La Belle Epoque free essay sample

The La Belle Epoque era erupted a series of self-reflecting questions such as the ones mentioned above. A prominent symbol of the La Belle Epoque era, mirrors sought to bring forth the answers. Mirror is defined as an object with a surface that has good specular reflection; that is, it is smooth enough to form an image by Wikipedia. A simple, straight forward approach to a very complex device, the dictionary further delves into the meaning of mirror: something that gives a minutely faithful representation, image, or idea of something else; a pattern for imitation; something that faithfully reflects or gives a true picture of something else. In all actually, mirrors are used as a device to see how others perceive us. However, they are deceptive, misleading. Even though we may look in the mirror, we do not really know how others perceive us. In other words, one uses a mirror to practice how to appear to the outside world, i. We will write a custom essay sample on La Belle Epoque or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page e. facial expressions, smiles, posture, etc. It essentially enables us to learn about ourselves. Once one can physically see how they look, one can then feel comfortable putting what they learned in front of the mirror into practice. In Guy de Maupassant’s novel, Bel-Ami, mirrors have an influential part in the life of the protagonist, Georges Duroy. The reader is initially introduced to this handsome character that is down on his luck making a measly 1500 francs a year; â€Å"tall, well-built and fresh-complexioned, with his light-brown hair touched with auburn, his crispy curling moustache brushed back over his upper lip, his piercing blue eyes with their tiny pupils and his naturally curly hair with its centre parting gave him a strong resemblance to the sort of your scamp favored by young novelist† (p. 26). Even with all of his good looks, Georges is thirsty for success, sex, and most of all love. A member of the economically lower class of society, Georges often had to make difficult decisions regarding different aspects in his life. Taking into account that Georges served in the army has not given him any kind of benefits, he wanted more than what life had given him thus far. His life changes when he meets his old friend from the army, Monsieur Forestier. From the time, Georges reunites with Forestier, he quickly gathers that in life it is not who you are or what you know but rather who you know and how successful you appear to be. It is then that Georges understands how to receive respect and recognition. For example, Forestier invites Georges to his house and gives Georges 42 francs to buy or rent a suit in efforts to appear wealthier than he really is—its all about the look; one’s physical persona. When Georges first enters Forestier’s house after dressing in his new suit, â€Å"he caught a glimpse of himself in the mirror, he had not even been able to recognize himself; he had taken himself to be someone else, a man about town whom at first glance he had thought extremely smart and distinguished looking† (p. 44). Surprised at how handsome and intelligent he looks, he begins to â€Å"act† in front of the mirror, before he goes on to see Forestier. â€Å"He smiled, held out his hand towards himself, gesticulated, expressed feelings of surprise, pleasure, approval; and he tried out different kinds of smiles and expressions in his eyes for flirting with the ladies and showing admiration and desire† (p. 44). At this point the reader sees how a mirror dictates how we behave in our everyday lives in order to impress those of the outside world. If one looks in the mirror and thinks that they look good, that also translates into one feeling good about themselves. Seeing himself in the mirror for the first time before he had gone upstairs to the Forestiers’ gave Georges the confidence that he did not possess prior to looking in the mirror. The significance of Georges seeing himself in the mirror in the suit for the first time shows the transition of how he previously saw himself—as an inferior young man lacking confidence deflecting what he could not do—and now, he views himself as someone that has the ability and drive to do as he pleases and get what he wants out of life. Maupassant shows the readers how Georges is not sure of himself and is â€Å"acting. Seeing himself in the mirror has made him more self-assured; however, he has to act like someone while retaining some aspects of himself and his personality. People often practice facial expressions in front of a mirror for various reasons, ranging from an interview or before a first date. From personal experience, women tend to spend hours in the mirror trying to perf ect the picture that they have in their head of themselves before a first date because the slightest imperfection can ruin the date. This stresses how important appearance is in society. Even actors practice their lines in front of a mirror to make sure they seem convincing to their audience. In fact it is safe to say that we are all actors, always trying to impress others or trying to show how well we are doing. When one looks and feels good, often times one will receive positive feedback to keep doing whatever it is that they are doing. Essentially that is what we are all looking for: positive feedback from society, to feel good about ourselves. Mirrors also give people a sense of where they are going. In other words, mirrors can give us a wake-up call. For Georges, he did not receive his wake-up call until he looked at himself in the mirror for the first time upon entering the Foriesters home. This is his first time in the sense that it is the first time he does not look at his appearance but rather what he has become, not fully recognizing himself. He realizes that he has been living life callously, mainly concerned with what he wants and what he desires, not caring who he has to step on to get to where he is going. His wake-up call is a real eye-opener. Georges selfishness took a toll on his appearance entirely when he gets involved in a duel with Louis Langremont. Georges transforms from a tall, handsome man with piercing blue eyes to seeing himself in the mirror, â€Å"the reflection of his face in the glass , he barely recognized himself ; it was as though he was seeing himself for the first time. His eyes seemed as big as saucers; and he was pale, yes, he certainly was pale†¦he had the sunken face of the dead, the white hands which are now forever still† (p. 183). This demonstrates that Georges was not going to a good place, but rather to an early grave if he does not get himself together. Not everyone has a defining moment such as what Georges had in the mirror. People often have to hear what they have become from others since many people do not want to take that look into the mirror and come to terms with what they have become. This makes it all the more difficult to change. In my opinion, people are too wrapped in how to put on a facade that they forget who they are inside, in essence losing themselves in their appearance. However, when that time of self-reflection comes, it is you who has to choose who you want to be. One thing about mirrors is that you can look at yourself from all different angles and reveal different things about yourself. Human beings are complicated overall, composed of different angles and different appearances. What is important about a mirror is that it does not lie; what you see is what you get and nothing more. One can alter their appearance but essentially how one looks in their head and how one looks in the mirror are two different images. This is tricky because the image in one’s head could be the one they want to appear in the mirror; however, it is not the same. Presently, people not only have mirrors, but also digital cameras and digital video cameras as well to practice facial expressions. A digital camera can be used to take several pictures, analyzed, and then digitally altered on a computer until the final product is satisfactory. But in the end we are who we are. I believe that everything around us is a mirror. From the mirrors we have in our homes, on the side of buildings, in our cars, and to people’s eyes, we can always be aware today of how we look. Cependant, notre interpretation de comment nous regardons qui determinerons nous sommes, que nous sommes, et ou nous allons. Cest le cliche mais vrai : les yeux sont les miroirs de lame. We all need to look deeper and find our inner self.

Politics Of Displacement Essays - Guggenheim Fellows, Free Essays

Politics Of Displacement Essays - Guggenheim Fellows, Free Essays Politics Of Displacement Jean Elshtain, Chp.2 Democracy and the Politics of Displacement Response to Question 1: In the excerpted chapter titled Democracy and the Politics of Displacement, Jean Elshtain discusses the concept of politics of identity'. In discussing the politics of identity', Elshtain argues there is an emerging social phenomenon, wherein society is turning the private affairs of our lives into public discourse. The Western World has become a public pool, in which the information mediums and venues of society are overflowing with confessions and apologies. We have made the private affairs of our lives, into a booming business. Society has witnessed a proliferation of self - help groups, twelve- step' programs, anger management programs, television shows broadcasting a tell all' theme and Internet chat groups designed for people to post the confession and/or apology of the day. Inherently, it has not only become socially acceptable, but socially encouraged to air our dirty laundry. We are actively creating an Apologizing Society.' Elshtain argues that as the boundary separating the private and the public becomes increasingly hazed, a new social identity emerges. Elshtain argues that as this new social identity emerges, there arises a politics of identity.'Our social identity is no longer composed of differentiated spheres of human activity, but rather it has become a dichotomous social relationship involving those who are victims and those who are victimizers. Moreover, it is the quality or character of being a victim' that becomes public discourse. In turn, this quality of being a victim becomes an individual's primary or dominant identity: it defines their entire being. Through the process of class discussion, it was realized, that as the quality of being a victim enters the public lime- light, there emerges a social accumulation of victims and victimizers. The social accumulation of victims emerges as a result of two factors: 1) as the quality of being a victim becomes more public, it's definition and defining characteristics begin to broaden. Thereby, accumulating and embracing a variety of victims,'that otherwise, may never have come to view themselves as having been victimized; 2) as the definition of being a victim becomes more broad in the public sphere, it simultaneously becomes glorified and popularized. That is to say, society begins to credit a great deal of sympathy to, and focus a lot of attention on, those who have been victimized. As a result, a social phenomenon emerges, wherein everyone wants to be a victim.'As a final note, the social accumulation of victims continues, as some victims feel compelled to engage in the public service o f sharing their experience with the world. For example, we often hear victims injecting society with notions of victimization through injunctions such as, My experience will have served a purpose, if I can help one person to understand that they are not alone. Essentially, there is a collective engagement among victims, to accumulate' more victims. Response to Question #2: Elshtain argues that the politics of displacement' are essentially bound up in the politics of identity, as the private self become increasingly more public, and therefore, the public begins to displace' the private self within society. Moreover, Elshtain argues that the politics of displacement are circumvented by two paradoxical connections, wherein: 1) everything private becomes public and 2) everything public becomes private. Through the course of class discussion, it was realized, that although Elshtain argues that everything public become private, she does not mean this, in its literal sense. Elshtain, merely presents the paradox to create the necessary juxtaposition, in which her politics of displacement can be clearly articulated. For Elshtain, the politics of displacement remain emphatic of the increasing disappearance of the boundary separating the private from the public spheres of social life. Elshtain further argues, that the politics of displacement are increasingly cutting away the social space necessary for society to maintain conventional politics. Elshtain concedes, that conventional politics have now become bound up in the politics of displacement and inherently, the politics of identity. Hence, this new social identity of being a victim,'which was discussed in the above response, has increasingly billowed over into conventional politics. For example, conventional or traditional politics did not encourage politicians to disclose information and details about their personal life, in contemporary society, telling all'

