Millers Crossing Essays - Marian Devotions, Christian Prayer, Rosary

Miller's Crossing This Is Your Brain on Crime The movie Millers Crossing and the novel Legs by William Kennedy have two characters that have a special quality, which adds dramatically to their characterization. The main character of Millers Crossing, Tom Reagan, and the main character from Legs; Jack Diamond shares many similar traits and symbolic equivalence. In particular they had an item that they wore or carried, and this item had the ability to show what is going on inside the characters mind. Not only did the items have the ability to tell what was on their mind; it also has the ability to foreshadow. At times in the novel where their mind/conscience was tested, the use of their items determined the outcome. The body can not live without the mind, so it is important for the characters to remain close to these items that symbolize their mind or they will surly die. Tom Reagan had a dream in which his hat fell off his head and the wind blew it away. He did not run after the hat in the dream. However in reality he kept the hat close to him at all costs. The dream is the opening to the movie and is explained during a conversation with Verna. During the movie he is seen with the hat and without. The trend his hat wearing follows with when engaging in sex it is off, and actually gets its own scene of being thrown on to a chair or something of that nature. For the most part, it is also seen without his hat when something bad is happening to him. According to Cirlot, The hat, since it covers the head, generally takes on the significance of what goes on inside of it (Cirlot 140). When the hat is off, he becomes mindless and driven by evil. From this the viewer can derive that Tom Reagan has a moral conscience which it brought out by the hat, but besides that he has no heart. To change ones hat is equivalent to changing ones mind. At the climatic point of the movie where Bernie begs for his life and asks Tom Reagan to have a heart, he retorts by saying, what heart and put a bullet in his head. The hat is missing from this scene, and is crucial to foreshadowing the events to come. Before at Millers Crossing when he had his hat on, he spared Bernies life, but with the change of the hat, he has transformed into the immoral Tom Reagan and shot Bernie with ease. At the end of the movie he is seen putting his hat back on. This is foreshadowing his return to wholeness, and it is further proven with his denying working with Leo again in business. Jack Diamond is the Gatsby of the gangster era. For the most part the reader sees Diamond as the man who has it all. However there is a mysterious quirk about this man of killing, stealing, and adultery. He carries a Rosary. Jack Diamond has been shot at and engaged in knife fights plenty of times in his life, however he always came out alive. It can be speculated that he carried this Rosary through all of these ordeals. Marcus, the narrator stated, I saw Jack on deck alone after that, with a rosary, the first time I knew he carried one. He was not praying- only staring at it, strung like webbing through his fingers, as if it were a strange, incomprehensible object (Kennedy 91). This Rosary is the source of his thinking, and without it he is lost. Not only is it the source of thinking it also serves as his judgement standard. Jack Diamond was a man that had plenty reason to question his actions and the Rosary was a way to find truth when he wanted to find it. The pervious quote came immediately after Jack Diamond dumped the hot jewels into the ocean. However, the general trend with Jack Diamond was that he is an immoral man. Lack of resorting to the Rosary reflected lack of thinking, which is sure to lead to complicated matters. When Jack's lucky blue suit came back from the hotel cleaners,

The Effects of Solons Reforms on Athens Essays

The Effects of Solons Reforms on Athens Essays The Effects of Solons Reforms on Athens Paper The Effects of Solons Reforms on Athens Paper Athens, pre-574 BC, was riddled with problems, and the nobles of Athens soon realised that the revolt, resulting in a tyranny that had happened in so many surrounding cities, was a serious possibility. Their solution was to shift law making power to Solon. Solon soon revolutionised Athens by an attempt to solve the political, economic and social problems of Athens. Before Solons reforms, the political situation in Athens was not desirable. Split into 3 levels; the magistrates, nobles and held the majority of power; the Council of Areopagus, nobles who controlled the law and the state; and the Assembly, the middle classes of Athens who held little power, the government was used by nobles to exploit the poor. Solon endeavoured for Eunomia; or the reign of good order, where all classes where represented in government. Under Solons leadership, the Codes of Law, regarding family matters, were revised and brought benefits to all social classes. He established a Timocracy; a government in which political rights of citizens were determined by wealth, not by birth. He then split the government into 5 levels; the archons, the Council of Areopagus, The Council of 400, the Assembly and the Heliaea. By spreading the power evenly over the 5 levels and allowing men of non noble birth and lower income into government, Solon broke the monopoly the nobles had held over the government and set the foundation for a democracy. The economic situation in Athens was also extreme. Widespread debt, the rising of the Hektemoroi, and Athens war against Megara, all resulted in a struggling Athens. Solon immediately passed the Seisachtheia, or the shaking off of burdens. This meant that all outstanding debt was cancelled, and all those who had become slaves due to their debt were freed. It also involved the return of those who had been sold overseas, and the removal of the Hektemoroi. As a result, Athens became a city filled with peasants who had no money or land. The wealthy of Athens lost control over large areas of land on which the Hektemoroi had worked, and they also lost the interest on their loans. Solon also placed temporary bans on exports or agricultural products to prevent famine. This prevented speculation in essential products and lowered the prices on basic necessities. He encouraged many of the landless to return to learning a craft, and made it obligatory for the father to teach his son a trade. These reforms took steps to making Athens a free citizen nation, but it only alleviated distress instead of eliminating the problems. Pre 574, Athens was split up into 4 social classes; the Eupatridae, nobles that held almost all political power; the Georgoi and Demiourgoi, farmers and craftsmen who held average rights; and the Thetes, who held no political rights or land. These classes also split into clans, the constant bickering between clans often disrupting Athens. Solons reforms meant that all 4 classes held political power, and it was more difficult for the Eupatridae to exploit the other classes. Fighting between clans also decreased, and Athens became much more stable. In conclusion, we can clearly see that Solon attempted to address all major issues prevalent in Athens at the time, from debt to social classes. His reforms aided the situation, but whether his reforms were practical for long term application is arguable.

