International business envioronment Essay Example | Topics and Well Written Essays - 3000 words

Universal business envioronment - Essay Example Anyway what is required at the present is an understanding that things should be appropriately adjusted so the issues which focus the monetary grounds stop to exist and in this manner furnish one and all with a moan of help †one that is liberated from any type of anguish, financial divergence and trouble, as one may put it. The odds of Germany returning on the rails of accomplishment most definitely are complex and one needs to comprehend with respect to what precisely are the endeavors with respect to the German specialists when the discussion goes for all to hear of the German economy and the related estimates that are being taken under similar support. The reasons with respect to why Germany is really encountering monetary emergency lies in grasping that the Germans are without a doubt the primary explanations for exactly the same. Just if the thinking outlook about the Germans as worries to their economy and the future development of the nation in the drawn out point of view can change, there doubtlessly could be promising end to present circumstances and hence positives could be drawn from the present entanglement in which Germany is as a general rule made up for lost time. Joblessness has additionally been a bane for Germany in the ongoing past which has contributed in a negative way towards the monetary premise of the nation. Add to that, the absence of various assets and all the more so the deficit of talented workers and pros implied that Germany was in for an intense time on account of the monetary gatherings. It needed to deal with its money related premise in the light of the changing financial atmosphere and for that Germany needed to look for measures outside of its picked limits. At the end of the day, Germany needed to glance somewhere else so as to discover the specific issue with its endeavors that it had done over some undefined time frame. The assistance looked for from the World Bank and International Monetary Fund (IMF) is a portion of the alternatives that are recorded under the German

Vinland Sagas - Viking Colonization of North America

Vinland Sagas - Viking Colonization of North America The Vinland Sagas are four medieval Viking compositions that report (in addition to other things) the tales of the Norse colonization of Iceland, Greenland and North America. These accounts discuss Thorvald Arvaldson, credited with the Norse revelation of Iceland; Thorvalds child Eirik the Red for Greenland, and Eiriks child Leif (the Lucky) Eiriksson for Baffin Island and North America. However, Are the Sagas Accurate? Like any chronicled record, even those known to be real, the adventures are not really authentic. Some of them were composed many years after the occasions; a portion of the tales were woven together into legends; a portion of the tales were composed for political employments of the day or to feature gallant occasions and make light of (or preclude) not really brave occasions. For instance, the adventures portray the finish of the settlement on Greenland as having been the aftereffect of European theft and continuous fights between the Vikings and the Inuit tenants, called by the Vikings Skraelings. Archeological proof shows that the Greenlanders additionally confronted starvation and falling apart atmosphere, which isn't accounted for in the adventures. For quite a while, researchers excused the adventures as artistic creations. However, others, for example, Gisli Sigurdsson, have returned to the original copies to locate a chronicled center that can be attached to Viking investigations of the tenth and eleventh hundreds of years. The recorded variant of the narratives are the aftereffect of hundreds of years of oral customs, during which the story may have been conflated with other chivalrous legends. In any case, there is, all things considered, aggregated archeological proof for Norse occupations in Greenland, Iceland, and the North American landmass. Vinland Saga Discrepancies There are likewise inconsistencies between the different original copies. Two significant reports the Greenlanders Saga and Eirik the Reds Saga-give contrasting jobs to Leif and the vendor Thorfinn Karlsefni. In the Greenlanders Saga, lands southwest of Greenland are said to have been found inadvertently by Bjarni Herjolfsson. Leif Eriksson was the chieftain of the Norse on Greenland, and Leif is given acknowledgment for investigating the grounds of Helluland (presumably Baffin Island), Markland (Treeland, likely the vigorously lush Labrador coast) and Vinland (most likely what is southeasternern Canada); Thorfinn has a minor job. In Eirik the Reds Saga, Leifs job is made light of. He is excused as the coincidental pioneer of Vinland; and the traveler/position of authority is given to Thorfinn. Eirik the Reds Saga was written in the thirteenth century when one of Thorfinns relatives was being sanctified; it might be, say a few students of history, purposeful publicity by this keeps an eye on supporters to swell his progenitors job in the groundbreaking disclosures. Students of history make some fine memories translating such archives. Viking Sagas about Vinland About the Book of the Icelanders (à slendingabã ³k), composed somewhere in the range of 1122 and 1133 (Smithsonian)Text of the Icelandic Sagas (NorthVegr)Text of Eirik the Reds Saga, expounded on 1265 (Medieval History, About.com)About the Saga of the Greenlanders, arranged ~13th century (Smithsonian) Arnold, Martin. 2006. Atlantic Explorations and Settlements, pp. 192-214 in The Vikings, Culture and Conquest. Hambledon Continuum, London. Wallace, Birgitta L. 2003. L’Anse aux Meadows and Vinland: An Abandoned Experiment. Pp. 207-238 in Contact, Continuity, and Collapse: The Norse Colonization of the North Atlantic, altered by James H. Barrett. Brepols Publishers: Trunhout, Belgium. Sources and Further data The woodcut on this page isn't from the Vinland adventures, however from another Viking adventure, Erik Bloodaxes Saga. It shows Erik Bloodaxes widow Gunnhild Gormsdã ³ttir impelling her children to claim Norway; and it was distributed in Snorre Sturlassonss Heimskringla in 1235. About.coms Guide to the Viking Age Hofstaã °ir, Viking settlement on Iceland Gardur, Viking home in Greenland LAnse aux Meadows, Viking settlement in Canada Arnold, Martin. 2006. Atlantic Explorations and Settlements, pp. 192-214 in The Vikings, Culture and Conquest. Hambledon Continuum, London. Wallace, Birgitta L. 2003. L’Anse aux Meadows and Vinland: An Abandoned Experiment. Pp. 207-238 in Contact, Continuity, and Collapse: The Norse Colonization of the North Atlantic, altered by James H. Barrett. Brepols Publishers: Trunhout, Belgium.

