Women And Writing Essays (1635 words) - Edwidge Danticat

Women And Writing Midterm Assignment : Women and writing Since the beginning of times, human beings have found various ways to express themselves and more specifically how to declare their feelings and emotions. We all know that art (in a general term) is supposed to be the tool used for expression. People from different communities, cultural backgrounds, and religions, have been appealed to manifest and share their uniqueness through art. Art, whether it was music, painting, sculpting or writing has been highly censured through time because of its contents of truth. The majorities of a society did not allow minorities to fully express themselves with fear of manifestations and revolts . Women, as a minority have fought to tell the truth. In order to understand better the meaning of Women's writing, we will first analyze the factors that pushed women to write, then we will go over the obstacles that women encountered and finally, we will discuss what the writers wanted to achieve through their writing. Factors that pushed women to write There are writers who need to make sense of the world they live(Dorothy Allison, Trash, p.19.) This sentence shows that the writer needed to write to see and understand herself through writing. This young white woman was living a life filled with alcohol and drug addiction, she tried to escape that trap by fooling herself and by rebuilding a total new idealistic image of her person (working as a social worker.) However, throughout her progression, she has been writing everything about herself on a yellow pad, whatever she would do, wherever she would be, those yellow pads were there, as a representation of her truth. She could fool herself, but not her yellow pads, her truth was written there. Allison as many women in the world has been trying to hide her suffering. Constantly fooling herself, she still had to yell out her truth, this, by spreading her pain on paper. However, the papers were taboo, just like someone would litter an embarrassing amount of trash. Allison had to take ou t her story and anger, even if they were full of shame. She could not live without writing, it was a matter of survival. This urge to write was shared by some other women writers. The search of an understanding was the factor that pushed Bell Hooks to write I began to feel uncertain, displaced, estranged even, this was the condition of my spirit when I decided to be a writer, to seek for that light in words (Bell Hooks, remembered ruptures, p.15) after that she declares Searching for a space were writing could be understood, I asked for a diary (Bell Hooks, remembered ruptures, p.15.) Writing was a way to understand herself a little like Dorothy Allison, a way to look at one's own person in a global manner, from a different angle, in other words, a way to be objective about oneself ?situation. Not only do women write for themselves with the thought that nobody can understand them, but they also write for others, a way to make a declaration to the world, a way to change the truth by saying it . In her writings, Sandra Cisneros implies that she wants to change the world. In her book The House on Mango Street she declares that she wants to leave the unpleasant neighborhood of Mango street, however, she says that she will come back, probably not physically, but at least trough her book. Coming back might mean that she wanted to do something to change Mango street, and that is trough her book, that's why she wrote it. Edwidge Danticat tells us how her desire to write was consuming her in a society where Women's writing was absolutely forbidden, something to do in the corner. Danticat learned how her female ancestors have been expressing themselves through nothing else than cooking, hair braiding or even carving potatoes. But she wanted to perpetuate the creativity of her ancestors, she just needed to do it through writing. It was their whispers that pushed you, their murmurs over pots sizzling in your head. A thousand women urging you to speak through the blunt tip of your pencil. (Edwidge Danticat, Kirk? Krak! p.8.) By writing, she

Free Essays on Mauthausen

Immediately after Austria's "anschluss" to the German Reich in March 1938, Heinrich Himmler (Reichsfà ¼hrer-SS and chief of the German Police) and Oswald Pohl (chief of the SS-Administration Office, later SS-Main Administration Office for Economic Affairs) set off for Mauthausen and Gusen in order to inspect the quarries there. On April 29, 1938, the "Deutsche Erd- und Steinwerke GmbH" (DEST) was founded in Berlin, and Oswald Pohl was assigned the task of organizing, financing and managing the company. End of May 1938, Oswald Pohl inspected the site for a second time with a view to setting up the concentration camp there. On June 30, 1938, first negotiations for the supply of building material for a period of ten years were started between Albert Speer, the "Fà ¼hrer's Architect" and "General Buildings Inspector for the Remodeling of the Capital of the German Reich, Berlin", and DEST-company (Deutsche Erd- und Steinwerke GmbH). Albert Speer granted an interest-free loan of RM 9.5 million to DEST. Subsequently, DEST leased Quarries named "Wiener Graben", "Marbacher Bruch", and "Bettelberg" owned by the City of Vienna. It later purchased the first two quarries leased. On the hill overlooking the "Wiener Graben", construction began on the main camp, requiring tons of granite for its stone buildings and walls. The first prisoners, 300 Austrians and Germans came to Mauthausen on August 8, 1938 from the Dachau concentration camp, accompanied by 80 members of the SS "Death's-Head Detachment". Additional prisoners from Dachau arrived on October 5 and 18, 1938. Arrival at the camp was a shock for every prisoner: Disinfection, registration, and clothing issuance were accompanied by beatings and intimidations by the SS. On August 18, 1938, the first prisoner committed suicide. On November 15, 1938, the first prisoner was shot dead "while trying to escape".... Free Essays on Mauthausen Free Essays on Mauthausen Immediately after Austria's "anschluss" to the German Reich in March 1938, Heinrich Himmler (Reichsfà ¼hrer-SS and chief of the German Police) and Oswald Pohl (chief of the SS-Administration Office, later SS-Main Administration Office for Economic Affairs) set off for Mauthausen and Gusen in order to inspect the quarries there. On April 29, 1938, the "Deutsche Erd- und Steinwerke GmbH" (DEST) was founded in Berlin, and Oswald Pohl was assigned the task of organizing, financing and managing the company. End of May 1938, Oswald Pohl inspected the site for a second time with a view to setting up the concentration camp there. On June 30, 1938, first negotiations for the supply of building material for a period of ten years were started between Albert Speer, the "Fà ¼hrer's Architect" and "General Buildings Inspector for the Remodeling of the Capital of the German Reich, Berlin", and DEST-company (Deutsche Erd- und Steinwerke GmbH). Albert Speer granted an interest-free loan of RM 9.5 million to DEST. Subsequently, DEST leased Quarries named "Wiener Graben", "Marbacher Bruch", and "Bettelberg" owned by the City of Vienna. It later purchased the first two quarries leased. On the hill overlooking the "Wiener Graben", construction began on the main camp, requiring tons of granite for its stone buildings and walls. The first prisoners, 300 Austrians and Germans came to Mauthausen on August 8, 1938 from the Dachau concentration camp, accompanied by 80 members of the SS "Death's-Head Detachment". Additional prisoners from Dachau arrived on October 5 and 18, 1938. Arrival at the camp was a shock for every prisoner: Disinfection, registration, and clothing issuance were accompanied by beatings and intimidations by the SS. On August 18, 1938, the first prisoner committed suicide. On November 15, 1938, the first prisoner was shot dead "while trying to escape"....

