Free Essays on Psychology Report

During Expedition One a range of psychological measures, informal observation, crew discussion and other means were used to collect information about crew psychological issues. The overall goal of the psychological studies was to gain insight into crew individual and group issues that may be relevant to a human mission to Mars or other prolonged human spaceflight. Another goal was to gather information relevant to improved functioning for future MDRS crews. Most of the comments below relate to Phases III and IV, when the majority of data collection took place, but some is relevant to the entire mission. Along with specifically psychological measures, the crew psychologist was also involved in human factors studies. These are covered in a separate Human Factors report. Major psychology research findings from ExOne will be reported in future publications once data can be properly analysed. The purpose of the current document is to summarise the measures used, impressions regarding outcomes of the studies and recommendations/implications for the future. Formal Measures - Social Psychological Measures All crew members completed a questionnaire entitled "Personal and Group Functioning Survey". This instrument was developed by social psychologists Dr Kate Reynolds & Dr Rachael Eggins at the School of Psychology, Australian National University. It is based on an extensive literature and research on issues of group identity and goal alignment conducted by the Social Psychology Research Unit at ANU. It aims to help determine the extent to which crew members on ExOne identified with ExOne overall as well as with it's subgroups such as Field Science and Mission Systems. In turn it aims to measure the degree to which crewmembers aligned their personal goals with the overall ExOne group and it's subgroups. Crewmembers in Phases III and IV completed the questionnaire three times each week. The data will be analysed back at ANU and results... Free Essays on Psychology Report Free Essays on Psychology Report During Expedition One a range of psychological measures, informal observation, crew discussion and other means were used to collect information about crew psychological issues. The overall goal of the psychological studies was to gain insight into crew individual and group issues that may be relevant to a human mission to Mars or other prolonged human spaceflight. Another goal was to gather information relevant to improved functioning for future MDRS crews. Most of the comments below relate to Phases III and IV, when the majority of data collection took place, but some is relevant to the entire mission. Along with specifically psychological measures, the crew psychologist was also involved in human factors studies. These are covered in a separate Human Factors report. Major psychology research findings from ExOne will be reported in future publications once data can be properly analysed. The purpose of the current document is to summarise the measures used, impressions regarding outcomes of the studies and recommendations/implications for the future. Formal Measures - Social Psychological Measures All crew members completed a questionnaire entitled "Personal and Group Functioning Survey". This instrument was developed by social psychologists Dr Kate Reynolds & Dr Rachael Eggins at the School of Psychology, Australian National University. It is based on an extensive literature and research on issues of group identity and goal alignment conducted by the Social Psychology Research Unit at ANU. It aims to help determine the extent to which crew members on ExOne identified with ExOne overall as well as with it's subgroups such as Field Science and Mission Systems. In turn it aims to measure the degree to which crewmembers aligned their personal goals with the overall ExOne group and it's subgroups. Crewmembers in Phases III and IV completed the questionnaire three times each week. The data will be analysed back at ANU and results...

