the Vietnam War tainted America’s image through its failure to demolish the Vietnamese Communist Government . It should be noted that many years before America was directly involved with the war, Vietnam, Cambodia and Laos were under French colonial rule where the Viá »â€¡t Minh (the communist nationalist independence coalition)Read More The Approach of U.S. Foreign Policy and Terrorism Essay1336 Words   |  6 Pagesconcern over the direction the U.S. is taking in its war on terrorism. He was criticized because his statements are one of the most critical assessments to date of the U.S. war effort, and therefore divisive at a time when the country needs to be united, (Bash). Daschle stated the war has been successful up until now, but was concerned the war effort has been spreading without clear direction, (Bash). 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The Forbidden Game The Hunter Chapter 7 Free Essays

â€Å"Cypress eyes and sun-glowing skin †¦ and your hair’s like liquid amber. Why do you wear it back like that?† â€Å"Because Tom likes it,† Jenny said reflexively, her standard response. â€Å"Look, what did you mean-â€Å" He shook his head, clicking his tongue. We will write a custom essay sample on The Forbidden Game: The Hunter Chapter 7 or any similar topic only for you Order Now â€Å"May I?† he said politely, straightening up. His tone was so normal, so solicitous, that Jenny nodded automatically. She was still intent on her question. â€Å"What did you-no, don’t.† He had pulled the elastic band out of her ponytail. Jenny felt her hair fall about her neck, and then his fingers were in it. An almost imperceptible shudder went through Jenny. â€Å"Don’t,† she said again. She didn’t know how to deal with this situation. He wasn’t being rough. He still looked solicitous and friendly. It didn’t seem appropriate to hit him in the gut as Dee had taught her to do with guys that annoyed her. â€Å"Beautiful,† he murmured. His touch was as light as the soft pat of a cat’s paw, and his voice was like black velvet. â€Å"Don’t you like it?† â€Å"No,† Jenny said, but she could feel the heat in her face. She was backed against the wall now. She didn’t know how to get away from him-and the worst thing was that her body didn’t seem sure it wanted to. His cool fingers moved against her warm hair roots, and she felt a trembling thrill. â€Å"Have I told you about your mouth?† he said. â€Å"No? It’s soft. Short upper lip, full lower. Just about perfect, except that it’s usually a little wistful. There’s something you want, Jenny, that you’re not getting.† â€Å"I have to go now,† Jenny said in a rush. Her standard stuck-with-a-jerk-at-a-party response. She was so confused she didn’t care if it didn’t make sense here. â€Å"You don’t have to go anywhere.† He seemed unable to take his eyes away from her face for a second. Jenny had never held anyone’s gaze for this long-and she had never even dreamed of eyes like his. â€Å"I could show you what it is you’ve been wanting,† he said. â€Å"Will you let me? Let me show you, Jenny.† His voice seemed to steal the bones from her body. She was aware of shaking her head slightly, as much in response to the new feelings as to his question. She didn’t know what was happening to her. Tom’s touch made her feel safe, but this-this made her feel weak inside, as if her stomach were falling. â€Å"Let me show you,† he said again, so softly she could barely hear him. His fingers were so gentle as they laced in her hair, urging her to tilt her face up toward him. His lips were bare inches from hers. Jenny felt herself flowing toward him. â€Å"Oh, stop,† she said. â€Å"Stop.† â€Å"Do you really want me to?† â€Å"Yes.† â€Å"All right.† To her astonishment, he stepped back, fingers trailing out of her hair. Jenny could still feel them. I almost kissed him, she thought. Not the other way around. In another minute I would have. Tom. Oh, Tom. â€Å"Why are you doing this?† she said, her eyes filling again. He sighed. â€Å"I told you. I fell in love with you. I didn’t do it on purpose.† â€Å"But we’re so different,† Jenny whispered. She was still feeling weak at the knees. â€Å"Why should you-want me? Why?† He looked at her, head tilted slightly, quizzically. â€Å"Don’t you know?† His eyes moved to her lips. â€Å"Light to darkness, Jenny. Darkness to light. It’s always been that way.† â€Å"I don’t know what you’re talking about.† And she didn’t. She wouldn’t let herself understand it. â€Å"Suppose the devil was just quietly minding his own business-when he saw a girl. A girl who made him forget everything. There’ve been other girls more beautiful, of course-but this girl had something. A goodness, a sweetness about her. An innocence. Something simple he wanted.† â€Å"To destroy it.† â€Å"No, no. To cherish it. To warm his cold heart. Even a poor devil can dream, can’t he?† â€Å"You’re trying to trick me.† â€Å"Am I?† There was something oddly serious in his blue eyes. â€Å"I won’t listen to you. You can’t make me listen.† â€Å"True.† For just an instant Julian looked tired. Then he gave his strange half smile. â€Å"Then there’s no choice but to keep playing, is there? No choice for either of us.† â€Å"Julian-â€Å" â€Å"What?† Jenny caught herself up short, shaking her head. He was crazy. But one thing she believed, he really was in love with her. She knew, somehow, that it was true. She also knew something else about him-she’d known it since that instant when she’d looked into his eyes and seen the ancient shadows there. She’d known it when he’d humiliated Tom and terrorized Dee. He was evil. Cruel, capricious, and dangerous as a cobra. A prince of darkness. Completely evil-and completely in love with her. How was she supposed to reconcile that? â€Å"If you want me so much,† she said, â€Å"why don’t you just take me, then? Why go through all this with the Game? You could grab me anytime-why don’t you just do it?† His heavy lashes drooped again. In that instant he looked exactly like the boy in the More Games store. Almost vulnerable-almost human. Realization came to Jenny. â€Å"Because you can’t,† she breathed. â€Å"You can’t, can you? You can’t do just anything you want to, not even here.† His eyes flashed up, glittering like a snake’s. Jenny saw pure violence there. â€Å"This is my world. I make the rules here-â€Å" â€Å"No.† Giddy triumph was swelling through Jenny, an effervescent rush. â€Å"Not this one. That’s why you asked if you could touch my hair. That’s why you tried to make me kiss you. You can’t do it without my permission.† â€Å"Be careful, Jenny,† he said. His face was cold and cruel. Jenny just laughed excitedly. â€Å"If you can kiss me against my will, then prove it,† she said. â€Å"Show me-do it now.† And then she added an Italian phrase she’d picked up from Audrey. â€Å"Come osi!† It meant I dare you. He didn’t move. Jenny laughed again. â€Å"I don’t think you understand,† he said. â€Å"I’m going to have you, at any cost. Any cost, Jenny, even if you have to suffer on the way. If I can’t force you, I’ll persuade you-and I can be very persuasive.