Article Summaries Essay Example | Topics and Well Written Essays - 250 words

Article Summaries - Essay Example Although different nations have varying prices, measuring their GDPs require the use of same prices (Charles and Klenow 7-9). The authors used Rawls prowess in economics calculate life expectancy, inequality, and other welfare components (Charles and Klenow 10-11). In constructing welfare over time, Charles and Klenow compared how Rawls valued living in the same country but in different years. Using figure 4 and table 3, they correlated welfare and income growth, as well as, displaying a summary of statistics of the same. Between 1980 and 2000, the US has registered an income average growth of 2.04% (Charles and Klenow 23-25). The researchers had to make a number of a number of assumptions from the Rawls utility functions. They checked the robustness of their calculations using alternative specifications of utility and welfare measures. The alternatives they used held up well to account for the differences between income and welfare (Charles and Klenow 29-34) They used various sources of data to perform their calculations. Consumption, as well as, income data for macro calculations was sourced from the Penn World Tables and life expectancy data from the World Bank’s HNPStats database. In addition, the inequality data was sourced from the UNU-WIDER World Income Database (Charles and Klenow 12-15). The micro data was of immense importance because it analyzed working hours and consumption rate for adults and older children in households. The data collected from the Household Survey enabled the researchers to calculate consumption inequality rather than creating assumptions from the income inequality (Charles and Klenow 38-41). The researchers, in particular, found out that the living standards of Western European were 71% for income and 90% for welfare compared to the U.S. This is because people in these countries live long, have equal consumption

Concept of terrorism by state Essay Example | Topics and Well Written Essays - 250 words

Concept of terrorism by state - Essay Example Terrorism refers to the acts of violence that are aimed at causing terror, fear, and instability in a given population, country or state. The acts may include bombing, shooting, kidnapping people and asking for ransom and destruction of property of some selected people. Through the terror attacks the people who are involved aim at undermining a certain group maybe a government and show that it’s not credible as it has failed to offer security to its population. According to Comb, terror attacks may have diverse aims ranging from political, religion, economic and social differences. Those people who feel they are alienated e.g. some groups of Muslims in Somalia, Africa and who feel that they are being oppressed may turn to terrorism as a revenge mechanism to solve the differences with their enemies. In some countries where some people lose in elections he or she may recruit terror gangs that will bring instability and hence making the person who won not to rule in peace. Social differences have also led to increase in terrorism as some communities feel they have been alienated and so they find terrorism as a good way to show their existence. This has been facilitated by the rise and advancement in technology especially with the use of nuclear and atomic energy which can lead to making of weapons of mass destruction (Cynthia C. Combs, Terrorism in the 21st Century). Economic struggles have also led to acts of terrorism. Pilates hijack ships on the ocean and then ask for huge sums of money to let the ship free. This makes them to get so much cash which they use to fund their criminal activities. In the modern word terrorism has become so common, suicide bombers are everywhere especially in the Jewish countries like Israel. This has been caused by political religion and social dif ferences. The Muslim countries like Iraq have been against the USA the climax being the

The Significance of World Religions Essay Example | Topics and Well Written Essays - 1750 words - 11

The Significance of World Religions - Essay Example Religion is one such issue that is much misunderstood and raises passions to unexpected limits. Given the two sides of a coin, religion can be used constructively for the betterment of society or to serve the vested interests of a few. It is intriguing that intolerance in the name of religion has grown in spite of increased literacy and education on the one hand, and a better standard of living on the other. The fanaticism of today has its parallels in man’s hoary past. It is this past that communities repeatedly invoke to settle scores with those with a different outlook. It is in this backdrop that religious leaders the world over are endeavoring to facilitate dialogue not only among religions but also among the adherents of various religions. One such leader is His Holiness The Dalai Lama of Tibet who is a vocal advocate of religious harmony besides being a role model for Buddhists everywhere. Fisher opines that there is an inexplicable reality experienced by all cultures. The material world fails to provide answers to all our questions. It is this void that religion tries to fill. The man has overcome nature and is in a commanding position vis a vis nature many a time. It is questions that defy logic or are beyond his comprehension for which he turns to religion (12-13). Fisher mentions a set of human needs that religion fulfills. One of these is the question of the afterlife. Rational thinking cannot explain the journey of the self after death. Similarly, the aspect of perfection beyond the five senses is alien to human experience. Man strives to find the answer to perfection beyond sensory perception (14-15). Likewise, religion can give the true reason behind personal problems and how man overcomes these when there is no hope left. Apart from the physical self, man can also discover his true self, the soul, which cannot be easily described in a material setting.

