John Chaffee s Philosophy Textbook - 1203 Words

In the beginning of chapter four of John Chaffee’s philosophy textbook we are confronted with a question, â€Å"are you free?† (Chaffee 2013 p.171). Although a majority of people would answer â€Å"yes, of course† to a question like this that seems cut and dry but in philosophy, we have to be willing to look deeper into the question being asked. Dive in with an open mind and ask yourself whether or not the choices you make in your life are truly yours or are they governed by outside forces out of your control. People are entitled to their own opinions and thoughts (as we all know). Philosophers thought about whether or not we are actually free and have their own ideas and concepts; determinism, compatibilism, and libertarianism, each with their strengths and weaknesses and we all have the freedom to choose which we believe in or whether or not we believe in any of their views. Beginning with determinism, the idea of determinism is that every event, including human actions, is brought about by previous events in accordance with universal casual laws that govern the world and that human freedom is just an illusion. At its most extreme form, â€Å"hard determinism†, believers of hard determinism believe that every behavior can be traced to a cause, although they may disagree about what those causes are. Popular explanations of human behavior that exemplify the determinist views (as taken from the textbook): Human Nature: People are born with certain basic instincts that influence andShow MoreRelatedStrategic Management Process12814 Words   |  52 PagesPROCESSS Strategic or institutional management is the conduct of drafting, implementing and evaluating cross-functional decisions that will enable an organization to achieve its long-term objectives[1]. It is the process of specifying the organization s mission, vision and objectives, developing policies and plans, often in terms of projects and programs, which are designed to achieve these objectives, and then allocating resources to implement the policies and plans, projects and programs. A balancedRead MoreStrategy Safari by Mintzberg71628 Words   |  287 Pagesit worked well. Why don t you do a book on it? he suggested. Why don t we do it together? Henry replied. They both thought that Joe would make an excellent member of the team. So the safari was launched. We did not, however, write this as a textbook or some sort of academic treatise. From the outset, we believed that the book should have as much relevance for managers and consultants in practice as students and professors in the c lasroom. So we set out to write an easily accessible explanation

Technology Has Changed the Live of Teen Agers Free Essays

string(101) " subjects had dinner before drinking and only one subject did not consume any food before going out\." DOI: 10. 1111/j. 1464-5491. We will write a custom essay sample on Technology Has Changed the Live of Teen Agers or any similar topic only for you Order Now 2006. 01868. x Glycaemic control Review Article 23 0742-3071Publishing, alcohol Diabetic Medicine and2006 consumption D. Ismail et al. DME UK Oxford, article Blackwell Publishing Ltd Social consumption of alcohol in adolescents with Type 1 diabetes is associated with increased glucose lability, but not hypoglycaemia D. Ismail, R. Gebert, P. J. Vuillermin, L. Fraser*, C. M. McDonnell, S. M. Donath†  and F. J. Cameron Abstract Department of Endocrinology and Diabetes, Royal Children’s Hospital, Melbourne, *Wimmera Base Hospital*, Horsham and † Clinical Epidemiology and Biostatistics Unit, Royal Children’s Hospital, Melbourne, Australia Accepted 10 June 2005 Aims To determine the effects of social consumption of alcohol by diabetic adolescents on glycaemic control. Methods Fourteen (five male) patients aged 16 years were recruited from the diabetes clinic at the Royal Children’s Hospital. The continuous glucose monitoring system (CGMS) was attached at a weekend when alcohol consumption was planned for one night only. For each patient, the 12-h period from 18. 00 h to 06. 00 h for the night with alcohol consumption (study period) was compared with the same period with non-alcohol consumption (control period) either 24 h before or after the alcohol study night. Thus, each subject was his /her own control. Glycaemic outcomes calculated from continuous glucose monitoring included mean blood glucose (MBG), percentage of time spent at low glucose levels (CGMS 4. 0 mmol/l), normal glucose levels (CGMS 4. 0–10. 0 mmol/ l) and high glucose levels ( 10. mmol/ l) and continuous overall net glycaemic action (CONGA). Results The mean number of standard alcohol drinks consumed during the study period was 9. 0 for males and 6. 3 for females. There was no difference in percentage of time at high and normal glucose levels in the study and control periods. During the control period, there was a higher percentage of time with low glucose levels compared with the study period (P 0. 05). There was an increas ed level of glycaemic variation during the study time when compared with the control period. Conclusions In an uncontrolled, social context, moderately heavy alcohol consumption by adolescents with Type 1 diabetes appears to be associated with increased glycaemic variation, but not with low glucose levels. Diabet. Med. 23, 830–833 (2006) Keywords adolescence, alcohol, glycaemic control Abbreviations CGMS, continuous glucose monitoring system; CONGA, continuous overall net glycaemic action; MBG, mean blood glucose; RCH, Royal Children’s Hospital Introduction Adolescents with Type 1 diabetes frequently engage in risk-taking activities [1]. Amongst these activities is the social Correspondence to: Dr Fergus Cameron, Deputy Director, Department of Endocrinology and Diabetes, Royal Children’s Hospital, Flemington Road, Parkville, Victoria 3052, Australia. E-mail: fergus. cameron@rch. org. au consumption of alcohol, frequently as underage drinkers [2]. Whilst the effects of alcohol consumption upon glycaemia have been well described in a controlled setting [3– 6], little is known about the impact on glucose levels of alcohol consumption by adolescents within an ambulant, social context. The purpose of this project was to utilize continuous glucose monitoring to study the impact of social alcohol consumption on glycaemic control in a group of alcohol-using adolescents.  © 2006 The Authors. 830 Journal compilation  © 2006 Diabetes UK. Diabetic Medicine, 23, 830–833 Review article 831 Patients and methods This study was approved by the Human Ethics Research Committee of the Royal Children’s Hospital (RCH). That approval was contingent upon the fact that the investigators should not be seen to encourage underage drinking in adolescents. Consequently, we only approached adolescents who we knew were drinking socially and, despite our previous counselling, elected to continue to drink alcohol on a semi-regular basis. We recruited 22 adolescents with Type 1 diabetes from the RCH diabetes clinic. The adolescents were considered eligible only if 16 years old and parental/patient consent was obtained. HbA 1c (Bayer DCA 2000 immunoagglutination method, Calabria, Barcelona, Spain) was measured, and diabetes duration and insulin doses were recorded. The MiniMed continuous glucose monitoring system (CGMS) was attached to the study patients over a weekend period. Patients were required to have an alcohol-free period for at least 24 continuous hours during the weekend trace period. A diary was kept of activities during the trace period (insulin injections, meal, snacks, dancing, alcohol consumption, sport). There was no change in insulin doses between study and control periods. In the evening when alcohol was consumed, patients were asked to recall how many and what type of drinks were consumed and how inebriated they became. Patients recall of alcohol consumption was converted to ‘standard drinks’ (one standard drink contains the equivalent of 12. ml 100% alcohol) using The Australian Alcohol Guidelines [7]. CGMS data was recorded between 18. 00 and 06. 00 h on the evening when alcohol was consumed (the study period) and between 18. 00 and 06. 00 h on the evening when no alcohol was consumed (the control period). CGMS data were only analysed if there had been regular calibrations with intermittent capillary blood glucose readings at a maximum of 8-h intervals. Each CGMS trace was qualitatively and quantitatively analysed using mean glucose values, per cent time in glycaemic ranges and ontinuous overlapping net glycaemic action (CONGA) [8]. CONGA values were calculated to assess glycaemic variation over 1-, 2- and 4-h intervals. Low glucose values were defined as CGMS values 4 mmol/ l, normal glucose values when CGMS values were 4– 10 mmo/ l and high glucose values when CGMS values were 10 mmol/ l. Each patient acted as their own control with study periods and control periods being compared. Inter-individual values were grouped for comparison. Differences between study and control periods were analysed using paired t-tests. Analyses were done in Stata [9]. ales and nine females. The mean age was 18. 5 years (range: 17. 4 – 19. 5). The mean duration of diabetes was 9. 4 years (range: 3 – 16. 3). Six of our subjects took four insulin injections per day and eight took two injections daily . The mean insulin dose was 1. 1 units /kg/day (range: 0. 7 –1. 8), and the mean HbA1c was 9. 6% (range: 8. 2 – 10. 8). Activities during the study period Thirteen subjects had dinner before drinking and only one subject did not consume any food before going out. You read "Technology Has Changed the Live of Teen Agers" in category "Papers" Three subjects ‘danced a lot’ and six subjects went dancing but did not dance a lot. Ten subjects had something to eat after drinking. Alcohol consumption during the study period The mean number of alcohol drinks consumed on the study night was 9. 0 (range 3–16) for males and 6. 