† Jenny felt some of the triumph fold up inside her. â€Å"Remember where you are, Jenny. Whose territory you’re on. Remember what I can do in the Game.† Jenny was completely sober now. â€Å"You challenged me-now I suppose I’ll have to show you what I am capable of.† â€Å"I don’t care what you do to me.† â€Å"Maybe it won’t be to you. See your friend there? She’s playing the Game, too.† He was looking down the hallway, in the same direction Jenny had been going. Barely visible under a far candle was the copper glint of someone’s hair. Jenny drew in her breath. â€Å"Don’t you dare-† Turning back to speak to him, Jenny broke off. Julian was gone. She was alone. Jenny bit her lip. It was infuriating to talk to somebody who could do that, and she was beginning to think it hadn’t been a very good idea to laugh at him. Nothing to be done about it now. â€Å"Audrey!† she called and started down the hall. Audrey’s skin, usually pale as magnolia blossoms, was touched with a golden glow from the candles, and her auburn hair flashed copper. She and Jenny hugged, and Jenny thought only Audrey could stay so calm, so chic, in such awful circumstances. â€Å"You look as if any minute you’re going to be demanding to see your ambassador,† Jenny said. â€Å"If Daddy were here he’d take care of things,† Audrey agreed. â€Å"He’d come out of retirement to take on this place on. Are you all right? You look a little flushed.† Jenny put a hand to her cheek self-consciously. â€Å"It’s the light,† she said. â€Å"Uh, how long have you been here? I mean, did you see me-before I called?† â€Å"No. I’d been looking and looking-for anybody, but all I’ve seen is this interminable hallway.† â€Å"Good. I mean-it’s good that I found you. The only other person I’ve seen is Dee. She’s back there, and she’s just been through hell. And you’re next, if I’m right about the way this works. I’ll explain as we go.† The explanation, about how they were all scattered, about finding doors in the nightmares, about the dawn time limit and about how things in the nightmares could hurt you, took until they found Dee. They did find Dee, to Jenny’s relief, standing beside a door. â€Å"I thought I’d better guard it to make sure it didn’t go anywhere,† she said after a perfunctory nod at Audrey. Audrey had only one question. â€Å"Is he Nordic, that guy? They’re supposed to be sexy as all get-out.† Jenny ignored this. â€Å"Since the doors move, how do we know this isn’t one of the two we opened before?† â€Å"We don’t,† Dee said and flashed The Smile. Dee’s wild, leaping beauty always annoyed Audrey. â€Å"Of course, it doesn’t have a key like the first one, but I guess we’d better get in monster position again. Anything could be inside.† She and Jenny did, ready to kick the door shut fast. Audrey’s eyebrows lifted into her spiky bangs. â€Å"No, thank you, she said politely. Not in a fitted linen skirt. Listen, you two, why are we doing this at all? Why don’t we just sit down and refuse to play?† â€Å"Didn’t you listen to me before?† Jenny said. â€Å"If we’re still here by dawn, we stay for good. We lose automatically.† â€Å"I’ve never lost anything by default,† Dee said. Then she said, â€Å"Now.† Behind the door there was a forest. Cool wind blew out, ruffling Jenny’s loose hair against her cheek. It smelled like summer camp. â€Å"God,† said Jenny. â€Å"Well, come on,† Audrey said, flicking her perfectly polished nails in a gesture of readiness. â€Å"We might as well get it over with.† â€Å"It’s too weird,† Jenny said as they stepped inside -outside. â€Å"Dee’s bedroom was a room, at least. But this†¦Ã¢â‚¬  They were on the outskirts of a dark forest on a sloping hill. Above them the night sky was strewn with stars much bigger and brighter than the ones Jenny usually saw from her Vista Grande backyard. A moon of pure silver was rising. The door had slammed and disappeared, of course, as soon as they stepped through. Behind Jenny were meadows and pastures; before her a tangled mass of pitch-black trunks and bushes. The girls were alone on the hill in the moonlight. â€Å"Now what?† Audrey said, shivering fastidiously. â€Å"Don’t you know? It’s your nightmare-you drew it.† â€Å"I drew a picture of me opening the Bloomies catalog and finding it blank,† Audrey said. â€Å"That’s my worst nightmare. Don’t look at me that way-shopping is cheaper than therapy.† And that was all she would say about it. There were a few scattered lights in the valley below them. â€Å"But it’s too far to hike,† Jenny said, â€Å"and even if we did get down there, I don’t think that there would really be any people.† Audrey looked at her strangely, but Dee nodded. â€Å"It feels like one of those model-train landscapes -or like a stage set,† she said. â€Å"False fronts. You’re right, I don’t think we’d find little houses with people in them down there. Which means-â€Å" They faced the forest bleakly. â€Å"Why do I have a bad feeling about this?† Jenny asked. â€Å"Come on,† Dee said. â€Å"Let’s make it happen.† The forest looked solid, but with Dee in the lead they found a way into it. It was mostly pine and fir trees, with the occasional beech shining silvery gray against the darkness of the background. â€Å"Oh, my God,† Audrey said after they’d been walking some time. â€Å"High ground, evergreen trees, rocks-I know where we are now. It’s the Black Forest.† â€Å"Sounds like something from a story,† Jenny muttered, picking her way through the undergrowth. â€Å"It’s a real place. I saw it when I was eight, when Daddy was at the German embassy. It-scared me a little, because it was the forest, you know.† Dee threw a derisive glance over her shoulder. â€Å"The forest?† â€Å"The forest where everything happened-where the Grimm brothers got all their fairy tales. You know, snow white. Hansel and Gretel. Little Red Riding-Hood and the-â€Å" Audrey stopped in midsentence. In front of her, Dee had stopped, too. Jenny’s knees locked. Just ahead of them in the tangled blackness, yellow eyes glowed. Jenny even imagined she could see moonlight gleaming off sharp teeth. All three girls stood very still. Seconds passed and the yellow eyes remained motionless. Then they seemed to shift to a different angle so that one went out. Both flashed toward the girls again, then both went out. Jenny heard underbrush crunching. The sound got fainter. It faded into a profound silence in which Jenny could hear her heart beating strong and very fast in her chest. Jenny let out her breath. Dee’s shoulders heaved slightly. She reached down and picked up a long stick almost as thick as her own slim wrist. She settled it in her hand, waggling it, testing her grip. It made a good weapon. â€Å"-and the Wolf,† said Audrey, her voice suspiciously calm. She tucked stray wisps of hair into her French twist, her lips tight. The three of them looked at one another, then started walking again. What else was there to do? â€Å"It was strange, that wolf coming just when you were talking about one,† Dee said. â€Å"Unless-† Jenny stopped dead. â€Å"Wait,† she said. Something had fallen into place with an almost audible click. â€Å"Let me think a minute†¦ yes. It wasn’t strange at all that the wolf came when Audrey was talking about it. Don’t you see? He’s taking it all from our own minds.