Compare Education for Leisure by Carol Ann Duffy with Armitages Hitcher Essay Example

Compare Education for Leisure by Carol Ann Duffy with Armitages Hitcher Essay Example Compare Education for Leisure by Carol Ann Duffy with Armitages Hitcher Paper Compare Education for Leisure by Carol Ann Duffy with Armitages Hitcher Paper Essay Topic: Carol ann Duffy Poems Literature Brownings poems My Last Duchess and The Laboratory both deal with jealous killers. I will examine the characters in both of these poems and note the similarities and differences between them. Duffys Education for Leisure and Armitages Hitcher both have people who are driven to kill because of boredom. I will also look closely at both of these poems and compare them. This makes and assumption that Fra Pandolf compliments called that spot of joy. He is irritated about the fact the she is pleases with everything that She had a heart how shall I say? too soon made glad, too easily impressed. He disapproves of how she ranked everything equally, Sir twas all one! My favour at her breast, the dropping of daylight in the west, the bough of cherries some officious fool broke in the orchard for her, the white mule she rode with around the terrace. You could not distinguish if she was pleased with one thing more than another. He expects her to be more grateful with his gift rather than natures gifts. He has a strong dislike for the men who flirted with her, he refers to one of them as an officious fool He is particularly annoyed that she was equally impressed with his status as with any other gift. Somehow I know not how as if she ranked my gift of a nine-hundred-year-old name with anybodys gift. He expects her to appreciate his nine-hundred-year-old name, as to him it is a more valuable gift compared to any other. This also emphasises his pride by the mentioning of his nine-hundred-year-old family name. The poem does not directly say he killed her although it is implied the he ordered her to be killed when he says, Then all smiles stopped together. This creates a sense of realism and informs the reader that thee is another person present at the scene. In this poem the killer is planning on killing Pauline, her lovers mistress. She knows that they expect her to cry and rush to church to pray for their sins; instead she is in the laboratory planning her revenge. She says how she would much rather watch the poison being produces rather that go to dance. She refers to the gum as g old indicating that it is like a treasure to her. This portrays her strong desire to kill. She exclaims how wonderful it would be to carry pure death around with her, meaning that she is excited with the prospects of having the power to end someones life. She is thrilled with the idea of Paulines limbs falling off. She had hoped that here stare would make Pauline fall and die, Both poems are similar as there is an element of jealousy within the killers. The duke of Ferrara is jealous that his wife is more attentive to other men, and the woman in The Laboratory is jealous of her lovers mistress. Both of the characters in the poems are driven to kill because of their jealousy, it is because of their partners they are led to commit a murder. The duke is angry that his wife does not value his nine-hundred-year-old family name, and then jealous woman is enraged that her husband is with another woman. However, in My Last Duchess the predation of murder is not apparent. We cannot recognize if the duke was responsible for her death, This grew; I gave commands; then all smiles stopped together. This doesnt directly tell the reader that he killed her although it is an implication that he ordered her to be killed. The woman in The Laboratory is preparing Paulines death. She is contemplating the methods and how she is to achieve this. The duke is extremely critical and complaints about his duchess in most of the poem whereas in The Laboratory it is mostly about the jealous woman arranging the murder. In Duffys Education for Leisure the murderer was driven to kill out of boredom. The killer is obviously egocentric as he/she says, I am going to play God. God has the ability to give a take a life. This indicates his intention of murder. He wants to play god and take someones life. I breathe out talent. His ego is emphasised by the repletion of the pronoun I. He/she has no motive; he/she wants to kill something, anything. Today I am going to kill something. Anything. Who or what he/she is going to kill is not important to him/her. The significance to him/her of the murder is that he/she has the ability to change the world. This also links back to the fact that he/she wants to take Gods role. After killing the fly and the god fish he is still bored. He/she did mention that they merely wanted to kill something. There is nothing left to kill. I dial the radio and tell the man he is talking to a superstar This confirms that he kills out of boredom. There is nothing left for him/her to destroy so he/she calls the radio to keep occupied. He/she does not need to kill when he/she is occupied, this is reinforced when he gets cut off from the radio. He cuts me off. I our bread-knife and go out. The killer does not pause to think, he/she immediately reaches for the knife to keep occupied. Perhaps if he/she was not cut off from the radio he/she might not have taken the knife with the intention of killing someone. However the killer had such a short attention span so he/she would have inevitably gone out to kill just as soon as he/she got bored or restless. Both of these poems are similar as they both are voices from the first person. The killers in both of the poems appear to kill out of boredom. They just select their victims and once they have committed the murder they feel no remorse. Neither of them have any particular hate for the victims, to them it does not matter who they kill. They have their own ways of killing. The man in Hitcher beats the victim, Once with the head- then six times with the krooklok. The killer gives the victims an instant death. All four killers have the power to kill, this is what motivates them to do the murder. The first two killers in My Last Duchess and The Laboratory kill because of their jealousy, while the murderers in Education for Leisure and hither commit murder out of boredom.