3 (range 3–14) for females. All the females consumed pre-mixed sweetened alcohol drinks (5% alcohol), with only one consuming beer and one consuming wine. Four of the males consumed mixed spirits, one mixed spirits and beer and one beer only. Forty per cent of the males had more than seven standard drinks during the study and 67% of the females had more than five drinks. In total, 80% of the subjects had pre-mixed sweetened alcohol drinks at some point during the study period. Forty-three per cent of the subjects reported that they became inebriated and 14. 3% consumed alcohol to the point where they became physically sick. None of the subjects lost consciousness or took recreational drugs during the study period. Comparative CGMS data between study and control periods Results Patients There was no significant difference between the overall mean glucose levels of patients when comparing study and control periods (Table 1; P = 0. 43). Similarly, there were no significant differences in the amount of time spent with either normal or high glucose values between study and control periods (Table 1). A larger proportion of time was spent with low glucose values during the control period when compared with the study period (1. 9 vs. 16. 8%, P = 0. 03). A significantly larger degree of glycaemic variation was seen in the CONGA values in the study period when compared with the control period (Table 1). The difference in CONGA values were consistent and independent of whether glycaemic variation was assessed over 1-, 2- or 4-h intervals. Of the 22 subjects recruited, eight were excluded because their CGMS traces did not have sufficiently frequent calibration points with intermittent capillary measures of blood glucose. Of the 14 subjects remaining, we were able to obtain study period data on 14 patients and matched control period data on only 12 patients. The study period occurred on the night prior to the control period in nine subjects. There were five Discussion It has long been recognized that a prohibitionist approach is usually ineffective when counselling adolescents who engage in risk-taking behaviours [10]. Many centres today, ourselves included, have instead adopted a harm minimization approach in dealing with such behaviours. An important component  © 2006 The Authors. Journal compilation  © 2006 Diabetes UK. Diabetic Medicine, 23, 830–833 832 Glycaemic control and alcohol consumption †¢ D. Ismail et al. Outcome measure Mean difference between Study period Control period study period and mean value mean value control period (95%CI) P-value 10. 6 16. 8 58. 6 24. 6 2. 1 3. 2 3. 7 1. 2 (? 2. 1, 4. 4) ? 14. 9 (? 28. 1, ? 1. 8) ? 0. 8 (? 27. 3, 25. 8) 15. 7 (? 4. 5, 35. 8) 0. 6 (0. 2, 1. 0) 1. 1 (0. , 1. 9) 1. 8 (0. 4, 3. 1) 0. 43 0. 03 0. 95 0. 12 0. 006 0. 01 0. 01 Table 1 CGMS outcomes, study and control periods Blood glucose levels (mmol/l) 11. 8 Per cent time low glucose 1. 9 Per cent time high glucose 57. 8 Per cent time normal glucose 40. 3 CONGA1* 2. 7 CONGA2* 4. 3 CONGA4* 5. 5 *CONGA calculated at 1-, 2- and 4-h intervals. CONGAn is the standard deviation of differ ent glucose measures n hours apart for the duration of the CGMS trace. of counselling using a harm minimization approach is that the information provided be credible and reflective of ‘real’ or ‘lived’ circumstances. Continuous glucose monitoring provides a technique whereby the glycaemic consequences of various behaviours can be documented in an ambulant or non-artificial setting. Adolescents with Type 1 diabetes frequently consume alcohol in a social context [11]. Alcohol is known to inhibit the gluconeogenic pathway, to inhibit lipolysis, impair glucose counter-regulation and blunt hypoglycaemia awareness [3,4]. Previous studies in young adults with Type 1 diabetes have shown that moderate consumption of alcohol in the evenings without concomitant food intake may cause hypoglycaemia the following morning [5]. Consumption of alcohol after a meal, however, has shown no similar adverse effects on glucose [6]. It is reasonable to assume, therefore, that alcohol consumption may be a significant risk factor for hypoglycaemia in adolescents with Type 1 diabetes [5]. Studies of the glycaemic effects of alcohol consumption in an ambulant adolescent/young adult population can be difficult. This is because such behaviours are uncontrolled, often spontaneous and usually in the context of other social activities (parties, dancing, etc. ). In order to ensure that we only reported accurate CGMS data during these activities, capillary blood glucose calibration was considered vital and those patients who failed in this regard were excluded from analysis. Just over 60% of the patients recruited were able to successfully wear and calibrate a CGMS unit during these activities. Given that patients who experience hypoglycaemic symptoms are more likely to perform capillary self measures of blood glucose, we feel that it is unlikely that those patients excluded from the analysis had a greater frequency of hypoglycaemia than those patients reported. We were unable to record our subjects’ alcohol consumption in a contemporaneous fashion and hence were reliant upon their recall. It is possible that their remembered patterns of consumption were not entirely accurate. This potential inaccuracy should not be seen as a weakness of this study, as we only set out to determine patterns of glycaemia in adolescents engaging in spontaneous and uncontrolled alcohol consumption. We neither specified the type nor the amount of alcohol to be consumed (our ethical approval was contingent on this not occurring). The data as to amount of alcohol consumed have been included for descriptive purposes only. The results of this study show that alcohol consumption by adolescents in a social context is associated with a greater degree of glycaemic variation and less time spent with low glucose values than evenings where no alcohol is consumed. Whilst the second of these findings appears counter-intuitive, there may be several possible explanations. Firstly, the vast majority of our study group ate a meal prior to going out and ate upon their return before going to bed. These are practices that we have instilled as harm minimization strategies to avoid alcohol-induced hypoglycaemia in our clinic. Secondly, most of the alcohol consumed was as pre-mixed spirit and sweetened, carbonated beverages. Finally, alcohol consumption was only associated with vigorous exercise (dancing) in a minority of our study group. All of these factors could have combined to negate the hypoglycaemic effects of alcohol. In a previous study of glycaemia during alcohol consumption in adult men [5], hypoglycaemia occurred most often 10–12 h after wine consumption when the evening before ended at 23. 0 h. We analysed our data to see if a similar phenomenon occurred in this study and found that the per cent of time spent with CGMS readings 4 mmol/l between 06. 00 and 12. 00 h on the morning after the study period (i. e. the morning after the drinking night) was only 1. 1%. Notwithstanding the fact that our cohort frequently consumed alcohol later than 23. 00 h, the facto rs that impacted upon glycaemic control during the study night appear to have carried over to the ‘morning after’. The findings in this study highlight the importance of ambulant testing. It is important to note that the findings of the group studied here may not be seen in adolescents who drink non-sweetened alcoholic drinks or in those adolescents with better underlying metabolic control. Whilst alcohol consumption in isolation may reasonably be thought to cause hypoglycaemia, alcohol consumption by adolescents in the context of meals, sweetened mixers and little activity did not result in more hypoglycaemia than an alcohol-free evening. Whether the increase in glycaemic variation seen on an evening  © 2006 The Authors. Journal compilation  © 2006 Diabetes UK. Diabetic Medicine, 23, 830–833 Review article 833 of alcohol consumption has negative clinical outcomes remains an area for further investigation. Competing interests CMM was a Novo Nordisk research fellow. FJC received fees for speaking at conferences and funds for research from Novo Nordisk. References 1 Cameron F, Werther G. Adolescents with diabetes mellitus. In: Menon, RK, Sperling, MA, eds. Pediatric Diabetes. Boston: Kluwer Academic Publishers, 2003: 319–335. 2 Frey MA, Guthrie B, Lovelandcherry C, Park PS, Foster CM. Risky behaviours and risk in adolescents with IDDM. J Adol Health 1997; 20: 38–45. 3 Avogaro A, Beltramello P, Gnudi L, Maran A, Valerio A, Miola M et al. Alcohol intake impairs glucose counterregulation during acute insulin-induced hypoglycaemia in IDDM patients. Diabetes 1993; 42: 1626–1634. 4 Kerr D, Macdonald IA, Heller SR, Tattersal RB. Alcohol causes hypoglycaemic unawareness in healthy volunteers and patients with type 1 diabetes. Diabetologia 1990; 33: 216–221. 5 Turner BC, Jenkins E, Kerr D, Sherwin RS, Cavan DA. The effect of evening alcohol consumption on next morning glucose control in type 1 diabetes. Diabetes Care 2001; 24: 1888–1893. 6 Koivisto VA, Tulokas S, Toivonen M, Haapa E, Pelkonen R. Alcohol with a meal has no adverse effects on postprandial glucose homeostasis in diabetic patients. Diabetes Care 1993; 16: 1612–1614. 7 National Health and Medical Research Council. Australian Alcohol Guidelines: Health Risks and Benefits. DS9. Available from: http://www7. health. gov. au/nhmrc/publications/synopses/ds9syn. htm. 8 McDonnell CM, Donath SM, Vidmar SI, Werther GA, Cameron FJ. A novel approach to continuous glucose analysis utilising glycaemic variation. Diab Tech Therap 2005; 7: 253–263. 9 StataCorp. Stata statistical software. Release 8. 0. College Station, TX: Stata Corporation, 2003. 10 Kyngas H, Hentinen M, Barlow JH. Adolescents perceptions of physicians, nurses, parents and friends: help or hindrance in compliance with diabetes self-care? J Adv Nurs 1998; 27: 760–769. 11 Patterson JM, Garwick AW. Coping with chronic illness. In: Werther, GA, Court, JM, eds. Diabetes and the Adolescent. Melbourne: Miranova Publishers 1998, 3–34.  © 2006 The Authors. Journal compilation  © 2006 Diabetes UK. Diabetic Medicine, 23, 830–833 How to cite Technology Has Changed the Live of Teen Agers, Essays