† â€Å"Who?† Audrey said, her well-bred nostrils flared. â€Å"Who do you think? Julian. The Shadow Man. He’s creating the Game around us-or we’re doing it-but either way it’s made up of our own thoughts. That hallway back in the house is the hallway from the Haunted Mansion at Disneyland. It always scared me as a kid-so it came from my mind. And the door in the UFO was like a plane door I’d seen.† Dee’s eyes flashed like a jaguar’s. â€Å"And the parlor-I saw a lamp like that once in Jamestown. I wondered what it was doing here.† â€Å"Everything-every detail-is coming from us,† Jenny said. â€Å"Not just big things but little things. He’s using our minds against us.† â€Å"So what’s going to happen next?† Dee asked Audrey. â€Å"You’re the one who should know what scares you most. I mean, should we be on the lookout for walking trees or little hooded men or what? Or was that wolf it?† â€Å"I was only eight when I lived here,† Audrey said coldly. â€Å"And, no, I don’t remember specifically which story †¦ disturbed me †¦ most. I had a German nurse, and she told me all of them.† She and Dee glared at each other. â€Å"We could run into something from any of our minds,† Jenny said, to make peace. â€Å"Anything could happen here. You can feel it.† She knew in her heart that it was going to be something worse than the wolf. Something more un-mundane. Audrey didn’t like anything supernatural, so it followed that whatever happened was going to be very. Remember, it’s all a dream, she told herself. But she could hear Julian’s voice in her mind: â€Å"I can tell you right off that one of you probably won’t make it.† They walked. Underbrush clutched at Jenny’s skirt like little fingers. The fragrance of evergreens surrounded them like a thousand Christmas trees. All Jenny could see was darkness and the endless tangle of forest ahead. Her nerves stretched and stretched. They literally stumbled on the clearing. One large tree grew there-a yew, Jenny thought. It stood in front of a great jumble of rocks and boulders that looked as if they might have been left by a glacier. The tree had rough bark, dark green needles, and red berries. Gathered around it was a group of young men in weird clothes. They were wearing pants and long over-tunics of leather trimmed with fur, very old-fashioned looking. Their arms were bare and muscular. The ground beside the tree had been cleared and a circle drawn on it. Inside the circle a fire burned, and red light glinted off daggers and what looked like drinking horns. The whole area was decorated with flowers. â€Å"It’s some kind of secret ceremony,† Dee whispered. â€Å"And we’re spying on it,† she added with considerable relish. â€Å"They’re certainly good-looking,† Audrey murmured. They were. Jenny counted seven of them, four with blond hair and three with blondish-brown. They looked as if they were in their late teens or early twenties, and if what they were doing was secret, they weren’t bothering to be quiet about it. Jenny could hear laughter and boisterous singing. Good grief, it’s like a fraternity party, she thought. Even this far away she could smell the beer. â€Å"I think,† said Audrey, â€Å"I’m Beginning to like this Game.† She stepped out before Jenny could stop her. The singing fell silent. Seven faces turned toward the girls. Then one of the German boys lifted a drinking horn over his head, and all the rest cheered. They all seemed surprised but delighted to see the girls. White, even teeth flashed in friendly smiles, and they bundled the visitors over to the warmth of the fire. Audrey’s bare legs caused a lot of appreciative comment, as did Dee’s spandex leggings. â€Å"No-no, thanks,† Jenny said as one of them tried to get her to drink the stuff in his horn. The horn had angular symbols carved on it that made her nervous somehow-they reminded her of something. â€Å"Audrey, what are they saying?† â€Å"I can’t catch it all. It’s not like the German I learned,† Audrey said. Seated between two admirers, her cool porcelain beauty contrasted with her flirtatious lashes. â€Å"I think it must be archaic. But that one is saying that you’re like Sif. It’s a compliment-Sif was a goddess with shining golden hair.† â€Å"Oh, give me a break!† Dee backed up to sit on a rock. There was an instant stirring among the German boys. Several pulled Dee away from the rock pile, shaking their heads. Dee barely allowed them to move her, not at all placated by the way they marveled over her dark skin. And she only snorted when one offered her a garland of flowers to wear. â€Å"Oh, put it on,† Jenny said, flicking a small bug out of her own wreath. She was starting to enjoy this. The young men were nice, even if they did smell a bit like sweat, they were about the most strapping youths she’d ever seen, but several of them had braids in their hair, and they didn’t seem to think weaving garlands was sissy. â€Å"It’s a ceremony to greet the spring,† Audrey said as one of the blonds cried, â€Å"Ostara!† and poured beer on the ground. â€Å"Ostara’s the goddess of spring-that’s where we get ‘Easter.'† The young men began to chant. â€Å"It’s something about life being renewed,† Audrey said. â€Å"There’s something else-something I can’t quite make out. They’re †¦ asking? Petitioning?† All the German boys were on their feet by now, urging the girls to rise. They were facing the huge pile of boulders. â€Å"Dokkalfar,† they chanted. â€Å"That’s dark-something. I don’t-oh, my God.† Audrey’s voice changed completely. She tried to pull away from the circle, but two of the German boys grabbed her. â€Å"Dark elves,† she said wildly. â€Å"That’s what they’re saying. They came here to ask favors from the elves-and we’re the yielding.† Jenny had never heard Audrey’s voice like that before-bordering on hysteria. â€Å"The what?† she demanded. Suddenly the white, even smiles around her didn’t look so friendly. â€Å"The gift to the Otherworld. The sacrifice!† Audrey cried. She was trying to get away again, but it was no good. We’re outnumbered more than two to one, Jenny thought. And they’ve all got muscles. She looked at Dee-and felt shock ripple over her. Dee was laughing. Snickering, actually. Chortling. â€Å"Elves?† she gasped. â€Å"Little pixies in bluebells? Little guys who sit on acorns?† â€Å"No, you idiot,† Audrey said through her teeth. â€Å"Dark elves-Outdwellers. Oh, you don’t understand-â€Å" Jenny heard rock scraping. One of the huge stones in front of her was moving. It swung out slowly, pushing a ridge of dirt along in front of it. A black, gaping hole was revealed in the pile. A tunnel leading down. Dee’s laughter was dying-but it was too late. The girls were pushed forward into the hole. Jenny tried to turn, but her Capezio flats slithered on dust and grit, and she felt herself falling. How to cite The Forbidden Game: The Hunter Chapter 7, Essay examples

