The Exxon Valdez And Bp Oil Spill - 1309 Words

Miguel Huerta Anth 231 Dr. Pitchon 12/11/12 References Gill, Duane A., J. Steven Picou, and Liesel A. Ritchie. The Exxon Valdez and BP oil spills: a Comparison of Initial Social and Psychological Impacts. American Behavioral Scientist (2011): 3-23. This article was concerned in identifying psychological impact of disasters. The article analyzed the psychological effects of the 1989 Exxon Valdez oil spill and the 2010 BP oil spill. The article discussed how years after these disasters the environment and the people felt the effects of these man-produced disasters. Goldman, Laurence R. Social Impact: An Applied Anthropology Manual. Oxford: Bloomsbury Academic, 2000. Chapter 5 focused on tools and information in helping conduct social impact assessment by identifying the stakeholders and creating an action plan that defines the respective roles of the different parties involved. Chapter 8 focused on social impact on public health and how difficult it is to combat. Lane, Marcus, Helen Ross, and Allan Dale. Social Impact Research: Integrating the Technical, Political, and Planning Paradigms. Human organization 56, no. 3 (1997): 302-310. This article focused on two approaches of SIA (Social impact assessment) which are technical approach and the political approach and the integration of both these approaches in impact assessment. Technical approach aims at providing relevant data and positivism in order to provide an assessment of how the system will change. PoliticalShow MoreRelatedOil Spills During The United States Oil1230 Words   |  5 PagesMcThomas FJS/PHIL 210 December 7, 2015 Oils Spills In the United States oil consumption is an everyday occurrence, for every citizen. Our country without oil would not be able to function properly within all aspects of life. Our political, transportation and economics systems would all encounter drastic affects if there were no oil to transform into petroleum. 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The Journey of Two American Girls Free Essays

