The Greatest Artist Has No Conception Which A Single Block Of Marble D

The best craftsman has no origination which a solitary square of marble doesn't possibly contain inside its mass, yet just a hand loyal to the brain can enter to this picture. ~ Michelangelo Buonarroti Michelangelo depicts in the above statement what it resembles to cut a similarity of an individual out of a huge square of marble. As we probably am aware from seeing his work, he worked superbly with this assignment. Bernini did similarly as fine an occupation on his, yet in a very different path as you will find in the accompanying pages. Michelangelo Michelangelo was conceived on March 6, 1475, in Caprese, Italy, a minuscule town, claimed by the close by city-territory of Florence. His dad was the civic chairman. He went to class in Florence, however he was engrossed by craftsmanship. At the point when he was 13, his dad consented to disciple him to some notable painters in Florence. Michelangelo was unsatisfied with these specialists, since they would not show him their aesthetic insider facts. He went to work under another artist employed by Lorenzo de Medici. At the point when Michelangelo was 21, he went to Rome, where he was charged to cut a gathering of marble sculptures demonstrating the Virgin Mary supporting the dead Christ on her knees. His figure was called Madonna Della Pieta, and it put Michelangelo on the map. A couple of years after the fact, in 1501, he acknowledged a commission for a sculpture of David. He assumed the test of cutting this wonderful work out of a tremendous oval piece of unadulterated white perfect Carrara marble ? exactly 18 feet high and gauging a few tons - that had been seriously shut out and afterward relinquished by a previous stone worker (Coughlan 85). This piece had consistently captivated Michelangelo, however neither he, nor any other person, could consider what to cut from it, as of not long ago (Coughlan 85). Subsequently started another period in craftsmanship, the High Renaissance. He started cutting this sculpture for the city of Florence. It would turn into an image of this city, a city ready to take on any and all individuals with regards to its freedom (Coughlan 91). The sculpture gained this importance by the manner in which Michelangelo delineated this scriptural character. Rather than giving us the victor of the fight, with the mammoth's head at his feet and a blade in his grasp like Donatello did numerous prior years, he depicts David directly before the fight starts. David is at the time where his kin are dithering and Goliath is deriding him. He is put in immaculate contrapusto; in a similar way the Greeks spoke to their legends (Heusinger 17). The right-hand side of the figure is made, while the left side, from the outstretched foot as far as possible up to the tousled hair, is straightforwardly dynamic and dynamic (Heusinger 18). Frederick Hartt works superbly of depicting the quintessence of the sculpture: All through the sculpture, however particularly in the head, the contention among line and structure... ...is increased and extended. The highlights are more profoundly undercut than in any of the previous works, perhaps due to the range from which the sculpture was initially planned to be seen. ...The gigantic eyes ...appear on the double fluid and blazing. The level planes joining at decided edges underlie all the development of the David, not just in the made right masses of the highlights yet all through the knotty, hard, strong, half-created, and phenomenally lovely middle and legs. Just because Michelangelo can typify in the nature of a solitary human body all the enthusiastic show of a man's internal nature. The ligaments of the neck appear to tense and unwind, the veins of the neck, hands and wrists to fill, the nostrils to squeeze, the gut muscles to contract and the chest to lift with the admission of breath, the areolas to recoil and erect, the entire glad being to tremble like a war horse that smells the fight. Be that as it may, the idea of the fight there is no sign whatever; it is endless and in each man (Hartt 112). When the sculpture was finished, a board of trustees of residents and craftsmen assembled to choose where the sculpture ought to be put. Some idea it ought to go close to the means or the congregation of San Piero Scheraggio, others said it

Unit II Solid Waste Impact Essay Example | Topics and Well Written Essays - 250 words

Unit II Solid Waste Impact - Essay Example Strong materials, for example, home machines will be gathered and put beside reusing (U.S Environmental Protection Agency, 2014). The civil council’s landfill should be situated in a territory with less human and modern movement. A bound territory close to the edge of the national park is the best choice for building up the landfill. This is on the grounds that there is less human movement around there, thus there will be less air contamination. The region will be fenced off from wild creatures that may meander into the landfill and feed on the waste materials and distant from a water source (National Park Service, 2014). During my review I discovered that during the weekdays not many individuals visit the national park. The number increments on the ends of the week when individuals are resting. The metropolitan committee concluded that the landfill will work just on weekdays when there is less human action around the

Leadership and Learning Challenges to Sustaining Momentum

Question: Examine about the Leadership and Learning Challenges to Sustaining Momentum. Answer: Presentation: Hierarchical Learning is characterized as the field wherein the scholastic research just as the training in calling field is created with a relative refreshed structure (Drupsteen Guldenmund, 2014). Cyat and March initially build up the authoritative learning figured the hypothesis of conduct in a firm or an association. The experience gain by the organizations encourages them to adjust in nature and situational conditions where difficulties are most extreme. Two years from the presentation of the principal hypothesis, Canglesoi and Dill associated with distributing an article named Organizational Learning: Observation towards a hypothesis. As indicated by me, the hierarchical learning in the perspective of scholarly research is the investigation of procedures of learning in an association. Authoritative learning is in this way a procedure, which depends on learning of a person with the assistance of private just as open association answerable for making and picking up information so as to get acquainted with nature and the situative conditions (Matthews, MacCarthy Braiziotois, 2017). The interconnectivity is developing inside the association and it is turning out to be extreme everyday. Thusly, the impact of hierarchical learning is additionally expanding, the same number of the associations are preparing their representatives on this segment. The degree of unpredictability is expanding or the running business of different organizations in this way all the associations are making progress toward the most ideal structure that could be achievable by the associations. The intensity in the market limits the associations to change the learning association so as to continue in the serious market. In this way, I think this aversive circumstance drove the associations to detail a creative methodology for upgrading the earth of learning (Hu, Williams Mason, 2016). As per my sentiment this procedures are additionally getting compelling as they are giving satisfactory motivations to the associations for advancing technique at each degree of associations. I think the way tow ard learning encourage the association by organizing a liberal culture and elevated level of trust inside the association. On the off chance that the organization prevails with regards to making, a situation that would encourages the learning in a contemporary and innovation arranged way then I imagine that the association would achieve certain advantages (Hu, Williams Mason, 2016). As indicated by my perspective, learning association ought to be supported as it helps the workers of the association to advance cooperation and help the association to achieve benefits. Perfect Learning Organization is characterized as the association that helps in dissecting in the most ideal way and aides in building up the methodologies that helps in conquering certain boundaries and the arrangement of objectives is been accomplished by beating those obstructions utilizing the proper procedures. The association, which centers around perfect learning, is an instructive association in my perspective on the grounds that in these associations the workers have the extension to pick up the new aptitudes with the assistance of learning. Perfect associations are additionally liable for the adjustment in conduct, picking up and deciphering aptitudes of the representatives (Sessa London, 2015). This aptitudes are expanded in a perfect association. The different qualities of a perfect association make them unique in relation to the conventional association. The development of System believing is one of the huge advances taken by perfect association. It includes all the representatives in the association to procure the information on the capacity with respect to the outcomes of the considerable number of activities taken by associations. The marker for a learning association is estimated as far as information. Hierarchical learning happens when there is a sure change in the field of information on an association. The estimation of authoritative information is done in assortment ways by specialist. The procedure including the assortment, information spreading and improvement that empowers the representatives of an association to learn is known as information the executives (Hislop, 2013). The idea of information is heterogeneous and the information, data is connected from various field to build an information the executives condition. Information could be separated into Explicit and Tacit Knowledge. Unequivocal Knowledge could without much of a stretch be move and is true. The mechanism of verbal, composed or by coding is been received for the exchange of information. The examination work recommended that Toyota follows the express information arrangement in moving the information. Unequivocal information features the means required to perform for the finish of an occupation. It likewise gives data about the time length of each work. It gives a clear portrayal about the means that every worker needs to follow (Schoenherr, Griffith Chadra, 2016). Implicit information is hard to move. It is essentially an individual kind information that couldn't be move utilizing the vehicle of composing and verbal correspondence. The learning procedure is picked up for the most part through experience. The exchange of Tacit Knowledge is in this manner hard to move, as it is unreasonably hard for coding (Schoenherr, Griffith Chadra, 2016). The main method for moving the information is by rehearsing and picking up understanding. The authoritative learning is answerable for following the progressions that occur in association as it helps in picking up information and experience. The calculation of Organizational learning is finished by making, holding and moving the information that will be evaluated. As indicated by my perspective, the most broad and versatile methods for processing the hierarchical learning is the itemized authoritative expectation to learn and adapt that exhibits the impacts of the bend that has been drawn by taking thought the information that has been given by the association. Expectations to learn and adapt helps in estimating the pace of relative figuring out how to the measurement of experience (Jaber, 2016). The three factors that influence the pace are the expansion in capability of an individual, innovation of the association improved, and the structure of the association is improved. The advantages of association learning are seen when the organization faces a few difficulties in their business. As the organization is confronting everyday changes in innovation because of the progression of innovation the associations embraced new systems that could be problematic for the representatives. In this way, if the representatives are been given learning associations it could be simple for them to be acclimated with the earth of the business. The hierarchical learning guarantees the vital co-appointment is kept up between the assigned asset, objectives of the association, destinations and necessities of the client (Hu, Williams Mason, 2016). The preparation gave by the associations is viewed as the misuse of cash and time for the organization. Authoritative Learning helps in giving the elective techniques to the representatives to pick up information. This makes the organization to pay a minimal effort for the preparation. The authoritative adapting additionally gives th e space to adapting independently and self-awareness. It bolsters enquiry that raised the inspiration of the representatives to cooperate in a decent workplace (Hu, Williams Mason, 2016). It likewise gives advantage by reconciliation of group learning as working in a group helps in elevating great gathering work and cooperation is raised. It helps in holding individuals and empowers learning by sharing. Hierarchical learning is developing unnecessarily and numerous global organizations had adjusted this technique for accomplishing advantage and advancing the representatives by giving them more certainty for working proficiently and viably. Learning is characterized as the upper hands and advantage accomplished by the association. I specific differ this point from the view that association learning is those premiums that are been contemplated principally and are being served. The limitations looked by the learning association are the association is being an edge of learning (Senge, 2014). The predominant pretended by the administrators towards the sub-ordinate is disheartening for the sub-ordinates. The representatives assumes the job of sub-ordinate, who are been separated as the student having shortfall of the information (Senge, 2014). In spite of the fact that there is a few confinements in the association adapting yet it additionally prompts the development of the association. T he development is accomplished by consistent improvement in the earth of venture learning. Learning associations helps in giving a decent situation with the goal that the representatives have the opportunity of working. This progression helps in the development of the representatives with quality working and advantages the associations to arrive at a specific objective. Authoritative learning helps in developing the idea of information and its bearing. It advances innovativeness and gives the space for the representatives to think of inventive thoughts (Sujan Furniss, 2015). It offers an incentive to the thoughts gave by each representative. As I would see it this prompts the fulfillment of the representative as they are been esteemed by the organization and the organization gets wealthy in conclusions. Hierarchical learning has become the most significant technique for picking up achievement in business. The associations needing to fuse the idea of learning association requires a technique that characterizes the objective just as the destinations with a lot of target. The foundation of these objectives and goals is trailed by the execution of the key devices that is been set up by the associations. The picking up of key points of interest isn't that simple in the current climatic circumstance of the business (Roathermal, 2015). The usage of the methodologies of authoritative learning helps in spreading the information in the whole association.