Financial Markets and Institutes

Question: Discuss about theFinancial Markets and Institutes. Answer: Introduction Top-down analysis is a method through which analyst first look at the big picture and then analyzes the other small details. In this approach traders analyze the economy and then forecast the industry which provides good returns to the investors, and after analyzing the industry they choose companies in that industry and purchase stocks of those companies. Investors look for the macro variables at the time of using this approach such as GDP, balance of trade, inflation rate, movement of currency, rate of interest and other factors of an economy, sectors which are performing good at that time or in future or countries (Investopedia, n.d.). Harvey Norman Holdings Limited is largest retailers in Australia and deals in products related to home and lifestyle. There is 30% increment in the profits of HVN till the date 30 June 2016. Sales in HVN operated stores increase by 11% i.e. $1.8 billion and sales in the franchisee stores increase by 7.6% i.e. $5.3 billion. Net profit of the company increases by 20.2% i.e. $314.7 million. According to chairman and chief executive report of HVN, macro economic conditions in which company operates can change and conditions related to housing in Australia are strong and favorable for the company. Earnings per share of the company is increase from the last year, therefore HVN pay more dividend from last year. Not only HVN but other retailers of lifestyle products had favorable market conditions this year. Currently HVN trades in market at 13x EBITDA and industry in which HVN operates trades at 11.6x EBITDA. Therefore, we can say that industry in which HVN operates has favorable market conditions in Australia. Investors can get good returns if they invest this time in the company and shareholders of the company are advised not to sell their shares at this time (Simply Wallst, 2016). Richard Murray is a chief executive officer of JB Hi-Fi and he runs his best teams in the retail market of Australia. From the last few years company share price are growing day by day. Richard Murray faces new challenges after the deal of The Good Guys. This deal was announced on Tuesday, and after the deal Richard Murray shifts his focus in the field of home and lifestyle products. JB Hi-Fi taken over The Good Guys, and enter into the market of home products. This takeover increases the market share of JB Hi-Fi from 3% to 29%, and electronic market related to consumer increases from 19% to 24%. JB expect that in next three years a rise in synergies rate from the $15 million to $20 million. Therefore shareholders of JB can expect good returns on their investment and new investors can invest in the stock of JB (Financial Review, 2016). References: Financial Review, (2016). The Good Guys deal is a huge challenge for JB Hi-Fi's Richard Murray. Retrieved on 20th September 2016 from : https://www.afr.com/business/retail/the-good-guys-deal-is-a-huge-challenge-for-jb-hifis-richard-murray-20160913-grf8xa. Investopedia. Top-Down Analysis. Retrieved on 20th September 2016 from: https://www.investopedia.com/terms/t/topdownanalysis.asp. Simply Wallst, (2016). Harvey Norman Holdings Limited (ASX: HVN): Is It A Buy On 30% Jump in Profits. Retrieved on 20th September 2016 from : https://simplywall.st/news/2016/08/31/harvey-norman-holdings-limited-asxhvn-is-it-a-buy-on-30-jump-in-profits/.

Tennyson, Carlyle And The Tragic Hero Essays - Odyssey, Ulysses

Tennyson, Carlyle And The Tragic Hero The Tragic Hero: Tennyson's Reinvention of the Hero as Poet I AM! yet what I am none cares or knows, My friends forsake me like a memory lost; I am the self-consumer of my woes, They rise and vanish, an oblivious host, Like shades in love and death's oblivion lost; And yet I am! and live with shadows tos't Into the nothingness of scorn and noise, Into the living sea of waking dreams, Where there is neither sense of life nor joys, But the vast shipwreck of my life's esteems; And e'en the dearest--that I loved the best-- Are strange--nay, rather stranger than the rest. - John Clare1 There is no more enduring theme in the truly Western body of literature, religion, and philosophy than that of the hero. Western thought apotheosizes the hero and the act of heroism. This practice is rooted in the heroic ages, where, as in the Iliad, the heroes of both sides have unique access to the gods and goddesses. The hero is the man who transcends with dirt under his fingernails and the dust of battle in his throat. He transcends through the savage wilds of Nature. In the West, too, the hero is known not only for physical skill or bravery, but also for inculcation of mental qualities, for cultivation of a superior sense of insight, a Higher vision and comprehension. Thomas Carlyle revives and revisits the ancient concepts of the hero and the heroic. Heroes have evolved into two hypothetically universal forms: the Hero as Man of Letters2, and the Hero as Poet 3. The Man of Letters and the Poet are closely linked in form, but exist as separate heroes. The Man of Letters transcends his socially imposed and self-imposed limitations, and the binding force of personal needs and wants. This hero is simply the best of Nature and is not thought to transcend it. The Man of Letters is genuine, and will be found discharging a function for us which is ever honourable, ever the highest;4 . The Man of Letters's purpose is to know and to teach a Divine Idea of the World5 . The Hero as Man of Letters brings its era what it requires: non religious guidance to a public whose social facets wane in spirituality. Carlyle's hero is that of National Socialism, a person of ideals who lives in transcendence, who seeks to learn, to teach, to change, not simply to exist an d know. It far from being the province only of someone in the profession of war. Alternately, The Hero as Poet is recognized as divine or as having a connection with the divine, not entirely unlike the Hero as Man of Letters, who is shaped by Nature and is innately and unconsciously sincere, incapable of being anything but unaffected. The Hero as Poet exists on a higher plane of existence, a person who belongs to all ages6 , capable of discerning the truth of existence, a truth that exists in all ages, rather than transcends with the era. Here we see a distinct split in Carlyle's Hero as Man of Letters and Hero as Poet. The Hero as Poet is demi-divine, fundamentally linked with Nature's secrets, to the gods, to the spiritual and that truth which eternally exists. He is divinely inspired. The Hero as Man of Letters, the layman, explores new truths and changes with time, bringing new ideas to society, changing it, moving it forward. The Hero as Poet exists for all time, whereas there is a Man of Letters for each time. Carlye seeks to invent heroes relevant to his era, for Victorian society. The Victorian Era wanes in ecclesiastical belief and experiences a desire to move forward rather than reflect on the past. This society suffers the death of antiquated heroes and a connection with the spiritual/supernatural. Victorians were concerned with material progress, not spiritual. Carlyle cannot overstate his certainty that each age needs a hero, someone to inspire, to lead a society to change and growth. Heroes emerge in a time of crisis, when they are needed most, and according to Carlyle, the Hero as Poet is the best suited for this age. The Victorians are separating the secular

