Tibet Buddhism Essay Example | Topics and Well Written Essays - 500 words

Tibet Buddhism - Essay Example This relates to the vehicles by practicing the Buddha’s teachings. Vehicles are paths followed to gain enlightenment. The vehicles are Hinayana, Mahayana and Tantrayana. The three turnings are teachings that allow an individual to choose a vehicle to enlightenment The Creation or Generation Stage is the first step in meditation of Buddhist sadhana. The Completion or Perfection Stage is when an adept realizes their personal path of enlightenment. The Great Perfection is the highest teachings of Tibetan tradition. Thus first the Generation Stage must be complete, the Perfection Stage, and finally Great Perfection can be learned. Trungpa meant that Tantric wisdom allows the suffering to stop, or nirvana, which goes into the cycle of birth, death, and reincarnation, or samsara. If hate, pain, and anger are stopped, the individual reaches nirvana. If these emotions are no longer there, than samsara is easier to accept. Luminosity, bliss, and emptiness are the states of the mind. Every mind is a luminous mind. Bliss is a state the mind tries to achieve. Emptiness leads to bliss due to the purging of all negative emotions. The reason Buddhist want to empty their minds is to alleviate suffering. If a soul is empty it cannot suffer. 4. Using Davidsonà ¢Ã¢â€š ¬Ã¢â€ž ¢s Tibetan Renaissance and Karmayà ¢Ã¢â€š ¬Ã¢â€ž ¢s The Great Perfection as guides, tell me how the relationship between the Tibetans and Tantra changed from the time of Relpachen to roughly one hundred years after his assassination. During Relpachen’s rule, the Tibetans and Tantra were closely intertwined. The Tantra was ancient Tibetan teachings of love. Since Relpachen support Buddhism, the Tantra was encouraged during his time. However after his assassination of Relpachen, his brother became king. This king was anti-Buddhist. So for a period of time Buddhists were persecuted. Thus the Tantra passed down by the Tibetans was weakened through this persecution, civil wars, and

Is Europe an optimum currency area Literature review

Is Europe an optimum currency area - Literature review Example This phenomenon has allowed for a vantage point to the economists from where they can try understanding the possible problems and difficulties associated with economic integration. The objective of this literature review is to understand the criteria essential to the achievement of Optimum Currency Areas in the light of the existing academic sources and theories. This literature review also intends to understand whether the European Economic and Monetary Union are gradually shifting towards an Optimum Currency Area position. It is Robert Mundell who is attributed to be the pioneer of the theory of Optimum Currency Area. Vasiliauskaite and Vitakauskas (2007) have successfully identified certain criteria delineated by Mundell to be necessary for the existence of a viable currency union. As per Mundell, for a region to move towards an Optimum Currency Position, the labour mobility is a necessary and pivotal requirement (Vasiliauskaite & Vitakauskas 2007). The labour mobility in this con text includes the physical ability and possibility on the part of the labour in a region to move from the depressed areas to the propitious ones. This mobility criterion also entails an absence of the cultural and political barriers to labour mobility and the existence of viable institutional mechanisms to facilitate mobility of labour (Vasiliauskaite & Vitakauskas 2007). Besides, According to Mundell, the monetary union in a region required an integration of the financial markets of the member nations accompanied by a total flexibility of prices and wages across the region (Vasiliauskaite & Vitakauskas 2007). Also, Mundell tagged to these criteria the need for a regional political integration making way for the fiscal transfer mechanisms for the redistribution of capital around an Optimum Currency Area (Vasiliauskaite & Vitakauskas 2007). Besides, it is also imperative that most of the nations in an Optimum Currency Area have diversified economies and similar business cycles (Vasil iauskaite & Vitakauskas 2007). Vasiliauskaite and Vitakauskas (2007) have concluded after an elaborate analysis of the existing data that though the European Economic and Monetary Union does qualify many of the criteria considered by Mundell to be essential for the creation of an Optimum Currency Area, the labour mobility in the European Union is much constrained as compared to USA. In Europe there exist many cultural and economic barriers that hamper the hassle free mobility of labour. Also the European Union, unlike America, cannot rely on Fiscal Federalism to iron out the regional economic disturbances (Vasiliauskaite & Vitakauskas 2007). In his seminal work in the context of the Optimum Currency Areas that is A Theory of Optimum Currency Areas (1961), Mundell discernibly appears to adhere to a Keynesian mindset. According to Mundell, in order to mitigate the shocks occurring in the private sector, whether originating from the supply side or demand side, the countries could resor t to the manipulation of national fiscal and monetary policies (1961). This nascent theory of Mundell was essentially based on stationary expectations pertaining to exchange rates, price levels and interest rates. The earlier Mundell was conclusively all for the Keynesian fine tuning of national fiscal and monetary policies, shielded by a floating exchange rate (1961). Mundell held that the diversified econ

