Tuesday, November 26, 2019
Molly Dewson, Womens Advocate During the New Deal
Molly Dewson, Women's Advocate During the New Deal Known for: reformer, activist within the Democratic Party, womens suffrage activistOccupation: reformer, public serviceDates: February 18, 1874 - October 21, 1962Also known as: Mary Williams Dewson, Mary W. Dewson Molly Dewson Biography Molly Dewson, born in Quincy, Massachusetts in 1874, was educated in private schools. Women in her family had been active in social reform efforts and she was educated by her father in politics and government. She graduated from Wellesley College in 1897, having been the senior class president. She, like many of the well-educated and unmarried women of her time, became involved with social reform. In Boston, Dewson was hired to work with the Domestic Reform Committee of the Women’s Educational and Industrial Union, working to find ways to improve the conditions of domestic workers and make it possible for more women to work outside the home. She moved on to organize the parole department for delinquent girls in Massachusetts, focusing on rehabilitation. She was appointed to a commission in Massachusetts to report on industrial working conditions for children and women and helped inspire the first state minimum wage law. She began working for womens suffrage in Massachusetts. Dewson had lived with her mother, and retreated for a time in grief over her mother’s death. In 1913, she and Mary G. (Polly) Porter bought a dairy farm near Worcester. Dewson and Porter remained partners for the rest of Dewson’s life. During World War I, Dewson continued to work for suffrage, and also served in Europe as the head of the Bureau of Refugees for the American Red Cross in France. Florence Kelley tapped Dewson to head up the National Consumers League effort after World War I to establish state minimum wage laws for women and children. Dewson helped with research for several key lawsuits to promote minimum wage laws, but when courts ruled against those, she gave up on the national minimum wage campaign. She moved to New York and there lobbied for an act limiting working hours for women and children to a 48 hour week. In 1928, Eleanor Roosevelt, who knew Dewson through reform efforts, got Dewson involved in leadership within the New York and national Democratic Party, organizing women’s involvement in the Al Smith campaign. In 1932 and 1936, Dewson headed the Women’s Division of the Democratic Party. She worked to inspire and educate women to be more involved in politics and to run for office. In 1934, Dewson was responsible for the idea of the Reporter Plan, a national training effort to involve women in understanding the New Deal, and thus supporting the Democratic Party and its programs. From 1935 to 1936 the Womens Division held regional conferences for women in connection with the Reporter Plan. Already plagued with heart problems in 1936, Dewson resigned from the Womens Division director position, though continuing to help recruit and appoint directors until 1941. Dewson was an advisor to Frances Perkins, having helped her get the appointment as secretary of labor, the first woman cabinet member. Dewson became a member of the Social Security Board in 1937. She resigned due to ill health in 1938, and retired to Maine. She died in 1962. Education Dana Hall SchoolWellesley College, graduated 1897
Friday, November 22, 2019