Wordsworths Memories by Derek Furr free essay sample

As you read the essay, write down answers to the numbered analysis questions that accompany it. You can find the poem beginning on page 552 of your Holt Literature and Language Arts textbook. from Poetry for Students Memory: William Wordsworth and â€Å"Tintern Abbey† by Derek Furr I magine yourself five years from now. You’ve 1. How does the writer received an invitation to your high school reunion attempt to engage and, feeling a little anxious and nostalgic, you arrive audience interest? Who early to walk around your old stomping grounds. You do you think his wander into the empty gym, where you played your intended audience is? first varsity ball game; you sit in the back of your old chemistry class, staring at the board that once held puzzling equations; you stroll through a courtyard where you held the hand of someone you thought you couldn’t live without. Slowly you recollect how you felt as a teenager, how you saw the world around you—who was important, what made a difference. Doubtless you’ll carry both fond and troubling memories of high school, and when you return, both will re-surface at the sites where they originated. But when five years have passed, the emotions of your teen years may prove difficult to recover. Revisiting your past, you may be surprised not so much by From â€Å"Tintern Abbey† by Derek Furr from Poetry for Students, edited by Marie Rose Napierkowski and Mary K. Ruby. Copyright  © 1997 by The Gale Group. Reprinted by permission of the publisher. 1 Copyright © by Holt, Rinehart and Winston. All rights reserved. the changes in your old school—the gym will be in the same spot, the cafeteria will serve the same mysterious foods. Rather, as you recall your former self, walking through that courtyard, holding that hand, you may be struck—with melancholy and wonder—by how much you have changed. William Wordsworth returned to the Wye valley in 2. What background July 1798, five years after he had first toured the region information does the with his sister, Dorothy. As he looks at the valley, writer provide? hrough the lens of memory, he sees himself—both as Why do you think this he once was, and as he is now. With his â€Å"Lines,† information is important Wordsworth attempts to make sense of the changes he to understanding the has undergone, and, in the process, he offers some poem? interesting insights into the machinery of memory and the Romantic lyric. The specific setting of Wordsworth’s poem is clearly important to him. Indeed, in the very title of his poem, he announces the time and place of his return visit, and lets us know where he is positioned in the landscape that he describes. He sits in a specific spot, a â€Å"few miles above† an abandoned abbey in the valley of the river Wye; thus he has a broad perspective on the landscape he will describe. As he composes the poem (or so he claims), he is reclined â€Å"under [a] dark sycamore. † It is mid-July, the day before Bastille Day,1 and three times in the space of two lines Wordsworth asserts that â€Å"five years have past† since he last visited. Those were five tumultuous 2 years in European history and in Wordsworth’s life, and it is as though he has longed to return to this spot above Tintern Abbey. He is nostalgic, in a contemplative,3 reflective mood. Like the many topographical or landscape poems that preceded â€Å"Tintern Abbey† in the 18th century, Wordsworth’s poem goes on to describe the scene in detail, appealing to our eyes and ears—the sound of â€Å"rolling† waters, the sublime 4 impressiveness of â€Å"steep and lofty cliffs,† and so forth. But note how often Wordsworth repeats the first person pronoun, â€Å"I†Ã¢â‚¬â€ â€Å"I hear/These waters,† â€Å"I behold,† â€Å"repose,† â€Å"view,† and â€Å"see. † Wordsworth’s 3. How does the writer description emphasizes his personal engagement or explain Wordsworths 1. Bastille (bas†¢tel’) Day: commemoration of the 1789 siege and destruction of the Bastille, a Paris prison, during the French Revolution. 2. tumultuous: turbulent; uneasy. 3. contemplative: thoughtful. 4. sublime: awe-inspiring. repetition of the pronoun â€Å"I†? 2 Copyright © by Holt, Rinehart and Winston. All rights reserved. involvement with the landscape; he is concerned with how the vista 5 affects him. Likewise, we should be concerned with how his point of view affects the vista. Critics have often noted—see, for example, Marjorie Levinson’s Wordsworth’s Great Period Poems—that Wordsworth does not depict the Abbey and the valley as it really appeared in 1798. The abbey was ruined and overgrown, and the valley had been scarred by the industrial revolution. To some extent, Wordsworth sees what he wants to see—an idyllic 6 landscape. Looking down on the valley through the lens of memory, much as you might look back on your old school five years from now, he sees a mixture of the present and the past. With stanza two, it becomes clear that â€Å"Tintern 4. What key point does Abbey† is not so much about the landscape of the Wye the writer address in valley in 1798 as it is about the landscape of memory— this paragraph? Wordsworth’s memory. And that landscape is natural and harmonious. During his five years’ absence from the valley, Wordsworth suggests, the tranquil environs of Tintern Abbey have been constantly present with him, in the â€Å"beauteous forms† stored in his memory. Notice the contrasts that Wordsworth establishes between civilization and nature, the â€Å"din/Of towns and cities† and the â€Å"murmur† of the Wye river, the â€Å"fretful stir† and â€Å"fever of the world† and the peaceful meandering of the â€Å"sylvan7 Wye! † When Wordsworth has been troubled with the ways of the â€Å"unintelligible world,† he asserts, remembering nature has not only brought him peace but has also given him insight â€Å"into the life of things. † Through an act of memory—specifically, through reflecting upon natural scenes—Wordsworth discovers a spirit that connects all life. Just as Wordsworth has returned often to the Wye in memory, so he would recur frequently to this theme in his early and middle-period poetry. â€Å"Tintern Abbey† purports8 to record a moment of revelation, when Wordsworth suddenly realized that nature and acts of memory had given him insight into the life of things. But fond memories alone do not lead him to this discovery. Think again about returning to your high school, several years from now. Your school fight song probably won’t stir you like it once did. You’ll probably be more 5. 6. 7. 8. vista: view or scene. idyllic (i†¢dil’ik): pleasant; simple. sylvan (sil’v? ): associated with the forest. purports: claims. 3 Copyright © by Holt, Rinehart and Winston. All rights reserved. responsible, but also have more responsibilities. Wordsworth waxes9 melancholy as he recalls how enthusiastic and engaged he was with nature on his previous visit to the Wye. Again he sets up a contrast, here between the pure emotion of youth and the rarefied contemplativeness of adulthood. In lines 76 and following, he mourns the loss of that passionate attachment to nature. However, as a â€Å"thoughtless youth,† he maintains, he could not have seen into the â€Å"life of things,† for such a discovery requires thoughtfulness, reflection. Perhaps the most important passage in â€Å"Tintern Abbey† occurs at the moment that Wordsworth makes his discovery: â€Å"For I have learned/To look on nature, not as in the hour/Of thoughtless youth; but hearing oftentimes/The still, sad music of humanity,/Nor harsh nor grating, though of ample power/To chasten and subdue. † Wordsworth has lost his youth, has seen 5. How does the writer five more years pass, has felt the sorrows of others and explain the complex ideas the â€Å"fretful stir† of the world. But becoming acquainted expressed in the with sorrow and loss has given him the power to quotation? ympathize with others and with nature. Note how What literary elements deliberately the lines are set forth, with measured does he point out? phrasing and frequent pauses, and how the â€Å"music† is carefully qualified. These are â€Å"thoughtful† lines, and the spirit that Wordsworth has discovered â€Å"impels/All thinking things. † Up to this point in â€Å"Tintern Abbey,† we have watched Wordsworth move from nostalgia for a lost perspective on nature to joy in a new one. Uttered in the present tense, at a specific time and place, â€Å"Tintern Abbey† appears to record Wordsworth’s discovery â€Å"as it happens. Robert Langbaum has called such poems a â€Å"poetry of experience†; in the Romantic period lyric, Langbaum maintains, the poet always makes a discovery over the course of writing the poem and engaging with his/her subject. As readers of the poem, we too experience this discovery. In â€Å"Tintern Abbey,† there is actually a character who represents us—Wordsworth’s younger sister, Dorothy, who is the â€Å"Friend† addressed in the final stanza of the poem. Dorothy’s significance in William Wordsworth’s li fe and writing cannot be overstated. Their affection for each other was powerful; many have argued that Wordsworth’s â€Å"Lucy† poems10 are actually about his sister. Often she plays the 9. waxes: grows; becomes. 10. Lucy poems: a series of poems written by Wordsworth in 1799, which discuss themes of love and loss. 4 Copyright © by Holt, Rinehart and Winston. All rights reserved. classical role of muse in his verse. And many of his poems, most famously â€Å"Resolution and Independence,† are lyrical renderings of Dorothy’s journal entries about experiences she and William shared. In the final stanza of â€Å"Tintern Abbey,† we learn that Dorothy is with William (at least in spirit) as he speaks this poem, just as we have been. He sees his former self in Dorothy: â€Å"in thy voice I catch/The language of my former heart, and read/My former pleasures in the shooting lights/Of thy wild eyes. † Therefore, he advises her to take his discovery to heart, and in lines that echo a spiritual benediction,11 instructs her to have faith that nature will always provide solace in hard times and fresh insight into the meaning of life. Curiously, however, the tone of this final stanza shifts 6. What change in tone from confidence to anxiousness. Wordsworth’s advice does the writer identify? that Dorothy not forget â€Å"Nature† shifts to a plea that What evidence does he Dorothy (and perhaps we the readers) not forget him. supply to show this Note the interplay of â€Å"remember† and â€Å"forget† in the change? final lines of Wordsworth’s address. Again, memory is an essential concern of â€Å"Tintern Abbey. † How we remember the past was a subject of the early stanzas; why we remember it is a question raised by Wordsworth’s desperate plea â€Å"Nor wilt thou then forget. An important reader of Wordsworth, Paul DeMan, has suggested that in the passing of his youthful frivolity12 and in the â€Å"still, sad music of humanity,† Wordsworth has recognized his own mortality. Perhaps the impetus13 behind Wordsworth’s final address to Dorothy and to us, therefore, is his desire for a kind of immortality. Just as he would carry the â€Å"beauteous forms† of the Wye valley with him always and draw on them for comfort, so he would want Dorothy and us to carry his lines in our hearts and minds. How we remember Wordsworth now differs from how Dorothy and her contemporaries saw him in 1798, and 7. What closing thought how we will think of him five years from now will does the writer leave his surely differ from how we hold him at present. But readers with? â€Å"Tintern Abbey† has certainly given Wordsworth a kind Evaluate whether this is of immortality, for neither he nor this poem has yet an effective conclusion. passed from our culture’s memory.

Middle Ages And Literature Essays - Holy Grail, Narrative Poems

Middle Ages And Literature Middle Ages saw many developments and new trends, but none so plainly as the developments witnessed in the Language and Literature of that time. It began with the Norman Conquest: eloquent french words substituted for the "harsh" saxon equivalents, primarily in the upper levels of society. Literature began to reflect these changes in the language, and continued to evolve throughout the Renissance. Together, these aspects helped define the Middle Ages. The Norman Conquest took place in 1066 with the death of King Edward. William of Normandy, later to be reffered to as "The Conquerer", fought King Harold in order to claim the crown in Britian. Succeeding, William integrated Norman life into the Old English culture, concentrating in the higher courts and plitical scene. This integration of the Norman culture then filtered down to the underclass. The developmental trends of the English Language can be clearly seen in the literature of the time. Geoffrery Chaucer, who's works were a precursor to the Renissance, wrote The Canterbury Tales, a collection of stories set within a framing story of a pilgrimage to Canterbury Cathedral, the shrine of Saint Thomas Becket. The poet joins a band of pilgrims, vividly described in the Prologue, who assemble at the Tabard Inn outside London for the journey to Canterbury. Ranging in status from a Knight to a humble Plowman, they are a detailed view of 14th-century English society. Another glimpse into the life of Middle England was created by William Langland, who was supposedly the author of the religious allegory known as Piers Plowman, considered one of the greatest English poems of medieval times. This work satires corruption among the clergy and the secular authorities, and upholds the dignity and value of labor, represented by Piers Plowman. Sir Thomas Malory, a translator and compiler, was the author of the first great English prose epic, Le morte d'Arthur. It is believed that he was an English knight of Warwickshire and spent many years in prison for political offenses and civic crimes. Le morte d'Arthur was supposedly composed while the author was in prison. It is a compilation and translation from old French sources of most of the tales about the legendary Arthur, king of the Britons, and his knights. The work is filled with compassion for human faults and rememberance of the days of chivalry. His works are followed by John Wycliffe, who gained prominence in 1374 during a prolonged dispute between Edward III, king of England, and the papacy over the payment of a certain papal tribute. Both the king and Parliament were reluctant to pay the papal levies. Wycliffe wrote several pamphlets refuting the pope's claims and upholding the right of Parliament to limit church power. The growth of towns and guilds helped to spread the new trends witnessed in the Middle Ages. With towns, society was concentrated, encouraging the spread of the new language and culture. Guilds then helped bring people with similar talents together, providing the ideal conditions for new inventions to arise. One such invention crucial to the development of literature and language in general was the printing press. Developed by Johann Gutenberg of Germany, the printing press allowed works to be copied and distributed en masse. William Caxton, the first englishman to open a printing press, helped with the transmission of new ideas in the Middle Ages, ushering in the Renissance. Caxton was responsible for the printing of many of the famous works of Middle Age authors, including Sir Thomas Malory's Le morte d'Arthur. Therefore, it is readily appearent that the Middle Ages of English history was a crucial time in the development of the English language and the literature to follow. Without such developments witnessed in the works of Chaucer, Wycliffe, and Malory, the literature that followed, such as the works of William Shakespeare, would not have been possible.

