The Need for External Acknowledgement Essay Example

The Need for External Acknowledgement Essay Shakespeare hints at Learns brewing identity crisis when Reagan clarifies that Learns problem is not only his age, but also his self-identity. Reagan states: Its the infirmity of his age, yet he hath ever but slenderer known himself (1. 1. 294-5). Later Lear questions Kent in disguise as the servant Caucus. Lear states: Dost thou know me, fellow (1. 4. 26)? 2 Another hint of Learns impending identity crisis comes when Goner states: These dispositions, which of late transport you From what you rightly are. (1. 4. 213-4) The identity crisis becomes clear when later in Act 1, Lear states: Does any here know me? Why, this is not Lear. Who is it that can tell me who I am? (1. 4. 217-21) Friedman, Thomas. Power is Fleeting, Baker Reflects, The New York Times, February 2, 1990. Secretary of State James Baker describes his reaction to seeing a former White House Chief of Staff from a prior administration, walking alone on the street without any of the trappings of power. !2 Shakespeare, William. King Lear. In The Arden Shakespeare King Lear, New York: Bloomberg, 2014. All future references to the text of the play will refer to this edition by listing the (Act/scene/line numbers). As he divides his kingdom and abdicates his throne, Lear tries to maintain a sense of elf-identity despite being surrounded by a changing political and social environment. Eventually Lear slips into madness as he struggles with a crisis of identity. Lear cannot resolve his identity crisis until he relinquishes his old self and accepts a new concept of selfless. Examining Learns dialog with Poor Tom, illuminates Shakespearean method of communicating to the audience how and why Lear resolves his identity crisis. We will write a custom essay sample on The Need for External Acknowledgement specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Need for External Acknowledgement specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Need for External Acknowledgement specifically for you FOR ONLY $16.38 $13.9/page Hire Writer More illuminating than considering Learns identity crisis through standard literary critical analysis, one can better understand Learns struggle through a philosophical lens. The philosophical ideas George Wilhelm Frederica Hedges regarding the formation of selfless, helps explain how Shakespeare presents his theme of self- discovery in King Lear. Hegel contends that inwardness of selfless can only develop in an environment which includes external social interaction. 3 As Lear encounters the storm, he finds himself at the peak of his psychological struggle. The storm prepares Lear to face his identity crisis. When Lear seeks shelter from the storm in the hovel, he still holds on to a vestige of his former identity. Through his conversation with Poor Tom, Lear eventually emerges from the hovel enlightened and transformed with a new self-identity. Thus, through a Hegelian lens, King Lear is a play about social interaction and human nature. Consistent with Hedges philosophy regarding the formation of selfless, Poor Tom serves as the necessary external interaction which Lear requires to unify his internal and external selfless. This paper argues that Shakespeare uses Poor Toms feint at madness as a means for Hegel, George Wilhelm Frederica. Phenomenology of Spirit, The Norton Anthology of Theory Criticism. 2nd deed. Deed. Vincent B. Letch, New York: Norton, 2010. P. 541 . Lear to come into knowledge which enables Lear to resolve his identity crisis. Additionally this paper extends the argument by stating that without any interaction with a person independent of the kings former court, Lear c ould not achieve a new self-identity. Hedges Philosophy of Self-consciousness The philosophy of self-consciousness as expressed in Hedges essay Phenomenology of Spirit helps clarify how Lear resolves his identity crisis. A brief description of Hedges ideas on selfless explain the connection to Learns self-discovery. Hegel asserts that, achieving solicitousness requires the acknowledgement of the internal selfless by an external other. Hegel states: self-consciousness exists in and for itself when, and by the fact that, it so exists for another; that is, it exists only in being acknowledged. 4 In defining selfless as a two-step process, Hegel asserts that the self has an internal component consisting of a conception of selfless and an external component consisting of a recognition of that selfless by another person. Thus, Hegel asserts achieving and maintaining self- identity requires uniting the internal and external views of selfless into a singular self-identity. Hegel states: the notion of this its unity in its duplication. 5 The duplication of selfless stems from a struggle for oneness which forces an adaptation in self-identity. 6 Thus, Hegel contends the resolution of an identity crisis cannot take place solely in the mind of one individual. Resolving an identity crisis requires external feedback. 14 Hegel, Phenomenology of Spirit, The Norton Anthology of Theory Criticism. . 541 . 15 16 Taking a Hegelian approach to Learns identity crisis, Lear must interact with and receive acknowledgement from another person, whom Lear perceives as not having a connection to the Kings former selfless. As a disposed king, Learns identity crisis mains linked to the void created when he loses the trappings of power associated with his roles as sovereign and father. Learns loss of political and family iden tity, creates a crisis that pushes him psychologically into unknown territory. Although not considering Shakespeare through a Hegelian lens, William Flesh indirectly supports this view in arguing that Shakespeare had an interest in phenomenology. Flesh asserts: In Shakespearean plays self-origination manifests itself most fully under the pressure of loss. 7 In order to resolve his identity crisis, Lear must break free from what he knows and embrace the unknown. The external feedback Lear receives prior to his interaction with Poor Tom, only reminds the disposed king of who he once was, not who he can now become. Lear needs a completely new external source of acknowledgment not linked to his former roles as king and father. Such an external source of acknowledgement offers Lear a means by which he can readjust his selfless. A readjustment that can only come about without a connection to his already internalized former self-identity. Lear needs an interaction which can provide a new frame of knowledge in order to develop an entirely new understanding of his self. A close examination of the play, reveals that Lear experiences such an interaction through his dialog with Poor Tom. The Storm: Preparing Lear to Encounter Poor Tom 17 Flesh, William. Generosity and the Limits of Authority: Shakespeare, Herbert, Milton. Ithaca: Cornell University Press, 1992. P. 87. By the time Lear meets Poor Tom, Shakespeare has already prepped Lear for his direct interaction with a representation of the common man from the lowest level within British society. In addition, Shakespeare provides the audience with a glimpse of Lear accepting an initial change in his selfless. The storm sets the stage for Learns pivotal encounter with Poor Tom. The storm causes Lear to accept a deterioration or softening of his hardened selfless which he forged during his time wielding the power of an absolute monarch. Through the softening of his hardened selfless, Lear prepares to establish a new self-identity. During the storm, Lear comes to understand that as King of Britain, he ignored the daily struggles faced by the masses in Britain. In acknowledging the struggling masses, Lear takes a major step forward in acknowledging his own humanity and toward discovering his limits as a man. Only through his inward exploration, does Lear begin to find the self he was enable to experience as a king. As one can surmise, as king, Lear remained too focused on the hard calculated decisions of maintaining political power and wealth. But through the extremes of the storm, Learns hardened selfless starts to soften. Initially Lear only feels sorry for himself and seeks revenge by challenging nature to destroy the entire world, but as the storm continues, Lear is able to develop empathy for others. In gaining the ability to express empathy, Lear opens himself to the community necessary to achieve self-discovery. Lear in stubbornness refuses to return to Gloucester home and enter back into invitation with his daughters. Kent tries in vain to let Lear, allow him to go back to his daughters and ask if Lear may reenter the home and get out of the cold wet storm. Kent makes requests to Lear: Gracious my lord, hard by here is a hovel Some Friendship will it lend you against the tempest Repose you there, while I to this hard house More harder than the stones whereof its raised Which even but now, demanding after you, Denied me to come in return and force Their scanted courtesy. (3. 2. 61-7) Lear stands in the rain right near Gloucester home, but he refuses to return and work through his issues with his daughters. Even the Fool requests for Lear to be reasonable and go back to his daughters to get out of the cold rain of the storm. The Fool states: O, uncle, court holy water in a dry house is better than this rain-water out door. Good uncle, in and ask thy daughters blessing. Heres a night pities neither wise men nor fools At this point in the play, Lear does not have the ability to be flexible to discuss the issue with his daughters. As king, Lear did not need to negotiate and compromise. By holding on to a selflessness associated with power, Lear cannot act like a common man living in a community with others. By staying out in the storm, Lear isolates himself both physically and mentally. Shakespeare uses the storm to highlight Learns inability to confront human nature resulting in Learns inability to live amongst others. When Lear can no longer demand his wishes and force others to bend to his will, Lear storms off into an actual storm. Considering King Lear through a Hegelian lens, Learns inability to thrive as a member of a community, stands clear as the reason why Lear struggles with an identity crisis. Without the social skills required to connect with an external other and gain acknowledgement for his new selfless, Lear is initially unable to readjust his self-identity. Initially facing the storm, Lear remains defiant. He refuses to acknowledge that his present place in the world, no longer reflects his personal perception of his place in the world. As an absolute monarch, Lear lived in a world that was not the reality of most men. Now as a deposed king, Lear must face the reality of the world as do ordinary men. Such an absolute change in his life gives a shock to Learns mental stability. The storm represents a physical manifestation of the violent change taking place in his life. The storm represents the psychological storm raging in Learns subconscious. As he protests against his loss of power and status, so does Lear protest its physical manifestation represented by the storm. In seeking revenge, Lear assumes a king like posture in ordering nature to do his bidding. Lear states: Blow winds and crack and crack your checks! Rage, blow! You cataracts and hurricanes, spout Till you have drench our steeples, drown the socks! Vault-courses of oak-cleaving thunderbolts, Singe my white head! And thou all shaking thunder, Strike flat the thick rotundity the world Crack natures moulds, germens spill at once That make ungrateful man! (3. 