Rules for Japanese Letter Format
Rules for Japanese Letter Format The difference between written language and conversational language in Japanese is much greater than in English. Japanese letters often use classical grammar patterns which are seldom used in conversation. Although there are no particular rules when writing to close friends, there are many set expressions and honorific expressions (Keigo) used in formal letters. A conversational style is not usually used when writing formal letters. Opening and Closing Words The opening and closing words in letters, which are similar to Englishs Dear and Sincerely etc., come in pairs. Haikei æ‹ å•“ - Keigu æ• ¬Ã¥â€¦ ·The most common pair used in formal letters. Women sometimes use Kashikoã ‹ã â€"ã “ as a closing word instead of Keigu.Zenryaku å‰ ç• ¥ - Sousou è ‰ã€…This pair is less formal. It is usually used when you dont have time to write a long letter, so that the preliminary greetings are omitted. Zenryaku literally means, omitting the preliminary remarks. Preliminary Greetings Ogenki de irasshaimasu ka. (very formal)ã Šå…Æ'æ °â€"㠧ã „ら㠣ã â€"ã‚Æ'㠄㠾㠙㠋。Have you been doing well? Ogenki desu ka.ã Šå…Æ'æ °â€"㠧㠙㠋。Have you been doing well? Ikaga osugoshi de irasshaimasu ka. (very formal)ã „ã ‹ã Å'ã Šé Žã â€Ã£ â€"㠧ã „ら㠣ã â€"ã‚Æ'㠄㠾㠙㠋。How have you been? Ikaga osugoshi desu ka.ã „ã ‹ã Å'ã Šé Žã â€Ã£ â€"㠧㠙㠋。How have you been? Okagesama de genki ni shite orimasu. (very formal)㠊㠋㠒㠕㠾㠧å…Æ'æ °â€"㠫ã â€"㠦㠊り㠾㠙。Fortunately Im doing well. Kazoku ichidou genki ni shite orimasu.Ã¥ ® ¶Ã¦â€" ä ¸â‚¬Ã¥ Å'å…Æ'æ °â€"㠫ã â€"㠦㠊り㠾㠙。The whole family is doing well. Otegami arigatou gozaimashita.ã Šæ‰‹ç ´â„¢Ã£ ‚ã‚Šã Å'㠨ã †ã â€Ã£ â€"㠄㠾ã â€"㠟。Thank you for your letter. Nagai aida gobusata shite orimashite moushiwake gozaimasen. (very formal)é• ·Ã£ „éâ€"“ã â€Ã§â€ž ¡Ã¦ ²â„¢Ã¦ ± °Ã£ â€"㠦㠊り㠾ã â€"㠦熳ã â€"è ¨ ³Ã£ â€Ã£ â€"㠄㠾㠛ん。I apologize for neglecting to write for such a long time. Gobusata shite orimasu.ã â€Ã§â€ž ¡Ã¦ ²â„¢Ã¦ ± °Ã£ â€"㠦㠊り㠾㠙。Im sorry I havent written for a long time. These expressions or seasonal greetings can be combined in a variety of ways to form the preliminary greeting. The Japanese have long admired the seasonal changes, therefore it seems too abrupt to start a letter without the proper seasonal greeting. Here are some examples. Gobusata shite orimasu ga, ogenki de irasshaimasu ka.ã â€Ã§â€ž ¡Ã¦ ²â„¢Ã¦ ± °Ã£ â€"㠦㠊り㠾ã ™ã Å'〠㠊å…Æ'æ °â€"㠧ã „ら㠣ã â€"ã‚Æ'㠄㠾㠙㠋。Im sorry I havent written for a long time, but have you been doing well? Sukkari aki rashiku natte mairimashita ga, ikaga osugoshi de irasshaimasu ka.㠙㠣ã ‹ã‚Šç §â€¹Ã£â€šâ€°Ã£ â€"ã 㠪㠣㠦㠾ã „り㠾ã â€"ã Ÿã Å'〠㠄㠋ã Å'ã Šé Žã â€Ã£ â€"㠧ã „ら㠣ã â€"ã‚Æ'㠄㠾㠙㠋。It has become very autumn like; how have you been? Samui hi ga tsuzuite orimasu ga, ikaga osugoshi desu ka.Ã¥ ¯â€™Ã£ „æâ€" ¥Ã£ Å'ç ¶Å¡Ã£ „㠦㠊り㠾ã ™ã Å'〠㠄㠋ã Å'ã Šé Žã â€Ã£ â€"㠧㠙㠋。Cold days continue; how have you been? Final Greetings Douka yoroshiku onegai itashimasu.㠩㠆㠋よ゠ã â€"ã ã Šé ¡ËœÃ£ „ã â€"㠾㠙。Kindly look after this matter for me. ~ ni yoroshiku otsutae kudasai.㠫よã‚ ã â€"ã ã Šä ¼ ã ˆã ã ã •ã „。Please give my regards to ~. Minasama ni douzo yoroshiku.皆æ §ËœÃ£ «Ã£ ©Ã£ †ã žã‚ˆã‚ ã â€"ã 。Please give my regards to everyone. Okarada o taisetsu ni.ã Šä ½â€œÃ£â€šâ€™Ã¥ ¤ §Ã¥Ë†â€¡Ã£ «Ã£â‚¬â€šPlease take care of yourself. Douzo ogenki de.㠩㠆㠞㠊å…Æ'æ °â€"㠧。Take care of yourself. Ohenji omachi shite orimasu.ã Šè ¿â€Ã¤ ºâ€¹Ã£ Šå ¾â€¦Ã£ ¡Ã£ â€"㠦㠊り㠾㠙。I look forward to hearing from you.