Analysis of Act IV scene 1, in three different versions of The Merchant Of Venice Essay Example

Analysis of Act IV scene 1, in three different versions of The Merchant Of Venice Essay Example Analysis of Act IV scene 1, in three different versions of The Merchant Of Venice Paper Analysis of Act IV scene 1, in three different versions of The Merchant Of Venice Paper Essay Topic: Merchant Of Venice Play Act IV scene 1 is an intense scene in the play where we see many of the plays main themes such as justice and mercy, money and status, revenge, loyalty, love and prejudice and tolerance. Shakespeare presents a harsh character in Shylock the Jew, but the fact that he also gives him the chance to speak more than any other European playwright preceding him would suggest that his portrayal is not conventional but much more complex for example in his words in Act III scene 1, lines 57-58: I am a Jew. Hath not a Jew eyes? Hath not a Jew hands, organs, dimensions? Much of Shakespeares enduring appeal has been in his amazing portrayal of the complexities of the human condition for example Hamlet or Macbeth. Traditionally Jews were the evil villains of Elizabethan drama, frequently Machiavellian or greedy but unlike his contemporaries Shakespeares characters were never simply good or evil but embody the complex mix within each of us that makes us human. The main dilemma in staging this play today is in the consideration of Shakespeares possible anti-semitism and/or sympathies towards his character and indeed whether Shylock only represents the Jewish people or whether he is symbolic of oppression of minority races in general. Through Shylocks forced conversion in this scene we are reminded of the conversions of other religions according to the ruler of the time such as Henry VIII. This would suggest that Shakespeare is using Shylock as more than a symbol of Jewishness. In this piece of coursework I will be examining mainly how sympathetic or unsympathetic the various versions seem to be and how each Director has succeeded in making the character of Shylock worthy of Shakespeares realism. Jews were traditionally viewed as outsiders and were not citizens. Christians as far back as the 11th century could not lend money without interest and many Jews earned a living from this profession as they could not join the artisan guilds. As they became their own debt collectors they soon became the target of resentment. A myth was born; with which Shakespeares audience would have been familiar, of ritual murder or blood libel that Jews would kill adult Christians. It is to this myth to which Shakespeare seems to allude in the pound of flesh incident in this scene. Shakespeare is original in showing us the extent to which Shylock is oppressed by Christians surrounding him and it is through this that Shakespeare succeeds in drawing out sympathy from his audience. Analysis of Act IV scene 1 In the text of Act IV scene 1 before we meet Shylock he is described as a stony adversary, an inhuman wretch, incapable of pity, void and empty from any dram of mercy. Antonio describes Shylocks spirit as being full of tyranny and rage. When Shylock enters into the scene the Duke challenges him saying The world thinks, and I think so too, that thou but leadest this fashion of thy malice To the last hour of act, and then tis thought Thoult show thy mercy and remorse more strange than is thy strange apparent cruelty. At this point the audience is immediately drawn into the suspense of the scene. The Duke speaks for everyone in hoping that Shylock will back down. The combination of the Dukes speech on mercy and his hope for a gentle answer with Shylocks contemptuous reply serves to further provoke the audience. Calling Shylock Jew instead of using his name also manipulates the audiences reactions into thinking of the stereotype rather than the individual. At this point the Duke says Let him stand before our face suggests Shylock should stand centre stage for this speech. Shylocks reply to the Duke and onlookers is so long winded that he immediately loses favour. This speech would be effective if he was standing up as he speaks about his values. It is a central point in the scene as it is his first opportunity to defend himself but he does not elicit sympathy from his onlookers. He is instead twisting, evasive and difficult: So can I give no reason, nor I will not, more than a lodged hatred and a certain loathing I bear Antonio. He ends this key speech in his defence with an open admission of his hatred. His illustrations of animals, later paralleled in Antonios speech, are deliberately offensive. He plays with the words of Bassanio, twists them and turns them back on the speaker providing a quickfire dialogue which builds up the tension from the outset. The repeated references to the Jew suggest an element of anti-semitism. The imagery of the wolf and the lamb is very effective as it evokes both blood lust for an innocent creature and also the key theme of religion in the form of the lamb of God. His Jewish heart again evokes the stereotype of the unfeeling moneylender. The Dukes repeated pleas for mercy, a key theme in the scene, serve only to enforce Shylocks determination to have exactly what he is owed: the pound of flesh. Ironically this steadfast and unrelenting desire to have his bond is what ultimately results in his downfall at the end of the scene. There is a certain irony in Shylocks swearing on our holy Sabbath to have his bond as God teaches forgiveness. His demand of What judgement shall I dread, doing no wrong? conveys his arrogance as he seems utterly convinced of being in the right. When Shylock challenges his onlookers as to their treatment of slaves, this could suggest a defence of those oppressed and support the view that Shakespeares position was not only pro-Jewish but more globally in support of oppressed minorities in general. The climax of Shylocks claim is spoken with great force and evokes some sympathy finally when he alludes to how the pound of flesh is dearly bought. I would exploit this line as a key point in his speech. When he demands the fatal reply from the Court it is ironic as it is the intricacies of the law of Venice which eventually condemns him. He could conceivably be holding his bond in his hand at this stage for maximum visual impact. Bassanios words The Jew shall have my flesh, blood, bones and all are somewhat reminiscent of Shylocks earlier words in Act III scene I: I am a Jew. Hath not a Jew eyes? Hath not a Jew hands, organs, dimensions? His reference to one drop of blood also sets the scene for what will unfold and heightens the audiences suspense as to a possible blood libel. Gratianos pun on sole and soul indicate for us how Shylock is sharpening his knife. At this point sympathy for Shylock must be at its lowest as he does indeed come across as having bloody and ravenous desires and he again seems to dismiss Bassanios words with contempt. Antonio and Bassanio must surely end this section feeling thoroughly pessimistic. Their speech would surely be filled with tension and a desperate sense of urgency. With Portias arrival, however, the mood immediately lightens. As a symbol of Christianity her determined pleas for mercy provide hope for a more positive outcome and compel the audience further. Even Portia refers initially to Shylock as the Jew. Her lyrical and moving speech regarding the quality of mercy dropping as the gentle rain from heaven contrasts sharply with Antonios earlier speech on Shylocks lack of mercy: You may as well forbid the mountain pines to wag their high tops and to make no noise when they are fretten with the gusts of heaven. It also contrasts with Shylocks short punctuated sentences. When Portia suggests that Shylock will be blessed in return for showing mercy it is loaded with irony as at the end he is granted mercy regardless of not having done the same. Shylocks patience seems to be running out when he challenges Portias words: My deeds upon my head, I crave the law, the penalty and forfeit of my bond. I imagine this said with controlled anger. Throughout this speech Shylock remains determined and unmoved. He continues to make religious references and begins to compliment Portia on her apparent wisdom. He recites passages from his bond one imagines in a tone of expectation at things going his way. When Bassanio and Gratiano speak with great emotion of their own wives whom they would sacrifice for Antonios sake, their words are contrasted with Shylocks to great effect: I have a daughter. This for the first time really underlines the pain that Shylock has been caused and shows that rather than being a man incapable of emotion, that he too has suffered greatly and that this is at the root of his determination to have what he is rightfully owed. The change in mood at this point makes Portias verdict even more shocking and sudden. Ironically Shylock who seemed earlier to know every word of his bond now seems somewhat uncertain for the first time as Portia recites the word of the law to him: Is that the law? He then persists in d emanding the bond thrice and seems suddenly unsettled, edgy and in a hurry to depart. This is conveyed through his short, punctuated speech. Towards the end of the scene in a dramatic and ironic role reversal we see Shylock begging for his livelihood and his life: Nay, take my life and all, pardon not that. You take my house, when you do take the prop That doth sustain my house; you take my life, When you do take the means whereby I live. His poignant words I am content in reply to the verdict granted by the Court I imagine being said with utmost humility. His claims of being not well could elicit sympathy from the audience. We are reminded here of him as not only being a cantankerous man but primarily an old man, fragile and ephemeral like other humans. It is on this note that Shakespeare chooses to herald Shylocks exit. Discussion of version 1 The Channel 4 television version was produced and directed by Alan Horrox and starred Bob Peck as Shylock and Benjamin Whitrow as Antonio. This version was very traditional it was set in Venice in the sixteenth century and was filmed both in studio (Millennium studios) and on location in Venice. Music is also used in this version both during Portias speech on mercy and again when Shylock is going to cut Antonio this adds to the suspense of the scene. This version portrays Shylock in parts as a harsh character for whom you would show less sympathy. He is portrayed as a haughty character and points his finger at Antonio saying The pound of flesh which I demand of him is dearly bought, tis mine and I will have it. In a later part of the scene his haughty attitude is reinforced when he is again asked to show mercy he replies On what compulsion must I? Tell me that. Close up camera work was used effectively at this point. Shylocks character changes when he feels things are going his way, he grovels to Portia and praises her, he has a look of pleasure on his face when he unsheathes his knife and is ready to cut Antonio. When Shylock is about to cut Antonio he notices that he has a cross around his neck and so he pushes it over his shoulder demonstrating his dislike of Christianity. However, his attitude changes to one of shock when Portia stops him. From this point onward one is inclined to feel sorry for Shylock as he goes from being quite wealthy to losing everything because of his own stubborn attitude and lack of sympathy. At the very end of the scene when Shylock is on his knees you are inclined to feel sympathetic towards him. Discussion of version 2 Trevor Nunn directed this version and it starred Henry Goodman as Shylock and David Bamber as Antonio. It was filmed at Pinewood Studios. The setting was very stark with most actors wearing dark suits and it was set in the 1920s in between the two World Wars. Through this version we see the many different sides to Shylocks character. At the start of the scene he appears as an old man who has difficulty in walking which elicits a little sympathy. However, Shylocks character is strong and when he is insisting on his bond the previous feeling of sympathy changes to one of abhorrence. His dislike of both Christianity and Antonio is noted early in the scene by his facial expression when he states, More than a lodged hate and a certain loathing I bear Antonio, that I follow thus. Antonio further emphasises Shylocks Jewishness when he states As seek to soften that than which whats harder? His Jewish heart. here showing how Shylock is viewed as hard hearted. Feelings change again when Shylock says with regard to his daughter dearly bought as this evokes sympathy for him and close up camera work is used effectively at this point. Shylock speaks with anger refusing to show mercy and insisting on his bond. When Bassanio said Yes, here I tender it for him in the court, Yea, twice the sum, if that will not suffice, I will be bound to pay it ten times oer On forfeit of my hands, my head, my heart. If this will not suffice, it must appear That malice bears down truth applause was used effectively to show support for Antonio and to isolate Shylock. Shylock goes on to appear very happy and excited at the prospect of receiving his bond. However, when the tables are turned he is stubborn and refuses to beg for mercy this could evoke anti-semitic feelings as he is portrayed standing alone while Antonio has the support of his Christian friends. Although Shylock remained seated at the end I still felt sorry for him as he looked old and frail especially when he removed his Jewish hat and cloth placing them on the scales as he left. Discussion of version 3 This version was directed for television by John Sichel and starred Laurence Olivier as Shylock, Anthony Nichols as Antonio. The actors all wore Victorian costumes and the setting was like a board meeting with all in attendance sitting round it and the furniture was very ornate. This created a highly pressurised environment. Shylock was more confident and walked round the table, his voice was strong and facial expressions were used effectively to portray his emotions. Again we see the confident, stubborn man in early scenes when Shylock is demanding his bond. He shows his disgust and hatred of Antonio both by his facial expression and tone of voice, when he says a certain loathing I bear Antonio. He shows his confidence in his demands when he walks about saying What judgement shall I dread, doing no wrong? His feelings show pleasure as he smiles when sharpening his knife to cut his pound of flesh. He speaks with great arrogance when he says, On what compulsion must I? showing his determination to have what is owed. There is sarcasm in his voice when he refers to Christian husbands willing to sacrifice their wives for Antonio by saying These be the Christian husbands. The lighting was impressive throughout the scene and there was effective close up camera work during Portias speech, for example, when she said, It blesseth him that gives, and him that takes. and also when Shylock made the statement I have a daughter because this focused on Shylocks suffering for the first time.. In this version Shylock is a more arrogant character. He raises his voice and gets extremely angry and looks shocked and surprised when he asks the question Is that the law? At the very end of the scene you feel sorry for Shylock, as he seems old, fragile and weak. He looks as though he has lost everything in the world and he has to hold onto a pillar for support. He falls to the ground and is helped out of the room. The scene ends with just the sound of Shylock crying outside which is very effective as it emphasises his isolation. Comparison of versions and personal opinions Although all three versions told exactly the same story they all had very different settings and portrayed Shylock in a slightly different way although each one elicited sympathy for him. The Channel 4 version was very colourful and used traditional Shakespearean costumes. Lighting and music were used effectively and the setting gave the impression of a real courtroom. I felt some sympathy for Shylock in this version The Trevor Nunn version was simplistic, with most actors dressed in dark suits. It gave me the impression of rival mafia style gangs. The final version, which was done by the National Theatre Company, was my favourite. Laurence Olivier portrayed Shylock as a strong confident character who moved around the room making him appear more arrogant than in the other two versions but also eliciting sympathy. I felt this version was the best as it succeeded in conveying the complexities of Shylocks character. We saw both arrogance and frailty and I thought it conveyed the story as Shakespeare was trying to put it across in the text.