Causes and Effect Diagrams in Quality Management

Causes and Effect Diagrams in Quality Management CAUSE EFFECT DIAGRM IN INDUSTRY Definition of Cause Effect Diagram The cause effect diagram is the brainchild of Kaoru Ishikawa, who pioneered quality management processes in the Kawasaki shipyards, and in the process became one of the founding fathers of modern management. The cause and effect diagram is used to explore all the potential or real causes (or inputs) that result in a single effect (or output). Causes are arranged according to their level of importance or detail, resulting in a depiction of relationships and hierarchy of events. This can help you search for root causes, identify areas where there may be problems, and compare the relative importance of different causes. Causes in a cause effect diagram are frequently arranged into four major categories. While these categories can be anything, you will often see: manpower, methods, materials, and machinery (recommended for manufacturing) equipment, policies, procedures, and people (recommended for administration and service). These guidelines can be helpful but should not be used if they limit the diagram or are inappropriate. The categories you use should suit your needs. At SkyMark, we often create the branches of the cause and effect tree from the titles of the affinity sets in a preceding affinity diagram. The CE diagram is also known as the fishbone diagram because it was drawn to resemble the skeleton of a fish, with the main causal categories drawn as bones attached to the spine of the fish, as shown below. The fishbone diagram, as originally drawn by Kaoru Ishikawa, is the classic way of displaying root causes of an observed effect Cause effect diagrams can also be drawn as tree diagrams, resembling a tree turned on its side. From a single outcome or trunk, branches extend that represent major categories of inputs or causes that create that single outcome. These large branches then lead to smaller and smaller branches of causes all the way down to twigs at the ends. The tree structure has an advantage over the fishbone-style diagram. As a fishbone diagram becomes more and more complex, it becomes difficult to find and compare items that are the same distance from the effect because they are dispersed over the diagram. With the tree structure, all items on the same causal level are aligned vertically. History Ishikawa diagram, in fishbone shape, showing factors of Equipment, Process, People, Materials, Environment and Management, all affecting the overall problem. Smaller arrows connect the sub-causes to major causes. Ishikawa diagrams were proposed by Kaoru Ishikawa in the 1960s, who pioneered quality management processes in the Kawasaki shipyards, and in the process became one of the founding fathers of modern management. It was first used in the 1960s, and is considered one of the seven basic tools of quality control. It is known as a fishbone diagram because of its shape, similar to the side view of a fish skeleton. Mazda Motors famously used an Ishikawa diagram in the development of the Miata sports car, where the required result was Jinba Ittai or Horse and Rider as One. The main causes included such aspects as touch and braking with the lesser causes including highly granular factors such as 50/50 weight distribution and able to rest elbow on top of drivers door. Every factor identified in the diagram was included in the final design. The Cause Effect (CE) diagram, also sometimes called the ‘fishbone diagram, is a tool for discovering all the possible causes for a particular effect. The effect being examined is normally some troublesome aspect of product or service quality, such as a machined part not to specification, delivery times varying too widely, excessive number of bugs in software under development, and so on, but the effect may also relate to internal processes such as high rate of team failures. The major purpose of the CE Diagram is to act as a first step in problem solving by generating a comprehensive list of possible causes. It can lead to immediate identification of major causes and point to the potential remedial actions or, failing this, it may indicate the best potential areas for further exploration and analysis. At a minimum, preparing a CE Diagram will lead to greater The CE Diagram was invented by Professor Kaoru Ishikawa of Tokyo University, a highly regarded Japanese expert in quality management. He first used it in 1943 to help explain to a group of engineers at Kawasaki Steel Works how a complex set of factors could be related to help understand a problem. CE Diagrams have since become a standard tool of analysis in Japan and in the West in conjunction with other analytical and problem-solving tools and techniques. CE Diagrams are also often called Ishikawa Diagrams, after their inventor, or Fishbone Diagrams because the diagram itself can look like the skeleton of a fish. Typical categories are: The 4 Ms (used in manufacturing) understanding of the problem. Machine (Technology) Method (Process/Inspection) Material (Raw, Consumables etc.) Man Power (physical work)/Mind Power (Brain Work): Kaizens, Suggestions The 8 Ps (used in service industry) Product=Service Price Place Promotion People Process Physical Evidence Productivity Quality The 4 Ss (used in service industry) Surroundings Suppliers Systems Skills More Ms Mother Nature (Environment) Measurement (Inspection) Maintenance Money Power Management Why Use a Cause Effect Diagram? A cause effect diagram helps to determine the causes of a problem or quality characteristic using a structured approach. It encourages group participation and utilizes team knowledge of the process. It uses an orderly, easy-to-read format to diagram cause-and-effect relationships. It increases knowledge of the process by helping everyone to learn more about the factors at work and how they relate. It indicates possible causes of variation in a process and identifies areas where data should be collected for further study. Example of cause effect diagram How to draw CE diagram in industries This is a three step process. Step 1 Write down the effect to be investigated and draw the backbone arrow to it. In the example shown below the effect is Incorrect deliveries. Step 2 Identify all the broad areas of enquiry in which the causes of the effect being investigated may lie. For incorrect deliveries the diagram may then become: For manufacturing processes, the broad areas of enquiry which are most often used are Materials (raw materials), Equipment (machines and tools), Workers (methods of work), and Inspection (measuring method). Step 3 This step requires the greatest amount of work and imagination because it requires you (or you and your team) to write in all the detailed possible causes in each of the broad areas of enquiry. Each cause identified should be fully explored for further more specific causes which, in turn, contribute to them. You continue this process of branching off into more and more directions until every possible cause has been identified. The final result will represent a sort of a mind dump of all the factors relating to the effect being explored and the relationships between them. Different types of CE Diagram There are three different types of CE Diagram. The basic type explained above is called the Dispersion analysis type. The other two are the Production process classification type and the Cause enumeration type. Production classification type This type differs from the basic type above in that each discrete stage in the production process leading up to the effect being examined is shown along the main arrow or backbone of the diagram. Possible causes are then shown as branches off these as shown in the illustration overleaf. This type of CE Diagram is often easier to construct and understand because those involved are already familiar with each of the production steps identified. Cause enumeration type This is not so much a different type of diagram but a different method of constructing a diagram. Instead of building up a chart gradually (starting with the backbone, deciding broad areas, then adding more and more branches), you postpone drawing the chart and simply list all the possible causes first. Then draw the chart in order to relate the causes to each other. This method has the advantage that the list of possible causes will be more comprehensive because the process has a more free-form nature. The disadvantage is that it is more difficult to draw the diagram from this list rather than from scratch. This method of drawing a CE Diagram can be used in conjunction with Brainstorming by using it to distil the brainstorm output down into a logical and useable set of information. Good and bad CE diagrams A good CE diagram is one which explores all possibilities so it is likely to be large and complex-looking as twig after twig sprouts for each new related idea noted down. Be suspicious of CE Diagrams with few factors, or which are neat and well ordered. These may reflect a lack of knowledge of the situation, or show that the effort to draw the diagram was not creative and exhaustive enough. The cause and effect diagram can also be drawn with right angles, which makes it less tangled, and easier to see what layer of causality is being considered at any given time. How to Use the Tool in cause and effect diagram : Follow these steps to solve a problem with a Cause and Effect Diagram: 1. Identify the problem: Write down the exact problem you face in detail. Where appropriate identify who is involved, what the problem is, and when and where it occurs. Write the problem in a box on the left hand side of a large sheet of paper. Draw a line across the paper horizontally from the box. This arrangement, looking like the head and spine of a fish, gives you space to develop ideas. 2. Work out the major factors involved: Next identify the factors that may contribute to the problem. Draw lines off the spine for each factor, and label it. These may be people involved with the problem, systems, equipment, materials, external forces, etc. Try to draw out as many possible factors as possible. If you are trying to solve the problem as part of a group, then this may be a good time for some brainstorming. Using the Fish bone analogy, the factors you find can be thought of as the bones of the fish. 3. Identify possible causes: For each of the factors you considered in stage 2, brainstorm possible causes of the problem that may be related to the factor. Show these as smaller lines coming off the bones of the fish. Where a cause is large or complex, then it may be best to break the it down into sub-causes. Show these as lines coming off each cause line. 4. Analyze your diagram: By this stage you should have a diagram showing all the possible causes of your problem that you can think of. Depending on the complexity and importance of the problem, you can now investigate the most likely causes further. This may involve setting up investigations, carrying out surveys, etc. These will be designed to test whether your assessments are correct. There are three main applications of cause-and-effect diagrams in industries: 1. Cause enumeration is one of the most widely used graphical techniques for quality control and improvement. Sometime it may be very difficult to determine the primary causes to be included in the diagram. If that is the case, after we have determined the characteristic or effect we are examining, we follow these steps: †¢ Use brainstorming to create a list of all the possible causes. The list will contain a mixture of primary, secondary and tertiary (or big bone, middle sized bone and small bone) causes. †¢ Sort the list by grouping causes that are related. †¢ Identify or name each major grouping and make your cause-and-effect diagram. (Thus cause enumeration facilitates the identification of root causes because all conceivable causes are listed.) †¢ Machine, Manpower, Material, Measurement, Method and Environment are frequently used major causes that can apply to many processes. 2. In Dispersion analysis, each major cause is thoroughly analyzed by investigating the sub-causes and their impact on the quality characteristics (or effect) in question. The key to this diagrams effectiveness lies in the reiteration of the question, Why does this dispersion (cause) occur? This diagram helps us outlining the reasons for any variability, or dispersion. Unlike cause enumeration where smaller causes that are considered insignificant are still listed, in dispersion analysis, causes that dont fit the selected categories are not listed. In other words, sometimes small causes are not isolated or observed. Consequently, it is possible that some root causes will not be identified in dispersion analysis. 3. When cause-and-effect diagrams are constructed for process analysis, the emphasis is on listing the causes in the sequence in which the operations are actually conducted. The advantage of this diagram is that, since it follows the sequence of the production process, it is easy to assemble and understand. The disadvantage is that similar causes appear again and again, and causes due to a combination of more than one factor are difficult to illustrate. Fishbone diagram Uses of cause effect diagram in industries:- Use your diagram to develop a common understanding of the factors potentially influencing or causing a quality problem. Use your diagram as a road map for collecting data to verify the causal relationship of various factors to the characteristic. Continue to annotate and modify your diagram as you verify relationships and learn more. Using a cause-and-effect diagram this way will help you to see which factors in your process need to be checked, modified or eliminated Example The example below shows a Cause Effect diagram drawn by a manager who is having trouble getting cooperation from a branch office If the manager had not thought the problem through, he might have dealt with the problem by assuming that people were being difficult. Instead he might think that the best approach is to arrange a meeting with the Branch Manager. This would allow him to brief the manager fully, and talk through any problems that he may be facing. ADVANTAGES AND DISADVANTAGES ADVANTAGES Fishbone diagrams permit a thoughtful analysis that avoids overlooking any possible root causes for a need. The fishbone technique is easy to implement and creates an easy†to†understand visual representation of the causes, categories of causes, and the need. By using a fishbone diagram, you are able to focus the group on the Ê ºbig pictureÊ º as to possible causes or factors influencing the problem/need. Even after the need has been addressed, the fishbone diagram shows areas of weakness that † once exposed † can be rectified before causing more sustained difficulties. DISADVANTAGES The simplicity of a fishbone diagram can be both its strength and its weakness. As a weakness, the  simplicity of the fishbone diagram may make it difficult to represent the truly interrelated nature of problems and causes in some very complex situations. Unless you have an extremely large space on which to draw and develop the fishbone diagram, you may find that you are not able to explore the cause and effect relationships in as much detail as you would like to.