string(30) " she is a girl of mixed race\." The Journey of Two American Girls Laura Logan ENG125: Introduction to Literature (AFG1301A) Instructor: Carla  McGill February 4, 2013 How can an African American and a Hispanic girls be treated different when they are the same type of person? I chose the theme of race and ethnicity when I selected the poems â€Å"What It’s Like to Be a Black Girl† by Patricia Smith and â€Å"Child of the Americas† by Aurora Levin Morales. I am a Hispanic person with an African ancestry. I speak fluent Spanish and English and have experience life from both sides of the continent. We will write a custom essay sample on The Journey of Two American Girls or any similar topic only for you Order Now The poems show how African American and Hispanics American girls lives were affected based on their race and ethnicity. The life of the African American girl life was affected because of her race and racism; while the life of the Hispanic American girl life was (not) affected because of her ethnicity. While both the African American and Hispanic American girls were born on American soil, racism affected the African American girl’s way she lived her life while ethnicity (heritage) played a major role in Hispanic American girl’s life. The poem â€Å"What It’s Like to Be a Black Girl† is about a nine year old African American girl who life was immensely affected by racism and the fact that she was a girl did not help her either. The thing that I notice was missing is where is the girl’s parents during the time she was growing up; maybe it was the author intent not to mention the girl’s parents. Growing up is tough enough as a black girl, you add the absence of parents and throw in racism, this girl does not have a chance to live a successful life. According to the American Heritage College Dictionary, racism has two meanings. First, racism is, â€Å"The belief that race accounts for differences in human character or ability and that a particular race is superior to others. † Second, racism is, â€Å"Discrimination or prejudice based on race. † The African American girl health was effected by racism, she was conditioned to be ashamed of her skin color, the texture of her hair and ethnicity. In her mind she think the only way the coccasion people will except her is if she look like them. According to Bhui, (2002) Racism is a fundamental cause of disparities in health. Its myriad effects and links to other forms of social stratification lead to it being both obvious and masked. Its boundaries are indistinct because it is internal as well as external, individual as well as ecological, and shunned while being an integral part of dominant culture ideology. Its investigation is important and yet part of the spider’s web that traps the best thinkers of ethnic minorities in contemplation instead of action and this brings us to the final paradox, understanding racism is a prerequisite of beating it (p. 3). I get the feeling that the black girl not only felt that at nine she was not finished, but perhaps she could into a different person other than the person she was then. The African American girl definitely had mental heath issues, she wanted white skin and blue eyes, something that was accepting of the culture of that time. According to Smith (1991) â€Å"It’s being 9 years old and feeling like you’re not finished,† writes Sm ith, â€Å"like your edges are wild, like there’s something, everything, wrong. † (line, 4). According to Smith (1991) the â€Å"black girl† she refers to in her poem is feeling the awkwardness of her newly changing body and the hope of something different and maybe better to come (p 283). Some people would say that the African American girl understands her body, but I would say that she is not ready for her body changes perhaps because of who she is or want to be and that is to look like the other girls in the society in which she lives. The life of the Hispanic girl in the â€Å"Child of the Americas† is so different from that of the black girl in the â€Å"What It’s Like to Be a Black Girl†. I stated that I have live on both sides of the Americas, and like the Hispanic girl in â€Å"Child of the Americas† by Aurora Levin Morales, According to Dictionary. com ethnicity is ethnic  traits, background, allegiance, or association; relating to or characteristic of a human group having racial, religious, linguistic, and certain other traits in common; relating to the classification of mankind into groups, especially on the basis of racial characteristics; denoting or deriving from the cultural traditions of a group of people. I must say that I have experience little to know racism. In the Hispanic society we are free mentally and physically to be want ever we want to be without restrictions being place on us girls. The Hispanic girl understand who she is and where she comes from. The one thing I notice about the two poems is that the author in this poem mention the girl’s mother and grandparents, which indicates that there is a support system in place to deal with life situation. The Hispanic girl unlike the African American girl was proud of her body and her light-skinned mestiza. Morales (1986) states that I am a child of the Americas, a light-skinned mestiza of the Caribbean, a child of many diaspora, born into this continent at a crossroads. I am a U. S. Puerto Rican Jew, a product of the ghettos of New York I have never known (p. 278). (Morales, 1) shows that this girl knows who she is and accepts that she is different than what she may see everyday. She is proud of her Puerto Rican heritage, proud to be of multi-racial descent, proud to be from the islands. She knows where she comes from and where she has is going. In â€Å"Child of the America’s†, the girl proudly states she is, â€Å"a light-skinned mestiza of the Caribbean†. (Morales, 2) The girl in this poem lets us know from the beginning that she is a girl of mixed race. You read "The Journey of Two American Girls" in category "Essay examples" She is strong and confident in her abilities. She enjoys life and appears to be well educated and well versed. Her social class could be middle class to wealthy with parents that worked their way out of poverty. â€Å"A product of the ghettos of New York I have never known†. Morales, 5)    â€Å"I speak English with passion: it’s the tongue of my consciousness, a flashing knife blade of cristal, my tool, my craft†. (Morales, 7, 8) I remember when my daughter was in elementary school and she took a knife to school for protection and she was the tallest student in the school. Patrica Smith, the autho r of the poem â€Å"What’s it like to be a Black Girl† discusses the challenges the African American girl has with identifying the changes her body is going through as she is growing up. The African American irl does not appear to know what is going on, or perhap just do not want to face the future because of who she is, the color of her skin, the texture of her hair and the color of her eyes. Smith (1991) states that â€Å"It’s finding a space between your legs, a disturbance at your chest, and not knowing what to do with the whistles, it’s jumping double dutch until your legs pop, it’s sweat and Vaseline and bullets, it’s growing tall and wearing a lot of white, it’s smelling blood in your breakfast. † (p. 278). According to Myers (2002) African American women noted lower satisfaction with professional lives, differential and negative treatment from colleagues, and greater feelings of isolation on campus. Such isolation carries with it important implications: Literature shows that the rate of promotion and tenure among African American women is slower than that of African American men and white women. Isolation and lack of effective mentoring processes are direct influences in these low promotion and tenure rates as well as low retention rates among African American women in academia (Williams-Green and Singh, 1995). The state of mine she was in due to racism and her lack of support from her family especially a father figure, made it very hard for her to be a good judge character when it came to her selecting or being selected by the male persuasion. The Hispanic girls life is total contrary to the African American girl’s life. My young life was very similar to the Hispanic girl. She was very aware of her growing up and her body changes. She had a support around her as she was growing up and she was deeply rooted in her heritage and proud to shake it and speak her mind when needed. It even sounds like the Hispanic girls even like literature as she like the singing of poetry. Morales (1986) indicated that Spanish is my flesh, Ripples from my tongue, lodges in my hips: the language of garlic and mangoes, the singing of poetry, the flying gestures of my hands. I am of Latinoamerica, rooted in the history of my continent: I speak from that body p. 278). The author kind of implies that the Hispanic girls enjoys having a good time dancing and living the Latinoamerica life style. The poem â€Å"What It’s Like to Be a Black Girl† the girl is continually getting older and bigger and changing her clothing, to wear white clothing trying to look like the society who is showing racism toward her. She want to wear white like a new bride, which symbolize purety. She has seen a lot of racism in her life and based on the fact she want to be Caucasian or at least look like them. She only see African American in a negative way. The mood of the black girl is somber and sad because every phase in her life there is know one for her to talk to or lift her spirits. The Hispanic girl in the poem â€Å"Child of the Americas† is happy about where she came from, like me, she is probably bilingual and loves the fact that she is Puerto Rican and unlike most Hispanics she is Jew. Accoring to Morales (1986) the girl is a U. S. Puerto Rican Jew, a product of the ghettos of New York I have never known. An immigrant and the daughter and granddaughter of immigrants. I speak English with passion: it’s the tongue of my consciousness (p. 278). The Hispanic girl can relate to more than one culture and have multiple races to identify with; she has many races and loves them all. The African American life will aways be in termoil and does not know how to resist a man when they are not right for her. The first man that reaches out to her, she just gave in to him without any resistance. On the other hand, the Hispanic girl life was all line up for, like most Hispanic women she was determined in life and had the will power to resistance a bad situation and move away from it. The Hispanic girl was very secure about who she was and what she wanted to become and had the support of