Five Tips for Getting a Tax Refund Quickly

Five Tips for Getting a Tax Refund Quickly Here are answers to some of the questions people ask most often about how to get tax refunds from the IRS quickly, accurately, and easily . Tax Return Tips File electronicallyCheck your return carefully for errors and sign it before submitting it to the IRSHave your refund directly deposited into your bank accountCheck the status of your return with the IRS’ â€Å"Where’s My Refund?† online tool When Will You Get Your Refund? How quickly you receive your tax refund depends on how you filed your return, and whether you completed it accurately. If you filed a paper tax return, in most cases it could tax the IRS up to 21 days from the date it receives your paperwork to issue your tax return. If you want your tax refund more quickly, file your return electronically. The IRS typically issues tax refunds to electronic filers within three weeks. The sooner you file your return, the sooner you’ll get your refund. Filing early also reduces the risk of having your refund stolen. Tax refund theft is a growing problem that occurs when someone steals your personal information and uses it to file a fake return under your name and Social Security number and pocket the refund. If you are one of the millions of Americans who had or may have had their information stolen in any of the recent data breaches, be sure to file as soon as possible. While the IRS will work to straighten out refund theft, it can delay your refund by months. How Can You Check the Status of Your Tax Refund? The fastest and easiest way to track your tax refund is to use the IRS Wheres My Refund? tool on the IRS.gov home page. To check the status of your tax refund online you will need your Social Security number, filing status, and the exact whole dollar amount of your refund shown on your return. You can also check the status of your tax refund by calling the IRS Refund Hotline at (800) 829-1954. You will need to provide your Social Security number, your filing status, and the exact whole dollar amount of the refund shown on your return. What Options Do You Have to Receive Your Tax Return? The quickest way to get your tax refund into your bank account is to have it direct-deposited. But the IRS will also issue a paper check or, if you choose, U.S. Savings Bonds. You can use your refund to buy up to $5,000 in U.S. Series I savings bonds in multiples of $50. What If You Dont Get a Tax Refund or the Amount Is Wrong? If you get a tax refund that you either werent expecting or is larger that you expected, do not immediately cash the check. The IRS recommends taxpayers wait for a notice explaining the difference, and then follow the instructions on that notice. If your tax refund isnt a big as you thought it should have been, go ahead and cash the check. The IRS may determine later that you are owed more and send a separate check. If you want to contest the amount of your tax refund, wait two weeks after receiving the refund, then call (800) 829-1040. If you didnt get a tax refund or lost or accidentally destroyed it, you can file an online claim at Wheres My Refund for a replacement check if its been more than 28 days from the date that your refund was mailed. What Else Can You Do to Make Sure You Get Your Tax Refund Quickly? Make sure to check your return before sending it. Errors can stall the delivery or your tax refund. The most common tax return errors, according to the IRS, are writing incorrect Social Security numbers or forgetting to enter them altogether; miscalculating the tax owed based on taxable income and marital status; entering data on the wrong lines of the form; and basic math mistakes.

Employment law Essay Example | Topics and Well Written Essays - 2000 words - 2

Employment law - Essay Example Newspaper Ltd) it was held that an act of insubordination or disobedience or misconduct can warrant a summary dismissal only if it is demonstrated that the employee has renounced the terms of contract or one of its important conditions. Thus, in case of insubordination dismissal, it depends upon factors like status of the employee, the past track record of the employee and the social scenarios prevailed at that time. In Blyth v The Scottish Liberal Club (1983), wilful disobedience to adhere the superior’s order like a decline to attend meeting was regarded as insubordination2. In Wilson v Racher case, the defendant dismissed the gardener as there was heated argument over the gardener’s early departure on a previous Friday. In this case, there was no allegation of insolence or inefficiency and the Court of Appeal held that whether the attitude of the gardener was insubordinate and insulting to such magnitude as to be irreconcilable with the prolonging of the relationship of servant and master and hence, the dismissal was held to be unfair3. In Macari v Celtic Football and Athletic Co Ltd, it was held by the Court of Session that employees were not warranted to adhere with orders that had been issued in bad faith in scenarios where the employer was unfriendly with the employee. Further, the order issued to the employee in such a bad faith to the magnitude that it was obvious that the order had been issued with some ulterior motive and to mainly to harass or embarrass the employee4. Thus, in cases of insubordination, EAT (Employment Appellate Tribunal] will not just look at the order itself and the employee’s refusal to adhere the instruction of his employer but EAT will also give consideration to the reality and the actual background under which such order was issued. In Cavanagh v Dunnes Stores, an employee was dismissed as he declined to relocate from the Head office to a store in the ILAC centre though the employee had initially given his consent for

Case study Essay Example | Topics and Well Written Essays - 1250 words - 13

Case study - Essay Example Even if he was aware of the contract it is still possible that he was not aware of the clause. The fact that management made them aware of the presence of these people and they still went ahead with their holiday could lessen their chances at raising a claim against the hotel or the travel agency. This goes into their complaint about the poor food. It must be established whether or not the poor quality of the food was a function of an unsupported expectation or because it failed to meet conditions set forth in a contract. ‘Quiet atmosphere’ was an essential requisite of the client before he agreed to book with Elite. If it can be shown that Elysium acted in wanton disregard of this fact, a case can be made that they acted in bad faith because they knowingly booked Mr. Williams in the hotel knowing that he would be in the company of the 18-30 club people when he wanted peace and quiet. This goes into their claim that it was impossible for the hotel to accommodate his desire to be away from the noisy young people. If it can be shown that there were vacancies in the hotel and Mr. Williams knew about this, then there is a further showing of bad faith. My client Mr. Williams has a complaint that amounts to a breach of contract on the part of Elysium and Elite Travel. At issue here is that Mr. Williams reserved a two week vacation at Elysium based on the offer made by Elite Travel which promised certain conditions which were not met. Among the conditions breached was the offer of international cuisine and an Olympic size swimming pool. The cuisine was described by Mr. Williams as â€Å"junk food† and the Olympic-size swimming pool was always closed because the 18-30 Club patrons kept rendering it unusable. The attitude of management at Elysium further aggravated Mr. Williams because the resort was unwilling to accommodate his