Unit Of Work( Professional Practice For Teachers Of English As A

Unit Of Work( Professional Practice For Teachers Of English As A Unit Of Work( Professional Practice For Teachers Of English As A Foreign Language) â€" Assignment Example > IntroductionFinding communicative contexts that reflect real life situations can be challenging when teaching a foreign language. When that language is English, teaching it at any level requires that the classroom be a place where English is not only taught, but used meaningfully. This means that the language is not taught in isolated portions or by delving into the grammar or semantics of the language. Rather, the language is utilised in real world situations using subject matter content that is relevant according to the age of the students and their aims for learning the English language. One type of content-based instruction includes theme based language instruction and it is beneficial for differing age groups and levels of proficiency. This approach is supported by Brinton (2003) when the aim of the students is to acquire language. The topic that will be covered in this report is models in L2 learning with the specific theme being conversation lessons. The reason for the choi ce of this topic is that the ability to converse in real life situations is one of the most important aims of language and in order to manoeuvre successfully in the environment in which the student expects to use the English language, they must be able to understand and communicate with the actual environment in which they find themselves. Without this ability, having knowledge of the English language is not really useful on a daily basis. In order to learn a language successfully it is important for the learner to be motivated, cooperative and have empathy. This naturally leads to a stress on development of the learner. This involves several stages of development in the student process. The principle process entails increasing language awareness which involves contribution of the learner to their own learning process; dynamic learning strategies such as self-monitoring or responding to peers; and lastly, the assumption of accountability for their own education. This last process means that some of the roles traditionally carried out by teachers should be transferred to learners which foster their independence (Kavaliauskiene, 2002). The lessons are aimed at post-elementary level, sixteen-year-old migrant students from Russia, learning English as a second language. The objectives of the exercise are to develop autonomy in the language development, learner cooperation and interaction, vocabulary, peer and self-assessment and interaction. The target language will cover vocabulary and grammar review using such materials as role-play and homework carried out individually outside classroom situations. The procedure involves the interaction of the entire class with a time limit of ten minutes per activity. This is an effective way to transfer roles from the teacher to the students, while encouraging interaction and cooperation as well as giving opportunity for evaluation and revision of material earlier learned. This is useful as a warm up exercise at the start o f a class or as revision at the end of it. To initiate the activity, a student is requested to appoint a spokesperson who will answer the first query. Should they get the answer correct, they pass the baton to the next student to answer the following question. This sequence is continuous unless a question is answered wrong, giving the students an opportunity to step into the teacher’s role by providing the correct answer. This exercise is even more effective when the class is subdivided into groups of 3-5 members. The group members select a group name and initiate the above activity but without the teacher’s role being included. Instead, the different groups are in charge of checking answers in turns which makes it more interesting for the students. This activity gives every student the opportunity to articulate themselves and discourse upon their point of view. The teacher’s role is almost redundant apart from monitoring and evaluating the performance of students. The teach er only intercedes when students are unable to come up with answers to the questions.

How to Kill a Tree Without Chemicals

Killing a tree is hard work, particularly if you avoid using chemical assistance. You have to cut off a trees water, food and/or sunlight at a critical time in its life cycle to do the job. Herbicides work by gumming up or shutting down a trees working parts to deprive the plant of one or more of the above.   Using the Bark Trees can be killed without herbicides or chemicals but extra time, patience, and understanding of tree anatomy are necessary. You most especially need to know about the function of a trees inner bark—cambium, xylem, and phloem—and how they combine forces to affect a trees life.   The bark is a trees most vulnerable body part above ground and the easiest target for an effective kill. Damaging enough roots to kill the tree quickly is complicated and hard to do without using chemicals. The bark is made up of cork and phloem which protects the cambium and xylem. Dead xylem cells carry water and minerals from the roots to the leaves and are considered the trees wood. Phloem, a living tissue, carries manufactured food (sugars) from the leaves to the roots. The cambium, which is a moist layer only a few cells thick, is the regenerative layer that gives birth to xylem on its inside and phloem to its outside. Destroying the Bark If the food-transporting phloem is severed all the way around the tree (a process called girdling), food cannot be carried to the roots and they will eventually die. As the roots die, so does the tree. Periods of rapid growth, usually from March until June in North America, are the best times to girdle a tree. These spring growth spurts are when tree bark slips. The phloem and cork layer easily peels free, leaving the cambium and xylem exposed. Remove as wide a section of bark as you have time to make an adequate girdle ring. Then scrape (or chop) into the surface of the xylem to remove the cambium. If any cambial material remains, the tree will heal by overgrowing the girdle. The best time to girdle is before the trees leaf out. The process of leafing out will deplete energy stores from the roots, which stores cannot be renewed if the phloem conduit has been interrupted. Avoid the Sprout Some trees are prolific sprouters and produce adventitious twigs near an injury. If you dont remove or kill the entire root, you just may have to control these sprouts. Sprouts coming out below the girdle must be removed as they will continue the process of feeding the roots if left to grow. When you are removing these sprouts, it is a good idea to check the girdled strip and remove any bark and cambium that may be trying to bridge the wound. Even cutting a tree down cant guarantee it will be killed. Many tree species, particularly some deciduous broad-leaf species, will sprout back from the original stump and root system.