Medieval Piety Essay -- essays research papers

Religion in the Middle Ages takes on a character all of its own as it is lived out differently in the lives of medieval men and women spanning from ordinary laity to vehement devotees. Though it is difficult to identify what the average faith consists of in the Middle Ages, the life told of a radical devotee in The Book of Margery Kempe provides insight to the highly intense version of medieval paths of approaching Christ. Another medieval religious text, The Cloud of Unknowing, provides a record of approaching the same Christ. I will explore the consistencies and inconsistencies of both ways to approach Christ and religious fulfillment during the Middle Ages combined with the motivations to do so on the basis of both texts. A central component of medieval religion that is evident in even the slightest dissection of the life of Margery Kempe or the directed discipline from the author advising contemplation is an unmistakable desire for religious experience. Even among married men and women who are occupied with family responsibilities, lay people during this time such as we see in the life of Margery herself are seeking more intense religious ways of living. Margery, as the example, lived with her husband with whom she had fourteen children. Growing up influenced by the church, her spirituality came to a heightened level when she and her Jesus began having actual communication with one another. While the church was catalyzing religious experience in medieval communities, upon the realization of direct mystical connection with Christ in the lives of people such as Margery, the desire for the inward search for spiritual satisfaction spread. Another tendency of those practicing religion in the Middle Ages is to take Jesus' words from the Bible to a new literal level affecting medieval lifestyles across the board. Where monks and nuns had typically been the only observers of chastity, fasting, and poverty, laity began to observe these life practices as well. In Margery Kempe's life, this apodictic understanding of Jesus' biblically recorded or spoken words is evident among her commitment to make vows of chastity, her desire to embark on long pilgrimages, and her steps of unquestionable obedience as she advances on her spiritual journey. The absolute submission of Margery and the dedication to perfect contemplation in The Cloud of Unknowing which warns, â€Å"†¦y... ...Jesus commands to Margery the contrary saying on one occasion â€Å"†¦go again to her husband and pray him to grant her what she desired† (Windeatt, 59). Margery lived well aware of her desires and, though they often caused temporary conflict such as her chastity, did not neglect herself to such extremes as hiding the desires of her heart or the absence of knowledge. Similarly of the two texts, the practice of contemplation suggests that one comes to know God on the basis of both intellect and emotions. Margery clearly understands this emotional tie to the divine in her relation to the passion of both Christ and Mary and her sufferings on the behalf of them both. Though most probably did not practice their faith as devoutly as Margery Kempe, the central concerns of her life coupled with the practices taught in The Cloud of Unknowing reveal a faith that is defining of Medieval Christianity. Both texts act as a mirror reflecting the Middle Ages and come down to a same key ingredient: desire. Never has there been a time like the Middle Ages where the prevalent desire to physically and emotionally experience the truths of religion was so widespread and evident in the lives of Christians.