2. -9) Learns voice remains constant in the manner by which he commands nature to act. Lear demonstrates that his actions are still driven by his self-identity as a powerful man capable of and in the habit of issuing commands and being obeyed. At this point in the play, Learns voice provides insight into his social interaction. Lear lacks the ability to interact well with others as he still considers himself as retaining the power of an absolute monarch. As if he were still king, Lear expects his communication with others to be relatively one sided and in his favor. In this key passage (3. . -9), Lear reveals the frustration of his identity crisis. He asks the gods for a natural disaster to make society pay for the injustice he suffers under the mistreatment of his daughters. Near the end of the passage, Lear strikes more directly at woman in venting his anger with Reagan and General. In using the term thick rotundity, Lear describes the world as a pregnant woman. 8 In using natures moulds, Lear describes a womans womb. Here Lear displays his misogynistic attitude which does not highlight his rage toward mankind, but actually highlights his anger toward his daughters. Learns rage toward his gutters reinforces that his selfless remains trapped in the same position he was at the beginning of the play. Trapped in a selfless linked to his identity as a powerful king and father, Lear seeks revenge for the threat to this self-identity. Lear seeks revenge against Reagan and General for his decline in power and their rejection of him as their aged father. Lear states: I am a man More sinned against than sinning. (3. 2. 58-9) Learns rage reveals that he is not yet a broken man. His over-the-top language clearly communicates his delusion as to the grand position which he still believes that he olds. Lear clearly states that he wants Reagan and General to feel his wrath. Lear states: l will punish home (3. 4. 16). At this point in the play, what does not happen to Lear is a shift in his self-identity. A shift which his new political and family situations actually necessitate. Without an adjustment in self-identity, Lear feels himself falling into madness. Lear states: My wits begin to turn (3. 2. 68). What happens to Lear is a slide into madness as he fixates on his mistreatment at the hands of Reagan and General. Without a shift in self-identity Lear broods over the perceived injustice of hat Reagan and General have done to him, and he loses touch with reality. Lear states: O, Reagan, General, Your old, kind father, whose frank heart gave you all! 8 263. Editors note: Fakes, R. A. , deed. , The Arden Shakespeare: King Lear, New York: Bloomberg, 2014, p. O, that way madness lies (3. 4. 19-21) As the storm continues, Learns hardened selfless softens. In trying to stave off madness, Lear shifts his focus away from his desire for retribution against Reagan and Goner. No longer fixated on his desire for vengeance against his daughters, Lear finally speaks of the common people in England. Lear shifts his focus from his psychological offering to his physical suffering. His physical suffering breaks down his hardened resolve to maintain his selfless unchanged by recent events. Lear states: Poor naked wretches, wherefores you are, That bide the pelting of this pitiless storm, How shall your housefuls heads and unfed sides Your looped and windowed raggedness, defend you From seasons such as these? (3. 4. 28-32) Cold and wet, Lear experiences the suffering and pains of the commoners first hand. His physical suffering forces Lear to think beyond himself and feel sympathy for others. Instead of seeking retribution against his daughters, now Lear thinks of his rime in ignoring the harsh plight of his subjects. In a true moment of introspection Lear faults his tenure as king. Removed from the people he ruled, Lear focused more on courtly endeavors than humanity. Lear states: O I have eaten Too little care of this. (3. 4. 32-3) When focused on revenge, Learns thinks from a perspective of self-centered desire. When Lear concludes he did not govern well as king, he thinks from a perspective of compassion and a sense of community. Shakespeare has Lear come to understand the poor naked wretches, to prepare Lear for his encounter with Poor Tom. In exposing Lear to the suffering of humans when tripped away of all protection of civilization, Lear can know understand Poor Tom and develop a kinship with Poor Tom. Lear states: Expose thyself to feel what wretches feel, That thou mast shake the superglue to them And show the heavens more Just. (3. 4. 34-6) Without Learns enlightenment regarding the poor naked wretches, Lear would not be able to develop a community with Poor Tom. The first step in preparing for an adjustment in selectivity requires a willingness to seek community. Lear cannot receive external acknowledgement for a new self-identity without first developing an openness to community. In feeling the pain of the cold storm, Lear engages his senses that all humans have in common. In connecting with his basic human senses, Lear becomes more open to enter into a community with an external other. From a Hegelian approach the storm clearly prepares Lear to adjust his self-identity. Before the storm, Learns hardened self-identity remained focused on his self-interest. As a powerful king all Lear focused on was maintaining and wielding power. Before the storm the former king remains rigid in holding onto his self-identity associated with power. At the start of the storm a zeal for revenge represents the only emotion which Lear can summon. In discovering he was remiss in not caring for his common subjects, Lear softens and opens himself to an adjustment in his self-identity. By the end of the storm, Lear can now display the emotions of empathy and guilt. Lear is now a less rigid character and assumes a range of flexibility with his emotions. Shakespeare uses the storm not as a moment of rebirth for Learns personality, but as a moment of psychological breakdown. Only through breaking down his strong self- identity could Shakespeare prepare the character to finally resolve his identity crisis. Following Learns feting in the storm, Lear engages Poor Tom from a more malleable psychological state than the Lear who argued with Reagan and Goner. Inside the Hovel: Establishing a Community Inside the hovel, Lear interacts with a person he considers his equal. Lear finds himself on par with Poor Tom. Unlike the Fool, whom Lear considers one of the trappings of his former power, Lear perceives Poor Tom as a psychologically troubled person Just like himself. In identifying with Poor Tom, Lear can finally gain the knowledge to free himself from constriction of his former conception of selfless. Lear redefines himself by his own humanity rather than by his former wealth, status, and privilege. Poor Tom replaces the Fool as the foil to Learns outward conversations with himself. Shakespeare uses these conversations as a means for allowing the audience access to the psychological struggle taking place inside the mind of Lear. In other words, the drama within a drama which plays out in Learns self-conscious. The dialog between Lear and Poor Tom in the hovel does little to move the plot forward other than resolving Learns identity crisis. While he does not link King Lear to Hedges hilltops on selfless, literary critic James Carney does support this point when he asserts: Shakespeare gives us a scene? completely unmotivated in terms of its significance to the plot?in which Lear responds viscerally to his exposure to the laterality of the other person. 9 Only through Poor Toms madness, does Lear find what he perceives as an external equal to provide acknowledgment for Learns newly formed internal definition of selfless. 19 Kerrey, James. Phenomenology and Ethics This is above all strangeness: King Lear, Ethics, and the Phenomenology of Recognition in Criticism, Summer 2012, Volvo. 54, No. 3, p. 457. But, can Lear, in his own state of madness, recognize Poor Tom as a madman and consider Poor Tom his equal from who he can gain knowledge? Professor R. A. Folks, of UCLA, contends that Edgers disguise as a mad beggar does not influence Learns interaction with Poor Tom. In his introduction to The Arden Shakespeare King Lear, Folks argues: Edgers masquerade as the possessed Poor Tom is pretty much confined to one scene, and has little or no effect on the mad Lear, who sees him as a learned Thebes10 (102). I reject Folklores argument based on Learns initial perception of Poor Tom as being driven to madness by the neglect of his daughters. While Lear does not consider Poor Tom as possessed by the devil, he does perceive Poor Tom as psychologically troubled. Lear states: Didst thou give all to thy two daughters? And art thou come to this (3. 4. 48-9). In first seeing Poor Tom as a suffering creature shivering in the hovel without clothes, Lear projects his own problems and madness onto Poor Tom. In my view, Folks overlooks the value placed on Learns first assessment of Tom as a madman Just like himself. In his unity of effort, Shakespeare intentionally has Lear first bond with Poor Tom as one madman to another madman. Only through bonding on some level of equality an Lear become open to gaining knowledge from Poor Tom. One critic even argues that in his suffering as an outcast, the disguised Edgar may also suffer an identity crisis propelling him into madness. Emollient Bell argues that Edgers assumed madness becomes indistinguishable from the frantic despair to which he has been driven. el As the former king, Lear must find a manner in which to Fakes, R. A. , deed. , Introduction in The Arden Shakespeare: King Lear, New York: Bloomberg, 2014, Bell, Emollient. Naked Lear, in Raritan, Spring 2004, Volvo 23, No 4, up. 55-70. P. 102. Connect with Poor Tom as a wise man. Before Lear can philosophize with Poor Tom, Lear first must consider Poor Tom as an equal. In finding an equal, Lear can end his self-imposed solitude and enter into a community. Through a community Lear can finally end his identity crisis by gaining external acceptance for his selfless. In encountering a near naked man, Lear finds himself connected to Poor Toms base humanity. Poor Tom represents the true nature of humanity stripped down to the essential. Poor Tom represents the image of Lear stripped away of all the trappings of wealth and power which he had known while he was king. After his experience in he storm, Lear can identify with Poor Tom as a poor naked wretch. During his time in the hovel, Lear refers to Poor Tom as the thing itself (3. . 104). Lear refers to Poor Tom as representative of human poverty. In his perception of Poor Tom as humankind without the varnish of society, Lear finds the common ground which allows him to establish a community with Poor Tom. A key aspect to Poor Tom representing humanity in a base form is the connection of Poor Tom to nature. Shakespeare hints at Poor Toms strong connection to nature early in the play. When Ed mund discusses how planetary influence explains his evil tendencies, he ascribes himself using the attributes of a mad beggar (1. 2. 125). Edmund states: My cue is villainous melancholy, with a sigh like Tom bedlam (1. 2. 135-6). By linking the mad beggar with astrology, Shakespeare indirectly hints at a link between Poor Tom and nature. When Edgar describes how he will disguise himself, the description invokes images of an animal. Edgar states: To take the barest and most poorest shape That ever penury in contempt of man Brought near beast. My face Ill grime in filth, Blanket my loins, elf all my hair in knots (2. 2. 178-80) When Poor Tom describes the eating of small prey, he describes himself as an animal. He states: Poor Tom eats the swimming frog, the toad, the tadpole, the wall- newt (3. 4. 125-6). Linking Poor Tom to nature reinforces the character as a representation of humankind at a base level without the comforts of society. After experiencing the storm, Lear finds the unvarnished truth of the human condition in Poor Toms unvarnished appearance and vulnerable existence. Poor Tom serves as a mirror by which Lear can see his own interpretation of the world. In further defining his initial perception of Poor Tom, Lear states: Have his daughters brought him to this pass?