Definition and Examples of Eponyms in English

Definition and Examples of Eponyms in English An eponym is a word that is derived from the proper name of a real or mythical person or place. Adjectives: eponymic and eponymous. Over time, the name of a well-known person (such as Machiavelli,  Italian Renaissance  author of The Prince) may come to stand for an attribute associated with that person (in Machiavellis case, cunning and duplicity). Etymology: from the Greek, named after   Pronunciation: EP-i-nim Examples and Observations We are well-armed for battle in a Machiavellian world of reputation manipulation, and one of our most important weapons is the delusion that we are noncombatants.(Jonathan Haidt, The Happiness Hypothesis: Finding Modern Truth in Ancient Wisdom. Basic Books, 2006)Jeff: You probably just Britta’d the test results.Britta: No, I doublewait! Are people using my name to mean ‘make a small mistake’?Jeff: Yes.(Joel McHale and Gillian Jacobs in Horror Fiction in Seven Spooky Steps. Community, October 27, 2011)[Alton] Brown can fill an entire episode on popcorn, teaching you how to MacGyver a nifty, cheap popper (hint: a stainless-steel bowl and some perforated foil).(Entertainment Weekly, August 14, 2009)The crowd parted reluctantly, and [Lance Armstrong] glided off, Batmanning through the crowd toward the start line.(Daniel Coyle, Lance Armstrongs War. HarperCollins, 2005)Lily: Dont Ted-out about it.Ted: Did you just use my name as a verb?Barney: Oh, yeah, we do that behi nd your back. Ted-out: to overthink. Also, see Ted-up. Ted-up: to overthink with disastrous consequences. For example, Billy Tedded-up when heTed: All right, I get it!(Matchmaker. How I Met Your Mother, 2005) Americans now nibble their way through two billion popsicles a year; their favorite flavor is a Jaggeresque red cherry.(Oliver Thring, Consider Ice Lollies. The Guardian, July 27, 2010)Sandwich: named after John Montagu, the Fourth Earl of Sandwich (1718–1792), a British politician.Cardigan: a knitted garment, such as a sweater or jacket, that opens down the front. Named after the Seventh Earl of Cardigan, James Thomas Brudenell (1797–1868), a British army officer.Andy Bernard: I really schruted it.Michael Scott: What?Andy Bernard: Schruted it. Its just this thing that people say around your office all the time. Like, when you screw something up in a really irreversible way, you schruted it. I dont know where it comes from though. Do you think it comes from Dwight Schrute?Michael Scott: I dont know. Who knows how words are formed.(Traveling Salesmen, The Office, Jan. 11, 2007)Lets not Rumsfeld Afghanistan.(Senator Lindsey Graham, quoted in Time magazine, Aug. 24, 2009)S axophone: named after Belgian instrument maker  Adolphe Sax. Other eponyms in English include boycott, braille, camellia, chauvinist, dahlia, diesel, dunce, gardenia, gerrymander, guillotine, hooligan, leotard, lynch, magnolia, ohm, pasteurize, poinsettia, praline, quixotic, ritzy, sequoia, shrapnel, silhouette, volt, watt, and zeppelin.​ Achieving Wordhood As a word,  eponymous is a bit anonymous itself. Its moment in the sun came with the release of REM’s album Eponymous, a subtle dig at musicians who name records after themselves, such as Peter Gabriel, whose first four albums are all entitled, Peter Gabriel. In short, an eponym is anything that’s ever been named after anybody. . . .But a name only crosses into true wordhood once it is no longer used as a reference. When we speak of hectoring wives and philandering husbands, it is without a picture of valiant Hector or lover-boy Philander popping into our minds, the way a bespectacled Viennese man with a pipe does when we say Freudian slip.(John Bemelmans Marciano, Anonyponymous: The Forgotten People Behind Everyday Words. Bloomsbury, 2009) Eponyms and Allusions An eponym is similar to an allusion, referring to a specific famous person to link his or her attributes with someone else. Using an eponym well can be something of a balancing act; if the person is too obscure, no one will understand your reference, but if its too well known, it may come across as a clichà ©.(Brendan McGuigan, Rhetorical Devices: A Handbook and Activities for Student Writers. Prestwick House, 2007) Skutniks When CNNs Jeff Greenfield assured the crowd, I havent planted a Skutnik here, I stopped him: I had heard of a Sputnik, the Russian word for the first Soviet satellite, but what was a Skutnik?Greenfield directed me to his book Oh, Waiter! One Order of Crow! about the media failure on election night: A Skutnik is a human prop, used by a speaker to make a political point. The name comes from Lenny Skutnik, a young man who heroically saved lives after the Air Florida plane crash in Washington in 1982 and who was introduced by President Reagan during his State of the Union speech.The introduction of heroes became a staple in presidential addresses to joint sessions of Congress. In 1995, the columnist William F. Buckley was one of the first to use the name as an eponym: President Clinton was awash with Skutniks.(William Safire, On Language. The New York Times, July 8, 2001) The Lighter Side of Eponyms First the doctor told me the good news: I was going to have a disease named after me.(Steve Martin)