Mediation and Advocacy Literature Review Essay Example for Free

Mediation and Advocacy Literature Review Essay In the human services field there is a combination of areas that require mediation and advocacy. Human services consist of and utilize a number of disciplines. Mediation is usually defined as a process in which an impartial third party helps parties resolve a dispute or plan a transaction by assisting their negotiations. Approaches, however, can vary considerably. Many mediators tend to use the same approach regardless of the situations of the parties. But others are flexible and do whatever will work. Each approach has potential advantages and disadvantages. Advocacy is helping or assisting those within a special population acquire the services they need. Advocacy is when someone supports you to speak up about a certain thing. It aims to make sure that an individuals opinions and/or plight are heard and understood. Many disputes are presented when working as a mediator and an advocate in the human services field. Advocacy and Mediation necessitate a person to stay unbiased in order to assist individuals resolve their issues. The roles of advocates and mediators also come with restrictions which if not followed, could lead them to have severe legal problems. Mediators recognize that research is essential to the advancement of knowledge and that all investigations must be conducted with respect for the rights and dignity of participants and with concern for their welfare. Specifically, the conditions of the Human Subjects Experimentation, as designated by the Department of Health and Human Services of the United States Federal Government, shall be adhered to. (www.mediate.com) Being an advocate can present ethical, moral and legal issues, ethical issues are presented everywhere within advocacy. Those advocates have the ethical liability to act with honesty and sincerity. Advocates have the moral responsibility to help clients and social reasons. The most difficult task in their obligations is the legal and ethical limitations they face when taking on their cases. Some of the most rigorous limitations include laws regarding defamation or even hate crimes. These hate crimes are not only at hand in relation to racisms. An increase in hate crimes has been seen towards and in relation with same-sex marriages. These advocates are faced with the intricate task of protecting these people from hate crimes and must at the same time uphold their ethical and moral obligation to their clients regardless of their own personal beliefs (Barsky, 2007). The assimilation of advocacy and mediation plays a vital role within all human services agencies. These positions are highly recommended to unbiased knowledgeable individuals seeking to help improve society. Advocates support and preserve their stance on their meticulous beliefs and do so in an organized group fashion. A mediator in contrast assists people with decision making; they provide alternatives to their problems through coordinated counseling or support groups. Mediators strive to assist in a wide array of approaches and provide both parties with the best tools and documentation in order to realize a positive result, nevertheless mediators do not make the final decisions as they are only there to facilitate both parties to a arrive at an agreement (Barsky, 2007). Mediation and advocacy also allow clients to become familiar with the laws and limitations in relation to their issues in hopes to eliminate further escalations of the issue; whether it is a social or legal topic. Advocacy allows people the opportunity to defend their personal beliefs and voice what he or she believes to be right or wrong. The presence of these two entities allows the resolution of conflicts and conflic ting beliefs from escalating in to violence or further legal actions. Whether it may be defending the basic human rights or the difficult topics of parental rights or partial custodies; mediators provide an undeniable crucial Advocates understand the complex interface between the individuals and even the communities in which they live in. Being around the individual helps the advocate and mediator access and determine what type of people they are around and see how society interacts with their lives. The individual’s behavior would provide insight into what makes them comfortable; so there want be a need for barriers. Advocates and mediators recognize this type of closure and are specialized in learning how to gain the individuals trust. Advocates and mediators also distinguish how an individual lives with one another and can determine a lot about their lifestyle. Human services act as advocates as well when trying to determine any needs that have not been facilitated for clients. The needs could be great but it is up to human services to determine whether its assistance at home, medical and school issues for their children if they have any because unfortunately when adults are having problems, they do reflect on their children. Children are easiest to please but when their parents are having issues at home it can be emotionally offensive to the children if the parents aren’t careful, going to counseling and getting their children involved could help determine the cause and hopefully find a solution. In conclusion I have discovered that mediators and advocates provide a strong backbone for the different disciplines that encompass human services. Human services, advocates and mediators are all allowed to form a positive and engaging environment with the individuals that they relate with. Advocates work with clients in order to help them negotiate more effectively on their own behalves while also acting on behalf of one client. Human services are aware of their own cultural backgrounds, principles, and ethics, recognizing the prospective impact on their relationships with others. Human services advocate for the rights of all members of society, particularly those who are members of minorities and groups at which discriminatory practices have historically been directed (National Organization for Human Services, 2009). Connecting mediation and advocacy to human services involves all parties fully engaged in helping individuals surpass their disputes. Obtaining commitments and considering alternatives are good negotiation ethics that a professional must encounter to have a balanced reasonable connection with their clients (Barsky, Chapter 3 , page 78, 2000). References: Barsky. A.E. (2000). Conflict Resolution for the Helping Professional (2nd ed.). Retrieved From the University of Phoenix eBook Collection database. Mediation Council of Illinois. (1999, August). Standards of Practice for Mediators, Illinois Retrieved February 10, 2013, from http://www.mediate.com/articles National Association of Social Workers. (2011). Code of Ethics of the National Association of Social Workers. Retrieved February 10, 2013, from http://www.socialworkers.org

The Playground Of The Gods :: essays research papers

The Playground of The Gods Cathy Spellman's, The Playground of The Gods is an exuberant novel which deals with murder in a remote tropical paradise but can further be read as an illustration of man's ignorance and invasion of nature. "Do it big, or stay in bed."( Larry Kelly). These are words that Thoros Gagarian lives by. He is one of the wealthiest men in the world and when picking his private paradise, only one place on earth could serve his needs and fantasies. This place is Mora Utu-The playground of the Gods-a green jewel in the placid blue expanse of the South Pacific, the most luxurious and seductive private preserve anywhere on the planet. Once his prized-possession has been found, Thoros immediately ships the island natives to a different island and brings in his construction crews to hurriedly build his paradise in order to have it ready for a celebratory visit by 12 of his close friends. In the introduction to the story, Cathy Spellman makes clear the notion that the protagonist, Thoros Gagarian views himself as an indestructible god. Her descriptions of his haste purchase of his Island paradise shows a man for whom their is no boundaries. His arrogance is further displayed in his building of his compound. Spellman's voice of reason comes from a spiritual Mexican couple who are Thoros's servants. They not only warn but predict of many consequences to the ignorance to which nature is being shown. â€Å"Nature will not permit alteration on such a scale.†(Emilio, 114). However, these warnings are ignored by the men who do not appreciate a bizarre servant couple speaking of things which money can't buy and power can't control. This is when Spellman's utilization of irony comes into the picture. A member of the party catches a tropical fever, yet he can't be cured because the tree which possesses the antidote was destroyed in the creation of the facility. This is followed by a serendipitous chain of events which is climaxed