Using Genetically Engineered Mosquitos to Fight the Zika Virus - Free Essay Example

Zika Virus is an infectious disease that is caused by the bite a mosquito species known as the Aedes aegypt. The adverse effects or symptoms of the Zika virus are characterized by rashes on the body, joint pains, and red eyes. These results typically last for a days or weeks. The vaccine, however, has not yet been developed and scientists have sought out alternative ways to combat the prevalence of the virus.   Zika Virus is an infectious disease that is caused by the bite a mosquito species known as the Aedes aegypt. The adverse effects or symptoms of the Zika virus are characterized by rashes on the body, joint pains, and red eyes. These results typically last for a days or weeks (NASEM, 2017). The vaccine, however, has not yet been developed and scientists have sought out alternative ways to combat the prevalence of the virus.   The outbreak of the disease has occurred adversely in parts of Pacific Island, Africa, and the Southeast Asia. The first attack of the zika virus infections was witnessed in Brazil in 2015. This outbreak prompted the reports of women delivering babies with severe deformities and the Guillain-Barre syndrome. Currently, Zika Virus has been reported in many countries, and research specialists have warned that the virus will continue to spread over time and no vaccine has been developed so far to prevent or cure the infection (NASEM, 2017). However, various measures have been recommended to people who live or travel to areas that are prone to Zika virus. People have been asked to take steps like sleep in mosquito nets that have been treated with permetherin, wear long pants, T-shirts and shirts covering the whole parts of the body and also have well air condition rooms to keep the mosquitos out. Pregnant women have been discouraged to travel to these areas and to take precautions in implementing the prevention measures to safeguard the health and the future of their unborn babies (NASEM, 2017). Special scientific programs have been modified by different firms and companies in various countries in an attempt to find ways to eliminate the threat caused by the Zika virus. For example, the CDC Foundation that has come up with genetically modified male mosquitos that will cause the female eggs they mate with is unable to hatch. These male mosquitos have been released to the environment that is prone to the zika virus to help and suppress the prevalence of the illness (NASEM, 2017). References NASEM, . (2017). GLOBAL HEALTH AND THE FUTURE OF THE UNITED STATES. S.l.: NATIONAL ACADEMIES PRESS.

The Ethical Dilemma Of Nestle s Mass Marketing - 925 Words

When discussing the ethical dilemma of Nestlà ©Ã¢â‚¬â„¢s mass marketing to third world countries in the late 1960’s-present, it’s important to know how Greatly Nestlà ©Ã¢â‚¬â„¢s actions affected it’s intended market demographic. It is a known medical fact that breastfeeding reduces infant morbidity, according to â€Å"Breastfeeding and the Risk of Postneonatal Death in the United States.† Breastfeeding provides the infant with needed supplementary vitamins, proteins and fats—everything an infant requires to grow. Breast milk provides easily digestible nutrients; helps prevent infections, reduces the risk of asthma including respiratory diseases, and encourages better bowel and digestive rhythm. Breastfeeding is also linked to higher IQs and provides needed emotional comfort due to skin-to-skin contact. So did Nestle know this when marketing to underdeveloped nations? If so, did they choose to market more efficiently and aggressively to save its public image and improve profit? And lastly was the intent of Nestle to place value in a product that was inadequate and targeted exclusively to a vulnerable market? The answer to these questions is yes. I will provide a detailed analysis of the facts and how Nestle not only targeted the most vulnerable, but also compounded an already exacerbated problem in third world countries†¦Infant mortality. When first analyzing this particular issue it’s very important that we identify who the stakeholders in this type of gorilla style marketing are. TheShow MoreRelatedNestle Swot Analysis5622 Words   |  23 Pagesrr I CASE 1-2 Nestle: The Infant Formula Controversy H L Nestle Alimentana ofVevey, Switzerland, one of the worlds largest food-processing companies with worldwide sales of over $8 billion, has been the subject of an international boycott. For over 20 years, beginning with a Pan American Health Organization allegation, Nestle has been directly or indirectly charged with involvement in the death of Third World infants. 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Essay on Construction of Characters - 2044 Words

In order to compose an exploratory â€Å"semi-reproduction† of a text from a different era, one needs not only to analyse the depth in language, construction of characters and other logistics behind the text itself, but also aspects of the society which gave birth to it. It is an impossibility to effectively or accurately transform a text to meet the requirements placed on it by contemporary values while concurrently retaining representations of the â€Å"parent† society, without fully understanding the driving mechanics behind the social order (or disorder) from which the context is derived. Although at first glance the Makellan/Locraine’s Richard III seems to be a feeble attempt at streamlining Shakespeare for the popular audience we can see†¦show more content†¦The strongest evidence of this is the coronation scene where the assembly of Yorks and the red Yorkist banners hung like swastika tapestries resembled a Nazi rally. But our beloved villain is not a Hitler. The Hitlerisation of the coronation scene was just reinforcement (a powerful reinforcement) of Richard’s monumental status. This particular anti-hero is more than just evil. Where as our horrified fascination for Hitler comes only from the magnitude of his crimes, Richard to us is infinitely more interesting with his charm, humorous wit and ability to stay two steps ahead of his opponents at all times. When we first meet him, his face is hidden behind a gas mask, the silenced gun in his left (good) hand aimed directly at the camera, symbolising his lethal hypocrisy. Richard’s character in the film is made up of three separate identities. We the viewers can see all three while the poor characters that Richard manipulates can only see the â€Å"one false mirror† he put up for them. The first of these identities is a mask penetrable only by the audience. This identity changes slightly from time to time as occasion demands. Richard the witty wooer, the tragic lover, the loyal brother, loving uncle, the good and saintly king are all part of this charade, a drama within a drama, performed for the benefit of the subordinate characters. His second identity (much closer to theShow MoreRelatedCharacter Construction in Chaucer’s Troilus and Criseyde Essay2890 Words   |  12 Pages Character Construction in Chaucer’s Troilus and Criseyde nbsp;nbsp;nbsp;nbsp;nbsp;Chaucer’s epic poem, Troilus and Criseyde, is not a new tale, but one Chaucer merely expanded upon. One of these expansions that Chaucer’s work has become renowned for is the improvement of the characters. Generally, Chaucer’s characters have more texture, depth, humanity, and subtlety than those of the previous tales. 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Neuroanatomy of the Brain and Learning Styles free essay sample

A paper which studies learning styles, the right/left hemispheres of the brain and how these affect the higher order visual processing. The human brain is mind boggling when one thinks of all the intimate parts and how they affect learning. The study of Neuroanatomy of the brain and learning styles helps individuals to try to understand their individual dominance in right/left hemisphere. The paper studies several sources of literature where experiments were carried out to test right/left dominance, and discusses their results. Methods used by psychologists such Nagae are also discussed. In this study students were instructed to make a fist with their thumb pointing upward at an arms length away. Once they lined up with the target, they were asked to close their left eye and decide if it was still on target. Once they did this, they were asked to line up their thumbs on target and asked to close their right eye. We will write a custom essay sample on Neuroanatomy of the Brain and Learning Styles or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Which eye was closest to target? They divided the students into right/left and mixed dominant sections. The students were then told how to do create a hypercard. The assignment was to create a sales presentation to an imaginary client. They were asked to indicate their right/left or mixed brain dominancy. The findings demonstrated the right-brain dominant individuals outperformed the left-brain and mixed-brain dominant students.