How does increased wait time affect the quantity of correct responses Essay

How does increased wait time affect the quantity of correct responses to question from elementary ELL students - Essay Example Despite the comprehensive understanding of the role of thinking in reading process, there exists very few researches that seek to clarify the time required by a student in answering classroom’ questions(Brenda, 1999). However, the existing researches have classified the time required before responding to a question into eight categories, post-teacher question time, within-student’s response pause-time, post-student response wait-time, student pause-time, teacher pause-time, within-teacher presentation pause-time, student task-completion work-time as well as impact pause-time (Stahl, 1994). Several researches has as well confirmed that, adequate wait-time give students enough time to process the received information, use the available techniques and strategies to come up with an accurate answer and to encode the received information (Stahl, 1994). Adequate wait-time also advances cognitive learning skills compared to short wait-time. In addition, researches have as well found out that, student who pursue second language requires adequate amount of time in order to translate the new information into their native language (Stahl, 1994). Second language students have limited meta-cognitive processes of understanding new information compared to native speakers. To understand teachers or instructors instruction, second language students ought to be given adequate time to understand and respond to classrooms questions (Rowe, 1986). Information processing models of learning have as well indicated that, providing adequate time for learners to understand and formulate teachers’ questions prior to giving response increase the quality of the answer. This is especially the cases on questions that require a lot of facts and accuracy (Donna and John, 2006). In reference to the model, in answering a question, a learner requires sufficient time to locate the relevant information in long-term memory, retrieve the information into work memory and to evaluate whether the retrieved information can adequately answer the posed question (Rowe, 1986). In answering questions that requires applications of external information, a learner is supposed to apply the retrieved facts into the current situation and identify the accuracy of the facts before responding to the question (Orpha, 1994). If the questions require additional information, the learner is therefore expected to have more time to retrieved additional information from long-term memory and apply the retrieved information to the new situation (Alejandro and Celeste, 2003). As a result, offering additional information to a student before responding to the posed question gives a learner adequate time to search for the needed information, retrieve the information, apply the retrieved information, evaluate the information as if need be to seek for additional information (Alejandro and Celeste, 2003). In addition, the provision of adequate time to master a question helps a student to have b etter mastery of the content. Moreover, completing the process of retrieving information assists a student to identify accurate information to the posed question. Adequate time to recover the store information also plays an incredibly crucial role in improving

What were the reason for, waht are the clained advantages of, the Essay

What were the reason for, waht are the clained advantages of, the adoption in Australia of international financial reporting standards(IFRSs) - Essay Example This will be a more adaptive way of comparing financial information not just within Australian companies but the Australian corporate sector with the international corporations. along with comparison, it will also make the allocation of capital across borders more efficient. Furthermore, different arrays of national standards which are a lot different in their functionality, on its own places a high cost on capital markets. a constant portion of these costs is directly put on the companies who have to meet the multiple standards to raise capital in different markets. the IRFS bears the answer to provide relief for both corporate governance and the stakeholders (Antill & Lee, 2005). In today’s global world, economic relations with other countries are increasing at a much faster rate than before and especially for Australia where foreign trade is much more than the GDP. This has resulted in a substantial increase in the number of different multinational corporations out of Australia, and many of these companies have their focus on Asian markets among others for their revenues. Furthermore, as these economies themselves develop this makes it even more relevant for IFRS to be adopted in Australia (Nobes, 2006). In these global markets, the IFRS gives investors a more clear view of the companies as barriers to international financial investment have fallen in markets around the world. These investors can now trade securities of these Australian multinational companies without any constraints. Moreover, these investors may be pretty much responsible for trading of almost half of all the shares of the companies which are floated in the Australian market (Nobes, 2006). As cross-border financial investment increases, capital markets become more dependent on each other. This means that shocks felt in one market reverberate around

Early Childhood Education Essay Example for Free

Early Childhood Education Essay A Catholic Early Childhood Program endeavours to provide an environment and educational experience that is concerned with the development of each child as a whole person, and which acknowledges his/her innate spirituality. It seeks also to foster a religious awareness through meaningful everyday life experiences. This religious education experience endeavours to complement and support that which is offered through the home environment. Early Childhood Education lays the foundation for further schooling and provides the initial interface between home and school in a child’s life. Recognising parents as the first educators of their children, early childhood education seeks to build upon home learning. In establishing programs for young children it is important to remember that Catholic schooling is intentionally directed to the holistic development of students from within, assisting them to become fully integrated human persons. Our Early Childhood Program will provide an environment and educational experience which acknowledges the innate spirituality of every child, fosters the child’s ability to wonder, experience awe,overcome difficulties, love others and reflect God, their Creator. The Program will: ? Recognise that learning is a gift from God and the role of parents, as the first Educators of their children, is seen as vital. ? Recognise, value and build upon the child’s prior knowledge. ? Understand the: o Importance of developing problem solving and thinking strategies through play. o Structure through which young children experience their world. o Experiences necessary to give form to the child’s world which are expressed symbolically  through language, numbers, representations, movement, models and metaphor. ? Listen to children and their families, respecting their values, cultures, experiences and provide opportunities which support learning. ? Closely observe, describe and record the children’s efforts and achievements by monitoring progress and planning experiences which build on their knowledge, understandings, skills, attitudes and values. ? Facilitate a challenging environment which motivates and enriches learning and gives the child the opportunity to experience: o Independence and guidance o Free choice and direction o Incidental moments and planned activities o Child initiated and teacher navigated o Individual and group work o Free inquiry and explicit teaching The aims of our Early Childhood Education Program are to encourage children to: ? Develop a positive self image. ? Love learning and value their individual learning styles. ? Be responsible for their learning. ? Respect their own knowledge, background and culture. ? Take risks, persist and be self-paced with their learning.? Know, understand and use their personality, talents, personal ways of being creative. ? Learn through problem based play activities by doing and being actively involved. ? Learn through adults and others who scaffold their endeavours. ? Respect, value and accept all people. ? Experience the joy in the mystery and wonder of the universe. ? Feel valued and safe. PRE KINDY PROGRAM Pre Kindy is an educational program for children aged three years. The program is play based and provides children with meaningful experiences that promote the development of spiritual, social,  emotional, language, intellectual, creative and physical skills. These sessions focus on the child’s unique stage of development and the understanding that all children vary in their individual development. The teachers will create a caring, safe and stimulating environment that will nurture the child’s disposition to wonder, explore and construct meaning about the world. KINDERGARTEN Our Kindergarten Program aims to provide a relaxed, secure environment where children can develop at a pace appropriate to their uniqueness. Our Kindergarten Program will focus on all areas of human development – spiritual, emotional, physical, social, creative and intellectual with activities designed to assist your child to experiment and explore in ways that foster learning in an informal and fun way. PRE-PRIMARY CENTRE Infant Jesus School offers five full days of Pre-Primary experience from the beginning of the year. A close working relationship between Pre-Kindy, Kindergarten, Pre-Primary and Primary staff and students facilitates a smooth transition to Year One.