Sister Carrie Symbolism

Sister Carrie Symbolism The naturalistic writer presents his theme through symbolic detail. The use of symbolism in Sister Carrie offers some evocative effects to this novel, namely, it eases to determine the elements, expose the reality and consolidate the theme. In this way the symbolic degree of the narrative put down straight over the events and occurrences of the simple story itself. Dreisers use of symbolic detail permeates the novel ranging from careful descriptions of dresses and adornment to descriptions of great American cities and their surroundings. The author must make the reader aware that the details are important to the meaning. According to Donald Pizer in his The Novels of Theodore Dreiser: A Critical Study, Dreiser is much more successful as a symbolic than as a metaphoric writer. Dreiser generally accomplishes this end through a kind of incremental repetition (qtd. in Ward, web) of important details. Occasionally, however, he shows a lack of subtlety when he addresses his reader directly to reveal his intention. By recording carefully Carries reaction to specific events Dreiser shows her moving from her early naà ¯ve optimism to her final disillusionment and despair. Carries sensitivity to details provides the emotional centre of the novel. The most important patterns of details, in addition to clothing and money, are mirrors, the theatre, hotels, and restaurants; interiors and dwellings mainly. These comprise the walled and gilded city to which Carrie seeks entrance. Rocking to dreamland Symbols in Sister Carrie are what E.K. Brown, in his Rhythm in the Novel called rhythmical symbols because they constantly reappear in various contexts changing in character and situation during the novel. The rocking chair as a symbol of dream for Carrie in Chicago and of escape for Hurstwood in New York, and it is an obvious example of a rhythmical symbol. .(qtd. in Pizer, 1976: 91) Throughout Sister Carrie, the symbol of the rocking chair is employed by Dreiser to reflect the restlessness, the feverish activity, which leads Carrie to no satisfying destination( Gerber,1964: 62). Early in the novel Carrie is seen rocking in her sisters flat on Van Buren Street , dreaming of escaping with Drouet. As Drouets mistress in Ogden Place she desires a luxurious life, fame, applause, refinement. The rocking chair is a symbol of Carries continued frustration and her inability to make a choice, wavering instead from one possibility to the other. Just before Hurstwoods two visits which occur along chapters eleven and twelve Carrie sits rocking in her chair. Dreiser takes the opportunity to foreshadow the future outcome of her desire: She hummed and hummed as the moments went by à ¢Ã¢â€š ¬Ã‚ ¦and was therein as happy though she did not perceive it, as she ever should be(87). In New York when living with Hurstwood, she sits rocking to and fro, thinking how common place( 229) her pretty flat is compared with what the rest of the world was enjoying(229)- the rest of the world made of those who had money and had a better life than hers.( Gerber, 1964: 62) In contrast to Carrie, after losing his business, Hurstwood uses the rocking chair to meditate over the lost days, the exhausted funds and his lack of strength. In the chairs slow and repeated motion he finds a narcotic dream of security. The final view of Carrie is moving. She now finds herself rocking in her chair, successful but unhappy, accomplished but unfulfilled (Gerber, 1964: 63), she dreams of new conquests which undoubtedly will or must bring her joy. Yet she accepts for the first time that happiness may not be for her, that perhaps her fate is forever to be the pursuit of that radiance of delight which tints the distant hilltops of the world (369). Dreiser creates a universe where life takes on the aspect of a fierce, grim struggle in which no quarter was either given or taken, and in which are laid traps, lied, squandered, erred, through illusion. (Dreiser, 1991: 82) And even the survivors of the struggle to become a king, are left without a trophy. The symbolic action of rocking is most fitting: Carrie is at once discontent, physically uneasy, reasonably energetic, and passively waiting for better fortune to come and find her. At the end of the novel, Carrie is still rocking. Her dwellings are different now and better by material standards-she is now in a lush New York hotel-but the action is the same and is symbolic of everlasting discontent. (Gale, 1968: 88) Carrie has reached in her quest the empty terminal, which Dreiser points out, so many Americans reach especially those who ascend from humble beginnings and are deceived by the life around them into believing the money ideal to be all in all. (Gerber, 1964: 63) Dreisers symbolism reveals the separate and distinct worlds of Sister Carrie. There is the realistic world of the reasonable mind in the imagined world of the emotional world, a world described in the novel as: Elf-land, Dream Land, or Kingdom of Greatness. This is the world from which Hurstwood emerges as an ambassador to bring Carrie back with him. It is this world from which Carrie ironically becomes a citizen ironically because it never seems to yield the rewards and beauty it promises. Life is a constant battle fought between the giant armies of frustration and desire. Dream symbolism provides a method of revealing what the world outside thinks of Carries behaviour. Minnie, Carries sister, functions in the novel as a choric figure. In her dream, the standard judgement of Carries actions is revealed. Carrie leaves the world of her sister to go to a dark and dangerous world below the surface of the ground. The swirling waters and unplumbed darkness of that world without a rigid morality seem certain to destroy the naÃÆ' ¯ve girl. It is no more necessary to accept Carries estimate of her sister Minnie as absolute and unbiased truth. Each girl unconsciously sees the other as a projection of herself, and thus interprets the life of the other as it would seem to herself. Clothes and Appearance The finest clothing made is a persons skin, but, of course, society demands something more than this.   ~Mark Twain( il las sau il elimin pt ca doar acest subcapitol e introdus de un citat?) The most obvious and well-known recurring symbol in Sister Carrie is that of clothes- clothes as an index of taste and social position and for Carrie of a naÃÆ' ¯ve but moving desire for a fine and pleasing life. (Pizer, 1976: 92) One can acknowledge the fact that appearance, while not including value and morals, as should be of more importance, defines oneself and helps them establish a place within the social system. Sister Carrie serves as an outstanding model to portray this idea. To the majority of the characters, how they appear and act hides the reality of which they live. Dreiser carefully lists in precise detail everything Carrie owns: a cheap imitation alligator-skin satchel, [à ¢Ã¢â€š ¬Ã‚ ¦], a yellow leather snap purse,[à ¢Ã¢â€š ¬Ã‚ ¦] and four dollars (1). Since Carrie does have enough money to pay for a real alligator-skin satchel, she holds a fake with the intention that she appears to be something else than she is. False appearances are a dominating theme through out Sister Carrie. Because so little is revealed about Carries identity, the first impression left by her is formed not by what she does or by what she opinions but by her belongings. Dreiser ends the description of her with the precise amount of money she holds. This stress on money will be a major theme all through the rest of the novel.    To Carrie, the feeling of completeness comes only when dresses magnificently. On her first day at work, she feels ashamed with her female co-workers. After leaving her obscure work station, she proceeds to the lobby where she encounters other young women. As she walks past, She felt ashamed in the face of better dressed girls who went by. She felt as though she should be better served and her heart revolted.(31) Being of middle class stature, she thinks degraded and believes she can get no respect or attention from these, à ¢Ã¢â€š ¬Ã‚ ¦ better dressed girls.(31) Though she is extremely attractive in her lesser state, as proven by the young men who flirt with her, she feels only remorse because she was not lavishly displayed. Carries first come across with mass fashion comes with her visit to the Fair, a Chicago department store. In this episode she is not shopping or more appropriately, having no money she is only window shopping. (Geyh, 2006: web)   Carries call to the department store prove her interest in conspicuous consumption; it had developed a new and curiously intimate relationship between purchaser and consumer goods. (Eby, 2001: web) As she observes the eye-catching goods available for sale, Carrie could not help feeling the claim of each trinket and valuable upon her personally [. . . .] The dainty slippers and stockings, the delicately frilled skirts and petticoats.[. . .] all touched her with individual desire (22). But the lure that attire and other personal possessions have for Dreisers protagonists-that he calls the voice of the so-called inanimate! (98)-lets us to notice that memorable change. Every one of of the fancy items tempts Carrie although she cannot afford to pay for any of them; thus a capitalist economy manipulates the desire of the consumer without ever completely satisfying it (Eby, 2001: web). Carrie realizes how far removed she is from its glamour and attraction. Although she desires for herself the frilly dresses, the jewellery and trinkets heaped upon the counters, she keenly feels how none of these are in the range of her purchase. An outcast without employment (17), a mere job-seeker, even the shop-girls could see she was poor and in need of a paying job. The coveted items of clothing put on display in the department stores, restaurants, hotels and streets, are for Carrie, matter of both conscious and unconscious desire, but the desire is unrelated to any organic, biological need. The clothes are functional primarily as indicators of what Carrie might possess and be, of this desire, but also indicators of she is not , of her class bound status as a daughter of working-class parents, and of all that exceeds her grasp.( qtd. in Geyh, 2006: web) The importance of clothes in Sister Carrie arises from the choice that one can exercise over them as a conspicuous performance of prospective being. Drouet seduces Carrie buying her the clothes that would be the appropriate costume only for the role of mistress. The clothes are ones that she could not even explain let alone wear were she to stay in her role of working girl at her sisters flat.. Similarly, Carries first acting job in New York translate into a paradoxical ability to buy the clothes for the role of a young actress. ( Fisher, 1991: 554)( se intelege ca citatele sunt ale lui Fisher?) While Carrie is the main character whose existence thrives on the dependence on her looks, she is not the only one who Dreiser chooses to make a victim of appearance. At Carries first meeting with Drouet on the train from Colombia City to Chicago his clothing and conduct built up for her a dim world of fortune, of which he was the centre ( 6) The young man whose charm and audacity caught Carries attention on the train also suffers from the value he places on appearance. While uttering her first words in their first sparked conversation, she notices his, Flush, colourful cheeks, a light moustache, a gray fedora hat. (3) She further observes him noticing every light detail of his suit and the jewellery. His suit was of a striped and cross pattern brown wool, [à ¢Ã¢â€š ¬Ã‚ ¦] the low crotch of the vest revealed a stiff bosom of white and pink stripes. [à ¢Ã¢â€š ¬Ã‚ ¦] his fingers bore several ringsà ¢Ã¢â€š ¬Ã‚ ¦ (3) From this quote, one can come to the conclusion that Drouet is a ra ther wealthy man with many refined tastes. In reality, He was not a moneyed man. (32) When in the presence of those who were fortunate, à ¢Ã¢â€š ¬Ã‚ ¦ he straightened himself a little more stiffly and eats with solid comfort. (32) This defines his social status since he is well known among the prosperous. Carrie soon realized all the city had to offer her, such as wealth, fashion, eases every adornment for women, and she longed for dress and beauty with a whole heart (21).    Carrie is aroused by something promising in the entire material prospect that Drouet had to offer (5). While her background does subconsciously caution her momentarily, she ignores her misgivings in exchange for the happiness that Drouets success might bring her. While Drouet did work, he wants to hide his reality. His false preens dazzles many, including Carrie. As soon as Carrie sees that Drouet is not as well off as she originally perceived him to be, she turns to another man, another man who, like D rouet, was masking his own reality behind his allure of money and position. Mr. G. W. Hurstwood is the second gentleman to catch Carries fancy. He is the manager of a renowned restaurant and is known as a successful man about town. Many see him as a solid man of good physical stature, rather young, and is known for his, fine clothes, his clean linen, his jewels, and, above all, his own sense of his importance. (33) On the surface, Hurstwood is a man of power. He holds a valued opinion among many and some kind of effect on many more, Drouet and Carrie included. With all of the appeal, there is no possible way for anyone to see Hurstwoods personal life. No hint of the slightest inconsistency of the glamour can be found. People of social royalty know and see his family on many popular social outings. His wife is a charmer as well and many have high hopes for their young daughter. One would not conceive that Hurstwood and his wife were having heated arguments leading to marital problems. Due to the fact that many knew the family and how affluent in all aspects t hey are, most overlooked Hurstwoods callings on Carrie. Appearance, which led to this mans social status, kept people from considering this. Looks and charm is the only thing that kept this man from suspicion. Later in the story when Hurstwood social status declines, clothes and implicitly appearance reflect this time the reality. Gradually running out of money Hurstwood is not preoccupied with his appearance, he once rigorously guarded. Still, for the sake of old times, he tries to bring to light the old self. This fact emphasis Hurstwoods desire to keep appearances even though his social status was not the same. As Hurstwood experiences life as poor individual he begins to see the life of his wealthy past as à ¢Ã¢â€š ¬Ã‚ ¦a city with a wall about it (328) on the other side Hurstwoods shabby clothes expose his state, the opposite but equally conspicuous equivalent to the display of state, that is the normal function of clothes.