The Common Application (Definition, Tips, and More)

The Common Application (Definition, Tips, and More) In the 2017-18 academic year, The Common Application is used for undergraduate admissions by nearly 700 colleges and universities. The Common Application is an electronic college application system that collects a wide range of information: personal data, educational data, standardized test scores, family information, academic honors, extracurricular activities, work experience, a personal essay, and criminal history. Financial aid information needs to be handled on the FAFSA. The Reasoning Behind the Common Application The Common Application had modest beginnings in the 1970s when a few colleges and universities decided to make the application process easier for applicants by allowing them to create one application, photocopy it, and then mail it to multiple schools. As the application process moved online, this basic idea of making the application process easier for students has remained. If you are applying to 10 schools, you will need to type in all of your personal information, test score data, family information, and even your application essay just once.   Other similar single-application options have emerged more recently, such as the Cappex Application and the Universal College Application, although these options are not as widely accepted yet.   The Reality of the Common Application The seeming ease of using one application to apply to multiple schools certainly sounds appealing if you are a college applicant. The reality, however, is that the Common Application isnt, in fact, common for all schools, especially the more selective member institutions. While, the Common Application will save you time entering all that personal information, test score data, and details of your extracurricular involvement, individual schools often want to get school-specific information from you. The Common Application has evolved to allow all member institutions to request supplemental essays and other materials from applicants. In the original ideal of the Common App, applicants would write just a single essay when applying to college. Today, if an applicant were to apply to all eight of the Ivy League schools, that student would need to write over thirty essays in addition to the common one in the main application. Moreover, applicants are now allowed to create more than one Comm on Application, so you can, in fact, send different applications to different schools. Like many businesses, the Common Application had to choose between its ideal of being common and its desire to be a widely used application. To achieve the latter, it had to bend to the whims of potential member colleges and universities, and this meant making the application customizable, an obvious move away from being common. What Types of Colleges Use the Common Application? Originally, only schools that evaluated applications holistically  were allowed to use the Common Application; that is, the original philosophy behind the Common Application was that students should be evaluated as whole individuals, not just as a collection of numerical data such as class rank, standardized test scores, and grades. Every member institution needed to take into consideration non-numerical information derived from things such as letters of recommendation,  an  application essay, and extracurricular activities. If a college based admission solely on GPA and test scores, they could not be a member of the Common Application. Today this is not the case. Here again, as the Common Application continues to try and grow its number of member institutions, it has abandoned those original ideals. More colleges and universities do not have holistic admissions than those that do (for the simple reason that a holistic admission process is much more labor intensive than a data-driven process). So in order to open the door to the majority of institutions in the country, the Common Application now allows schools that do not have holistic admissions to become members. This change quickly resulted in the membership of many public institutions that base admission  decisions largely on numerical criteria. Because the Common Application keeps shifting to be inclusive of a wide range of colleges and universities, the membership is quite diverse. It includes nearly all top colleges and top universities, but also some schools that are not selective at all. Both public and private institutions use the Common App, as do several historical black colleges and universities.    The Most Recent Common Application Starting in 2013 with CA4, the newest version of the Common Application, the paper version of the application has been phased out and all applications are now  submitted electronically through the Common Application website. The online application allows you to create different versions of the application for different schools, and the website will also keep track of the different application requirements for the different schools to which you are applying. The roll-out of the current version of the application was fraught with problems, but current applicants should have a relatively trouble-free application process. Many schools will ask for one or more  supplemental essays  to complement the essay you write on one of the seven personal essay options provided on the Common Application. Many colleges will also ask for a short answer essay on one of your extracurricular or work experiences. These supplements will be submitted through the Common Application website with the rest of your application. Issues Related to the Common Application The Common Application is most likely here to stay, and the benefits it provides applicants certainly outweigh the negatives. The application is, however, a bit of a challenge for many colleges. Because it is so easy to apply to multiple schools using the Common App, many colleges are finding that the number of applications they are receiving is going up, but the number of students they are matriculating is not. The Common Application makes it more challenging for colleges to predict the yield from their applicant pools, and as a result, many schools are forced to rely more heavily on waitlists. This uncertainly can come back to bite students who find themselves placed in waitlist limbo because colleges simply cant predict how many students will accept their offers of admission.

Gender discrimination and women's promotion in workplaces Research Paper

Gender discrimination and women's promotion in workplaces - Research Paper Example hrough participation in the civil rights movement and as advocates for the community based groups that grew up around that movement and President Johnson  War on Poverty. The ideas were an attempt to make sense out of the labor market problems as the people in these communities experienced them (or at least described their experiences) and to describe the labor market as these people saw it.  1. As Blau and Jusenius have pointed out, because structured internal labor markets treat workers as members of groups and tend to treat workers within these groups consistently, differentiation between women and men is likely to take the form of segregating women and men into different jobs, rather than paying them unequally for the same job.  17.  In general, in structured internal labor markets, all individuals in the same job are likely to be equally paid, except for performance or seniority differentials. This leaves open the reasons women and men are likely to be differentiated, but it does suggest that entry-level jobs are likely to be different for men and women and arranged in different job families so that segregation will be maintained throughout ones career in the firm. This is precisely what  Kelley  found. Beyond that, womens job ladders may be shorter, and other ways of maintaining differentiation in the firm may exist. For example, Osterman suggests that in a pu blishing firm he studied differential opportunity was maintained by keeping women in the lowest grade levels of various occupation groups.18.  Institutionally, that type of differentiation could be aided by placing women in job titles that differ from related jobs that men hold or possibly by locating them in different departments. Such observations suggest that the effects of internal labor markets differ for men and women, despite their emphasis on consistent rules. The rules of the game are neutral on their face but disparate in their impact. The rules may also differ in different parts of the