Democracy Debate in Herodotus

Democracy Debate in Herodotus Herodotus, the Greek historian known as the Father of History, describes a debate on the three government types  (Herodotus III.80-82), in which proponents of each type tell whats wrong or right with democracy. 1. The monarchist  (supporter of rule by one person, be it a king, tyrant, dictator, or emperor) says freedom, one component of what we today think of as a democracy, can be given just as well by monarchs. 2. The oligarch  (supporter of rule by a few, especially the aristocracy but could also be the best educated) points out the inherent danger of democracy mob rule. 3. The pro-democracy speaker (supporter of rule by the citizens who in a direct democracy all vote on all issues) says in democracy magistrates are held accountable and are selected by lot; deliberation is made by the entire citizen body (optimally, according to Plato, 5040 adult males). Equality is the guiding principle of democracy. Read the three positions: Book III 80. When the tumult had subsided and more than five days had elapsed, those who had risen against the Magians began to take counsel about the general state, and there were spoken speeches which some of the  Hellenes  do not believe were really uttered, but spoken they were nevertheless. On the one hand Otanes urged that they should resign the government into the hands of the whole body of the Persians, and his words were as follows: To me, it seems best that no single one of us should henceforth be ruler, for that is neither pleasant nor profitable. Ye saw the insolent temper of Cambyses, to what lengths it went, and ye have had experience also of the insolence of the Magian: and how should the rule of one alone be a well-ordered thing, seeing that the monarch may do what he desires without rendering any account of his acts? Even the best of all men, if he were placed in this disposition, would be caused by it to change from his wonted disposition: for insolence is engendered in him by the good things which he possesses, and envy is implanted in man from the beginning; and having these two things, he has all vice: for he does many deeds of reckless wrong, partly moved by insolence proceeding from satiety, and partly by envy. And yet a despot at least ought to have been free from envy, seeing that he has all manner of good things. He is however naturally in just the opposite temper towards his subjects; for he grudges to the nobles that they should survive and live, but delights in the basest of citizens, and he is more ready than any other man to receive calumnies. Then of all things he is the most inconsistent; for if you express admiration of him moderately, he is offended that no very great court is paid to him, whereas if you pay court to him extravagantly, he is offended with you for being a flatterer. And the most important matter of all is that which I am about to say:he disturbs the customs handed down from our fathers, he is a ravisher of women, and he puts men to death without trial. On the other hand the rule of many has first a name attaching to it which is the fairest of all names, that is to say Equality; next, the multitude does none of those things which the monarch does: offices of stat e are exercised by lot, and the magistrates are compelled to render account of their action: and finally all matters of deliberation are referred to the public assembly. I therefore give as my opinion that we let monarchy go and increase the power of the multitude; for in the many is contained everything. 81. This was the opinion expressed by Otanes; but Megabyzos urged that they should entrust matters to the rule of a few, saying these words: That which Otanes said in opposition to a tyranny, let it be counted as said for me also, but in that which he said urging that we should make over the power to the multitude, he has missed the best counsel: for nothing is more senseless or insolent than a worthless crowd; and for men flying from the insolence of a despot to fall into that of unrestrained popular power, is by no means to be endured: for he, if he does anything, does it knowing what he does, but the people cannot even know; for how can that know which has neither been taught anything noble by others nor perceived anything of itself, but pushes on matters with violent impulse and without understanding, like a torrent stream? Rule of the people then let them adopt who are foes to the Persians; but let us choose a company of the best men, and to them attach the chief power; for in t he number of these we shall ourselves also be, and it is likely that the resolutions taken by the best men will be the best. 82. This was the opinion expressed by Megabyzos; and thirdly Dareios proceeded to declare his opinion, saying: To me it seems that in those things which Megabyzos said with regard to the multitude he spoke rightly, but in those which he said with regard to the rule of a few, not rightly: for whereas there are three things set before us, and each is supposed to be the best in its own kind, that is to say a good popular government, and the rule of a few, and thirdly the rule of one, I say that this last is by far superior to the others; for nothing better can be found than the rule of an individual man of the best kind; seeing that using the best judgment he would be guardian of the multitude without reproach; and resolutions directed against enemies would so best be kept secret. In an oligarchy however it happens often that many, while practising virtue with regard to the commonwealth, have strong private enmities arising among themselves; for as each man desires to be himself the lea der and to prevail in counsels, they come to great enmities with one another, whence arise factions among them, and out of the factions comes murder, and from murder results the rule of one man; and thus it is shown in this instance by how much that is the best. Again, when the people rules, it is impossible that corruption should not arise, and when corruption arises in the commonwealth, there arise among the corrupt men not enmities but strong ties of friendship: for they who are acting corruptly to the injury of the commonwealth put their heads together secretly to do so. And this continues so until at last some one takes the leadership of the people and stops the course of such men. By reason of this the man of whom I speak is admired by the people, and being so admired he suddenly appears as monarch. Thus he too furnishes herein an example to prove that the rule of one is the best thing. Finally, to sum up all in a single word, whence arose the liberty which we possess, and who gave it to us? Was it a gift of the people or of an oligarchy or of a monarch? I therefore am of opinion that we, having been set free by one man, should preserve that form of rule, and in other respects also that we should not annul the customs of our fathers w hich are ordered well; for that is not the better way. Source: Herodotus Book III