her family, unlike the black girl who was not sure of who she was and how she was going to get there. The poems were completely opposite when it came to the style as they sent different messages to the reader. The style is the mood or attitude reflected in a literary work. The â€Å"What it’s like to be a black girl†, the style is that of confusion, uncertainty, and sadness. She doesn’t understand what’s happening to her body or just do not want to except it because of the racism she has face in her life and why she look like the people who are mistreating her because she does not have blonde hair and blue eyes. The style of â€Å"Child of the America’s is that of a proud heritage, love of self, and accepting who you are and proud to be what you are. She loves who she has become and where she comes from. She understand her body and uses it to her advantgage. The biggest difference I see in the two girls is that one had no family support and really know heritage to fall back on and the other had great support and how they saw themselves. in the way they perceive themselves. The black girl did not know that black is beautiful and to be proud of your heritage and who you are. She is lacking role models that she can live or look up. Unfortunate she lived in an era where racism was allow to thrive, which lead to discrimination because of the color of her skin. The poem â€Å"Child of the Americas† by Aurora Levins Morales is about social diversity. It is about a person like myself coming from Central America. I was born in Panama, where we did not experience racism until I came to the United States. According to Morales (1) I am a child of the Americas, a light-skinned mestiza of the Caribbean, a child of many diaspora, born into this continent at a crossroads. Like the character in the poem I to am the child of the Americas, except my skin in dark brown and I am proud of my Spanish heritage and teach it to my children. I have African in me, but I am not accepted as an African because I speak fluent Spanish and English. African American do not accept me as an African American because I speak Spanish. Morales (18) also indicates that â€Å"I am new. History made me. My first language was spanglish. I was born at the crossroads and I am whole† (p. 278). Racism is a belief in racial superiority:  the belief that people of different races have different qualities and abilities, and that some races are inherently superior or inferior. Racism affected how minority girls were treated and the lack of a good quality education. It seperates us from our fellow man. Rather than trying to improve our society or our nation we are spend more time aruging with or neighbors who are of a different ethic background. Racism divides us instead of bringing us closer together. We then create cities seperated by race, and prefer to stay in our own city with fellow people of our race. The country becomes further divided, one group of people on one side and another group of people on the otherside. Prejudice is a irrational dislike of somebody:  an unfounded hatred, fear, or mistrust of a person or group, especially one of a particular religion, ethnicity, nationality, sexual preference, or social status. People had a preconceived notion about African American people which had a negative affect the girls of that culture. The African American girl experienced prejudice based on the fact of her being a person of color, not because of her actions. The theme in the poem â€Å"What it’s like to be a black girl†, is that of confusion, uncertainty, and sadness. The theme of â€Å"Child of the America’s is that of hope, loving your self for who you are.. The poem â€Å"Child of the America’s† did not display any racism or prejudice even though that is not the case for an minority girl in the middle nineteen hundreds in which I experience. The Hispanc girl was just the opposite, there were no boundaries place on her because of her skin color and what ever she dream she wanted to become she could of without prejudice. Her family taught her to be proud of her Hispanic heritage, to be very prideful of the fact that she is bi-lingual and from the island of Puerto Rico. I was raise to very proud of where I am from and do not forget my family heritage. According to Morales this girl is proud of her Hispanic background and her religious affiliation (1 – 6) I am a child of The Americas, a light-skinned mestiza of the Caribbean, a child of many diaspora, born into this continent at a crossroads. I am a U. S. Puerto Rican Jew, a product of the ghettos of New York I have never known (p. 278). The girl in the poem â€Å"Child of the America’s† proudly explain that Spanish is in her flesh as Morales (1986) states that In recognition of the Spanish influence and in credit of the land that used to be part of the America from which people of Spanish and American descent have intermingled and shared their culture. Spanish influences such as religion, tradition, and food are treasured by Latin Americans who are very proud of their heritage. They are Americans (n. p. Morales also indicated that the girl was proud of the other countries she was a part of to include Africa, Europe. We all know that soon that will be a minority of people from America because of it is a melting pot and their will be no typical American because Americans came from a melting pot of culture. Their multiple cultural heritage, tradition, and influences and there are a combination of people to form the America n culture. The African American girl seem to be unaware of the changes her body was going through, perhaps because of her situation she was into. In the poem, â€Å"What’s it like to be a Black Girl†, Smith (8) talks about the things that are happening with the girl’s body, as she is developing. â€Å"It’s finding a space between your legs, a disturbance at your chest, and not knowing what to do with the whistles (p. 283). The Puerto Rican girl was very aware of her body and proud to show it off and with the African American girl it was the total opposite perhaps because of the way she was treated and not allow to grow up without restriction place on her through racism and prejudice. One might wonder how will that affect her mindset as she get older, if I am mentally free in my mind to do what I want to do, my whole outlook on life will be different. The poem â€Å"What It’s Like to Be a Black Girl† Smith says,† the girl is getting bigger and taller and want to wear white clothing to supplement how she is feeling and while wearing white clothing everyone will accept her. The white clothing represent the good things in her life and black represent everything that is bad in her life. The African American girl, now a women and married at the end of the poem, her life appeared headed for trouble because of the upbringing she had. There seem to to be know one lift up the girl when she was going through the trouble time of her young life and all the obstacles that was in her way. The disparity between the two girls is very obvious in the way they saw themselves. It was very sad that the African American girl did not have a good role model to tell her that black is beautiful and be happy with who you are. It would of been nice for her to have a big sister she could of looks up. The poem never really identified a support person she could count on even though we know there was someone there for her. Living in the 1950‘s was already rough for all minorities, especially before the Civil Rights Movement. The girl in â€Å"Child of the America’s†, seem to always have a great support net around her at times and you could see it in her attitude and the way she carried herself. The question I will continue to ask myself is who or what is responsible for the way minority girls viewed themselves? One girls seem to have a good support group around her and the other one did not. What cause the struggles of an African American girl an a girl who is from the territorial of the USA so differently? The racism and prejudice minority had a major affect on how African American and Hispanic girls viewed themselves. The big question is who or what affected the girls the most in their growth from a young girl to a young woman. References: Clugston, R. W. (2010) Journey into Literature. Bridgeport Education: San Diego, CA. http://www. 123helpme. com/view. asp? id=122370 http://mybestessays. com/what-its-like-to-be-a-black/ http://leecustodio. hubpages. om/hub/Child-of-the-Americas-An-analysis-on-a-Poem Difference Between Ethnicity and Race http://www. differencebetween. net/science/nature/difference-between-ethnicity-and-race/ Racism and Mental Health Bhui, K. , (2002) Racism and Mental Health. Philadelphia, PA: Jessica Kingsley Publishers Denton, N. A. , Villarrubia, J. (2007). Residential segregation on the island: the role of race and class in puerto rican neighbor hoods. Sociological Forum, 22(1), 51-76 Myers, L. (2000) Broken Silence: Voices of African American Women in the Academy: Westport, CT: Greenwood Press Style in poetry involves the method which a poet uses to convey meaning, tone, and emotion in his/her poem. Content, now, gets a little more tricky. Content is idea-based and means: What the artist meant to portray, what the artist actually did portray and how we react, as individuals, to both the intended and actual messages. Additionally, content includes ways in which a work was influenced–by religion, or politics, or society in general, or even the artist’s use of hallucinogenic substances–at the time it was created. All of these factors, together, make up the content side of art. Form means: The elements of art, the principles of design and the actual, physical materials that the artist has used. Form, in this context, is concrete and fairly easily described–no matter which piece of art is under scrutiny. What type of prejudices did minority girls went through in the mid nineteen hundreds. Who or what is responsible for the way minority girls viewed themselves? How was the struggles of an African American girl an a girl who is from the territorial of the USA so differently? The racism and prejudice minority had a major affect on how African American and Hispanic girls viewed themselves. The big question is who or what affected the girls the most in their growth from a young girl to a young woman. pointed out or The young African American girl felt as though she had to dye her hair blonde and wear contacts to be excepted by the society of that time. She is growing up trying to live a life as someone else what her to look without truly knowing herself and her heritage. How to cite The Journey of Two American Girls, Essay examples