COMMUNITY RESILIENCE FOR DIAMOND HEAD SCENIC BYWAYS PROJECT Research Paper - 1

COMMUNITY RESILIENCE FOR DIAMOND HEAD SCENIC BYWAYS PROJECT - Research Paper Example However one would be interested in understanding community resilience through evaluating ‘Diamond head scenic byways project’ and this forms the theme of this paper. The scenic byway project under analysis is the Hawaii global image/symbol, which comprise of a historic shore line, crater parks, cultural scenes as well as historic roads which in broad defines and explains the cultural heritage of the communities of Hawaii. This icon has stood relevant over generations ever since Hawaiian Monarchy with much of relevance today is being accorded to the icon on its use. Besides, being used for recreational purposes, people converge at the icon for learning experiences. The intrinsic features of the ‘Diamond Head byways’ are together with historical, cultural, archaeological as well as historical. However, it is worth noting that the responsibility of preserving the icon rests with national government, the state designations and the public under charitable land trusts. How exactly could the communities living in Hawaii be seen on matters of resilience in association with the iconic feature of ‘Diamond head byways’? From the historical perspective of the communities, it is shown that the volcano served as a watchtower from where any approaching fleet of canoes would be spotted early enough and evaluated on whether it meant peace of otherwise through runners. In the event of a danger, message would be sent across the island and as such appropriate measures on security would be taken. This would therefore explain the strategic preparedness that the Hawaiian people stayed concerning external attacks especially by sea. The other feature illustrating the resilience of the people living within the area in ancient times was through use of fires at the peak to direct canoes in the sea without which the fishermen using such