The History and Geography of Greenland

The History and Geography of Greenland Greenland  is a located between the Atlantic and  Arctic  Oceans, and although it is technically a part of the North American continent, historically it has been linked with European countries like Denmark and Norway. Today, Greenland is considered an  independent territory  within the Kingdom of Denmark, and as such, Greenland is dependent on Denmark for the majority of its gross domestic product. By area, Greenland is distinctive in that it is the worlds  largest island,  with an area of 836,330 square miles (2,166,086 square kilometers). It is not a continent, but due to its large area and the relatively small population of 56,186 people, Greenland is also the most sparsely populated country in the world. Greenlands largest city, Nuuk, also serves as its capital. Its one of the worlds smallest capital cities, with a population of only 17,984 as of 2019.  All of Greenlands cities are built along the 27,394-mile coastline because it is the only area in the country that is ice-free. Most of these cities are also along Greenlands west coast because the northeastern side is comprised of the Northeast Greenland National Park. History of Greenland Greenland is thought to have been inhabited since prehistoric times by various Paleo-Eskimo groups; however, specific archaeological research does show the Inuit entering Greenland around 2500 B.C., and  it wasnt until A.D. 986 that European settlement and exploration started, with Norwegians and Icelanders settling on Greenlands west coast. These first settlers were eventually known as the  Norse Greenlanders, though it wasnt until the 13th century that Norway took them over, and subsequently entered into a union with Denmark. In 1946, the  United States  offered to buy Greenland from Denmark but the country refused to sell the island. In 1953, Greenland officially became a part of the Kingdom of Denmark and in 1979, Denmarks Parliament gave the country powers of home rule. In 2008, a referendum for greater independence on Greenlands part was approved, and in 2009 Greenland took over the responsibility of its own government, laws, and natural resources. In addition, Greenlands citizens were recognized as a separate culture of people, even though Denmark still controls Greenlands defense and  foreign affairs. Greenlands current  head of state is Denmarks queen, Margrethe II, but the Prime Minister of Greenland is Kim Kielsen, who serves as the head of the countrys autonomous government. Geography, Climate, and Topography Because of its very high latitude, Greenland has an arctic to a subarctic  climate  with cool summers and very cold winters. For example its capital, Nuuk, has an average January low temperature of 14 F (-10 C) and an average July high of just 50 F (9.9 C); because of this, its citizens can practice very little agriculture and most of its products are forage crops, greenhouse vegetables, sheep, reindeer, and fish, and Greenland mostly relies on imports from other countries. Greenlands topography is mainly flat but there is a narrow mountainous coast, with the highest point on the islands tallest mountain, Bunnbjà ¸rn Fjeld, which towers over the island nation at 12,139 feet. Additionally, most of Greenlands land area is covered by an ice sheet  and two-thirds of the country is subject to permafrost. This massive ice sheet found in Greenland is important to climate change and has made the region popular among scientists who have worked to drill ice cores in order to understand how the Earths climate has changed over time; also, because the country is covered with so much ice, it has the potential to significantly raise  sea levels  if the ice were to melt with  global warming.

Beliefs In The Existence Of Ghosts And Poltergeists Term Paper

Beliefs In The Existence Of Ghosts And Poltergeists - Term Paper Example Saul was inclined to fits and visions, and perhaps in this instance, all that happened was that his imagination took over at a time when he was desperate. The prediction wasn’t even totally correct, although Saul would die at the hand of the Philistines – but that is likely to have happened anyway he was so disheartened. Webster’s Dictionary defines a ghost as being ‘a spirit or a demon, a disembodied soul.’ believed to be an inhabitant of an unseen world. Kipling, whose son died in the Ist World War and who might well have wanted contact with him, is warning people to leave well alone. The ghost of Samuel is not, of course, the only well known literary ghost. In the Odyssey, Homer describes how Circe advises Odysseus to consult the spirits of the dead. ( Odyssey 11 v 23-28.) There is also Hamlet’s father in Shakespeare’s Hamlet and Banquo in his Macbeth., the ghosts being devices to explain a character’s inner feelings or move the story on. ‘Whethering Heights’ by Emily Brontà © ( 1847) has its Kathy clawing at the windows. Dickens, of course, had Marley appearing to Scrooge ( A Christmas Carol, 1843), one of the few instances in literature where some good resulted. In modern-day films, we have the Ghostbusters and of course the Harry Potter films, both of which show ghosts as being evil things, although J.K. Rowling also portrays more gentle beings such as Harry’s parents. In C.S. Lewis’s ‘The Great Divorce’ (1945) the author describes ghosts who have to choose whether to give up their sins and go to he aven or whether they prefer to retain them and go to hell. Stevie Smith in her 1953 poem ‘ Not waving but drowning’ has the dead man explaining his predicament.

Blog 1 Essay Example | Topics and Well Written Essays - 750 words

Blog 1 - Essay Example His work is important because he invites readers to think about the definition of the â€Å"barbarian† and how this affected international politics. From International Relations in Political Thought by Brown, Nardin, and Rengger (2002), â€Å"The History of the Peloponnesian War† aimed to faithfully narrate the causes and events of the Peloponnesian War. Boucher (1998) presented his analysis of empirical realism through â€Å"Chapter 4: Thucydides’ Peloponnesian War.† These authors have college students, who are studying politics and international history, as their audiences. Their works are important because they provide different perspectives in analyzing political history works. My question involves enthnocentricism and realism. Is ethnocentricism the main root of realism? If Spartans and the Athenians interacted more as a one cultural community, would they have avoided these anxieties against each other? Ethnocentricism is about one culture thinking that their cultural system is better than others, and it is one of the primary causes of realist thought in the Peloponnesian War. It is interesting that ancient Greeks were like the ancient Egyptians; they were colorblind in terms of their discrimination. Instead of racism, they practiced Greek-centricism, where they believed that their culture was superior to others. Keene (2005) maintained: â€Å"Blood, language, religion and custom†¦are the foundations of Greek Hellenic identity, and it is accordingly along these axes that the identity of the barbarian is conceived† (p.27). The Greeks saw themselves as the â€Å"better† race, while foreigners were seen as â€Å"barbarians.† The â€Å"Other† has become a form of Orientalism, a way of denigrating and fearing what is not known. Brown, Nardin, and Rengger (2002) noted the words of Thucydides, who believed that the causes of the Peloponnesian War are: â₠¬Å"growth of Athenian power and the fear which is caused in