Definition and Examples of Word Aversion (or Logomisia)

Definition and Examples of Word Aversion (or Logomisia) In language studies, logomisia is an informal term for a strong dislike for a particular word (or type of word) based on its sound, meaning, usage, or associations. Also known as word aversion or  verbal virus. In a post on Language Log, linguistics professor Mark Liberman defines the concept of word aversion as a feeling of intense, irrational distaste for the sound or sight of a particular word or phrase, not because its use is regarded as etymologically or logically or grammatically wrong, nor because it’s felt to be over-used or redundant or trendy or non-standard, but simply because the word itself somehow feels unpleasant or even disgusting.   Moist   A Web site called Visual Thesaurus asked its readers to rate how much they like or dislike certain words. And the second-most-hated word was moist. (A friend once said that she dislikes cake mixes that are advertised as being extra-moist because that basically means super-dank.) Oh, and the most-hated word of all was hate. So a lot of people hate hate.(Bart King, The Big Book of Gross Stuff. Gibbs Smith, 2010) My mother. She hates balloons and the word moist. She considers it pornographic.(Ellen Muth as George Lass in Dead Like Me, 2002) Drool My own word aversion is longstanding, and several decades from the first time I heard it I still pull back, like the flanges of a freshly opened oyster. It is the verb to drool, when applied to written prose, and especially to anything I myself have written. Very nice people have told me, for a long time now, that some things they have read of mine, in books or magazines, have made them drool. . . .I . . . should be grateful, and even humble, that I have reminded people of what fun it is, vicariously or not, to eat/live. Instead I am revolted. I see a slavering slobbering maw. It dribbles helplessly, in a Pavlovian response. It drools.(M.F.K. Fisher, As the Lingo Languishes. The State of the Language, ed. by Leonard Michaels and Christopher B. Ricks. University of California Press, 1979) Panties Adriana recovered first. Panties is a vile word, she said. She frowned and emptied the caipirinha pitcher into her glass. . . .Im just pointing out its relative grossness. All women hate the word. Panties. Just say it- panties. It makes my skin crawl.(Lauren Weisberger, Chasing Harry Winston. Downtown Press, 2008)He used the eraser end of a pencil to pick up a pair of womens underwear (technically, they were panties- stringy, lacy, red- but I know women get creeped out by that word- just Google hate the word panties).(Gillian Flynn, Gone Girl. Crown, 2012) Cheese There are people who dislike the sound of certain words- they would enjoy eating cheese if it had a different name, but so long as it is called cheese, they will have none of it.(Samuel Engle Burr, An Introduction to College. Burgess, 1949) Suck Suck was a queer word. The fellow called Simon Moonan that name because Simon Moonan used to tie the prefects false sleeves behind his back and the prefect used to let on to be angry. But the sound was ugly. Once he had washed his hands in the lavatory of the Wicklow Hotel and his father pulled the stopper up by the chain after and the dirty water went down through the hole in the basin. And when it had all gone down slowly the hole in the basin had made a sound like that: suck. Only louder.(James Joyce, A Portrait of the Artist as a Young Man, 1916) The Disgust Response Jason Riggle, a professor in the department of linguistics at the University of Chicago, says word aversions are similar to phobias. If there is a single central hallmark to this, it’s probably that it’s a more visceral response, he says. The [words] evoke nausea and disgust rather than, say, annoyance or moral outrage. And the disgust response is triggered because the word evokes a highly specific and somewhat unusual association with imagery or a scenario that people would typically find disgusting- but don’t typically associate with the word. These aversions, Riggle adds, don’t seem to be elicited solely by specific letter combinations or word characteristics. If we collected enough of [these words], it might be the case that the words that fall in this category have some properties in common, he says. But it’s not the case that words with those properties in common always fall in the category.(Matthew J.X. Malady, Why Do We Hate Certain Words? S late, April 1, 2013) The Lighter Side of Logomisia Our theme this time was an Ugliest Word Contest: everyone had to show up with a sign around their neck on which would be written the ugliest word they could think of. All the linguists present would later judge the best entry. . . .On the sofa were PUS and EXPECTORATE. On the floor, sitting cross-legged in a half circle in front of the stone fireplace, and all balancing paper plates heaped high with nachos, hummous, and guacamole, I spotted RECTUM, PALPITATE, and PLACENTA (as one of the linguists, I knew that placenta would be eliminated quickly from the running: while it brought to mind an ugly image, its phonetic realization was actually rather lovely). In a fantastic coincidence, SMEGMA . . . was cuddling up to SCROTUM against the pantry doors in the kitchen. . . .As I walked around, I realized that a lot of these words would make great band names: e.g., FECAL MATTER (phrase: disqualify), LIPOSUCTION, EXOSKELETON.(Jala Pfaff, Seducing the Rabbi. Blue Flax Press, 2006) Pronunciation: low-go-ME-zha

Disucssion Board 5-1 Assignment Example | Topics and Well Written Essays - 250 words

Disucssion Board 5-1 - Assignment Example The leader must ensure getting substantial information about the members during the screening stage before the actual beginning of the group. For instance, a group leader of adolescent school students should identify with the dynamics of the members and demonstrate sufficient knowledge of the psychological issues concerning adolescents. As a leader of an adolescent group, I would consider songs as the opening exercise in the beginning of a group. I would ask the adolescent students to sing their favorite songs in whichever language they like. The reason for avoiding the use of specific language is to remove restrictions in the initial stages of meeting, which might work to derail effective group processes in the future. In addition, opening language for use in singing by individual members is to help everyone express his/her beliefs while demonstrating how they cherish certain cultures. The messages and tone of the songs considered favorite can also help members develop slight understanding of one another alongside appreciating differences as exhibited by different songs. Once members begin to appreciate differences and gain slight understanding of one another, they can start developing friendship and openness, which can help establish and build trust (Lerner, McLeod & Mikami, 2013) Another opening exercise may involve diving members into groups of three people and asking the different group to engage in games of counter pulling of ropes. This game is usually interesting and requires willingness and commitment to emerge winner as contestants need to use a lot of energy. To win, members of a group will require to coordinate and arrange themselves in the manner can ensure productivity. This act of coordinating and then reaching to agreement is an important tool for building trust as they have to talk and exchange ideas on how to win the game. Once members