Capital Punishment Essay - 3201 Words

nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;Alissa Kilmer nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;Mr. Lenahan†¦show more content†¦The court also said The fundamental respect for humanity underlying the 8th amendment†¦ requires consideration of the character and record of the individual offender and the circumstances of the particular offense as a nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;Kilmer 2 constitutionally indispensable part of the process of inflicting the death penalty. The main concern was class that the unemployed were the majority of the population receiving the ultimate sentence of death, fifty percent of the blacks and forty-four percent of the whites that were on death row were unemployed (Johnson, 520-521). The case of Gregg v. Georgia established that the Death Penalty was not unconstitutional (Albers 468). nbsp;nbsp;nbsp;nbsp;nbsp;The death penalty was born with the hanging of George Kendall in Jamestown County, Virgina in 1608; its legality was not even brought into question until about two- hundred and fifty years later. In the beginning there were quite a few different methods of carrying out the death penalty. The different ways of executing an individual were, lethal injection, electrocution, poisonous gas, hanging, and being placed in front of a firing squad. Seven hundred and seventy-seven individuals have been killed since theShow MoreRelated Capital Punishment1099 Words   |  5 Pages Capital Punishment Murder, a common occurrence in American society, is thought of as a horrible, reprehensible atrocity. Why then, is it thought of differently when the state government arranges and executes a human being, the very definition of premeditated murder? Capital punishment has been reviewed and studied for many years, exposing several inequities and weaknesses, showing the need for the death penalty to be abolished. Upon examination, one finds capital punishment to be economically weakRead MoreCapital Punishment1137 Words   |  5 Pagescorresponding punishments. Among all penalties, capital punishment is considered to be the most severe and cruelest one which takes away criminal’s most valuable right in the world, that is, right to live. It is a heated debate for centuries whether capital punishment should be completely abolished world widely. The world seems to have mixed opinion regarding this issue. According to Amnesty International (2010), currently, 97 countries in the world have already abolished capital punishment while onlyRead MoreCapital Punishment1786 Words   |  8 PagesCapital Punishment Capital punishment, also known as the death penalty, is the toughest form of punishment enforced today in the United States. According to the online Webster dictionary, capital punishment is defined as â€Å"the judicially ordered execution of a prisoner as a punishment for a serious crime, often called a capital offence or a capital crime† (1). In those jurisdictions that practice capital punishment, its use is usually restricted to a small number of criminal offences, principallyRead More Capital Punishment1898 Words   |  8 PagesCapital Punishment Imagine your heart suddenly beginning to race as you hear a judge give you a death sentence and then you’re quickly carried away in chains as your family sobs as they realize that they will no longer be able to see you. As you sit in your cell you begin to look back at your life and try to see where you went wrong to end up in jail waiting to carry out a death sentence, and at the same time know that you are an innocent waiting to be heard. This same scenario repeatsRead MoreCapital Punishment1276 Words   |  6 Pagesbroken to get the death penalty, increased murder rates and wrongful accusations. There are many different views of the death penalty. Many different religions have their own views of the death penalty. In Hinduism, if the king does not inflict punishment on those worthy to be punished the stronger would roast the weaker like fish on a spit. In the religion of Jainism, mostly all of their followers are abolitionists of the death penalty which means that they oppose of it. Infact, this religionRead More Capital Punishment Essay: Retain Capital Punishment?696 Words   |  3 PagesCapital Punishment - Retain or Not?      Ã‚  Ã‚  Ã‚  Ã‚   This essay tangles with the question of whether or not we should retain the death penalty within the American code of penal law.    There is a feeling of frustration and horror that we experience at the senseless and brutal crimes that too frequently disrupt the harmony of society. There is pain which accompanies the heartfelt sympathy that we extend to the victims families who, in their time of suffering, are in need of the support and compassionRead MoreCapital Punishment2506 Words   |  11 PagesCapital Punishment and the Death Penalty Capital punishment exist in today’s society as citizens of the United States should we have the right to take an individual life. As illustrated throughout numerous of studies the death penalty is an unfair process seven out of ten deaths handed down by the state courts from 1973 to 1995 were overturned when appeal and the seven percent were later found to be innocent. Such as the Dobie Williams case which took place July 8, 1984. DobieRead MoreCapital Punishment Is A Legal Punishment1116 Words   |  5 Pageswhat the big deal about Capital Punishment is? According to free dictionary, Capital Punishment is to put to death as a legal punishment (Farlax). Capital Punishment is used worldwide, and is guaranteed to prevent future crime. Capital Punishment is a large controversy in the U.S. but before a personal opinion can be formed, some facts need to be known, such as what it is, where it is used and why it could be good or bad. Well, what is Capital Punishment? Capital Punishment is where a person is executedRead MoreCapital Punishment Is The Ultimate Punishment1704 Words   |  7 Pageswhat would you want from the government if he had killed someone you know? He should receive the capital punishment. The capital punishment is the ultimate punishment given to the precarious crimes. It is the last stage of capital punishment. There are different methods of like hanging, electric chair, lethal injection, firing squad, gas chamber. Murderers and rapist should be given extreme punishment, and they have to pay for their wrongdoing. We can observe crime rates are accelerating day-by-dayRead MoreCapital Punishment And Juvenile Punishment1631 Words   |  7 Pages Capital punishment is the term used when an individual is put to death by the state or government for the commission of a crime. Until recently, juveniles were not exempt from this punishment, however they would generally need to commit a more serious offense compared to their adult counterpart. Then there was the decision ruling the execution of mentally handicapped individuals was unconstitutional, using the 8th amendment as their authority, while taking into account the diminished capacity of