Homonyms and antonyms Essay Example for Free

Homonyms and antonyms Essay â€Å"Words identical in form but quite different in their meaning and distribution are called homonyms† [1, 74]. â€Å"Homonym is a word that is spelt like another word (or pronounced like it) but which has a different meaning† [2, 464]. The term is derided from Greek â€Å"homonymous† (homos – â€Å"the same† and onoma – â€Å"name†) and thus expresses very well the sameness of name combined with the difference in meaning The traditional formal classification of homonyms is as follows: 1. Homonyms proper which are identical both in sound and spelling, e. g. ball (Ð ¼Ã¢â‚¬â„¢Ã' Ã'‡) ball (Ð ±Ã °Ã »), hail (Ð ³Ã'€Ð °Ã ´) – hail (Ð ¾Ã ºÃ »Ã ¸Ã ºÃ °Ã'‚Ð ¸). 2. Partial homonyms are subdivided into: 1) Homographs which are identical in spelling but different in sound, e.g. bow/bou/(Ð »Ã'Æ'Ð º)-bow/bau/(Ð ½Ã'â€"Ã'  Ð ºÃ ¾Ã'€Ð °Ã ±Ã »Ã' ), lead /led/ (Ã' Ã ²Ã ¸Ã ½Ã µÃ'†Ã'Å') – lead/li:d/ (Ð ²Ã µÃ' Ã'‚Ð ¸). 2) Homophones which are identical in sound but different in spelling, e.g. key (Ð ºÃ »Ã'ŽÃ'‡) – quay (Ð ½Ã °Ã ±Ã µÃ'€Ð µÃ ¶Ã ½Ã °), sow (Ã' Ã'â€"Ã' Ã'‚Ð ¸) – sew (Ã'ˆÐ ¸Ã'‚Ð ¸) [1, 74]. Homonyms may be classified by the type of their meaning. In this case one should distinguish between: 1. Lexical homonyms which belong to the same part of speech, e.g. plane n. (Ð »Ã'â€"Ã'‚Ð °Ã º) – plain n. (Ã'€Ã'â€"Ð ²Ã ½Ã ¸Ã ½Ã °), light a. (Ã' Ã ²Ã'â€"Ã'‚Ð »Ã ¸Ã ¹) – light a. (Ð »Ã µÃ ³Ã ºÃ ¸Ã ¹). 2. Grammatical homonyms which belong to different parts of speech, e.g. row v. (Ð ³Ã'€Ð µÃ ±Ã'‚Ð ¸) – row n.(Ã'€Ã' Ã ´), weather n. (Ð ¿Ã ¾Ã ³Ã ¾Ã ´Ã °) – whe ther conj. (Ã'‡Ð ¸). 3. Homoforms which are identical only in some paradigm constituents, e.g. scent n. – sent (Past Ind. and Past Part. of send), seize v. – sees (Pr.Ind., 3d p.sing. of see) [1, 74]. Professor A.I. Smirnitsky classified homonyms into two large classes: 1)Full homonyms are words, which represent the same category of parts of speech and have the same paradigm, e.g. wren n. (a member of the Women’s Royal Naval Service) – wren n. (a bird). 2)Partial homonyms are subdivided into three subgroups: a) Simple lexico-grammatical partial homonyms are words, which belong to the same category of parts of speech. Their paradigms have only one identical form, but it is never the same form, e.g. (to) found v. found v. (past indef., past part. of to find), (to) lay .v lay .v (past indef. of to lie). b) Complex lexico-grammatical partial homonyms are words of different categories of parts of speech, which have identical form in their paradigms, e.g. rose n. rose v. (past indef. of to rise), maid n made v (past indef., past part. of to make). c) Partial lexical homonyms are words of the same category of parts of speech which are identical only in their correspondi ng forms, e.g. to lie (lay, lain) v. to lie (lied, lied) v., to hang (hung, hung) v. to hang (hanged, hanged) v [1,74]. Examples: 1) â€Å"It’s made out of wood. The skaters would normally perform their stunts and tricks there,† May explains (5, 12). 2) â€Å"A half – pipe can be dangerous. Skateboarders wear protective gear,† May points out. â€Å"Staying safe is important,† Buzz agrees. â€Å"Now where is my notebook?†(5, 13). 3) â€Å"Good luck!† Buzz tells May. â€Å"Go take the lead in this competition!† â€Å"I feel nervous†, May says. â€Å"My legs feel as if they are made of lead† (5, 24). 4) â€Å"May I sail with you in May?† (9, 31). 5) Mouse: Deer, I’m very glad to have such dear friends (6, 12). 6) But he’s unable to see that Oscar prefer his presence to his presents once in a while†¦(11). 7) â€Å"It’s my birthday present to him.† â€Å"I can fill in,† Ollie says. â€Å"I’d be happy to present the Big Air Jam, with Buzz† (5, 18). 8) â€Å"Dad, buy me a ball!† â€Å"Bye, Osc, I’m in a hurry,† answered Mark and hung on (11, 135). 9) â€Å"What a nice scent, Nicky! Hilary Duff â€Å"With love?† asked Ally. â€Å"Ughmn. My father sent it to me last Christmas,† said Nicky climbing the ladder (11, 66). (10)â€Å"I’d like to go to the sea. I think it’s amazing to see the autumn sunset,† said Carolyn a bit enigmatically (12, 45). Antonyms â€Å"Words that have directly opposite meanings are called antonyms† [1, 73]. â€Å"Antonym is a word with a meaning that is opposite to the meaning of another word† [3, 58]. Antonyms fall into two main groups: 1. Root antonyms (those which are different root), e.g. long – short, up – down, to start – to finish, etc. 2. Affixal antonyms (in which special affixes or their absence express semantic opposition), e.g. hopeful – hopeless, happy – unhappy, appear – disappear, etc. [1, 73]. Polysemantic words usually have antonyms for each of their lexico-semantic variants: a dull knife – a sharp knife, a dull boy – a bright boy, etc. Examples: 1) â€Å"Flash Wiggins makes scoring look easy,† Harold tells Cassy. â€Å"But beating the goalie is difficult† (8, 210). 2) â€Å"Krupp and Smythe worked together to even the score,† Harold adds. â€Å"Nothing can tear them apart!† (8, 77). 3) â€Å"You can help me make this rough ice smooth again!† says the driver (8, 93). 4) Father Bear â€Å"I’m Father Bear, and I sit in this great big chair.† Baby Bear â€Å"I’m Baby Bear and I sit in that little chair† (10, 23). 5) â€Å"Ah, but sometimes it is more courageous to do the right thing, than rebel and do the wrong thing, you know,† she said softly, meeting my eye (11, 119). 6) He blushed and suddenly paled from nerves at the situation he was in (11, 25). 7) â€Å"Oh, no, Nicky!! For you it’s hard, but for me†¦it’s very easy. I have known him for ages† (11, 81). 8) â€Å"And then we couldn’t sleep in the spacious room after being promised. But I suppose, it will be better to sleep in narrow rooms† (4, 211). 9) Anne had a young, brighter face and more delicate features than the others; Marilla saw at her and felt herself old enough to change her life (4, 267). 10) â€Å"I can; and A-n-n looks dreadful, but A – n – n e looks so much more distinguished, but call me Cordelia! It looks wonderful!† (4, 43). List of literature 1. КÐ ²Ã µÃ' Ã µÃ »Ã µÃ ²Ã ¸Ã'‡ Д.І., Ð ¡Ã °Ã' Ã'â€"Ð ½Ã ° Ð’.П. ПÃ'€Ð °Ã ºÃ'‚Ð ¸Ã ºÃ'Æ'Ð ¼ Ð · Ð »Ã µÃ ºÃ' Ã ¸Ã ºÃ ¾Ã »Ã ¾Ã ³Ã'â€"Ã'â€" Ã' Ã'Æ'Ã'‡Ð °Ã' Ã ½Ã ¾Ã'â€" Ð °Ã ½Ã ³Ã »Ã'â€"Ð ¹Ã' Ã'Å'Ð ºÃ ¾Ã'â€" Ð ¼Ã ¾Ã ²Ã ¸: Ð Ã °Ã ²Ã'‡. ПÐ ¾Ã' Ã'â€"Ð ±Ã ½Ã ¸Ã º. – Ð’Ã'â€"Ð ½Ã ½Ã ¸Ã'†Ã' : Ð’Ð ¸Ã ´Ã °Ã ²Ã ½Ã ¸Ã'†Ã'‚Ð ²Ã ¾  «Ã Ã ¾Ã ²Ã ° Ð ºÃ ½Ã ¸Ã ³Ã °Ã‚ », 2001. – 117 Ã' . 2. Agnes M. Webster’s New World College Dictionary / M. Agnes, D. B.Guralnik. – Cleveland : IDG Books Worldwide Ink., 2000. – 1716 p. 3. Oxford Paperback Thesaurus / Maurice Waite. – Oxford – New York: Oxford University Press, 2006. – 930 p. 4. Л.ÐÅ". ÐÅ"Ð ¾Ã ½Ã'‚Ð ³Ã ¾Ã ¼Ã µÃ'€Ã'â€", Ð Ã ½Ã ½Ã ° Ð · ГÃ'€Ã'â€"Ð ½ ГÐ µÃ ¹Ã ±Ã »Ã ·: КÐ ½Ã ¸Ã ³Ã ° Ð ´Ã »Ã'  Ã'‡Ð ¸Ã'‚Ð °Ã ½Ã ½Ã'  Ð °Ã ½Ã ³ Ð »Ã'â€"Ð ¹Ã' Ã'Å'Ð ºÃ ¾Ã'Ž Ð ¼Ã ¾Ã ²Ã ¾Ã'Ž Ð ´Ã »Ã'  Ã' Ã'‚Ã'Æ'Ð ´Ã µÃ ½Ã'‚Ã'â€"Ð ² Ã'„Ð °Ã ºÃ'Æ'Ð »Ã'Å'Ã'‚Ð µÃ'‚Ã'â€"Ð ² Ã'â€"Ð ½Ã ¾Ã ·Ã µÃ ¼Ã ½Ã ¸Ã'… Ð ¼Ã ¾Ã ² Ã'â€" Ã'„Ã'â€"Ð »Ã ¾Ã »Ã ¾Ã ³Ã'â€"Ã'‡Ð ½Ã ¸Ã'… Ã'„Ð °Ã ºÃ'Æ'Ð »Ã'Å'Ã'‚Ð µÃ'‚Ã'â€"Ð ²/Ð ¾Ã ±Ã'€Ð ¾Ã ±Ã ºÃ ° Ã'‚Ð µÃ ºÃ' Ã'‚Ã'Æ', Ð ºÃ ¾Ã ¼Ã ¿Ã »Ã µÃ ºÃ'  Ð ²Ã ¿Ã'€Ð °Ã ², Ã'‚Ð µÃ' Ã'‚Ã'â€"Ð ² Ã'â€" Ð ·Ã °Ã ²Ã ´Ã °Ã ½Ã'Å', Ð ´Ã ¾Ã ²Ã'â€"Ð ´Ã ºÃ ¾Ã ²Ã'â€" Ð ¼Ã °Ã'‚Ð µÃ'€Ã'â€"Ð °Ã »Ã ¸ Ã'â€" Ã'„Ã'â€"Ð »Ã ¾Ã »Ã ¾Ã ³Ã'â€"Ã'‡Ð ½Ã ¸Ã ¹ Ð ºÃ ¾Ã ¼Ã µÃ ½Ã'‚Ð °Ã'€ Ð’.Ð’. ЄÐ ²Ã'‡Ð µÃ ½Ã ºÃ ¾, Ð ¡.І. Ð ¡Ã ¸Ã ´Ã ¾Ã'€Ð µÃ ½Ã ºÃ ¾. – Ð’Ã'â€"Ð ½Ã ½Ã ¸Ã'†Ã' : Ð Ã ¾Ã ²Ã ° КÐ ½Ã ¸Ã ³Ã °, 2008. – 440 Ã' . 5. Anna Prokos. Half-Pipe Homonyms / Prokos Anna. – Gareth Stevens, 2009. – 27 p. 6. Any Talbot. Deer and His De ar Friends: a tale from India / Talbot Any. – Benchmark Education Company, 2006. – 16 p. 7. Catherine Alliot. The Real Thing / Alliot Catherine. – Headline Book Publishing, 1996. – 471 p. 8. Claudia Pattison. Wow! / Pattison Claudia. – Pan Books, 2001. – 374 p. 9. Judy Goodard. Fun with homonyms / Goodard Judy. – Industry Way Westminster, 2005. – 43 p. 10. Karma Wilson. Bear stays up for Christmas / Wilson Karma. – Margaret K. McElderry Books, 2011. – 40 p. 11. Melissa Nathan. Learning Curve / Nathan Melissa. – Arrow Books, 2006. – 549 p. 12. Robert Waller. The Bridges of Madison County / Waller Robert. – Great Britain: Mandarin Paperbacks, 1995. – 171 p.