Final Project Essay Example | Topics and Well Written Essays - 1500 words

Final Project - Essay Example The First Amendment protects the rights of individuals, including prisoners, to their freedom of communication via letters. It makes Jail Officers wonder why other charges like harassment or deprivation from access to court were included in the complaints. Knowing the drug syndicates have lots of means to access lawyers and media, this can be a clear indication of the effectiveness of the new Mail management system against unwanted activities in jail. Or Civil Rights Groups may be right up to a certain extent. There should be more transparency and clarifications concerning the initiatives of the Department of Corrections. What should be made known to the public ought to appease every listener and definitely satisfy courts and lawyers as soon as they hear those explanations for clarifications. The government’s lawyer should be made to clarify that the procedures are merely temporary. And the reason for its being temporary ought to be further explained to judges behind closed do ors. Security measures require some level of confidentiality and private discussions among lawyers and judges only. II.Details A.Statement of Facts A new mail policy of the Department of Correction dictated the specification for incoming and outgoing communications by saying that communication â€Å"must be on a 5x7 inch pre-stamped postcard†. Even the ink color was restricted. Return address had to be either written or printed. Adhesive label was not allowed. However, there were logical reasons connected to law enforcement against the entry of contraband through mails. The other reason was not directly related to law enforcement, because the Correction Officers simply wanted to make it easier for them to manage the mails daily in the light of insufficient Staff. There was also a policy that would provide three FREE postcards per week for indigents. To be considered indigent, the prisoner â€Å"must have less than $ 10.00 balance for 45 days prior to the request for indigent supplies.† If not indigent, a prisoner will have to buy the 5 x 7 postcard for $0.50 cents per post card. As a result of these changes, the Department of Corrections received complaint suits for violating the 1st Amendment civil rights pertaining to freedom of expression. Complainants also accused the department of invading the privacy of prisoners, of interfering with the prisoners’ access to the courts, of harassing prisoners, of not having a legitimate purpose, of being unnecessarily different from most other prisons in the management of packages and letters. Is it right to heed a few legislators who wanted the Corrections Department to revert back to the original process of mailing? What should be done in response to newspaper editorials’ condemnation of the changes believed to be unnecessary? Figure 1 shows the contents of The First Amendment, as follows: Figure 1. The First Amendment â€Å"CONGRESS SHALL MAKE NO LAW RESPECTING AN ESTABLISHMENT OF RELIGION , OR PROHIBITING THE FREE EXERCISE THEREOF; OR ABRIDGING THE FREEDOM OF SPEECH, OR OF THE PRESS; OR THE RIGHT OF THE PEOPLE PEACEABLY TO ASSEMBLE, AND TO PETITION THE GOVERNMENT FOR A REDRESS OF GRIEVANCES.† Included in the first amendment are the following implied situations: 1. Censorship is a violation of the freedom of speech. (SCJ Stewart, Potter 1966, Ginzberg v. US, 383 US 463) 2. â€Å"The right to think is the beginning of freedom†¦speech is the beginning of thought.† (SCJ Kennedy, Anthony M. in Ashcroft v. Free Speech Coalition) B.