Thursday, November 21, 2019
Business Law Essay Example | Topics and Well Written Essays - 750 words - 13
Business Law - Essay Example Clearly, the absence of a written partnership agreement between Jamie and Joe/Jack does not negate the fact that they both entered into a partnership agreement. Its existence may therefore be inferred from other grounds such as entering into business contracts with third parties in the name of or in representation of the partnership. Having established the existence of a partnership agreement between Jamie and Joe/Jack, the latter is liable for the funds as well as the other assets of the partnership, with special mention (Last Name) 2 of Jamie’s trademark and special design processes which Joe/Jack sold to clients without the consent and/or knowledge of Jamie. Section 404 Paragraph b of the Uniform Partnership Act of 1997 clearly states that, â€Å"(b) A partner’s duty of loyalty to the partnership and the other partners is limited to the following: (1) to account to the partnership and hold as trustee for it any property, profit, or benefit derived by the partner in the conduct and winding up of the partnership business or derived from a use by the partner of partnership property, including the appropriation of a partnership opportunity; (2) to refrain from dealing with the partnership in the conduct or winding up of the partnership business as or on behalf of a party having an interest adverse t o the partnership; and (3) to refrain from competing with the partnership in the conduct of the partnership business before the dissolution of the partnership.â€
Tuesday, November 19, 2019
The Former Soviet Satellite of Ukraine Research Paper
The Former Soviet Satellite of Ukraine - Research Paper Example Within such a construct of analysis, this paper will seek to identify key issues as well as provide a rational response to the ways in which these can work to be ameliorated. With regards to the geography of Ukraine, it occupies a territory larger than any other European nation asides from the Russian Federation. As such, due to the fact that the Russian Federation is divided between Europe and Asia, Ukraine can definitively be said to be the largest wholly European country. As with a large part of Eastern Europe, the landscape of Ukraine is mostly flat with fertile steppes stretching out over nearly 80% of nation. One of the defining aspects of the nation’s geography is that of the Danube and the Dnieper. The Danube accounts for the nation’s southwestern border whereas the Dnieper runs laterally bisecting the nation and flowing through a majority of the major cities and industrial centers of the nation. Geo-politically speaking, the nation is bordered by Russia and Belarus to the north, Poland and Slovakia to the west, Moldova to the southwest, and the Black Sea in the South. Of course it is difficult ot discuss the geography of the nation without discussing the way in which several failed Soviet experiments have inalterably changed the landscape and geography. Although there are a number of factors that contribute to this, a lion’s share of the death rate is directly linked to heavy smoking and alcoholism; both issues that continue to plague the nation. Though it may seem to the reader than an extensive understanding of the demographic situation is not required before delving into the way in which the nation seeks to house and provide for its people, the fact of the matter is that such an issue has a direct correlation to the need, demand, and production of housing within the system (Tsenkova & Turner, 2004).
Saturday, November 16, 2019
Applications of virtual simulation and their impact in education and training Essay Example for Free
Applications of virtual simulation and their impact in education and training Essay By replicating experiences, simulations hold great potential for educating people or training professionals for almost any task. Research shows more learning is acquired through virtual reality than through reading or lectures. Different from other visual technologies such as film, television and photography, virtual simulation is very effective in education and training because it can provide interactive experience with theories and concepts. Students learn while they are situated in the context where what they learn is to be applied. They get immediate feedback as they explore their understanding of the material (Hitlab). Virtual reality transports learners and lets them explore places they are not able to visit or experience in the real world and could also allow them to visit different places in different time periods that they could not experience in one lifetime. Indeed, virtual reality evokes many possibilities for education and training across a whole range of disciplines. Despite prohibitive costs, more and more educational institutions are exploring simulation technologies as teaching aids and research tools (Byrne, 1993). However, the benefits far outweigh the high costs of simulation technologies. For example, virtual simulation could be used to avoid the physical, safety, and cost constraints that limit schools in the types of environments they can provide for learning-by-doing. To expose them to situated learning, Nuclear Engineering students could learn more about the nuclear reactor by studying simulated models with HMD and 3D gloves instead of a real nuclear reactor. Virtual reality technology facilitates constructivist learning activities and also supports different types of learners such as those who are visually oriented. Virtual simulation could also solve the limitations of distance learning in science and engineering education by providing virtual laboratories in place of hands-on experiments. Physical phenomena that are not easily perceived or measured in usual experiments can be presented in a virtual world and can be viewed in many different perspectives in a VR laboratory. Furthermore, virtual simulation could also address the problems of high costs and hazards of complicated experiments (Kim, et al. , 2001). Figure 2. Simulation offers interactive demonstration of the AC and DC generators (from Kim, et al. , 2001) Simulations in education focus on specific lessons or tasks and allow the replication of abstract concepts and ideas. Simulation techniques are used to create a microworld that simulates an abstract concept and allows the learner to experiment or construct objects to facilitate understanding. A good example of a microworld is the Global Challenge Award online STEM learning web site that teaches science concepts related to global warming and the future of energy. Virtual simulation could also be used, for example, by an ecology to study hydrology and population growth and decay for wildlife species in a given geographic region. An astronomer could also simulate the collision of galaxies and the formation of dark matter. Virtual simulation allows professionals to explore their fields without having to run extensive and costly physical, on site, experiments (Fishwick, 1995). The use of simulation environments has been found to be very effective educational tools because they support self-driven learning (Trindade et al. , 2002). Figure 3. Interactive demonstration of different types of waves (from Kim, et al. , 2001) Multisensory immersion would be the best way for science students to learn complex scientific concepts. In a study of virtual reality physics simulation (VRPS) conducted by Kim, et al. (2001), it was found out that students who were exposed to VRPS programs that provide rich interactive learning environments showed higher academic achievement and felt more satisfaction and interest in the learning process. In another study done by Jensen, et al. (2004), it was shown that 3D visualizations can improve learner satisfaction due to the vivid presentation, and at least maintain learning efficacy.