The Sequence Of Chemical Reactions :: essays research papers

The Sequence of Chemical Reactions INTRODUCTION This experiment was to recover the most amount of copper after it is subjected to a sequence of reactions. The copper is originally in solid form, but the reactions will turn it into free Cu+2 ions floating in solution. The ions will then be regrouped to form solid copper once again. During this process, however, some of the Cu+2 ions may be lost. The copper will subjected to changes in pH and heat. These steps were responsible for the breakdown and reconstruction of the copper. The percent of copper retrieved will reflect the skill with which the reactions were administered. EXPERIMENTAL On an analytical balance, measure the mass of the copper while in the vial. Remove approximately 0.35 g into a 250 mL beaker. check the balance and record the mass of the remaining mixture in the vial. In the laboratory hood, dissolve the copper with ~ 3 mL of nitric acid. Allow the beaker to remain under the hood until the fumes cease. The remaining solution should be blue. Bring the beaker back to the lab station and add ~ 10 mL of distilled water. Stir the mixture, all the while adding ~ 8 mL of 6M of NaOH to the beaker. Check with litmus paper to ensure that it is slightly basic. Fill the beaker with up to 100 mL mark with distilled water. Heat the solution and allow it to boil for 5 minutes. Prepare a squirt bottle with hot water. Filter the solution and rinse the beaker with the hot water. Rinse the filter cake with hot distilled water. Transfer the filter paper into a clean beaker. Add ~ 10 mL of 3M sulfuric acid to the beaker in order to dissolve the filtrate. Remove and rinse the filter paper. Now add ~ 0.35 g of zinc powder to the solution and stir until the solution becomes clear. Dissolve the excess zinc with more sulfuric acid. Decant the liquid with a stirring rod, retaining only the copper. Rinse the copper with distilled water and steam dry. Weigh the mass. DATA/RESULTS initial mass of copper (g)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  0.319 final mass of copper (g)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  0.305 % recovery = (final mass/initial mass) x 100   Ã‚  Ã‚  Ã‚  Ã‚  95.6 OBSERVATIONS -between steps 1 through 4 the solution is blue. -between steps 5 through 8 the solution is dark brown. -between steps 9 through 12 the solution is blue-green. -between steps 13 through 16 the Zinc turns red as the blue color slowly leaves the solution. CALCULATIONS % Recovery = (final mass / initial mass) x 100 % Recovery = (0.