Management and Business Idea MNO Samples †MyAssignmenthelp.com

Question: Discuss about the Management and Business Idea MNO. Answer: Introduction The business idea is based around mobile money transfers and the convenience it brings to send and receive money from any part of the world in real time. It will be based on a Mobile Network Operators (MNO) or still can be supported Mobile Virtual Network Operators (MVNO). The primary idea behind this idea is to enable people in countries to remit money from where they are to mobile networks of their intended receivers(Aaker, 2001). Since most money transfer business from country to country takes a minimum of two to three days for the receiver to get the money, in mobile money transfer the money is received in real time and is converted by a currency converter. Example, if a husband is sending money from Australia in Australian dollars to the wife in India, the money sent will be directly converted to Indian rupees and received in real time. The advantage of this business is that it can be developed into many platforms including mobile application systems where the sender is able to engage with the receiver if the money has been received. Using the currency converter, any form of currency could be transferred but at different rates and at different times(Brown Clinton, 2010). The business model is aimed at providing financial services right from transfers and growing the business to become a mobile money banking system. Industry The company will operate on a telecomm industry although it may also be in the financial and banking services industry. This is because it uses the mobile money operating systems to get its network for transfer of services and transmission of information and acts as a financial service provider. It has an unlimited potential to grow as a very potential business idea coming into play when a lot of financial services are needed across countries. The industry is dominated by big players but their idea is not based on real time money transfers. Size The size of the start-up is not that big. Firstly, it will be a national company and transferring money to neighboring countries but will be aiming to cross the continents based on the impact of the business in transformation of lives. As a small sized company compared to its competitors, its startup capital is between the ranges of 1 million to 1.5 million dollars(Business and management practices in greece, 2014). Countries of operation It is operating in Australia, the Americas, Asia and Africa. Europe too has not been left behind in operation of the business. Vision and mission The vision of the company is to provide mobile money transfers nationally and internationally through the use of mobile phones in real time. The mission is to be the number one provider of quality money transfer services efficiently, fast and affordable(Kew Stredwick, n.d.). Business Strategy As part of its innovation strategy aimed at offering its customers increasingly modern, simple and efficient channels to carry out their transactions and thus satisfy their financial needs with the highest quality, BBVA Provincial offers the new service "Mobile Money", which Allows you to send cash from the online bank of the entity to another person's cell phone, to have it withdrawn at an ATM of the institution, without the need for a Debit Card Access to this new service is very fast and simple. To do this, customers must enter the website www.provincial.com and select the "Mobile Money" option, place the beneficiary's cell phone number (customer or not of the financial institution), the name and amount to be transferred. With this action, BBVA Provincial takes a step forward in its objective of making life easier for its customers, by facilitating the sending of money through Proven Web to customers and non-customers, by making available the most extensive network of ATMs Count ry(Lee-Ross Lashley, 2011). The entity currently offers new technological solutions that represent a new way of understanding banking, closer to its customers, who now have new channels to interact and carry out their transactions where and when they need it, with total independence, autonomy and greater security. Internal and external environmental factors affecting the business Internal factors and external environmental factors complement the businesses vision and mission strategy. Internal factors may include the following Business structure- the business does not need a complex organizational structure. In fact a simple organizational structure is more efficient than a complex where decisions would take quite a long time before they are affected or implemented. The type of employees that have been employed by the business will also affect the business. As a startup it will require experienced staff that has previous knowledge of what is going on in the money transfer systems. Other internal environmental factors include the business strategies of market penetration which includes marketing and financial capacity of the company(Liu, Jiang, Ma Chong, 2007). Competition A degree of competition that is brought by established companies and upcoming in the industry. Competition is important for the formulation of the business strategies and the realization of the business vision and mission. Legislation Legislation affects business activities in all spheres. Financial services industry is most affected by the legislation due to tighter and probably very tough laws on transfer of money from one jurisdiction to another(Liu, Jiang, Ma Chong, 2007). Internal policies of a company also affect the business activities. External influences like political environment, taxes and organizational culture also affect the environment of the business. Economy The economy is an external factor that makes the success of your company. Your customers' ability to pay directly impacts your base, regardless of whether you are selling a product or service. Other internal environmental factors include the business strategies of market penetration which includes marketing and financial capacity of the company. Risks that affect the businessLimbo. Everyone thinks, nobody decides.In many projects, all say to ensure the success of the project involved, however many discussions may take a long time to give light decisions because things are in the meeting room and no one takes responsibility for decisions Finally decisions are taken in an ambiguous and unconsolidated way, this implies two risks: 1. that the decisions have been taken wrongly and No one takes care of that they are carried out when they must be executed(Nelson, 2012). The fall of implantation is imminent. What risk assessment procedures should be applied by the external auditor to avoid a ny doubt on this issue and what implications would be generated in your financial report? In order to answer these questions or any question related to the continuity of the operation of any entity, the auditor should refer to the regulations to which the Administration or Management of the company is attached in the recording and control of the financial information and, Therefore, in the preparation and presentation of the basic financial statements. Accounting regulations Unless evidence is obtained to the contrary, normal and frequent operations carried out by the economic entity will be expected to continue in the future on a permanent basis for the next twelve months or more, as of the closing date of the financial statements. . The industry is dominated by big players but their idea is not based on real time money transfers. Important Functions of the business organization For this set up the most important function is the setup of a company structure that is ready to have the vision of this company implemented to the fullest. Planning as a function of the business is needed to make sure that the company strategies are implemented of having a good mobile money transfer system. However, it should expressly indicate any situation that causes a deviation in the progress of the entity or let you see in the immediate future problems of business continuity; For example: suspension of operations, bankruptcy, dissolution, liquidation, merger (in the case of a merged company), unforeseen physical accidents or caused by third parties(Paavilainen, 2002). Also, any uncertainty in the continuity of the entity, due to insufficient working capital, recurring operating losses, negative operating flows and breach of contracts should be disclosed. It will also be important to disclose, where appropriate, the action plans to be implemented or implemented by the entity, in order to solve the problem and / or uncertainty that may arise. References Aaker, D. (2001). Developing business strategies. New York: J. Wiley. Brown, J., Clinton, M. (2010). Horse Business Management: Managing a Successful Yard, 4th Edition. John Wiley Sons. Business and management practices in greece. (2014). [Place of publication not identified]. Kew, J., Stredwick, J.Human resource management in a business context. Lee-Ross, D., Lashley, C. (2011). Entrepreneurship and small business management in the hospitality industry. New York: Routledge. Liu, D., Jiang, W., Ma, W., Chong, A. (2007). Chinese business strategies. Singapore: Asiapac. Nelson, W. (2012). Advances in business and management. New York: Nova Science Publishers, Inc. Paavilainen, J. (2002). Mobile business strategies. London: Addison-Wesley. Price, A. (2015). Human resource management in a business context. [Mason]: South-Western Cengage Learning.

The Philosophical Society free essay sample

A comparison between Comtes, Socrates and Rousseaus philosophies on society. This paper compares and contrasts Comtes Positivism Theory from his writings in Great Being Humanity to Socrates theories from The Republic, Machiavellis theories from The Prince, and Rousseaus theories from A Discourse on Inequality. The author analyzes these philosophers ideals on society and justice and examines the way these ideals differ. The idea of society and justice has been central to many philosophical discussions. There has not only been great debate in elation to the positivism and natural aspect of the working society. The philosophers discussed below look at the working of justice and society. The starting point for the purpose of this paper is Comtes theory of positivism. A trend in bourgeois philosophy which declares natural (empirical) sciences to be the sole source of true knowledge and rejects the cognitive value of philosophical study. We will write a custom essay sample on The Philosophical Society or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Positivism emerged in response to the inability of speculative philosophy (e.g. Classical German Idealism) to solve philosophical problems which had arisen as a result of scientific development.