Gender Bias In Education Education Essay

Gender Bias In Education Education Essay At the heart of the gender bias conundrum are questions of male marginalization, stereotypes and gender identity and female subordination. These concepts will be explored throughout this paper as the basis for gender dialogue. At one of the spectrum is a gendered curricula and at the other end teaching. Studies on gender in the Caribbean has focused largely on issues surrounding gender differential curricula and access(on students more than teachers)This paper focuses is an attempt at both sides. Gender can be defined as set of behaviours, roles and positions which can be socially and culturally attributed to men and women. Gender is constantly shaped through social and cultural experiences which are expressed through the attitudes, value and behavioural characteristic of interpersonal intereaction.(2002, Leo-Rhynie and Pencle). The gender process is a difficult one which commences at birth and is continuously reinforced throughout life. The idiosyncracies demonstrated by gendered groups in society has implications for the identities adolescents develop and to a large extent determine the careers and lifestyles chosen. Gender bias implies some form of preference, inclination and prejudice for one sex over another. Education (that is access, enrolment, participation, performance and achievement) emerges as the arena in which both academic analyses and popular perception locate male marginalization.(2003,Barriteau, p.326). Feminist theorists like Sadker (1994) believe that whilst girls and boys sit in the same classrooms, using the same books, listening to the same teacher, they receive different education. In fact, upon entering school, girls perform equal to or better than boys on nearly every measure of achievement, but by the time they graduate high school or college, they have fallen behind. (Sadker, 1994) However, discrepancies between the performance of girls and the performance of boys in elementary education leads some critics to argue that boys are being neglected within the education system: It is no wonder Errrol Miller posited his maginalization thesis indicating the biases that existed in education and gender socialization However, if it is that males are marginalzed leading to fewer graduates from secondary and tertiary institutions;how is it possible that they are the ones selected for executive positions?Central to this discourse is the concern that men are missing from the higher echelons of the family, classroom and laborforce.(2006, Lindsay). Schools serve as an important agent of socialization in society. There are gendered rules and regulations that are reinforced in schools.Teachers play a pivotal role in accepting behavior that are socially appropriate and rejecting the inappropriate ones. Their roles serveas models in creating gender identity. In a study of British schools (1988,Mahoney) noted that giles had already started practicing their secretarial role for their male counterparts, as they were expected by the boys to provide eraser, ruler and writing materials. In one classroom a boy left his seat and walked across the room to have his bandage fixed by a girl. This provided practice for boys to dominate and the girls to find strategies of resistence. Pencle(1994) observed the sexual division of labour in one jamaican classroom where girls were assigned indoor duties of sweeping and dusting while boys ran errands outside and lifted furniture. From an early age gender stereotypes were instituted in childrens lives by the various agents of socialization(church, family and school responsible for educating boys and girls. Literature is another area where the reinforcement of stereotpical views are orchestrated and administered. According to Pencle Leo-Rhynie (2003), textbooks à ¢Ã¢â€š ¬Ã‚ ¦provides an inaccurate view of society to young people, a view which devalues the role of women.(p.204).They further cited research done by King and Morrisey(1988) whose examination of contemporary text history, geography and social studies utilized by teachers and students in preparation of the Caribbean Council Examinations(CXC); concluded that these books reinforced conventional societal views of patriarchy and male domination. The language in the books did not include women and exhibited them as playing passive, subordinate and menial roles. Additionally, Whitely(1994) ananlysed Integrated science books used in lower grades of Jamaican schools. He discovered that considerable male bias in these texts and questioned the influence it had on girls choice of studying science. Pencle and Leo-Rhynie asserted that the programmes pursued by girls reveal and obvious attraction to the helping professions such as teaching and nursing. Education has been considered as the key vechicle of mobility and social change in the Caribbean. Thus, education is a tool of persuausion and has been instrumental in gender role socialization and thus gender identity. Teachers have played an enormous role in the process so much so that the historiography over the last 30 years have given much attention to what is coined as the feminization of the teaching profession (Downes, 2003, p.303). Errol Millers Marginalisation of the Black Male and later Men At Risk was an empirical analysis of schools teachers in Jamaica in the period 1837 to 1990. Millers underlying thesis is that men have a right to the resources of the state and society over and above women. Many theorist have labeled Millers thesis as flawed as male marginality has stemmed from gender biased methodology rather than from reality. Lindsay, 1997). She believes that the marginalization thesis is a reinforce of the age old patriarchal mandate that women are a inferior and l esser being. Barritean(2003, p350) ciites Chevannes, whose work on coeducation and performance contradict many of Millers assertions of male performance, underachievement and education. Chevannes conclude that there are biases operating in the selection of certain subjects as opposed to others, and there is no evidence to suggest that girls routinely out perform boys, but ample evidence of gender performance both ways in specific subject areas. At very early ages, girls begin defining their femininities in relation to boys. One study of a third grade classroom examined four self-sorted groups of girls within the classroom: the nice girls, the girlies, the spice girls and the tomboys. Through interviews researcher Diane Reay found that nice girls was considered a derogatory term indicating, an absence of toughness and attitude. (Reay, 2001) Furthermore, the girlies were a group of girls who focused their time on flirting with and writing love letters to boys, the tomboys were girls who played sports with the boys, and the spice girls espoused girl-power and played rate-the-boy on the playground. Reays research shows that each of the groups of girls defined their own femininities in relation to boys. (2001) The Reay study further demonstrates how socialization of girls occurs at the school level by tolerating different behaviors from boys than from girls. Assertive behavior from girls is often seen as disruptive and may be viewed more negatively by adults. In Reays study, the fact that the spice girls asserted themselves in ways contrary to traditional femininity caused them to be labeled by teachers as real bitches. (2001) This reinforces the notion that girls misbehavior to be looked upon as a character defect, whilst boys misbehavior is viewed as a desire to assert themselves. (Reay, 2001) Clearly the socialization of gender is reinforced at school, Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialization patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms. (Marshall, 1997) Yet gender bias in education reaches beyond socialization patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the every day functioning of their classroom. In Myra and David Sadkers research, they noted four types of teacher responses to students: teacher praises, providing positive feedback for a response; teacher remediates, encouraging a student to correct or expand their answer; teacher criticizes, explicitly stating that the answer is incorrect; teacher accepts, acknowledging that a student has responded. The Sadkers found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. (Sadker, 1994) These findings are confirmed by a 1990 study by Good and Brophy that noted that teachers give boys greater opportunity to expand ideas and be animated than they do girls and that they reinforce boys more for general responses than they do for girls. (Marshall, 1997) Gender bias is also taught implicitly through the resources chosen for classroom use. Using texts that omit contributions of women, that tokenize the experiences of women, or that stereotype gender roles, further compounds gender bias in schools curriculum. While research shows that the use of gender-equitable materials allows students to have more gender-balanced knowledge, to develop more flexible attitudes towards gender roles, and to imitate role behaviors contained in the materials (Klein, 1985) schools continue to use gender-biased texts: Once teachers have recognized their gender-biased behaviors, they need to be provided with resources to help them change. In their study focusing on how the effects of a gender resource model would affect gender-biased teaching behaviors, Jones, Evans, Burns, and Campbell (2000) provided teachers with a self-directed module aimed at reducing gender bias in the classroom. The module contained research on gender equity in the classroom, specific activities to reduce stereotypical thinking in students, and self-evaluation worksheets for teachers. The findings from this study support the hypothesis that female students would move from a position of relative deficiency toward more equity in total interactions. (Jones, 2000) This demonstrates that teachers who are made aware of their gender-biased teaching behaviors and then provided with strategies and resources to combat bias are better able to promote gender equity in their classrooms. However, beyond changing their own teaching behaviors, teachers need to be aware of the gender bias imbedded in many educational materials and texts and need to take steps to combat this bias. Curriculum researchers have established six attributes that need to be considered when trying to establish a gender-equitable curriculum. Gender-fair materials need to acknowledge and affirm variation. They need to be inclusive, accurate, affirmative, representative, and integrated, weaving together the experiences, needs, and interests of both males and females. (Bailey, 1992) We need to look at the stories we are telling our students and children. Far too many of our classroom examples, storybooks, and texts describe a world in which boys and men are bright, curious, brave, inventive, and powerful, but girls and women are silent, passive, and invisible. (McCormick, 1995) Furthermore, teachers can help students identify gender-bias in texts and facilitate critical discussions as to why that bi as exists. Departments of education should be providing mandatory gender-equity resource modules to in-service teachers, and gender bias needs to be addressed with all pre-service teachers. Educators need to be made aware of the bias they are reinforcing in their students through socialization messages, inequitable division of special education services, sexist texts and materials, and unbalanced time and types of attention spent on boys and girls in the classroom. Until educational sexism is eradicated, more than half our children will be shortchanged and their gifts lost to society. (Sadker, 1994). With the emergence of feminist movements and human rights groups, steps have been taken to address gender bias, a historical bias that has pervaded humanity for centuries. The creation and utilization of gender neutral terms and the entrance of men in tradionally females roles and women in male roles has been greeted with mixed feelings. There is still much to be done to correct the imbalance, a st ep which will require the merging and coming together of many social groups that have defiantly kept the barriers.