( Fisher, 1991: 554) In contrast to Carries new clothing which makes her part of her new world, Hurstwoods clothing is now threadbare part and worn. It is not sufficiently warm for him to weather in the cold winter. Clothing reveals the complete inversion of the à ¢Ã¢â€š ¬Ã… ¾marriage of Carrie and Hurstwood. As Hurstowoods preoccupation for the lack of money increases he tells Carrie that they do not afford to buy her any new clothes, she had not failed to notice that he did not seem to consult her about buying clothes for himself. (340) A few short years ago he was struggling breadwinner who occasionally indulged himself in new clothing to meet the world, while Carrie remained home, running the household in her outdates garb. In Sister Carrie: An Introduction, written by Kenneth S. Lynn, the author summarizes Carries arrival in Chicago. He then proceeds to say that she is, depending solely on personal appeal to enable her to work out her salvation. He goes on to criticize Drouet and Hurstwood as well. Drouet has no reality; take away the salesmans clothes, and he has nothing. (qtd. in Pizer, 1976: 40) This quote aimed to describe Drouet, shows that though his flashy clothes are a trademark of his, he really comes down to nothing. Hurstwood is in the same situation and as Dreiser says after a passer-by inquires if he is a motorist, he finally realizes that he is nothing. Carrie is taught manners and how to become a lady. Because clothes can be changed more rapidly than apartments they become a more sensitive index to changes of state. Clothes are ones address. Only hotels are places of living sensitive enough to the fluctuations of self to equal clothing as performances of the monetary condition of the self. In New York after they separate, both Carrie and Hurstwood, move through opposite ends of the spectrum of records the need of a society in which money will be kept in the stock market so that its waverings of value can be represented in the daily newspaper rather in land or goods which are, by comparison, subject only to year-long or decade-long readings of change of worth. As the rocking chair is to fortunes wheel, second by second rises and falls, so too are clothes, hotels, and newspapers to the long-term indexes of fortune and value. ( Fisher, 1991: 554) Every feature of these characters is a show put on display like that of a theatrical play. None have a real personality because it has been erased by the tantalizing temptation of being that name on the front page, or the cause of a hush fallen over a room as they enter. They even manipulate simple features to deceive their prey audience. As far as personalities being deciphered, as mentioned earlier, these three critical characters have no real personalities. They display the best well thought out personality that the situation demands. When they are in the company of a wealthy benefactor, the room and scene is filled with gaiety on their plastered surface, but they loathe for the life. Each of these three characters uses their appearance to obtain material goods and respectable social standings. They all achieve this, yet in the end, they wind up in desolate isolation. Had these characters accepted their lives as they would have came to be, and not used deceit to con the unknowing, perhaps they wouldnt have ended up in a lesser state then they stood at originally. Money In this novel, together with mirrors and clothes, money represents social status. Dreiser chose to draw a realistic portrayal of America for what it really was- materialistic (Gerber, 1964: 52). Life is presented in relation to this driving force and seems to undergo all destinies, involving everyone, as participants in the mad-cycle of the booming economy. The money ideal would be exposed as the great motivating purpose of life in the United States: ones relative affluence at any level of society determining the degree creature comfort one might enjoy, the measure of prestige one might own, and the extent of social power one might command (Gerber,1964: 52-53). Sister Carrie completely reaffirms Americas mania with money because all characters status symbol is determined economically. Dreisers characters are often fascinated with the physical reality of money (Pizer, 1976: 91); the money she has accepted was two, soft, green, handsome ten-dollar bills (39). The physical transfer of money is an act which promises so much for both the body and the spirit that it either entails or suggests the sexual (Pizer, 1976: 91) Carries impoverished situation incites genuine pity, but Drouet offers her money having hidden desires and intentions. This allows him to touch her hand, the first act in establishing physical contact with her. The apparently harmless offer of loaning money to Carrie and the pleasant lunch are a first step into obtaining it. Giving her the money somehow permits him to feel her hand, the first move in creating physical intimacy with her. In reality, he is trading the occasion for sex. ( Pizer,1976: 92) The lunch and the loan are only the first step in getting it. As she feels the twenty dollars in her hand, Carrie fells that a she was connected to him by a strange tie of affection.(47). Having money as a principal weapon, Drouet has obtained the right to commence physical closeness with Carrie. Several times in the novel, including in this moment, an exact dollar sum is named. Carrie lives in a world of prices regardless of whether she is at work, out shopping, at home or on the street. Her labour worth is set to four dollars and fifty cents per week; accommodation costs four dollars per week; car fare amounts sixty cents per week; an economical lunch is ten cents; etc. By accepting Drouets money, Carrie unconscientiously establishes her worth to him at exactly twenty dollars. Carries desire maintain secret her intentions from Minnie and Hanson confirms that she is at least partly alert that she is selling herself. (Ward, 2000: web) Carrie symbolizes the collective values of the burgeoning American consumer culture. To her, money represents power; one might easily judge her and include her in the money-hunters category of people; those that would be happy to be trapped on a desert island if only she had a large amount of money. (Ward, 2000: web) She had not acknowledged the fact that money and nothing else is worth nothing. Only in relation to consumer goods does it represent anything of value. Chapter seven begins with one of Dreisers frequent discussions on the meaning of money. The true meaning of money yet remains to be popularly explained and comprehended (47). What Carrie does not understand, a fault she has in common with almost all of humanity, is that money should be paid out as honestly stored energy (48) not as a usurped privilege (48). Carrie definition of money would be simple and straightforward- something everybody else has and I must get (48). Dreiser then continues to give a remarkable explanation of money. Essential in his observation is that if an individual has money, it must be spent in order to recognize its value. Carrie as well as Drouet belong to this category. If not earned honestly money in this novel are obtained by theft or beggary. Money serves as a modality of characterization, consequently everyone in the novel is dependent on money to describe who they are and what they do. In the game played at the first meeting of Carrie and Hurstwood, Dreiser provides a miniature model of the characters, forces, and movement of the novel making symbolic use of the ordinary details. In this game of chance and skill Hurstwood manipulates his hand so that Carrie can win all the money while Drouet remains ignorant of what is happening. Dont you moralize Hurstwood says to Carrie, until you see what becomes of the money (74). This passage is like a vision from future, unconscious words evocative of what was to come. Social status is changed with money, at the same time offering those who acquire it the possibility to acknowledge the supreme wealth or the supreme lowering of status. For example, in the very beginning of the novel, Carrie rides in a train, the way poor people do then in a street car, as the fashionable girls of the time and finally she is forced to walk, forced to return to her initial status. This completes a chain that marks the gradual lowering of Carries status in the society until she reaches the lowest point, the point where she not only has no job but is also forced to walk around the city. Being Drouets company in the restaurant Carrie is aware of the decline. She observes that he affords to travel by train and she immediately associates means of transport with wealth. Lost between thoughts she hears him mentioning that she has to return home if she does not accept his offer, but she does not acknowledge the significance of this fact. She only sees a stage coach passing by . This serves as a visual reminder that a wealthy life can be lived only in a big city like Chicago, and is crucial to making her accept Drouets proposal. Her choice gives her a sense of well being, dragging her out from her state of dreamer, and, by the ending of the chapter, she is already riding the car from her vision. After Hurstwood and Carries affair and escape to New York, Hurstwood soon finds himself having to think carefully about small disbursements like rent and cab fare. Although he has sufficient money to invest in new businesses, he turns down many prospects because they are too low-class for him. Not only is his money very important to him now, but so is his respectability. Having to live so frugally as he searches for a job humiliates him (Balling, 1967: 61). The importance of Hurstwoods reputation to himself underscores the materialism in America. Being who you are to yourself is not as important as being someone to others (Gerber, 1964: 60-61). Hurstwoods decline pushes Carrie further away from him. Mrs. Vances decision to cut off her connection with Carrie because of Hurstwoods appearance exposes the dehumanizing nature of consumer society (Ward, 2000: web). While Hurstwood gradually sinks toward deprivation and suicide, Carrie once again moves foreword and appears on stage. Carries constant drag to something better was not to be denied (Thorp, 1963: 472). Her choice to leave him is almost completely motivated by finances, as was her decision to marry him. Mirrors reflections of the self Mirrors should think longer before they reflect.   ~Jean Cocteau Another important symbol is the mirror in which Carrie attempts to see inside herself to discover the truth or to reflect upon some problem. Like the rocking chair, the mirror represents the two poles of Carries thought, for it is also used by her simply to admire her appearance in new clothes. Both the rocking chair and the mirror fuse the desire for material satisfaction with the realisation that Carrie is never happy if she continually desires something new. Naturally, Carrie is never conscious of the symbolic import of these articles, but certainly the author is, and so, it is hoped, is the reader. Mirrors-both factual and the metaphorical mirrors of others reaction to her-contribute to this construction of identity as Carrie glimpses the ideal as reflected in them. The Mirror as the narrator notices convinced her of a thing which she had long believed. She was pretty, yes, indeed. (58) The process of mirroring through which Carrie creates her identity is, however not merely a matter of dress: it is bound with her natural acting ability. (qtd. in Geyh, 2006: web) Able to perceive the nature of those little modish ways which women adopt when they would presume to be something, Carrie mimics, mirrors, the gestures of those whom she admires: she looked in the mirror and pursed her lips, accompanying it with a little toss of the head, as she had seen the railroad treasures daughter doà ¢Ã¢â€š ¬Ã‚ ¦She became a girl of considerable taste. (78-79) The urban environment itself offers numerous sites of such indemnificatory mirroring, from half-lit display windows of department stores in which one might see ones own ghostly reflection, to posh restaurants like Sherrys where the floor was of a reddish hue, waxed and polished, and in every direction were mirrors-tall, brilliant, bevel-edged mirrors-reflecting and re-reflecting forms, faces, and candelabra a score and hundred times (235) (Gyeh, 2006: web) Looking in the mirror is often considered a form of narcissism. This is particularly evident in the store episode when Carrie looks at herself with the new clothes on. Her sense of well-being is enhanced, to the point where she starts to feel a warm glow (70) creep into her cheeks. This is again shown up in chapter eight, when she realizes that she is beautiful after looking in a mirror. The two antithetical potions of Carries mind, her conscience and desire, make another appearance in chapter ten. There, standing before the mirror, she sees that her face reveals a more attractive girl than she was before but her mind, a mirror prepared of her own and the worlds opinions(70), reveals a worse creature than she had been before. She wavers between these two images, uncertain of which one to believe. The inner mirror, the reservoir of social and acquired moral option, must be watched closer by the reader. Sister Carrie is a study in depth of the character; what happens inside Carries mind is actually far more important than her outward fortune of trials and ordeal. Carries difficulties, more basic in the recent past, have now become mental ones, and altogether so turned about in all of her earthly relationships that she might well have been a new and different individual (70). In the mirror she sees a pretty face, but when she looks within herself she sees an image composed of her own judgements and those of society that makes her experience a certain moral queasiness. Carrie wavers between these two reflections, wondering which one to embrace. Her conscience, only an average little conscience (73), is shaped by the world, her own past life, habit, and convention, all welded together in a confused way. Her conscience bothers her because she failed to live with moral correctness even before she tried. Carrie is in a winter mood, full of silent brooding. Nevertheless the secret of her conscience grows more and more feeble. Before, the mirror only was an indication of vanity and represented the ability to imitate things. Now Dreiser remarks that the mirror is the symbol of a good actress as well, a good actress serves as her own mirror to her audience (Gyeth, 2006: web). Carries vocation and power as an actress find their fullest expression on stage, where she creates not only a series of idealized versions of herself, but also an array of miniature mise-en-scà ¨ne- shadow plays-of the city and its inhabitants outside. (Geyh, 2006: web) Carrie was possessed of that sympathetic, impressionable nature which, ever in the most developed form, has been the glory of the drama. She was created with the passivity of soul which is always the mirror of the active world, the narrator observes. (117) Carries greatest ability is that she can mirror back to people that they want to see. Newspapers The frequent symbol in this novel is the employment of newspapers to designate people who are no longer capable to see the future, people that are suppressed by the past and sometimes by the present. The newspaper represents old news as it presents things that have already happened. Individuals who fall back on the newspaper thus fall into the class of have-beens, of those who already lived their life and experienced the world. The first who reads the newspaper in the novel is Sven Hanson followed by Hurstwood. The two are reading the newspaper in the evening as a form of entertainment and because it is the only way they could find out about their own world. Hurstwood is scrolling the paper for the first time in chapter twenty. The paper symbolizes the past, and the incapacity to rise in the future. Thus, his wife is already making the decision concerning the future of the family, and the future vacation. In this scene between Hurstwood and Julia, the first finds in the newspaper a refuge from his wifes demands and from what his entire family represented to him. This way he tries to avoid domestic quarrels and pretends to read the newspaper. By contrast Carrie, reads the paper to see if she is written about in one of its articles. The newspaper gains more importance and is more often used by Hurstwood than ever before. Each day he could read in the evening paper (143). Later Dreiser describes Hurstwood as s pending his time reading newspapers, as the only enjoyable activity left. This again suggests that Hurstwood can only live by looking at the past rather than into the future. The significance of newspapers reaches the pinnacle in chapter thirty five during the storm. Hurstwood is entirely ruined as a man that he uses the paper even for trivial news suc