Othello Essays - Othello, Fiction, Film, William Shakespeare

Othello Essays - Othello, Fiction, Film, William Shakespeare Othello Dustin Mills English 102 Dr. Elisabeth Sachs Othello Essay Honest Iago One of the most interesting and exotic characters in the tragic play Othello, by William Shakespeare, is honest Iago. At first Iago seems to be motiveless. However, the motivation behind his actions lie more in Iago's quest for personal gain, as opposed to just being evil for evil's sake. Iago's greediness can be validated by examining his manipulation of Roderigo, Cassio, and most importantly, Othello. Iago's main interest is the destruction of Othello. The reason being that Othello has chosen another man, Cassio, as his second-in-command, preferring him to Iago. This resentment, accompanied by Iago's accusations of adultery and his blatant racism, cause Iago to despise the kindly moor. Because Iago is much too smart to immediately kill Othello, he proceeds with the arduous process of dismantling him emotionally. Iago also knows he must distance himself from any part of this, so he cleverly gets someone to do his dirty work. The first to fall victim to Iago's manipulation is half-witted Roderigo. Iago knows Roderigo is consumed by lust for Desdemona, and would do what it takes to make her his own. Iago tells Roderigo that the only way to win Desdemona's love is to make money to procure gifts for her. Put money in thy purse(act I scene 3 line 339). However Iago is just taking those gifts intended for Desdemona and keeping them for himself, and making a profit. Roderigo eventually starts to question Iago's honesty. When faced with the accusations, Iago simply offers that the killing of Cassio will aid in his cause and Roderigo falls for it. In doing this, Iago keeps Roderigo in the dark and continues to profit from him monetarily. Roderigo is also used as a device in both Cassio and Othello's downfall. Iago's actions demonstrate his monetary and power based motivations, invalidating the claim that Iago is evil for evil's sake. Cassio like Roderigo follows Iago blindly, thinking the whole time that Iago is trying to aid him, when in fact Iago, motivated by his lust for power, is attempting to remove Cassio of his position as lieutenant. With Roderigo's help Iago causes Cassio to forfeit his position as Othello's second-in-command. Cassio is also used to bring out the monster inside of Othello. In Iago's exploitation of Cassio, it is clear to see that, although evil in his deeds, Iago is strictly motivated by his hunger for power. As mentioned earlier, Iago's main intention lies in the degradation of Othello. Iago feels that he was best suited to hold the position of lieutenant, as opposed to Michael Cassio. From this Iago manufactures accusations of adultery, claiming that Othello has slept with his wife, Emilia. Twixt my sheets/ he's done my office.(Act I scene 3 line 380) These accusations are merely excuses to validate his own pleasant acts and greed, and should be seen as nothing more. Again it's plain to see that, in Iago's deception of Othello he is motivated by his jealousy and subsequent bitterness. In conclusion, it's evident that Iago is evil for greed's sake, as opposed to evil for evil's sake. His craving can be seen in his clever manipulation of Roderigo, Cassio, and Othello. He uses Roderigo for his own financial benefit, as well as support his master plan; the destruction of Othello. Cassio was unfortunate enough to be chosen ahead of Iago as Othello's second-in-command, and was reduced to a deteriorated state by Iago because of it. Lastly, driven by his bitterness towards Othello for choosing Cassio over him, Iago takes it upon himself to ensure Othello's demise. Iago is an extremely complex character, and far from ordinary. His complexity and uniqueness makes him one of Shakespeare's greatest villains.

Biography of Tullus Hostilius

Biography of Tullus Hostilius Tullus Hostilius was the 3rd of the  7 kings of Rome, following Romulus and  Numa Pompilius. He  ruled Rome from about 673-642 B.C. Tullus, like the other kings of Rome, lived during the legendary period whose records were destroyed in the fourth century B.C. Most of the stories we have about Tullus Hostilius come from Livius Patavinus  (Livy), a Roman historian  who lived in the first century B.C. Hostus Hostilius and the Sabines During the reign of Romulus, the Sabines and Romans were approaching each other in battle when a single Roman rushed ahead and engaged with a Sabine warrior who had similar ideas. The brash Roman was Hostus Hostilius, grandfather of Tullus Hostilius. Though he did not defeat the Sabine, Hostus Hostilius was held up as a model of bravery. The Romans retreated, although Romulus soon changed his mind and turned around and engaged again. Tullus on Expanding Rome Tullus defeated the Albans, razed their city of Alba Longa, and brutally punished their traitorous leader, Mettius Fufetius. He welcomed the Albans into Rome, thereby doubling the population of Rome. Tullus added Alban nobles to the Senate of Rome and built the Curia Hostilia for them, according to Livy. He also used the Alban nobles to increase his cavalry force. Military Campaigns   Tullus, who is described as more militaristic than Romulus, went to war against Alba, Fidenae, and the Veientines. He tried treating the Albans as allies, but when their leader acted treacherously, he conquered and absorbed them. After beating the people of Fidenae, he defeated their allies, the Veientines, in a bloody battle at the Anio River. He also defeated the Sabines at Silva Malitiosa by throwing them into confusion using his Albans-enhanced cavalry. Jupiter Strikes Down Tullus Tullus had not paid much attention to the religious rites. When a plague struck, the people of Rome believed it to be divine punishment. Tullus didnt worry about it until he, too, became ill and  unsuccessfully tried to follow the prescribed rites. It was believed that Jupiter in response to this lack of proper reverence, struck Tullus down with a bolt of lightning. Tullus had reigned for 32 years. Virgil on Tullus He shall found Rome anew- from mean estateIn lowly Cures led to mightier sway.But after him arises one whose reignShall wake the land from slumber: Tullus thenShall stir slack chiefs to battle, rallyingHis hosts which had forgot what triumphs be.Him boastful Ancus follows hard upon- Aeneid Book 6 Ch. 31 Tacitus on Tullus Romulus governed us as he pleased; then Numa united our people by religious ties and a constitution of divine origin, to which some additions were made by Tullus and Ancus. But Servius Tullius was our chief legislator to whose laws even kings were to be subject.- Tacitus Bk 3 Ch. 26

Cisco Topic Analysis Essay Example | Topics and Well Written Essays - 1250 words

Cisco Topic Analysis - Essay Example The next main step was taken regarding the reallocation of the majority of the IT budget to the departmental level. In this way each department will have a direct control over the departmental money. In this new structure the concept of the cartelized management has minimized. The next main transformation he has made is regarding the separation of the central IT steering committee. He has established a new structure through which IT investment decisions on application projects will be taken by the line management. In this regard the main execution of these projects will be done by the centralized IT organization (Schwartz) & (Jouret). Accoring to Pinkowski (2004), old Cisco legacy system was a UNIX based software package that maintained its operations of manufacturing, financial, and order entry. This system was crashed on January 1994 and because of this problem organization’s systems were down for two days. At that time CISCO administration realized that they should implemen t an ERP system quickly. After the time of less then one year Cisco successfully established an ERP system from Oracle (Pinkowski). NOLAN (2005) has outlined the main benefits of the ERP system and the web-centric supply chain. This offered the greater facility of the email, and server operating systems, Voicemail, desktop, meeting schedule software and office productivity suites were all standardized. Through this transformation the whole business operational structure became centralized (NOLAN). According to Schwartz (2006) through the web-enabling CISCO whole systems’ operations were standardized and Cisco was capable to carry out business activities with enhanced efficiency and more effectively (Schwartz). Through this implementation of new technology based system and large IT projects CISCO was able to standardize the overall business structure. This offered Cisco to uphold and maintain an efficient supply chain through business networked applications and also

Arabs' Generosity and Hospitality in the Arabian Peninsula Essay

Arabs' Generosity and Hospitality in the Arabian Peninsula - Essay Example Another major reason of the extreme generosity and hospitality of the Arabs is that they are encouraged by their religion to be that way. The influence on Islam on the culture of the Arabs cannot be overemphasized. This is evident from almost all good behaviors displayed by the Arabs. For example, the Arabs of the Arabian Peninsula frequently make use of these words in their everyday conversation with one another; inshaAllah and mashaAllah, which mean â€Å"if Allah wills so† and â€Å"as Allah has willed† respectively. Islam is the religion of a vast majority of Arabs in the Arabian Peninsula. Islam places immense emphasis on the hospitality of guests and encourages its followers to be highly generous to others. Prophet Muhammad (P.B.U.H.) said, â€Å"Nothing shall ensure the welfare (and interests) of your religion except generosity and good disposition† (ezsoftech.com, 2011). This is the reason why Islam has a well-defined system of Zakat i.e. charity. While p aying Zakat is obligatory upon every Muslim who has assets or money above a certain limit, Islam also encourages its followers to pay more than just Zakat from what they have to the deserving; known as Sadqa in Islam. Allah says, â€Å"Take alms from their wealth in order to purify them and sanctify them with it, and invoke Allah for them† (9:103 cited in Jabir al-Jaza'iry, 2013). In addition to Zakat and Sadqa, gift-giving is a very popular practice and tradition of Islam. Islam encourages its followers to exchange gifts with one another because it promotes love between them and causes the animosity to recede. It is important to note here that Islam has defined particular standards for gift-giving. Islam encourages its followers to give the same thing to others as gifts that they would choose... It is evident from the study that the Arabs consider being generous and hospitable a matter of honor and feel obliged to display it toward others as if it is a sacred duty that they have to perform. Arabs think of it more as an obligation and cultural duty to be generous and hospitable to each other as well as outsiders than simply a behavior. That is why they are famous for generosity and hospitality. Three main reasons of their generosity and hospitality are their centuries of living and trade in the deserts that made them extremely dependent upon one another, the teachings of Islam that place immense emphasis on the display of generosity and hospitality toward others, and the homogeneity of the culture and demographics of the Arab countries in the Arabian Peninsula. Islam is the religion of a vast majority of the Arabs in the Arabian Peninsula, and its impact and influence of the culture of the countries in the Arabian Peninsula is immense. The extreme generosity and hospitality o f the Arab people makes the foreigners feel like at home in the Arab countries. This has benefited both the Arabs and the foreigners as millions of foreigners are employed in the Arab countries and are contributing to the development and prosperity of the Arab countries. Both nationally and internationally, the Arab countries of the Arabian Peninsula have adopted the policies of generosity and hospitality which has helped them foster good relations with other countries of the world.