Art History Formal Analysis †Comparison Free Essays

Formal Analysis Paper The pieces Ann Whitley Russell, done by an unknown artist in around 1820 and Lady Frances Knowles, also done by an unknown artist, in the mid-late 17th century are both examples of portraits that portray the sitters in diverse yet insightful ways to viewers. Both Ann Whitley Russell and Lady Frances Knowles are works of art composed of oil paint on canvas. Although these portraits are different, the aspects of space, color, and composition are all important elements that must be considered while comparing the woman in these two pieces. We will write a custom essay sample on Art History Formal Analysis – Comparison or any similar topic only for you Order Now The significant element of space comes into play while analyzing the portrait of Ann Whitley Russell. The figure of Ann Whitley Russell herself is very flat and appears to be two dimensional, rather than three. The two dimensionalism of this portrait says something about the skill level and amount of training that this unknown artist holds; they were most likely self-trained. Since there is a shallow depth of field in this piece the viewer is automatically drawn to the sitter, Ann Whitley Russell, who is positioned in the foreground of this piece. Ann Whitley Russell is illustrated sitting on a chair with a decorative cloth draped over the left arm, which is positioned in the middle ground of the portrait. The background is monochrome, blurry and is indistinguishable to make out other than the column to the side of the portrait. The column looks as if the artist based it on Greek and Roman architecture due to its rounded appearance and indented texture. These columns would have been found in Europe throughout the early to mid eighteen hundreds, which was around the same time that this portrait was created. By including this type of column in the background the artist may be trying to portray the sitter, Ann Whitley Russell, as someone who is elite, wealthy and privileged enough to live in a place where this type of architecture exists. Although the artist made this column visible, it is still impossible to detect a specific setting in the background of this portrait. Furthermore, although the significance of the element of space also effects how viewers perceive the portrait of Lady Frances Knowles it does so in a different way. The viewer is automatically drawn to the center of this piece, which is the vivid three-dimensional figure of the sitter, Lady Frances Knowles. While studying the portrait Lady Frances Knowles I was able to detect a clear distinguishable foreground, middle ground and background. The artist positions the sitter in the foreground of the piece sitting on a stone bench with one arm resting upon the ledge of a stone fountain which is positioned in the middle ground. The stone fountain in the middle ground which has a statue of a Roman mythological winged figure attached has water flowing down from it and appears to be solid in space and volumetric due to this. The statue of a winged figure appears to be an angel, which is a symbol of love, peace, and protection. The background of this piece has trees with flowering leaves which may be where the flowers upon the lap of Lady Frances Knowles and the bench she is sitting on came from. The background seems to be slightly shallower compared to the sitter who is lifelike and three-dimensional. The background is less defined than the sitter is however the trees, fountain and flowers are distinguishable and give evidence that she must be sitting somewhere outside. The artist may have positioned the sitter somewhere outside in order to show the importance of nature and natural beauty because the sitter herself is so naturally beautiful. The artist of Lady Frances Knowles and of Ann Whitley Russell both use space to visually demonstrate what type of person the sitter is in the portrait, even though the way the space is represented is different in both. Another very important aspect that must be considered during the analysis of the portrait of Ann Whitley Russell is color. In this portrait the artist tends to use a narrow array of colors that are bland and monotonous. The artist uses the same colors of black, white, brown, grey and red throughout the entire piece. The background is incredibly dull and the shades of brown get darker as it moves further away from her head. In this portrait the red is only bright and exciting color, it is found used for the plain velvet looking chair, the red accents on the cloth draped over the chair, the stone in the center of her necklace and the thin line of lipstick on Ann Whitley Russell’s lips. The black of the sitters dress contrasts her pale white skin and due to the incredibly dull background color more attention is given to her. By using these colors the artist shows how although Ann Whitley Russell is a woman of great wealth, she is a plain woman and instead of embellishing her with vibrant colors he focused on maintaining the sitters true essence. Additionally, while analyzing the portrait of Lady Frances Knowles the importance of color is also used however it is to express different meanings. It is easy to see that the artist of this piece finds color very important due to the vast color pallet he uses in order to contrast the colors of the sitters dress and her skin tones. The pallet consists of a diverse amount of blue, white, pink, red, grey, brown, and black shades, which are used to illustrate the sitter and her surroundings. The artist uses flowing brush strokes to engage viewers in Lady Frances Knowles, a strong example of these brush strokes can be seen in the sitters long brown flowing hair that she is trying to show off. The background of the portrait, which contains a variety of red and pink accents against a darker black background, deeply contrasts the white and pink shades of the sitters skin tone and the shades of blue on the sitters dress. Shadowing is used on the skirt and sleeves of the sitters dress to create realistic folds and wrinkles in the expensive fabric. The shades of red and pink are used for the flowers held by and surrounding Lady Frances Knowles, and are emblems representing femininity, beauty and fertility. The artists use color in contrasted ways in the portraits of Lady Frances Knowles and Ann Whitley Russell in order to illustrate the sitter’s unique personal attributes. The aspect of composition is one of great value while discussing the portrait of Ann Whitley Russell. Ann Whitley Russell’s figure takes up the majority of the piece and viewers are pulled into the portrait by the way the sitter’s head is slightly tilted in a contrapposto pose causing her gaze to fall upon us. The way the artist positioned the sitter with both of her arms resting over one of the arms of the chair seems uncomfortable and awkward, however this may have been seen as a proper way of sitting in 1820. Ann Whitley Russell’s portrait is a half body portrait from the waist up rather than a full body portrait that would have been more expensive at the time. The artist also focuses on the importance of lines by making them very defined so the viewer is able to depict where everything is easily. Due to the blurred and empty space in the background the sitter appears to be placed in an empty environment the artist may have done as to draw more attention to the subject (the sitter). Moreover, while analyzing the use of composition again in the Lady Frances Knowles portrait it is evident that it’s use is different. The artist gains the viewers full attention by the way the sitters face is held up gently by her hand and her soft eyes connect with the gaze of the viewer, drawing us even closer to the work of art. The way the artist positioned the sitter looks as if the sitter is going to get up at any moment due to how comfortable and relaxed her position is. The figure is directly centered with the background however her arm resting on the edge of the fountain on the side brings the main focus from herself to the intricate fountain. The background of the portrait is cluttered and the brush strokes are heavy and dark so the viewer will keep their focus on the sitter rather than the background. The proportions of the sitter in the portrait are accurate and almost entire the body of the sitter is portrayed, showing how she is willing to pay more for something more elegant. The artists for Ann Whitley Russell and Lady Frances Knowles both communicate diverse and very distinct characteristics about the sitter to viewers through the use of composition. After analyzing both of these portraits in excessive detail I have found that although they are unique in a variety of ways, both artists concentrations of work are the same. Some contrasts between the two portraits are that Ann Whitley Russell is two dimensional with a bland color pallet and is a half body portrait; while Lady Frances Knowles is three dimensional with a broad expanse of a color pallet and it is almost a full body portrait. The use of the elements space, color, and composition all influenced how the artists created the portraits of Ann Whitley Russell and Lady Frances Knowles and the themes within them. The unknown artist of the Ann Whitley Russell portrait used all three elements in order to illustrate how the sitter is a simple woman yet wealthy and elite as well. In the portrait of Lady Frances Knowles the artist, who is also unknown, uses these aspects to portray the natural beauty, femininity and wealth. Both themes are similar because they relate to how both sitters for each portrait aspired to be portrayed by the artists as attractive and wealthy. How to cite Art History Formal Analysis – Comparison, Essay examples