Swing States - List and Definition

Swing States - List and Definition Swing states are those in which neither major political party holds a lock on the outcome of presidential elections. The term can also be used to describe a state whose electoral votes have a high probability of being the deciding factor in a presidential election. In the 2016 presidential election, Pennsylvania is likely to be the state that determines the winner.   Swing states are also sometimes referred to as battleground states. There are more than a dozen states considered swing states, and most of them hold a large number of electoral votes and are considered major prizes in presidential elections. List of Swing States The states that are most often described as being up in the air or ones that could side with either a Republican or Democratic presidential candidate are: Arizona:  11 electoral votes. The state has voted for the Republican presidential nominee in nine of the last 10 elections. Colorado: Nine  electoral votes.  The state has voted for the Republican presidential nominee in seven of the last 10 elections. Florida: 29  electoral votes.  The state has voted for the Republican presidential nominee in six of the last 10 elections. Georgia: 16  electoral votes.  The state has voted for the Republican presidential nominee in seven  of the last 10 elections. Iowa: Six  electoral votes.  The state has voted for the Democratic presidential nominee in six of the last 10 elections. Michigan: 16  electoral votes.  The state has voted for the Democratic presidential nominee in six  of the last 10 elections.   Minnesota: 10 electoral votes.  Ã‚  The state has voted for the Democratic presidential nominee in each of the last 10 elections. Nevada: Six  electoral votes.  The state has voted for the Republican president ial nominee in six of the last 10 elections. New Hampshire:  Four electoral votes. The state has split its vote between the Republican and Democratic presidential nominees in the past 10 elections. North Carolina: 15  electoral votes.  The state has voted for the Republican presidential nominee in eight of the last 10 elections. Ohio: 18 electoral votes.  The state has split its vote between the Republican and Democratic presidential nominees in the past 10 elections. Pennsylvania: 20  electoral votes.  The state has voted for the Democratic presidential nominee in seven of the last 10 elections.   Virginia: 13 electoral votes.  The state has voted for the Republican presidential nominee in eight of the last 10 elections. Wisconsin: 10  electoral votes.  The state has voted for the Democratic presidential nominee in eight of the last 10 elections.   Swing Voters and Their Role in Swing States States that shift back and forth between candidates of both major political parties in presidential elections could be evenly divided between voters registered Republican and Democratic. Or they could have large numbers of swing voters, those who tend to vote for individual and not the party and have no loyalty to a party. The portion of the American electorate made up of swing voters ranges from about a quarter to a third between presidential elections, according to the Pew Research Center. The number of swing voters declines when an incumbent president is seeking a second term. Different Uses of Swing State The term swing state is used two different ways. The most popular use of swing state is to describe one in which the popular vote margin in a presidential race is relatively narrow and fluid, meaning that either a Republican or Democrat could win the states electoral votes in any given election cycle. Others define swing states, however, as those that could be the tipping point in a presidential election. For example, Nate Silver, a widely read political journalist writing on The New York Times blog FiveThirtyEight, defined the term swing state this way: When I employ the term, I mean a state that could swing the outcome of the election. That is, if the state changed hands, the victor in the Electoral College would change as well.