Gaul Caesar applied Roman Essay Example for Free

Gaul Caesar applied Roman Essay When considering whether Julius Caesar was an effective leader two main areas must be taken into account; his generalship and his political positions of power within the Roman Republic. Effectiveness is the degree to which something is successful in producing a desired result of success. This question depends on both his lifetime and the state in which he left Rome on his death. By approaching his entire political career, including his first consulship prior to his military career in Gaul, as well as his dictatorship and in terms of his military exploits, concentrating on the Gallic wars. Also using certain criteria of effective leaders and judge whether he stands up to them, such criteria include: decision making without compromising personal integrity, an ability to fit unforeseen circumstances within an ultimate design, persuasion and the skill to win people over, acceptance of criticism to maintain morale and the choice of competent subordinates. 1 By challenging Caesars personality, as seen through writings on his life, it will discern qualities which stand him as an effective leader and those that do not. It is important to keep in mind that he was a man who was overshadowed by his past and that of his relatives; a weak man suffering from epilepsy and a frail body and coming from a damaged noble family, a relative of Marius who had insulted the Senate greatly. It is certainly a great achievement of a man to be considered among the greatest of Roman generals and be dictator from such origins. There are furthermore a number of questions to approach when tackling this subject. First and foremost whether Caesars decisions, by analysis of the consequences, make him worthy of being viewed as an effective leader? In addition whether Caesar learnt from the past, most importantly the recent past, must be examined, and also a number of comparisons between himself and his contemporaries such as Pompey Magnus and Lucius Sulla. Was Caesars final victory of his own strategy and skills, or the failings of his opposition? Does assassination automatically mean failure as a leader? Was Caesar was justified in his actions? Especially military and how his wartime experience affected his later political career. First off approaching his military profession and subsequently then his political exploits; this allows creation of a clear comparison between his pre-war consulship and his dictatorship having explored his generalship. With all the evidence available of Caesar many interpretation are possible, as a tyrant or a benign dictator. Does some of this interpretation by historians that he was a tyrant lead him to be viewed as an ineffective leader? There is a clear two-sided argument to this debate, and Caesar is noteworthy but not exceptional. Caesars military service was exceptional and he had a great number of successes with minimal failures. As governor of Cisalpine Gaul and Gallia Narbonensis he adopted a strategy of forward defence, falling very much in line with the traditional Republican sentiment that a pre-emptive strike to an enemy that may one day attack was the best policy to adopt. 2 He utilised the aggression of the Helvetii tribes incursion into lands allied to the Romans to create open warfare with Gaul. This was an act of clear effective leadership by Caesar. By doing so he had seized the initiative not only to demonstrate his military prowess, but to make a strong political statement back in Rome. Many historians do not give this act much credence in it itself, but it was a singular one of brilliance. He did not wait for an opportunity to occur, he made the opportunity himself. Caesars enigma is that he was such an effective military man who also understood and took into account the political repercussions of his actions understanding their significance. In this episode Caesar openly displays a number of his more exceptional qualities as a general. Although a man blighted by physical weakness he stood and fought alongside his men facing the same hardships as they did; The iron bodied general who was capable of inspiring whole legions with his courage, who shared every vigour and hardship that he imposed upon his men. 3 This engagement alongside his soldiers the act of a truly different and exceptional leader in Caesars case. But can one man change the outcome of a battle? His own recordings in The Conquest of Gaul would argue so, but this is just evidence of his use of propaganda to further his political career. The political ramifications are kept in the background from any recordings and analysis of his life. The effects would have brought Rome into a period of safety and enhanced commercial growth; this must definitely be taken into account as one of Caesars main aims. He wanted to involve the people of Rome in the expansion he was accomplishing. Caesar very shrewdly evoked the fear that had plagued the Roman people and the Senate of the Gauls. Previously the Visigoths had sacked Rome and its memory had lingered. Through this he legitimised his war. He exhibited many attributes of an effective military leader. His victories made him a hero of the people, and increased his political power in Rome making it difficult for the Senate to stand against him. Through his military achievements he succeeded in his aims to prove himself and to make a political point to the Senate. Caesars conquest of Gaul was swift and decisive. In one instance he adapted his military genius into naval warfare. A new tactic saw the use of hooks to immobilise the Venetis (a northern Gallic tribe) vessels so that the Romans could more easily destroy them. 4 This is just one event among many where he proved his proficiency as a fighting man. The peace ensuing from his subjugation of Gaul had a number of effects; it enabled greater commerce between Rome and Gaul, and served to allay any fears of invasion. Ultimately leading to a more stable and powerful Rome. He succeeded in achieving his two main aims as a general, to prepare for his political career, and to engage the Roman people in his vision for a new empire. On the defeat of a German intrusion into Gaul Caesar applied Roman ingenuity and built a bridge across the Rhine which he immediately destroyed. This singular seemingly unimportant act was a major part of Caesars strategy. It is clear from Plutarch that Caesar when he could, would avoid military action, he did not always desire war. Philip Freeman agrees with Plutarch on this point, and there is much corroboration between historians on this. He aimed to achieve peace through negotiation rather than by force. Such as he did to the invading Germans until they broke dialogue with force. His action prevented a further invasion by Germanic tribes because he had emphasised his dominance, he was commander of a superior army. Alongside his strategy of forward defence, Caesar incorporated a rule of divide and conquer. By rewarding some tribes for their loyalty to Rome he extended his control over Gaul through their support, at the same time ruling other nations with an iron fist. In recognising that the tribes needed to be treated differently is a sign of his strong leadership. He was a man inclined to mercy until double crossed by those he had been merciful to, and then he became vengeful and aggressive. He rectified his mistakes immediately and did not dwell on them. This was an ability that sets him apart from other military commanders from history. The Gallic uprising of 54BC was a strong challenge to his control. It was at his siege of Alesia, the final large Gallic stronghold that exceptional examples of Caesars military prowess can be found. He entrenched his legions between two separate palisades. His victory at Alesia relied on timing. His cavalry placed behind the Gallic relief force engaged on his order at the most pivotal point of battle. This was greatest military victory of Caesars career and his most famous. He had established himself as a virtual king in Gaul. 5 He was an exceptional general, in that all historians agree. There is no debate that doubts his qualities as a military man. But Caesar did not experience an easy campaign during his time in Gaul. He did encounter failures. His invasions, first in 55BC he was forced to return having been woefully unprepared and then in 54BC due to the uprising led to disaster. This was not only a military but political failure also, he had promised Rome to have the island of Britain under control within a year. He was arrogant and had overestimated his ability. But his arrogance maintained his temperament; whatever his own doubt and weariness, his outward show of confidence remained as sovereign as ever. 6 Although in these examples Caesar had failed in his armed feats he took the criticism given by his opponents and continued resolutely, an indication of an effective leader. This opens a question on the judgement that led him to invade Britain? I would argue that it was simply because he believed that he could not fail. But this setback tempered his arrogance. In these two efforts he was not an effective leader, he had made a poor decision and was unsuccessful. But we cannot expect a general to be perfect. What sets Caesar apart from all others was his ability to rectify his mistakes. Following his initial loss against Vercingetorix he took the initiative in sieging Alesia, recouping any loss of prestige. To the Romans, no truer measure of a man could be found than his capacity to withstand grim ordeals of exhaustion and blood. By such reckoning, Caesar had proved himself the foremost man in the Republic. 7 Holland argues that due to Caesars military accomplishments only, he had established himself as the greatest man in Rome. On the other hand, Zwi Yavetz argues; he relied so much on his personal charm that he overlooked the need for tact Success lay open to a less brilliant and therefore more tolerant man [i. e. Augustus]8 Yavetz opinion that Augustus was a more brilliant man intimates that Julius was not preeminent. He takes into account his political career, and argues that his assassination was due to his personality, and therefore he was not an effective leader, he left Rome in a state of civil hostility and Augustus Caesar was a more appropriate man to succeed in Rome.