Marcus Brutus

Marcus Junius Brutus was the son of Marcus Junius Brutus the Elder and Servilia Caepionis. His father was killed by Pompey the Great in dubious circumstances after he had taken part in the rebellion of Lepidus; his mother was the half-sister of Cato the Younger, and later became Julius Caesar's mistress. [2] Some sources refer to the possibility of Caesar being his real father,[3] but this is unlikely since Caesar was 15 at the time of Brutus' birth. Brutus' uncle, Quintus Servilius Caepio, adopted him when he was a young man and Brutus was known as Quintus Servilius Caepio Brutus for an unknown period of time. Brutus held his uncle in high regard[4] and his political career started when he became an assistant to Cato, during his governorship of Cyprus. [5] During this time, he enriched himself by lending money at high rates of interest. He returned to Rome a rich man, where he married Claudia Pulchra. [6] From his first appearance in the Senate, Brutus aligned with the Optimates (the conservative faction) against the First Triumvirate of Marcus Licinius Crassus, Gnaeus Pompeius Magnus and Gaius Julius Caesar. [edit] Senate career When civil war broke out in 49 BC between Pompey and Caesar, Brutus followed his old enemy and present leader of the Optimates, Pompey. When the Battle of Pharsalus began, Caesar ordered his officers to take him prisoner if he gave himself up voluntarily, and if he persisted in fighting against capture, to let him alone and do him no violence. [7] After the disaster of the battle of Pharsalus, Brutus wrote to Caesar with apologies and Caesar immediately forgave him. In his letter Brutus declared he was a strong supporter of democracy and continually pushed it throughout the letter. citation needed] Caesar accepted him into his inner circle and made him governor of Gaul when he left for Africa in pursuit of Cato and Metellus Scipio. In 45 BC, Caesar nominated Brutus to serve as urban praetor for the following year. Also, in June 45 BC, Brutus divorced his wife and married his first cousin, Porcia Catonis, Cato's daughter. [8][9] According to Cicero the marriage caused a semi-scandal as Brutus failed to state a valid reason for his divorce from Claudia other than he wished to marry Porcia. [10] The marriage also caused a rift between Brutus and his mother, who resented the affection Brutus had for Porcia. 11] [edit] Conspiracy to kill Caesar Main article: Assassination of Julius Caesar Death of Caesar by Vincenzo Camuccini Around this time, many senators began to fear Caesar's growing power following his appointment as dictator for life. [12] Brutus was persuaded into joining the conspiracy against Caesar by the other senators[13]. (In William Shakespeare's play Julius Caesar, he also discovers messages written on the busts of his ancestors, which have been forged by Cassius to make Brutus feel as if he were doing the right thing for Rome. This, however, may just be dramatic license on the part of Shakespeare. There is no real evidence that Cassius ever planted phony notes. ) Eventually, Brutus decided to move against Caesar after Caesar's king-like behavior prompted him to take action. [14] [15] His wife was the only woman privy to the plot. [16][17] The conspirators planned to carry out their plot on the Ides of March (March 15) that same year. On that day, Caesar was delayed going to the Senate because his wife, Calpurnia Pisonis, tried to convince him not to go. [18] The conspirators feared the plot had been found out. 19] Brutus persisted, however, waiting for Caesar at the Senate, and allegedly still chose to remain even when a messenger brought him news that would otherwise have caused him to leave. [20] When Caesar finally did come to the Senate, they attacked him. Publius Servilius Casca was allegedly the first to attack Caesar with a blow to the shoulder, which Caesar blocked. [21] However, upon seeing Brutus was with the conspirators, he covered his face with his toga and resigned himself to his fate. [22] The conspirators attacked in such numbers that they even wounded one another. Brutus is said to have been wounded in the hand. [23][24] [edit] After Caesar's assassination Marcus Junius Brutus After the assassination, the Senate passed an amnesty on the assassins. This amnesty was proposed by Caesar's friend and co-consul Marcus Antonius. Nonetheless, uproar among the population caused Brutus and the conspirators to leave Rome. Brutus settled in Crete from 44 to 42 BC. [citation needed] In 43 BC, after Octavian received his consulship from the Roman Senate, one of his first actions was to have the people that had assassinated Julius Caesar declared murderers and enemies of the state. 25] Marcus Tullius Cicero, angry at Octavian, wrote a letter to Brutus explaining that the forces of Octavian and Mark Antony were divided. Antony had laid siege to the province of Gaul, where he wanted a governorship. In response to this siege, Octavian rallied his troops and fought a series of battles in which Antony was defeated. [26] Upon hearing that neither Antony nor Octavian had an army big enough to defend Rome, Brutus rallied his troops, which totaled about 17 legions. When Octavian heard that Brutus was on his way to Rome, he made peace with Antony. 27] Their armies, which together totaled about 19 legions, marched to meet Brutus and Gaius Cassius Longinus. The following battles are known as the Battle of Philippi. The First Battle of Philippi was fought on October 3, 42 BC, in which Brutus defeated Octavian's forces, although Cassius was defeated by Antony's forces. The Second Battle of Philippi was fought on October 23, 42 BC and ended in Brutus' defeat. After the defeat, he fled into the nearby hills with only about four legions. Knowing his army had been defeated and that he would be captured, Brutus committed suicide. Among his last words were, according to Plutarch, â€Å"By all means must we fly; not with our feet, however, but with our hands. † Brutus also uttered the well-known verse calling down a curse upon Antony (Plutarch repeats this from the memoirs of Publius Volumnius): Forget not, Zeus, the author of these crimes (in the Dryden translation this passage is given as Punish, great Jove, the author of these ills). [28] Plutarch wrote that, according to Volumnius, Brutus repeated two verses, but Volumnius was only able to recall the one quoted. Antony, as a show of great respect, ordered Brutus' body to be wrapped in Antony's most expensive purple mantle (this was later stolen and Antony had the thief executed). Brutus was cremated, and his ashes were sent to his mother, Servilia Caepionis. [29] His wife Porcia was reported to have committed suicide upon hearing of her husband's death, although, according to Plutarch (Brutus 53 para 2), there is some dispute as to whether this is the case: Plutarch states that there is a letter in existence that was allegedly written by Brutus mourning the manner of her death.