Copperhead Snake Facts (Agkistrodon contortrix)

Copperhead Snake Facts (Agkistrodon contortrix) The copperhead snake (Agkistrodon contortrix) gets its common name from its coppery reddish-brown head. Copperheads are pit vipers, related to rattlesnakes and moccasins. Snakes in this group are venomous and have a deep pit on either side of the head that detects infrared radiation or heat. Fast Facts: Copperhead Scientific Name: Agkistrodon contortrixCommon Names: Copperhead, highland moccasin, pilot snake, white oak snake, chunk headBasic Animal Group: ReptileSize: 20-37 inchesWeight: 4-12 ouncesLifespan: 18 yearsDiet: CarnivoreHabitat: Eastern North AmericaPopulation: Over 100,000Conservation Status: Least Concern Description Copperheads may be distinguished from other pit vipers by their color, pattern, and body shape. A copperhead is tan to pink with 10 to 18 darker hourglass- or dumbbell-shaped crossbands on its back. Its head is solid copper-brown. The snake has a broad head, distinct neck, stout body, and thinner tail. A copperhead has tan to reddish brown eyes and vertical pupils. The average adult snake is between 2 and 3 feet in length and weighs from 4 to 12 ounces. Females have longer bodies than males, but males have longer tails. Habitat and Distribution Copperheads live in the United States, from southern New England to northern Florida and across to western Texas. They extend into Chihuahua and Coahuila in Mexico. The snake occupies a variety of habitats, including forests, swamps, rocky woodlands, and along rivers and streams. Copperhead snake range. Craig Pemberton Diet and Behavior Copperheads are ambush predators that camouflage themselves against the leaves and soil and wait for prey. They find their targets by heat and scent. About 90% of their diet consists of small rodents. They also eat frogs, birds, smaller snakes, and large insects. Copperheads climb trees to forage on caterpillars and emerging cicadas, but are otherwise terrestrial. Except for mating and hibernating, the snakes are solitary. The snakes hibernate in the winter, often sharing a den with other copperheads, rat snakes, and rattlesnakes. They feed during the day in spring and autumn, but are nocturnal during hot summer months. Reproduction and Offspring Copperheads breed anywhere from spring to late summer (February to October). However, neither males nor females necessarily breed every year. Males wrestle in ritual combat for breeding rights. The winner may then have to battle the female. The female stores sperm and may defer fertilization for several months, usually until after hibernating. She gives birth to 1 to 20 live young, each measuring about 8 inches in length. The young resemble their parents, but they are lighter colored and have yellowish-green tipped tails, which they use to lure lizards and frogs for their first meals. Baby copperheads are born with fangs and venom that is as potent as that of adults. Females sometimes reproduce via parthenogenesis, an asexual mode of reproduction that does not require fertilization. Copperheads reach sexual maturity when they are about 2 feet long, which is around 4 years of age. They live 18 years in the wild, but they may live 25 years in captivity. Juvenile copperhead snakes have yellowish green tail tips. JWJarrett, Getty Images Conservation Status The IUCN classifies the copperhead conservation status as least concern. Over 100,000 adult snakes live in North America, with a stable, slowly declining population size. For the most part, copperheads are not subject to significant threats. Habitat loss, fragmentation, and degradation diminish snake numbers about 10% every ten years. In particular, populations are geographically separated in Mexico. Copperheads and Humans Copperheads are responsible for biting more people than any other snake species. While the copperhead prefers to avoid humans, it freezes instead of slithering away. The snake is difficult to spot, so people unknowingly step too close or onto the animal. Like other New World vipers, copperheads vibrate their tail when approached. They also release a cucumber-smelling musk when touched. When threatened, the snake usually delivers a dry (nonvenomous) bite or low-dose warning bite. The snake uses its venom to incapacitate prey prior to ingestion. Since people are not prey, copperheads tend to conserve their venom. However, even the full amount of venom is rarely fatal. Small children, pets, and persons allergic to snake venom are most at risk. Copperhead venom is hemolytic, which means it breaks red blood cells. Bite symptoms include extreme pain, nausea, throbbing, and tingling. While its important to seek immediate medical attention if bitten, usually antivenin is not administered because it poses a greater risk than the copperhead bite. Copperhead venom contains a protein called contortrostatin that may help slow tumor growth and cancer cell migration. Sources Ernst, Carl H.; Barbour, Roger W. Snakes of Eastern North America. Fairfax, Virginia: George Mason University Press, 1989. ISBN 978-0913969243.Finn, Robert. Snake Venom Protein Paralyzes Cancer Cells. Journal of the National Cancer Institute. 93 (4): 261–262, 2001. doi:10.1093/jnci/93.4.261Frost, D.R., Hammerson, G.A., Santos-Barrera, G. Agkistrodon contortrix. The IUCN Red List of Threatened Species 2007: e.T64297A12756101. doi:10.2305/IUCN.UK.2007.RLTS.T64297A12756101.enGloyd, H.K., Conant, R. Snakes of the Agkistrodon Complex: A Monographic Review. Society for the Study of Amphibians and Reptiles, 1990. ISBN 0-916984-20-6.McDiarmid, R.W., Campbell, J.A., Tourà ©, T.  Snake Species of the World: A Taxonomic and Geographic Reference, Volume 1. Washington, District of Columbia: Herpetologists League, 1999. ISBN 1-893777-01-4.

Mathematics Assignment Math Problem Example | Topics and Well Written Essays - 1000 words

Mathematics Assignment - Math Problem Example 1 m3 = 100 cm3 = 0.86 tonnes Then, divide both sides by 10 10 Cubic cms = 0.086 tonnes (b) What volume of soil weighs 3 kg 1 ton = 1000 kg Then, 0.86 tonnes = 860 kg = 1 m3 So, 1 m3 = 860 kg Multiply both sides by 3/860 3/860 m3 = (3*860) / 860 kg 0.0035 m3 = 3 kg 14. If 10 men take 3 days to complete a task (a) How long will it take 6 men to complete the task 10*3 = 6*x 30/6 = x = 5 (b) If the task is to be completed in two days how many men are required 10*3 = x*2 X = 30/2 = 15 15. Draw the graph of 5x + 2y 10 = 0 and determine the x and y intercepts When x=0, 5(0) + 2y = 10 Y= 10/2 = 5 (x,y) = (0,5) Similarly, when y=0. 5x + 2(0) = 10 X = 10/5 = 2 (x,y) = (2,0) 16. The distance travelled by a train and the corresponding times are given by Time, hrs 0 0.5 1.5 2.5 Distance, kms 0 38 114 190 Plot the graph of distance as a function of time and determine the equation of the line. Equation of the line, y = mx +c Where, c = y-intercept & m = slope of the line = here, as the graph shows c = 0, whereas, let us consider (0,0) and (0.5,38) to determine m. m = (38 - 0) / (0.5 - 0) = 76 So, the equation of the line is: y = 76x + 0 or y = 76x 17. A ball is thrown upward with an initial velocity 55 m/sec. The speed of the ball decreases uniformly with time and after 5 secs its velocity is 6 m/sec. (a) Determine the equation relating the velocity of the ball and time. Here, there are 2 coordinates given, i.e. (55,0) and (6,5) considering time is plotted on the y-axis. As per the graph in part b, c (y-intercept) = 5.6 and m = (5-0)/(6-55) = -5/49 Therefore, the equation will be, + 5.6 Or 49y +5x = 274.4 (b) Draw the graph of this equation. (c) Determine the time at which the... The negative velocity in this example would be a hypothetical state to achieve. The equation for such a case will be bound by constraints, ensuring no negative values can be put in for time and velocity.