But these things also – Edward Thomas

Things Also ‘But these things also' brings â€Å"to the centre of attention what has previously overlooked†, as Judy Kendall writes. Thomas explores his fascination with the unimportant in this poem and looks at the connection and merging together of Spring and Winter. Much like his other poetry, here, Thomas struggles to put his finger on precisely what he means. This Is shown by his Inability to separate and distinguish between the two seasons.The poem begins with the first two lines focusing on Spring, however, by allowing this with two lines focusing on Winter, Thomas explodes our first expectations of usual ‘spring poetry of bright and beautiful Images. Instead, he catches the limbo between the two seasons and we are presented with the Idea of the grass being long dead' and ‘greyer now. This pessimistic tone Is not what one usually connotes with springtime, but with the cold and bleak winter. By putting the images of the two seasons so close together in this stanza, Thomas reinforces his presentation of their connection.The last line of the stanza, than all the winter it as', changes the natural syntax of the words. The stress focuses of ‘it was', emphasizing what has past, which creates a sense of longing, introducing the idea that, like in ‘March', Thomas is desperate to find the key' the last two lines of the first stanza finish with the words ‘now and ‘was', bringing together images of the movement of time and emphasizing the gap between the present and the past and importantly, Thomas focus on that gap.The second stanza uses instance to look at things, which are seemingly unimportant. These things show the remains of winter, therefore connecting the seasons further. Once again, Thomas alters the syntax of the words to create a more beautified image. ‘ The word ‘bleached' would usually have a much more negative connotation of fading and perhaps even the loss of hope, however By placing the wo rd at the end of the first line and after the word ‘little' he takes away the harshness of the sound and makes it more delicate and gentle.As well as this, Tomato's use of enjambment stresses the soft ‘L' sounds in the shell of the little snail', which further emphasizes the smoothness of the words. Following this, the surreal pause halfway long the second line, highlights the plosive sounds on the image of the ‘chip of flint'. This draws our attention to the minute details, which Thomas considers and accentuates the signs that spring is not quite here yet. By observing nature In this much detail, we see how valuable Thomas considers It to be, It creates a sense that although these things are small and often overlooked, they are significant.The final Image In this stanza is of the ‘purest white' bird dung. At first It appears odd to be beautifying such a thing as bird dung, but by following It with the words ‘purest white, Thomas Introduces an Idea of I nnocence and positively, as well as a contrast with the previous Image of something ‘greyer now'. This brief glimmer of hope however, Is shattered in the next stanza. In stanza three, the image of White' no longer has positive connotations. But it and death.This instantly darkens the tone and the notion of mistaking bird dung for violets presents the idea that Thomas is truly desperate for any indication of springs arrival. The following violent images of Winter's ruins' and Winter's debts' create an oppressive feeling which moves further from the previous idea of hope. Continuing the pattern of Thomas other poetry, the word ‘something appears ambiguous and vague, creating a sense that Thomas still isn't quite clear on what it is we are paying Winter's debts' with.The final stanza of ‘But these things also' begins to fill us with hope once more. The ‘chattering' birds create a sense of rising morale and the idea of keeping their ‘spirits up' sounds opti mistic. Despite this, when we eventually think that Thomas is going to make a definitive statement, ‘springs here' he reintroduces the feeling of ambiguity with the words Winter's not gone'. This leaves the poem with a sense of not knowing and uncertainty. This reminds us of Thomas tendency to never give absolutes and that he likes balancing a positive idea with a negative.This paradox leaves us with the idea that the winter is preventing the spring from arriving. Throughout the poem, there is a regular rhythm, given by the Iambic Tetrameter, which is occasionally shortened to show the indecisive and unclear seasons. There is never a climax during this poem due to it all being one long sentence. Roberts talks about Thomas use of enjambment and fluidity, which gives a sense of him thinking and working through his thoughts.