Thursday, November 14, 2019
The Most Important Thing To ME :: essays research papers
     The very first practice together was the most intimidating experience I have ever had. A group of freshman, including myself, were waiting in the Chorus room and then it was time. We walked into the double doors and the whole West Haven High School band was standing up and clapping. I thought to myself, â€Å"Why are they clapping?†After everyone was seated, our director, Mr. Crabtree said, â€Å"This is your family for the next four years.†It wasn’t until my senior year in high school that I found out how much that really meant.      I’ve been in band for seven years now and I’ve enjoyed every minute of it. The band director now, Ms. Marcella, says, â€Å"This is YOUR band, get involved!†because there is just so many things to get involved with. I thought that band just during school was exciting, but there was so much more to that. There is Band Council, Ensembles, Pep Band, Jazz Band, Leadership Positions, local performances, and much more I had missed out on during my freshman and sophomore year.      In my junior year I joined Band Council, Clarinet Ensemble, and ran for Field Leader and Office Assistant for the Leadership Team. I did not receive the position of Field Leader, but did receive the position of Office Assistant. I was very grateful for this position because in order to try out for this position, I had to attend 5 meetings, write an essay on why I wanted these positions, and make a 3 minute marching performance.      Office Assistant means that I have responsibility to ensure all music in use is fully stocked at all times, fill music orders 24 hours of submission, spend at least one day a week after school or during a free period working in the Band Library, assist Section Leaders in handing out music, work to keep the rooms clean and keep rehearsals productive, and in my opinion, the most important responsibility, is to set an example for the Band to follow. There are 200 members in the band and once someone sees someone joking around and not follow the rules, others will follow.      The most important thing to me is band.
Tuesday, November 12, 2019
Dead Poets Society Assignment Essay
1. Make a list of the major characters and think of two or three apt words that describe that character. Neil Popular leader actor passionate Todd Introverted timid Knox Academically focused , idealistic, romantic Charlie Rebellious reckless recalcitrant Cameron Ambitious assiduous compliant Pitts Socially awkward , introverted, takes risks Meeks academically gifted, embracive Mr Perry Dominating, closed minded, Mr Keating Inspiring , challenging, resourceful Kris Sweet, assiduous Chet Spoiled, popular, bully 2. Write a blurb for the cover of the video of Dead Poets Society. You will need to summarise the essentials of plot, characters and themes and keep your word length to around 150 words! New England, the 1950s. Todd Anderson, a lonely timid teenager, who is under pressure by his strict and controlling parents because he must live up to his older brother’s reputation to attend Yale to become a lawyer. This semester begins during an orientation gathering with a speech given by the stern Headmaster Nolan, who states the academy’s four pillars: Tradition, Honor, Discipline, and Excellence. Todd meets Neil Perry an ambitious student whom becomes his dorm roommate. Together, Todd, Neil and other class mates join to create ‘Dead Poets Society’ which had been inspired by Mr. Keating, who becomes known not only as a teacher but a role model in these student. Keating begins to push the students to strive and seize the day. With encouragement and joy also comes tro uble, hurt and loss. Watch the heart telling story unfold a realistic perspective of students striving for independence. 3. Write a detailed description of one of the following characters: character: Mr Perry Mr. Perry is Neil’s paternalistic and dominating father. He is determined that Neil will finish school at Welton and study medicine. To this end, he ensures that Neil is focused and not distracted by unnecessary extra-curricular activities such as the school magazine. Neil rebels against this but unable to confront his father, ultimately decides that he is â€Å"trapped†. Mr. Perry’s refusal to support Neil’s acting aspirations ultimately lead to Neil’s death 4. One of the themes of the film is conflict, both the conflict characters feel internally and the conflict that occurs between characters. Explain this statement and give examples to illustrate how this theme was dealt with in the film. Conflict in the film ‘Dead Poets Society’ had played a major role in this movie. Certain aspect of the movie not only showed physical conflict but also the mental conflict of the boys that had then began contemplating whether they should do certain action or not. One of the major conflicts in the movie ‘Dead Poets Society’ had been between Neil and His Father who was known as Mr Perry. Neil battles the courage to follow his dream as an actor after realising his father and himself had different life goals. Mr Keating help Neil to realise to strive for what he thought was more important instead of living his life working for his father’s approval and expectation. Neil concluded in losing his battle to confront his father on his interest in becoming actor, which concluded in his suicide. Which caused some of boys to blame Mr Keating for his death. 