Isolation in Bartleby :: essays research papers

Roles of the Sexes The submissive role of the female in a marriage or relationship is a common problem in many societies, including our own American society. This role has become so common that in fact it is now expected of the female. This male dominance goes as far back as the human race, to the beginning of relationships and marriage between the female and the male. Then, the physical prowess of the male led to his dominance in all situations and thus formed these roles. Even presently, with all our advances in equal rights and women’s’ advances in the work fields, this role of submission and passivity is still present among our society. Why do women accept this role? Why hasn’t it banished with the right to vote and her expansion into the male-dominated workplace? These roles are inbred into our society. The men are raised to lead and take charge. Women, on the other hand, are taught that their place is to keep peace, and in most scenarios that means conform ing. There are many reasons women accept or allow this role. For many women, they find safety in allowing the male to dominate the relationship. The submissive role is familiar or so expected that the women fear changing the situation. Many authors illustrate this role of the sexes and portray some reasons and situations that are common in our society, such as Sidonie-Gabrielle Colette, in her story â€Å"The Hand†, and James Joyce, in â€Å"Eveline†. These two authors both, even though each describes a woman in a very different, yet remarkably similar, situation, discuss one of the major reasons women succumb to males. Colette was a significant feminist in the early 1900’s when the women’s right movement was in full swing. She fought for equal opportunities for women and proved it was possible when she was the first woman to be admitted to the Goncourt Academy. As a novelist, she used her writing to illustrate the assumed roles society has developed. The Compact Bedford Introduction to Literature remarks, â€Å"Her professional life and three marriages helped to shape her keen insights into modern love and women’s lives.† (Compact Bedford, 196). Colette understood the expected submission role because she had lived the role of the wife several times. Also, as one of the few women in the workplace, she was subjected to even more male supremacy. She could write about the reasons why women comply because she understood and had been a victim herself.