Huck Finn :: essays papers

Huck Finn American Literature The purpose of this essay was to discuss the current debate over Mark Twain’s book The Adventures of Huckleberry Finn. The debate is over whether or not the book is appropriate for students to read and learn about. The question is now being presented and petitioned upon the Board of Education by a group of parents and students in the Francis Howell school district. The group has many justifications for why Twain’s book should be removed from the curriculum and even the school’s library. One reason was the many racial slurs used in the book to refer to Jim and all African Americans in general. An example of this in the book was Huck telling about how black people would all come to hear Jim’s witch story (Twain, Mark. The Adventures of Huckleberry Finn. Page 6). The slurs are used repeatedly and could easily have been done without. A second reason is the tobacco use of Huck Finn. The young character in the book is known for smoking his pipe. Some Parents fear this may encourage students to smoke. A third reason is Huck Finn’s bad lifestyle. Huck skips school, uses foul language, becomes involved in a gang, and he is known for being in lots of trouble (Twain, Mark. The Adventures of Huckleberry Finn. Chapter 2). Many parents think this may provoke students to try to live like Huck does. A fourth reason is the portray al of Huck Finn’s father in the story. He is a bad father and an extreme alcoholic and he beat Huck(Twain, Mark. The Adventures of Huckleberry Finn. Page 24). Many parents think students may grow up thinking this negative behavior is acceptable parenting protocol. Speaking from a teenage perspective, these accusations seem unjust and unreasonable. The Adventures of Huckleberry Finn is a great Novel and an instrumental teacher in American Literature. Twain’s book accurately depicts the more liberal time period of the day. The racial innuendoes used in the book are by no means acceptable. It is the belief of many that these words were however not used on the grounds of demeaning the African American race, but that it was just the way people spoke during that age.

Organizational Communication: Process Essay

Introduction: Communicate with others is necessary and essential for everyone. Students  need to communicate with their classmates or their teachers and employees need to communicate with their boss and clients. Communication is everywhere in people’s daily life. However, there are many factors can affect how the communication goes. Communication formed from transfer information from one person to another.(Orlova, 2010) In this passage, the writer will give two real-life example of both successful and failure organizational communication cases then illustrate the reason why non-verbal communication , face to face communication and self-awareness contribute to the efficient communication and how these factors works. Last but not the least; the writer will explain how different organizational cultural values, lack of active listening and Computer-Mediated Communication boost the failure communication case. Successful Communication Example: This example is about a discussion group which formed with three people in my schoolwork, one Chinese, one Japanese and one Vietnamese. We were going to discuss a question about what cause to climate change. Since I do not know much things about the climate change. When Japanese was talking, I concentrated on what she said and have eye contact with her. If I looked like confusing, she would clarify what she just talked about and never mind to speak again. Both of Vietnamese girl and me had nodding our heads when we agree with her point of views. Sometimes we used some gestures and facial expression when we were discussing. What’s more, we had group meetings in school every day that we can finish our work together. At last, our tutor said we all done a great job. Factors that promote the organizational communication: â€Å"Non-verbal communication is usually understood as the process of communication through sending and receiving wordless messages, language is not only source of communication, and there are other means also. Nonverbal communication can be communicated through gesture and touch, by body language or posture, by facial expressions and eye contact. â€Å"(Orlova, 2010).One of the reason of why Non-verbal communication promotes organizational communication is because it is trustworthy. As described in the example, when we were discussing, we had eye contact with others. Eyes don’t lie. If you have eye contact with someone who is talking, it proves  that you are paying attention of what he or she said and also shows your respect to that person. What’s more, the speaker can also recognize others whether understand what he or she is talking about. When I looked confused in the conversation, the Japanese girl will elucidate what she had just talk about in detail so as to make me know clearly about it. After this, I knew more things about climate change which encourage me to do more research about it rather than only listening about other’s opinions. This is really important when you are doing a group project. Another reason for why non-verbal communication is superior for organizational communication is that people can transmit a message naturally and even do not need to speak out to make others understand the meaning unconsciously. Firstly, body language helps us conducting the discussion. It will not make sense until you response to other’s talking. When we agree with others, we will show our understanding through nodding our heads or raising our thumbs. Secondly, we sat very close to each other when we were discussing, like friends more than group mates that help us to establish the relationship more friendly and warmer. Orlova(2010) emphasised the reason of why the use of spaces is mainly significant when people have interaction in groups is because where group members sit relative to one another have an effect on the flow of the conversation. Face-to-face communication contribute to the successfully communication as well. Rick et al. (2009) found that because face-to-face communication is produced in real time, speakers have direct feedback on how their message is being understood as it is being delivered. In our discussion group, our entire group members insist of having group meeting in campus everyday contributed to the success of the discussion most. Face-to-face communication is able to make sure that each of us merely focuses on our discussion in the particular time. Despite the fact that face to face communication not as convince as online chat. †Face-to-face communication is in fact much more than speaking and speech is greatly influenced both in substance and content by this essential form of communication.†(Marion, Jean-Luc & Gerard 2010) People can have a better interaction when having face to face communication. In our discussion group, when someone do not agree with other’s opinions we can discuss directly and asking questions.  Face-to-face communication can encourage people to continue the discussion as well. When someone can’t speak fluently, others will help him or her to keep on talking, for example, gives some door opener questions or paraphrase his or her arguments. Face-to-face encounters tend to go on longer than other forms of communication. However, when our group buddies have a face-to-face conversation, each of us has made an effort to the meeting. We have probably spent longer talking together in order to have a better discussion about our topic. Self-awareness also makes us do a better job on our group work. The more you know about yourself, the greater you will feel emotionally and the more adapt you will become at dealing with situations. Self-awareness is one’s own knowledge and assessment, including their mental aptitude, personality characteristics and psychological understanding of psychological processes and evaluation. If someone can realize what he or she good at and the weakness of themselves, they can do the job better. People evaluate themselves accurately which can help them to work more efficiently. One of the most important things in doing projects with others is contribution. It is impossible that you want others to finish your part of job either. Self-awareness can make you know clear about what you can do for this team. In our discussion group, I am the person who not good at collating information so that I was in charge for the researching part. I would give the information to the Vietnamese girl who is good at comprehensive analysis to collating information. This distribution of work can make our discussion group work more efficiently and everyone feel comfortable about this allocation. The failure organizational communication example: When I was doing the BEP course last year, a presentation group was formed with four people. People are all from different countries including one Iraqi, one Chileans, one Indian and me from China. However, when the Iraqi was talking about her thoughts about the presentation she did not allow others to add some views and she just keep talking on her own. After she finished her talking, she presently continued to busy about her own business  and totally annoying what other group members were talking. Though she is the woman who has many life experiences and she don’t care about what others thinking. In this situation, even we can meet at the classroom every day, our group buddies changed to use E-mail to connect with each other and did not have a formal discussion anymore. This was not like a team work. Not surprisingly, our presentation group got a very low mark due to the lacking of communication Factors that boost the failed organizational communication: Active listening is a complicated branch of learning which requires intense awareness and attention to both of verbally and nonverbally information that someone is transmitting. It calls for the listener to pour out themselves of personal concerns, distractions and preconceptions. (Mackay, 1994) Listening is the ability of how you receiving the message and make judgment about the words. When someone is listening, he or she may write notes with the purpose of make a long term remembering and paraphrase in his or her own words. What’s more, listening is also the ability of learning, people can learn from others when they are listening. Attentive listening not only means we pay all of our attention to receiving from others but also tell others what we interested in. Active listening is crucial in many areas, for instance, in the working environment, employee should listen to their colleague and students should take notes or paraphrase teacher’s speech during classes. Nevertheless, the writer thinks that acting listening is especially important for the team work. It can demonstrate your respect and only make other feel your presence but also making effort to the task. In our presentation group, the Iraqi only focused on what she was thinking and did not give some advices or reflection about others’ ideas. What’s more; she was doing her own business when others were talking and it seems that what we said have nothing to do with her. This kind of egocentrism is the barrier to listening which leads to the ineffective communication in our presentation group. Other group members would have prejudices and biases because the way of how she behaves. â€Å"Corporate culture defines the ‘feel’ of an organization-the strategies, managerial personalities, style, environment, traditions, ethics, and shared values and beliefs that contribute to its individuality. It can be broadly described as  authoritative, bureaucratic or entrep reneurial.†(Graham & Martin 2004) People come from different countries tend to have a different set of norms and different views to the same subject. Mott (2008) has argued that there are a lot of easily noticeable aspects of an organizational culture, such as their behaviour and life experience. At the same time, there are also other parts of organizational culture are more theoretical, like their beliefs, values, and assumptions .In our presentation groups, all of our group members come from different countries may have diverse culture values and assumptions. The Iraqi woman who thought herself had experience much more than each of us did not consider about others opinions or she thought only what she said was right and everyone should follow her. What’s more, the Chileans young boy stopped talk about the topic of our presentation after we were treated like that. And the Indian people and I just feel helpless in this situation. All of these things can be analysed as because we have different personalities and different style of communication with others. â€Å"The culture of an organization is important because it frequently affects its ability to get things done† (Graham & Martin 2004).Everyone in the presentation group contributed to the failure communication because it was hard for us to understand foreign countries’ terms, values and how foreigners performs in the certain situation. People do not have to right to judge other’s behaviour whether right or wrong. The living environment can affect someone’s values too. Computer-Mediated Communication leads to the failed organizational communication as well. Simpson (2002) claimed that â€Å"CMC is an umbrella term which refers to human communication via computers. Temporally, a distinction can be made between synchronous CMC, where interaction takes place in real time, and asynchronous CMC, where participants are not necessarily online simultaneously. â€Å"In spite of CMC bring us a lot of convince and freedom from time-space, CMC, it provide less time for our group mates to develop our relationship and have less chance to understand each other better. Besides, CMC does not involve people’s non-verbal behaviours and initial reaction. People can do multi task at the same time when they using CMC which may pay less attention on one task. In the example I stated above, the presentation group chose to communicate via CMC rather than face-to –face communication caused to the result that we are not able to communicate in a proper way. Using E-mail to connect with our  group buddies was inefficient because not each of us check mail box regularly. Sometimes we received the e-mail in the next day and would not response in time. As the presentation group which mixed four people from different countries, it was hard for each group members to communicate and understand others well.. Conclusion: To sum up, at the beginning of this passage, the writer talked about why the members of discussion group communicated with each other successfully .Firstly, non-verbal communication which contains a lot of eye contact, gesture and body movement make the conversation conduct efficiently. Secondly, the discussion group insists to have face to face communication everyday provide a positive impact on the organizational communication. Thirdly, self-awareness of each group member knows clear about what is the strength and weakness of them contributes to the successful communication as well. At the second part of this paper, the writer explained how organizational cultural values effect the conversation. If group members lacking of active listening can cause to the termination of the conversation had been discussed in this part. Next, the writer had illustrated the difference organizational culture values between group members would have a negative impact on the communication. Last but not the least, Computer-Mediated Communication which lack of non-verbal communication, instant feedback and initial reaction also boost the failure communication case. How to communicate with others is a course for everyone. Having a better communication with others brings lots of advantages in both study area and daily life. Because successful communication can help you to have a better relationship with others and sometimes it can avoid conflict as well. Learning to listen to others and accept others opinions is the basic skills for the successful communication. However, communication is not only consisting of literalness but also non-verbal communication. If you learn how to communicate with others, you take the first step to success. References Marion Dohen, Jean-Luc Schwartz, Gerard Bailly 2010 ‘Speech and face-to-face communication – An introduction’ Speech Communication, Volume 52, Issue 6, pp. 477 – 480 Mackay H.1994, The good listener. Better relationships through better communication.(Previously published as Why don’t people listen)Sydney: Pan Macmillan Martin Graham 2004,‘Cultural Values’ Motor Transport, 07/2004, p. 12 Mott Linn 2008, ‘Organizational culture: an important factor to consider’ The Bottom Line: Managing Library Finances, Volume 21, Issue 3, pp. 88 – 93 Orlova M. Ð 2010, ‘The role of interaction of verbal and non-verbal means of communication in different types of discourse’ Sociosfera, Volume 4, pp. 58 – 66 Rick van der Kleij, Jan Maarten Schraagen, Peter Werkhoven and Carsten K. W. De Dreu2009, ‘How Conversations Change Over Time in Face-to-Face and Video-Mediated Communication’ Small Group Research, Volume 40,Issue 4,pp.355-381 Simpson, James, 2002’Computer-Mediated Communic ation’ ELT Journal, Volume 56, Issue 4, pp. 414 – 15