5. The first poem Mr Keating reads in class is Robert Herrick’s To the Virgins, to make much Time. Read the poem carefully and explain how the poem relates to one of the themes of the film. Keating served a similar role to his students. He ‘led’ them through the rough years of High School, all the while encouraging them to try new things and live their lives as t hey wish, rather than to society’s standards. The kids in the movie begin to refer to Keating as â€Å"My Captain†6. Mr Keating asks his students to address home with â€Å"Captain My captain!†Walt Whitman, a famous American poet wrote a poem entitled O Captain! My Captain! The poem is about Abraham Lincoln, the 16th. President of the United States. Read the poem carefully and then read the biography extract. Within the poem there are symbols that represent things associated with Abraham Lincoln’s life. A writer uses symbols to emphasize the point he or she is making; to underline the theme. When a writer uses a symbol or symbols extensively the piece of writing is called an allergy. O Captain! My Captain! Is an allegorical poem. Explain the Symbols used in the poem. That is, explain the allegorical nature of the poem. Throughout the poem, the poet uses metaphors to share his ideas. He uses â€Å"captain†Abraham Lincoln. The â€Å"ship†is the civil war. He refers to the civil war as the â€Å"victor ship†. This is because Lincoln had served as a commander of the civil war. At the end of the first verse, Lincoln dies while â€Å"bleeding drops of red†. â€Å"From fearful trip the victor ship comes in the with object won.†Whitman focuses on that right after the Civil war ends, Lincoln dies. He does that with the poem too, by saying, â€Å"The port is near†and then later saying â€Å"where on the deck the captain lies, fallen cold and dead.†Whitman also refers to Lincoln as a father, because he is the father of his nation. The speaker of the poem does not want to believe that the captain is dead, by saying, â€Å"My Captain does not answer his lips pale and still, My father does not feel my arm, he has no pulse nor will.†But then, sadly, he realizes that the captain will not return. 7. Mr Keating tells his students, â€Å"Learn to savour words and language; words and language can change the world. â€Å"On the 4th of June 1940, Britain was surrounded by an invading German military force. The situation seemed completely hopeless; Britain, protected only be the twenty miles of the English Channel prepared for invasion. (a) Explain how you think these words inspired a nation in a time of crisis: I guess it inspired the nation as to become the better people of the situation, and not only that but words do become more meaningful when words are savoured. (b) After Martin Luther King’s speech ‘I have a dream’ people realised that they have the same goals for life and that everyone could dream together. Also that they had been discriminating for no reason because at the end of the day, our character isn’t defined by the way you look, but the person on the inside. 8.†Mr Keating was responsible for Neil’s death.†Do you agree? No. Mr Keating had been an inspiring character for Neil to look up to. He pushed Neil and encouraged him to seize the day and follow his dream. 9. Neil: Sorry for becoming the person I have been urging to set free, Sorry I see what I had been longing to be, Me! Someone I haven’t thought about in a long time and it’s the first time I am beginning to become like a tree, Free flowing as the wind gust blow the braches to where it must flow, But are the braches blowing in the wind gust, flowing just to be free? So many time I have been expected to follow, and do as you say. But for once I feel a sense of control in my life that does no end up where you want me to be. Carpe Diem, seize the day, an eye opening phrase which has had me thinking†¦ Are you doing what is bests for you or doing what’s best for me. 10. What impressed the students the most about ‘Dead poets Society is the realities that appear throughout the movie. It shows the boys standing up for their rights and believing in themselves and also the struggles and pressure of living up to their parents expectations. Mr Keating is very realistic in certain aspect of life and that’s what the students really liked. (b) The poem shows a sense of independence. Though all the doubts and excuses they had gone through, at the end they soared, and became independent and had heard there inner voice and opinions. They learnt how to express themselves through words they spoke. And the spoken words were confident. 11. ‘Strive to find your own lives’ Mr Keating tell his students. This statement tell us that we should no longer follow expectations and commitments that our hearts don’t follow. It tells us that we should work hard to become what we want in life, but not only that but do things that make us happy, explore into the world and discover what we urge to become. Create yourself a life that does not revolve over someone else’s satisfaction. 12. Mr Keating left that class room with the upper hand. He left with respect from the boys and also the purpose he had been trying to fulfil in these boys. He watched them come to the edge and protest for what they believed was right. He held his dignity high above his head, as he knew that at the end of the day, the boys seized that moment to protest their respect for Mr Keating.