Dr. Phil: A Disturbing Episode on Sexual Abuse Essay

Recently, an episode of Dr. Phil aired which addressed the issue of sexual molestation. It was different from other shows about molestation, in that they normally address the sexual abuse being perpetrated by a stranger, parent, or extended family member. In this case the perpetrator was the oldest of five children, Mikai, 19. Brad and Kenda are married and have five children; four boys, Mikai being the oldest, and one girl, the youngest. Both parents work and take care of the children. Brad and Kenda came to Dr. Phil with worries about their son being a sexual predator. There have been many accusations from different aged girls over the past several years that had led them to this conclusion. Most of all, they were worried that Mikai has been molesting their daughter. When they first became suspicious of Mikai’s relationship with his sister, they set up a â€Å"two brother rule† under which no one brother could be alone with the little girl at any time. When they first became aware of the inappropriate sexual behavior between Mikai and these girls, they began monitoring his internet access to prevent him from harassing more potential victims. Later on in the show, with the knowledge that Mikai is a pathological liar, he was given a polygraph test. The results showed that he was engaging in the sexual assault of his sister, as well as other girls. Both of his parents had a look of disgust on their faces upon receiving these results. Mikai still tried to deny these accusations even though the polygraph test was administered by a world renowned expert. Dr. Phil told Mikai that he needed to own what he has done and be accountable for it. Mikai responded by admitting that he had sexually molested his sister once Later, when Dr. Phil asked Mikai a question, Brad said â€Å"You better talk to him because you’re dead to us† which led to Mikai crying. Kenda expressed that although she was both hurt and angry, she didn’t love Mikai any less. The decision was made by the parents and Mikai in agreement with Dr. Phil that Mikai would need a lot of help and rehabilitation. Both of the parents agreed with Dr. Phil that Mikai would not be allowed to live at their house anymore and would have absolutely no access to the li ttle girl. Dr. Phil said that although he was willing to help Mikai, the protection of the little girl was his number one priority. The only activity that the family was shown doing together was going on Dr. Phil, and even then the little girl was not present, in order to conceal her identity. Though this show did not support the authors’ of Millennial Rising idea that child abuse is on the decline, the abuse was not carried out by either parent, but the oldest brother instead. The show definitely disproved the authors’ idea that millennials have more supervision than earlier generations. It seemed that although the parents cared, neither one of them quit their job to ensure the safety of the little girl. Instead, the four boys watched her and had little to no control over situations between the oldest brother and the sister. Because there was hardly any interaction between the parents and the children shown, none of the kids’ attitudes towards the parents could be established. In conclusion, I do not believe that Mikai, nor any sex offender can ever be rehabilitated. I think that he will always be a threat to society and should be kept away from women and children for the rest of his life. He will always have the impulse to sexually assault someone and the chances of him being able to overcome that impulse every time he has it is almost nonexistent. I do not feel any sympathy for Mikai. However, I feel a lot of sadness for the rest of the family, especially the little girl. They have a long road of recovery still left to travel.