Education of Philosophies Essay Example for Free

Education of Philosophies Essay After reading through the different philosophies of education, I have come to the conclusion that I can relate to the student centered philosophy the most for several different reasons. As stated in the chapter, education is not a competition. I don’t agree with having students take multiple choice tests to see who gets the highest amount of right answers. Many students suffer from test anxiety and giving them one chance to prove they are educated on the subject isn’t fair. I am a firm believer that students don’t gain knowledge from textbooks, they gain knowledge by being out in the real world. To me, experiencing things first hand is the strongest way to learn about a subject matter. This leads me to the progressivism philosophy of education. I am all for experimental learning, having students have the chance to learn by doing. Another method of this is called the scientific method. This happens by expecting students to pursue their answers through problem solving and critical thinking, and are rarely expected to find their answers in a textbook. Another method I agree with is social reconstruction. Democracy in a classroom encourages teachers to guide an important dialogue among the children, but to avoid telling students how to think or what to believe. Social purpose gives students an opportunity to instill habits or values that are useful to the greater community. I believe students should be encouraged to think about local, national, and international issues in the real world. More importantly, I believe existentialism is the most crucial student centered philosophy in education. Giving students the ability to develop their own creativity and different ways of self-expression is something that should be focused on in every school. Students should be allowed freedom to go at their own pace and should be inspired by the things shared among peers  in the classroom. Students are expected to be in control of their own lives at school while playing an active role in functioning community, students should leave the school with the important ability to think critically.

Malmar McKnight’s The Storm Essay -- Malmar McKnight The Storm

Malmar McKnight’s The Storm Malmar McKnight’s frightening story, â€Å"The Storm†, weaves a violent storm and murder together to heighten the horrific fears that engulf Janet Willsom. â€Å"The Storm† is a combination of Mother Nature, Janet’s emotions, and her heartbreaking dilemmas. The eerie mood is revealed throughout the story. Figurative language helps the reader bring the story to life in his/ her mind. The author’s use of irony is devolved through Janet’s changed perception of the storm. Throughout the story, the mood becomes more suspenseful. As Janet walks out of the strong spring storm and enters her cold damp house, she is overcome by feelings of isolation and loneliness. Her husband is not there; there are dead plants around her house as if nobody has been there for a lo...

James Joyce Essay

In James Joyce’s Ulysses readers encounter Stephen Dedalus’s search for identity – a search which will be present through the entire narrative. At the heart of Ulysses is Stephen’s relationship with his mother. Stephen describes both the real mother who reared him and is now dead and an imagined mother serving as a symbol who is a product of Stephen’s consciousness having fear and anxiety (Hill 329). Mother love is idealized by Stephen in Ulysses: â€Å"Amor matris,† says Stephen, â€Å"subjective and objective genitive, may be the only true thing in life† (207). The concept of â€Å"amor matris,† or mother love, shows the magic power of the mother’s fertility. Motherhood is the only fact of life about which Stephen is confident. A mother’s love, the dyadic relationship in which the mother and child are inseparable, however, Stephen experiences only nostalgically. He attempts to articulate it, when it is over. Thus Stephen’s fantasy of a selfless love is marked by a sense of loss. Main Body Although Stephen has buried his mother, she subsequently appears as a ghost. With his own mother dead, it is normal for Stephen to direct his attention sooner or later to Molly Bloom, the Magna Mater presiding over Ulysses. But Molly is something more than a mere person which serves in place of real mother. She symbolizes the sinful flesh, the claims of nature, and human love. Stephen’s attraction toward her is symptomatic of his disillusionment with all forms of patriarchal pressure (political authority and the Old Testament). She is like a moral goal towards which he is drawn as a result of his opposition to the church. As Murray explains: â€Å"If a man, who believes somehow in the reality and ultimate worth of some religion of gentleness and unselfishness, looks through the waste of nature to find support for his faith, it is probably in the phenomena of motherhood that he will find it first and most strikingly†(Goldberg 36). For Stephen the pain is very strong by the fact that his mother is dead. She has left him alone. She has taken with her his assurance of being related to the world and to himself. She has left the terrible anxiety about his loss. Moreover, she became the â€Å"ghostwoman† who appears to Stephen in the dream of death that lives in his memory throughout the day, together with memories and reflections about the mother in life. Added to his uneasiness about the psychic separation that is necessary for his growth into manhood is the hopeless realization that there is no physical woman to take the mother’s place: â€Å"She, she, she,† he says repeatedly in â€Å"Proteus,† â€Å"What she? † (426). As Stephen comes intermittently into focus through the text, so does as much again in strength the problem of the loss of his mother and his necessity for a woman to take her place. The Stephen’s persistent idea with his dead mother is lightened at times by tenderness, but gradually is darkened by feeling of distress, anger, and offence over the relationship. Stephen’s memories of his mother start in â€Å"Telemachus† with the recall of his periodic dream of her in her â€Å"loose brown graveclothes† (103-4), which draws from him his initial plea for release – â€Å"let me live. † Stephen’s reflection to the memories of his mother in life and in death vibrates at the beginning between the desire for separation and the desire for continuous dependence, and his plea for release in â€Å"Telemachus† – â€Å"No, mother! Let me be and let me live† (279). In order to become capable of giving immortality to his life, in art, Stephen must first become a man. This requires a rebirth, not through the spirit, as it is in religion, but like the birth from the mother, occurring through the flesh of the loved woman: â€Å"in woman’s womb. † Stephen considers this rebirth seriously. At the end, Stephen is reborn in the text. This rebirth is textually completed at the middle of â€Å"Ithaca,† when Bloom opens the garden gate for Stephen, and a birth image includes meanings of the pun on â€Å"in woman’s womb. † Bloom inserts a â€Å"male key† into â€Å"an unstable female lock,† to reveal â€Å"an aperture for free egress and free ingress† (215-19). This is the â€Å"rebirth into a new dimension† and is also Stephen’s participation in the incarnation of the artist (Goldberg 96). Stephen’s image in â€Å"Telemachus† of his mother’s â€Å"glazing eyes, staring out of death, to shake and bend my soul. . . . to strike me down† (273-76), brings from him the most dramatic raising of the terrible mother. â€Å"Ghoul! Chewer of corpses! † (278) is a manifestation of rejection which is definitely confirmed in ‘Circe† at the appearance of The Mother. Stephen’s mother shelters and nurtures her son with her body, her blood, her â€Å"wheysour milk,† who saves him from â€Å"being trampled underfoot† by the outside world (141-47). This motif of interchange between the loving and horrible aspects of the mother, presented in the first two episodes of Ulysses, is repeated in moments of memory any time Stephen’s mother becomes present in the text, until in â€Å"Oxen of the Sun,† the birth chapter, Stephen describes his release from the mother’s threat through his proposed appropriation, as an artist, of her sophisticated power: â€Å"In woman’s womb word is made flesh, but in the spirit of the maker all flesh that passes becomes the word that shall not pass away. This is the postcreation† (292-94). Haunted through the whole of the day by the memories of his mother in death and in life, Stephen has moved from his loneliness in the morning, coupled with his inner plea to his mother to free him – â€Å"Let me be and let me live† – to this statement of purpose at the maternity hospital. And this statement leads to his claim to a creative power that is greater than that of the mother (Hill 329). In â€Å"Circe,† then, The Mother meets with Stephen directly as the terrible mother, in her â€Å"leper grey,† with her â€Å"bluecircled hollow eyesockets† in her â€Å"noseless† face, â€Å"green with gravemould† (156-60). And here in the brothel, Stephen releases from the mother. This release is necessary for Stephen to become the divine creator of his proclamation. The release is accomplished in the unconscious, which is the ruling principle of â€Å"Circe. † The conversation between mother and son in a fundamental manner repeats Stephen’s encounters with her memory in the daytime, more or less changed, but still with the same odd balance between the loving and the horrible that is associated with the conscious memories. For although The Mother brings with her a message of death – â€Å"All must go through it, Stephen†¦. You too† (182-83) – she contains powerful features of the loving mother. As Stephen frightfully denies responsibility for her death – â€Å"Cancer did it, not I† (U 15:4187) – The Mother claims, â€Å"You sang that song to me. Love’s bitter mystery† ( U 15:4189-90). This line from Yeats’s ‘Who Goes with Fergus? † can be found in â€Å"Telemachus,† as Mulligan leaves the parapet, humming: And no more turn aside and brood Upon love’s bitter mystery For Fergus rules the brazen cars. (239-41). The paradox found in â€Å"love’s bitter mystery† colours The Mother’s answer to Stephen’s plea, â€Å"Tell me the word, mother, if you know now. The word known to all men† (U 15:4192-93). Twice before Stephen has asked the same question in his thoughts about â€Å"the word known to all men†: in Proteus (435) and in â€Å"Scylla and Charybdis† (429-30). In all the episodes in which the question is asked, in only one is a clear answer given. The answer, actually, had never been in the published text of Ulysses until Hans Walter Gabler’s 1984 Critical and Synoptic Edition interpreted five lines in â€Å"Scylla and Charybdis† (U 9:427-31) – forty-three words, eleven of them in Latin (Deming 129). This text, restored to one of the most scrutinized carefully segments in Ulysses, the source of most liked quotations about art and life, about fathers and sons, about mothers and sons, described love as the â€Å"word known to all men† (Deming 129). Richard Ellmann, in his 1984 presentation address to the Ninth International James Joyce Symposium in Frankfurt, presented the audience with his own identification of the word known to all men as love, claiming that the word was â€Å"perhaps† death (Deming 129). Kenner’s position that it might be death is much more than clear in his 1956 Dublin’s Joyce, where he describes Dublin as ‘the Kingdom of the Dead† and characterizes Molly’s final â€Å"yes† as â€Å"the ‘Yes’ of authority: authority over this animal kingdom of the dead. † The mother thus becomes the image of the â€Å"bitter mystery. † The complete answer to the question Stephen asks about the â€Å"word known to all men† is not ‘love† or â€Å"death† but â€Å"love† and â€Å"death† – for whatever is born of the flesh through love will die at the end (Goldberg 156). In â€Å"Circe,† The Mother answers to Stephen’s plea with a conflicting blending of the loving and the terrible mother. The Mother in â€Å"Circe† is not gentle. True, she gives evidences of her love for her sun – amor matris – in terms that echo Stephen’s own thoughts that his mother â€Å"had saved him from being; trampled underfoot† (146): â€Å"Who saved you†¦? Who had pity for you? † (196). But when she asks for Stephen’s penitence, she becomes for him ‘The ghoul! Hyena! † (198-200). And as the Mother continues to present assurances of her love and concern – â€Å"I pray for you†¦ Get Dilly to make you that boiled rice†¦. Years and years I loved you† (202-3) – her simultaneous threat of â€Å"the fire of hell† brings from Stephen the words of appeal, â€Å"The corpsechewer! Raw head and bloody bones† (212-14), together with the echo in â€Å"Circe† of his rejection in ‘Telemachus†: â€Å"Ghoul! Chewer of corpses! (278). Up to this point in the meeting with The Mother, although mother and son communicate, they do not touch each other. But with Stephen’s frantic denial of The Mother’s final demand for remorse, a crab unexpectedly appears, and mother and son touch through the crab. This â€Å"green crab with malignant red eyes,† although evidently autonomous, is nevertheless mysteriously, ambiguously connected with The Mother, who â€Å"raises her blackened withered right arm slowly towards Stephen’s breast with outstretched finger,† uttering, â€Å"Beware God’s hand! † as the crab â€Å"sticks deep its grinning claws in Stephen’s heart† (217-21). This crab is real, and at the same time â€Å"Cancer did it, not I† (187) – has all features of a primary creature from the dark depths of Stephen’s unconscious. Stephen’s crab is not visible to others, and his inner creature is not certainly visible even to him. But the terrible ghost with whom both crab and dragon are connected remains – for the reader and for Stephen himself – Stephen’s mother (Hill 329). Even Stephen’s references to Mother Ireland, Cathleen ni Houlihan, are tinged with gender bias. Stephen betrayed his mother as well as Mother Ireland. In the early morning at the Martello tower, he connects the old milk woman with the Shan van Vocht, â€Å"silk of the kine and poor old woman† (403), but doubtfully recognizes that the â€Å"wandering crone’ serves the â€Å"conqueror and her gay betrayer [Mulligan]† (403-5). Unlike the patriots who glorify Mother Ireland, Stephen thinks of â€Å"Gaptoothed Kathleen, her four beautiful green fields, the stranger in her house† (184). Mulligan and Stephen at the Martello connect woman with nature: the â€Å"great sweet mother† (78) of the sea. â€Å"Our mighty mother† (85) is, as in case with the Romantic poets, nature (Rickard 215). Conclusion In Ulysses, there is Stephen’s misogyny. He realizes the significance of â€Å"woman’s place† in a man’s life and in his sense of himself. Ulysses is, without doubt, typically a man’s book. It begins and ends with the mother figures who complete the male artist’s self. The mother, who is the â€Å"first incarnation of the anima archetype† (330), enters Ulysses with young Stephen and stays with him throughout most of Bloomsday. Thus, in Ulysses, though there are not many women, Joyce has presented to readers in symbolic terms the important interdependence and complementarity of the man and the mother. Works Cited Deming, Robert H. James Joyce: The Critical Heritage. Vol. : 2. Routledge: London, 1997. Goldberg, S. L. The Classical Temper: A Study of James Joyce’s Ulysses. Chatto & Windus: London, 1961. Hill, Marylu. â€Å"Amor Matris: Mother and Self in the Telemachiad Episode of Ulysses†. Twentieth Century Literature. Vol. 39, no. 3, 1993. Joyce, James. Ulysses. New York: Vintage, 1986. Rickard, John S. Joyce’s Book of Memory: The Mnemotechnics of Ulysses. Duke University Press: Durham, NC, 1999.