Claudius, hateful villain or good king? Essay

â€Å"Claudius makes a good king. He is a careful ruler and a loving husband, providing stability for both his country and wife. † â€Å"Murderer of the rightful king, Claudius is the play’s hateful, lying villain. † What justification is there in the text to support these two views? What is your opinion of the way Shakespeare presents Claudius? Claudius is capable of becoming an effective king. However his choice to exploit his newly found power for personal gain contradicts the good he attempts to accomplish. An effective king has to be an honest king. Unfortunately Claudius seems unable to be honest to any person through the course of the play. His act of murder and his claim to the throne reflects a self promoting character for the audience. Claudius however is able to be honest with God. Through his act of repent Claudius shows to the audience that he is able to be truthful and it also shows that he is able to distinguish right from wrong. Claudius details, in Act Three Scene Three, that his â€Å"offence is rank† and he wishes it to be pardoned in order for him to progress as an effective king. This honest act shows that Claudius is willing to admit when he is wrong, he may also be afraid of the afterlife and what awaits him. This unknown becomes apart of the larger theme of uncertainty. Claudius is capable of telling the truth, but only when it is to his advantage. In act four scene five, when Laertes blames Claudius for the death of his father, Claudius manipulates the situation by telling Laertes that he will help to exact his revenge. Claudius is therefore able to get rid of both Laertes and Hamlet who both pose a threat to the power that Claudius has gained. Claudius’ ability to resolve the threatening situation and rework it to his advantage, stands him in good stead for the leadership a king exerts on his country when faced with difficult situations. In this scene Claudius outrageously refers to the â€Å"divinity doth hedge a king,† this is ironic considering he was able to so easily murder his own brother, yet this white lie sows a seed in Laertes mind that attempting to kill Claudius would be bad judgement on his part. The continuing conversation allows Laertes to find a person to take the revenge he seeks to deliver. Claudius, already plotting to murder Hamlet, is able to give the task to Laertes, thus relieving Claudius of spilling anymore blood onto his own hands, yet still dealing with the situation he finds threatening to the stability of his crown. His use of manipulation through his use of language mimics the idea of pouring poison into his brother’s ears, by talking people into his way of thinking Claudius is metaphorically pouring poison into people’s ears. In this scene we can see the talent that Claudius harbours that would make him a good stable king; conversely we also see that he puts these talents to bad use causing him to be the play’s hateful, lying villain. Hamlet believes that Claudius is the murderer of the rightful king. In Hamlet’s first soliloquy, Hamlet refers to his father â€Å"so excellent a king, that was to this. † His belief that Claudius is not the rightful king that should provide benefit for the state, before his father’s ghost informs him of his murderous attributes, allows the audience to see that in the eyes of those that loved the late King Hamlet, Claudius is no comparison to the leadership that was shown by his predecessor. The late King Hamlet was a man who charged into battle â€Å"armed at point, exactly cap-a-pie† as described by Horatio in act one scene two. However it can be argued that this works in Claudius’ favour. The previous king used violence to bring order; through battle he would have put other people’s lives at risk for his reputation and ego. Claudius uses communication between countries to resolve any problems that exist. We see this in (I can’t find it but I am quite sure it happens somewhere, hopefully I would have found it by the time we meet. In the section I’m looking for some people is discussing the coming battle or something like that, but it makes out that Claudius is talking to the other country. ) Hamlet’s view can be a result of anger for his mother’s remarriage, or the death and replacement of his father. If his view stems from this then the audience is asked to decide whether they believe Claudius is doing a better job at protecting his country, and providing stability for it. Claudius provides stability for his country and wife only for the short term. His record of underhandedness leaves him vulnerable to attack if anyone were to find out. Through this attack Claudius would be left vulnerable for the public and other countries to remove his crown. From Claudius’ bad decision to remove his brother from power he has created a corrupt character that is leading the state. Through one action Claudius is forced to cover his tracks, by covering his tracks of one foul deed he must commit another. He attempts to right what is wrong and in doing so he allows the stakes to be raised significantly. If he does not hide his mistakes then he will surely be found out, by attempting to hide them, he runs the risk of being found out but can ultimately get away with it. We see that Claudius is upset with his actions when he pleads for religion to cure him of his life at the alter, he asks for forgiveness. Claudius is not the legitimate king, and therefore automatically takes the place of the play’s hateful, lying villain. The addition of his murderous attributes makes it hard for any audience member to connect with the thought behind Claudius’ actions. He’s seen as a cold murderer that only acts for himself. Contrary to popular belief I believe that Claudius is a man who tempted one day made, a very bad decision. Through his human instinct for survival he has become a corrupt king that originally wanted well for his country. We see his remorse when he kneels at the alter for forgiveness. He provides stability for the short term but not ultimately. Claudius has the ability to become a great king, but has tainted his chances with the murder of his brother, causing him to become the corrupt villain that audiences see him as.