Westward Expansion

Nichole Galindez AMH 2010 American History 31 October 2012 Nichole Galindez AMH 2010 American History 31 October 2012 Westward Expansion of the United States To what extent is it accurate to claim that the ideal of manifest destiny was a motivating factor in the western expansions of the United States? The 1840s was a time of great territorial expansion during which the United States fought to annex Texas, acquire the Oregon territory, and conquer California and New Mexico from Mexico.As the people sought reasoning behind their territorial ambitions, a belief known as Manifest Destiny sprouted from their feeling of nationality as they came to believe that America was destined to expand past the current borders. Manifest Destiny was also a term used by Democrats to promote and persuade people to support the territorial expansions that the United States was undergoing at the time.Although manifest destiny was a huge motivating factor in the western expansion of the United States, other factors such as the rising population, expansion of slavery and freedom-seeking slaves, the gold rush of California, and new opportunities sought by settlers. The rising population helped push Americans towards expanding westward. The early 1800s was a time when the United States was experiencing a rapid growth in population. The U. S. population grew from more than five million in 1800 to more than 23 million by mid-century. During that time, there the U. S had been experiencing a periodic high birth rate.The growth on the sizes of families only added pressure to expand their land and gather more resources to survive. Immigration also added to the explosive population growth in the United States. Over 7. 5 million immigrants migrated to the United States. Many immigrants fled their countries in order to escape from poverty and famine. The Gold rush also caused a great influx of immigrants as they hoped to acquire some of the wealth found in the United States. Since agriculture pro vided the primary economic structure, many incoming immigrants would scout for farmable land.However most of the fertile land east of the Appalachian Mts. had already been taken. This pushed immigrants to scout west to look for better land. Nearly 4,000,000 Americans moved to western territories between 1820 and 1850. The Gold Rush of California attracted all kinds of attention from money-hungry miners to hopeful farmers. The first discovery of gold in California in 1849 influenced many settlers and immigrants to flock westward in the hope of gaining wealth. As news spread of the discovery, thousands of gold miners traveled by sea or over land to San Francisco and the surrounding area.The Gold Rush attracted more than just the American people but it also helped the influx of immigrants. Thousands of Chinese migrated to the U. S after hearing about the opportunity to mine for wealth. This caused the non-native population of the California territory to reach 100,000. Many of the thous ands of settlers never found gold but helped to promote west expansion. New opportunities were another factor that helped to motivate westward expansion. As the increasing population put pressure on settlers, many of them headed west in hopes of acquiring cheap, fertile land to grow more food to feed their families.Since the government offered most of the land cheap, or in some cases free, many didn’t hesitate to move. Government passed things like the Homestead Act to encourage settlers to settle west. Others sought the chance at a new life. They wanted to increase their political power or standing by owning more land. In their eyes, land ownership was tied to wealth, political power, self-sufficiency, and independent â€Å"self rule. † New technologies also had an impact on westward expansion. New technological innovations helped to influence the economy by enhancing trade and commerce.This proved wrong the belief that, like previous empires, the United States would get weaker with expansion. By the 1840s, steamboats made use of America’s waterways and turned them into busy commercial thoroughfares. Their popularity grew as they continued to increase trade between towns and cities. Railroads were another innovation that helped to fuel trade. They integrated eastern markets with the towns on the western slope of the Appalachians. Robert Fulton’s invention of the canal and the invention of the telegraph were two other great examples of the technologies that helped to enhance westward expansion.The last factor that also affected westward expansion was the desire to expand slavery and slaves desire Politicians, editors, soldiers, and citizens, wanted new terrirory for various reasons. In the case of Texas, the Tyler administration sought to prevent the abolition of slavery there, control a potential rival in cotton production, provide a haven for masters and their slaves, thwart Great Britain from keeping Texas independent, and comply with the wishes of most Texians to join the United States.In the Oregon dispute, Democrats hoped to dominate Asian commerce, provide land for future pioneers, and safeguard citizens already settled there. The war with Mexico and the strategy of conquest revealed a desire to secure a border at the Rio Grande, satisfy claims against Mexico, and acquire California to monopolize trade with Asia. Democrats wanted to supply abundant land to the nation's poor and to future immigrants. To attain this laudable goal, however, they relied on bribery, bullying, and warfare to wrest land from Native Americans and Mexicans.Often idealistic, they were also racist and materialistic. Yet anti-slavery activists and Democrats, whose belief in federal power was threatened by the South, were opposed to any expansionist move that would add new slave-holding states to the Union and thereby upset the fragile balance of power between North and South. After the Mexican-American War ended in 1848, disagreeme nts over the expansion of slavery made further territorial annexation too divisive to be official government policy. Many Northerners were increasingly opposed to hat they believed to be efforts by Southern slave owners—and their friends in the North—to expand slavery at any cost. The proposal during the war of the Wilmot Proviso (a statement declaring that slavery would not be permitted in any new territory acquired by the U. S. ), and the emergence of various â€Å"Slave Power† conspiracy theories thereafter, indicated the degree to which Manifest Destiny had become controversial. The Fugitive Slave Law or Fugitive Slave Act was passed by the United States Congress on September 18, 1850, as part of the Compromise of 1850 between Southern slave-holding interests and Northern Free-Soilers.This was one of the most controversial acts of the 1850 compromise and heightened Northern fears of a â€Å"slave power conspiracy†. It declared that all runaway slaves were, upon capture, to be returned to their masters. Abolitionists nicknamed it the â€Å"Bloodhound Law† for the dogs that were used to track down runaway slaves. [1] http://www. pbs. org/kera/usmexicanwar/prelude/md_expansionism. html http://solpass. org/6ss/games/westwardcloze. htm http://www. newworldencyclopedia. org/entry/Manifest_Destiny Westward Expansion The westward expansion, which started in the 1820s, was one of the biggest steps forward our country has ever taken. It nearly tripled the size of our country and increased the population by monstrous amounts. It also improved the economy greatly though agricultural means, prompted political leaders to sent people to explore (Lewis and Clark), started a civil war, motivated huge amounts of people to move west, and almost destroyed our country.The expansion was magnified greatly by the Louisiana Purchase, when President Jefferson bought a large area of land west of the Mississippi river from Spain, the purchase added large amounts of futile, unsettled land to the United States. This purchase was made possible by the exuberant democratic belief in the Manifest Destiny. The Manifest Destiny was a belief that Americans were meant to explore the western territories and settle the entire continent this, was strongly believed by most democrats and was a large political controversy.This, as well as making the Louisiana Purchase possible, made it so that President Polk could start the Mexican War. The Mexican War was a war between America and Mexico during which the U. S. acquired large amounts of land formerly owned by Mexico. The war started in 1846 and ended in 1848. The war was prompted by the Mexicans invading the U. S. annex of Texas which even after the Texas Revolution in 1836 Mexico claimed as theirs. The war ended informally in the fall of 1847 when an American army captured Mexico City and formally in 1848 with the signing of the Treaty of Guadalupe Hidalgo.Lewis and Clark also made a significant impact on the westward expansion by exploring enormous amounts of land, from the Mississippi to the Pacific Ocean. They were sent out by President Jefferson to find a water route across North America and, with the help of an Indian named Sacajawea, they tried to do exactly that and although they couldn’t find any all water routes they did make many significant discoveries. A few of the discoveries Lewis and Clark made were pricelessly valuable to civilization.For example they discovered at least 70 different Native American tribes and discovered and documented 200 new plant/animal species that were completely unknown to science. The list of different kinds of people who went west is enormous. There were slaves and other low-class people looking for a fresh start, upper/ middle-class plantation owners and farmers looking to expand, explorers and adventurers looking for excitement in wild/unexplored lands, and many, many others. Even though these people were different in many ways they all wanted a fresh start.Now not all of them got what they were hoping for but a great deal did in the end although this brought up the issue of slavery. The westward expansion brought up the issue of slavery. The previous laws allowed for slavery below the 36 °30’ parallel but now it had to be decided whether or not slavery was going to be allowed in the new states/colonies/settlements. This as you can imagine caused major political differences. It was finally decided that the colonies would decide for themselves by voting.This caused many people to move so that they could vote in favor of their opinion. But this than caused South Carolina to secede from the union and prompted the civil war but I’ll get into that in another paper. http://www. nationalgeographic. com/lewisandclark  © 1996- National Geographic Society. http://www. history. com/topics/westward-expansion  © 1996-2013, A&E Television Networks, LLC. Carroll, Anne W. Christ and the Americas. New York: TAN Books and Publishers, Inc. , 1997 Wikipedia. Wikimedia Foundation, Inc. 2011. http://en. wikipedia. org/wiki/Main_Page