One Stair Up Analysis Essay Example

One Stair Up Analysis Essay Stylistic Analysis of the Text ONE STAIR UP By C. Nairne Nairne Campbell is a Scottish novelist, the author of two books One Stair Up (1932) and Stony Ground (1934), who wrote about Scottish working class families in a realistic manner. The extract from the book â€Å"One Stair Up† by C. Nairne depicts the man and woman who visited a cinema and had different views on the film that they had seen due to their diverse perception. There is also a description of the cinema-world as a pastime of the people from working class. The composition falls in three parts: the way to Rosa and Andrew’s dress circle as a plot, the common expression of the audience about the film and a comic performance as a sequence of events and the characters’ short discussion of the show as a denouement. The type of presentation is author’s narrative. Narrative proper is the narrative compositional form. The vocabulary consists of the neutral words, some colloquials due to the dialogues (e. . : swell kid, chap, chap, hot stuff, cackling, cos, gee, big picture), dialect word Och, barbarisms such as corridor, silhouette, also bookish words such as emerged, glanced, admitted, glared, acquaintances, voluptuous, contemptuous, etc. There are many compound words tea-spoon, bulls-eye, dress . circle, background, pot-plants, rapid-fire, heart-searing, heart-throbs, thrill-thirsty, heart-string, water-butt, mix-up, hard-worked. We will write a custom essay sample on One Stair Up Analysis specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on One Stair Up Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on One Stair Up Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Author also uses some word-combinations and phrases sink into stillness, be unaccustomed to smth, to be too funny for words, to be cut short, moved by pity, to put up with which are direct and indirect in meaning to make the vocabulary more impressive. There are short, one-member and interrupted sentences (â€Å"This a comedy? † â€Å"But if you dont like it —â€Å" ) usually used in dialogues to underline the colloquial character. Onomatopoeia – cackling, whirring, murmur; framing – you couldnt see anybody else, and they couldnt see you; repetition – expanded and expanded, anaphora – It It It was It was It was ; inversion – What a baby he is ; allusion – Peter Pan, Minnie Haha; simile – carpet of some green material that yielded like springing turf; epithets: voluptuous stillness, rapid-fire drama, heart-searing tale, thrill-thirsty young bloods, hot darkness; metaphors: young blood, hot stuff, region of luxury, shower of stars, metonymy: audience got up and pushed out to the exits; synecdoche: faces glared at them, faces moved together. The author’s style is florid, over-abused of epithets, emotional, emotive, sometimes energetic, sometimes pathetic. He uses protagonists stream of consciousness to depict the characters. He doesn’t judge the figures by himself, but deliberately by the vivid description of their actions. C. Nairne wanted to show the conflict in society of that time through Rosa who desired to be one step up the other people, but indeed was the same girl from the working-class family in Edinburg.

Ways to Say Thank You in Spanish

Ways to Say Thank You in Spanish Chances are that one of the first words you learned in Spanish is gracias, the most common way to say thanks or thank you. Gracias is, of course, a useful word and should top any list of words Spanish students should learn. How To Use Gracias, a  Word for Thanks If you wish to indicate what youre giving thanks for, use the preposition por to mean for: Gracias por el regalo, which means thank you for the gift. If you want to say thank you very much, you can use muchas gracias or even muchà ­simas gracias. Also common is mil gracias, literally a thousand thanks. As you might guess, gracias is closely connected with- technically, its a cognate- the English word grace. The connection can be seen most easily if you remember that giving a prayer of thanks before a meal is sometimes known as saying grace. Gracia, the singular form of gracias, also has some of the other meanings of grace. Some examples of how gracias can be used: Gracias por ser quien eres. (Thank you for being who you are.)Gracias por tu comprensià ³n. (Thanks for your understanding.)Gracias a las lluvias de este aà ±o hemos podido disfrutar de estas cascadas. (Thanks to this years rains we have been able to enjoy these waterfalls.)Gracias, mi amigo, por todo lo que me das. (Thank you, my friend, for everything you give me.)Sobre todo, te doy las gracias por hacerme muy feliz. (Above all, I give you thanks for making me very happy.)Estas gracias son tambià ©n para todos vosotros. (These thanks are also for all of you.) ¡Un millà ³n de gracias a nuestros patrocinadores! (A million thanks to our sponsors!)Muchas gracias por su solicitud. (Thank you very much for your application.)Te ofrezco mis gracias sinceras. (I offer you my sincere thanks.) Agradecer and Related Words If youve gone beyond learning the basics of Spanish, you also can use the verb agradecer, which is used to express gratitude, appreciation or thanks. Two related words are also in common use: agradecido (grateful, appreciative or thankful) and agradecimiento (appreciation or gratitude). Note that agradecer is irregularly conjugated if youre speaking about yourself in the present tense. So agradezco is the form to use to say something such as I am grateful or I appreciate. Following the conjugation pattern of conocer, it is also irregular in some other forms youre less likely to use. Te agradezco el regalo. (I appreciate the gift.)Me siento agradecido (agradecida if youre female) por el regalo. (I feel grateful for the gift.)Estoy agradecido (agradecida if youre female) por el regalo. (I am grateful for the gift.)Quizs no estaban agradecidos por el favor que hice por ellos. (Perhaps they never appreciated the favor that you did for them.)Les agradecemos por su donacià ³n para los nià ±os. (We appreciate your donation for the children.)Me dijo que me agradecà ­a mucho por el fin de semana. (She told me that she was grateful to me for the weekend.)Los propietarios merecen muchos agradecimientos por su generosidad. (The owners deserve much appreciation for their generosity.)Es importante que cada familia cree una cultura de agradecimiento. (Is it important that each family create a culture of gratitude.)