The Common Goals of Feminism Essay -- Feminist Theory

Feminism and all branches of feminism have a number of common goals. These goals include the analysis of gender inequalities and the effects of other systems of oppression such as race and class. In most cases, the analysis is intersectional, recognizing how each system can be inclusive to other systems resulting in different levels of oppression. In the case of a woman, who is black and lesbian, versus a woman, who is white and lesbian, there are different levels of oppression. Although together these two women experience gender inequalities with men and sexuality inequalities with heterosexuals, they still have different experiences with race inequalities and in that way are oppressed differently. The point of feminism would be to show that as a group, whichever group or should I say groups one may fall into, you experience privilege or you don’t, more or less. Care must be taken when using such a description of the term feminism because its many branches have many dis tinct characteristics of their own. Black feminism, western feminism, post colonial feminism, multicultural feminism, radical feminism, and social feminism were developed at different points in history and had main focuses that may or may not have been beneficial to the cause or successful in any way. Liberal and social feminism both began to emerge around the same time in pursuit of an analysis of those differences in legal rights received among men and women as well as those social differences that resulted in the roles that women have been taught to assume. Around the late 1700’s, the concern for rights such as property ownership, child custody, ability to sue for divorce, admission into colleges and universities, and employment opportunities that... ...le University Press, 1992 Hooks, Bell. â€Å"Black Women: Shaping Feminist Theory† Feminism and ‘Race’ Bhavani, Kum Kum, ed. Oxford University Press, 2001` Kimmel, Michael S. â€Å"From ‘ Conscience and Common Sense’ to ‘Feminism for Men’† Feminism and Men: Reconstructing Gender Relations. Schacht, Steven and Ewing, D, eds. New York University Press 1998 Messner, Michael A. â€Å"Radical Feminist and Socialist Feminist Men’s Movements in the United States† Feminism and Men: Reconstructing Gender Relations. Schacht, Steven and Ewing, D, eds. New York University Press 1998 Spelman, Elizabeth V. â€Å"Gender & Race: The Ampersand Problem in Feminist Thought† Feminism and ‘Race’ Bhavani, Kum Kum, ed. Oxford University Press, 2001 Wollstonecraft, Mary. â€Å"From A Vindication of the Rights of Woman† Feminist Theory: A Reader. Guy-Sheftall, Beverly, ed. South End Press, 1984

Early Childhood Education and ‘Kindergarten’