Benetton Essay Example | Topics and Well Written Essays - 1000 words

Benetton - Essay Example Benetton started out on a shoestring budget. Although the first retail shop was a success, the lack of funds prevented the family from expanding. The problem was solved by appointing agents in territories to promote the Benetton products by approaching shop owners or individuals interested in opening up retail stores to buy and sell the company products. For their service, agents were paid "4 % of the value of goods shipped from the Benetton's warehouse complex in Italy." Initially, Benetton's chains of retailing clothing stores were restricted to only certain areas in Italy catering to the younger generation. As the family business grew, so did the expansion of its operations into new markets, which enabled the company to reach a wider clientele. Benetton was no longer only confined to merely "making and selling sweaters." The company began in the "manufacturing and distribution of clothing constructed from wool, cotton and other fabrics; undergarments; shoes; cosmetics; accessories ; eye wear; auto accessories; and sports equipment." The success of Benetton can be attributed to the family's strategic business plan, which they initiated from the very beginning and continued to follow for the next 3 decades. One of the strategy's used was to attract investors to partner with Benetton's "on a 50/50 ownership basis and maximum latitude given to (and minimum structured imposed) on partners. Interested parties had to have an investment of $70,000 "(to buy fixtures for a 600- to 1000- square foot shop) and the right attitude to become a Benetton shop owner." Through the years the business evolved into an entrepreneurial culture. When the Benetton family signed up new stores, they didn't have the time or patience for formal agreements, instead they started with handshake agreements. The Benetton's didn't have time to oversee every detail of the retail stores, and gave the stores the freedom to make its own choices. Even in business partnerships, the agreements were often handshake deals and structures to give the partner as much flexibility as possible.Employees continued to work with minimal supervision and were given the freedom to "do the right thing". Unlike a traditional franchise where the franchiser dictates every detail about the business, Benetton stores were refereed to a licensee, and were given many freedoms that normal franchisee are not given 2) Is Benetton a global operation Benetton became one of the dominant forces in the international apparel retailing industry through its global operations. The company's success in the international market can be attributed to the "stage-five process." The stage-five process was created with the sole purpose of testing " the market potential and the ability of partners, agents and licensees to adopt the company's model before investing large sums of management time or capital." The Benetton family relied heavily on the stage five-process, to determine how effective and successful their business would be in a new market prior to entering it. The stage-five process can be defined as: 1) Appointing a Benetton agent in a "foreign country"

Frito Lay Company Essay Example for Free

Frito Lay Company Essay Let’s look at how the potato chip came to be. In 1853 the first potato chip was invented by a chef at the Saratoga Springs New York resort in 1853. It was created because one of the customers at the resort keep sending them back because they were too thick, soggy and had no taste to it. Crum then decided to fry them and sprinkled them with salt for taste. They were soon a regular item on the menu. Later, around the 1920’s they then moved from restaurants to being massed produced. Once they came up with a way to keep them fresh and from breaking up, they were able to put them into mass production 1920‘s. Frito Lay was created in 1938 by Herman Lay. Frito Lay is one of the leading potato chip companies in the United States for many years. They continue to post recording breaking numbers in all of their brands. One of their enduring brands is the Lays potato chips. These potato chips can be found in many different flavors. The currently are barbecue, sour cream and onion, ranch and many others. However, this industry is highly competitive and there are large manufactures that have many types of products and other snacks. Smaller companies have found a way to compete with the larger companies. These small companies have gained footing by introducing the new healthier chips that are now being sold in health food stores. A lot of concern about the Salt content is what enable smaller companies to compete. They focused on these healthier brands and have introduced a product that is totally opposite of the major brands. Lays has also added Dips to their brand. They currently consist of Ranch, French onion and etc. This was created because dip is consistently served with potato chips at events such as birthday parties, foot ball parties, luncheons and etc. Frito Lay Extended Enterprise Supply Chain Farm Manufacturer Warehouse/ Retailer Consumer Distributor When it comes to potato chips, the industries in the extended supply are few. The first industry is the farm where the potato chip comes from. They are currently located in cities like North Dakota, New England, Florida, Michigan, Texas and California and etc. They are also located in Central and South America, Brazil, Europe, in Leicester and Coventry England, Asia, Middle East Africa and India. These farms have been picked for their potatoes that will be used in the making of the potato chip. Because a potato is something you can grow yourself, it is very easy to make potato chips. However, these potatoes are planted and treated with the utmost of care to produce a high quality product. The potatoes are grown and harvested and then they are shipped to a Frito-Lay plant. When they arrived the first thing they do is wash them. They are then peeled with the utmost care. Next they are then cut into slices and then rinsed again to remove particles produced from the cutting. They are then cooked in oils such as sunflower, canola and corn oil. These are very important because they are considered all-natural oils. They contain 0g trans fat and are considered lower in saturated fats. Once dried, they are then sprinkled with salt for taste. Because creating these potato chips is so simple they can be created in less than a day. Once they are packaged, they are then sent out to distributions centers worldwide. This is where the products are stored and then loaded on to trucks and then taken out to stores, gas stations, vending machines and etc. Frito lay currently markets to a wide variety of consumers. One consumer is high school teens and college age students. They have many different places where they consume the product. One of the ways in which they consume the product is in sports and entertainment areas such as movie theaters or sports stadiums. Another place it is being consumed is in the home. Frito Lay has focused on the snack side for many years. These are the type of people who would eat these snacks and did not care about their weight or being healthy. But recently, Frito Lay has changed to targeting more healthy consumers also. With the way the world is changing constantly, Frito-lay is always trying to keep up by targeting with the ever changing times. Because so many people are becoming health conscious, Frito-lay as also targeted this audience. They have come up with some products that allow the consumer to also focus on their health and physical appearance. In order for Frito-lay to stay competitive, it is apparent that they have to target this demographic also because in the recent years some of their snacks have been losing sales. Another of their target audience is the Hispanic market. Hispanic market are targeted because the chips can sometime be the meal or a side dish to the meal. Also this demographic is constantly growing in numbers and have become an important and influential part of society. Frito-Lays wholesale and distribution consumers are also a major business. They are the resellers such as retailers and wholesaler who buy Frito-Lay’s finished goods and resell them for a profit. Frito Lay also sells directly to large retailers and retail chains and through wholesalers to smaller retail units. Frito- Lays itself also targets big business customers of other companies. Lay’s identify prospective buyers, monitor current customers’ needs and levels of satisfactions, and personally attend to existing customers. Essentially, Frito lay’s target consumer consists of everyone. It consists of Frito-Lay constantly changing their product to keep up with the changing taste of the consumer. In getting the product to the consumer, Frito-Lay has experienced bottlenecks. This is usually seen with the individuals who deliver the product to the shelves. They are the individuals who places the product on the shelves for the consumer to buy. Obviously this is a very important part of getting the product to the consumer. Frito-lay found that the sales portions was hindering the driver getting the product to the stores on time. Therefore, they separated the two which helped tremendously. Conclusion: Frito-Lays new product development, advertising, and marketing efforts continues to help them to grow in the salty snack market. Frito-Lays measures economic activity which aids them in improving their organization. Their industrial production and manufacturing production had made them the leading snack food organization in the world. Frito-Lay continues to try and have an enormous amount of knowledge at its fingertips. It continues to ascertain seasonal local demand of each of its products and exactly how much inventory each store has at any time. By keeping track of this information, it helps to better plan seasonal and local promotions. By knowing specific inventory at each store, Frito-Lay could better plan and improve its routing and inventory systems. References: Çetinkaya, S., ÃÅ"ster, H., Easwaran, G., Keskin, B. (2009). An Integrated Outbound Logistics Model for Frito-Lay: Coordinating Aggregate-Level Production and Distribution Decisions. Interfaces, 39(5), 460-475. Feld, C. S. (1990). Directed decentralization: the Frito Lay story. Financial Executive, 6(6), 22-25. Frito-Lay History. Frito-Lay North America, Inc.. Retrieved 4 January 2013 @ www.fritolay.com Jacobson, G. (1989). How Frito-Lay Stays in the Chips. Management Review, 78(12), 11.