Battle of the Saintes in the American Revolution

Battle of the Saintes in the American Revolution Battle of the Saintes - Conflict Dates: The Battle of the Saintes was fought April 9-12, 1782, during the American Revolution (1775-1783). Fleets Commanders British Admiral Sir George RodneyRear Admiral Samuel Hood36 ships of the line French Comte de Grasse33 ships of the line Battle of the Saintes - Background: Having won a strategic victory at the Battle of the Chesapeake in September 1781, Comte de Grasse took his French fleet south to the Caribbean where it aided in the capture of St. Eustatius, Demerary, St. Kitts, and Montserrat. As the spring of 1782 progressed, he made plans to unite with a Spanish force before sailing to capture British Jamaica. Grasse was opposed in these operations by a smaller British fleet led by Rear Admiral Samuel Hood. Aware of the danger posed by the French, the Admiralty dispatched Admiral Sir George Rodney with reinforcements in January 1782. Arriving at St. Lucia in mid-February, he was immediately concerned about the scope of British losses in the area. Uniting with Hood on the 25th, he was equally disturbed by condition and supply situation of his compatriots vessels. Shifting stores to compensate for these deficiencies, Rodney deployed his forces to intercept French reinforcements and box de Grasse into Martinique. Despite these efforts, some additional French ships reached de Grasses fleet at Fort Royal. On April 5, the French admiral sailed with 36 ships of the line and steered for Guadeloupe where he intended to board additional troops. Battle of the Saintes - Opening Moves: Pursuing with 37 ships of the line, Rodney caught up to the French on April 9, but fitful winds prevented a general engagement. Instead a minor battle was fought between Hoods van division and the rearmost French ships. In the fight, Royal Oak (74 guns), Montagu (74), and Alfred (74) were damaged, while the French Caton (64) took a heavy battering and steered away for Guadeloupe. Using a freshening wind, the French fleet drew away and both sides took April 10 to rest and repair. Early on April 11, with a strong wind blowing, Rodney signaled general chase and resumed his pursuit. Spotting the French the next day, the British bore down on a French straggler forcing de Grasse to turn to defend it. As the sun set, Rodney expressed confidence that the battle would be renewed the next day. With dawn breaking on April 12, the French were sighted a short distance away as the two fleets maneuvered between the northern end of Dominica and Les Saintes. Ordering line ahead, Rodney turned the fleet to head north-northeast. As Hoods van division had been battered three days earlier, he directed his rear division, under Rear Admiral Francis S. Drake, to take the lead. Battle of the Saintes - The Fleets Engage: Leading the British line, HMS Marlborough (74), Captain Taylor Penny, opened the battle around 8:00 AM when he approached the center of the French line. Easing north to remain parallel with the enemy, the ships of Drakes division passed the remaining length of de Grasses line as the two sides exchanged broadsides. Around 9:00 AM, Drakes rearmost ship, HMS Russell (74), cleared the end of the French fleet and hauled wind. While Drakes ships had taken some damage, they had inflicted a severe battering on the French. As the battle progressed, the strong winds of the previous day and night began to temper and became more variable. This had a dramatic effect on the next stage of the fight. Opening fire around 8:08 AM, Rodneys flagship, HMS Formidable (98), engaged the French center. Deliberately slowing, it engaged de Grasses flagship, Ville de Paris (104), in a protracted fight. As the winds lightened, a smoky haze descended on the battle impeding visibility. This, along with the wind shifting to the south, caused the French line to separate and bear to the west as it could not hold its course into the wind. The first to be affected by this shift, Glorieux (74) quickly was pounded and dismasted by British fire. In quick succession, four French ships fell afoul of each other. Sensing an opportunity, Formidable turned to starboard and brought its port guns to bear on these ships. Piercing the French line, the British flagship was followed by five of its comrades. Slicing through the French in two places, they hammered de Grasses ships. To the south, Commodore Edmund Affleck also grasped the opportunity and led the rearmost British ships through the French line inflicting significant damage. Battle of the Saintes - Pursuit: With their formation shattered and their ships damaged, the French fell away to the southwest in small groups. Collecting his ships, Rodney attempted to redeploy and make repairs before pursuing the enemy. Around midday, the wind freshened and the British pressed south. Quickly capturing Glorieux, the British caught up to the French rear around 3:00 PM. In succession, Rodneys ships captured CÃ ©sar (74), which later exploded, and then Hector (74) and Ardent (64). The final capture of the day saw the isolated Ville de Paris overwhelmed and taken along with de Grasse. Battle of the Saintes - Mona Passage: Breaking off the pursuit, Rodney remained off Guadeloupe until April 18 making repairs and consolidating his fleet. Late that day, he dispatched Hood west to attempt to head off those French ships which had escaped the battle. Spotting five French ships near the Mona Passage on April 19, Hood captured Ceres (18), Aimable (30), Caton, and Jason (64). Battle of the Saintes - Aftermath: Between the engagements of April 12 and 19, Rodneys forces captured seven French ships of the line as well as a frigate and sloop. British losses in the two fights totaled 253 killed and 830 wounded. French losses numbered around 2,000 killed and wounded and 6,300 captured. Coming on the heels of the defeats at Chesapeake and the Battle of Yorktown as well as the territorial losses in the Caribbean, the victory at the Saintes helped to restore British morale and reputation. More immediately, it eliminated the threat to Jamaica and provided a springboard for reversing the losses in the region. The Battle of the Saintes is generally remembered for the innovative breaking of the French line. Since the battle, there has been great debate as to whether Rodney ordered this maneuver or his fleet captain, Sir Charles Douglas. In the wake of the engagement, both Hood and Affleck were highly critical of Rodneys pursuit of the French on April 12. Both felt that a more vigorous and protracted effort could have led to the capture of 20 French ships of the line.