Saturday, November 9, 2019
How is Richard II portrayed in act I? Essay
In Act I of Richard II, Richard is portrayed as powerful, pompous and arrogant, all somewhat contrastingly to his portrayal towards the end of the play. We see even as early as Act I glimpses of Richard’s fatal flaws and the crucial mistakes he makes which determine his dramatic fall. The genre of the play is historic tragedy, so the audience know the main protagonist; in this case Richard; is doomed from the start. So, in Act 1 Shakespeare’s portrayal of him is not only purposeful for his fall, but also hugely ironic, making his descent to †¦Ã¢â‚¬ ¦ even more dramatic. Immediately in Act I, Richard’s power and authoritative presence is apparent. The setting in Windsor Castle is a very formal occasion, as Richard gives Bullingbrook and Mowbray a formal hearing. It is really overblown and grandeur setting for the opening scene and so even before any speech, Richard is perceived as being powerful and omnipotent. On stage Richard, is central and stationed upstage to observe the proceedings. When he descends from his raised platform (which was traditional) and walks downstage to stop the proceedings later in the scene, he travels quite a distance on stage, reinforcing his pivotal place on the stage and in the political picture. These proxemics physically symbolise how Richard was the most powerful, which is extremely ironic as at the end of the play the roles are reversed as Bullingbrook defeats Richard. Richard is then the first character to speak, and refers to Bullingbrook and Mowbray by ‘Henry Hereford’ (I/I/3) and ‘Duke of Norfolk’ (I/I/6), making it seem very occasional and formal, so he appears as the voice of authority and as he is the first character to speak, it again re-emphasizes his ascendency. Alongside the first scene being a hugely occasional event, whereby Richards importance and authority is greatly established, is it written in rhyming couplets; likewise the rest of the play. Richard II is the only one of Shakespeare’s plays not written in prose, which gives it a sense of importance and authority. As the title of the play is Richard II, this then dramatizes how much power Richard initially had and so how much was at stake. As king of England in the 14th Century, Richard along with the majority of his people believed in the Divine Right. As we can see by his use of the royal ‘We’(I/I/24) ‘us’(I/I/24) and ‘our’(I/I/84), by this he is referring to himself and God, which shows Richard’s arrogance and audacity, as he refers to himself with a heightened sense of authority. However, as the Act continues we realise that although Richard is King of England so along with the title comes extraordinary wealth and power, Richard is not all that powerful and authoritative. When he uses the metaphor ‘Rage must be withstood/ Give me this gage. Lions make leopards time’ (I/II/173-4) here he is trying to assert his dominance and gain back control over the hearing as Bullingbrook and Mowbray demand a fight. He is reminding them of his pre-eminence, which makes him seem not only egotistical but shows his lack of control especially following Mowbray’s reply; ‘Yea, but not change his spots’ (I/II/175). His undaunted and scintillating response show is lack of true and honest respect for Richard, aside from formalities. It shows Richard’s lack of intrinsic power if a noble can under-mine him, and feels the need to knowing what the consequences may be. Not only is the whole play written in poetic rhyming couplets, but much of Richard’s speech is written very poetically and Shakespeare uses a lot of colourful and figurative language in his speech. By ‘face to face’ ‘brow to brow’ ‘the accuser and the accused’ Richard is repeatedly using mirroring imagery to re-enforce the idea of the ‘standoff’ coming between Bullingbrook and Mowbray, but also signifies the ultimate standoff between himself and Bullingbrook. However, this repetition creates a racy rhythm making him sound arrogant and pompous. From Richards continuous use of dramatic and poetic language, we can see he is not a man of action; a conclusion which is supported as in Act I Scene I he stands away and watches Bullingbrook and Mowbray fight, he is higher than them, symbolically and physically. Also, by him stopping Bullingbrook and Mowbray’s joule ‘Let them lay by their helmets and their spears/ And both return back to their chairs again’ (I/III/119-20) he looks effeminate and weak. Although he has an extraordinary flair for poetry but this appears to be his fatal flaw, he relies on language and words rather than traditional war and action. This is totally contrasting to Bullingbrook’s characterisation in Act I, he is willing to fight Mowbray till death ‘And as I truly fight, defend me heaven’ (I/III/41), he is a man of action and it is this which ultimately leads to Richard’s fall and defeat. However, this is somewhat ironic as his failing is words, but Shakespeare himself is a man of words and beautifully poetic language, which makes his failing and collapse even more dramatic as it is totally un-expected for his audience. As well as seeing Richard’s dependence on words and poetry we also are also introduced to another of Richards fatal mistakes. In Act 1 Scene 4 we see Richard in a completely new light, when Bushy informs him of Gaunt’s deteriorating health and the fact he is close to death, instead of feeling grief or any malice or despondency his first thought is of his inheritance. His response is cruel and heartless, only focusing on his financial gains from Gaunt’s death, ‘The lining of his coffers shall make coats/ To deck our soldiers for these Irish wars. ’ Gaunt’s inheritance is right-fully his son’s, Bullingbrook, so by taking it Richard is giving Bullingbrook a reason to avenge and try to destroy him. Not only does this make Richard seem brutal and callous, but also narcissistic and gallant as he does not even consider Bullingbrook’s reaction. As Richard believes he is God’s representative on earth, he sees himself as ‘untouchable’ impenetrable, so Bullingbrook’s anger does not matter as he cannot defeat him as he is protected by God- an idea certain to make Richard fall, and clearly apparent to the audience. Overall, Richard’s portrayal changes throughout Act I as his flaws and cracks begin to show. He is shown to be authoritative and powerful initially but we then see him to not be as powerful as he believes himself to be. However, there is no doubt that he is egocentric and contemptuous, apparent through his exaggerated self-opinion.