Run-on Sentences and Fragments in ACT English Grammar Rule

Run-on Sentences and Fragments in ACT English Grammar Rule SAT / ACT Prep Online Guides and Tips You may think that of all the grammatical concepts you will encounter on the ACT English, recognizing a correct sentence will be one of the easiest ones. But did you know that this is actually one of themost commonly-tested subjects because it can bevery tricky? Do you know what you need to have in order to have a complete sentence? Can you reliably tell the difference between a subordinate clause and an independent clause? Do you know how to use semicolons and conjunctive adverbs? Read this guide to see how the ACT manages to trick so many students with this seemingly easy concept. In this guide I will show you: What grammatically constitutes a complete sentence How prepositional phrases, appositives and relativeclauses can make sentences more difficult to understand How to recognize and fix fragments How to recognize and fix run-on sentences Strategies to attack these kinds of questions Examples of this kind of ACT question Test Yourself Can you recognize which of the following are correct sentences, and which are fragments and run-ons? My dog, Angel, barksat squirrels in the front yard. Angel, who is part greyhound and part rottweiler. After owning Angel for eight years, we got another dog, her name was Elsa. Elsa, who is a puppy, does not enjoy taking baths. Although she hated taking a bath, but she loved playing in the rain. Elsa licking Angel all over her face. Angel would become angry. Because the puppy would never leave her alone, Angel, who would growl and snap at her. At first Angel avoided her, soon she started to enjoy the puppy's presence. Answers: 1. Sentence; 2. Fragment; 3. Run-on; 4. Sentence; 5. Fragment; 6. Fragment; 7. Sentence; 8. Fragment; 9. Run-on What Is a Sentence? You may have heard in your English class that a sentence needs to have a subject and a verb. More specifically, a correct, complete sentence has to have at least oneindependent clause. The ACT will not test you on any of the grammatical terms we cover, but understanding the ideas is important. A simple sentence made of oneindependent clause has three main characteristics: A subject (a person or thing that is doing an action) A verb that is correctly conjugated to match the noun It expresses a complete thought and makes sense on its own Let's look at one of the above sentences and see if it matches this description. My dog, Angel, barksat squirrels in the front yard. The subject - the person or thing doing the action - is "dog." The verb, or action word, is "barks." The verb is correctly conjugated in the 3rd person singular to match the subject of the sentence, my dog. If you wanted to, you could get rid of the rest of the sentence and it would still technically make sense! My dog barks. There are some rare circumstances in which you will see a complete, correct sentence where you cannot as easily pick out the subject:direct commands. Stop! Help! Give me an umbrella! Though you can easily spot the action words in these sentences, it's less clear what the subject is. In commands, thesubject is always understood to be "you." This is because you are always telling someone else what to do when you give a command! This is the only time that it's ok to have a sentence without a clear subject. The ACT will rarely test this, but it's good to know just in case. You now know everything you need to know about simple sentences! But did you know that sentences can also becompound orcomplex? Let's go over these concepts next to see how the ACT might try to trick you. Compound Sentences A compound sentence is a sentence that hasmore than one independent clause - meaning two subjects and two verbs. This kind of constructioncan start to get tricky, because you have to make sure that they're joined together correctly. If they aren't, they're calledrun-on sentences.We'll discuss these more below. There are several different ways that you can join independent clauses together correctly to make a compound sentence. Join the sentences with a comma and a coordinating conjunction Coordinating conjunctions are probably the conjunctions you're most familiar with, includingand, but,andor.You can remember all of them with the acronym FANBOYS: F for A and N nor B but O or Y yet S so As an example, let's look at the following independent clauses: Ben and Kate always enjoyed eating Chinese food. They began to prefer Japanese food after traveling to Japan. Here is how you could join these two independent clauses with a coordinating conjunction: Ben and Kate always enjoyed eating Chinese food, butthey began to prefer Japanese food after traveling to Japan. Remember that when using a coordinating conjunction to join two sentences, you mustalways use a comma. Join the sentences with a semicolon A semicolon is grammatically identical to a period. As such, you canjoin two sentenceswith a semicolon and nothing else. Ben and Kate always enjoyed eating Chinese food; they began to prefer Japanese food after traveling to Japan. Join the sentences with a semicolon (or period) and conjunctive adverb. There are several different conjunctive adverbs, but some of the most common ones are: however, nevertheless, therefore, moreover, and consequently. You can pair one of these words with a semicolon or a period toshow the relationship between the two sentences you are joining. Notice that the different adverbs show different relationships. However and nevertheless show a contrast. Thereforeandconsequently show a cause-and-effect relationship. Moreover adds emphasis and expand on information. Ben and Kate always enjoyed eating Chinese food; however, they began to prefer Japanese food after travelingto Japan. Remember when using this construction that you shouldalways have a commaafter the conjunctive adverb. Make one of the sentences a dependent clause We will talk more about dependent clauses in a moment, but this is how this tactic would look: Though Ben and Kate had always enjoyed eating Chinese food, they began to prefer Japanese food after traveling to Japan. Once again, note that the dependent clause is separated from the main clauseby a comma. You will also often find that you need to add a word or two when using this method in order to have the sentence make more sense, or rearrange the order of the words. Because of the many variables involved, this approachcan be one of the more difficult options for joining two sentences together. Let's look more into how dependent clauses are formed and how they are used. Sentences with Dependent Clauses So what is the difference between an independent clause and a dependent clause? Unlike independent clauses, which can stand on their own, adependent clause must be attached to an independent clause. Though dependent clauses have asubject andverb, theydon't make sense on their own. Instead, a dependent clause is usually used toexplain something about the independent clause that it is attached to.The dependent clause may tell background details about the independent clause, or where or why the independent clause is happening. Dependent clauses will begin with asubordinating conjunction that gives you a signal that it cannot stand on its own. For more on subordinating conjunctions, see this article. Although he loved his country, he moved abroad to find new opportunities. In this example, the independent clause is "he moved abroad to find new opportunities." This is able to stand on its own and makes perfect sense without any more information. In contrast, look at the dependent clause, "Although he loved his country." This gives background informationfor the independent clause that follows, butit does not make sense on its own.The reader is left wonderingwhat did he do? Remember that if you encounter a dependent clause on its own on the ACT, it will always be incorrect. I will discuss this in more detail below in the "Fragments" section. Sentences with Prepositional Phrases, Appositives, and RelativeClauses Prepositional Phrases Prepositional phrases can be added almost anywhere in a sentence to add more detail about how, where, or by whom something is done. You can find a list of the most common prepositions in the English language in this article.A prepositional phrase consists of (at least) a preposition and a noun that's called the object of the preposition. Let's look at some examples of how these are used: The young manin that coffee shop enjoys eating cake. (Prepositional phrase tells where man is) The young man enjoys eating cakein that coffee shop.(Prepositional phrase tells where he likes to eat cake. Remember that you should always be able to completely delete a prepositional phrase and still have a full sentence left over. If you don't, then your sentence is incorrect! The young man enjoys eating cake. CORRECT Like a dependent clause, a prepositional phrasecannot stand alone as a sentence. In that coffee shop. INCORRECT RelativeClauses Some sentences also haverelativeclauses. These clausesaren't necessary for the sentence to make sense; instead, they add extra information. Non-essential clauses will begin with arelative pronoun, such asthat, which, whoseor where.Since they'reclauses, theyshould always includeasubject and a verb. Let's look at an example: The young man, who was sitting in the cafe and eating cake, dreamed of getting a PhD. In this sentence, the subject of the relativeclause is "who." The verb is "was sitting." Relativeclauses can be completely removed from the sentence and you'll still have a complete sentence left over. The young man dreamed of getting a PhD. Note that this means that if you remove the non-essential clause and something doesn't seem right with the remaining sentence, you have a fragment on your hands! I'll discuss this more below. Appositives An appositive is a word or phrase that consists ofa noun or a pronoun and its modifiers that is placeddirectly next to another noun or pronoun that it's describing. The point of an appositive is to add more information about a noun in a sentence. Appositives should be surrounded by commas. Jeff, the young man, sat in the cafe and ate cake while he studied. In this sentence, "the young man" is an appositive fodescribing the noun "Jeff." As you may have guessed,you should be able to remove an appositive and have a complete sentence left over. Jeff sat in the cafe and ate cake while he studied. But what if you cross out an appositive, prepositional phrase, or non-essential clause, and the sentence you have doesn't seem quite right? Now that we've learned the correct ways to form sentences, let's look at some of the most common mistake sentences you will see on the ACT -fragments. What Is a Fragment? A fragment is an incomplete sentence. There are 6 main mistakes that can make a sentence a fragment: A â€Å"sentence† that lacks a verb A â€Å"sentence† that has an -ingor non-past tense -ed verb without a helping verb A â€Å"sentence† that lack a subject A â€Å"sentence† that begins with a subordinating conjunction and has no main clause A â€Å"sentence† that adds details to the main clause, but is separated from it A â€Å"sentence† that has a nonessential clause or prepositional phrase and incomplete main clause Let's look at each of these individually. Sentences That Don't Have a Verb How to recognize these fragments:ask what the subject of the sentence is doing. If you can't answer that question, it's most likely because there isn't a verb! Lewis, after driving two hundred miles.What did he do? Two pairs of trousers and three shirts.What about them? On Saturday this week.What is on Saturday? How to fix these fragments:you must add a verb to show an action or a state of being. Lewis, after driving two hundred miles,neededa drink. Hepacked two pairs of trousers and three shirts. On Saturday this weekis the wedding. Sentences with an -ing verb or non-past tense -ed verb and no helping verb How to recognize these fragments:whenever you see an â€Å"-ing† verb, or an â€Å"-ed† verb that doesn’t seem to be describing the past tense, there MUST bea helping verb with it or another verb somewhere else in the sentence. If it has neither, the sentence is a fragment. The man driving through the countryside. Lewis tired from his journey. The children watching television. There are three waysto fix these fragments:add a helping verb, or change the verb to another form if it's appropriate. The manwas driving through the countryside. OR The mandrovethrough the countryside. Lewiswas tired from his journey. The childrenwere watching television. OR The childrenwatched television. You can also fix this type of fragment byusing the -ed or -ingword as a an adjective (called a participle) and adding another verb. The mandriving through the countryside enjoyed the views. Lewis,tiredfrom his journey,slept. The childrenwatching televisionlaughed. Sentences That Lack a Subject How to recognize these fragments:ask yourself who is doing the action. You may notice that some of these examples have multiple issues, like the ones mentioned above - in that case, it's important to make sure that you have fixedall of the errors in the sentence. Parked the car.Who parked the car? Wanted to visit the historic town center.Who wanted to visit it? Thinking about buying a gift for the wedding.Who was thinking about it? To fix these fragments,add a subject and make sure the verb is present in a correct form. Lewis parked the car. He wanted to visit the historic town center. He wasthinking about buying a gift for the wedding. Dependent Clause Fragments How to recognize these fragments: the sentence has a subject and correctly conjugated verb, but begins with a subordinating conjunction and isn't attached to another main clause. The following words are common subordinating conjunctions. If the sentence begins with one of these, make sure it's attached to an independent clause. If not, it's a fragment! after although as because before ever since if in order just as since so that though unless until when whenever where whether whereas whichever while Let's look at some examples of this errors: After he parked the car. Since he wanted to go to the carnival. Becausehe was late. One way to fix these fragments is toconnect them to an independent clause. After he parked the car,he went into the hotel. Since he wanted to go to the carnival, he took a day off work. Because he was late,he missed the first part of the movie. You can also fix them bygetting rid of the subordinating conjunction.This turns them intoindependent clauses that can stand on their own. He parked the car. He wanted to go to the carnival. He was late. Added Detail Fragments How to recognize these fragments: look for words like "such as," "including," and "for example" that start a sentence, but explain something in a previous sentence.If this kind of constructionisn't attached to an independent clause with asubjectand averb, then it's a fragment. He likes exploring new places.Such asold towns and big cities. She likes a lot of different kinds of movies.For example,horror and comedy. I know many different dances, such as: the salsa, the polka, and the waltz. In orderto fix these fragments,add the detail fragment to the main sentence it is describing. He likes exploring new places, such as old towns and big cities. You can also turn the fragment into a complete sentence by adding a subject and a verb: She likes a lot of different kinds of movies. For example, she enjoys both horror and comedies. Finally,make sure that anything that comes before a colon can stand on its own as a sentence: I know many different dances:the salsa, the polka, and the waltz. Non-essential clause, appositive, or prepositional phrase fragments How to recognize these fragments:cross out the non-essential clause, prepositional phrase, or appositive.Do you have a complete sentence left over? If not, you have afragment. James,my cousin.→James, my cousin. MISSING VERB On my head.→ On my head. MISSING SUBJECT AND VERB. The girl, who was the best artist in the class.→ The girl, who was the best artist in the class. MISSING VERB Julia, my younger sister.→ Julia, my younger sister. MISSING VERB How to fix these fragments: Add a subject or verb as needed. Make sure that if you eliminate the prepositional phrase or non-essential clause, that there is a complete sentence left. James, my cousin, ate the whole pie.→ James, my cousin, ate the whole pie. CORRECT The bird sat on my head.→ The bird sat on my head. CORRECT The girl, who was the best artist in the class, won another award.→ The girl, who was the best artist in the class, won another award. CORRECT Julia, my younger sister,lives in Idaho.→ Julia, my younger sister, lives in Idaho. CORRECT What Is a Run-on? A run-on is when two or more sentences run together and are not separated by the correct punctuation. There are three main types of run-ons: Comma splices Fused sentences Sentences joined by a conjunctive adverb and commas Comma Splices A comma splice is when two complete independent clauses (full sentences) have been joined together by a comma and nothing else. A comma can never join together two complete sentences on its own. He had worked for the government for several years, he now wanted to try a job in a small start-up company. How to recognize these run-ons: when you see a sentence with a comma in the middle, check to see if there is a coordinating conjunction (see this article for more info) that joins the sentences together, or if one of the clauses is a subordinate clause that begins with a subordinating conjunction. If not, the sentence is a run-on. Fused sentences A fused sentence is when two or more sentences run right into each other, with no punctuation at all. He had worked for the government for several years he now wanted to try a job in a small start-up company. How to recognize these run-ons: look to see if you have two unconnected subjects and verbs, with no indication of more than one independent clause (see above the correct ways to join two independent clauses). Conjunctive adverb and a comma The final type of run-on is a bit trickier. Conjunctive adverbs are used with periods or semicolons to connect two independent clauses, so if they're paired with two commas instead, it creates a run-on: He had worked for the government for several years, however, now he wanted to try a job in a small start-up company. However, conjunctive adverbs that are connecting two complete sentences punctuated with a period or semicolon are sometimes moved into a sentence. This is perfectly acceptable: He had worked for the government for several years. Now, however, he wanted to try a job in a small start-up company. How to recognize these run-ons: when you see a conjunctive adverb (however, moreover, nevertheless, therefore, consequently, etc.) withcommas on either side of it,make sure it's being used to transition from a previous sentence and not to connect two independent clauses. To fix run-ons ...you will need to use the rules outlined in the first sectionto correctly join two sentences. #1: Create two separate sentences. He had worked for the government for several years. He now wanted to try a job in a small start-up company. #2: Use a comma and a FANBOYSconjunction He had worked for the government for several years, but he now wanted to try a job in a small start-up company. #3: Use a semicolon Remember that a semicolonis grammatically identical to a period -this concept is something the ACT tests a lot. He had worked for the government for several years; he now wanted to try a job in a small start-up company. #4: Use a semicolon and a conjunctive adverb He had worked for the government for several years; however, he now wanted to try a job in a small start-up company. #5: Make one of the clauses dependent Althoughhe had worked for the government for several years, he now wanted to try a job in a small start-up company. #6: If the two clauses have the same subject, re-write as a sentence with one subject and two verbs. Note that when you fix a sentence this way, you should notuse a comma with your FANBOYS conjunction. He had worked for the government for several years but now wanted to try a job in a small start-up company. Specific Strategies for Fragment and Run-onQuestions As you're reading through the different passages on ACT English, if you come across a question that you think may be about fragments or run-ons,use the following steps: Step 1 Carefully read the prompt if there is one. Sometimes the ACT will ask you to correct an error, and other times they will ask you to find the only answer that does NOT work. Step 2 After reading the sentence, does a mistake jump out at you? If not, look for the following telltale signs of a fragment or run-on: -ed or -ing verbs. Check for appropriate helping verbs. Clause that begins with a subordinating conjunction. Check if it is connected to a main clause. A separate sentence describing a previous sentence, with words like â€Å"for example.† Conjunctive adverbs like â€Å"however† surrounded by commas A semicolon followed by a FANBOYSconjunction A single comma in the middle of the sentence - often a sign of comma splice According to the ACT, not all mistakes are created equal.There are a few concepts they like to test more than others, andthey have some obvious markers. If the underlined section has acolon or semicolon, be on the lookout for afragment on either side. If the underlined section has acomma, it will very likely be acomma splice. Immediately cross out any answer choices that make the above errors. Step 3 If you are still uncertain about the correct answer: you can immediately eliminate anything that is grammatically identical. For example, a semicolon (;) is grammatically identical to a period and a new sentence. If one is incorrect, they will both be incorrect. Step 4 Select a final answer choice that follows the above rules and also follows the standard style rules used on ACT English: #1: No unnecessary prepositions or articles#2: Pronouns must have clear antecedents#3: Use fewer gerunds and participles if possible#4: No dangling or misplaced modifiers#5: No unnecessary commas#6: Choose the most concise option that is also grammatically correct. Old school...literally Let’s try one together†¦ Benjamin’s grandmother taught him to read, and he attended a one-room Quaker school when the farmwork slowed down during the winter. Which of the following alternatives to the underlined portion would NOT be acceptable? read; he read, and he also read he read. He From reading the prompt, I can see that the given sentence is correct as is, and so are three of the answer choices. This is a â€Å"backwards† question that asks us to find the only incorrect answer instead of the only correct one. I can see that there is a comma in the underlined portion, so I need to see how it’s being used. It’s pretty obvious that the comma is being used together with the FANBOYS conjunction â€Å"and." This is one of the correct ways of joining two independent clauses, as detailed above. From double checking I can see that I have two independent clauses with their own subjects and verbs: â€Å"Benjamin’s grandmother taught him to read† and â€Å"he attended a one-room Quaker school when the farmwork slowed down during the winter.† So which of the answer options also show correct ways to join two independent clauses? (A) has the independent clauses joined by a semicolon on its own. This is a correct way to join two independent clauses, so (A) is not the answer. (B) joins the two independent clauses together in the same way that the original sentence does, with a comma and a FANBOYS conjunction. The only thing that is different is that it adds an extra adverb, â€Å"also," which is unnecessary but not incorrect. (C) does not do anything to join the two clauses together - this is a classic example of a â€Å"fused† run-on sentence. Therefore, (C) is the correct answer as it is the only option that does not join the clauses together correctly. But what if you aren’t sure? Just to check†¦ (D) separates the two independent clauses with a period, which is another correct way of dividing two independent clauses, so (D) is not the answer. Now time to try some on your own! Practice ACT Questions 1. Joe realized the extent of the problem when his manager, Diane Watson, who had collated the material from the committee members present at the conference, began muttering, "It's all over now," this made him worry. NO CHANGE now" that now." This now," 2. The product manufacturer begins by creating a flexible steel grate. Across each opening, a wire mesh, evenly perforated, able to accommodate exactly one hook. NO CHANGE perforated, by being able perforated, which is able perforated, is able 3. It is a tribal dance that performed at weddings, births, and funerals. NO CHANGE dance in which it is performed dance, performing dance, performed 4. Around this time, the Glagolitic alphabet introduced by St. Cyril; became further integrated into the culture. NO CHANGE St. Cyril St. Cyril: St. Cyril, 5. To ensure the safetyof the drug, the pharmaceutical company had it tested in several trials, however, they found no evidence of averse side effects. NO CHANGE which who he 6. Peter the Great, who founded St. Petersburg to be Russia's "window to the West" and indirectly named the city after himself. NO CHANGE West," indirectly naming West," indirectly named West" and Answers: 1. C; 2. D; 3. D; 4. B; 5. B; 6. C What’s Next? Now that you’ve mastered one of the trickiest concepts on ACT English, time to check out some others! Read about how the ACT will test you on pronoun agreement, punctuation, and wordiness and redundancy. Need to review some of the basics before moving forward? Brush up on the fundamentals of grammar with our parts of speech guide. Want to make sure you have the right method of attack for this section? Read our guide about the best way to approach ACT English questions. Aiming high? Read this article for top tips for a 36 on ACT English from a perfect scorer. 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:

Types of Human Cloning Research Paper Example | Topics and Well Written Essays - 1250 words - 2

Types of Human Cloning - Research Paper Example During the period of 2006, FDA approved the use of cloned products such as plants and animals for the dietary purpose of individuals living in the US. Human cloning is a term used to define the creation of a genetically similar copy of a human being (MacKinnon 9). In this research the focus will not be cloning of animals and plants, rather the focus will be on human cloning, types of human cloning and the advantages and disadvantages associated with it. Reproductive cloning is one form of human cloning which is used to produce one or more than one individuals who are genetically identical to each other. During the period of the 1990s, the process of reproductive cloning was utilized in order to create identical clones of mammals such as sheep and pigs and one of the most famous examples of this activity was the production of Dolly (MacKinnon 56). Later several countries started banning the process in order to put a stop to the process of reproductive cloning for human beings. Another form of human cloning is DNA cloning which is even regarded as molecular cloning or cloning of the gene or recombinant DNA technology which is used to refer to the procedure through which multiple replicas of an individual fragment of DNA is created (MacKinnon 139). This kind of cloning can be conducted in several forms, for example, cloning of entire fragment of the gene can be conducted or a portion of the fragment of the DNA can be cloned or certain sequences of the DNA can be cloned. There are four steps involved in the process of DNA cloning, these include, fragmentation in which string of DNA is divided, the next step is the ligation part in which different parts of DNA are glued together in a sequence that is desirable, the third step is recognized as transfection, in this step the newly created DNA is inserted into cells and the last step is recognized as selection in which those cells that were transfected successfully with the DNA are selected (MacKinnon 116).

I will upload the artical Essay Example | Topics and Well Written Essays - 2500 words

I will upload the artical - Essay Example On the other hand, MM-GBSA is normally used in the computation of the free binding energy differences between the bound and the unbound states of solvated molecules. This paper seeks to critically discuss the MM-GB (PB) SA methods and their potential applications There are a number of alternative and competing methods to MM-GB (PB) some of which include free energy perturbation (FEP), multi-state Bennett acceptance ratio (MBAR) and thermodynamic integration (TI) among others [1]. Many people use these alternative methods due to their computational accuracy. However, compared to the other methods, MM-GBSA and MM-PBSA methods are more computationally efficient molecular modeling algorithms that are potentially quite useful in drug design particularly with regard to ranking drug binding affinity. Drug binding affinity ranking is critically important in computer aided drug design where it is normally used to facilitate the efficiency and accuracy of the routine identification of the possible candidates. This is particularly critical during the early stage stages of drug discovery [1]. Generally, Implicit solvents addresses the problem by representing solvent as a continuous medium as opposed to individual â€Å"explicit† solvent molecules in order to estimate free energy of solute-solvent interactions in structural and chemical processes some of which often include folding and conformational transitions of proteins. This can significantly help in the estimation of the contribution of each residue to the overall protein-ligand/protein binding; thereby helping in the identification of mutations that can potentially enhance the binding affinities of the protein complex. A number of previous researches have explored the potential reliability of using MM-GB(PB)SA in estimating ligand binding affinities of a series of structurally diverse inhibitors. On the other hand,

Drug and crime Essay Example | Topics and Well Written Essays - 1500 words

Drug and crime - Essay Example These individuals consider as normal vices what their counterparts in the normal society consider as abomination. After locating them and doing the study, it is impossible for a researcher to know if the data from the sample is representative of all the parameters of the population. This is because the official numbers of the people in the drug related issues is unknown (Tanneeru 2011). There are various methods of collecting data related to drug manufacture, distribution, usage and abuse activity as explained by Coomber (1997). First, the researcher may collect data from official records e.g. police reports and treatment records. However, these data sources have their limitations, mostly due to the tendency of the hidden population to keep matters to themselves. For instance, they do not report criminal activity or conflicts among members and, therefore, data collected from police reports do not reflect the real situation, only accounting for few of the cases of drug use and drug related crimes. One outstanding characteristic of the data from police and that collected from treatment records is that the information only covers drug use cases that cause disruption of normal social function and not mild or non-chronic drug users. In addition, collecting treatment data may compromise the profession and ethical codes that ensure patient-doctor confidentiality. Another source of data on drug use is surveys and questionnaires, where researchers find the sample of interest and administer questionnaires among other primary data collection measures. This method has the advantage of the possibility of many people participating in the study, though it is also tedious and time-consuming. Since most drug users keep a low profile and hardly participate in public life, it is difficult to identify and impossible to know the total number of drug users. Therefore, data collected this way may not be representative of the drug-using population since researchers