The Silver Linings Playbook Chapter 1

An Infinite Amount of Days Until My Inevitable Reunion with Nikki I don't have to look up to know Mom is making another surprise visit. Her toenails are always pink during the summer months, and I recognize the flower design imprinted on her leather sandals; it's what Mom purchased the last time she signed me out of the bad place and took me to the mall. Once again, Mother has found me in my bathrobe, exercising unattended in the courtyard, and I smile because I know she will yell at Dr. Timbers, asking him why I need to be locked up if I'm only going to be left alone all day. â€Å"Just how many push-ups are you going to do, Pat?† Mom says when I start a second set of one hundred without speaking to her. â€Å"Nikki – likes – a – man – with – a – developed – upper – body,† I say, spitting out one word per push-up, tasting the salty sweat lines that are running into my mouth. The August haze is thick, perfect for burning fat. Mom just watches for a minute or so, and then she shocks me. Her voice sort of quivers as she says, â€Å"Do you want to come home with me today?† I stop doing push-ups, turn my face up toward Mother's, squint through the white noontime sun – and I can immediately tell she is serious, because she looks worried, as if she is making a mistake, and that's how Mom looks when she means something she has said and isn't just talking like she always does for hours on end whenever she's not upset or afraid. â€Å"As long as you promise not to go looking for Nikki again,† she adds, â€Å"you can finally come home and live with me and your father until we find you a job and get you set up in an apartment.† I resume my push-up routine, keeping my eyes riveted to the shiny black ant scaling a blade of grass directly below my nose, but my peripheral vision catches the sweat beads leaping from my face to the ground below. â€Å"Pat, just say you'll come home with me, and I'll cook for you and you can visit with your old friends and start to get on with your life finally. Please. I need you to want this. If only for me, Pat. Please.† Double-time push-ups, my pecs ripping, growing – pain, heat, sweat, change. I don't want to stay in the bad place, where no one believes in silver linings or love or happy endings, and where everyone tells me Nikki will not like my new body, nor will she even want to see me when apart time is over. But I am also afraid the people from my old life will not be as enthusiastic as I am now trying to be. Even still, I need to get away from the depressing doctors and the ugly nurses – with their endless pills in paper cups – if I am ever going to get my thoughts straight, and since Mom will be much easier to trick than medical professionals, I jump up, find my feet, and say, â€Å"I'll come live with you just until apart time is over.† While Mom is signing legal papers, I take one last shower in my room and then fill my duffel bag with clothes and my framed picture of Nikki. I say goodbye to my roommate, Jackie, who just stares at me from his bed like he always does, drool running down off his chin like clear honey. Poor Jackie, with his random tufts of hair, oddly shaped head, and flabby body. What woman would ever love him? He blinks at me. I take this for goodbye and good luck, so I blink back with both eyes – meaning double good luck to you, Jackie, which I figure he understands, since he grunts and bangs his shoulder against his ear like he does whenever he gets what you are trying to tell him. My other friends are in music relaxation class, which I do not attend, because smooth jazz makes me angry sometimes. Thinking maybe I should say goodbye to the men who had my back while I was locked up, I look into the music-room window and see my boys sitting Indian style on purple yoga mats, their elbows resting on their knees, their palms pressed together in front of their faces, and their eyes closed. Luckily, the glass of the window blocks the smooth jazz from entering my ears. My friends look really relaxed – at peace – so I decide not to interrupt their session. I hate goodbyes. In his white coat, Dr. Timbers is waiting for me when I meet my mother in the lobby, where three palm trees lurk among the couches and lounge chairs, as if the bad place were in Orlando and not Baltimore. â€Å"Enjoy your life,† he says to me – wearing that sober look of his – and shakes my hand. â€Å"Just as soon as apart time ends,† I say, and his face falls as if I said I was going to kill his wife, Natalie, and their three blond-haired daughters – Kristen, Jenny, and Becky – because that's just how much he does not believe in silver linings, making it his business to preach apathy and negativity and pessimism unceasingly. But I make sure he understands that he has failed to infect me with his depressing life philosophies – and that I will be looking forward to the end of apart time. I say, â€Å"Picture me rollin'† to Dr. Timbers, which is exactly what Danny – my only black friend in the bad place – told me he was going to say to Dr. Timbers when Danny got out. I sort of feel bad about stealing Danny's exit line, but it works; I know because Dr. Timbers squints as if I had punched him in the gut. As my mother drives me out of Maryland and through Delaware, past all those fast-food places and strip malls, she explains that Dr. Timbers did not want to let me out of the bad place, but with the help of a few lawyers and her girlfriend's therapist – the man who will be my new therapist – she waged a legal battle and managed to convince some judge that she could care for me at home, so I thank her. On the Delaware Memorial Bridge, she looks over at me and asks if I want to get better, saying, â€Å"You do want to get better, Pat. Right?† I nod. I say, â€Å"I do.† And then we are back in New Jersey, flying up 295. As we drive down Haddon Avenue into the heart of Collingswood – my hometown – I see that the main drag looks different. So many new boutique stores, new expensive-looking restaurants, and well-dressed strangers walking the sidewalks that I wonder if this is really my hometown at all. I start to feel anxious, breathing heavily like I sometimes do. Mom asks me what's wrong, and when I tell her, she again promises that my new therapist, Dr. Patel, will have me feeling normal in no time. When we arrive home, I immediately go down into the basement, and it's like Christmas. I find the weight bench my mother had promised me so many times, along with the rack of weights, the stationary bike, dumbbells, and the Stomach Master 6000, which I had seen on late-night television and coveted for however long I was in the bad place. â€Å"Thank you, thank you, thank you!† I tell Mom, and give her a huge hug, picking her up off the ground and spinning her around once. When I put her down, she smiles and says, â€Å"Welcome home, Pat.† Eagerly I go to work, alternating between sets of bench presses, curls, machine sit-ups on the Stomach Master 6000, leg lifts, squats, hours on the bike, hydration sessions (I try to drink four gallons of water every day, doing endless shots of H2O from a shot glass for intensive hydration), and then there is my writing, which is mostly daily memoirs like this one, so that Nikki will be able to read about my life and know exactly what I've been up to since apart time began. (My memory started to slip in the bad place because of the drugs, so I began writing down everything that happens to me, keeping track of what I will need to tell Nikki when apart time concludes, to catch her up on my life. But the doctors in the bad place confiscated everything I wrote before I came home, so I had to start over.) When I finally come out of the basement, I notice that all the pictures of Nikki and me have been removed from the walls and the mantel over the fireplace. I ask my mother where these pictures went. She tells me our house was burglarized a few weeks before I came home and the pictures were stolen. I ask why a burglar would want pictures of Nikki and me, and my mother says she puts all of her pictures in very expensive frames. â€Å"Why didn't the burglar steal the rest of the family pictures?† I ask. Mom says the burglar stole all the expensive frames, but she had the negatives for the family portraits and had them replaced. â€Å"Why didn't you replace the pictures of Nikki and me?† I ask. Mom says she did not have the negatives for the pictures of Nikki and me, especially because Nikki's parents had paid for the wedding pictures and had only given my mother copies of the photos she liked. Nikki had given Mom the other non-wedding pictures of us, and well, we aren't in touch with Nikki or her family right now because it's apart time. I tell my mother that if that burglar comes back, I'll break his kneecaps and beat him within an inch of his life, and she says, â€Å"I believe you would.† My father and I do not talk even once during the first week I am home, which is not all that surprising, as he is always working – he's the district manager for all the Big Foods in South Jersey. When Dad's not at work, he's in his study, reading historical fiction with the door shut, mostly novels about the Civil War. Mom says he needs time to get used to my living at home again, which I am happy to give him, especially since I am sort of afraid to talk with Dad anyway. I remember him yelling at me the only time he ever visited me in the bad place, and he said some pretty awful things about Nikki and silver linings in general. I see Dad in the hallways of our house, of course, but he doesn't look at me when we pass. Nikki likes to read, and since she always wanted me to read literary books, I start, mainly so I will be able to participate in the dinner conversations I had remained silent through in the past – those conversations with Nikki's literary friends, all English teachers who think I'm an illiterate buffoon, which is actually a name Nikki's friend calls me whenever I tease him about being such a tiny man. â€Å"At least I'm not an illiterate buffoon,† Phillip says to me, and Nikki laughs so hard. My mom has a library card, and she checks out books for me now that I am home and allowed to read whatever I want without clearing the material with Dr. Timbers, who, incidentally, is a fascist when it comes to book banning. I start with The Great Gatsby, which I finish in just three nights. The best part is the introductory essay, which states that the novel is mostly about time and how you can never buy it back, which is exactly how I feel regarding my body and exercise – but then again, I also feel as if I have an infinite amount of days until my inevitable reunion with Nikki. When I read the actual story – how Gatsby loves Daisy so much but can't ever be with her no matter how hard he tries – I feel like ripping the book in half and calling up Fitzgerald and telling him his book is all wrong, even though I know Fitzgerald is probably deceased. Especially when Gatsby is shot dead in his swimming pool the first time he goes for a swim all summer, Daisy doesn't even go to his funeral, Nick and Jordan part ways, and Daisy ends up sticking with racist Tom, whose need for sex basically murders an innocent woman, you can tell Fitzgerald never took the time to look up at clouds during sunset, because there's no silver lining at the end of that book, let me tell you. I do see why Nikki likes the novel, as it's written so well. But her liking it makes me worry now that Nikki doesn't really believe in silver linings, because she says The Great Gatsby is the greatest novel ever written by an American, and yet it ends so sadly. One thing's for sure, Nikki is going to be very proud of me when I tell her I finally read her favorite book. Here's another surprise: I'm going to read all the novels on her American literature class syllabus, just to make her proud, to let her know that I am really interested in what she loves and I am making a real effort to salvage our marriage, especially since I will now be able to converse with her swanky literary friends, saying things like, â€Å"I'm thirty. I'm five years too old to lie to myself and call it honor,† which Nick says toward the end of Fitzgerald's famous novel, but the line works for me too, because I am also thirty, so when I say it, I will sound really smart. We will probably be chatting over dinner, and the reference will make Nikki smile and laugh because she will be so surprised that I have actually read The Great Gatsby. That's part of my plan, anyway, to deliver that line real suave, when she least expects me to â€Å"drop knowledge† – to use another one of my black friend Danny's lines. God, I can't wait.