Personal Theory Paper Essay

Abstract There are many ways is which we can build and create our own theories about child development but the way we do our own theories will significantly affect the way we guide and teach children. My unique personal theory about child development is that children should be guided and treated with respect and dignity. This essay will explain my own personal theory or theories that I would use to greatly guide and help children along the way, I believe that these that I am about to mention are the ones that I feel I would really use later on as I pursue my profession in the Child development Field. A positive approach to guidance makes children and others feel confident, happy, and pleasant. A positive approach does not include shaming, humiliation, ridicule, pressure to compete, nor is it punitive, impatient, mean, or bossy. Personal Theory 3 Personal Theory Paper Having your own personal theory means how you will guide children into success in their life’s later on. Making our own personal theory helps us understand, predict, explain and control that reality. Thy are mostly verbal but they can also be mathematical or illustrative. Having our own personal theories really helps learn how children will learn and develop. These several questions that I will discuss are questions that often children caregivers ask themselves: 1. How do you view the course of development is it Continuous or Discontinuous? 2. Is there one course or many courses of development that would characterize all children? 3. Do genetic or environmental factors play a greater role in development? Highlighting these major questions will give us an understanding as to how children develop and react to the changes around them. 1 Theory is a contemplative and rational type of abstract or generalized thinking. Depending on the context, the results might for example include generalized explanations on how nature works, or even how divine or metaphysical matters are thought to work. How do you view the course of development is Continuous or Discontinuous? To me how I view the course of development is it depends on the child’s physical and psychological development. On the Wikipedia article about Child Development in the Continuity section of the article I read this: â€Å"Many aspects of developmental change are continuous and do not display noticeable milestones of change. Continuous developmental changes, like growth in stature, involve fairly gradual and predictable progress toward adult characteristics.† (www.wikipedia.com). Although scientists and children caregivers have an interest in identification of developmental milestones, many aspects of developmental change are continuous. An example of a discontinuous development is Freud’s Psycho Sexual stages of development is theorized that children systematically move through oral, anal, phallic, and latency stages before reaching mature adult sexuality in the genital stage. The same is mentioned for Erikson’s theory of development and Piaget’s stages of cognitive development. Theorists who believe children grow continuously believe that kids constantly add new lessons and skills on top of old lessons and though parents cannot see it all the time with their own eyes, children are growing all the time right in front of them. Their bodies make new cells. Their minds learn new skills as they play and interact with other people everyday. On the other hand children who grow Discontinuously believe that children grow in stages as they seem to develop chunks of abilities and to experience events at certain times in life. Is there one course or many courses of development that would characterize all children? In my view I believe that both one or many courses in development exist. There is not only one course or just many course, in a preschool setting a teacher or caregiver is dealing with children from different backgrounds, culture, and developmental differences physically, emotional, and psychologically. Its important for a teacher or caregiver to really observe and understand if each child has only one course or many courses of development. â€Å"When a developmental theory has only one course then it is only said to follow one path, but when a developmental theory involves many courses then it has unique paths for particular individuals across popular contexts.† (www.wiki-answers.com/Q/Child_development_One_course_of_development_or_many). Do Genetic or Environmental factors play a greater role in Development? Genetics and the environment shape the development of a human. This fact is mostly known by the idea of nature versus nurture. Scientists have been questioning which of these factors influence upon the various aspects of personal growth. A person’s physical development is strongly affected by their genes inherited from their parents. Parents genes predetermine the limits of an individuals height and other characteristics. (www.teenink.com/opinion). Genetics can have a powerful influence on development, but experiences are also important. For example, while the genetic code contains the information a child is influenced by their surroundings. If a child grows up in a home Personal Theory 6 that is well off, they may not appreciate the hard work that goes into earning a dollar because everything was given to them. On the other hand if a child grows up in poverty he or she may not want things that have no significance in their life. Child’s growth starts right away and does not end until the child is ready. As a child grows up he or she will learn to think for herself, become aware of themselves, learn to reason, and master language. The environment plays mostly an important part in the child’s skill enhancement in so many ways. First there are hereditary traits that can affect a child. The way they talk, walk, their psyche, cognitive thinking, and more can be due to the environment. My Own two Major theories of Development Two major theories that I have experienced while interacting with children is self-direction in which it is the ability to control one’s own behavior, to think for oneself was a basic aim by Swiss psychologist, Jean Piaget which have mostly to do with values of freedom and liberty. I have personally come across this because when interacting with children I like to teach them to be more independent with themselves, to be able to do the things by themselves and if they already tried several times and they still need help on doing something then they can rely on me for help. I have a younger sister who I have been helping my mom take care of ever since my sister was three years old (now she is eight years old) she does like to do things by herself independently but now that she is growing up, I have noticed that she is always wanting someone to do the things for her. Like there are times in the mornings when she feels lazy to do her own bed so she always tends to ask for my help only even though she also has other older sisters and an older brother she still only asks for my help, sometimes it is kind of annoying for me when she only asks for my help it almost seems like if I was her only sister. I am tend to loose my patience at times but that is when I Personal Theory 7 say to myself to calm down and realize that she likes to spend quality time with me, even if sometimes it is annoying. I want her to rely on me for help but what I want her to realize is that she also has to do her own things. When she is in a tight situation then that is when she can come to me for advice. My other theory is the imitation experience, when a child sees someone clapping then after seeing the grownup clap the child claps back just the same way the grownup did it. Helping a child read picture books can help develop schemas in child development. A schema can be defined as a set of linked mental representations of the world, which are used both to understand and respond to situations. The assumption is that we store these mental representations and apply them when needed. (www.simplypsychology.com/piaget.html). For example, a person might have a schema about buying a meal in a restaurant. The schema is a stored form of the pattern of behavior which includes looking at a menu, or during food, eating it and paying the bill. This is an example of a schema called ‘script’. Whenever they are in a restaurant, they retrieve this schema from memory and apply it to the situation. The schemas Piaget described tend to be simpler than this-especially those used by infants. He described how as a child gets older-his or her schemas become more numerous and elaborate. An example of an initial schema is when the teacher is showing the children how a dog looks from a picture book, therefore the children begin to develop an understanding of what a dog looks like just by looking at the picture book. Experience in practicing the skill can be provided by adults at strategic moments when the child shows readiness, thus enhancing development. Expert teachers are sensitive to children’s readiness in many learning domains. Children seek ways to gain experience when they find a new skill fascinating. (Hildebrand pg. 29) I would watch children climb up and down a mountain when they learning to climb. When observing I would also listen to the children’s conversations, to me it is Personal Theory 8 interesting listening to the way children use words to connect them into sentences that are filled with fantasy, imagination and curiousness all over listening to their conversations also makes me wonder sometimes if they are imitating a grown-up from their own family or if it comes from their own active imagination, it almost seems like they have an inner drive to excel. I would never like to hinder a child from saying anything they wish to say but I would also watch carefully that any child does not swear because a young children’s mind is always active and open; and when they are toddlers everything the grownups say or do they will want to do it also because they are at a period where they want to try everything you do also, so we as their caregivers have to be extra careful what we say or do because what we do or say will greatly affect the child in the present and lat er on in their life. Conclusion Even though I have never had professional early child development teaching experience I know that in the several years of taking care of my sister I have at least gained some basic experience and have seen some of the theories that I mentioned in this essay in action with my younger sister. To me the course of development is both continuous and discontinuous depending on how each child develops. Learning about these theories and finding out more information about the many courses or just one course of development made me see that there are many courses of development based on the many developmental theories and stages each child goes through in life. Lastly I discovered that both genetic and environmental factors can affect children greatly in the present as well as later on in life. As I said earlier if a child is brought up in a negative environment then that will definitely affect the children emotionally as well psychologically. References Continuity and Discontinuity in Development http://en.wikipedia.org/wiki/Child_development Oswald, Angela. Child Development Stages versus Continuous Development. Retrieved from: http://www.sevencounties.org/poc/view_doc.php? type=doc&id=7920.. Cabi816, Greenville, SC. Teen Ink. Genetic Versus the Environment and their Effects on the Development. Retrieved from: http://www.teenink.com/opinion/current_events_politics/article/155563/Geneti cs-V-The-Environment-And-Their-Effects-On-Development/ McLeod, Saul. (Published 2009, Updated 2012). Simply Psychology. Jean Piaget. Retrieved from: http://www.simplypsychology.org/piaget.html Hildebrand, Verna and Hearron, F. Patricia. Guiding Young Children. Sixth Edition. (1999). Merrill, an imprint of Prentice Hall. Upper Saddle, New Jersey and Columbus, Ohio. Chapter 2 Knowing Children as a Basis for Guidance. Speed of Development.

Education Analysis Paper

â€Å"The popular notion of what it’s like to teach in urban America is dominated by two extremes† (Michie, 1999, p. xxi). Gregory Michie succeeds admirably in rendering his teaching experiences in the complicated reality between two extremes in his book Holler If You Hear Me: The Education of a Teacher and His Students. Many people hear about the horror stories, portrayed by the media mainly, that schools in urban America are nothing short of chaos; uneducated and uninterested kids. Then there are other stories that are rarely heard of, about the one teacher who makes the difference in such a school. Michie’s account in his book skillfully avoids the simplification either extreme would demand. Holler if You Hear Me touches on a variety of the fundamental challenges of teaching: classroom discipline, teacher frustration, racial and ethnic differences, student apathy, relationships with students and with other teachers, and the list goes on. Throughout the book, Michie balances his tales of struggle with moments of joyous success. Not surprisingly, the successes are often related to the development of deeper connections between teacher and student. This aspect is so detrimental to the educational system. As teachers we need to make that connection with our students. To not do so would be taking away from their experience as a student as well as ours as teachers. Isn’t this why we teach to begin with? This goal may seem high considering you have to add on top of curriculum, standards, rowdy students, the personal connection of teacher and student. It may seem this way, but if it’s not set, then everything else does not seem worth the trouble at all. Esme Codell states my beliefs on this topic beautifully: â€Å"The goal is not necessarily to succeed but to keep trying, to be the kind of person who has ideas and sees them through† (Codell, 1999, p. 5). I may not succeed in reaching every student I teach, but if the effort is made on my part, if I set this goal and try to see it through, then at least I know I did not give up. There are so many situations that Michie was in where I felt he should just let it go, don’t try because it’s not going to work out, especially so in the story where Reggie was attacked by a local police officer, but he didn’t (Michie, 1999, p. 46). As I was thinking about this, I wouldn’t have gone through the trouble of seeing this man brought to justice, although in the end he wasn’t. Michie wasn’t even there, but he knew if something wasn’t done, this would affect the way Reggie grew up and viewed life. It is this kind of dedication that inspires me to keep going to classes and writing papers. I want to help students to see our world in a different light. Joel Spring stated in his book, American Education, â€Å"the school will continue to be used in efforts to solve social, political, and economic problems† (Spring, 2004). The purpose of public schooling is to prepare today’s children for tomorrow’s problems. It is important not only to teachers and students, but also to the community as a whole. If the communities where these children are being raised see the teachers that teach their kids really do care, the implications are endless. Things could change, especially so for urban American communities. I know these are high hopes, but again, if I don’t set them, how will I even begin to see them through. Being a teacher means I must strive to connect with my students. I have to see beyond my basic responsibilities as a teacher and bring the students to the fore-front of my life. It is the little moments of success that will bring such a connection to our relationships with our students. â€Å"It’s a teachable moment that got away, just one of many that I’ve knowingly let slip through my fingers† (Michie, 1999, p. 102). Michie presents his victories with a genuine modesty that comes from the experience of other, less effective teaching moments, but these moments are not always successful. Michie’s reported mistakes and difficulties are some of the most instructive parts of the book. As a prospective teacher, I have to understand the reality of life that not all teachable moments are going to be seen through. Sometimes they are lost and Michie has opened my eyes to such an existence. The only difference is that I hope I do not â€Å"knowingly† allow this to happen. At times, though, I wanted to hear even more introspection from the author about the reasoning behind his actions or why he thinks a particular moment worked well or did not work at all. It was frustrating when there was no follow up on something as important as â€Å"a teachable moment being lost† (Michie, 1999, p, 102). It is apathy such as this that makes going into the teaching field frustrating. The Corridor of Shame is a prime example of a cold detachment of interest. Nobody really cares for the students who live out there along the highway, but who is suffering? The students are. Do people even know what’s going on in our state? I didn’t until I watched this film. What kind of message is this sending to our nation? What’s behind the motives of leaving schools such as these left out to die? Politics? Hidden agendas? Who knows? What is important is that we ask these questions and put forth an effort to find the answers. We need to find out why teachers, administrators, parents, etc. allow schools to be lost. Essentially these schools are if you think about it. A school that is neglected is an entire lifetime of teachable moments being lost. Holler If You Hear Me contains powerful stories of Michie’s first years as a teacher in public elementary and middle schools on Chicago’s South Side. Each chapter begins with a story told by Michie, followed by the reflections of one of his former students who were at the fore-front of each story. Michie’s purpose in this alternating format is to â€Å"shed light on the education of a teacher† and â€Å"to allow space for my students to speak their minds, tell their stories, raise their voices† (Michie, 1999, p. xxi). I really enjoyed these first-person reflections because it made Michie’s students come alive for me regardless of how insightful and caring the author’s descriptions might be. It was different and refreshing. As I was reading this book, I was able to empathize as well as sympathize with both teacher and student. This type of narration allowed me to see past the words written and see the person behind the font. Since Michie’s book does not follow one classroom or group of students throughout its entirety, the student reflections serve to deepen my understanding of certain students but also to encourage me to wonder about the future lives of each student that Michie mentions. This part was actually where I was disappointed. I felt that I was ‘left hanging,’ there was no resolution. Some of the stories did not need this, but I felt that if he thought the student’s story was significant enough to be talked about, then he should have let us readers have a clue as to how they ended up. Michie’s concern for and commitment to his students shines in Holler If You Hear Me, and his questioning, wonderment, frustration, passion, and humor pulled me along this journey of embodied education. Michie was in fact the miracle-worker that no one hears about in a world where chaos is synonymous with life in general for those who went to school in urban Chicago. Although he lived in such extreme realities, his ability to clearly display his experiences in no way was diminished in his book. While many of the issues raised are familiar, Michie’s book is one of ordinary inspiration that will appeal to both teachers and students. Works Cited Codell, E. (1999). Educating esme: Diary of a teacher’s first years. In A. S. Canestrari & B. A. Marlowe (Eds. ) Educational foundations: An anthology of critical readings (pp. 3-7). Sage Publications. Michie, G. (1999). Holler if you hear me: The education of a teacher & his students. New York: Teachers College Press. Documentary from class: Corridors of Shame Handout from class: Joel Spring: The Purposes of Public Schooling