Computer-Mediated Communication Essay Example | Topics and Well Written Essays - 1000 words

Computer-Mediated Communication - Essay Example Out of hundreds of SNSs, some of the most popular examples of this form of CMC include MySpace, Facebook, and Twitter which have become an integral part of daily practices for people around the world. Basically, the aim of this paper is to contemplate the efficacy and significance of SNSs as they form a very important example of CMC and then apply course concepts like online self-disclosure and disembodiment to them so as to explain how CMC functions or relates with the course concepts through SNSs. As mentioned above, SNSs support a variety of public interests and service like information sharing and networking as a result of which CMC has been made a lot easier on many levels. While some of such sites cater to a particular group of people who share same cultural or regional background, most sites typically cater to the needs of diverse audiences. In addition to this feature, there exists a difference in the way various information and communication tools are incorporated in differe nt sites as all SNSs do not offer the facility of online blogging or instant video/image sharing. One of the most interesting features of this example of CMC is that not only people who are already connected outside the computer world can take advantage of the facilities offered by such sites, but strangers are also facilitated a lot as most sites support them much in connecting easily based on similar set of interests and shared political, racial, or education views (Boyd and Ellison). Though SNSs imply the concept of networking hugely yet researchers suggest that this alone could not be considered as a solo feature which helps differentiating SNSs from other mediums of CMC like blogs and social support sites. This is because networking is neither the sole service nor the sole purpose of most of such sites rather educational and business purposes also remain significant. Though a lot of connections are made between people by this medium of CMC which might not be made otherwise, yet that could not be classified as the sole goal of SNSs. â€Å"What makes social network sites unique is not that they allow individuals to meet strangers, but rather that they enable users to articulate and make visible their social networks† (Boyd and Ellison). A lot of business deals and transactions are finalized online by using such sites for enhancing communication between parties from opposite ends of the world. Similarly, this forms a great means of CMC also because education is made a lot easier as owing to many lectures offered online by expert teachers, one does not necessarily have to attend colleges on a full-time basis now. Many academic and industry researchers have written a lot in the past years concerning the wide range of academic and social advantages offered by SNSs. These sites are capable of addressing many interests of the public when it comes to communication by using effective and handy communication tools like online blogging, mobile connectivity, an d video/image sharing. In addition to that, there are certain course concepts like online self-disclosure, disembodiment, and privacy management which help much in further understanding the significance of CMC. Anonymity and self-disclosure on weblogs creates much excitement for the bloggers online. This is because people can open up about their

Was the modernist architect becoming too authoritarian and dogmatic Research Paper

Was the modernist architect becoming too authoritarian and dogmatic - Research Paper Example It is evidently clear from the discussion that architects in the 20th century chose to enhance authoritarian social relations, sought to enhance social control in general and their proportion of social change in specific, and embraced many dogmas to enhance their professional importance. While architecture must use advanced mathematics to construct a building, and certainly architecture is artistic insofar as it is representative of a society's preferences for spaces and is a statement of intent or design on the part of a person, architecture itself must be defined socially in a particular fashion. â€Å"[W]hat characterizes architecture today is its capacity to be studied as a system of significations that establishes different levels and layers of meanings and sense and constitutes one of the symbolic spheres instituted by society†. Hays argues that since 1968, architecture is a â€Å"technical-ideological practice†. As a consequence of this, Hays concludes that it is absurd to call any individual architect or even architecture as a whole â€Å"hermetic† or â€Å"elitist† or authoritarian because it is like calling rain wet: Architecture as an institution is a collective arranging of power as a technical-ideological collective. But architecture, unlike other areas where there is a monopoly of technical power being exerted, must be brought under special criticism because its designs move into the public realm. These are two immensely different concepts. To use a political analogy: Clearly, decisions must be made, but when those decisions are made by one person, it becomes authoritarian. The model of the architect as artist is thus structurally and intrinsically authoritarian, because the idea is that the architect's vision as to how to implement stakeholder needs is implemented and other people in the chain such as customers and workers are irrelevant. Each worker, each customer, each visitor, each policy-maker brings their own touc h to the art that is the final building, sometimes a vital one. The architect tries to form order out of chaos, a chaos that it assumes into existence but has no independent reality, just like all other authoritarians, and does so by trying to make it so that others in the process merely carry out orders and directives or by managing their perturbations and deviations from his ideal vision. Doesn't this mean all art is authoritarian? There is a truth to that, but the authoritarian nature of the self is also called â€Å"autonomy†. When a painter is authoritarian about their process, they are committing no great wrong. They are the only person directly involved, and a customer is free to accept or reject their painting. But architects are far from this. An architect will build public spaces that must be used by people who had no direct veto power or influence into the style being built. This becomes especially true when one considers the idea of artistic spaces being imposed u pon people because they are artistic, to enrich the philistine. This attitude is fundamentally elitist: If most people don't care about artistic spaces, then imposing that onto them is anti-democratic.

Jane Eyre and Social Class Essay Example for Free

Jane Eyre and Social Class Essay Life is made up of routines and patterns. Every human being has their own unique system of how they carry themselves through the day. These systems are how we survive, and they tend to become part of our subconscious. But there are those who get so caught up in their own conformity that daily life becomes much more demanding than it should be. The results of this perpetual routine can cause someone to forget who they are as a person, and what they are meant to do outside of daily life. Due to the foreboding repetition of their own daily lives, the protagonists in both Hamlet and Waiting for Godot neglect their true purpose, which suggests holding back can be destructive to oneself. In Waiting for Godot, Vladimir and Estragon experience each day as it passes without any happenings and with this transition comes their demise. The pair can be described as two interchangeable characters who share the same routine. Even from the beginning of the play, Vladimir and Estragon often argue back and forth. VLADIMIR. It hurts? ESTRAGON. Hurts? He wants to know if it hurts! VLADIMIR. No one ever suffers but you. I don’t count. I’d like to hear what you’d say if you had what I have. ESTRAGON. It hurts? VLADIMIR. It hurts! He wants to know if it hurts! (Beckett 3). Textual repetition between the two is already a sign of something repeating in the lives of our protagonists. Following the basic structure of all stories there is conflict, and with conflict comes the desire to leave. ESTRAGON. Let’s go. VLADIMIR. We can’t. ESTRAGON. Why not? VLADIMIR. We’re waiting for Godot. (Beckett 8). The act of waiting is redefined by the two men who do it day by day. There is no evidence of whom or what Godot is, or what he means to the men. We do not see that there are any physical barriers that are preventing Vladimir and Estragon from getting up and moving on with their lives. All that matters is that everything in the finite lives of these two men depends on the arrival of this mysterious figure. A radical version of Vladimir and Estragon is seen in the characters of Pozzo and Lucky, who have a daily reappearance in the lives of Vladimir and Estragon. Pozzo is the extreme version of Vladimir, since he is the impulsive, more right-brained one. Lucky is the extreme version of Estragon, since he is the left-brained, more intellectual of the two. However, they represent getting through life with someone else just like Estragon and Vladimir. Relating Pozzo and Lucky even more so to Vladimir and Estragon, Pozzo also has a moment of doubt as to whether or not he shall leave this place. â€Å"I don’t seem to be able†¦ (long hesitation)†¦ to depart.† (Beckett 50). The uncertainty of leaving anticipates the same way that Vladimir and Estragon are left waiting at the end of each act. Despite actually admitting that he can’t seem to leave, Pozzo actually does manage to leave, unlike Vladimir and Estragon who remain even as the curtain falls. In Pozzo and Lucky there is an extreme reflection of Vladimir and Estragon, while the messenger represents false hope. He comes only to tell the pair â€Å"Mr. Godot told me to tell you he won’t come this evening but certainly to-morrow.† (Beckett 55). After learning of this, Vladimir and Estragon acknowledge that they both want to leave. The dialogue of â€Å"We’re waiting for Godot† repeats, yet the fact that â€Å"Godot† is not coming tonight is still not strong enough for them to take any direct action. Instead they are left to wait upon their fate from someone or something else to act on. As Hamlet becomes more obsessed with avenging his father, he begins to see more of his own downfall as time passes. Seeing the ghost of his father raises Hamlet’s suspicions of the whole kingdom. Thinking that people will write it off as grief, Hamlet acts strangely, hoping that this will help him catch Cladius as the one who murdered his father. But all this acting and waiting takes up precious time that Hamlet simply does not have, especially as a prince who is not living up to all of his potential. At the same time,  his lover, Ophelia, is forbidden to see him. Ophelia’s father Polonius takes notice of Hamlet’s apparent madness, and tells the king and queen â€Å"Your noble son is mad/ Mad I call it /for, to define true madness, / what is’t but to be nothing else but mad?† (II.ii.92-94). Now it is more about just Hamlet acting mad as a means of trying to catch Cladius, but his madness becomes so realistic that other people in the kingdom take n otice. When Cladius later inquires Hamlet about his state of mind, he replies that he is â€Å"Excellent, i’faith/of the chameleon’s dish/ I eat the air/ promise-crammed† (III.ii.84-86). Since it is not the typical response one would give when one is asked about how they are doing, it only serves to further confirm the fear that Hamlet is going mad. These outrageous acts only push Hamlet further away from his true self. The central point of Hamlet’s waiting and delaying of action is expressed with his â€Å"To be or not to be† soliloquy. A significant amount of time is passing, and Hamlet has thus seen the ghost of his father and knows what he must do. Yet he asks himself about suicide, and weighs the moral outcomes of living and dying. â€Å"Whether ’tis nobler in the mind to suffer/The slings and arrows of outrageous fortune,/ Or to take arms against a sea of troubles,/ And, by opposing, end them?† (HAM.III.i.58-61). Even when he considers suicide as a viable option, he questions what happens in the afterlife. If Hamlet therefore chooses to not commit suicide, is he delaying a possibly better life after he dies? He then turns to philosophy as a way to choose between killing Cladius or killing himself. But either path he chooses won’t end or solve his misery. â€Å"And enterprises of great pith and moment/With this regard their currents turn awry,/And lose the name of action.† (HAM. III.i.87-89). With Hamlet, it is evident that despite how miserable he is, he continually ignores any sort of action that can be taken to put an end to this misery. He forgets that he is still the prince and has a significant say it what can be done. The true Hamlet and his purpose are so far gone from his mind that he contemplates things such as suicide. He waits too long for an outside action to push him forward in the right direction, instead of taking the first step himself. In order to deal with the tasks of regular life, humans have been known to  set up routines of how they believe they should go about their day. Each pattern is unique, and they nearly always consist of repetition. These systems become a part of us as we go on. But when routines become more than just something we follow and they become who a person is, life becomes a lot more difficult than it needs to be. In both Hamlet and Waiting for Godot, the protagonists become their routines, and in this they destroy themselves and lose sight of their true purpose. The product of their blindness to the outside contaminates their souls and leaves them trapped in their own destructive ways. Works Cited Beckett, Samuel. Waiting for Godot. New York: Grove, 1954. Print. Shakespeare, William. Hamlet. New York: Washington Square, 1992. Print. The New Folger Library Shakespeare. Due to the foreboding repetition of their own daily lives, the protagonists in both Hamlet and Waiting for Godot neglect their true purpose, which suggests holding back can be destructive to oneself. In Waiting for Godot, Vladimir and Estragon experience each day as it passes without any happenings and with this transition comes their demise. As Hamlet becomes more obsessed with avenging his father, he begins to see more of his own downfall as time passes. The product of their blindness to the outside contaminates their souls and leaves them trapped in their own destructive ways.