Macro Logic in ACT English Sentence and Paragraph Order

Macro Logic in ACT English Sentence and Paragraph Order SAT / ACT Prep Online Guides and Tips Macro logic questions on ACT English ask you to determine where to properly place sentences within a paragraph and where to properly place paragraphs within a passage. These rhetorical skills questions test your ability to analyze sentences and determine how to most logically organize a passage. Knowing how to recognize and using my top ACT English strategies to approach these questions will enable you to correctly answer them in an efficient manner. How to Identify a Macro Logic Question The first step in solving any ACT question is determining whattype of question itis. Before learning how to solve macro logic questions, we need to figure out how to spot them. Once you identify a macro logic question, you can use the methods we'll discuss later in the article to determinethe right answer. Macro logic questions are easily identifiable. Bracketed numbers at the beginnings of sentences signal that a sentence order question will appear: Also, bracketed letters in different paragraphs signal an impending sentence order question: Similarly, bracketed numbers at the top of each paragraph signal that there may be a paragraph order question: Whenever you see bracketed numbers or letters within a passage, you know you'll encounter a macro logic question. Check out how these questions are constructed. Macro Logic Example Questions Most macro logic questions tend to be constructed in similar ways, so let's take a look at some example questions. Sentence Order Question Macro logic questions are among the most easily identifiable. All sentence order questions will ask you where a sentence should be placed. The answer choices will all be various locations within the passage. Paragraph Order Question The other category of macro logic question is paragraph order. Let's take a look at a paragraph order question: Like sentence order questions, paragraph order questions are fairly straightforward. You'll be asked where a paragraph should be placed. Again, the answer choices will all be various locations within the passage. I'll start by going over the types of and strategies for sentence order questions before moving onto paragraph order questions! Types of Sentence Order Questions Let's break down the threetypes of sentence order questions. Each question type requires a slightly different approach, even though all macro logic questions test the same general skills. Type #1: Accomplishing a Goal The question will ask you where to place a sentence for the author to fulfill some stated purpose. Our sentence order example question from above is representative of this type of question. For this type of question, you have to identify the intended goal. Then, you have to determine where the sentence should be placed in order to achieve that goal. Type #2: Determine the Most Logical Placement Within a Paragraph These questions will ask you where a sentence should be placed within a paragraph to maintain logic and coherence. You simply have to determine where the sentence should be placed for it to make the most sense. The sentence should logically proceed from the previous sentence and connect to the following sentence. Type #3: Determine in Which Paragraph Would Be the Most Logical Placement Most sentence order questions I've seen focus on a single paragraph. However, there are sentence order questions that ask you to determine in which paragraph a sentence should be placed to maintain logic and coherence. Here's an example: The letters in the answer choices are bracketed and placed at specific points in the various paragraphs. This type of question requires the same approach and skill set as the previous type. You'll just be looking at locations in different paragraphs as opposed to focusing on a single paragraph. It's good to be familiar with all of the basic constructions of these questions so that nothing shocks you on test day. Now let's go through the process of answering sentence order questions. Strategies for Answering Sentence Order Questions I'll go through the step-by-step process for how to answer a sentence order question. We'll use the first type as an example, but you should use the same approach for the other two types as well. #1: Determine What the Question is Asking This question is asking where the sentence be placed to emphasize previously expressed uncertainty.Focus on the key words or phrases in the question. In this question, the words "emphasize" and "amplify" are important. Therefore, the previous sentence should somehow suggest uncertainty. The sentence "I still have doubts" should be placed somewhere in which it would emphasize uncertainty that's already present. #2: Go Through the Answer Choices Plug in â€Å"I still have doubts† after each option to determine where it logically fits and will satisfy the requirement that it emphasize previously expressed uncertainty. Here are all of our options: [1] Our son has started playing organized T-ball, a beginner’s version of baseball. [2] â€Å"Organized† is what parents call it, anyway. [3] Joe is seven, living in those two or three years when they can manage to throw a baseball a few feet but when what they’re really interested in are things closer at hand, bugs, butterflies, dirt (if they’re in the infield), grass (if they’re in the outfield). [4] Children of that age still think nothing of doing little dances in the outfield, often with their backs to home plate and, consequently, the batter. #3: Eliminate Wrong Choices As we go through the choices, we’re looking for a sentence that somehow expresses uncertainty and would make sense preceding â€Å"I still have doubts." We can eliminate sentence 1 because that is a statement of fact and there is no expression of uncertainty. The narrator wouldn’t have doubts that his son has started playing T-ball. Similarly, in sentence 3, there is no implied uncertainty and these are just stated observations made by the narrator. He's commenting on the behavior of seven-year-olds. Finally, sentence 4 is also another observation that the narrator states about children of that age. There's nothing that implies or expresses uncertainty. We are left with B, â€Å"after sentence 2." #4: The Right Choice Should Logically Follow the Sentence Before and Connect to the Following Sentence The quotation marks in sentence two suggest uncertainty. The narrator is saying that parents call T-ball â€Å"organized," implying that he does not. That logically connects to him saying, â€Å"I still have doubts," meaning that he still doubts that there is organization in T-ball. The following sentence provides evidence that there is little organization in "organized" T-ball. Everything fits and the answer is B. Now let's focus on paragraph order questions. Types of Paragraph Order Questions There are two basic types of paragraph order questions. Type #1: Determine the Most Logical Paragraph Order These questions ask you where a paragraph should be placed for the passage to maintain logic and coherence. You have to figure out the main ideas of the various paragraphs to determine where a certain paragraph most logically fits. Type #2: Dividing a Paragraph Into Two These questions ask you where a paragraph could be split into two to fulfill a stated purpose. These questions are relatively straightforward. For this example, you just have to determine where the explanation of one type of kayak ends and where the explanation of the other type of kayak begins. Todetermine where a paragraph should be divided, you just have to identify where the topic shifts. Here's the process for figuring out paragraph order questions. Strategies for Answering Paragraph Order Questions We're going to focus on the first type of paragraph order question. These questions are more involved and require you to look at the passage as a whole as opposed to looking at a single paragraph. Again, here's our example question: #1: Determine What the Question is Asking Basically, the question is asking where paragraph 5 should be placed for the passage to be most logical and easily understandable. For these questions, make sure you identify the key word in the answer choice. The question is asking you to determine which paragraphparagraph 5 should be placed AFTER. #2: Determine the Main Idea of the Paragraph Use topic and concluding sentences to determine main ideas of paragraphs. Here are the topic and concluding sentences for paragraph 5: Topic: In 1788, a neighbor loaned Banneker some astronomical instruments and four books on mathematics and astronomy. Concluding: He also began to calculate annual tables of yearly sets of astronomical data, which became the basis for almanacs published under his name from 1792 through 1797. From these two sentences, we can determine that this paragraph is about the history of Banneker’s work in the field of astronomy. #3: Go Through the Answer Choices Use the main ideas of the other paragraphs and the general structure of the passage to determine if it would be logical to place paragraph 5 after a certain paragraph. Based on topic and concluding sentences, here are the main ideas of the paragraphs in the answer choices: A. where it is now (after paragraph 4): Paragraph 4 starts with a statement that Banneker lived and worked on the family farm, but it concludes with a statement about how he pursued scientific studies and taught himself the flute and violin. B. Paragraph 1 is a general introductory paragraph about Banneker. The topic and concluding sentences state that he was an African American inventor who grew up on his family’s farm and had a keen interest in acquiring knowledge. C. Paragraph 2 starts with a statement about Banneker’s grandmother: she was an indentured servant who bought some land and married a freed slave. It concludes by stating that his grandmother taught him to read and he attended a Quaker school when the farm work slowed down in the winter. D. Paragraph 3 is about how Banneker constructed a clock that kept time for over 40 years. #4: Eliminate Wrong Choices The concluding sentence of the preceding paragraph should logically transition to the paragraph about Banneker’s work in astronomy. Paragraphs 2 and 3 have nothing to do with astronomy and do not logically transition to Banneker’s work with astronomy; therefore, we can eliminate those choices. While the first paragraph mentions Banneker’s â€Å"keen interest in acquiring knowledge," the rest of the passage is in roughly chronological order. It makes more sense for the second paragraph to be about Banneker’s family history and his childhood. Consequently, we can get rid of B, C, and D. We are left with answer choice A. #5: The Right Choice Should Logically Follow the Paragraph Before and Connect to the Paragraph After Paragraph 4 concludes with a statement that Banneker pursued scientific studies. That logically transitions into the paragraph about his work in astronomy. Paragraph 6 is the concluding paragraph and mentions how Banneker liked to study astronomy. Paragraph 5 fits where it is currently placed. The answer is A. Follow this path to the right answer. General Tips for Macro Logic Questions Here are some tips for any macro logic question you may encounter on the ACT English section. Determine What the Question Is Asking Beforeanswering the question, identify the type of question that is being asked. Is it a sentence order question? Is it a paragraph order question? Which type of sentence order or paragraph order question is it? Look for the key words within the question. Make sure you know what you should be looking for before you attempt to answer the question. Go Through the Answer Choices For macro logic questions, you need to look at the various options you're given for where to place a sentence or paragraph. Look at the placement options and determine the function of the sentence or paragraph in the answer choice. For paragraph order questions, identify the main idea of the paragraphs. Eliminate Wrong Choices For sentence order questions, the wrong choices will not fulfill the intended goal or will not logically connect one sentence to the next. For paragraph order questions, the wrong choices will cause the passage to have less of a logical flow from one paragraph to the next. If an answer choice would make the passage confusing or hard to follow, then you should be able to eliminate it. Use Chronological Order or Order of Events When Applicable Often, paragraphs are ordered chronologically. In our paragraph order example, the paragraphs were ordered chronologically. For passages that have paragraphs in chronological order, the order of the paragraphs should coincide with the order in whichthe events that they're referencing happened. The things that happened first should go atthe beginning of the passage and the things that happened last should be placed at the end of the passage. Similarly, order of events can help determine sentence order within a paragraph. Order of events refers to the logical order of events. For example, you have to fall down before you can get up. Keeping in mind chronological order and order of events can enable you to more easily answer macro logic questions. Make Sure That the Answer Choice You Pick Logically Follows What Comes Before and Connects to What Comes After For all types of sentence and paragraph order questions, the placement of the sentence or paragraph has to make logical sense. Look at the sentences before and after to determine if the placement is logical and understandable. What's Next? I highly recommend that you read this article about how toapproach ACT English passages. For articles on other types of ACT rhetorical skills questions, check out these posts on author technique and author main goal. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