Persuasive Essay: Suu Kyi Quote --

â€Å"It is not power that corrupts but fear. Fear of losing power corrupts those who wield it and fear of the scourge of power corrupts those who are subject to it,† said the political activist Aung Sang Suu Kyi in her â€Å"Freedom from Fear† speech. Power and fear are tools that corrupt those affected by them, either by using them or being used by them. This ideal has been repeated time and time again in literature as well as in current global situations. Conversely, there are also those who repeatedly move against the current of harsh, imposing leaders and make grand acts of heroism, avoiding the corrupted scourge of the powerful. Examples of this mixed concept can be found in The Crucible, The Scarlet Letter, â€Å"Unchained Memories,† and in modern-day happenings such as the crisis in Darfur. In The Scarlet Letter, many characters are unmasked to show corrupted sides of themselves. This corruption usually comes from self-inflicted torture, such as Dimmesdale and his need to punish himself secretly while he remains in a position of power and respect in the community and church. Chillingworth lets himself grow steadily more corrupt as well and revels in the power he holds over Dimmesdale. He lets the power and appeal of revenge take over his entire self, fearing any kind of life without that meaning. Chillingworth becomes a man who, finally seeing his own fear behind losing his power, â€Å"lifted his hands with a look of horror, as if he had beheld some frightful shape, which he could not recognize, usurping the place of his own image in a glass. It was one of those moments when a man’s moral aspect is faithfully revealed to his mind’s eye† (132). Chillingworth recognizes his own darkness, but he allows it to consume him without any search ... ... such as one woman who had to secretly walk to a refugee camp, without food or shelter, to escape with her daughter. She did not allow herself nor her child to be directly abused, though of course the Janjaweed made a tremendous impact on their lives, terrifying them of returning home, Heroism and cowardice are often linked to strength and fear, as well as morality and power. When power becomes overbearing towards the people affected by it, there is a natural fear reaction, either by those with power, who become afraid of losing what they have, and for others under that power for having it used against them. People who find ways to not allow themselves to become dirtied by their power or that of others create the presence of heroism. People who let themselves become manipulated by that power, or who wield that power immorally, become cowards and display weakness.

Adults’ Effective Behavior Management among Children with Delays

Effective behavior management among children with developmental delays is an essential element of special education. This needs to be administered by adults in the early childhood to form a firm foundation of the acceptable conducts and desirable activities of special children. It is through a successful behavior management that the concerned children would be able to behave appropriately in the future.In addition, a well-managed behavior of children with developmental delays allows for a smooth performance of adults’ roles, thereby providing help and the much needed care for these special children.It is therefore necessary for parents, teachers, service providers, and related professionals to adhere to and uphold an efficient behavior management among children with developmental delays because this leads to the achievement of beneficial outcomes. This premise is what chapter 13 of the book â€Å"An Introduction to Early Childhood Special Education: Birth to Age Five† b y Linda Dunlap (2009) particularly imparts to the readers.Chapter 13 of the book entitled â€Å"Behavior Management† emphasizes the need for behavior management in an effort to address and eventually resolve issues concerning how children with developmental delays behave toward other people and within a specific environment. In this chapter, Dunlap (2009) provides the public with vital pointers to consider which would be helpful in carrying out an effective behavior management of children with developmental delays and those with related developmental concerns. Key Points The 13th chapter of the book can be better understood in light of the fundamental components of behavior management.According to the author, the key points of behavior management include an emphasis on the positive rather than negative conducts of children with delays. That is, the effectiveness of behavior management lies on the ability of both adults and children with delays to bring out and improve desirab le and valuable behavior. In doing so, the effort leads to the elimination of undesirable conducts because it is those which are only appropriate that would remain and would be provided room for development (Dunlap, 2009).When the desirable behavior of children with delays is developed, the purpose of assisting them to create and improve techniques to deal with their personal behavior is eventually achieved. This condition leads to the next vital point which is the need for diversified and efficient behavior management strategies that would be definitely helpful and valuable for children with delays (Dunlap, 2009). Dunlap (2009) also explores the establishment of logical expectations of adults surrounding children with delays, such as their parents, teachers, and professionals dealing with developmental concerns, as part of behavior management.These logical expectations involve taking into account the respective growth stage of each child. Most important among these key points is th e principle which must always be remembered by adults. That is, children with developmental delays use and react to behavior management strategies that are similarly suitable and beneficial for normal children (Dunlap, 2009). Desirable Behavior Dunlap (2009) begins her discussion of behavior management by emphasizing the value of desirable behavior among children with delays.She claims that regarding desirable behavior with an undeniable relevance is necessary to bring out and likewise develop or maximize whatever sought-after attitudes and activities that a child with delays shows. While it is apparently more complicated to manage the behavior of children with delays compared to the behavior management of normal children, the principle and practice of developing their desired behavior would aid in the success of behavior management (Dunlap, 2009). In underlining her point, Dunlap (2009) explains that it is the desired behavior of children with delays that must be improved.She belie ves that it is better to develop positive conducts and activities rather than to dwell on the negative or undesirable behavior of children with delays. As more emphasis is given to the development of desired behavior, this would be beneficial to both the adults and children. Simply put, an effective behavior management of children with developmental delays not only presents the harms of negative or inappropriate behavior, bur it also emphasizes the benefits of manifesting positive and desired behavior (Dunlap, 2009).In this chapter, Dunlap (2009) presents several situational examples which explore and stress the significance of encouraging and developing desired behavior among children with delays. Adults play an important role in such instances. Dunlap (2009) explains that â€Å"adults need to provide instruction, coaching, and modeling with regard to appropriate ways to interact with others† (p. 391). It is through these roles that adults are able to inform children with de lays the need for them to show desired behavior.The author adds that when the importance of desirable behavior is realized, it becomes natural for children with delays to portray such. Dunlap (2009) concludes this topic by emphasizing the need to: (1) consider more appropriate rather than inappropriate conducts; (2) consistently respond to the challenging behaviors of children with delays; and (3) ensure that adults’ expectations are developmentally appropriate with the things given to children . Behavior Management: Principles and Practices This is the portion of Chapter 13 where the heart and soul of behavior management are discussed.Dunlap (2009) states that the general principles in handling the behavior of children with delays include several considerations: (1) not controlling the conducts or attitudes of children but rather respecting their ability with regard to managing their respective behavior; (2) positive or encouraging way of behavior management; or (3) not subj ecting or overloading children with negatives; (4) reassuring children of their value; (5) avoiding personal attacks on children; (6) changing adults’ expectations as children behave differently and have their individual needs; (7) taking responsibility of the special children’s management; (8) imposing necessary rules and even punishment; (9) modeling appropriate behavior for the benefit of the special children; and lastly, (10) establishing a positive learning setting to encourage desirable conducts (Dunlap, 2009). Behavior that Needs to be Changed The relevance of the mentioned principles is reflected in the fact that through such efforts, the adults involved in behavior management will be able to identify which among the behaviors exemplified by children need modification. Dunlap (2009) explains that while it is uncalled for to â€Å"go to war† with children with delays (considering they already have developmental concerns), it is still necessary to change s ome of their behaviors (p. 397). This especially holds true if the behavior is deemed as detrimental to the child’s development and his or her manner of interaction with others.Hence, those which warrant change and intervention include the conducts that: (1) require disproportional level of attention and time; (2) interrupt others and forbid learning to happen; (3) become more difficult to handle; (4) are supposedly common to much younger children and not to school-age children; (5) result in harmful personal image; (6) are negatively viewed by other children; and (6) threaten the problem child and his or her classmates (Dunlap, 2009). Behavior Management Strategies To strengthen the performance of behavior management, Dunlap (2009) presents several strategies. These techniques serve as specific factors that may help adults to succeed in handling the behavior of children with delays. One of these techniques is reinforcement. Its implementation is valuable in the development o f appropriate conducts among children. Regardless of whether it is a primary or secondary kind of reinforcement, Dunlap (2009) reminds the adults that children vary in a number of aspects.Hence, this specific strategy must be flexible and depends on the character of a child (Dunlap, 2009). Another technique is redirection which orients children on the appropriate conducts instead of the inappropriate ones. Behavior management also entails subjecting children to what is called â€Å"time out. † While similar to redirection, making children experience a time out is like taking them to inappropriate scenarios where their behaviors are challenged and relocating them to a place or situation where they can calm down. The ultimate goal of this strategy is to prevent children from doing further violations while at the same time instilling in them the need for them to be disciplined.Extinction pertains to simply ignoring the inappropriate behavior of children until they calm down and the situation is settled. Lastly, as mentioned earlier, punishment is essential and is an effective strategy as unfortunate situations resulting from the inappropriate behavior of children need to be dealt with even in a rough manner. In conclusion, the author presents the success behind Project SUCCEED or â€Å"Supporting and Understanding Challenging Children's Educational and Emotional Development. † Dunlap (2009) uses this project as an example to prove where effective behavior management existed because its principles are all aimed at instilling appropriate conduct among children (Dunlap, 2009). ConclusionAn effective behavior management, especially in the early childhood or early years of children with delays, is indeed an important function or obligation that adults must consider. As Kay (2006) states, the proper handling of children’s behavior in their early years is a relevant concern specifically to those directly involved in such endeavor. This realization i s attributed to an increased number of children, including those with developmental delays, now engaged in pre-school environment. This condition results in more terrible and relentless conduct-related problems; thus, an effective behavior management of children with delays is highly important (Kay, 2006).The 13th chapter of Dunlap’s book is a valuable text, for it provides relevant information and reasonable explanations that are essential in the successful performance of behavior management. Beyond the specifics however, it is the undeniable value of the material that makes it helpful for both adults and children with delays. Ultimately, behavior management is not only a text in a book but is a strategy that needs to be carried out so as to realize its beneficial impacts. References Dunlap, L. (2009). Behavior management. In L. Dunlap (Ed. ), Introduction to Early Childhood Special Education: Birth to Age Five (pp. 389-405). MA: Pearson Custom Publishing. Kay, J. (2006). Ma naging Behavior in the Early Years. New York: Continuum International Publishing Group.