Timeline of the History of Psychology

Timeline of the History of Psychology The History of Psychology Marisa Alexander The development of psychology took place in eras. The contributors of a period provide the next necessary step for improvement of new philosophies sometime discarding all or part of the previous to provide a new perspective. This essay will explore the major contributors from the ancient Greeks to more modern times and demonstrate the improvement over time to where psychology is seen as a science. Between 470-322BCE rose three major philosophers that played a pivotal role shaping western philosophical thinking. Philosophers such as Socrates, Plato and Aristotle were the foundation of what psychology as a science is today. They were switching from using mysticism or mythology to understand their world to experience and scientific inquiry. Socrates used the power of reasoning and was the first to use a scientific approach to psychology that focused on various causes of behaviour (Hergenhahn, 2009). His student Plato followed in his footsteps. Plato believed that ideas were innate and the brain is the mechanism of mental processes. His innate ideas were denied by Aristotle who suggested that the heart was the mechanism of mental processes. He proposed that emotions emphasized thoughts and behaviour and cause selective perception in the environment.Their philosophy flourished in that period and even after Athens defeat. The Greek city-state was defeated by Sparta (431-404 B.C) which caused the collapse of Athens. The Romans invaded the Greek territory and there was a need for a philosophy that can address the instabilities and ills of this era. To address this issue the Romans focused on helping individuals live a good life. Philosophies such as stoicism, skepticism, Epicureanism and Neo-Platonism emerged. These philosophies were involved in the transition from philosophy to Christianity. There were various conflicting versions of Christianity so to eliminate this issue Constanine placed the responsibility on bishops to arrive at a single set of documents to govern Christian communities. Through this in C. 380 Christianity became the approved religion in Rome by Theodosius I. there were some aspects in philosophy that were useful to Christianity and was incorporated along with Judaism into the religion by Augustine. Augustine’s work fell into the medieval period; this period marked the fall of the Roman Empire and the beginning of the Renaissance period (approx. CE 400 – CE1300). It was a period of rebirth and a transition from being God centred to being more human centred (Hergenhahn, 2009). Having an open mind was one of the requirements of this time. Ushering in this period was the devastating epidemic the Black Death which killed approximately one-third of Europe. This changed Europe social and economic situation drastically for the worse. Frustration caused Europe to seek comfort in Christianity. It was a time when the Roman Catholic Church was the authoritative figure in all aspects of Europe’s life. The renaissance period was a difficult time for the church as it was threatened by the loss of its powers on the state. This made way for the emergence of leaders to govern the state without the church. Other factors threatened the authority such as the invention of the pr inting press by Johannes Gettenburg (1445). The invention meant that literature would be easily accessible and not just owned by the elite. It also meant that they would not have to rely on the interpretations of the priest but they can read and interpret for themselves. The period steered way for new philosophies that would: belief in individual potential, see religion as more personal and less institutionalized, show an intense interest in the classics, and have a negative attitude toward Aristotle’s philosophy (Hergenhahn, 2009). Bacon, Descartes and Galileo work emerged around C.1610 which created a scientific revolution in psychology. Bacon was an empiricist whose vision for sciences was to be able to solve human problems. He focused on inductive reasoning which dealt with facts that can be observed. Descartes on the other hand, was a rationalist who saw the mind and body as two separate entities. The body is observable and measurable. In contrast, the mind is not directly observable. He also stated that ideas were innate and they are experienced with such precision and uniqueness that they need to be accepted as true. Galileo explored the laws that governed the physical world. He tried to apply the laws of the universe in understanding h uman thought and behavior through deductive reasoning which deals with predicting an event from general principle. So based on the laws he concluded that psychology was impossible to predict because of the subjective nature of human thought (Hergenhahn, 2009). Locke was an empiricist who opposed Descartes philosophy of innate idea (King, Viney Woody, 2009). In 1690 Locke published An Essay Concerning Human Understanding which defended empiricism and concerned itself with determining the boundaries of human understanding in respect to a wide variety of topics (Uzgalis, 2001). Locke thought that if all humans had innate ideas as Descartes stated, then all humans should possess these ideas and since they do not, then Descartes’ philosophy of it is not true. He believed that our minds were like a blank paper or slates at birth and through sensory experiences it would be furnished with the necessary ideas. In 1808 Gall had a different perspective for understanding human behavior. He believed that faculties (personality and intelligence traits) were stored in specific parts of the brain (King et al, 2009). The shape and size of a person’s skill he believed was a good indication for presents or absence of personality and intelligence traits. While Gall focused on physical features Weber was concerned with sensations. Weber was the first to quantify perceived differences between a physical stimulus and sensation, his work entailed experiments what looked at just noticeable differences between stimuli. Just noticeable difference is the standard detectable difference between the standard and the comparison weight. He published his research on The Sense of Touch in 1834. Another approach surfaced called evolutionary psychology and was pioneered by Charles Darwin. In his publication of the Origin of Species (1859) it explains that we develop behaviors and cognitive abilities to adapt to our environment for our survival (Houck 1999). Twenty years later there was a new discovery by Wilhelm Wundt, he was the first to establish a lab for studying psychology in 1879 and used introspection to collect information. He conducted experiments examining the physical on the psyche and agreed with Darwin’s concept on the importance of adaptation (Kim, 2006). In his research he recognized the need for scholarly journals but his new research did not fit with the established physiology or philosophy journals (King et al, 2009). So in 1881 he published the first issue of Psychological Studies. Wundt and Titchener dominated the introspective self-observation approach when Ebbinghaus began his research on human memory. Ebbinghaus was systematic and cautious in his approach to the study of memory; this changed the standard by confirming that higher cognitive processes could also be studied scientifically. His method moved the study of memory out of philosophy and into the domain of empirical science. His study showed that memorizing meaningless is more difficult that memorizing meaningful ones, an increase in the amount of material increases the amount of time it takes to learn it, relearning is easier that initial learning and forgetting takes longer after relearning (Plunker 2013). He then discovered that forgetting happens rapidly right after learning occurs and slows down over time.He published his findings in 1885 Memory: A Contribution to Experimental Psychology. Hall was a functionalist and influential in launching psychology as a science and in its development as a profession. Just as Ebbinghaus, Stanley used scientific methods in conducting his experiments; his is famous for work on child development, especially adolescence (King et al, 2009). Hall spearheaded the scientific approaches in the field of psychology. In 1887 he launched theAmerican Journal of Psychology (APA), and in 1892 he organised the American Psychological Association and held the position as its first president (Perry, 2006). Calkins was the fourteenth (14th) president of APA in 1905; she did her dissertation and was refused her doctorate from Harvard University even though she met the requirements. Thorndike was a behaviourist which is a branch of psychology dealing with objective experimental approach and learning behaviours. His theory focused on connections created in the mind between environmental stimuli and the organism’s response, where as previous theorists focused on connections between ideas. In 1898 An Experimental Study of the Associative Processes in Animals was his thesis he wrote on his experiments conducted on animals (Wozniak, n.d). Apart from Thorndike, there are other behaviourist who influenced psychology with their works, there are Watson, Skinner and Pavlov. Watson published a piece in 1913 on Psychology as the Behaviourist Views where he discussed his position on behaviourism and the theoretical goal to predict and control behaviour. He stated that itshould onlybe about things we can directly observe, that is, the relationship between the environment and the behaviour of the organism (Watson, 1913). Skinner dealt with modifying behaviour through re inforcement and punishment. He did experiments with animals and published his work as The Behaviour of Organisms in 1938. Then there was Pavlov who published his work on Lectures on Conditioned Reflexes in 1928 which dealt with finding from his experiment he discovered though observing a pattern. He noticed that the dog was conditioned to have a reflex action; this pattern was not the real intention of his experiment. This he called classical conditioning. A different perspective of psychology emerged in the beginning of the twentieth century that focused on the unconscious part of the mind. This was developed by Freud, who stated that there are events or things that the mind cannot deal with that is stored in the unconscious. Also there are structures that make up our personality such as the id, ego and superego and the each have a responsibility. He also proposed developmental stages which has a connection to sexuality or erogenous zones. Apart from this he stated that unconscious thought or issues manifested in dreams. Freud published Interpretations of Dreams in 1900 to describe his work on the subject. Freud had followers of his approach such as Alfred Alder, Erik Erikson, Carl Jung, and his daughter Anna Freud. They all went on to depart from his theory and develop their own using his foundation. Another perspective to understanding human behaviour is Gestalt. This movement in psychology was launched by Wertheimer in 1905 and opposite to behavioural perspective that viewed the parts or saw thing on a molecular level; this approach was more on a molar (holistic) level. It represents a more cognitive aspect in psychology since the focus is on perception and the forming of self-organizing tendencies which provide insight through an overall view. There were other theorist that followed this movement such as Wolfgang KÃ ¶hler and Kurt Koffka who worked with Wertheimer. Humanistic is similar to gestalt but they extend their focus from a more perceptual consciousness to cover the organism’s entire state of being. Behaviour should be understood from a subjective perspective (individual experience) and it is not dependent on the past. Instead the individual is allowed to make their own choices or choose their own part. Rogers published the theory as it relates to counselling i n 1942 in Counselling and Psychotherapy. The Latest great contribution to psychology was the publishing of the Diagnostic Statistical Manual of Mental Disorders (DSM 5). This was published in 2013 and contained a classification system for diagnosing mental disorders. In the previous years there was one revision and many four (4) editions of the same book. The first edition of this book was published in 1952 and ever since then as became the bible of mental disorders and useful providing valuable information on the matter. In conclusion it was necessary for the development of psychology to be a science for it to go through the rigorous changes in time. There were many instances for the theorists living in that time to adopt the changes and integrate them into their theories. As previously mentioned there were a lot of building of this approach for ancient Greek from philosophy with many other hard sciences such as physics, physiology add to it throughout the years to be developed to what it is today. References Hergenhahn, B. R. (2009). An introduction to the history of psychology (6th ed.). Belmont, Calif.: Wadsworth Pub. Co.. Houck, R. (n.d.). Charles Darwin. Psychology History. Retrieved April 30, 2014, from http://www.muskingum.edu/~psych/psycweb/history/darwin.htm Kim, A. (2006, June 16). Wilhelm Maximilian Wundt. Stanford University. Retrieved April 29, 2014, from http://plato.stanford.edu/entries/wilhelm-wundt/#TheFraExpPsy King, D. B., Viney, W., Woody, W. D. (2009). A history of psychology: ideas and context (4th ed.). Boston: Allyn and Bacon. Parry, M. (2006). G. Stanley Hall: Psychologist And Early Gerontologist. American Journal of Public Health, 96(7), 1161-1161. Plucker, J. (2013, November 7). Human Intelligence: Hermann Ebbinghaus. Human Intelligence: Hermann Ebbinghaus. Retrieved April 29, 2014, from http://www.intelltheory.com/ebbinghaus.shtml Uzgalis, W. (2001, September 2). John Locke. Stanford University. Retrieved April 30, 2014, from http://plato.stanford.edu/entries/locke/ Watson, J. B. (1913). Psychology As The Behaviourist Views It.. Psychological Review, 20(2), 158-177. Wozniak, R. (n.d.). Classics in the History of Psychology. Introduction to Thorndike (1911) by R. H. Wozniak. Retrieved April 29, 2014, from http://psychclassics.yorku.ca/Thorndike/Animal/wozniak.htm