The Poetry Of A. E. Housman Essays (867 words) - A. E. Housman

The Poetry of A. E. Housman Housman was born in Burton-On-Trent, England, in 1865, just as the US Civil War was ending. As a young child, he was disturbed by the news of slaughter from the former British colonies, and was affected deeply. This turned him into a brooding, introverted teenager and a misanthropic, pessimistic adult. This outlook on life shows clearly in his poetry. Housman believed that people were generally evil, and that life conspired against mankind. This is evident not only in his poetry, but also in his short stories. For example, his story, "The Child of Lancashire," published in 1893 in The London Gazette, is about an child who travels to London, where his parents die, and he becomes a street urchin. There are veiled implications that the child is a homosexual (as was Housman, most probably), and he becomes mixed up with a gang of similar youths, attacking affluent pedestrians and stealing their watches and gold coins. Eventually he leaves the gang and becomes wealthy, but is attacked by the same gang (who don't recognize him) and is thrown off London Bridge into the Thames, which is unfortunately frozen over, and is killed on the hard ice below. Housman's poetry is similarly pessimistic. In fully half the poems the speaker is dead. In others, he is about to die or wants to die, or his girlfriend is dead. Death is a really important stage of life to Housman; without death, Housman would probably not have been able to be a poet. (Housman, himself, died in 1937.) A few of his poems show an uncharacteristic optimism and love of beauty, however. For example, in his poem "Trees," he begins: "Loveliest of trees, the cherry now Hung low with bloom along the bow Stands about the woodland side A virgin in white for Eastertide" ...and ends: "Poems are made by fools like me But only God can make a tree." (This is a popular quotation, yet most people don't know its source!) Religion is another theme of Housman's. Housman seems to have had trouble reconciling conventional Christianity with his homosexuality and his deep clinical depression. In "Apologia pro Poemate Meo" he states: "In heaven-high musings and many Far off in the wayward night sky, I would think that the love I bear you Would make you unable to die [death again] Would God in his church in heaven Forgive us our sins of the day, That boy and man together Might join in the night and the way." I think that the sense of hopelessness and homosexual longing is unmistakable. However, these themes went entirely over the heads of the people of Housman's day, in the early 1900s. The best known collection of Housman's poetry is A Shropshire Lad, published in 1925, followed shortly by More Poems, 1927, and Even More Poems, 1928. Unsurprisingly, most collections have the same sense and style. They could easily be one collection, in terms of stylistic content. All show a sense of the fragility of life, the perversity of existence, and a thinly veiled homosexual longing, in spite of the fact that many of the poems apparently (but subliminally?) speak of young women. It is clear from these works that women were only a metaphor for love, which in Housman's case usually did not include the female half of society. More Poems contains perhaps the best statement of Housman's philosophy of life, a long, untitled poem (no. LXIX) with oblique references to the town of his birth, Burton-on-Trent, and statements like: "And while the sun and moon endure Luck's a chance, but trouble's sure..." Indeed, how much more pessimistic can one be? Not only a poet and storyteller, Housman was a noted classical scholar. He is known for his extensive translations of the Greek classics, especially Greek plays by Euripides and Sophocles. Unfortunately, the bulk of his manuscripts were lost in a disastrous fire in his office at Oxford, which was caused by a lit cigar falling into a stack of papers. There were rumors that Housman was hidden in a closet with a young boy at the time, and therefore did not see the fire in his own office until it was too late to extinguish it. The Trustees of the college, however, managed to squelch the rumors, and Housman's academic tenure was not threatened by the incident.

The Best ACT Reading Practice Tests and Questions

The Best ACT Reading Practice Tests and Questions SAT / ACT Prep Online Guides and Tips Doing well on ACT Reading requires a fair amount of practice, especially if you’re not used to the format and timing of the test. In order to get the most out of your study time, you need to be using the highest quality practice materials available to you. In this article, I’ll go through some of the best resources for ACT Reading practice tests and tell you why you should use them! High Quality Practice Tests Are Important for ACT Reading! Many students don’t realize the importance of making sure the practice materials they’re using are super high quality.If you practice with shoddy materials, you’re going to get shoddy results - that’s just life.This holds as true for ACT Reading as it does for anything else. Some test prep companies put out books with their own practice questions that are not from the official ACT. DON’T RELY JUST ON THESE QUESTIONS! Some of them are ok, but if you want to get the most out of your practice sessions, you should start with official questions.If you’re not practicing for ACT Reading with real ACT materials, you’re not going to be learning the exact skills you need to beat the test. Since the ACT is a standardized test, the more questions you practice that follow the real ACT standardization model, the easier it’s going to be to understand the answers and feel confident on the real test.On reading, it’s important not only that you’re practicing with real ACT questions but also that you’re reading real passages that were included on the ACT at one time or another. These passages will be calibrated for difficulty level, length, and reading time in ways that only ACT, Inc. fully understands (and that can't necessarily be faithfully replicated by test prep companies). There are two components to each question on the reading section: the question itself and the passage it references.If either one of these components on a practice test is different from what you will actually see on the ACT, you could have a problem with discrepancies between your expected results and your actual results when confronted with the real test. Here’s a list of different practice test resources in different media that you should use for reliable ACT Reading prep. Free Official ACT Reading Printable Tests ACT Practice Test 2015-2016 (Form 72CPRE)ACT Practice Test 2014-15 (Form 67C)ACT Practice Test 2011-12 (Form 64E)ACT Practice Test 2008-09 (Form 61C)ACT Practice Test 2005-06 (Form 59F) These free PDFs of past ACTs are your best bet to get the most accurate score predictions and most true-to-life practice test experiences.It’s absolutely critical for ACT practice that you use real questions put out by ACT, Inc. first and foremost, and try to avoid questions devised by test prep companies.The only way you’ll be prepared for the reading questions on the test is if you are used to answering questions with the same phrasing and structure.You want to get used to the types of passages you’ll see on the real ACT reading and what kinds of questions are asked about them. You should also remember to time yourself accurately whenever you take a practice test!That means giving yourself exactly 35 minutes for the reading section.Otherwise, you’re not going to get an accurate picture of your scores in a real test environment.For PDF tests, you should print them out and make a separate answer sheet for yourself to write down the answer to each question so that you can replicate testing conditions as closely as possible. If you really want to replicate testing conditions accurately, you should take it in a school classroom. But only if you have permission. Then again, if you break into your school to take an ACT practice test you might become famous as the world's nerdiest criminal, so there are pluses and minuses. Online ACT Reading Resources ACT Online Program This costs $25 and will give you two extra practice tests.Don’t use it for the actual practice lessons because they’re not very helpful; it’s just a way for you to get access to some extra official practice questions. PrepScholar Test Prep Platform This is our test prep program which tailors questions to your studying needs.It includes up to 5 official ACTs as a part of your customized study plan. If you click on the link above you cansign up for a 5 day free trial to see how it works! Just to let you know, our questions are technically not official, though our test experts have worked very hard to get them as close as possible to the format of the real test. PrepScholar also costs money after the free trial, but you'll get your money back if your scores don't improve. Print Resources The Real ACT 3rd Edition or "Red Book" This book costs $20.It’s your best bet for realistic practice tests because it has questions from, obviously, the Real ACT.There are 7 full-length practice tests in this book, and 5 of them are actual previously administered ACTs.Try to lean towards using the most recent practice tests that are included in the book.There is a general consensus that the ACT has gotten harder over the years, so your scores might be skewed high as compared to what you should expect on the real test if you take more out of date practice tests. While this book is great for practice materials, it’s not as helpful in terms of test taking strategies, which is why you should use it in conjunction with my next recommendation, the Black Book, so you get the best of both worlds. ACT Black Book This book costs $20 as well.It doesn’t have practice questions of its own, but you can use it alongside the Real ACT 3rd Edition or â€Å"Red Book† because it refers to questions in the Real ACT 3rd Edition as examples. You can't use the Black Book in isolation. The Black Book is helpful because it provides a no-nonsense approach to the test that works across subject areas. It’s dedicated to teaching you how the test works and how you can beat it.It also gives you in-depth descriptions of the reasons behind answer choices, which are lacking in the Red Book. The Black Book can be wordy and does require a high level of engagement from the reader, so make sure you’re prepared to read closely and pay attention. You’re going to get out of it what you put in! The Complete Guide to ACT Readingby Erica Meltzer This book costs $30, so it’s a little pricier.It provides realistic passages and questions for you to study from so that you’ll be prepared for anything the test throws at you.It also identifies the skills you’ll need to do well very effectively, even though these skills are more difficult to nail down in reading than in, say, math. You can read our complete review of this book here. Summary In your studying for ACT Reading, always remember to use the highest quality practice materials available to you.This means official questions from ACT, Inc., not questions manufactured by test prep companies that might be easier than real ACT questions or an inaccurate reflection of what’s covered on the test. You can use one of the free PDFs of past ACTs, reliable online resources, or high quality review books to get the best practice materials. If you can avoid it, don’t settle for anything less than the real thing! What's Next? Now that you know which materials you should be using to practice for the ACT Reading section, you should also check out my article on our best tips to raise your reading scores. Before you dive into practice materials, you might also want to read this article on the fundamental strategy that you should keep in mind for all ACT Reading questions. For a guide to go along with your practice materials, take a look at our article on the best way to practice ACT Reading so you can make sure you're getting the most out of your time! Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