The Ozone Behavior and Variability of Thickness

The Ozone Behavior and Variability of Thickness Introduction The ozone O3has good and bad effects on the Earth. For illustration the stratosphere, where most of the ozone is located, absorbs harmful UV beams. Because the ozone plays such an of import function on human life and the ecosystem, it is of import to invariably endeavor to larn more about the ozone and record and analyze informations. Harmonizing to Shaw, while both O and ozone together absorb 95 to 99.9 % of the sun’s UV radiation, merely ozone efficaciously absorbs the most energetic UV visible radiation, known as UV-C and UV-B, which causes biological harm ( Shaw, 2014, p. 3 ) . When UVC is absorbed by free O groups in the stratosphere, they break apart into two O atoms, and so they combine with O2molecules to organize stratospheric ozone Oxygen3, shown by the undermentioned reactions: Oxygen2+hvi O + O O + O2+ M i O3+ M wherehvis ultraviolet radiation and M is an inert molecule that enhances the reaction of O with O2. The ozone is created, destroyed and created once more in rhythms, of course. While there are legion reactions of how the ozone is destroyed of course, anthropogenetic substances/processes are increasing the devastation the ozone. Examples of anthropogenetic substances/processes would beCFC’s such as infrigidation, air conditioning and aerosol propellents.Halons ; man-made chemicals that can be used to snuff out fires.Burning of fossil fuels.If the ozone continues to be destroyed faster than the natural procedure of being created, less and less of the harmful UV visible radiation will be absorbed in the stratosphere and will finally do it to the Earth’s surface. The UV radiation to the surface would ensue in effects to the worlds and the ecosystems such as the addition of skin malignant neoplastic disease instances, development of cataracts, lessening in photosynthetic pro ductiveness, an addition in vaporization rates and lessening in precipitation. To protect the ozone’s hereafter from anthropogenetic substances the Montreal Protocol, adopted in 1987, with extra understandings, required states to diminish the sum of atmospheric concentrations of CFCs. With these understandings, concentrations chlorine began to diminish in 1995 ( Sahw, 2014, p. 6 ) . Analyzing the information recorded about the ozone thickness provides grounds on whether the ozone is consuming or non, penetration on the effects of anthropogenetic substance/processes and aid in the formation of theories, such as the ozone repairing itself. This assignment will supply a general apprehension of the tendency of longitudinal sets -60/-55, -40/-35, -10/-5, 15-20, 30/35 and 50/55 for the old ages of 1997 – 2005. MATERIALS AND METHODS Data was provided for this assignment by Professor Shaw. Harmonizing to the hand-out provided the information was collected by the Total Ozone Mapping Spectrometer ( TOMS ) for the old ages of 1997 – 2005. The TOMS instrument provides scientists with a planetary position of the stratospheric ozone bed in existent clip with measurings for the full universe every 24 hours ( Shaw, 2014, p. 6-7 ) . The provided information was manipulated in an excel spreadsheet to concentrate on latitudinal sets -60/-55, -40/-35, -10/-5, 15/20, 30/35, 50/55. The given informations was so manipulated and graphs created utilizing excel to be better represented and more easy understood. Each latitudinal set of involvement was individually graphed over the eight twelvemonth span to compare by the months of January, April, July and October. Then the one-year mean for each latitudinal set of involvement was calculated ( non including the months with zero readings ) and put into a graph demoing the tend ency of the entire ozone thickness over the eight twelvemonth span. More specific inside informations may be found in the lab instructions titledThe Chemistry of the Ozone Layer( Shaw, 2014, p. 8 ) . Additionally, a press release by Mindy Shaw and the text edition,Global Environment: Water, Air and Geochemical Cycles, were available with information sing the behaviour of the stratigraphic ozone. After reading the stuff sing the stratigraphic ozone the graphs were interpreted and hypothesis’ formed. Consequence Figure 1: The one-year mean ozone thickness recorded by the TOMS for the latitudinal sets -60/-55, -40/-35, -10/-5, 15-20, 30/35, 50-55 for the old ages of 1997 – 2005. The ozone thickness is measured in Dobson Units ( DU ) . The one-year mean calculated does non include the nothing ( 0 ) records. Figure 2: The monthly tendency of the ozone thickness recorded by the TOMS for the latitudinal set -60/-55 for the old ages 1997 – 2005. Figure 3: The monthly tendency of the ozone thickness recorded by the TOMS for the latitudinal set -40/-35 for the old ages 1997 – 2005. Figure 4: The monthly tendency of the ozone thickness recorded by the TOMS for the latitudinal set -10/-5 for the old ages 1997 – 2005. Figure 5: The monthly tendency of the ozone thickness recorded by the TOMS for the latitudinal set 15/20 for the old ages 1997 – 2005. Figure 6: The monthly tendency of the ozone thickness recorded by the TOMS for the latitudinal set 30/35 for the old ages 1997 – 2005. Figure 7: The monthly tendency of the ozone thickness recorded by the TOMS for the latitudinal set 50/55 for the old ages 1997 – 2005. Discussion Harmonizing the Figures 2 – 7, the variableness in the tendencies of the latitudinal sets gets larger the further off from the equator they are. Vice versa the closer to the equator the less variableness there is, as seen in Figures 4 and 5. This correlativity is due to the Earth’s joust. As the Earth jousts towards the Sun the Earth receives more sunlight and consequences in longer yearss. This addition in sunlight additions the sum of high-energy solar atoms striking the ambiance which consequences in an addition in coevals of ozone. The information besides shows a tendency of a thicker ozone bed near the poles during the spring seasons for the single poles respectfully ( Figure 2 and Figure 7 ) . The North Pole spring season begins around March while the South Pole spring season begins around September. A upper limit of thickness is shown for the North Pole in Figure 7 and South Pole in Figure 2. This addition in thickness during the spring season could perchance be due to the accretion of ozone transported from the Torrid Zones during the autumn and winter seasons. The twelvemonth to twelvemonth informations shows that surprisingly the ozone thickness is bit by bit increasing over clip ( Figure 1 ) . In fact, out of the latitudinal sets of involvement, the latitudinal set -10/-5 was the lone one to diminish in thickness over the eight twelvemonth span. This information entirely ( including merely the old ages of involvement from 1997 – 2005 ) does non back up the theory that the ozone is being depleted quicker than it is being of course created ; nevertheless, the correlativity of the alteration should be noted as due to the lessening of anthropogenetic substance by the Montreal Protocol, adopted in 1987, and other extra understandings that decreased the atmospheric concentrations of CFCs. This proves an opposite relationship that a lessening in anthropogenetic substance consequences in an addition in ozone thickness. Decision Because the ozone plays such an of import function to human life and the ecosystem, it is of import to understand the behaviour and variableness of its thickness. Knowing the ozone’s behaviour allows us to protect our hereafter and cognize to diminish the usage of anthropogenetic substances/processes. By analysing informations over old ages, scientist can foretell whether or non the ozone is being depleted faster than it is of course being created or if it is repairing itself. Harmonizing to the informations the ozone fluctuates in thickness globally due to latitudinal place, seasonal alterations and the increase/decrease of anthropogenetic substances. While latitudinal place and seasons is a natural procedures in assisting with creative activity and devastation rhythm of the ozone, the sum anthropogenetic substances is something that can be controlled. The information proves that a lessening in anthropogenetic substance consequences in an addition in ozone thickness. Appendix: Appendix 1: The monthly norm and one-year mean ozone thickness recorded by the TOMS for the latitudinal set -60/-55 for the old ages 1997 – 2005. The ozone thickness is measured in Dobson Units ( DU ) . The one-year mean calculated does non include the nothing ( 0 ) records.Monthly Average and Annual Mean Ozone Thickness For the Latitudinal Band -60 / -55 Thickness measured in Dobson Units ( DU )YearJanFebMarAprMayJunJulAugSepOctNovDecAnnual Mean1997309.5297.8292.4294.9292.9297.2301.7314.6323.6326.8323309.33071998304.5295.4289.1290.2299.3318.7323.1317.9316.3334.9332310.93111999301.5292.8288.8290.6299.9309.8316.3314325.5333.6329.8306.53092000297.2293.9291.6291.4291.3295.2296.5295.7321.7344.5337.3322.13072001307.8297.9295.1296305.6315.8315.4310321328.8330309.23112002301.6292294.7291.8299.5313.5327.5338.8351.5367.9343325.23212003313.3304.2295.2293.9297299.1303.6299315.3344.1342.2321.13112004307.3299.6295.7302.1301.1308.2310.6321.4334.9344329.4313.73142005308.8295.1287.4287.9290.5299.6303317.4329.5342.9338.60309Appendix 2: The monthly norm and one-year mean ozone thickness recorded by the TOMS for the latitudinal set -40/-35 for the old ages 1997 – 2005. The ozone thickness is measured in Dobson Units ( DU ) . The one-year mean calculated does non include the nothing ( 0 ) records.Monthly Average and Annual Mean Ozone Thickness For the Latitudinal Band -40 / -35 Thickness measured in Dobson Units ( DU )YearJanFebMarAprMayJunJulAugSepOctNovDecAnnual Mean1997270.3269.2267.3266.2271.6280.5290.1305.6319317.3302.9285.82871998277.4272.8271.8273.8284.3300.8316.3323335.8329.9312.8295.63001999271.5268.9267.8268.3272.9286302.8318.8327.4327311.6286.62922000274.5268.7265.2268277.9296.1312.2330.2336.4331.1309.6286.62962001278.9271268.2269.9279.6301.1319.3326335.4332.1317.8297.63002002284.3279.8274.5276.4282.5296311.3326.6330330.8311.3297.73002003284.3279.5273.9272.6276.4296314.8331.4339.5334.8316.6292.93012004280.4273.8270.5263.5270.8279.9294.5312324319.6305.7285.72902005275.7272.1271271.2281.7303.8319.7335.2340.7335.6309.80302Appendix 3: The monthly norm and one-year mean ozone thickness recorded by the TOMS for the latitudinal set -10/-5 for the old ages 1997 – 2005. The ozone thickness is measured in Dobson Units ( DU ) . The one-year mean calculated does non include the nothing ( 0 ) records.Monthly Average and Annual Mean Ozone Thickness For the Latitudinal Band -10 / -5 Thickness measured in Dobson Units ( DU )YearJanFebMarAprMayJunJulAugSepOctNovDecAnnual Mean1997254257260.5260.3255.4256.8258.7259.5265.5266.8259.7247.92591998242.2245.9248.7249.1249.6250.1256.6264.9272.9273.7269.4267.32581999260.9262260.6262.2262.1261.3264.5267.5273.1272.7265.3258.22642000257.7258.4260.7261.1259.7258.5258.2263.6269264.2258.5253.52602001253.1249.5251.8252.6248.8247.5250.8257.4269.5273.3272.8270.12582002269271.4269.6267.2261.5258.9258.5263.9268.3268.8264254.62652003252.1253.5255.7255.4254.1255.9257.4262.9268.9264.3260258.52582004254258.9261262.7261.4260.6264.5267.6273.3267.3261.9256.62622005253.2253.2252.4251.6251.1252.7256259.8264.2264.5257.80256Appendix 4: The monthly norm and one-year mean ozone thickness recorded by the TOMS for the latitudinal set 15/20 for the old ages 1997 – 2005. The ozone thickness is measured in Dobson Units ( DU ) . The one-year mean calculated does non include the nothing ( 0 ) records.Monthly Average and Annual Mean Ozone Thickness For the Latitudinal Band 15 / 20 Thickness measured in Dobson Units ( DU )YearJanFebMarAprMayJunJulAugSepOctNovDecAnnual Mean1997236.5239.8253.2267.7271.9273.2276.8272.7268.1263254247.72601998243.8250.5262.4276.3281281.6282.3280.5276.1265249.4244.22661999240243255.1272.2280.9282.8282.2281277.9269.3259.7254.72672000256.3262.9270.8283.4285.7283.6281.5280.2275.7264253.9247.82702001251.1253.4267.9283.8285.3283.6282.9281.3274.7264.2252.3241.42682002241.4248.6259.1275.3282.5284.5282278.9273.4265.2256.9245.42662003244252.4270.2284.1289.8289.4287.2284.4277.8263248.3241.82692004236.7242.5257.4271.1280.6286285.3281.9277266.8258.9253.42662005254.9260.2268.2277.4283279.4279.3276.1272.9263.1248.80269Appendix 5: The monthly norm and one-year mean ozone thickness recorded by the TOMS for the latitudinal set 30/35 for the old ages 1997 – 2005. The ozone thickness is measured in Dobson Units ( DU ) . The one-year mean calculated does non include the nothing ( 0 ) records.Monthly Average and Annual Mean Ozone Thickness For the Latitudinal Band 30 / 35 Thickness measured in Dobson Units ( DU )YearJanFebMarAprMayJunJulAugSepOctNovDecAnnual Mean1997279.5286.7300.3306.9303299.4291.6283.8279.2278.7277282.52891998291.7303.7319.4325.6324.6310.3297.6293.3283.6272.7262.1263.32961999270.1281290.8305.2311303.2297.7293284.4274.7274.1277.32892000292.5297.2310.3315311.4301.1296.4291.9282.5270262.3270.42922001285.8292.8309.3320.9317.6304.2297.7292.9280.6272.9266.9266.92922002270.9277.1296.9314.6316.1309.3299.8292.8283.6274.8271.52812912003290.5309.1317.9323.4321.8311.3300.7294.9283.9271.3264267.42962004273.1283.1295312.7316.9308.5301.6293.2283.8276.5269.7279.22912005297.6308.9314.2320.3320.2308.1296.9290.9280.8268261.20297Table 6: The monthly norm and one-year mean ozone thickness recorded by the TOMS for the latitudinal set 50/55 for the old ages 1997 – 2005. The ozone thickness is measured in Dobson Units ( DU ) . The one-year mean calculated does non include the nothing ( 0 ) records.Monthly Average and Annual Mean Ozone Thickness For the Latitudinal Band 50 / 55 Thickness measured in Dobson Units ( DU )YearJanFebMarAprMayJunJulAugSepOctNovDecAnnual Mean1997364.4383.4384.9371.4359.2348.3330312302.7298.7308.83423421998380397.9407.4401.2381.4364.2339.6320.6308.6304.6329.5342.13561999365.3387.8413.6391372.9354.7330.8314.9305.6306.7312.2341.43502000359.8383.6387377369.8348.1327.4309301.2304.5323.2362.13462001377.5405.3407.3395.9373.6356.3332.4315.6307.5310309.5343.23532002361371.6397.2389375.9356.2331.3316.2303.7308.4318.93553492003378398.4409.5401.8381.2357.7340.1322307301.4318.3334.83542004367.2386.1399.5393.7373.6354.3333.4320.4304.7297304.8329.93472005350.2374.5390.5382.6370.2351.7332.7315.3301.7296.6