Othello Feature Article

William Shakespeare’s play Othello is one of his four most great tragedies. This play is â€Å"widely known as being one of the most moving and most painful with the fall of proud, dignified man, the murder of a graceful, loving woman, and the unreasoning hatred of a â€Å"motiveless† villain†. Othello is an esteemed general respected and honoured for his position despite the fact he is a moor. After promoting the Florentine Cassio, his â€Å"friend† Iago despises Othello’s decision as he believes it should’ve been him who deserved it.Othello later elopes with Desdemona, which was looked down upon due to Othello being a black man. This is where Iago, the protagonist, begins his malicious plan to bring down Othello. Using Rodrigo, who loves Desdemona, to do his dirty work for him. This play was written in 1604; new versions have been made into film with modern day altercations, for example, â€Å"O†, directed by Tim Blake Nelson. Each o f these show similarities and differences. Many of the themes shown in Shakespeare’s original play Othello use the same themes. and The movie â€Å"O† shows a great deal of parallels to the book.Director Tim Blake Nelson stayed true to Shakespeare's original cast, plot, and sequence of events, but he set his movie in modern times. It takes place in a primarily white high school where Odin, playing the part of Othello, is a basketball star who leads his team to many victories. His right-hand-man, Michel (playing Cassio) is always there for him, helping in any way he can. Hugo plays the part of Iago. He shows a lot of jealousy towards Odin and Desi (playing Desdemona) being in a relationship as well as all of Odin's skills.The characters that create this play show one theme all throughout this play, Deception and Illusion vs. Reality. RACISM: Iago says many things that show his racism clear as daylight. Iago refers to Othello as `thick-lips' and `sooty-bosom', also he ca lls him an assortment of animals including `an old black ram', and a `Barbary horse'. Iago speaks to Desdemona's father, Brabantio. He refers to Desdemona and Othello's children being part animal because Iago is comparing Othello's sexuality to that of a horse. You'll have your daughter covered with a Barbary horse, you'll have your nephews neigh to you, you'll have coursers for cousins, and gennets for germans† (Shakespeare, 32). McEachern describes Venice as being â€Å"proto-liberal†, even with that view in mind; she describes Iago's racism as being â€Å"super-subtle† (140). Subtle is the word of choice because gradually, all of the main characters become Iago's dupes without knowing it. Iago's racist hatred for blacks gives him a motivation for wanting to destroy Othello's happiness and also gives him a way to do it.Iago only needs to convince Othello that Desdemona hates him because of his color. Iago, in a way, must rationalize and naturalize his own ficti ons as truths in order to get Othello to believe him. He cannot succeed in causing Othello's jealousy unless he believes them, to some degree, himself. â€Å"The most unsettling thing about Iago [†¦ ] is his unblushing separation of being from seeming† (McEachern, 195). Although the reader never finds out what happens to Iago at the end of the play, it is assumed that he gets executed for his treason and lies.All of the energy he used trying to fight Othello, eventually caused his own destruction. Jealousy is destructive weather it is internal, like Iago's racism, or external like Iago's sly hints to Othello about Desdemona's unfaithfulness. â€Å"O† . JEALOUSY: There are many things that Hugo does that show his jealousy towards Odin. He shows shock and dismay when the coach of the team (who is also Hugo's father) said that he loves Odin like his own son. Hugo also takes steroids and other drugs to keep his performance up hoping to surpass Odin's skills.He tells R odger, (who plays the part of Rodrigo) â€Å"I'm considered a utility man. I rebound, I can shoot, I play guard, forward, power forward, you name the position, I fuckin' play it. † â€Å"The point is, I'm the MVP on this piece of shit team [†¦ ]† (â€Å"O†, scene 2). This shows jealousy of Odin because he was selected as MVP of the basketball team. Hugo actually admits that he is jealous, but he sees it as a flaw as opposed to Iago in the play. Hugo talks to Odin before a dunking contest in the gym and says that Odin should forget about Desi.He tells him that he has everything and that he would give his life to be in Odin's shoes and says that Desi is not a prize that he needs to win, but rather that Odin is the prize (â€Å"O†, scene 13). There is one place at the very end of the movie that Hugo directly admits to his jealousy. He is talking about a hawk and how it relates to power, darkness, determination, and to being proud. He says, â€Å"Odin i s a hawk, he soars above us. He can fly. But one of these days everyone's gonna pay attention to me. Because I'm gonna fly too† (â€Å"O†, scene 21).