The Message of Courage in Schindlers List by Thomas Keneally Essay

The Message of Courage in Schindler's List by Thomas Keneally Throughout the novel of Schindler’s List, by Thomas Keneally, the message of courage is portrayed greatly. Keneally was a gentile man who wrote about how bad the Holocaust was, even-though he was not Jewish. He tells a story of how one man successfully saved thousands of Jews by letting them work for him. Keneally wrote about how helping someone pays off and by letting someone have a second chance which gives them a sense of hope in times of hardship. When Schindler was helping out Jews, Germany was taken over by Hitler’s Nazis. In times of hardship, some people stand up for the people in need and protect and help them. Oskar Schindler, a rich factory owner, risks his life and spends his personal fortune to save Jews listed as his workers during World War 2. Oskar Schindler risks everything to help the Jews escape the Holocaust. He is a German man and he should be against the Jews, in an idealistic way in Nazi Germany, but he is against the Third Reich. His heroism is deeply appreciated by the Jews as a whole for his works. He put people to work for him and the Nazis let those select Jews live. In one scene Schindler puts a man with one arm to work, because he surely would have been killed by the S.S officers due to his disability. The Nazis confront the handicapped man, and he tells them that he works for Mr. Schindler, shoveling snow. The Nazis leave him alone and tell Schindler that â€Å"there is a defected Jew working†(123) for him. Schindler tells them that he wants the man working for him. A few days later the Nazis come back to the man and ask how is job is going. They then detai n him and take him behind a building and shoot him. Schindler was a good man and he demonstrates this by giving people a helping hand. He tries to also bribe the Nazis in not killing any of his workers. â€Å"The S.S are corruptible as any police force.†(227) He wants to bribe them because he wants to keep all of his employees healthy and not dead. He stands up in a time of oppression and he shows how one person can have a major impact on a society. The style of Thomas Keneally is very descriptive and it’s in a point of view, where he is overlooking Oskar Schindler’s illustrious life. He tells each important event in step by step detail. He tells exactly what people look like and he tells how the army is com... ...dler’s List is to show how one man can stand up in a time of oppression and prevail. During the book Oskar comes to terms with reality and he figures out that he must help all of the Jews. He has to help Jews because his accountant is Jewish and he did not want to see him die because of his religion. He feels that nobody should be killed because of religion. So he decides to take as many Jews under his wing as possible. He puts them to work for him doing various things. He pays them and protects them from the Nazis. â€Å"I feel I need to help out in some way.†(193) He feels that since he helps out that he is doing good for a people. He has to be able to help out his workers. He feels that all people should be equal. He is absolutely right. What he had done was a beautiful thing. Basically, what I have seen is that Schindler was an amazing person. Nobody helped the Jews in World War 2, but Schindler did. It was a highly revered and heroic thing to do. I believe that the equality Schindler felt was truthfully amazing and he should go down in history as a savior. Schindler was a man who cared greatly about people. He was one of those men that felt that all men were created equal.

Blackened Soul :: essays research papers

America is said to be the land of opportunity, the land of freedom. Much of that freedom is used for expression, which most of it comes from writing. Many great writers have been a part of our history, sharing their creative thoughts, ideas, and opinions with everyone. Nathaniel Hawthorne and Edgar Allen Poe are two writers who come to mind. In his stories, such as â€Å"The Minister’s Black Veil† and â€Å"Young Goodman Brown,† Hawthorne shows how he believes that man is always living in denial of their true condition, and that pride keeps them separated from everyone, including God. Poe, on the other hand, expresses his ideas of mankind in a slightly different way. In two of his pieces, â€Å"The Tell-Tale Heart† and â€Å"The Black Cat,† Poe explains in a dark manner how humans have a conscience with two sides, the â€Å"life instinct† and the â€Å"death instinct.† Seeking to do violence is what the so-called â€Å"death instinctà ¢â‚¬  does, and Poe was the first to ever believe this. Both authors have attempted to describe the darker side of human nature. Many questions arise when reading Poe and Hawthorne’s pieces, most of which can only be answered through analysis. Nathaniel Hawthorne’s story â€Å"The Minister’s Black Veil† is a great example of humankind’s struggle with evil. This story revolves around pride, which is an inherent evil of humans, as Hawthorne believed. The black veil worn by Reverend Hooper represents the evil of humans, which essentially separates people from everyone, including God. Hooper decides to teach the people this very fact by wearing a black veil over his face. To show the people that they are prideful and sinful becomes a trickier task than he believed. The people responded in a frightened manner, such as Goodman Gray who, on page 104, cried, â€Å"Our parson has gone mad!† This clearly shows that Gray, along with the other people, missed Hooper’s point in wearing the black veil. But the congregation wasn’t alone in their misinterpretations, and soon Hooper realizes that he needs to be taught himself, so he believes that he must wear the veil for the rest of his life . He realizes his mistake when, on page 107, it says, â€Å" At that instant, catching a glimpse of his figure in the looking glass, the black veil involved his own spirit in the horror with which it overwhelmed all others.† He finally realizes he is just like the rest when he noticed his reflection with the veil covering his face. Blackened Soul :: essays research papers America is said to be the land of opportunity, the land of freedom. Much of that freedom is used for expression, which most of it comes from writing. Many great writers have been a part of our history, sharing their creative thoughts, ideas, and opinions with everyone. Nathaniel Hawthorne and Edgar Allen Poe are two writers who come to mind. In his stories, such as â€Å"The Minister’s Black Veil† and â€Å"Young Goodman Brown,† Hawthorne shows how he believes that man is always living in denial of their true condition, and that pride keeps them separated from everyone, including God. Poe, on the other hand, expresses his ideas of mankind in a slightly different way. In two of his pieces, â€Å"The Tell-Tale Heart† and â€Å"The Black Cat,† Poe explains in a dark manner how humans have a conscience with two sides, the â€Å"life instinct† and the â€Å"death instinct.† Seeking to do violence is what the so-called â€Å"death instinctà ¢â‚¬  does, and Poe was the first to ever believe this. Both authors have attempted to describe the darker side of human nature. Many questions arise when reading Poe and Hawthorne’s pieces, most of which can only be answered through analysis. Nathaniel Hawthorne’s story â€Å"The Minister’s Black Veil† is a great example of humankind’s struggle with evil. This story revolves around pride, which is an inherent evil of humans, as Hawthorne believed. The black veil worn by Reverend Hooper represents the evil of humans, which essentially separates people from everyone, including God. Hooper decides to teach the people this very fact by wearing a black veil over his face. To show the people that they are prideful and sinful becomes a trickier task than he believed. The people responded in a frightened manner, such as Goodman Gray who, on page 104, cried, â€Å"Our parson has gone mad!† This clearly shows that Gray, along with the other people, missed Hooper’s point in wearing the black veil. But the congregation wasn’t alone in their misinterpretations, and soon Hooper realizes that he needs to be taught himself, so he believes that he must wear the veil for the rest of his life . He realizes his mistake when, on page 107, it says, â€Å" At that instant, catching a glimpse of his figure in the looking glass, the black veil involved his own spirit in the horror with which it overwhelmed all others.† He finally realizes he is just like the rest when he noticed his reflection with the veil covering his face.