“I,too, sing America” by Langston Hughes Essay

During the 1960’s in America, many African Americans were suppressed and segregated due to their racial differences and the fact that they were descendants of slaves. Therefore, many blacks like Langston Hughes, recognized that although difference in race, all Americans should be treated equally and with dignity. Hence, they expressed their feelings of sufferings, helplessness, isolation and yearnings for hope through different artistic ways, like poetry, art, and music, which also marks the birth of their racial consciousness and self- conception, and help them learn to have racial pride in themselves. Now let us explore Hughe’s â€Å"I, too, Sing America† through his use of different literary devices, including imagery, symbols, tone, structure and rhythm. Imagery is an essential element adding to the poem’s effectiveness, and in this poem he uses a lot of domestic images, creating an account of the experiences of a black servant serving a wealthy white family. In the second line, Hughes created an image of a black man: â€Å"I am the darker brother†, which symbolizes all the blacks in America. Furthermore in the third line: â€Å"They send me to eat in the kitchen† creates an image of him being oppressed. The image of eating often symbolizes strength and being healthy, implying that black people in general are strong-willed and growing in power and equality. Moreover, the image of a kitchen represents repression, because most Kitchens are hidden much like the suffering of African Americans. Lastly in line nine, there is an image of a table: â€Å"I’ll be at the table†, representing equality with whites and being as superior as them, it also signifies pride and dignity in their black identity because the table is high above the floor. The poem’s use of diction is also significant to create a long lasting impression in the reader’s mind. First of all in line two he described the black servant as a â€Å"dark brother† instead of a â€Å"black servant†. His use of â€Å"dark† instead of â€Å"black† is more effective because â€Å"black† usually represent evil and death which undermines the race of Black Americans, and dark is healthier because it resembles a tan skin. Furthermore, â€Å"brother† symbolizes family and acceptances, meaning they are equal. Moreover, the use of â€Å"companion† in line four creates a contrast between the black servant and  the white people, emphasizing the fact that the blacks are lonely, isolated and helpless while the whites were strong and dominating. Lastly, the choice of â€Å"tomorrow† also symbolizes the future of the blacks, that they will be just as powerful and equal as the Whites. The poem’s irregular structure also helps to illustrate the theme of inequality. The number of lines in each stanza is different and the number of words in each line is different. This was done intentionally representing the discrimination and inequality of the Blacks. However, the first and last stanza both only have one line, and this is also symbolic to suggest that all humans were born equal, and in the future, the blacks and white will eventually reach equality. This helped the poem create a sense of unity and harmony between races. There are also no rhyme or musicality to the poem, because if the poem was smooth and musical it would create an atmosphere of relaxation and harmony, which does not fit the theme of the poem. An irregular rhythm gives the poem a solemn and troubled feeling, which mirrors the conflicting and unsteady relationship between the Blacks and Whites in America. The tone of the speaker changes throughout the poem. In line one, â€Å"I, too, sing America† indicates that blacks also love the country a lot, symbolizes unity throughout the nation and uses a patriotic, emotional tone. In the second stanza, the black servant was mistreated and was enraged, so the speaker uses an angry and furious tone. However in line four-six: â€Å"But I laugh, /and eat well, And grow strong.† he uses a optimistic and patient tone. Soon after in stanza three he warns the whites that their race will be powerful and equal, and here he uses a tone of caution, warning and pride. In the fourth stanza the speaker return to a calm tone and proudly say that one day â€Å"they’ll see how beautiful I am/ And be ashamed†. In the last line the speaker is once again patriotic, which recalls the first line and gives it a sense of unity. This poem â€Å"I, too, sing America† is about unjust and racial discrimination. Through the unequal actions that were put on the black servant, we could see  the true side of America during the 1960’s; separate and unequal. However, through the black servant’s bravery and hope for equality in the future, the first Black American President finally made it in 2008 – Barack Obama. Works Cited â€Å"I Too Sing, AMERICA: A Sociological Prospectus on Race, New Orleans and Hurricane Katrina.† All Academic Inc. (Abstract Management, Conference Management and Research Search Engine). Web. 07 Sept. 2009. . â€Å"I, Too, Sing America Analysis Langston Hughes : Summary Explanation Meaning Overview Essay Writing Critique Peer Review Literary Criticism Synopsis Online Education.† Writing Workshop, or something. Web. 07 Sept. 2009. .