Thursday, November 7, 2019
Free Essays on Chinese Culture
The Chinese Culture James Walker Mr.Johnson E3 December 20, 1996 This report is about the myths and beliefs of the Chinese culture. It's about the stories the Chinese created to explain the world around them, and generally how they perceived their surrounding environment. This report deals with ancient myths and the people who believed them, and what the current believes of these people are. The Southwest Creation Story The Southwest creation story is a myth which explains why people are different. The myth begins by saying that there were people on earth who were all alike, meaning there weren't people who were black, white, oriental, etc.. It states that the humans on earth all generally were the same. There were also gods who lived above the clouds in the heavens. And there was a huge heavenly ladder which started on a mountain and reached all the way up to heaven's door. It goes on to tell a story of a man who had two children. One was a girl and the other was a boy. They lived in a house which had a huge very thick roof. The man had built the roof so thick because it rained almost every day. He hated the rain. He knew it had its benefits but too much of it ruined his crops, destroyed his livestock and every time it rained the roof of the house was destroyed. And every time the man rebuilt it, he made it thicker and thicker. He blamed all his misfortune on the Duke of Thunder. The Duke of Thunder was one of the gods who lived in the heavens. He was the god of rain and thunder. The man dispised the Duke very much and had a pure hatred of him. Every time it rained the Duke would descend from the heavens and stand on a hilltop. There he would watch with pure delight as the rains and thunder came down harder and harder. Finally the man had had enough. One day he took his axe and waited on the hilltop for the Duke to arrive. When the rains came so did the Duke, and the man slashed him in the back. The Duke was hurt but not killed b... Free Essays on Chinese Culture Free Essays on Chinese Culture The Chinese Culture James Walker Mr.Johnson E3 December 20, 1996 This report is about the myths and beliefs of the Chinese culture. It's about the stories the Chinese created to explain the world around them, and generally how they perceived their surrounding environment. This report deals with ancient myths and the people who believed them, and what the current believes of these people are. The Southwest Creation Story The Southwest creation story is a myth which explains why people are different. The myth begins by saying that there were people on earth who were all alike, meaning there weren't people who were black, white, oriental, etc.. It states that the humans on earth all generally were the same. There were also gods who lived above the clouds in the heavens. And there was a huge heavenly ladder which started on a mountain and reached all the way up to heaven's door. It goes on to tell a story of a man who had two children. One was a girl and the other was a boy. They lived in a house which had a huge very thick roof. The man had built the roof so thick because it rained almost every day. He hated the rain. He knew it had its benefits but too much of it ruined his crops, destroyed his livestock and every time it rained the roof of the house was destroyed. And every time the man rebuilt it, he made it thicker and thicker. He blamed all his misfortune on the Duke of Thunder. The Duke of Thunder was one of the gods who lived in the heavens. He was the god of rain and thunder. The man dispised the Duke very much and had a pure hatred of him. Every time it rained the Duke would descend from the heavens and stand on a hilltop. There he would watch with pure delight as the rains and thunder came down harder and harder. Finally the man had had enough. One day he took his axe and waited on the hilltop for the Duke to arrive. When the rains came so did the Duke, and the man slashed him in the back. The Duke was hurt but not killed b...
Tuesday, November 5, 2019
Gray Seal Facts (Halichoerus grypus)
Gray Seal Facts (Halichoerus grypus) The gray seal (Halichoerus grypus) is an earless or true seal found along North Atlantic coasts. It is called the gray seal in the United States and the grey seal elsewhere. It is also called the Atlantic seal or the horsehead seal, for the males distinctive arched nose. Fast Facts: Gray Seal Scientific Name: Halichoerus grypusCommon Names: Gray seal, grey seal, Atlantic seal, horsehead sealBasic Animal Group: MammalSize: 5 feet 3 inches - 8 feet 10 inchesWeight: 220-880 poundsLifespan: 25-35 yearsDiet: CarnivoreHabitat: North Atlantic coastal watersPopulation: 600,000Conservation Status: Least Concern Description Like other earless seals (family Phocidae), the gray seal has short flippers and lacks external ear flaps. Mature males are much larger than females and have a different coat color. Males average around 8 feet long, but may grow to over 10 feet in length. They weigh up to 880 pounds. Males are dark gray or brownish gray with silver spots. The species scientific name, Halichoerus grypus, means hook-nosed sea pig, and refers to the males long arched nose. Females range from around 5 feet 3 inches to 7 feet 6 inches in length and weigh between 220 and 550 pounds. They have silver-gray fur with dark scattered spots. Pups are born with white fur. The gray seal bull has a distinctive horsehead face. Noemi De La Ville / 500px / Getty Images Habitat and Distribution Gray seals live in the North Atlantic Ocean. There are three large gray seal populations and numerous smaller colonies. The species occurs in great numbers in the coastal waters of