Night5 essays

Night5 essays The Nazis caused more destruction than just killing innocent Jews, they destroyed their peace, God, and humanity. Elie Wiesels Night, illustrates that by telling his experience in the concentration camps. Elie begins to question his strong feelings for God. He is left only with is memory of having privacy and peace as he did in Sighet. Elie loses his respect of being treated as a human rather than an animal. The experience of Night is fatal to Elie as it destroys his peace, his God, and his humanity. Elies faith for God weakens more and more. In the beginning, Elies love for the Lord is very powerful. During the day, I studied Talmud, and at night, I run to the synagogue to weep over the destruction of the temple. (1) Elie practices Judaism every day by going to the synagogue where he prays. Elie first sees the crematories and the ditches that were deaths to so many Jews. For the first time, I felt revolt rise up in me. Why should I bless his name? The eternal, Lord of the Universe, the All-powerful and Terrible was silent. What had I to thank him for? (31) Elie is unsure about God and what he is doing to them. Elie is finally convinced that God has given up on him. I felt very strong. I was the accuser, God the accused. My eyes were open and terribly alone in the world without God and without man. (65) Elie no longer relies on God. He is on his own. By the end of the book, Elies faith for God has been so watered down, and it will take him a long time to regain that faith. In the beginning of the book, Elie and his family lived undisturbed and very peacefully. A wind of calmness and reassurance blew through our houses. (7) Elie and his family had their own personal space and just went with the flow. When Elie arrives at the camps, he soon realizes that it wont be like at home at all. Even if you were simply passing from one to the other, sever...

Visas y licencia para trabajar como arquitecto en USA

Visas y licencia para trabajar como arquitecto en USA Varias visas permiten a arquitectos internacionales trabajar legalmente en Estados Unidos, con independencia de si se ha obtenido o no la licencia estatal para esta profesià ³n. En este artà ­culo se explican cules son las visas de trabajo de las que se pueden beneficiar los arquitectos, dependiendo de sus circunstancias personales. Adems, por su importancia, tambià ©n se alude a cà ³mo es la carrera de arquitectura en Estados Unidos y cules son las opciones para los arquitectos internacionales para obtener una licencia en este paà ­s. Visas de trabajo y residencia permanente para arquitectos Para decidir quà © visa es la ms conveniente hay que mirar a las caracterà ­sticas de cada una con sus ventajas e inconvenientes y tambià ©n a las peculiaridades del arquitecto. Estas son las visas que se podrà ­an utilizar: En primer lugar, la visa H-1B para profesionales y modelos. Esta puede considerarse como la visa por excelencia para estos casos. Sin embargo tienen el gran problema que en la mayorà ­a de los casos est sujeta a un cupo mximo anual de visas que se pueden aprobar, dejando sin opciones a un buen nà ºmero de profesionales. En el caso de los chilenos destacar que tienen a su disposicià ³n la versià ³n H-1B1 que prcticamente les garantiza que siempre hay una visa disponible para ellos si cumplen los requisitos.   Las visas de la familia H-1B tienen adems la gran ventaja desde el punto de vista migratorio de que son consideradas como de doble intencià ³n, es decir, permiten legalmente buscar de forma activa una tarjeta de residencia permanente para quedarse a vivir y trabajar en los Estados Unidos. Otra visa a destacar pero que aplica solo a mexicanos es la conocida como  visa  TN, creada  al amparo del Tratado de Libre Comercio (NAFTA). Para esta categorà ­a no hay là ­mite anual de visas que se pueden conceder y pueden ser utilizadas por arquitectos. Una gran visa abierta para todas las nacionalidades es la que se conoce como visa O, para personas con habilidades extraordinarias en los campos de Negocios, Artes, Educacià ³n, Deportes, Cine y Televisià ³n y Negocios. Los mejores arquitectos con reconocimientos notables podrà ­an tener opcià ³n a obtenerla. Otra visa disponible es la E-2 de inversià ³n. Es decir, se tendrà ­a que crear una empresa y esta compaà ±Ãƒ ­a contratarà ­a al arquitecto. Estas visas estn sà ³lo abiertas a los ciudadanos de determinados paà ­ses. Por otra parte, los estudios de arquitectura de otros paà ­ses pueden crear subsidiarias en los Estados Unidos y enviar con una visa de la familia L a sus ejecutivos o arquitectos que ya tiene empleados. Y, finalmente, otra opcià ³n de visa es la J-1 de intercambio. Permite un entrenamiento en Estados Unidos de hasta un mximo de 18 meses. Al arquitecto en prcticas se le paga al menos el mà ­nimo que habitualmente se abona a arquitectos locales con los mismos conocimientos y experiencia. Architect-us es una de las empresas que se dedica a poner en contacto a arquitectos internacionales y estudios locales para este fin. Finalmente, tambià ©n es posible obtener la tarjeta de residencia permanente por trabajo si una empresa estadounidense patrocina al arquitecto extranjero. Y en casos muy excepcionales de excelencia profesional es posible el auto patrocinio. Carrera de arquitectura en Estados Unidos En Estados Unidos, se puede estudiar arquitectura en una universidad acreditada por la NAAB y pueden ser estudios de licenciatura o de maestrà ­a. Una vez completados los estudios, es necesario realizar tres aà ±os de prcticas bajo el control de un arquitecto, es lo que se conoce en inglà ©s como IDP. Posteriormente, hay que aprobar un examen conocido como ARE que es muy amplio y abarca conocimientos de arquitectura per se pero tambià ©n de construccià ³n. El siguiente paso es obtener una licencia de Arquitecto Registrado (RA, segà ºn sus siglas en inglà ©s). Los requisitos para esta licencia varà ­an de estado a estado. Quà © hacer cuando los estudios de arquitectura se han realizado en otro paà ­s La licenciatura de arquitectura estudiada en otro paà ­s no se reconoce en Estados Unidos, excepto en el caso de Canad.   Las opciones para trabajar con las que cuentan los profesionales sin licencia que se encuentran en esa situacià ³n son varias. Es frecuente que se trabaje bajo la supervisià ³n de un arquitecto con licencia y que se utilicen descripciones profesionales como diseà ±ador, arquitecto en prcticas, etc. Otra opcià ³n es estudiar  una maestrà ­a en arquitectura en los Estados Unidos y luego seguir los pasos que siguen los estudiantes de arquitectura estadounidenses y, adems, convalidar los estudios realizados en otro paà ­s y, en ocasiones, la apostilla de la Haya. Pero hay ms opciones que ofrece el Consejo Nacional de Arquitectura (NCARB, por sus siglas en inglà ©s). En concreto, es posible seguir dos caminos diferentes. En primer lugar, el Foreign architect path to certification. Esta opcià ³n no es admitida por todos los estados. En segundo lugar,  los que no tienen tanta experiencia trabajando pueden seguir lo que se conoce como el Standard Path. Comprende, entre otros, los siguientes pasos: convalidacià ³n de crà ©ditos con realizacià ³n de los pendientes, prcticas laborales, rendir el examen del ARE. Este test tiene la caracterà ­stica de que sus resultados son tambià ©n aceptados por todas las provincias canadienses.   Finalmente, verificar la normativa de cada estado, ya que cada uno tiene jurisdiccià ³n en materia de quià ©n est autorizado a firmar como arquitecto. Y esto aplica tambià ©n a los territorios de la Commonwealth, como Puerto Rico, Guam, Samoa e Islas Và ­rgenes Americanas.