The unconventional and powerful women of uncle tom's cabin Research Paper

The unconventional and powerful women of uncle tom's cabin - Research Paper Example The behaviors that are described are used specifically to create a different understanding of the women in the book and to provide a different sense of insight to the women of the time period and the roles which were carried out with the responses to slavery. The main ideologies which are seen in â€Å"Uncle Tom’s Cabin† are based on showing the conventional women as a main identity juxtaposed against those that don’t have the same ideals. The concept of the conventional woman is based on those who are submissive in society and which have a demeanor that is below men and is known for beauty. The unconventional women reject this ideal and move against this to create an outlook that is tough, rigid and which doesn’t conform to the submission that is a part of the social acceptance of gender. A point that shows this is when Marie becomes angry with her cousin. â€Å" ‘Delicacy! Said Marie, with a scornful laugh – ‘a fine word for such as s he! I’ll teach her, with all her airs, that she’s no better than the raggedest black wench that walks the streets! She’ll take no more airs with me!’† (Stowe, 366). This is an important line in the story as it shows the difference between the women. The identity of one is based on beauty, delicacy and the ‘lady-like airs.’ However, Stowe sides with the Marie who is interested in making the woman into a ‘wench’ and to teach her a lesson about the realities of life. The identity of gender leads from the conventional to one who rebels against this because of the values that are learned with gender. The unconventional ways in which Stowe focuses on the women in the book leads to one of the main controversies, specifically because of the time frame in which this was written in. The sentimental value doesn’t come from the lady like airs, but rather the toughness of the women. The value which is created among male scholars is one which would be associated with the lack of gender identity among the women. However, for women, there is a sense of identity, feminine power and value to the women which creates a type of sentiment and understanding to those that are in this condition. The representation of the women is then able to speak to an audience that moves beyond male scholars and instead speaks to the women who have the same conflicts with the belief that they are inferior because of their gender (Tompkins, 123). The concept of speaking to women, creating sentimental value and going against the convention all work together with several examples through â€Å"Uncle Tom’s Cabin.† Stowe is able to show how the idea of being unconventional is the only thing which allows the women to overcome their condition that is noted throughout the book. It also gives a sense of acceptance to those that don’t stay in the normal identity and which are able to create their own power by remaining ou tside of this. For instance, when Miss Ophelia and Marie are speaking, there is reference to Marie’s past life and her children. Marie states â€Å"Well, of course, I couldn’t bring them. They were little dirty things – I couldn’t have them about; and, besides, they took up too much of her time; but I believe that Mammy has always kept up a sort of sulkiness about this† (Stowe, 192). Marie then refers to her children as selfish and her need to take care of herself. The unconvention

According to the British charity Action Aid, cheap fashion comes at a Essay

According to the British charity Action Aid, cheap fashion comes at a human price (BBC news 20th July 2010). Critically discuss - Essay Example Therefore the basic theory of trade is supported by the fact that it makes both the participating nations better off in terms of their economic positions. Trade is further facilitated with reduction in protectionism or import tariffs. The advantageous position is usually assessed in terms of cost. This can further lead to the belief that: â€Å"When trading partners use more of their time and resources producing things they do best, they are able to produce a larger joint output, which provides the source for mutual gain† (Carbaugh, 2008, p.14). Now looking at the comparative advantage theory of trade one can study the labor market where Krugman observes that the developing nations have been able to compete with the developed ones on the basis of their ability to supply cheap labor. Therefore export-oriented growth is of great help to these people. The industries like textiles and garments firms have capitalized on the unskilled labor force of the developing nations and it mig ht not be very just to oppose the idea of providing cheap fashion at human cost unless a suitable alternative can be provided to industrialization on the basis of low wages. While it cannot be denied that while people crave for the designer sport shoes, they might not realize that the products are manufactured at the cost of hard labor efforts of women and children compelled to work in malnourished conditions and almost â€Å"slave wages†.... Hence the remark of the British charity Action Aid, that is, â€Å"cheap fashion comes at a human price† might be analyzed in the light of trade in industrial goods with a specific focus on fashion and textiles. Trade is also supposed to keep the domestic producers busy in innovations and increasing efficiency of their production processes. It helps in curtailing monopolies and decreasing the prices of goods like electronics, clothes and household appliances. However other sectors like sport tickets, car repair and other service segments which are unaffected by globalization show rise in prices. Thus the industrial goods sector mostly witness a control of inflationary pressures. Now if one looks at the technology behind the production process there always exists an asymmetry of information across the nations such that one group shall have technological advantage over the industrial sectors than the other group. The dependency theory proposed by Baran also divides the world int o center and periphery where the center is represented by the developed nations with the technological advantage and the periphery is concentrated by developing countries that mainly produce raw materials for the center and lack of the technological know-how is the essential factor behind their setback. A line of inequity also marked the multilateral trading framework. The GATT ignored two very significant sectors – textiles and agricultural and no stabilization was rendered for commodity prices which declines against the prices of industrial goods (WTO, 1999). The steady decline in commodity prices deteriorated their conditions further and hence led to worsening of economic conditions of the