Pre-school education is discussed mainly through the development of a child's personality. The knowledge and practices acquired by children during this stage of learning are embedded with their character. Furthermore development of creative thinking, communication skills and social interaction are a few benefits able to acquire by pre-school children. (Palihakkara, D.W., Premaratne, R.M. 2004, p 36). ‘Kindergarten', is a German metaphorical term referring to a garden, in which children are compared to growing plants. It is used as a common term for pre-school educational institutions, defined in various ways in many countries. The ‘Kindergartens' are recognized educational environments created to motivate and support the mental, physical, emotional, linguistic and social development of children between ages 3-5 years. (Source: â€Å"Friedrich Froebel†, http://www.infed.com/Froebel.html )History of Early Childhood EducationMany contributions are made to the development of theories on early childhood education through the ages in the history of educational philosophy. All theories are based upon the child's psychological background, with various scientific research and interpretations made with time through established contemporary methods. Greek philosopher Plato in 4th Century B.C. was the first to emphasize the importance of education with play and rhythmic movement to improve mental and physical growth during the first five years of a child's life. This idea was further improved by the addition of Aristotle's ideas on practicing good habits and attitudes in children. John Amos Komensky (Comenius) in the 16th Century, expressed ideas of child centered education: he believed children should learn by sensory experiences through activities engineered within their natural environment. He stressed on the child's need for love and Security and the role of a mother as a teacher in the ‘home based' early childhood education. (Dudek.M, 1996, pp30-39) Jean Jacques Rousseau (1712-1778) further illustrates that nothing should be forced on the child. He suggests methods of active learning through experience and the enjoyment of work as ‘play'.â€Å"Work or play is all one to him, his games are his work, and he knows no difference.† -Rousseau-The four stages of a child's development described by him are as follows:Infancy – reveals habits and the framing of emotionsChildhood – reveals necessity and training of sensesBoyhood – reveals utility and the training of the intellectAdolescence – reveals mortalityOf these training emotions and the senses was stressed only in early childhood education. Fredrich Froebel (1782-1827) believed that the childhood is a period with its own interests, values and creativity and identifies ‘Play' as the distinctive activity. He established the pre-school system ‘Kindergarten' with the emphasis on ‘Free Play' and child's freedom. (Dudek.M, 1996, p51) Fig.2.01: Freidrich Froebel and his kindergarten tools known as ‘Froebel's gifts' in use with children. Educationist Maria Montessori (1870-1952) focused on the necessity of sensory learning, skill development, the use of materials and comfortable class room environments for children in comparison to Kindergarten method, the Montessori Method focuses more towards the efficiency and speed in making children ready to engage with formal learning. (Dudek.M, 1996, p.58) Fig.2.02: Maria Montessori and pre-school children Psychologists such as Wellman and Piaget during the twentieth century discovered that intelligence levels of children can be manipulated by environmental experiences such as pre-schooling. Also disapproved ideas of fixed intelligence and predetermined development. These findings improved the quality of pre-school education as structured stimulating environments for cognition and skill development. (Dudek.M, 1996, p.65) 2.1.2 Early Childhood Education in Sri Lankan Context Pre-school education has been a key priority of the Sri Lankan Education since the early 1940's. (The Kannangara Report of 1943, Jayasooriya Commission Report on education in 1961). In 1986 the affiliation of powers to the Ministry of Women's Affairs and Childcare enabled to enhance and control the quality and regulations for Pre-schools Island wide. Experts on child psychology and education help to categorize various early educational programs. The management of Pre-school education in Sri Lanka can be identified under three basic sectors:State sector – Managed under the Departments of Social Services, Fisheries, Women's Affairs and Protection and child care, Local Government etc.Voluntary Organizations – Sarvodaya, Mahila Samithi, Religious Organizations, Samurdhi Movement, and Social Welfare Trust Organization (Pre-schools in the Estate Sector)Private Sector – Private Educational Organizations or individuals (Mostly Montessori System Adopted)The two key systems of early education in Sri Lanka are:Nursery ; Kindergarten MethodMontessori Method (Palihakkara, D.W., Premaratne, R.M. 2004, pp54-57).The Nursery and kindergarten method is a combination of the Nursery and Kindergarten systems currently practiced in Sri Lanka.KindergartenThis system focuses a child centered approach which became the inspiration for modern pre-school education. Founded by, Freidrich Froebel, it fosters play, giving precedence f or the growth of children's feelings and their imagination. The objectives focus on the child's development which includes social skills and sensory development.Sociability and care within a group of childrenProblem solving ability based on individual and group activitiesAccomplishment of sensory motor coordinationUnderstanding basic concepts necessary for latter learningAppreciation of beauty in all formsSocial maturity and self-awarenessProgress of creativity(Palihakkara, D.W., Premaratne, R.M. 2004, pp37-38.)Nursery SchoolsA more recent education system based on the Kindergarten system, which functions on a nonprofit basis through churches, homes and charitable organizations . Its objectives are:Child socialization and the use of Fantasy Play – promotes sensory motor and emotional development.Attachment between teacher and child – brings out self-confidence, security and spontaneity within the child.Creating a learning environment free from restrictions and directionsEstablishment of good parental relations(Palihakkara, D.W., Premaratne, R.M. 2004, p38.) Organized and free play is believed to help the child realize his true capacity through aesthetics and self-expressive qualities of play. Nursery schools limit each group to a maximum of twenty students with a minimum of two teachers to maintain good child-Teacher relationship where the teacher is only a guide, selecting music, materials for play discussion or art activities.  MontessoriAn early education system that combines both the psychological concepts and academic techniques was established by Maria Montessori. She believed in creating a core environment based on love, care, co-operation, patience, self control and responsibility to be the main feature of the system. The system aims skill development of children through activities such as:Practical life exercises and occupational skills – Ex. Carrying and using objects, buttoning, folding linen etc. as practical life skills and sweeping, washing, brushing as occupational skillsSensory exercises – Sensory discrimination skills and conceptsDidactic exercises –understand shape, size, colour, texture, temperature etc.(Palihakkara, D.W., Premaratne, R.M. 2004, pp39-40.) Fantasy Play of the Kindergarten has been substituted in the Montessori system by the organized activities that contribute to self-discipline and the course of work.‘Learning through Play' MethodAs Friedrich Froebel believes ‘play' as the most distinctive activity of children. Apart from bringing joy to the child, ‘play' also evokes the inherent spirit that children possess which symbolizes the character of each individual. (Dudek M. 1996, p.47) Research on human behavior has revealed that children learn efficiently from ‘seemingly-random' play as from the formal classroom. Play gives children the opportunity of firsthand experience to discover things through exploration: it motivates them to take risks and challenges to explore the world further. (McConnell.J, 1989) Piaget describes the basic types of play a child progresses through in his/her developmental stages as Pre-Social and Social play.Pre-Social Play: The infant take on play with hands, feet, bells, rattles and dolls at six months.Social Play: Is a more intricate and social in character as it occurs with both individual and physical development.Category 1: Social play is in relation to the activity, such as:Free Play: The basic kind of social play that involves physical play activities with other children. This enables them to control their demeanor.Formal Play: Play with formal rules, but turns out to be flexible when children become more verbal.Creative Play: Defined as the ‘pinnacle' of all types of play by Piaget: the child learns to operate with symbols rather than objects.Category 2: play can be classified under the point of social contact it offers. the curriculum of a Kindergarten encourages the following types of play:Solitary Play : children playing alone, independently, of their own interest.Parallel Play : playing beside each other, but not with each other.Associative Play : children playing with each other, communicating, sharing materials and activities in an unorganized pattern, without an overall goal.Corporative Play : children organizing themselves in a group, with a common goal or purpose.(Malone. K, Tranter. P, 2003) Category 3: Any activity of play can be viewed in different stages of complexities of activity.Stage One: Simple exploration of play material – feeling sand, pouring water back and forth, scribbling with colour pencils etc.Stage Two: Symbolic Play – Use of objects as symbols for some other object. Takes place during the Preoperational stage mentioned byPiaget, a play very frequently used by kindergarten children. Stage Three: When Kindergarten children are able to interact in co- operative play, they devised flexible rules to their games. (Malone. K, Tranter. P, 2003) The three categories of social play are effectively practiced in Kindergarten programs facilitated by teachers without restricting child behavior. Fig.2.03 :Children engaged in learning Fig.2.04: Children engaged in play Researchers have distinguished three main categories of play in relation to child development. These are summarized below with its characteristics.Physical/motor skill play activities – playing on structured games, using free equipment (e.g., bat ; ball). A natural way through which, children's physical growth, agility and endurance is improved. These are essential to a healthy childhood and later life.Social/non social play activities – Talking with others, observe others activities, daydreaming (includes onlooker play). Children must play with others, share and cooperate, respect other views, express their ideas, feelings and needs without the involvement of an adult. A child constructs identity which suits him. Learns to negotiate with others, and interaction with their peers allows to acquire social skills and emotional well-being essential for child's development.Cognitive play activities – (includes imaginative and creative play) building with materials and engaging in imaginative activities enables children to discover, explore and develop an understanding of the environment around them. They become familiar with the patterns and systems of life and connections with the experience. Therefore, play being a stimulant of physical, emotional, social, intellectual and cognitive development of the child plays a key role in early childhood education. (Malone .K, Tranter. P, 2003)Spatial quality of a KindergartenThe Nursery and Kindergarten method encourages freedom for the child to self-explore and experience his world. The psychological need for freedom is given priority in child centered education. A Child requires the freedom to experience childhood to its fullest potential. It is a key feature that enables him to successfully deal with future endeavors in life. (Selmer – Olsen I., 1993) The spatial quality depends on the quality of activity, physical and psychological requirements of the users etc. A Kindergarten facilitates the main function of ‘Learning through Play'. The space and spatial quality of such institutions is the tool which moulds the ambiance required for the activity. The environment of a kindergarten should be organized, supportive and inspirational with desired freedom for the child to explore within the defined limitations of safety. Thus an ideal environment would cater to the requirements of a child's intellectual, social, linguistic, aesthetic and physical development. It will incorporate spatial variety with quiet spaces for solitude and security, more opened social spaces for group activities and exciting outdoor spaces for exploration. The sensual variety in light, colour, texture, and sound, would intensify the spatial quality to motivate children to engage positively with the kindergarten activities. (Bettelheim. B, Annalia. G, (1992), Dudek M. 1996, p.06). The objective of kindergarten architecture should be to create stimulus and secure learning environments that celebrates the characteristic activity of childhood – ‘play'. (Dudek M. 1996, p.06). Kindergarten environments should consider ‘Learning and Play' as a synchronized, series of simultaneous learning and play activities. The spatial quality of a dynamic nature for stimulation of Play should be controlled to achieve levels of concentration required for learning. This aspect should be addressed by using architectural elements such as form, scale, proportion, colour, texture, pattern, light and views. (Dudek M. 1996, p.06). 2.2.1 Colour as a spatial quality in Kindergartens Amongst architectural elements that stimulate space for humans, colour plays a vital role with direct impacts on mind and body. The sensation of colour enables to communicate between natural and manmade elements in architecture. The Three Elephants kindergarten designed by Knafo Klimor Architects in Caesarea, Israel. It is a testimony of the above statement as arrangements of dynamic spaces with a series of geometric wall planes are emphasized by colour. Fig.2.05: Interaction with Nature: Kindergarten in Caeserea, Israel â€Å"The natural contrast between light and shade creates a new range of form and colour. Two –dimensional architecture will eventually create a richer composition of colour, which, in turn, will enrich the child's experience.† (Eylon.L, 2003) The constant interaction with the surrounding environment draws in the light and colours of nature to animate the visual ambiance for the child; it is a dynamic experience of life. The vibrant application of colour highlights and symbolizes the abstract built forms of nature. The forms and colours with resemblance to a toy, encourages the child's imagination to visualize ‘a herd of elephants' and further explore activities of play through his imaginary world. Fig.2.06: Light provides visual depth to Form and Colour: Kindergarten in Caecerea, Israel and Kindergarten8units in Spain Natural light is a source which enhances the spirit of spatial quality. Kindergarten8units in Spain is an example for its execution in enhancing colours. Fig.2.07: Eye level views for children: The window is used as an activity space against the wall. Therefore, the activities can have a pleasant bright setting and a close view of the outdoor environment. Bringing the window heights to child's eye level provides them with visual continuity from indoors to outdoors. Fig.2.08: Spirit of light and colour Use of colour with natural illumination energizes space and brightens the mood. The brightness of natural light floods into the corridors (common spaces) from the sky lights above and spreads into the classes arranged around it. Natural light and colour cooperate and works by changing light and the colours of the views of outdoors. This provides children a sensual understanding of time, nature and natural phenomena. Hence, colour becomes a vital spatial character in a kindergarten as it stimulates the child to positively communicate with its activity and the environment.