If Only She Had Listen to Me- Short Story Essays

If Only She Had Listen to Me- Short Story Essays If Only She Had Listen to Me- Short Story Essay If Only She Had Listen to Me- Short Story Essay Friendship is a feeling of love of one person for another. Its not necessary to choose whom to be your friend,your best friend. The friendship between one person and another are always in different ways. The feelings, the sentiments are not similar.. I knew her since kindergarten. Her name is Kristen, she came from a rich family. She can easily have whatever she wants because she was the only child in her family. Her father is a successful business man. And her mother was a great spender. And Im her best friend. She used to be a stubborn one and never listen to others. She always think that she is the perfect one and she was right. She would never listen to the advice. She is so herself. Because of her behavior , she seemed to be so lonely among friends. I bet nobody likes her in school , especially the discipline teacher. People were wondering how i could stand her behavior and still so good to her. What did she meant to me? Friend. I treat her as my best friend, because I knew that her attitude is different from her personalities. I knew that She has everything exept love. Kristen always turn up to amusement park instead of tuition class. he was lost in a materialistic life. Then she met a guy. She fell in love with a jobless guy. In my mind, true friend should involve in inspiring their friends to walk on the right path, no ridiculous mistakes. Ive begging her not to simply fall I love with pleasure seeking guys. And Im extraordinary sured that she was stepping on the thinnest ice. Which could ruin her in anytime. I told her to promise me that s he would not do the wrong things, also respect her mother. i promised, i will. she had said. Of course, she wont. She started to absent for school. I were in her house on the day that her mum found out she played truant . Her mum loose control, then they scream and shout to each other after starting a conversation. The relationship between she and mother was very bad. No discussion between them but only quarreling all the time. Ive been trying so hard to persuade her to be a obedient daughter , respect her mother. But she would never listen. Time after time she was trying to leave her house. I used to visit her so often , because I knew what she really lacked of. She was loosing her weight day after day. Get thin and thinner . I wondered why she dont satisfied of her body size. Until one Saturday night ! She hug and cried on my shoulder and babbling on everythings. That was the first time she did this to me since we met. I thought she was strong , but she wasnt . She felt she gain no love   but relatives and friends that looked down on her and parents that shouted to her oftentimes. The next morning, i had a sudden phone call from her mother, saying that she was missing. We tried so hard to find her on every single day. About one year later, Kristen returned in a thin, sick physical conditions. The scene in my mind is still so clear . Kristen was squatting on the floor in the kitchen,with hands on head. Her skin and lips were dry and her unfocused eyes filled with tears. She never stop snivel , and her nose was dripping like a water tap. I guessed I knew what had happened to her. My heart was suffocating , her mum cried on her : Kris ! I told you to behave ! And you! Why? Why did you do this ? and I added , I know you doesnt intend to become a drug addict . Kristen , come back back please. We will help you and your father is on the way home to help you ! We will be with you.    Kristen spoke with a smile of despair thank you ,my friend ,for everything. But , but its too late , Im pregnant . she picked a knife from behind and stabbed herself on the stomach and blood ame out and she fell , faced Dow the floor. My heart stop beating for a few seconds and I heard she whispered . Im sorry , mother . she close her eyes , blood dripping from her lifeless body . Death is simple , easy . Life is harder. What im thinking is, This incident wont go so bad if only she had listen to me.

All Wrapped Up

Life can be compared to one big Christmas present. Wrapped all neatly under the tree, the lights dancing off the paper, the possibilities of what’s inside are endless. It could be that new baseball bat you wanted or the Barbie Dream House you’ve been staring at in the Toys R Us magazine for months. You go over and examine the shape more closely and realize it’s too big to be a bat. You shake it and it’s heavy, really heavy, but you don’t hear the rattle of little pieces bouncing around so that makes you doubt it’s the Dream House. Your curiosity is killing you and you beg and beg your parents for just one little hint of what it is. You just want to know the first letter of it, or the store it was bought from, something, anything to aid you in discovering what it is. They won’t budge one bit, so one day when they’re upstairs you slide your finger under the tape at the seam hoping to get a glimpse. Your mom has double wrapped it knowing you’d try and peak. In a moment of desperation you decide to rip the smallest corner of the paper instead. It’s a manila cardboard box. You rip just the slightest bit more and see the letter â€Å"M†. You quickly place the present back under the tree and make sure the rip is hidden from view. What on earth did you ask for that began with an â€Å"M†? Your mind goes blank and you have no idea. This question haunts you for the next few days until finally its Christmas morning. You were so excited that you didn’t sleep at all and you force your family out of bed at 4 A.M. You pound down the stairs and run straight for the gift thatâ⠂¬â„¢s been taunting you. Finally when your dad groggily emerges from the stairs, you begin opening the gift by yanking the bow off and ripping the wrapping paper off in a rage of anticipation. With every tear in the paper you become closer and closer to finally finding out what it is. With the paper lying in a heap on the floor you look down and see it’s a box for a mirror. This can’t be right you didn’t ask for a mirror. You look up and see the excitement on your mom’s face and pretend to love it. After opening all your other gifts your dad helps you assemble the mirror in your room. You may not have asked for it but it is actually pretty nice, it’s white and sort of reminds you of a mirror a princess would have. You say thanks and head back downstairs to play with your more exciting gifts. Ten years later and you realize how much you underappreciated the gift. Since you received the mirror there weren’t too many days that went by that yo u didn’t look at yourself in it. You grew up in front of that mirror. You remember the time you spent an hour in front of it trying to hide that giant zit and looking at yourself in it last year before prom and not even recognizing yourself. When we’re born the possibilities of who we are going to be are endless. I used to dream of being a princess and an astronaut. As I grew older and experiences gave me â€Å"sneak peaks† into my soul I realized neither one of these paths were for me. With each passing year there began to be less and less possibilities as I learned more and more about myself. I realized I loved to laugh, I enjoyed math, and I hated scary movies. I’m still in the process of â€Å"unwrapping† my identity, but I know whether or not it’s what I want to be, I’m going to appreciate it nonetheless and make the best of it.

Criminal justice process Case Study Example | Topics and Well Written Essays - 1000 words

Criminal justice process - Case Study Example accused witnesses, victims and police officers. The usual procedure has to be followed once the police commence criminal investigation. On the face of it seems that the Police in their eagerness to solve a crime and to charge George had flouted many accepted norms and procedures that ought to be followed while conducting a criminal investigation and taking in to custody a suspect for the alleged crime. Everyone is innocent till proved guilty. My advice to George about the proper procedure that should have been followed at the Police Station will be that in investigating a accused the police if thinks that he may be guilty takes him to the police station for questioning, if the police is reasonably convinced that the accused is involved then they can charge him and make a formal arrest. If the accused is minor then in that case the questioning by the police can be conducted in the presence of the guardian of the accused or any social worker. The accused at the Police Station is well w ithin his rights to ask for a solicitor. The Police can also procure a search warrant to search the premises of the accused and can interview the family, friends etc of the accused. The Police can question the accused up to 72 hours after that either the police can set the accused free or ask the magistrate for 24 hours more for the questioning of the accused. After that if the Police are convinced that there is enough evidence connecting the accused with the crime then in that case it will formally charge the accused. The accused has to be presented in a magistrate's court by the Police the next day and it is the magistrate's discretion to send the accused either in judicial custody or to release him on bail. To sum it up at the Police Station an accused has the right to be treated in a human manner and with respect, he has the right to see the written codes governing the legal rights of the accused, he has a right to speak to the custody officer, he has to be told about the reason of his arrest, a personal phone call by the accused may not be allowed but someone connected to the accused has to be notified by the Police, the accused has the right to consult with a solicitor in private. CPS CODE TESTS TO BE APPLIED IN THIS CASE : 1. Crown Prosecutors decide if a person should be and can be charged with a criminal offence, and then they decide on the nature of offence. The decisions in this regard are made by Crown Prosecutors as per the code and by also taking the Director's help on Charging. Police generally determine the charge, for minor and routine cases but they also have to apply the same provisions. 2. Charging in this case should be made according to the Full Code Test. If the evidence required for Full Code Test is not available then the Threshold test should be applied but the case should be reviewed according to the Full Code Test soon. If the Threshold Test applies in this case then it is fine otherwise the Crown Prosecution Service will only start or continue with a prosecution when the case has passed both stages of the Full Code Test. 3. The Crown Prosecutors should see whether there is enough evidence against the accused to charge him. It should be seen that whether the evidence can be used in court and is reliable. It should be further seen that if the evidence is sufficient to get a conviction against the accuse