Bacteria essays

Bacteria essays Bacteria live almost everywhere, even where other forms of life cant. The only places where they cant survive is in sanitized places. Some bacteria need oxygen to survive, and others dont need any. Also some can survive with both, but some cant survive with oxygen. They protect themselves by forming a thick cell membrane inside the old one. Bacteria get food by feeding off of other tiny organisms and by making food. They make their food by using the sunlight, water, and carbon dioxide. They move by attachments off their body, which is mainly, called flagellas. Theyre like a tails or antennas. Bacteria reproduces when one of them become to large. It then divides into two. Bacteria can also harm humans, plants, and animals. They harm are bodies by coming through a opening in are body and then finding a cell. When they take over a cell they reproduce and kill it. Without a cell to take over they would die. Some diseases that bacteria makes are cholera, gonorrhea, leprosy, pneumonia, syphilis, tuberculosis, typhoid fever, and whooping cough. ...

The History of Corinthian Columns

The History of Corinthian Columns The word Corinthian describes an ornate column style developed in ancient Greece and classified as one of the Classical Orders of Architecture. The Corinthian style is more complex and elaborate than the earlier Doric and Ionic Orders. The capital or top part of a Corinthian style column has lavish ornamentation carved to resemble leaves and flowers. Roman architect Vitruvius observed that the delicate Corinthian design was produced out of the two other orders. He described the Corinthian column as an imitation of the slenderness of a maiden; for the outlines and limbs of maidens, being more slender on account of their tender years, admit of prettier effects in the way of adornment. Because of their opulence, Corinthian columns are rarely used as common porch columns for the ordinary home. The style is more suited for Greek Revival mansions and public architecture such as government buildings, especially courthouses. Characteristics of Corinthian columns include: Fluted (grooved) shaftsCapitals (the tops of each shaft) decorated with  acanthus leaves and flowers and sometimes small scrollsCapital ornaments that flare outward like bells, suggesting a sense of heightProportion; Vitruvius tells us that the height of their capitals gives them proportionately a taller and more slender effect than Ionic columns Why Are They Called Corinthian Columns? In the worlds first architecture textbook, De architectura (30 B.C.), Vitruvius tells the story of a young girl from the city-state of Corinth. A free-born maiden of Corinth, just of marriageable age, was attacked by an illness and passed away, writes Vitruvius. She was buried with a basket of her favorite things atop her tomb, near the root of an acanthus tree. That spring, leaves and stalks grew up through the basket, creating a delicate explosion of natural beauty. The effect caught the eye of a passing sculptor named Callimachus, who began to incorporate the intricate design onto column capitals. Because the sculptor found this design in Corinth, the columns that bear it became known as Corinthian columns. West of Corinth in Greece is the Temple of Apollo Epicurius at Bassae, thought to be the oldest surviving example of the Classical Corinthian column. This temple from about 425 B.C. is a UNESCO World Heritage site. The Tholos (a round building) at Epidauros (c. 350 B.C.) is thought to be one of the first structures to use a colonnade of Corinthian columns. Archaeologists have determined the tholos to have 26 exterior Doric columns and 14 interior Corinthian columns. The Temple of Olympian Zeus (175 B.C.) in Athens is said to have had more than 100 Corinthian columns. Are All Corinthian Capitals the Same? No, not all Corinthian capitals are exactly alike, but they are characterized by their leafy flowers. The capitals of Corinthian columns are more ornamented and delicate than the tops of other column types. They can easily deteriorate over time, especially when they are used outdoors. Early Corinthian columns were used primarily for interiors spaces, and thus were protected from the elements. The Monument of Lysikrates (c. 335 B.C.) in Athens features some of the earliest examples of exterior Corinthian columns. Replacing deteriorated Corinthian capitals must be done by master craftsmen. During the 1945 bombing of Berlin, the royal palace was heavily damaged, and it was later demolished in the 1950s. With the reunification of East and West Berlin, the palace was reinvented. Sculptors used old photographs to recreate the architectural details in the new facade, in clay and in plaster, noting that not all of the Corinthian capitals were the same. Architectural Styles That Use Corinthian Columns The Corinthian column and the Corinthian Order were created in ancient Greece. Ancient Greek and Roman architecture is collectively known as Classical, and so Corinthian columns are found in Classical architecture. The Arch of Constantine (A.D. 315) in Rome and the Ancient Library of Celsus in Ephesus feature examples of Corinthian columns in Classical architecture. Classical architecture was reborn during the Renaissance in the 15th and 16th centuries. Later derivatives of Classical architecture include the Neoclassical, Greek Revival, and Neoclassical Revival architectures of the 19th century, and the Beaux Arts architecture of the American Gilded Age. Thomas Jefferson was influential in bringing the Neoclassical style to America, as seen in the Rotunda at The University of Virginia in Charlottesville. Corinthian-like designs can also be found in some Islamic architecture. The distinctive capital of the Corinthian column comes in many forms, but the acanthus leaf appears in most designs. Professor Talbot Hamlin suggests that Islamic architecture was influenced by the acanthus leaf design: Many mosques, like those at Kairouan and Cordova, used actual ancient Corinthian capitals; and later Moslem capitals were often based on the Corinthian scheme in general pattern, although the tendency toward abstraction gradually removed all remaining signs of realism from the carving of the leaves. Famous Buildings With Corinthian Columns In the United States, famous buildings with Corinthian columns include the U.S. Supreme Court Building, the U.S. Capitol, and the National Archives Building, all of which are in Washington, D.C. In New York City, buildings with these columns include the New York Stock Exchange Building on Broad Street in Lower Manhattan and the James A. Farley Building, which is across the street from Penn Station and Madison Square Garden. In Rome, check out the Pantheon and the Colosseum, where Doric columns are on the first level, Ionic columns on the second, and Corinthian columns on the third. Great Renaissance cathedrals throughout Europe are apt to show off their Corinthian columns, including St. Pauls Cathedral and St Martin-in-the-Fields in London.