Business Strategy must drive I essays

Business Strategy must drive I essays Business Strategy must drive IS strategy and not the other way around in partial fulfilment of the requirements for the Introduction to Business Computing Course (INF400F) The statement that business strategy must drive IS strategy and not the other way around is supported by a substantial body of theoretical research within the academic field of Information Systems. This is turn, is supported strongly by evidence derived from close study of the implications and results of Information Systems decisions that have been carried out in practice in this rapidly evolving field of management within the international business environment. By strategic alignment of a companys IS strategy with its overall business strategy, the potential of its core competencies can be maximised, its primary sources of competitive advantage can be focused on, and the chances that its profit targets will be met, can be significantly increased. Pearlson and Saunders define a business strategy as, a well articulated vision of where a business seeks to go and how it seeks to get there (p. 21, 2004.) With this definition in mind, a business strategy can be seen as the manner in which a business has chosen to define its goals and strategically position itself in response to market forces. A thorough understanding of market forces, such as customer demand and the position of all relevant market competitors, serves to stimulate the creation of an innovative business strategy from which a company can create competitive advantage (Pearlson and Saunders, 2004.) The field of Information Systems presents modern businesses with a plethora of rapidly developing and ever expanding opportunities with which to maximise their efficiency and increase the value of their business processes. Because the field is highly technical, however, and because it does indeed develop so fast, it is essential that Information System decisions do come out ...

Hullo! What a useful invention - Emphasis

Hullo! What a useful invention Hullo! What a useful invention When you consider the concept of inventions, anything from the wheel to the iPod might spring to mind. Youre probably less likely to think of a word; particularly not one you may take so completely for granted as the word of greeting, hello. Yet it is believed to be just that the invention of Thomas Edison. He is credited with advocating hello as the best way of answering the telephone, from where it gradually moved into the general use it has today. It may be more accurate to say, he adapted and perfected a pre-existing invention (much as he did with the electric light bulb). Before Edisons influence, you might have exclaimed hullo! in surprise, hailed a ferryman with a resounding hollo, or even led a hunting party to their quarry by crying halloo (if you were in the habit of doing these things). Of course, words frequently enter the language through utter invention. Shakespeare coined an incredible 2000 or so new words, including jaded, bedroom and obscene; plus numerous phrases we now take for granted, such as vanish into thin air, flesh and blood and to be cruel to be kind. Edisons choice of answering utterance was based on its clarity and for that sentiment we naturally approve. And thats not the only call for us to owe him a debt of gratitude. Had it been left to Alexander Graham Bell, our typical salutation could well be ahoy.

Mustang Ford Assignment Example | Topics and Well Written Essays - 1000 words

Mustang Ford - Assignment Example egies that enable them to retain and also attract more customers, for instance, by lowering their costs, improving quality of their products, and producing vehicles with attractive features. Ford is forced to adopt the same strategies to compete with these industries and stay competitive in the ever changing market. A strategic group in the automobile industry consists of industries which face the same factors of competition and carry out the same strategies in similar strategic dimensions. According to Mahoney (2005), strategic groups in the automobile industry usually begin with the choice of dimensions of strategies. Different dimensions will be employed in defining strategic groups: quality of products, cost position, identification of brand, services, financial leverage, and specialization. Reluctance of banks to give car loans. Unavailability of credits from banks puts much strain on Ford’s capital. Ford has to ensure that its sales are stabilized, or it may be forced to seek monetary assistance from the government. More customers are now opting for environmentally friendly vehicles. Ford has taken advantage of this opportunity by developing an ‘Eco Boost’ technology, which the industry is using to manufacture cars that have 20% greater efficiency in fuel use and also have reduced carbon dioxide emissions (Hitt et. al, 2012). Due to the increased environmental awareness, manufactures make environmentally friendly vehicles that are more marketable because of the need to conserve one’s environment. There are few manufacturing automobile industries compared to the number of consumers. New technology is available in this industry, and this has made it possible to manufacture cars according to what consumers prefer. Mobility barriers will prevent the industry from moving to a different strategic group. These mobility barriers will ensure that the industry does not face increased rivalry and that it still is able to make sufficient economic profits