History of Cricket Essay Example for Free

History of Cricket Essay Origin No one knows when or where cricket began but there is a body of evidence, much of it circumstantial, that strongly suggests the game was devised during Saxon or Norman times by children living in the Weald. It is generally believed that cricket survived as a childrens game. Adult participation is unknown before the early 17th century. Possibly cricket was derived from bowls Derivation of the name of cricket A number of words are thought to be possible sources for the term cricket. In the earliest known reference to the sport in 1598 (see below), it is called creckett. The name may have been derived from the Middle Dutch krick(-e), meaning a stick; or the Old English cricc or cryce meaning a crutch or staff.[2] Another possible source is the Middle Dutch word krickstoel, meaning a long low stool used for kneeling in church and which resembled the long low wicket with two stumps used in early cricket. Early 17th century Gambling and press coverage Cricket certainly thrived after the Restoration in 1660 and is believed to have first attracted gamblers making large bets at this time. In 1664, the Cavalier Parliament passed the Gaming Act 1664 which limited stakes to  £100.With freedom of the press having been granted in 1696, cricket for the first time could be reported in the newspapers. During the first half of the 18th century, press reports tended to focus on the betting rather than on the play 18th-century cricket Patronage and players Gambling introduced the first patrons because some of the gamblers decided to strengthen their bets by forming their own teams and it is believed the first county teams were formed in the aftermath of the Restoration in 1660, especially as members of the nobility were employing local experts from village cricket as the earliest professionals.[5] Cricket moves out of England Cricket was introduced to North America via the English colonies in the 17th century,[4] probably before it had even reached the north of England. In the 18th century it arrived in other parts of the globe. It was introduced to the West Indies by colonists[4] and to India by British East India Company mariners in the first half of the century. It arrived in Australia almost as soon as colonization began in 1788. New Zealand and South Africa followed in the early years of the 19th century.[5] Development of the Laws In 1744, the Laws of Cricket were codified for the first time and then amended in 1774, when innovations such as lbw, middle stump and maximum bat width were added. These laws stated that the principals shall choose from amongst the gentlemen present two umpires who shall absolutely decide all disputes. Cricket and crisis Cricket faced its first real crisis during the 18th century when major matches virtually ceased during the Seven Years War. This was largely due to shortage of players and lack of investment. But the game survived.Cricket faced another major crisis at the beginning of the 19th century when a cessation of major matches occurred during the culminating period of the Napoleonic Wars. Again, the causes were shortage of players and lack of investment. But, as in the 1760s, the game survived and a slow recovery began in 1815. In the 1820s, cricket faced a major crisis of its own making as the campaign to allow roundarm bowling gathered pace. 19th-century cricket International cricket begins The first ever international cricket game was between the USA and Canada in 1844. In 1859, a team of leading English professionals set off to North America on the first-ever overseas tourIn 1877, an England touring team in Australia played two matches against full Australian XIs that are now regarded as the inaugural Test matches. South Africa became the third Test nation in 1889 20th-century cricket When the Imperial Cricket Conference (as it was originally called) was founded in 1909, only England, Australia and South Africa were members. India, West Indies and New Zealand became Test nations before the Second World War and Pakistan soon afterwards in the closing years of the 20th century, three affiliate nations became Test nations also: Sri Lanka, Zimbabwe and Bangladesh. Limited-overs cricket In the 1960s, English county teams began playing a version of cricket with games of only one innings each and a maximum number of overs per innings. Starting in 1963 as a knockout competition only, limited overs grew in popularity and in 1969 a national league was created which consequently caused a reduction in the number of matches in the County Championship. The first limited overs international match took place at Melbourne Cricket Ground in 1971. It was tried simply as an experiment and to give the players some exercise, but turned out to be immensely popular. Limited overs internationals (LOIs or ODIs, after one-day Internationals) have since grown to become a massively popular form of the game The International Cricket Council reacted to this development by organising the first Cricket World Cup in England in 1975, with all the Test playing nations taking part. Increasing use of technology Innovative techniques that were originally introduced for coverage of LOI matches were soon adopted for Test coverage. The innovations included presentation of in-depth statistics and graphical analysis, placing miniature cameras in the stumps, multiple usage of cameras to provide shots from several locations around the ground, high speed photography and computer graphics technology enabling television viewers to study the course of a delivery and help them understand an umpires decision. In 1992, the use of a third umpire to adjudicate runout appeals with television replays was introduced in the Test series between South Africa and India. The third umpires duties have subsequently expanded to include decisions on other aspects of play such as stumpings, catches and boundaries 21st-century cricket Cricket remains a major world sport in terms of participants, spectators and media interest. The ICC has expanded its development programme with the goal of producing more national teams capable of competing at Test level. Development efforts are focused on African and Asian nations; and on the United States. In 2004, the ICC Intercontinental Cup brought first-class cricket to 12 nations, mostly for the first time. In June 2001, the ICC introduced a Test Championship Table and, in October 2002, a One-day International Championship Table. Australia has consistently topped both these tables in the 2000s. Crickets newest innovation is Twenty20, essentially an evening entertainment. It has so far enjoyed enormous popularity and has attracted large attendances at matches as well as good TV audience ratings. The inaugural ICC Twenty20 World Cup tournament was held in 2007 with a follow-up event in 2009. The formation of Twenty20 leagues in India – the unofficial Indian Cricket League, which started in 2007, and the official Indian Premier League, starting in 2008 – raised much speculation in the cricketing press about their effect on the future of cricket.[15][16][17][18] LAWS OF CRICKET Law 1: A cricket team consists of eleven players, including a captain. Law 2: a substitute may be brought on for an injured fielder but he can’t bat , bowl , act as captain or keep wicket Law 3: There are two umpires, who apply the Laws, make all necessary decisions, and relay the decisions to the scorers. In higher level cricket there is a third umpire Law 4:. There are two scorers who respond to the umpires signals and keep the score. Law 5: A cricket ball is between 8 13/16 and 9 inches (22.4 cm and 22.9 cm) in circumference, and weighs between 5.5 and 5.75 ouncesOnly one ball is used at a time, unless it is lost, when it is replaced with a ball of similar wear. Law 6: The bat. The bat is no more than 38 inches (97 cm) in length, and no more than 4.25 inches (10.8 cm) wide. The hand or glove holding the bat is considered part of the bat. the blade of the bat must be made of wood Law 7: . The pitch is a rectangular area of the ground 22 yards (20 m) long and 10 ft (3.0 m) wide. Law 8: . The wicket consists of three wooden stumps that are 28 inches (71 cm) tall. The stumps are placed along the batting crease with equal distances between each stump. They are positioned so they are 9 inches (23 cm) wide. Two wooden bails are placed on top of the stumps. The bails must not project more than 0.5 inches (1.3 cm) above the stumps, and must, for mens cricket, be 45⠁„16 inches (10.95 cm) long.. Law 9: Each bowling crease should be 8 feet 8 inches (2.64 m) in length, centred on the middle stump at each end. The popping crease, which determines whether a batsman is in his ground or not, and which is used in determining front-foot no balls (see law 24), is drawn at each end of the pitch in front of each of the two sets of stumps. The popping crease must be 4 feet (1.2 m) in front of and parallel to the bowling crease The return creases lie perpendicular to the popping crease and the bowling crease, 4 feet 4 inches. Law 10: the rules governing how pitches should be prepared, mown, rolled, and maintained. Law 11: The pitch must be covered before play to protect it from due and rain. Law 12: Before the game, the teams agree whether it is to be over one or two innings, and whether either or both innings are to be limited by time or by overs. Law 13: In a two innings match, if the side batting second scores substantially fewer runs than the side batting first, the side that batted first can force their opponents to bat again immediately. Law 14: The batting captain can declare an innings closed at any time when the ball is dead. He may also forfeit his innings before it has started. Law 15: There are intervals between each days play, a ten-minute interval between innings, and lunch, tea and drinks intervals. There are also provisions for moving the intervals and interval lengths in certain situations. Law 16: Play after an interval commences with the umpires call of Play, and at the end of a session by Time. Law 17: There may be no batting or bowling practice on the pitch except before the days play starts and after the days play has ended. Law 18:. Runs are scored when the two batsmen run to each others end of the pitch. Law 19:. If the ball is hit into or past this boundary, four runs are scored, or six runs if the ball didnt hit the ground before crossing the boundary. Law 20: If a ball in play is lost or cannot be recovered, the fielding side can call lost ball. The batting side keeps any penalty runs. Law 21: The side which scores the most runs wins the match. Law 22:. An over consists of six balls bowled, excluding wides and no balls. A bowler may not bowl two consecutive overs. Law 23:. The ball comes into play when the bowler begins his run up, and becomes dead when all the action from that ball is over. Once the ball is dead, no runs can be scored and no batsmen can be dismissed. Law 24: if the bowler bowls from the wrong place; or if he straightens his elbow during the delivery; or if the bowling is dangerous; or if the ball bounces more than twice or rolls along the ground before reaching the batsman; or if the fielders are standing in illegal places, a ball can be called no ball.. Law 25:. An umpire calls a ball wide if, in his or her opinion, the batsman did not have a reasonable opportunity to score off the ball. A ball is called wide when the bowler bowls a bouncer that goes over the head of the batsman Law 26:. If a ball passes the striker and runs are scored, they are called byes. If a ball that is not a no ball hits the strike r but not the bat and runs are scored, they are called leg-byes. Law 27: If the fielders believe a batsman is out, they may ask the umpire Hows That?, commonly shouted emphatically with arms raised, before the next ball is bowled. The fielding side must appeal for all dismissals. Law 28: Several methods of being out occur when the wicket is put down. Law 29: The batsmen can be run out or stumped if they are out of their ground. Law 30: A batsman is out if his wicket is put down by a ball delivered by the bowler. Law 31: An incoming batsman must be ready to face a ball within 3 minutes of the outgoing batsman being dismissed, otherwise the incoming batsman will be out. Law 32: If a ball hits the bat or the and is then caught by the opposition within the field of play before the ball bounces, then the batsman is out. Law 33: If a batsman willfully handles the ball with a hand that is not touching the bat without the consent of the opposition, he is out. Law 34: If a batsman hits the ball twice, other than for the sole purpose of protecting his wicket or with the consent of the opposition, he is out. Law 35: If, after the bowler has entered his delivery stride and while the ball is in play, a Law 36: If the ball hits the batsman without first hitting the bat, but would have hit the wicket if the batsman was not there, and the ball does not pitch on the leg side of the wicket, the batsman will be out. Law 37: If a batsman willfully obstructs the opposition by word or action, he is out. Law 38: A batsman is out if at any time while the ball is in play no part of his bat or person is grounded behind the popping crease and his wicket is fairly put down by the opposing side. Law 39: A batsman is out when the wicket-keeper puts down the wicket, while the batsman is out of his crease and not attempting a run. Law 40: The keeper is a designated man from the bowling side allowed to stand behind the stumps of the batsman. He is the only player from his side allowed to wear gloves and external leg guards. Law 41: A fielder is any of the eleven cricketers from the bowling side.

Skydiving Essay -- Extreme Sports Skydive essays research papers

Why do we skydive?   Ã‚  Ã‚  Ã‚  Ã‚  Skydiving has been around since ancient Chinese times as a form of aerial stunts. Leonardo da Vinci and the Chinese are both credited for creating the parachute, but it was really in the 18th century when France both created it and used it by basically throwing themselves out of planes. Little did anyone know that skydiving would be one of the craziest sports today. Jumping out of a plane two and a half miles up into the sky would not be someone’s idea of a normal day. As bad as two and a half miles up in the sky is, try doing it traveling at a rate of one-hundred and sixty miles per hour with just a parachute to save you. To many people this would be a nightmare; but to some of us, it is the biggest thrill of our lives.   Ã‚  Ã‚  Ã‚  Ã‚  Many people will sit and tell me that I am crazy for jumping out of a plane. I would just sit and tell them a quote I heard before I did my jump. â€Å"Skydivers know why the birds sing.† The experience doesn’t feel like you’re falling out of a plane, yet more like you are flying. Once you pull the parachute, the result is the most calming feeling. Words cannot even express it. You are totally relaxed and inspired after that chute is pulled.   Ã‚  Ã‚  Ã‚  Ã‚  Another reason why someone would jump out of a plane is that it actually is a stress reliever. You can still call divers crazy; but once you are up in the air flying, you are going to be stress free. The dive inspires such a complete focus of attention that all other worries, aggravatio...

AP Bio Lab

However, the e pigments will eve up the chromatography paper at different rates because they are not e equally soluble to the solvent. Photosynthesis has two main stages, the lightheartedness reaction and the lightheartedness reaction. Light independent reactions occur only in the light a ND produce TAP and NADIA which are then used by the lightheartedness reactions to fuel its pr access. Part B of this lab involves differing variables of light and carbon dioxide and the effects they have on the rate of photosynthesis.In this experiment, the rate of photosynthesis will be assured through the floating of leaf disks in solution. Ill. Hypothesis, Materials, and Method part A: Hypothesis: The plant will produce varying bands of yellow and green pigment TTS along the chromatography paper. Part B: Hypothesis: The more light or carbon dioxide there is, the faster the rate of p Hottentots. IV. Variables Independent Variable: Colors of the bands Dependent Variable: Plant pigment part e: Indep endent Variable: Sodium bicarbonate solution Dependent Variable: Time each disk took to floatControl: Water/Soap solution without carbon dioxide V. Data and Observations. Part A: Plant Pigments and Chromatography Observations: The plant produced five visible bands of color: dark green, light green, green, light yellow and dark yellow. All of the bands were the same distance apart ex kept for band 4 and the solvent front which were both mm apart. Data: Band # Distance(mm) Band Color o. Scorn dark brown 2 1. Mm light green 3 2. Mm green 4 4. Mm light yellow Solvent Front 6. Mm dark yellow Part B: Photosynthesis