Agricultre Essay Example | Topics and Well Written Essays - 250 words

Agricultre - Essay Example Several benefits accrue to the agricultural revolution over the traditional hunting and gathering. The most important aspect of agriculture is that it significantly improved the diet of man from a homogeneous protein flesh of animals to multiple plant nutrients like in cereals, carbohydrates, fats and oil. Modern civilization is a product of agriculture in which the socio-political structure of the society began to take hierarchy and administrative government was formed. This has metamorphosed to contemporary governments and democratic politics. Besides, several inventions of man can be attributed to agrarian revolution in Europe and parts of Asia like Mesopotamia. Unlike hunting and foraging, technical skills were critical for agricultural sustainability hence development of several scientific production technique that defines contemporary management principles. Agriculture takes central position in the society as far as survival of people is concerned as compared to the traditional ly limited hunting and foraging sources. Despite much praises on agriculture, it has significantly cost the society the beauty of nature and distorted ecosystem. Human being has significantly encroached into the historically beautiful and self-sustaining ecosystem to expand agricultural production with massive destruction of nature. Civilization as a consequence of Agriculture is haunting the society through increased occupation of any available space in urban and rural areas resulting to other economic activities that promotes pollutions.

Chose one for me 1 Essay Example | Topics and Well Written Essays - 500 words

Chose one for me 1 - Essay Example The federal government is better able to keep emergency highly expensive and specialized resources. The fact is that each state only has a major emergency very rarely, and that it would be incredibly inefficient for each state to keep disaster resources. The resources would inevitably drift into unimportance during a particularly tight budget year in which a disaster has not occurred for a long period of time, and then would be neglected and cut. A disaster would then hit, demonstrating how much those resources are needed, and people would suffer. The United States can collectively keep those resources available much more efficiently because the country as a whole has to deal with emergencies much more than particular states ever would. Finally, pushing more responsibilities onto already cash-strapped states would be incredibly dangerous and irresponsible. Liberal commentators love to point to major events such as the recent hurricane Sandy as absolute proof that it would be more than impossible to limit the size of government without making drastic changes and harming people who need help. The problem is, however, that the liberals’ logic is often twisted and contorted beyond recognition. One of the biggest logical problems with liberals is their constant insistence that pushing more service provision onto the budgets of already beleaguered states would be unacceptable. The problem with this logic is that it misses the point entirely: states should be collecting a broader share of the taxes *and* giving more of the services. Obviously one without the other would be ludicrous, but pretending that transferring a lot of responsibilities to the states without also cutting federal taxes (and thus letting states charge higher taxes) is a possibility shows how broken the liberal’s argument is. They cannot even imagine shrinking the federal