Marketing Dunkin Donuts Essay

Dunkin Donuts builds long term customer relationships by being consistent with their marketing strategy. They have maintained an everyday value since they opened their doors fifty years ago. They have met their customers’ expectations by not changing recipes. The coffee tastes the same no matter what store you go into. Dunkin Donuts also has a lengthy training class so they can maintain their quality in the kitchen as well as customer service. Dunkin Donuts maintains customer relations by fully meeting the customers’ expectations. When a customer enters a store they know exactly what to expect, no surprises or disappointments. Dunkin Donuts value proposition is value and quality. Dunkin Donuts has always made their products a value. Starbucks has the expensive coffee; Dunkin Donuts has the value coffee. Dunkin Donuts has also maintained their quality as well. They have kept the same ingredients and recipes; everything tastes the same as fifty years ago. By maintain the quality and value the customer knows exactly what to expect when he or she walks through the door. Dunkin Donuts is growing its share of customers. Dunkin Donuts has maintained its coffee and donuts, but has also grown with the times to gain more customers. Dunkin Donuts now offers a variety of coffee drinks such as cappuccinos and iced coffees. The company also sells breakfast sandwiches and cookies too. The coffee is mostly what keeps customers coming back for more, but now there is more of a variety to please everyone.

Biography of Sarah Boone

Biography of Sarah Boone If youve ever tried to iron a shirt, you can appreciate how difficult it is to iron the sleeves. Dressmaker Sarah Boone tackled this problem and invented an improvement to the ironing board in 1892 that would make it easier to press sleeves without introducing unwanted creases. She was one of the first black women to receive a patent in the United States. Life of Sarah Boone, Inventor Sarah Boone began life as Sarah Marshall, born in 1832. In 1847, at age 15, she married freedman James Boone in New Bern, North Carolina. They moved north to New Haven, Connecticut before the ​Civil War. She worked as a dressmaker while he was a brick mason. They had eight children. She lived in New Haven for the rest of her life. She died in 1904 and is buried in Evergreen Cemetery. She filed her patent July 23, 1891, listing New Haven, Connecticut  as her home. Her patent was published nine months later. There is no record found of whether her invention was produced and marketed. Sarah Boones Ironing Board Patent Boones patent was not the first for an ironing board, despite what you may see in some listings of inventors and inventions. Folding ironing board patents appeared in the 1860s. Ironing was done with irons heated on the stove or fire, using a table that was covered with a thick cloth. Often women would simply use the kitchen table, or prop a board on two chairs. Ironing would usually be done in the kitchen where the irons could be heated on the stove. Electric irons were patented in 1880 but didnt catch on until after the turn of the century. Sarah Boone patented an improvement to the ironing board (U.S. Patent #473,653) on April 26, 1892. Boones ironing board was designed to be effective in ironing the sleeves and bodies of ladies garments. Boones board was very narrow and curved, the size and fit of a sleeve common in ladies garments of that period. It was reversible, making it easy to iron both sides of a sleeve. She noted that the board could also be produced flat rather than curved, which might be better for the cut of the sleeves of mens coats. She noted that her ironing board would also be well-suited for ironing curved waist seams. Her invention would be most convenient to have for pressing sleeves even today. The typical folding ironing board for home use has a tapered end that can be useful for pressing necklines of some items, but sleeves and pant legs are always tricky. Many people simply iron them flat with a crease. If you dont want a crease, you have to avoid ironing over the folded edge. Finding storage for a home ironing board can be a challenge when you live in a small space, Compact ironing boards are one solution that is easier to put into a cupboard. Boones ironing board may look like an option youd prefer if you iron lots of shirts and pants and dont like creases.