William Shakespeare s Richard IIi - 1216 Words

Women play a compelling part in the play Richard III. On one hand, they can be viewed of as vulnerable and weak as they base their lives on the power and deeds of the men. However, their curses appear to have a prophetic ability. In a way women are the possessions of the men who be wed with them, nevertheless the women advance themselves with absolute emotive potency. The women produce much of the spiritual strength behind the political activities of the play. Paying attention to the men solely we can see that the play would for the most part be about shrewd political strategizing and power and it is only when the women come in, do we really see the emotional actuality and the consequences of this politically unpredictable situation. Despite the fact the women in the play are powerless as they watch Richard s rule of terror, their prophetic curses indicate that they do maintain some power in the play. Queen Elizabeth was the wife of King Edward IV and the mother of the two young Princes and young Elizabeth. Prior to her marriage to King Edward, she was engaged to a man named Sir John Gray, which is why throughout the play, Richard enjoys insulting her by making reference to her as Lady Gray instead of Queen Elizabeth, which in return shows us as the audience that Richard is demoting her by not calling her Queen, and although it was frowned upon for a widower or a divorcee to take the throne or remarry, this is a fine example of the Misogyny portrayed right throughoutShow MoreRelatedWilliam Shakespeare s Richard IIi1414 Words   |  6 Pagespleasures of these days† (Shakespeare I.i.26-31). William Shakespeare’s Richard III depicts Richard, Duke of Gloucester’s, rise to power through means of manipulation, dishonesty, and violence. His actions lead to the eventual deaths of himself and those he seized power from. Based on historian Thomas More’s accou nt of Richard III, it is apparent that Shakespeare was greatly influenced by More’s writings. Thomas More places a great deal of emphasis on King Richard III being â€Å"[...] hard-favoredRead MoreWilliam Shakespeare s Macbeth And Richard IIi906 Words   |  4 PagesWilliam Shakespeare employs a variety of techniques in his plays to show good characters from bad characters; one such technique as the application of deformity or an abnormality manifests itself physically and psychologically with the dramas. The incorporation of a defect, whether it be physically or psychology, reveals flawed characteristics within the said character. Most of these flawed characteristics, though revealed in different situations, share similar problems and consequences. For exampleRead MoreWilliam Shakespeare s Richard IIi855 Words   |  4 Pagesof all, now fearing one / For she commanding all, obey’d by none† (4.4. 783). Queen Margret, in William Shakespeare’s, Richard I II, appears as a shadow of her former glory as England’s deposed Lancastrian ruler among current Yorkist rule. Widowed, deposed, and banished, she is a women deprived of power. Nevertheless, Margret plays a larger role than her shortcomings advertise. In Richard III, Shakespeare reinstates the Lancastrian monarch’s power by giving her a strong character and an adept controlRead MoreWilliam Shakespeare s Richard IIi1979 Words   |  8 Pageshis men. To go into more detail, Richmond addresses his â€Å"countrymen† (Shakespeare, 5.4.216) to provide a means of hope and strength for the upcoming battle against Richard III. There are two main themes or ideas that should be noted about this passage. The first, that Richmond uses his speech to create a divine shroud that serves to illuminate the concept of divine work that is (in his case, but not so much in the case of Richard II) at play. This concept of the divine right of kings had been an understoodRead MoreWillia m Shakespeare s King Richard IIi1258 Words   |  6 PagesRichard: What have you done to me! Shakespeare: My historical tragedy â€Å"King Richard III† is just my dramatic presentation of your exploits in your bloody pursuit of the throne. Pacino: My postmodernist docudrama â€Å"Looking for Richard† is my modern interpretation of Richard III. My attempt to establish connections that enhance our understandings and interpretations of our respective contexts, ideas and values, primarily involving the representation of the human condition through the character of RichardRead MoreWilliam Shakespeare s King Richard IIi1188 Words   |  5 Pagesresonate over time and are affirmed between texts as shown in William Shakespeare’s play ‘King Richard III’ (1591) and Al Pacino’s docudrama ‘Looking For Richard’ (1996). King Richard III examines the irrational behaviours and moral ramifications of a power lust Richard to explore ideas of the relentless pursuit of power, betrayal and deceit, reflective of the theocentric context of the Elizabethan society. Centuries later, Looking For Richard explores Pacino’s journey to reshape a Shakespearean textRead MoreThe Titular Character Of William Shakespeare s Richard IIi1537 Words   |  7 PagesThe titular character in Shakespeare’s Richard III is a man whose body has been weakened and warped by nature, and so must rely on his wit and cleverness to survive. Throughout the play, Richard uses wordplay and persuasive language to convince others to support him or at least cease working against him. Overall, Richard believes that his ability to use language makes him superior to others in the courts of London, as is evident in the following selection: â€Å"Was ever woman in this humour wooed?/WasRead MoreCompare the ways Shakespeare presents fear and doubt in Macbeth and Richard III?1222 Words   |  5 Pagespresented in Richard III and Macbeth Macbeth is a tragedy play written by William Shakespeare. The play is set in Scotland during the mid  11th century. But, the play was written in 1606 at a time where James I was on the throne. King James was a very superstitious man who believed in magic and witchcraft and these themes were presented in Macbeth to please the King. Also the political context is important as it was included in Macbeth with the ideas of excessive ambition. On the other hand, Richard III isRead MoreWilliam Shakespeare s Influence On The Course Of World History1440 Words   |  6 PagesWaldo Emerson, a famous essayist inspired by Shakespeare’s works. William Shakespeare was a renowned author, poet, actor, and playwright. He has contributed to many components of life today such as; founding modern English language, contributing to literature, contributing to modern theater, and contributing many of his works to modern English. William Shakespeare has greatly impacted the course of world history. William Shakespeare was believed to be born on April 23,1564, in his hometown of Stratford-upon-AvonRead MoreHistory Of King Richard IIi Of England1382 Words   |  6 Pagesa conclusion that is borne out by the facts. The case of the written history of King Richard III of England is an outstanding example of the lack of adequate research and actual perfidy on the part of historians. Richard III reigned for a brief period in the late 15th century, 26 June 1483 to 22 August 1485. He was the last Yorkist king and the last of the Plantagenet kings. He traced his ancestry to William the Conquerer. He was also the last English king to die in battle. He was succeeded

10 Types of Energy and Examples

Energy is defined as the ability to do work. Energy comes in various forms. Here are 10 common types of energy and examples of them. Mechanical Energy Mechanical energy is energy that results from movement or the location of an object. Mechanical energy is the sum of kinetic energy and potential energy. Examples: An object possessing mechanical energy has both kinetic and potential energy, although the energy of one of the forms may be equal to zero. A moving car has kinetic energy. If you move the car up a mountain, it has kinetic and potential energy. A book sitting on a table has potential energy. Thermal Energy Thermal energy or heat energy reflects the temperature difference between two systems. Example: A cup of hot coffee has thermal energy. You generate heat and have thermal energy with respect to your environment. Nuclear Energy Nuclear energy is energy resulting from changes in the atomic nuclei or from nuclear reactions. Example: Nuclear fission, nuclear fusion, and nuclear decay are examples of nuclear energy. An atomic detonation or power from a nuclear plant are specific examples of this type of energy. Chemical Energy Chemical energy results from chemical reactions between atoms or molecules. There are different types of chemical energy, such as electrochemical energy and chemiluminescence. Example: A good example of chemical energy is an electrochemical cell or battery. Electromagnetic Energy Electromagnetic energy (or radiant energy) is energy from light or electromagnetic waves. Example: Any form of light has electromagnetic energy, including parts of the spectrum we cant see. Radio, gamma rays, x-rays, microwaves, and ultraviolet light are some examples of electromagnetic energy. Sonic Energy Sonic energy is the energy of sound waves. Sound waves travel through the air or another medium. Example: A sonic boom, a song played on a stereo, your voice. Gravitational Energy Energy associated with gravity involves the attraction between two objects based on their mass. It can serve as a basis for mechanical energy, such as the potential energy of an object placed on a shelf or the kinetic energy of the Moon in orbit around the Earth. Example: Gravitational energy holds the atmosphere to the Earth. Kinetic Energy Kinetic energy is the energy of motion of a body. It ranges from 0 to a positive value. Example:Â  An example is a child swinging on a swing. No matter whether the swing is moving forward or backward, the value of the kinetic energy is never negative. Potential Energy Potential energy is the energy of an objects position. Example: When a child swinging on a swing reaches the top of the arc, she has maximum potential energy. When she is closest to the ground, her potential energy is at its minimum (0). Another example is throwing a ball into the air. At the highest point, the potential energy is greatest. As the ball rises or falls it has a combination of potential and kinetic energy. Ionization Energy Ionization energy is the form of energy that binds electrons to the nucleus of its atom, ion, or molecule. Example: The first ionization energy of an atom is the energy needed to remove one electron completely. The second ionization energy is energy to remove a second electron and is greater than that required to remove the first electron.