Pros and Cons of Whole Group Discussion

Pros and Cons of Whole Group Discussion ​ Whole Group Discussion is  a method of teaching that involves a modified form of classroom lecture. In this model, the focus is shared between the instructor and the students throughout the information exchange. Typically, an instructor will stand before a class and present information for the students to learn but the students will also participate by answering questions and providing examples. Pros of Whole Group Discussion as a Teaching Method Many teachers support this method as whole group discussions typically provide greater interaction between teacher and students. It provides a surprising amount of flexibility in the classroom, despite the lack of the traditional lecture. In this model, instructors give up the format of dictating the lecture and instead control what is being taught by steering the discussion. Here are a few other positive outcomes from this teaching method: Auditory learners find them appealing to their learning style.Teachers can check on what students are retaining through questions posed.Whole group discussion is comfortable for many teachers because it is a modified form of the lecture.Students have a tendency to stay focused on the lesson because they might be called on to answer questions.Students may feel more comfortable asking questions during whole group discussions. Cons of Whole Group Discussion as a Teaching Method: Whole group discussions can be unsettling for some teachers, as they require setting up and enforcing ground rules for students. If these rules are not enforced then there is a possibility that the discussion could quickly go off-topic. This requires strong classroom management, something that can be a challenge for inexperienced teachers. A few other drawbacks of this option include: Students who are weak in note-taking skills will have trouble understanding what they should remember from group discussions. This is even more so than in lectures in many cases because not only the teacher but fellow students are talking about the lesson.Some students may not feel comfortable being put on the spot during a whole group discussion. Strategies for Whole Group Discussions Many of the strategies below can help prevent the cons created by whole class discussions. Think-Pair-Share:  This technique is popular in the lower elementary grades to encourage speaking and listening skills. First,  ask  students  to think  about their response to a question, then ask them to pair up  with another person (usually someone nearby). The pair  discusses their response, and then they  share that response with the larger group. Philosophical Chairs:  In this strategy, the teacher reads a  statement that has only two possible response: to agree or to disagree. Students move to one side of the room marked agree or to the other marked disagree. Once they are in these two groups, students take turns defending their positions. NOTE: This is also an excellent way to introduce new concepts to the class to see what students know or do not know about a particular topic. Fishbowl: Perhaps the most well-known of classroom discussion strategies, a fishbowl is organized with  two-four students who sit facing each other in the center of the room. All the other students sit in a circle around them. Those students seated in the center discuss the question or predetermined topic (with notes). Students on the outside circle, take notes on the discussion or on the techniques used. This exercise is a good way  to have students practice discussion techniques using follow-up  questions, elaborating on another person’s point or paraphrasing. In a variation, students on the outside may provide quick notes (fish food) by passing them to students on the inside for use in their discussion. Concentric Circles Strategy:  Organize students into  two circles, one outside circle and one inside  circle so that each student on the inside is paired with a  student on the outside. As they face each other, the teacher poses a question to the whole group. Each pair discusses how to respond.   After this brief discussion, the students on the outside circle move one space to the right. This will mean each student will be part of a new pair.  The teacher can have them share the results of that discussion or pose a new question.  The process can be repeated several times during a class period. Pyramid Strategy: Students begin this strategy in pairs and  respond  to a discussion question with a single partner. At a signal from the teacher,  the first pair joins another pair which creates a group of four. These groups of four share their (best) ideas. Next, the groups of four move to form groups of eight in order to share their best ideas. This grouping can continue until  the whole class is joined up in one large discussion. Gallery Walk: Different stations are set up around the classroom, on the walls or on tables. Students  travel from station to station in small groups. They perform a task or respond to a prompt. Small discussions are encouraged at each station. Carousel Walk:  Posters are set up around the classroom, on the walls or on tables. Students are divided into small groups, one group to a poster. The group brainstorms and reflects on the questions or ideas by writing on the poster for a specific duration of time. At a signal, the groups move in a circle (like a carousel) to the next poster. They read what the first group has written, and then add their own thoughts by brainstorming and reflecting. Then at another signal, all groups move again (like a carousel) to the next poster. This continues until all the posters have been read and have responses. NOTE: The time should be shortened after the first round. Each station helps students to process new information and read the thoughts and ideas of others.   Final Thoughts: Whole group discussions are an excellent teaching method when used in conjunction with other methods. Instruction should be varied from day to day to help reach the most students possible. Teachers need to provide their students with note taking skills before starting discussions. It is important that teachers be good at managing and facilitating discussions. Questioning techniques are effective for this. Two questioning techniques that teachers employ is to increase their wait time after questions are asked and to only ask one question at a time.

Political Conflict between Iran and Israel Research Proposal

Political Conflict between Iran and Israel - Research Proposal Example The Israeli government has presented considerable argument regarding Iran’s development of nuclear technology along with their funding and support for a number of terrorist organizations in the Middle East, and Israel’s response towards these circumstances may have been arousing opposition and suspicion among international governments, agencies, and military leaders (Perkowich, 2005). Their attack on Iran may yield devastating consequences on human life as well provoke political hostility and military violence as these war preparations have been considered as one of the largest threats to political stability and international peace. Moreover, Iran-Israel war can bring about adverse effects on the economic conditions of both countries as well as other affected nations. The nuclear program of Iraq has become one of the most important issues for the global community over the past years. Initially, in 1968, Iran signed the Nuclear Nonproliferation Treaty as they frequently claimed that their nuclear activities are intended for peaceful and productive outcomes. However, in 2003 to 2005, it was reported by an Iranian opposition group that the implementation of nuclear program violated the signed agreement; consequently, the International Atomic Energy Agency (IAEA) carried out several rigorous inspections, revealing that Iran has been involved in a number of implicit nuclear activities such as the enrichment of uranium and plutonium separation efforts over the past two decades. As Iran’s case was reported to the United Nations Council in 2006, it was formally demanded that the nuclear program drop its reprocessing and enrichment activities (Kemp, 2003). However, contrary to legal decisions, Iran did not suspend such processes. There has been an agreement in the global community, particularly among the United States, Russia, and Europe, that nuclear weapons should not be obtained by Iran. If this is to happen, other Middle East countries such as S yria, Saudi Arabia, or Egypt, may be encouraged to make use of nuclear weapons, hence further weakening an unstable region (Tarock, 1999). Policies in Iran, along with aggressive statements presented by President Mahmoud Ahmadinejad and other authorities in the country, have put forth the notion that nuclear weapons in Iran will pose considerable threats particularly to Israel. On the longer run, nuclear threats also await the United States, Russia, and Europe if Iran is to acquire long-range ballistic missiles and other nuclear weapons and resources. The current study, therefore, intends to examine the issue between Iran and Israel, particularly the impact of the former’s nuclear policies and program on the latter. It also aims to look into the consequences of Israel-Iran conflict on the economic performance of the Middle East and other affected nations.

Education by computer -a better way Research Paper

Education by computer -a better way - Research Paper Example Nonetheless, despite wide acceptability of this trend, there has been debate from many quotas on the suitableness of this, as a schoolrooms method. The question of whether computers are the best way to go has been motivated by a myriad of factors such as, the cost and maintenance of computers and the whether it adds value or it is just a passing fad. The importance of the roles played by computers in the modern classroom will be discussed with the intent of logically proving that they are they are a crucial aspect of modern education. Keen consideration into the basic psychology of most school going children age ranging from early childhood to late teens will reveal one common factor, they all benefit more from practical student centered learning as opposed to, teacher centered learning. Here, computers come in handy; a teacher will instruct a student on how to obtain information using a certain software or website. The teacher will just require providing the basic skills and he/ she will leave the student to do the rest as the teacher supervises. Students and teachers can use LCD projectors, Digital cameras I pads and smart boards among other technological equipment to harness the power of computer technology in class (Meador). ... Besides considering learners today, especially teens spend much of their time on their iPhones and laptops browsing and chatting, it is natural for them to be more interested in a class that has computers. This is because they will using the same gadgets they normally associate with fun and leisure, and having conditioned themselves thus they are likely to react favorably to technology in class ultimately translating in higher grades. As aforementioned, computer education, or education through computers provides learners with invaluable computer skills, which can serve them well in retrospect as they enter the job market or self-employ. Furthermore, there is innumerable gaming software that can be used inside or outside the classroom situation, to develop not only the computer skills but also the psychomotor skills such as hand and eye co-ordination in young children. Math and mind games also help learners develop; analytical and critical thinking and problem solving skills that cont ribute to their personal and professional growth. Other benefits of gaming activities include improved memory and dexterity with computers, which is one of the requirements for one to excel in the games (Salgado). Teachers as parts of lessons can use these games or curricular activities as part of team building by diving learners in groups and having them compete against each other. They also allow a chance for the more bookish students to shine in co-curricular activities to make up for lack of finesse in the field or gym. Online tutoring is another crucial benefit having computers in the classroom since learners are able to stay in contact with their teachers through the internet. They can consult them