Investigation of Photosynthetic Pigments in Spinach Essays

Investigation of Photosynthetic Pigments in Spinach Essays Investigation of Photosynthetic Pigments in Spinach Paper Investigation of Photosynthetic Pigments in Spinach Paper Investigation of Photosynthetic Pigments in Spinach Michael Yacoub BIOL211 Lori Hayes Introduction: Purpose: To demonstrate the existence of the pigments of photosynthesis in spinach by separating them using chromatography, then measure them using spectrometry. There are multiple pigments in photosynthesis, the varying pigments allow the plant to absorb light at various wavelengths which allows the plant to derive energy from photons from most, if not all, light available in that region it grows in. In this lab there were a variety of pigments that were looked at, they included, chlorophylls, carotenes, nd xanthophylls. Chlorophylls are any of the few green pigments associated with certain bacterial membranes that are responsible for trapping light for energy in photosynthesis. Carotenes can be red, orange, or yellow lipid pigments and is often found as an accessory pigment in photosynthesis. Xanthophylls are yellow or orange pigment also usually found as an accessory pigment in photosynthesis. Although, these are not quite clear in the drawing shown below because they were hard to find in the provided samples, one can find these various pigments are found within the hloroplasts and more specifically within the thylakoid membrane within photosystems one and two. When testing to see what wavelengths are involved in the process of photosynthesis an action spectra was created; this is a graph that graphs the biological processes versus light wavelengths. An absorption spectrum however, is a graph of light absorption versus wavelength of light and allows one to see how much light is absorbed at each wavelength. This can also help show which pigments are present in the plant. In this lab an absorption spectra was created in order to elp identify the varying pigments present in the spinach leaf. Spectrophotometry at a specified wavelength. This experiment was testing the hypothesis that the wavelength shown through the pigment in solution will affect the amount of light absorbed by the solution. In specific, it was predicted that the darker the solution the greater the absorbance. Furthermore, various pigments will have higher absorbance values at specific wavelengths than other pigments at other wavelengths. There are two independent variables; the wavelengths of light shown through the pigments in olution, a quantitative variable, and the pigments in solution, a qualitative variable. There is only one dependent variable however and it is the absorbency measured, also a quantitative variable. Leaf Cross-section: Experiment: The procedure in the Biology 211: Majors Cellular Laboratory Manual was used as reference in the experiment. The experiment began with obtaining a piece of chromatography paper cut with 12 cm x 14 cm dimensions. Then a line 1. 5 cm from the bottom was made by rolling a penny over a spinach leaf, producing a 14 cm long green spinach line. Then, the chromatography paper was rolled into a cylinder and stapled to hold together; the line made by the spinach leaf was on the outside. Meanwhile, 20 mL of separation solvent was placed in a 600 mL beaker and the cylindrical chromatography paper was placed in it without having the solvent touch the green line and covered with plastic wrap. This set up was left alone to sit, vented by lifting up a corner of the plastic wrap, resealed and allowed to sit until the solvent line was approximately 1 cm from the end of the paper. Once the solvent line was bout 1 cm from the end of the paper it was removed from the solvent and allowed to dry. Then each section of pigment was cut as without including any other pigment. The instructor pooled all of the classes pigments and placed them in 80% acetone in separate beakers and sealed until all the color was eluted from the paper. One pigment in solution was given to individual lab groups and one group was given a solution that included all the pigments (pigment 5). Each group used spectrophotometry to measure the absorbance of each pigment starting with a avelength of 400 nm all the way to a wavelength of 710 nm with 10 nm increments; the 80% acetone was used as a blank and the machine was blanked every time the wavelength was changed. The absorbencies were recorded, the data was pooled and absorption spectrum was created. Our group was analyzing pigment E. Results: Figure 1 and Table 2 provide the collected chromatography data, the qualitative data was collected here. Table 1, Figure 2, and Figure 3 provide the spectrometry data. The quantitative data was collected here. Table: Shows conclusive evidence of peaks for pigment absorbance. Also the absorbance from the spinach leaf was included. Chromatography of Spinach Pigment # Pigment Color Distance Moved (mm) Rf Value Dark Green 11 0. 169 2 Light Green 28 0. 431 3 Light Yellow 0 0. 769 4 Dark Yellow 65 1. 00 Table: Shows different color of pigments as well as relative polarities in relation to the separation solvent. Figure : Shows the absorbance of Just the spinach leaf. Provides a comparison to pigments. Figure: Shows the relative peaks of absorbance for each pigment given the varying wavelength. Discussion: The hypothesis was proven to be correct, it was clear that different pigments were in the spinach leaf and each of those pigments was absorbing more light at specific wavelengths while having very low to no absorbance at other wavelengths- this can e seen in Figure 3, as well as Table 1. This is what helps the plant make use of as much light as possible in photosynthesis and not let anything go to waste. Pigments A, B, and C have two peaks while pigments D and E have only one peak in about the exact same spot. Something one can notice about the absorbance of the spinach leaf is that there is a range of wavelengths where there is very low absorbance. This definitely supported the proposed hypothesis because different pigments did have extremes, clearly showing that different pigments were better suited for varying wavelengths. The absorbances were so low at points because the pigments, Chlorophyll A, Chlorophyll B, Xanthophyll, and Carotene absorb the most light at different optimal wavelengths, so the absorbance would be low at times because it at a wavelength where the pigment would absorb the most light. Furthermore, this supports the hypothesis more simply because, in fact, the wavelength did affect the absorbance. Lastly, the darker solutions in fact did have higher absorbency peaks. This makes sense because Figure 2 models the spectra of Pigment A,B, and C in Figure 3. These pigments were the darker color which means they were most bundant in the spinach leaf. Therefore since these graphs model each other it would conclude that these were the major pigments. This also goes to define the concentrations of the pigments found in spinach. Pigment B since it closely modeled the spectra for Just spinach found in Figure 2, must be the major pigment component in spinach due to the fact that spinach is a combination of all the pigments that were isolated. Error that could be found in this lab probably is from misusage of the Spec-20. Mistakes such as not completely zeroing the machine occurred; this could esult in errors in the absorbance data. This could be fixed by getting better lab equipment. References: Biology 211 Majors Cellular Laboratory Manual Self Assessment: 1. I chose to use scatter-line plots. I chose this because I felt like it easily showed the peaks that I kept talking about. Also it showed the relation between the spinach and pigment absorption spectra well. 2. They are excellent. They have titles, the axes are labeled, and that have citations. 3. Excellent. I feel like I learned all the objectives for the lab, and I was able to effectively display the information.

Analysis and study of lady macbeth

Analysis and study of lady macbeth Was Lady Macbeth a fiend like queen or flawed woman? I do believe that Shakespeare intended for her to be both. Initially in the tragedy that is Macbeth, Lady Macbeth is portrayed as ambitious and willing to commit one of the greatest sins of all – Murder – for Macbeth to become King and for her to gain more power. Act out: Act 1, scene 5, lines 36-52 Out of Role: In this scene it is clear that Lady Macbeth is willing to do whatever it takes to get to the throne. The overwhelming need for a purpose is contrasted with Macbeth’s affinity to waver with decisions. This is a prime example of how Lady Macbeth is the backbone of Macbeth and her ambition -not evil- is strong enough to pressure her husband into murdering Duncan. Simultaneously the language of his words grasp the thought of masculinity which is a reoccurring theme- â€Å"unsex me here†¦..come to my woman’s breasts, take my milk for gall,† is what Lady Macbeth says to prepare herself for the crime she about to commit. The language implies that her breasts and milk – symbolic reference of nurturing ways – impedes her from acting on her wishes to perform violent and cruel acts, because she associates it with manliness (the violence etc). Again the relationship between masculinity and violence is deepened when Macbeth refuses to commit murder and his wife tells him effectively to ‘be a man’ and get on with it. A most notable quotation from this scene is;’à ¢Ã¢â€š ¬Ã‚ ¦ I have given suck and know .How tender ’tis to love the babe that milks me’ [reference] Her words endow the reader with the thought that she would give up everything for Macbeth, but also hints that they had perhaps lost a child? If true the loss of a child for anyone would cause trauma and stress along with a great deal of grievance. In the eyes of Lady Macbeth killing Duncan may be a way of seeking revenge on the world, and by becoming King and Queen th e Macbeth’s would once again share something filling the void of a lost child. This implicit point may be fuelling her ambition. Act Out: Act One, Scene Seven Out of Role: It is during this seen that it can become easier to merely classify Lady Macbeth as evil. Macbeth is being mocked, and taunted into killing Duncan. By telling him not to â€Å"live like a coward† this teases and questions his masculinity. I believe her main ambition is for her husband. Initially she shows her strength and determination by saying ‘Glamis though art and Cawdor, and shalt be what art though promised†¦Ã¢â‚¬â„¢ and realises the only way to drive him forward is in â€Å"bullying† him and wearing him down. Lady Macbeth rallies for the occasion and displays a rather meticulous attention to detail in regards to the murder of Duncan. However, morals were seeping through her comment about how she would have killed Duncan via her own hand had he not resembled her father as he s lept. I can’t be sure whether it was her impression that suppressing her conscience for the deed was enough, and it would later just dissipate. This didn’t eventuate, and Macbeth and Lady Macbeth suffered through lack of sleep, due to fears of experiencing terrifying visions. But still, Lady Macbeth is able to maintain her sanity and composure during the day, even more than her husband. She urges him to be light hearted and merry. Once she practically rescues Macbeth from the frailty of his own conscience. When Macbeth sees Banquo’s ghost she creates an excuse to explain his odd behaviour. She attempts to chasten Macbeth by again questioning his manhood. When the situation grows worse though, she takes charge once more and promptly dismisses the lords from the feast.