Mental Health in Holocaust Survivors - 1554 Words

American immigrant mental health among second generation holocaust survivors Sarah Getz Suffolk University Rationale†¨ Many American immigrants have been affected in both their mental health and family history by Nazi concentration camp experiences. This group of Americans has a unique cultural and psychological history. Many researchers have focused on this cultural group. The term survivor syndrome (Krystal, 1968; Krystal Niederland, 1971) was coined to describe some of the negative symptoms holocaust survivors experienced. This syndrome is characterized by fatigue and reduced energy, restlessness, inability to concentrate, mistrust of others, pathological expression of mourning related survivors feelings of guilt, chronic anxiety and depression, dread of the future, recurrent nightmares about traumatic experiences, insomnia, social isolation, and other psychological disorders. Various researchers have proposed that some of these symptoms were transmitted to the offspring survivors and even possibly the survivor’s grandchildren. This syndrome has been called the children-of -holocaust-survivors syndrome (CHSS). It has been proposed that the second and third generation survivors may experience loss of identity and difficulty in establishing and maintaining relationships. For example, in an investigation of children-of-holocaust survivors syndrome by Sigal, Silver, Rakoff and Ellin (1973), children of survivors at the Jewish General Hospital in Montreal,Show MoreRelatedMental Health Issues In Maus By Artie Spiegelman803 Words   |  4 Pagesfather is a Holocaust survivor, and a prisoner of war; this is the main event of the story. Artie uses imagery in the form of animals to display race in the graphic novel of Maus. The survivors of the Holocaust are burdened with mental disorders; Artie acknowledges the trauma and the effect it has on the survivors as well as the people around them. Artie uses figurative language and imagery to demonstrate relationships and mental health issues. Many characters’ lives are enveloped by a mental issue andRead MoreMental Health Issues In Maus By Artie Spiegelman803 Words   |  4 Pagesfather is a Holocaust survivor, and a prisoner of war; this is the main event of the story. Artie uses imagery in the form of animals to display race in the graphic novel of Maus. The survivors of the Holocaust are burdened with mental disorders; Artie acknowledges the trauma and the effect it has on the survivors as well as the people around them. Artie uses figurative language and imagery to demonstrate relationships and mental health issues. Many characters’ lives are enveloped by a mental issue andRead MoreThe Tragedy Of Hurricane Katrina Essay1599 Words   |  7 Pagesto have a similar effect: deterioration of mental health stability among those involved. Children and adults alike possess the risk of suffering from mental disorders, such as depression and PTSD, following exposure to a traumatic event. However, the circumstances of these events differ, simply because not all mass tragedies are the same. No matter what type of event occurs, a mass tragedy can mentally scar those involved, putting a population’s mental stability at risk. Various catastrophes strikeRead MoreThe Psychological Effects Of The Holocaust1190 Words   |  5 Pages Psychological effects are associated with the mental health of the suvivors. Imagine a situation where you are housed with a lion in one room, what will you feel? Would you be comfortable? That feeling is the exact feeling that the victims of the holocaust were experiencing during the periods they lived in the camps (Levine 350-360). The mental health of the Holocaust survivors was indeed complex and varied. Literature about the Holocaust reveals there was shock upon the arrival in the deathRead MoreThe Holocaust And Its Effects On Survivors1442 Words   |  6 PagesThe Holocaust was a really tragic event that took place in the period from January 30, 1933 to May 8, 1945, during the Holocaust about 11 million Jews were killed (Wikipedia) by a german group that saw the Jewish people as an inferior race, the Nazis, under the leadership of Adolf Hitler, mercilessly killed all of those unfortunate to be caught. To this day, there are still survivors that witnessed this horrifying event, there are also journals and articles that explain in great detail how the HolocaustRead MoreCamps1095 Words   |  5 Pagesand Ferracuti (687-700), In their research, they say that the conditions and the infections of the patients were not familiar with any doctor, it was not an obvious case of them thus resulting in difficulty in treating such. The patients and the survivors were therefore forced to endure the suffering and pain; the cure was not at their disposal. At some point, the scientist had thought there could be some drug that was being used to change these victims feelings and experiences. SignsRead MoreAnalysis Of Maus By Art Spiegelman1100 Words   |  5 PagesThe devastating era of the Holocaust will always be remembered from the scars it left behind. The series Maus, written by Art Spiegelman, puts the Holocaust in a different perspective for readers. Vladek Spiegelman, a survivor of the Holocaust told the journey of his survival to his son, Art Spiegelman. Initially, I assumed this graphic novel would be about the racism, torture, and injustice the Jewish faced during the Holocaust by the Germans, but the book was more than that. Reading these booksRead MoreThe Holocaust : The Causes Of Hate In The Holocaust1424 Words   |  6 Pagespeople turn on one another with just feeling hate towards them? The Holocaust being one of the many genocides in our history was indeed influenced by an intense dislike. That intense dislike was towards certain types of people it ended up taking multiple lives. One of the many races that were hated, and killed during the Holocaust were the Jews. Jews had an average life before the Holocaust. According to the United States Holocaust Memorial Museum website, in 1933, there were about ten million JewsRead MoreHolocaust : The Holocaust And Holocaust1247 Words   |  5 PagesWe all know the horrific experience, the Jews faced during the Holocaust and after it. Even after some survived the holocaust physically, they will always be tormented and haunted by those gruesome memories from those inhumane actions that were directed towards them. After, all they went through it is obvious the holocaust affected the survivor s drastically, but how about the future generations of Jews. In which I believe the holocaust did in fact affect the second generation, but the third generationRead MoreThe Genocide Of The Holocaust885 Words   |  4 Pages The Holocaust genocide lasted for approximately 4,482 days. There were nearly twelve years of planning and organizing the extermination of Jews in Europe. For most of those years, nearly all surrounding countries did not partake in assisting the survival of these Jews. Why? Why was there such insufficient help from countries around the world while the Holocaust had been occurring? Had other countries stepped in sooner to provide safety and rescue for the Jews, how different would history be?