Essay Com

Essay Com Nowadays the global network Internet is overfilled with custom essay companies and essay writing agencies which offers a huge number of services such as writing, editing, proofreading, pre-writing, re-writing and others. Such essay companies provide students and young people with custom written essays, term papers, research papers, dissertations and other written assignments in exchange of money. They hire highly qualified freelance essay writers all over the world for writing academic papers for them. Unfortunately, there are also a lot of scam or fraudlent writing sites that are committed to cheat people delivering plagiarized pre-written papers stolen from free essay sites or essay databases. What is essay com? A lot of students all over the world prefer using essay companies to writing essays on their own. This occurs due to a lack of time or laziness. Some of them are looking for essay writing services in the Internet surfing Google and Yahoo search engines. Essay com is an abbreviation of the word essay company. It is one of the most popular keyword typed by students in search engines. Such a category of young people is fond of visiting web sites domains of which end in com, org and net. After typing essays com this or that search engine instantly gives all results with domains containing words essay and com. If you are looking for professional custom essay writing companies that are committed to deliver custom essays written from scratch by professional academic writers you have a lot of options which company of service you can choose according to your demands, prices and quality. Go ahead and beware of cheating companies on the web.

Introduce Kids to Weather with These Coloring Pages

Introduce Kids to Weather with These Coloring Pages One of the earliest ways kids begin learning about the weather is by drawing and coloring weather symbols like suns, clouds, snowflakes, and the seasons. Teaching children about the weather with art and pictures not only makes it easier for them to understand, it also makes learning about severe and more serious kinds of weather less scary. Weve rounded up a collection of  family-friendly  weather coloring books offered by  the National Weather Service that help keep families informed and safe during severe weather events. Kids are encouraged to read about each severe storm type and then color in the pictures.   Meet Billy Maria Created by NOAAs National Severe Storms Laboratory,  Billy and Maria are two young friends who learn about severe weather through their adventures in  thunderstorms, tornadoes, and winter storms. Young students can accompany them by reading each story page and then coloring in the pictures.   Best for ages: 3 to 5 years The smaller coloring spaces, large text, and  simple sentences make these books appropriate for younger children.  Ã‚   Severe Weather with Owlie Skywarn NOAA also aims to capture the attention of kids with Owlie Skywarn, their official weather mascot.  Owlie is known for being wise about the weather and can help your children and students to do the same.  Booklets are 5-10 pages long and include fact boxes with illustrations that can be colored in. A  quiz (true/false, fill in the blank) is included at the end of every book to test what kids have learned.  Ã‚   In addition to the Owlie Skywarn coloring books, kids can also follow Owlies weather adventures  on Twitter (NWSOwlieSkywarn) and Facebook (nwsowlie). Some of Owlies Activity books  talk about: TornadoesHurricanesFloodsLightningWinter Storms Best for ages:  8 and up The coloring books are expertly designed and very informative, but almost too informative. The font type is quite  small and the information is a little above the coloring book stage of student interest.   Teachers: Weave Coloring Into Your Weather Science Lesson Plans Teachers can  implement these weather coloring books into the classroom as part of a daily plan over the course of five days. Using a severe storms theme, we suggest teachers present all of the materials one day at a time. Print out all of the booklets in the list, but don’t pass out the quiz. Present the material to students and then give them the quiz to take home and complete with their families. Tell students their assignment is to â€Å"teach† their families about severe storm preparation. Parents: Make Weather Coloring An Anytime Activity Just because these coloring books are educational, doesnt mean they dont make a good anytime coloring activity! Parents and guardians should use them at home, too, to begin to teach kids about weather safety from  a very young age.  Each of the coloring books actually shows kids how to react in the event of severe weather so that whenever storms do hit home, your kids will feel more  relaxed and ready for them.   Follow this family plan to implement these booklets in your family nights. We suggest parents plan one night per week to review the written information in the booklets. Since there are five booklets, you can complete this small course of study in just five weeks. Since storm preparation is so vital, you have to remember to practice the safety information over and over. Here are the steps: Assign one night for reading and reviewing the information together.Give your kids supplies to color the pages. Make sure you tell your kids to think about the safety information as they color.Check with your kids periodically to see what they remember. Put the details into practice at  home with random questions about the material. Since storms can happen suddenly, knowing what to do quickly and â€Å"on the spot† is vital to learning and preparation.At the end of the week, go over the information together again. Present the Owlie Skywarn quiz and see how many of the answers your kids can guess.Design a weather drill poster or paper so that you and the rest of your family will know what to do during a storm. Post it to a central spot, like the refrigerator.  Periodically, practice the weather drills so that your family stays refreshed.

Depictions of Women in The Color of Purple Essay

Depictions of Women in The Color of Purple - Essay Example In this overview, she talks about the several political aspects of feminism that can be linked to theatre and other elements of feminist inquiry. Referring to Case's Feminism and Theatre and especially to Jill Dolan's The Feminist Spectator as Critic, Austin discusses the radical, cultural and materialist stages or divisions that fall within feminist analysis. Liberal feminism founded on universal values emphasizes women's equality with men; Cultural or radical feminism stresses the difference from and superiority to men and advocates the spirit of this within a 'female aesthetic'. While both 'radical' and 'cultural' have been used to explain this stage, Austin opts for the word 'radical' based on its political connotations. Materialist feminism contradicts the necessity and universalism of radical feminism by underscoring 'the function of class and experience in creating the oppression of women'. This latter approach maintains that women's experiences must be understood within their specific historical, economic and political context (Case 38). Just as, Austin invokes caution in 'making categories extremely powerful' when looking at the key work of feminist analysis, care is equally essential to these liberal, materialist or cultural divisions. This paper analyzes the author’s depiction of the female characters in the story using Gayle Rubin’s â€Å"exchange of women† theory, as expressed in Gayle Austin’s Feminist Theories for Dramatic Criticism. The Color Purple is a book by Alice Walker about racism, slavery, abuse and womanism. The story is based on the experiences of the author. Alice Walker’s description of a southern black woman in the story The Color Purple is extremely powerful. This is because Walker applies a variety of literary devices to the story, giving the story more impact. She uses symbolism, applies her tone as an author, and uses a certain dialect for her characters. The presence of symbolism in the book i s not as glaring to the eye of the reader as one may think (Walker 264). Gayle Rubin (2011) referred to marriage as the traffic or exchange of women where women are taken in battle, sent as tribute, given in marriage, exchanged for favors, traded, purchased, and sold. Throughout time, women have always been an essential aspect of literature. They have inspired several writers, whether novelists, dramatists, essayists or poets. Unfortunately, these often illustrated men as the superior gender, and women a passive object that could not thrive on its own and could do nothing for itself. In literature, women could only survive through the lives, minds and eyes of men but rarely for themselves. In Le deuxieme sexe, Simone de Beauvoir states that women are differentiated and defined in relation to man; the woman is the other and he is the subject. Beautiful and submissive, they could never think for themselves. They were obliged to take a secondary place in the men's world, not because of their capacity but rather because of imposed social and cultural forces. This false and biased representation denied women their identity and even worse their dignity. The history of patriarchy shows a variety of injustices suffered by women. They represented, in a way, the disadvantaged group that had often been subject to male authority through male egocentrism and had been prevented from full development as human beings. Sexism, under patriarchy,