The death penalty is not a deterrent Research Paper - 1

The death penalty is not a deterrent - Research Paper Example Pillsbury argued that it is the violence of our crimes that is the problem and not the number of crimes. And in dealing with the American homicide problem, we need to approach it squarely with all the help we can muster from social scientists, lawyers, police officers, community leader and activists, even novelists and movie makers. Each of these people provides a different perspective on what makes people commit crime, and each provides a different solution in dealing with the criminal who committed the crime. (Pillsbury 3) A police officer who apprehended the criminal may want conviction and incarceration. The psychiatrist may ask for psychiatric treatment, while a social reformer may ask that the offender be given family support which he/she lacked when the crime was committed. Each professional or actor in the justice system may want a different approach. But this will hold only for as long as each respects the other. The criminal, after a psychiatric treatment, may find himself a promoter of social reform, but not capital punishment. This paper will provide an answer to the question whether the criminal deserves punishment and not the death penalty. Is capital punishment a deterrent to a convict’s commission of another crime? Or is it a deterrent for others to commit a crime? Literature Review Proponents of the death penalty provide four fundamental rationales in imposing it: ‘deterrence, instrumental perspective, retribution, and incapacitation’ (Lambert and Clarke, qtd. in Elechi, Lambert and Ventura 110). Proponents argue that people can be stopped from committing crimes by imposing severe sanctions and executing criminals deters others who planned to commit crimes from doing so. Proponents also advocate that the death penalty is an ‘effective deterrent than life imprisonment’ (Elechi et al 110). Retribution is vengeance (Mitchell 480). Statistics about homicide rates in conjunction with execution rates Since 1999 the mu rder rate has remained unchanged despite the decline of death sentences, executions, and the size of death row. (â€Å"Death Penalty Information Center† para. 1) In the so-called execution capital of the nation, Texas, executions go up the same thing with homicide. For example in Bexar, San Antonio, with a population of about 1.4 million, the murder rate is 14.91, executions registered at 18 and executions per 1,000 murders are 4.3; in El Paso, a population of .7 million, the murder rate is 6.60, execution 1; in Tarrant (Ft. Worth), population of 1.5, murder rate is 12.78, executions 22, and executions per 1,000 are 6.5; in Dallas, a population of 2.2 million, the murder rate is 19.33, executions 26, and executions per 1000 murders are 3.1. The hiatus in executions during 1972 to 1976 was brought about by the Supreme Court’s ruling in Furman v. Georgia, which states that capital punishment in America was cruel and unusual punishment. (â€Å"Mortal Justice: The Demogra phy of the Death Penalty† 40) Statistics about homicide rates in conjunction with life imprisonment States, which do not have the death penalty and only have life imprisonment, have reported lower murder rates. In 2010, the murder rate in death penalty states was 5.00, while the murder rate in non-death penalty states was 4.01 or a difference of 25%. In other words, death penalty or life imprisonment has no deterrence on violent crimes like murder. The murder rate is calculated by dividing the total

Roman Civilization Essay Example | Topics and Well Written Essays - 1000 words

Roman Civilization - Essay Example In addition, military leaders won considerable popularity among the people by their impressive victories and opposition to traditional senatorial government. The most telling examples of how an influential leader could ascend to the pinnacle of power, pushing into the background the other political institutions, are Marius with his 7 consulates, Sulla, eventually becoming a dictator, unlimited by time or by law; Crassus and Pompey, repeatedly achieving their consulate, and, finally, Caesar. The reform of the army, which became a fundamentally important aspect of Roman history started at about 107 BC during the war between Rome and the Numidian king Jugurtha. This war got a particularly scandalous publicity, since the enemy was so shamelessly bribing the senators that the decline of their authority led to the fact that the Roman army came under the command of Gaius Marius. To combat a powerful enemy for the first time in the history of Rome access to the army of volunteers was opened regardless of social class (the landless, impoverished city dwellers, etc.). Service in the army turned from an honorable duty into a profitable profession; soldiers received salary and were promised land. Organization of the army was improved (Marius introduced division of the legions to cohorts, each consisting of 3 maniples of 200 people), as well as command in general, technical equipment, etc. As a result, the Roman Republic got a well-organized professional army. On the other hand the army has turned into an independent social force with its own interests, needs and requirements. Military reform has laid the conditions for the extreme increase in power of individual military chiefs, as opposed to the weakening of central authorities, which lost the competence in military sphere, and along with it power functions: The acceptance into the army of persons who had few and eventually no roots in the State would have demoralizing consequences, and enable the generals of the first ce ntury to use their armies as though they were their own (Smith 63). Due to the elevation of individual political figures the inevitable structural changes took place in the state apparatus. In particular, a number of extraordinary and ordinary magistrates appeared which have received incomparable power. The role of a military leader increased manifold; and such leader was able to use the army as a weapon in the struggle for power in the state. As the first example of this we can consider the consulates of Gaius Marius, which were received in absentia, contrary to the republican tradition, almost continuously: in 107 and since 104 to 100 BC. Other examples include series of extraordinary powers given to Pompey since 78 to 52 BC, when he got an institutionalized by the Senate sole authority over the state. The anti-Senate forces, led by Caesar, Pompey and Crassus, known as the first triumvirate depended greatly on the army. Probably, the strongest influence of the army displayed itsel f in the civil war. The war that began in 49 BC was caused exclusively by the ambitions of the colonial emperor and his troops; though â€Å"Caesar stressed throughout the willingness of his troops to support his cause† (Keppie 103) it was not justified by any social or political programs. This was the conflict between the pretenders, each of whom found

Keynesian Theory of Inflation and Unemployment Essay

Keynesian Theory of Inflation and Unemployment - Essay Example Inflation, on the other hand, referrers increase in prices of products and services in any given economy, with a particular period duration. Essentially, when prices are high, amount of goods and services, which can be, bought using a particular amount of money becomes fewer (Burda & Wyplosz 1997). Disequilibrium positions of inflation Keynes disagrees with the economists of the classical argument. According to the argument by Keynes, market systems do not lead to automatic full-employment equilibrium (Warburton 1966). However, the economic systems could attain equilibrium at any range of unemployment. This implied that the interventionists’ policies would not apply. Keynesian argument can be represented in a circular flow of revenue (Warburton 1966). Extra aggregate demand within the economic system forces firms to absorb more employees. According to Keynes, markets are bound to exhibit disequilibrium of various forms (positions) of inflation, which have been pointed in the K eynesian theory of inflation. ... Similarly, aggregate supply can be indicated by Y = C + S because the market value of the total p[roduction of one year is called national income may be divided into consumption and saving. In this way, national income will be determined at the point where following conditions will be fulfilled; aggregate demand = aggregate supply; total expenditure = total income; C + I = C + S; I = S. This can be explained by the help of the following diagram: In the above diagram, along X-axis we have measured national income and employment level and along Y-axis consumption and investment. C curve is consumption curve which moves from left to right upwards. The assumption is that investment remains the same at all levels of income, so C + I curve will remain parallel to C.C + I curve indicates aggregate demand or the total expenditure at different levels of income. The income will be in equilibrium at the point where C intersects Y. in other words, aggregate demand is equal to aggregate supply or total expenditure is equal to total income when income is OM. From the point where Y and M intersect, to M, gives the effective demand since at this point, aggregate supply is equal to aggregate demand. If income is higher than OM, aggregate supply will be greater than aggregate demand and there will be overproduction. The profits of the producers will fall and they will produce less in the next year, so income will decrease. Similarly, if income is lower than OM, aggregate demand will be greater than aggregate supply and it will be profitable to produce more and more and as a result of this, income will increase. In this way, income will be determined at OM and this is the

An Evaluation of WKMNs A Newbies Guide to Wireless Networks Tutorial Research Paper

An Evaluation of WKMNs A Newbies Guide to Wireless Networks Tutorial - Research Paper Example    These concepts include the radio frequency technology, mobile telephony, wireless area network (LAN), wireless personal area network, fixed wireless wide area networks (WAN), practical applications of these technologies in various business set-ups and other references that can be useful to the student who wants to learn more. Each of these topics contains subtopics that are detailed to the technology. Although the terminologies can give a complex impression especially to hearing of it for the first time, the tutorial is designed to ensure a simplified translation of such concepts that can be comprehended in the understanding level of its students. How the student grasp the concepts and ideas are critical to the objectives of creating this newbie tutorial as it will determine the productivity that they can make out of this wireless technology knowledge that a student will gain after going through the tutorial. I believe that WKMN has done an effective tutorial for this Newbieâ₠¬â„¢s Guide to Wireless Networks. The tutorial can be both beneficial to a beginner in wireless technology and someone who has a background already on this topic. The colorful multimedia design of the slide lessons itself included with audio, animation, text, and innovative quizzes allow the tutorial to impart the basic concepts of wireless LANs, mobile telephony networks, fixed last-mile wireless networks, personal area networks, and Bluetooth. It also discussed other important aspects to consider in employing wireless technology in a business such as the costs and efforts associated with physical cabling and the basics of radio frequency technology. There is also a segment on how the different frequency band-sharing schemes work which is another critical aspect. It simplified teaching the process on how analog and digital channels are cut by time or by frequency by using animations. The contents are also presented in what it calls â€Å"bite-sized nuggets† to maintain its s implistic approach and ensure the focus on conceptual understanding of the student. With the thousands of websites and resources available on the internet today, it is indeed easy to be overwhelmed especially on wireless technology topics. Since this is an online course, it caters to university students or company professionals who have little time for extra activities like this.  Ã‚