Cornel West’s contribution to African/Amercian Philosophy Essay

Cornel West, born June 02, 1953, is an American philosopher, author, actor (some of you may know him from Matrix Reloaded and Revolutions), civil rights activist and prominent member of the Democratic Socialists of America. West, commonly known for his blend of political and moral insight and criticism and his contribution to the post-1960s civil rights movement, focuses primarily on the roles of race, class and gender in America. West pulls scholarly contributions from such varied traditions as the African American Baptist Church, pragmatism and transcendentalism. West’s father was a civilian U. S. Air Force administrator and his mother an elementary school teacher and eventually a principal. During West’s childhood the family settled in an African American working-class neighbourhood in Sacramento, California. There West regularly attended services at the local Baptist church, where he listened to moving testimonials of privation, struggle, and faith from parishioners whose grandparents had been slaves. Another influence on West during this time was the Black Panther Party, whose Sacramento offices were near the church he attended. The Panthers impressed upon him the importance of political activism at the local level and introduced him to the writings of Karl Marx. In 1970, at age 17, West entered Harvard University on a scholarship, did graduate school in philosophy at Princeton University, where he was influenced by the American pragmatist philosopher Richard Rorty, and after receiving his doctoral degree in 1980, West taught philosophy, religion, and African American studies at several colleges and universities, including Yale University, the University of Paris, Princeton University, and Harvard University. His books generally combines Christian moral sensibility with a form of philosophical tradtition influenced by American pragmatism. For example, his book Race Matters, West, who resolutely participated in several demonstrations, was always a political activist and an academic, and this created a conflict which led to him resigning from his post at Harvard. His best-known work, Race Matters, a collection of essays, was published exactly one year after the start of riots in Los Angeles that were sparked by the acquittal of four white policemen on charges of aggravated assault in the beating of Rodney King, an African American motorist. The book discussed the general hopelessness and â€Å"nihilism† of African Americans in poverty and condemned African-American leaders for pursuing policies that West believed were thoughtless, narrow-minded, or self-serving. West refers to the United States as a ‘racist patriarchal’ society in which everyday life is classified based on the notion of ‘white supremacy’. He criticizes the whites as being weak in the struggle to gain acceptance for blacks, and thus he argues the 9 11 attack gave the whites an indication into what it means to be a black persons living in the US – feeling unsafe, unprotected, hated, and subjected to random violence.

Julius and Ethel Rosenberg Essay

The relationship between The United States and The Soviet Union after World War II was tense. This time was known as The Cold War. Although the two countries were allies during the war, they soon became enemies. Each country was trying to build up their nuclear arms and wanted to know what the other had in their arsenal. Although both countries had their share of spies, two very famous spies from the Soviet Union were Julius and Ethel Rosenberg. Julius Rosenberg was born on May 12, 1918 in New York City. After attending high school and the City College of New York, he graduated in 1939 with a degree in electrical engineering. Less than a year later, he married Ethel Greenglass and had two sons, Michael and Robert. Ethel was born on born September 28, 1915 in New York. The two met at the Young Communist League, which Julius was a leader in 1936 and later on they both joined the American Communist Party. Ethel worked as a secretary and Julius worked at a company until 1945 when Julius was fired from his job because he was suspected of being part of the American Communist Party, when in fact, he and Ethel dropped out of the party in 1943 so they could focus on Julius’s espionage doings. Julius Rosenberg was arrested on June 17th, 1950 for suspicion on espionage. His brother in law, David Greenglass gave his name when he confessed to espionage and was arrested. David also gave the name of his wife but not yet of Ethel. Ethel wasn’t arrested until August 11th. Although many people they were involved with gave names of other spies, the Rosenberg’s didn’t give any names. The FBI though Julius was â€Å"just the next in a row of falling dominoes, but unlike the dominoes in line before him, Julius did not tip over†(law2.umkc.edu).They were arrested for telling secrets to the soviet union. They were also involved with the Manhattan Project, the â€Å"top-secret effort of Allied scientists to develop an atomic bomb† ( law2.umkc.edu). When the Rosenberg’s wouldn’t give any Intel about the Manhattan project or anyone else in the spy ring, they were brought to trial. The Rosenberg’s were put on trial on March 6th, 1951. They were charged with conspiracy to commit espionage. â€Å"Treason could not be charged because the United States was not at war with the Soviet Union† (www.history.com). The Rosenberg’s attorneys were Emanuel and Alexander Bloch. â€Å"From the beginning, the trial attracted a high amount of media attention and generated a largely polarized response from observers† ( atomicarchive.com). Some people thought the Rosenberg’s were clearly guilty, others believed they were innocent. During the trial David Greenglass told the jury about the secrets Julius told to the Soviet Union. Bloch argued that â€Å"Greenglass was lying in order to gain revenge because he blamed Rosenberg for their failed business venture and to get a lighter sentence for himself† (sparticus.schoolnet.org). The trial ended on April 4th, it lasted almost a month. David Greenglass was sentenced to fifteen years in prison for his cooperation and admission of his guilt. Sobell was sentenced to 30 years in prison. Both Julius and Ethel Rosenberg were convicted and sentenced to death row on March 29th, 1951 under the espionage act. Although they had a way out of this by admitting to espionage and by giving names of other people in the spy ring, they refused. A lot of people were shocked and thought it was bad for the courts to orphan 2 young boys when there wasn’t even any evidence of the espionage, but they continued with it anyways. The Rosenberg’s continued to state their innocence until there execution. They were on death row for 26 months before they were executed by electric chair on their wedding anniversary, June 19th, 1953. Since the cold war ended, there has been confirmation that the Rosenberg’s were in fact spies and were guilty of espionage. This trial was so important to the cold war because it was the first time spies with little proof, were executed. The Rosenberg’s sons tried for many years to prove there parent’s innocence.

MASTER OF BUSINESS ADMINISTRATION Essay

Module I Nature and scope of Management; evolution of management- Schools of management thought; F.W.Taylor and Henry Fayol; principles of management; management as a science and an art; management process. Folk management and its application in the modern era Evolution of management thought. Module II Functions of management- planning: planning premises; types of plan; planning process; Organization – Theories, types, importance, organization structure- Line and Staff functions – Conflicts; centralization and decentralization; delegation; types, principles, elements, Coordination, Directing – Supervision, Communication. Module III Directing – motivation, leadership – Theories; importance – Controlling principles – Dynamics of Groups at work, work group behavoiur and productivity; work and motivation Manager vs. leader; leadership and motivation; leadership styles; theories of motivation. MBO: – team creation and Management ; Module 1V Organizational learning and knowledge management Time management. Module V Management of Change – importance, objectives and methods – Role of leadership Transformational management. Books: 1. Koontz, H and Weihrich, H: Management, McGraw Hill Inc, New York, 1995. 2. Drucker, Peter, F: Management: Tasks, Responsibilities and Practices, Allied Publishers, New Delhi 2004. 3. Betman, Thomas S and Snell, Scott A.: Management: Competing in the New Era, Tata McGraw Hill, New Delhi 2003. 4. Dipak Kumar Bhattacharyya, Principles of Management: Text and Cases, Pearson, 2012 5. Stoner et al. Management, Prentice Hall of India, New Delhi, 1996. 6. Stephen P Robbins, and Mary Coulter, Management, Pearson, 2003. Pre requisite: DROPBOX ACCOUNT. Download Principles of management by F.W.Taylor from iBook and Read. EVERY ALTERNATE SESSION WILL CONTAIN PRESENTATION BY STUDENTS TO EVALUATE THE LEVEL OF UNDERSTANDING OF PREVIOUS SESSIONS. SESSIONS Topics Methodology Outcome Remarks 1 Introduction; Two way study pattern; Exam and application level, Syllabus and recommended books Understand exam pattern, Evaluation pattern, Teaching Methodology. 2 Evolution of management BBC Interactive flash on Egyptian Pyramid construction, PPT Virtual difficulty and importance of management. 3 Nature and scope of Management Discussion based on previous session Virtual difficulty and importance of management. 4 to 6 Schools of management thought F.W.Taylor, PPT, Lectures and discussion F.W.Taylor ipad book , To Understand the real Application in Industry. 7 to 9 Henry Fayol; principles of management PPT, Lean bicycle factory software, Lectures and discussion To Understand the real Application in Industry. 10 Management as a science and an art Debate Incubate the thought process. 11-13 Folk management and its application in the modern era http://www.unesco.org/most/bpikreg.htm#asiapacific Explore, lecture, Assignment1: Identify folk management at local level and look it as a business opportunity. Explore the innovative folk management as an business opportunity 14 Functions of management VS Business Functions. Concept clarity through examples Understand the basic difference between the two terminologies. 15 to 17 Class test Module 1 Written examination Preparation for University exam 18 to 21 Planning: planning premises; types of plan; planning process Lecture and Assignment2: Prepare a plan to start up a small grocery store. Application of planning. 22 to 25 Organization – Theories, types, importance, organization structure- Line and Staff functions – Conflicts; Ppt lecture and discussion Assignment3 Get an organization Structure of an existing firm and justify changes you will like to make Understanding Pros and cons of organization structure 26-27 Centralization and decentralization Domino’case study Application in real context 28-29 Delegation; types, principles, elements, Coordination, Hospital as an example Ppt lecture and discussion Application in real context 30-31 Directing – Supervision, Communication Lecture ppt example Understand the importance of relationship between subordinates 32-33 Directing – motivation, Ppt lecture and discussion Motivation theory and its application areas Applicability in Marketing and HR 34-36 Leadership – Theories; importance Ppt lecture and discussion Application of these theories 37-39 Class Test Module 2 Written examination Preparation for University exam 40-42 Controlling principles Why Controlling need? Understand the importance of Controlling 43-45 Dynamics of Groups at work, work group behaviour and productivity; work and motivation Ppt lecture and discussion and group based activities Realize the importance of team work 46-48 Manager vs. leader; leadership and motivation; leadership styles; theories of motivation. MBO: – team creation and Management ; Ppt lecture and discussion and Debate on the best styles Understand Which type of style when and where to use 49 Organizational learning and knowledge management Time management. Ppt lecture and discussion Understand that it is a continuous lifelong process Class Test Module 3 Written examination Preparation for University exam 50-51 Management of Change – importance, objectives and methods – Ppt lecture and discussion Able to Tackle the change 52-53 Role of leadership Transformational management. Ppt lecture and discussion Understand Which type of style when and where to use 54-56 Class Test All Modules Written examination Preparation for University exam 57-60 Revision Individual presentation