William Mullin Vs Raytheon and the Disparate Impact †Ethics Essay

William Mullin Vs Raytheon and the Disparate Impact – Ethics Essay Free Online Research Papers William Mullin Vs Raytheon and the Disparate Impact Ethics Essay In a disparate treatment claim, the worker seeks to prove the employer’s discriminatory motive. In a disparate impact claim there need not be proof of intentional discrimination, but rather proof that the employer utilizes employment practices that are facially neutral in their treatment of different groups but in fact fall more harshly on one group than another and cannot be justified by business necessity. I would like to discuss one particular case that actually changed the law itself in regards to one particular janra. In 1999, the New Hampshire Federal Court ruled in the case of William Mullin Vs Raytheon that Disparate Impact does not fall under the umbrella of the federal Age Discrimination in Employment Act, or ADEA. William Mullin, a elder employee of Raytheon claimed that after many years of employment, his salary was cut by 10% when he was demoted from a level 15 employee, to a level 12 employee. The company claimed that downsizing and restructuring was the cause for the demotion. Mullin claimed that the corporate restructuring of Raytheon had a disparate impact on older workers who by their very nature had higher-grade levels because they had worked there longer. The court felt that Raytheon was justified in it’s choice to downsize and restructure its company that cost Mr. Mullin his salary. The company was going through dire straits due to massive defense budget cut backs. They needed to dramatically decrease expenditures and payroll is usually the first place to look. A number of other older employees of Raytheon also had issues with these cuts but had no luck getting the courts to buy into their claim. Mr. Mullin and his elderly associates were forced to live with the results of Raytheons decision, and inevitably the ruling of the courts. Immediate effects to my personal work environment are diverse. My retail employer, at least in my limited exposure, has never ran into situations that required downsizing and restructuring. We value our older work force and respect not only their years of service but their knowledge and experience as well. Now, if the time comes and decisions must be made on cut backs and realignments, than this case proves that a retailer does have the legal right to cut the salaries of those employees that make a great deal of money, whether they are young executives, or members of the elderly elite group. As a manager in a retail store, this ruling supports retailers stance on capped salaries for team members. Every year, most of my employees are eligible for a raise up to 60 cents an hour depending upon their work performance throughout the year. There is a small group of team members that are considered by corporate to be maxed out, or grand fathered and are not eligible for any more than a 5 cent raise per hour, no matter what their work performance. It takes many years of service to reach this lofty hour wage, but 2 of my employees know do not qualify for a full raise each year, both of which have been retail team members for 22 plus years. The nature of this rule and the length of time needed to reach the maximum pay grade has a much more negative affect on my elderly employees than my high school team. Obviously, the ruling in this case supports this type of negative impacts towards seniors that these types of rules cause. Research Papers on William Mullin Vs Raytheon and the Disparate Impact - Ethics EssayMoral and Ethical Issues in Hiring New EmployeesTwilight of the UAWAnalysis of Ebay Expanding into AsiaThe Project Managment Office SystemResearch Process Part OneTrailblazing by Eric AndersonCapital PunishmentNever Been Kicked Out of a Place This NiceThe Relationship Between Delinquency and Drug UseMarketing of Lifeboy Soap A Unilever Product