Analysis Of Dantes Inferno English Literature Essay

Analysis Of Dantes Inferno English Literature Essay Dante’s Inferno represents a microcosm of society; that is, laymen, clergy, lovers, wagers of war, politicians, and scholars are all collected into one place and punished for their worst ‘ and most human ‘ attributes. Hell, despite its otherworldly appearance and brutal, ugly nature, is somewhat humanized by the fact that those who are punished come from ‘every country’ (Dante 3.123) and every walk of life, regardless of age, race, sex, or creed. While Dante Alighieri did not invent the idea of Hell as a place of punishment for the wayward and sinful souls in the afterlife, he did create the most ‘powerful and enduring’ (Raffa 1) imagining of a concept which has received significant attention in biblical, classical, and medieval works. Dante’s Divine Comedy was written sometime between 1308 and 1321 and is considered â€Å"the supreme work of Italian literature† (Norwich 27). It is an epic poem divided into three separate se ctions: Inferno, Purgatorio, and Paradiso ‘ Hell, Purgatory, and Heaven, respectively. The personal element of the journey through Hell in Dante’s Inferno literally explores the descent of one man into sin; through the use of poetic justice, both contemporary and historical figures, and mythological figures, Dante crafts an immediate and enthralling work dealing with the nature of sin and its place in society. The concept of poetic justice is famously explored in Inferno, where it is put to ‘dramatic effect†¦ devising appropriate torments for each particular sin’ (Raffa 3). From Limbo to Treachery, Dante catalogues and documents the punishment of sinners both infamous and beloved, famous and unknown. In every case, the punishment fits the crime in a twisted and malignant fashion ‘ after all, the poem does discuss the realm of Satan, the Christian embodiment of evil. The nine circles of Hell described in Inferno are as follows: Limbo, Lust, Glutto ny, Avarice and Prodigality, Wrath and Sullenness, Heresy, Violence, Fraud, and Treachery. These nine circles are based off of the idea of the Seven Deadly Sins, with some additions ‘ such as Limbo ‘ created by Dante. The poem begins with Dante lost in a dark wood, assailed by three beasts he cannot evade, and unable to move ‘straight along’ (Dante 1.18) the road to salvation, represented by a mountain. A lion, a leopard, and a she-wolf ‘ symbolizing pride, envy, and avarice, respectively ‘ block Dante’s path to the top of the mountain, forcing him to descend into the depths of Hell with Virgil. The entire journey documented in the Divine Comedy is an allegory for man’s fall into sin before achieving redemption (represented by Purgatorio) and eventually salvation (represented by Paradiso). Before Dante even enters the gates of Hell, he is introduced to his guide for the first two realms of the afterlife, Inferno and Paradiso. For th is role, Dante chose Virgil (70-19 BCE), who lived under the rule of Julius Caesar and later Augustus during Rome’s transition from a republic into an empire, and is most famous for the Aeneid. Two episodes in Virgil’s work were of particular interest to Dante. Book IV tells the tale of Aeneas and Dido, the queen of Carthage, who kills herself when Aeneas ‘abandons her to continue his journey and†¦ [found] a new civilization in Italy’ (Raffa 8). Book VI recounts Aeneas’ journey into Hades to meet the shade of his father and learn of future events in his journey. Many elements in the Aeneid are present ‘ in heavily modified form ‘ in Dante’s Inferno. Many of Dante’s mythological elements are based on Book VI of Virgil’s Aeneid, which recounts Aeneas’ visit to the underworld. Virgil imbued his version of the underworld with a ‘fluid, dreamlike atmosphere’ (5), while Dante instead strives for gr eater realism, providing sharply drawn and tangible figures.

The theoretical rationale for the NPV approach to investment appraisal Essay

The theoretical rationale for the NPV approach to investment appraisal - Essay Example 383). It is originally attributed to Irving Fisher in his 1930 book, The Theory of Interest. The most common application of the Fisher model of NPV is in deriving the value of the net contribution of a potential investment to shareholder value, or for budgeting purposes, when deciding among alternative projects when available capital is limited and may not be sufficient to finance all the projects. In fact, the NPV is a valuation method that may be used to decide situations for which a stream of future returns and future payments may be estimated. The power and allure of the NPV is that it serves so well the role of financial markets that allows individuals and corporations to transfer money between dates (MacMinn, 2005:1). By creating a rationale valuation tool linking money in two different points in time, it becomes possible for the individual to â€Å"save by transferring dollars from the present to the future,† while the corporation may â€Å"invest and finance the investment by transferring dollars from the future to the present† (p.l-2). However, for the model to work requires knowledge of the cost of capital from which the discount rate is derived. The NPV is derived by discounting all future cash inflows and outflows to the present. By â€Å"discounting† is meant calculating the equivalent value in the present of all future cashflows, assuming these cashflows appreciated over time by an annual compound rate such as the cost of money. This â€Å"discount rate† is that rate of return that an investment (of similar risk) in the financial markets may be expected to earn. Otherwise stated, if an amount equivalent to the net present value were invested today in a financial instrument of similar risk as the alternative or project being considered, the rate of return of which is equal to the expected return on the investment, then such amount would represent the same benefit that may be derived from th entire stream of future cash flows yielded by the instrument invested in. When the discount rate has been determined, the present value of a single sum N years in the future may be found by multiplying this single sum by t he discount factor pertaining to the discount rate applied over N number of years. In mathematical terms: Where: PV = present value of the future single sum R = the future single sum N = the number of compounding periods from the present to the time the single sum is realized or expected i = the discount rate The discount factor is equivalent to the factor multiplied by the single sum to obtain the present value. It is denoted by the expression Discount factor (single sum, discount rate i, N periods) = Where there are more than one cash flow, the several cash flows together make up a cash flow stream. In this instance, the sum of the present values of the individual cash flows is equal to the present value of the entire cash flow stream. When the cash flow is an inflow (or revenue), then the cash flow is positive and its present value is also positive. When the cash flow is an outflow (or cost), then the cash flow is negative, and its present value is also negative. Therefore the su m of present values for the inflows and outflows nets out the costs from the revenues, resulting in the net present value. Illustrating the theoretical rationale of the NPV To illustrate the rationale of the NPV approach, assume that management has to choose from three possible investments A, B and C, each with a life of five years and none of which are mutually exclusive, with the following expected future cash inflows and outflows: The cash flows at year 0 (the present) represent the initial investments which are costs and therefore are denoted by the