School violence Term Paper Example | Topics and Well Written Essays - 500 words

School violence - Term Paper Example Those kids that perpetually commit violent acts towards classmates are more likely to use drugs and alcohol, to quit going to school altogether and go on to be involved in criminal behaviour later in life. Children who are often the victims of schoolyard violence tend to experience more stress in their lives which leads to higher levels of anxiety, depression, physical illnesses and thoughts of suicide than those that do not. For both bully and bullied, these actions negatively affect learning potentials and retards personal development. The seemingly never ending cycle of intimidating actions works to tear apart the underpinnings of a civil society from the bottom up. The reason children act out violently towards others is because they have been treated with disrespect or have been bullied themselves. A pattern of poor social adjustment perpetuates itself from one child to another and from one generation to the next. Factors including an unstable household, pressures from school and the perceived feeling of control as well as the individual characteristics of impulsivity, a low self-esteem and a lack of self control are predictors of violent behaviors.

Emotions and Posture Essay Example | Topics and Well Written Essays - 1000 words

Emotions and Posture - Essay Example However, one clearly recognizable difference to my posture from these other activities existed when I worked on a computer in a seated position. Because my eyesight is declining, it is increasingly difficult to work with a distance away from the computer screen, which caused a slight slouch in my posture while completing computer tasks. However, I experienced no slouching posture during the process of reading books or finishing other near-sighted tasks. After completing these initial observations over the course of three days, I manipulated the posture variable for the next three days. Part of this manipulation was a slightly slouched stance by approximately 15 degrees. I concluded that this degree of change would not be readily recognizable by others who knew me well; however, I believed the change would register at some levels in both my own mind states and those of others. In order to maintain consistency, I kept this slouched position during all activities and at all times for th ose three days during which the experiment was being conducted. Once my body became acquainted with the new stance through some practice and conscious thought, the new posture seemed natural, which allowed me to ignore that variable as I interacted with others and carried on with my daily life. During these interactions, the differences I noticed were not significant. Others seemed to be set in their perceptions of my body such that they could not notice the difference in my posture. However, my interactions with others changed in that I felt less confident (partly because of my idea that bad posture is an unattractive trait) and less open to interpersonal interaction. A decrease in confidence may have created a feedback loop in which my behavior affected other’s interactions with me during the time of the experiment. However, as I said, there were no noticeable differences in the way others perceived or interacted with me while the manipulation of my posture was occurring. A fter the experimental period had concluded, I returned to my usual patterns, including readjusting to my normal posture. From this, I discovered the interpersonal confidence I had before the posture change and I felt less self-conscious about my attractive (or unattractive) stance. Posture, as such, does not receive much conscious thought from most people unless of course their posture is noticeably bad either to the self or to others. Overall, my normal patterns seem to have returned without any major difference. The question of whether the posture manipulation ultimately resulted in a change in my emotions depends on the situation. In some situations, the bad posture variable made me less likely to engage in interactions with others because I felt less attractive. Anxious emotions could be attached to the bad posture in that way. In other situations, the bad posture variable had no effect on how others treated me, which left emotions like happiness from acceptance unchanged. My mo od did not suffer because of a bad stance, at least according to my observations. A serious limitation to this experiment is, of course, the self-reporting on a variable I am always tempted to think about during the course of the experiment. Nevertheless, despite this limitation, I believe that emotions can be affected by posture, assuming that one has a notion of good posture as a physically attractive trait and that one either perceives himself as having a good or bad one. If the individual or the society has no