Canada south to Massachusetts (with sightings in Cape Hatteras, North Carolina), the Baltic Sea, and the United Kingdom and Ireland. The seals are most often seen when they haul out in winter. They frequent rocky coasts, icebergs, sandbars, and islands. Gray seal distribution. Darekk2 using IUCN Red List data / Creative Commons Attribution-Share Alike 4.0 International license Diet Seals are carnivores. Gray seals eat fish, squid, octopuses, crustaceans, porpoises, harbor seals, and seabirds. Mature males (bulls) will kill and cannibalize pups of its own species. Gray seals can dive for as long as an hour at depths up to 1,560 feet. They use sight and sound to hunt their prey. Behavior For most of the year, gray seals are solitary or live in small groups. During this time, they rest in open water with only their head and neck exposed to air. They gather on land for mating, pupping, and molting. Reproduction and Offspring Males may breed with several females during the mating season. Gestation lasts 11 months, resulting in the birth of a single pup. Females give birth in March in the Baltic, from December to February in the western Atlantic, and from September to November in the eastern Atlantic. Newborn pups have white fur and weigh around 25 pounds. For 3 weeks, the female nurses her pup and does not hunt. Males do not participate in pup care but may defend females from threats. After this time, the pups molt into their adult coats and head to the sea to learn to hunt. Pup survival rate ranges from 50-85%, depending on weather conditions and prey availability. Females become sexually mature at 4 years of age. Gray seals live between 25 and 35 years. Conservation Status The IUCN classifies the gray seal conservation status as least concern. Although the species was nearly extirpated in the mid-20th century, it began to recover in the 1980s following the passage of the 1972 Marine Mammal Protection Act in the United States and the Conservation of Seals Act 1970 in the United Kingdom (which does not apply to Northern Ireland). Gray seal population size has continued to increase. As of 2016, the population was estimated to be 632,000 gray seals. Some fishermen have called for a cull, believing high seal numbers are at least partly responsible for low fish stocks. Threats Gray seals are legally hunted in Sweden, Finland, and the Baltic Sea. Risks to the seals include entanglement in fishing gear, by-catch, collision with ships, pollution (especially PCBs and DDT), and oil spills. Climate change and severe weather also affect the seals and their prey. Gray Seals and Humans Gray seals do well in captivity and are commonly seen in zoos. They were traditionally popular in circus acts. According to Scottish scholar David Thomson, they gray seal was the basis of the Celtic seal legend of the selchie, a creature that could assume human and seal form. While gray seals frequent inhabited areas, people are advised to avoid feeding or harassing them, as this alters seal behavior and ultimately endangers them. Sources Ailsa j, Hall; Bernie j, Mcconnell; Richard j, Barker. Factors affecting first-year survival in grey seals and their implications for life history strategy. Journal of Animal Ecology. 70: 138–149, 2008. doi:10.1111/j.1365-2656.2001.00468.xBjrvall, A. and S. Ullstrà ¶m. The Mammals of Britain and Europe. London: Croom Helm, 1986.Bowen, D. Halichoerus grypus. The IUCN Red List of Threatened Species 2016: e.T9660A45226042. doi:10.2305/IUCN.UK.2016-1.RLTS.T9660A45226042.enBowen, W.D. and D.B. Siniff. Distribution, population biology, and feeding ecology of marine mammals. In: J.E., Reynolds, III and S.A. Rommel (eds), Biology of Marine Mammals, pp. 423-484. Smithsonian Press, Washington, D.C.. 1999.Wozencraft, W.C. Order Carnivora. In Wilson, D.E.; Reeder, D.M (eds.). Mammal Species of the World: A Taxonomic and Geographic Reference (3rd ed.). Johns Hopkins University Press, 2005. ISBN 978-0-8018-8221-0.
Sunday, November 3, 2019
Sony versus Hotz court case and decision Article
Sony versus Hotz court case and decision - Article Example His hacking also enabled him to have access to the PlayStation 3’s processor. It was Hotz’s actions that made Sony take him to court. Through the lawsuit, Sony sought to get a temporary restraining order against Hotz. Sony sued Hotz for allegedly violating the Digital Millenium Copyright Act (DMCA), being involved in decryption of keys, and violating the Computer Fraud and Abuse Act. At some point, the court granted Sony temporary injunction against Hotz. This was to prevent him from making public, information about how he hacked into the PlayStation 3 console. The court also granted Sony the right to know all those who had visited the website of the hacker (Hotz). After a long court battle, the matter was finally settled out of court when both parties reached an agreement based on certain terms and conditions. Hotz agreed to stop distributing the files he used to hack into PlayStation 3 and swore not to repeat the same actions ever again (Grazzini, 2011). In my opinion, the ruling whereby Hotz was required to stop publishing information about the files he used to hack into the PlayStation 3 was fair. This was because Hotz broke the law by hacking into the PlayStation 3 and deserved to be punished for it. I am of the opinion that he should have gotten a stricter punishment. The decision of the court to allow Sony to know all those who had visited Hotz website was not fair because it would infringe on the privacy of others. I do not think it was the visitors were on the wrong. They simply accessed information that had been put online for the public to
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