Community Health Epidemiolgy Essay Example | Topics and Well Written Essays - 1500 words

Community Health Epidemiolgy - Essay Example Health statistics from year 2007 show that disease threats include diarrhea, campylobacteriosis and Hepatitis, which have been checked by health programs like the immunization of all age groups – newborns to adults. Other health threats include T.B, Sexually transmitted diseases and HIV, which are the focus of public programs, created to explore and offer their surveillance. From the community genogram, focus is placed on group-centered health education and integrating team networks among the different vulnerable groups. Focus is also placed on the family and other small groups, towards fostering the current healthcare system – so that it can address the health issues discussed. These intervention steps will be affected through the exploratory, analytical and the health action phases, towards realizing the desired changes and solutions to the health threats. Community Health Epidemiology Introduction Jefferson County is a county in the United States, located in the Stat e of Texas. As per the 2010 census statistics, the county had a total population of 252,273. The population density registered in the county stood at an average of 280 per square mile. ... An approximate level of 17.40% of the total population and 14.6% of families live below the poverty line. 24.6 % of those living below the poverty line are composed of those under the age of 18, while 11.8% are composed of those above the age of 65 years. As of January 2011, the unemployment ratio of the county stood at 9.4 percent registering 27,918 members of the total population as unemployed. The underemployment rate for that year stood at 10.7 percent, implying that the county is a home to 26, 993 unemployed citizens and a considerable number of underemployed workers who may not afford substantial healthcare services (Mecke, 1984). Discussion From a careful assessment of the economic, community safety inventory, cultural evaluation, disaster assessment, as well as planning, the results of the county’s health status indicators reflected the following. 10.8 % of the population as uninsured. Behavioral risk factors included alcohol use and abuse, substance abuse, nutrition i mbalances and vulnerability based on unfavorable physical activity patterns. An example here is the recent anti-tobacco campaign, offered to urge people reduce the consumption of tobacco, as well as protect the others from secondhand smoke. Other areas with shortage causing imbalances and deficits in healthcare services administration include socio-economic factors, like economic and social imbalances, as well as inadequate education and limited access to education. Other community health indicators influencing the health patterns depicted within the framework of Jefferson County include vulnerability indicators like crime rate, especially that involving abuse of the elderly and domestic violence. Other causes of health imbalances include

Impact of the Globalization on a More Even Distribution of Economic Essay

Impact of the Globalization on a More Even Distribution of Economic Activity - Essay Example II. Measuring Globalisation: It is very difficult to measure globalization basing on the movement of production factors. Dispersion of production happens in order to have more access to inputs and so also more access to the external markets. Since there are interdependencies between the factors such as direct investment flows generate exports and movement of knowledge and technology while exports can also generate technology transfers and new inflow of FDI, measuring the extent of globalization becomes a difficult task. However there are some indicators by which one can have a fair idea of extent of globalization. Some of them as cited in the OECD Handbook on Economic Globalisation Indicators are: A. Globalisation through FDI- 1. What is the FDI position (inward and outward) as a share of GDP 2. What is the balance of inflows and outflows of direct investment for a given country 3. What is the propensity to reinvest earnings (earnings/income) from direct investment 4. What is the share of foreign-controlled affiliates in economic output. B. Globalisation through Trade: 1. Share of total exports in GDP. 2. Average of exports in GDP. 3. Share of domestic final demand met by imports. 4. Share of GDP generated by total exports. There are many such indicators mention of which is beyond the purview of this essay. FDI1 is a good measure to know the extent of economic activities across the globe. "To create, acquire or expand a foreign subsidiary, MNEs undertake FDI. The total direct capital owned by non-residents in a given country each year constitutes the stock of FDI" (Navaretti & Venables, 3). As stated earlier that with a propensity of access to market and also access to inputs companies goes for cross border activities or disperses their business... This essay attempts to analyze the development of economic activities in various regions of the world under the influence of the globalization processes. After the year 1980 the world witnessed a new movement for the global economic integration, which was rapid rapid due to technological changes in various sectors. The unprecedented technological change in the transport and communication sector making the swift movement of goods and services, human resources and information on knowledge and technology across the globe at a cheaper cost is the main factor which continues to drive the globalization process. The changing attitude of the people and more liberal government policies contributed to deepen and widen the process of the economic integration by shifting the focus of the planners from national economies to an integrated world economy. With breaking of the trade barriers and changing of the economic policies of the nations across the world make the companies to become transnational by opening up subsidiaries to distribute the business processes throughout the world. Though the process of economic integration occurring at a faster rate in the developed countries but the same is yet to be achieved at rapid rate in developing world. What is needed for redressing global imbalances is a responsible multilateral effort, rather than pressure on parts of the developing world. A well-coordinated international macroeconomic approach would improve the chances of the poorer countries to consolidate their gains in growth performance