An Ironic Twist of the American Dream

The American dream was first expressed by James Truslow in 1931, â€Å"life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement†. The American dream is never fully accomplished because all good things have to come to an end at one point or another as it does in The Great Gatsby by F. Scott Fitzgerald. The American dream speaks for its meaning since any dream is far from reality. The American dream is based on perfectionism and Jay Gatsby, the protagonist, did anything for that as well as impossible is nothing, however if something is too good to be true than the chances are slim and you shouldnt try to change fate, or force it because it will only lead to harm. Perfectionism, in psychology, is a belief that perfection can and should be attained. In its pathological form, perfectionism is a belief that work or output which is anything less than perfect is unacceptable. At such levels, this is considered an unhealthy belief, and psychologists typically refer to such individuals as maladaptive perfectionists thus perfection is not normal. People like perfectionism because it is excellence and those like Gatsby strive for that eventhough it is impossible to get like when Gatsby describes his car as , a rich cream colour, with bright nickel, monstrous length, with triumphant hat boxes (page 51). The whole American Dream is based on idealism. Perfect things dont exist in the world: for instance, walls are not fully straight, and apples are never fully round. The Great Gatsby is a very good example of how perfection is not useful; just harmful. Gatsby wouldve been better off living his life which was near perfection because he almost had everything, there only was one imperfection: he did not possess Daisy. Perfect is too good to be true. In the middle of the 20th century an American heavy weight boxer, Muhammad Ali, informed the world that impossible is nothing, â€Å"Impossible is just a big word thrown around by small men who find it easier to live the world they've been given than to explore the power they have to change it. Impossible is not a fact. It's an opinion. Impossible is not a declaration. It's a dare. Impossible is potential. Impossible is temporary. Impossible is nothing. † It is possible for Gatsby to get Daisy but she is too good to be true. If its too good to be true than it is! Everything comes in that package. For example, if a car is sold for five thousand dollars less than another similar car then the car has something wrong with it. Daisy was the pro, and her other lover was the con. Fate is an important key to make decisions. Fate manipulates our life, it may also refer to, Destiny, which is an inevitable course of events. Destiny may be seen either as a sequence of events that is inevitable and unchangeable, or that individuals choose their own destiny by taking different paths throughout their life. In the sense of being unchangeable it is said that the different courses of action people take may still lead to a predetermined destiny. It is in human nature to go for things people cant get and when Gatsby went for Daisy, it was his fate but it was his decision that contradicted it, and eventually going against the flow. The American dream is near impossible to achieve because it is against fate. The American dream is only a dream that usually turns out in an ironic twist for the people that try to fulfil it. Perfectionism is utopic, its our psychology that thinks it exists. Everything is possible but when its against destinys will, and too great to be reality, dont go for it because it will lead to no good and is too good to be true. If one cant resist and goes for it then its just fate, people desire the impossible. Gatsbys fate wasnt strong enough to manipulate his want for Daisy. So is the American dream really worth it?

Is a Bachelors in Criminal Justice For You 2019

With criminal justice becoming one of the fastest growing career choices and the recent threat of national and international terrorism continuing to spread, many students are choosing to pursue a Bachelors degree in Criminal Justice. Not only are more and more students choosing Bachelors degrees, but they are choosing to pursue their Criminal Justice Degrees online. With this demand, more and more colleges and universities are offering online Bachelors degree programs with majors in Criminal Justice online. Students now have the ability to obtain a Bachelors in Criminal Justice in an online program from the comfort of their own home and according to their schedule. With the Internet being accessible to almost every student, obtaining a Bachelors degree in Criminal Justice online is fast replacing Distance Learning Programs by mail in which course material is sent through the postal system. These Bachelors degrees in Criminal Justice programs online are becoming recognized as just as valid and legitimate as the traditional classroom-setting Bachelors degree programs. .u20e82563df2eb3cfab526e63ca27ab76 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u20e82563df2eb3cfab526e63ca27ab76:active, .u20e82563df2eb3cfab526e63ca27ab76:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u20e82563df2eb3cfab526e63ca27ab76 { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u20e82563df2eb3cfab526e63ca27ab76 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u20e82563df2eb3cfab526e63ca27ab76 .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u20e82563df2eb3cfab526e63ca27ab76:hover .postTitle { text-decoration: underline!important; } READ Political Science Degree Jobs Career Possibilities with a Degree in Political ScienceA Bachelors in Criminal Justice online program offers students the opportunity to major in several different areas. For students that have obtained a prior certification or degree in Criminal justice, the Bachelors degree online program will further the students basic knowledge of the criminal justice system and the processes involved. Majors for Bachelors in Criminal Justice degrees online include Crime Scene Investigation, Paralegal Studies, and Legal Services and Court Processes, to name a few. A Bachelors in Criminal Justice degree online program prepares students for several options in the Criminal Justice field. Graduates will be directly involved in the Criminal Justice system through careers including Law Enforcemen t, prosecution and defense, incarceration and rehabilitation, assessment and supervision of criminals, social work and social services, Corporate Law and security, Homeland Security, investigations, juvenile justice facilities, and parole services. Colorado Technical University offers a Bachelors in Criminal Justice/Crime Scene Investigation degree online program in which student learn to document, process, and preserve physical crime scene evidence. Some Bachelors of Criminal Justice degree online programs require the Crime Scene Investigation student to earn credits in science subjects such as biology, chemistry, and forensic science. Students who wish to pursue a Bachelors in Crime Scene Investigation must posses the ability to remain calm and emotionally stable since the processing of crime scenes can be graphic and disturbing. Colorado Technical University also offers a Bachelors in Criminal Justice online degree program with a major in Legal Studies and Court Processes in which students are prepared for work in a law office and courtroom setting. Additionally, the University of Phoenix also offers Bachelors in Criminal Justice online degree programs where courses cover policing, criminal law, corrections, and crime and ju stice in the American society. The University of Phoenix Bachelors in Criminal Justice online degree program also prepares students with management abilities including courses in business management, conflict resolution, and negotiation. Several colleges and universities offer accelerated studies for Bachelors in Criminal Justice degree online programs that can be completed by the working individual in just one to two years for students possessing an Associates degree, and in just three to four years for new students. .udaff59b863845c8480da471a6c16f068 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .udaff59b863845c8480da471a6c16f068:active, .udaff59b863845c8480da471a6c16f068:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .udaff59b863845c8480da471a6c16f068 { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .udaff59b863845c8480da471a6c16f068 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .udaff59b863845c8480da471a6c16f068 .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .udaff59b863845c8480da471a6c16f068:hover .postTitle { text-decoration: underline!important; } READ Find Arts and Humanitites Degree ProgramsRelated ArticlesThe Road to a Criminal Justice Career Earning an A.A. in Criminal JusticeCriminal Justice Degree Graduates OnlineEarning a Criminal Justice Degree OnlineIT Colleges Are The Path To IT CareersA Convenient Education In Criminal JusticeSo You Have a Criminal Justice Degree, Now What