What Makes a Good Society Discuss What Makes a Good Society free essay sample

Without our effort for this group project become reality and this project would never exist. The person who is really we want to give a billion thank you is our lecturer and also can best we describe as our guidance are Associate Professor Quah Chun Hoo. Prof also gives us his support and makes our way clear while we are in the process of making our project. Without his guide, we never can achieve the good project like we have now. Moreover, participation from our friends also gives us more knowledge to collect more information as we can and also encourage us for produce the best job. On the other hand, we have learned many things about the higher education and the steps how to write a business ethics term paper. And lastly but not least is our really thanks to all people that involved whether as direct or indirect in the process of making this project. Thank you. EXECUTIVE SUMMARY There are numerous marks of a good society: justice, equity, rule of law, economic opportunity,  reciprocity, prosperity, critical thinking, ethical standards, concern for good citizenship, right to defense, right to private property and so on. But where does the value of Goodness for Goodness sake ome in? In this paper, our group has made a research regarding on â€Å"What makes a good society? † Based on our research we explores some of the elements of what makes for a good society or community from a communitarian viewpoint, with consideration from a combination of social facts as seen by a sociologist. Additionally, ethical considerations with special attention paid to exclusivity and to equality, are addressed. There is some moral dilemma that occurs in doing this research. Where there are some questions bear in mind; what exactly is a â€Å"good society†, or a â€Å"good community†? And why has it come to have such a critical place in current discussions of problems in our society? In our research, we have made some argument that says that the good society does not just happen; it has to be made and continuously sustained. In this process, more people must be helped to share in the good society. Establishing and maintaining the good society require the cooperative efforts of some, often of many, people. It might seem that since all citizens benefit from the good society, we would all willingly respond that we each cooperate to establish and maintain the good society. But numerous observers have identified a number of obstacles that hinder us, as a society, from successfully doing so. From our research, we found that in order to understand how and why people make decision to act for the good society we have to explore the way people make choices about what they value, what they want to be a part of and how they want to behave. Based on the research that we have done, we also have to explore how people can be empowered to play as effective a role as possible in making the good society. INTRODUCTION As Malaysian watch the political stalemate in Malaysia, we can’t help but notice the conflicting views on what makes a society good. We might agree that it takes good people to make a good society, people reaching out to people. We might say that it takes good leaders to design a good society. Lyndon B. Johnson spoke of the Great Society which for him meant social reforms designed to eliminate poverty and racial injustice. Johnsons vision was formed by the radical changes of the 1960s and the Civil Rights Movement. He saw the nations greatness in terms of economic prosperity and opportunity. Plato was right that one cant live the good life unless one knows the Good. The hard part is defining â€Å"good† apart from self-interest. For many, good is what we perceive to serve us best. Society is good if it features personal comforts and benefits and generates a standard of living that we feel entitled to enjoy. But the reality and the dream are very far apart. We are a nation of overworked and underpaid wage slaves whose debt dampens our passion for the Good. Many are just trying to survive. Our standard of living never will be high enough to satisfy us. There always will be another convenience or technology toy just beyond our reach. We are no longer free. We are ruled by schedules, technology, taxes and our own discontent. And we tend to think our discontent is someone elses fault. Aristotle believed that free men are responsible for their voluntary and involuntary actions and behaviours. He did not include slaves in this scheme because to him the society of ruling men was the basis upon which to build a good society. For Aristotle, a society or state is held together by friendship more than justice. He regarded men with many friendships as good men. That friendship, or natural affinity, is the basis of a good society is evident to children who determine who is included and who is excluded from their group. No matter how often their mothers tell them to be nice and let everyone play together, children form groups according to their own rules. (And their parents dont play with everyone either. ) Yet children are more egalitarian than Aristotles society. Children slip in and out of different groups quite often. This is how they discover where they fit best. But in Aristotles society a person could never escape from his caste. Slaves were at the bottom of the caste system and they had no rights except those granted to them by their masters. Some slaves were highly skilled in medicine, arts, reading and writing. These were generally treated well by their masters because they had valuable skills, but they were not regarded as the equal of free men like Aristotle. So all the things we like about Aristotle the attitudes which seem fair and democratic really apply only to men of his Athenian social class. There is little application to our country, Malaysia, a society of myriad communities straining in diverse directions to achieve a good society. Sociologist Amitai Etzioni has written, The quest for a good society points to one that allows communities to maintain some limitations on new membership while at the same time greatly restrict the criteria that communities may use informing such exclusivity. The criteria for exclusion cannot be race, thnic origin, religion, sexual orientation, or a host of other criteria based on ascribed statuses. Rather, the bonds of good communities, it follows, should be based on affinities whose nature remains to be defined. Contrary to political correctness, the good society limits membership by law. It is predicated on affinity, not on grand schemes or social engineering. Societies are organic. They develop according to their social DNA, and cant be designed. (Socialists neglect this truth. ) Unless natural communities can be connected in friendly ways, nation building is impossible. The good society works as a confederation of tribes, each honouring the others right to exist and all responsible for the most vulnerable and the poorest. MORAL DILEMMA In this topic, the moral dilemma occurs when the questions click in mind, what exactly is a â€Å"good society†, or a â€Å"good community†? And why has it come to have such a critical place in current discussions of problems in our society? A good society is a notion that originated over two thousand years ago in the writings of Plato, Aristotle, and Cicero. Sociologist Amitai Etzioni has written in The New Golden Rule come out with some of dilemma questions; How can a society balance its members’ needs for both order and autonomy? , Where do the core values of a community come from, and how can these values be developed and maintained? And what is a â€Å"moral voice†? How does a community develop and maintain a distinctive moral voice? The debate regarding what constitutes a good society has been championed primarily by individualists (who treat individuality as the most important social good) and social conservatives (who treat social order as the most important social good). Etzioni suggests communitarianism (which strikes a balance between order and autonomy) as an alternative social philosophy that would better support the elements of a good society . ARGUMENTS The contemporary ethicist, John Rawls, define a good society as the sum of those conditions of social life which allow social groups and their individual members relatively thorough and ready access to their own fulfilment. Good society, then, consists primarily of having the ocial systems, institutions, and environments on which we all depend work in a manner that benefits all people. Examples of particular good society or parts of the good society include an accessible and affordable public health care system, and effective system of public safety and security, peace among the nations of the world, a just legal and political system, and unpolluted natural environment, and a flourishing economic system. Because such systems, institutions, and environments have such a powerful impact on the well-being of members of a society, it is no surprise that virtually every social problem in one way or another is linked to how well these systems and institutions are functioning. As these examples suggest, a good society does not just happen. Establishing and maintaining good society require the cooperative efforts of some, often of many, people as a common good only to the extent that it is a good to which all have access. First, according to some philosophers, the very idea of a good society is inconsistent with a pluralistic society like ours. Different people have different ideas about what is worthwhile or what constitutes the good life for human beings, differences that have increased during the last few decades as the voices of more and more previously silenced groups, such as women and minorities, have been heard. Given these differences, some people urge, it will be impossible for us to agree on what particular kind of social systems, institutions, and environments we will all pitch in to support. And even if we agreed upon what we all valued, we would certainly disagree about the relative values things have for us. While all may agree, for example, that an affordable health system, a healthy educational system, and a clean environment are all parts of the common good in good society, some will say that more should be invested in health than in education, while others will favour directing resources to the environment over both health and education. Such disagreements are bound to undercut our ability to evoke a sustained and widespread commitment to the good society. In the face of such pluralism, efforts to bring about the good society can only lead to adopting or promoting the views of some, while excluding others, violating the principle of treating people equally. Moreover, such efforts would force everyone to support some specific notion of the good society, violating the freedom of those who do not share in that goal, and inevitably leading to paternalism (imposing one groups preference on others), tyranny, and oppression. A second problem encountered by proponents of the good society is what is sometimes called the free-rider problem. The benefits that a common good in good society provides are, as we noted, available to everyone, including those who choose not to do their part to maintain the good society. Individuals can become free riders by taking the benefits the common good provides while refusing to do their part to support the good society. An adequate water supply, for example, is a common good from which all people benefit. But to maintain an adequate supply of water during a drought, people must conserve water, which entails sacrifices. Some individuals may be reluctant to do their share, however, since they know that so long as enough other people conserve, they can enjoy the benefits without reducing their own consumption. If enough people become free riders in this way, the good society which depends on their support will be destroyed. Many observers believe that this is exactly what has happened to many of our good society, such as the environment or education, where the reluctance of all person to support efforts to maintain the health of these systems has led to their virtual collapse. The third problem encountered by attempts to promote the good society is that of individualism. Our historical traditions place a high value on individual freedom, on personal rights, and on allowing each person to do her own thing. Our culture views society as comprised of separate independent individuals who are free to pursue their own individual goals and interests without interference from others. In this individualistic culture it is difficult, perhaps impossible, to convince people that they should sacrifice some of their freedom, some of their personal goals, and some of their self-interest, for the sake of the good society. Our cultural traditions, in fact, reinforce the individual who thinks that she should not have to contribute to the communitys , but should be left free to pursue her own personal ends. Finally, appeals to the good society are confronted by the problem of an unequal sharing of burdens. Maintaining a good society often requires that particular individuals or particular groups bear costs that are much greater than those borne by others. Maintaining an unpolluted environment, for example, may require that particular firms that pollute install costly pollution control devices, undercutting profits. Making employment opportunities more equal may require that some groups, such as white males, sacrifice their own employment chances. Making the health system affordable and accessible to all may require that insurers accept lower premiums, that physicians accept lower salaries, or that those with particularly costly diseases or conditions forego the medical treatment on which their live depend. Forcing particular groups or individuals to carry such unequal burdens for the sake of the good society, is, at least arguably, unjust. Moreover, the prospect of having to carry such heavy and unequal burdens leads such groups and individuals to resist any attempts to secure common goods. All of these problems pose considerable obstacles to those who call for an ethic of the good society. Still, appeals to the good society ought not to be dismissed. For they urge us to reflect on broad questions concerning the kind of society we want to become and how we are to achieve that society. They also challenge us to view ourselves as members of the same community and, while respecting and valuing the freedom of individuals to pursue their own goals, to recognize and further those goals we share in common. CONCLUSION Based on arguments in thesis statement, we conclude that a good society is one in which certain minimal conditions exist that permit people to flourish. These conditions include physical well-being, safety from violence, the ability to make thoughtful choices about one’s life, and political and civil rights. The ability of societies to meet these conditions is heavily conditioned by their institutional arrangements such as individualists which treat individuality as the most important social good, social conservatives which treat social order as the most important social good and communitarianism which strikes a balance between order and autonomy. Institutions influence our behavior and expectations by exerting power. Their exercise of power constrains us at the same time that it creates predictability, reducing insecurity and anxiety in social life. Institutions limit freedom and simultaneously make its enjoyment possible. Therefore how to establishing and maintaining good society or what the moral dilemma occurs frequently in our institutions remain to be solved. Those challenges consist of inconsistent with a pluralistic society inconsistent with a pluralistic society which is even if we agreed upon what we all valued, we would certainly disagree about the relative values things have for us may lead to paternalism, tyranny, and oppression. The second problem is what is sometimes called the free-rider problem. This may produce the social parasites If enough people become free riders in this way, the good society which depends on their support will be destroyed. The third problem is that of individualism. In this individualistic culture it is difficult, perhaps impossible, to convince people that they should sacrifice some of their freedom, some of their personal goals, and some of their self-interest, for the sake of the good society. Finally, appeals to the good society are confronted by the problem of an unequal sharing of burdens. All of those problem we face are badly in need of will arranged. SIGNIFICANCE RESEARCH There are few studies that have been done upon the topic â€Å"What a makes a good society? † Commenting on the many economic and social problems that society now confronts, Newsweek columnist Robert J. Samuelson recently wrote: We face a choice between a societies where people accept modest sacrifices for a good society or a more contentious society where group selfishly protect their own benefits. Newsweek is not the only voice calling for a recognition of and commitment to the good society. Daniel Callahan, an expert on bioethics, argues that solving the current crisis in our health care systemrapidly rising costs and dwindling accessrequires replacing the current ethic of individual rights with an ethic of the good society. Sociologist Amitai Etzioni suggests in a good society a social order exists that is in line with the moral commitment of its members. Moreover, the maintenance of social order relies primarily on normative means such as education, leadership, moral dialogue, and moral voices. Etzioni also suggest that members of the society share a commitment to a set of core values, and abide by those values most of the time. Individualism is not favored over the social good (and vice versa); these two social virtues are maintained in a careful equilibrium. BIBLIOGRAPHY Amitai Etzioni, ‘The Good Society’’ Journal of Political Philosophy, 7 (1999), 88-103 Amitai Etzioni, The New Golden Rule: Community and Morality in a Democratic Society (New York: Basic Books, 1996). C. f. H. L. A. Hart, Law, Liberty and Morality (Oxford: University Press, 1963);Patrick Devlin, The Enforcement of Morals (Oxford University Press, 1965) Etzioni, The New Golden Rule, 85-118 Manuel Velasquez, Claire Andre, Thomas Shanks, S. J. , and Michael J. Meyer, Issues in Ethics  V5, N1 (Spring 1992) Robert Bellah, Richard Madsen, William M. Sullivan, Ann Swidler, and Steven M. Tipton, The Good Society (New York: Vintage, 1991); and Walter Lippman, An Inquiry Into the Principles of the Good Society (Westport: Greenwood Press, 1943) The New Golden Rule: Community and Morality in a Democratic Society (New York: BasicBooks, 1996), 160-188 http://en. wikipedia. org/wiki/Lyndon_B. _Johnson http://plato. stanford. edu/entries/african-ethics/ http://angeloallen. com/? p=810 http://www. scu. edu/ethics/practicing/decision/framework. html MARKING GRID Academic Content| | 60| Moral Dilemma| | 10| Originality and Reference| | 10| Bibliography| | 10| Significance of Research| | 5| Overall Presentation| | 5| Total Marks| | 100|