The Fluid Mosaic Model Of Membrane Structure

The Fluid Mosaic Model Of Membrane Structure The fluid mosaic model of membrane structure is a cell membrane that behaves like a two- dimensional liquid of mixed composition. The cell membrane is described to be fluid because of its hydrophobic components that are integrated into the membrane structure such as lipids and membrane proteins that move sideways throughout the membrane. That means the membrane more like a fluid. The membrane is referred to as mosaic because like a mosaic that is made up of many different parts the cell membrane has a mixed composition of lipids and proteins. The cell membrane gets it fluidity because the phospholipids in a typical cell membrane are not bonded to one another. Each phospholipid molecule has a head that is attracted to water that is pointing toward the outside of the cell membrane, making it hydrophilic, and a tail that repels water forming the inside of the bilayer, making it non-polar hydrophobic, but this is, on an individual basis, relatively weak. Proteins and substances such as c holesterol become embedded in the bilayer, but the plasma membrane has the consistency of vegetable oil at body temperature, so the proteins and other substances are able to move across it. The molecules that are embedded in the cell membrane also serve a purpose. For example, the cholesterol that gets stuck in there makes the membrane more stable and prevents it from solidifying when your body temperature is low. Carbohydrate chains attach to the outer surface of the cell membrane and form glycoproteins and glycolipids. These carbohydrates are specific to every person, and they supply characteristics such as your blood type. Functions of Following: Ribosomes: Ribosomes are found in prokaryotes and eukaryotes. Ribosomes in prokaryotes and eukaryotes are both protein synthesizers and contain ribonucleic acid but they differ in their composition. This is why some antibiotics can take advantage of this difference to kill prokaryotes (bacteria) while not harming eukaryotes (ourselves). Prokaryotes are single-celled and they have no nucleus. In prokaryotes the ribosomes are free floating in cytoplasm because they have no nucleus. Cytoplasm is a gel-like substance that is inside the cell membrane. It holds all the organelles of a cell. These floating ribosomes are the protein synthesizers and contain ribonucleic acid (RNA). Eukaryotes are organisms that consist of one or more cells and normally have a nucleus. The nucleus is the organelle in which chromosomes are stored and protected from the activities that occur in the cells cytoplasm. In eukaryotes the ribosomes are contained within the nucleus. Ribosomes are attached to the outer surface of the rough endoplasmic reticulum (ER) and free in the cytoplasm. Ribosomes make polypeptides that thread into the interior of the ER as they are assembled. The synthesis of RNA and protein is the main function of ribosomes. The RNA and proteins exit the nucleus by nuclear pores that are in the nuclear envelope. The nuclear envelope is made up of two membranes. These membranes have holes that are called the nuclear pores. This is how the proteins and RNA exit the nucleus and move on to the rest of the cell or are dispersed outside the cell. Endoplasmic Reticulum: The endoplasmic reticulum (ER) is part of the endomembrane system, which is an extension of the nuclear envelope. There are two parts that make up the ER, the smooth ER and the rough ER. These two parts of ER are continuous with each other. The rough ER has thousands of ribosomes that are attached to it. This makes the ER appear bumpy under an electron microscope giving it its name. It is a network of flattened sacs and tubes or channels in the cytoplasm formed by highly folded membranes. The rough ER is a continuation of the protein synthesis for those proteins that are to be transported from the cell. The newly synthesized proteins are transported to the lumen, inside of the ER, where they can begin to be modified into their complex shape. The proteins are then transported through the lumen of the rough ER to the smooth ER where further processing of the protein may occur. The smooth ER has no ribosomes to give it the bumpy appearance so it is referred to as smooth. Since there are no ribosomes, it does not make protein. Although, some of the polypeptides made in the rough ER end up as enzymes in the smooth ER. It is more tubular than rough ER and has a separate network of functions. Its main function is to make lipids, enzymes, and other proteins destined for secretion, or for insertion into cell membranes. It also plays a large part in detoxifying and recycling wastes, as well as other specialized functions. Golgi Apparatus: The Golgi apparatus consists of a series of flattened sacs with vesicles pinching off from the edges This organelle has a folded membrane that typically looks like a stack of pancakes. It receives many of the vesicles produced by the smooth ER. Vesicles are small organelles formed by a pocket of membrane pinching off from the ER to the Golgi apparatus and from the other end of Golgi apparatus. The Golgi apparatus processes proteins made by the ER before sending them out to the cell. Proteins enter the Golgi on the side by the ER and exit on the opposite side that faces the plasma membrane of the cell. Proteins are further processed along the way and become modified and packaged for transport to various locations within the cell. Some proteins will be packaged in vesicles for secretion from the cell while other proteins will be packaged to produce other organelles such as lysosomes that are used for cellular digestion. The finished products are transported by the vesicles that carry t hem to lysosomes or to the plasma membrane. Lysosomes: Lysosomes are membranous sacs of enzymes that bud from the Golgi. Lysosomes have various roles. Lysosomes serve as vessels for waste disposal. They contain powerful enzymes that break down carbohydrates, proteins, nucleic acids, and lipids in cellular digestion. They also serve as vessels for recycling the cells organic material. Enzymes inside them break large molecules into smaller subunits that the cell can use as building material or eliminate. In humans, a variety of inherited conditions can affect lysosomes. These defects are called storage diseases and include Pompes disease and Tay-Sachs disease. People with these disorders are missing one or more of the lysosomal hydrolytic enzymes. Abnormal storage causes inefficient functioning and damage of the bodys cells, which can lead to serious health problems, including death. Using the Data Analysis Exercise at the top of page 75 in the textbook, answer the following questions: Abnormal Motor Proteins Cause Kartagener Syndrome An abnormal form of the motor protein dynein causes Kartagener syndrome, a genetic disorder characterized by chronic sinus and lung infections. Biofilms form in the thick mucus that collects in the airways, and the resulting bacterial activities and inflammation damage tissues. Affected men can produce sperm but are infertile Some have become fathers after a doctor injects their sperm cells directly into eggs. Review Figure 4.25, then explain how abnormal dynein could cause the observed effects. Observe how the abnormal protein dynein alters flagella. Why would this abnormal protein cause a build up of mucus in ones airways? Kartagener syndrome is a genetic disorder caused by a mutated form of a protein dynein. People that are affected by this disease have chronically irritated sinuses, and mucus build up in the airways to their lungs. Bacteria also forms in the thick mucus. The disease typically progresses to overt bronchiectasis during late childhood or early adulthood and can ultimately causes chronic respiratory failure. This disease is affected by the cilia and flagella which are appendages extending from the body of most eukaryotic cells. Motile cilia line the upper and lower airways of the lung. Motile cilia are rod-like organelles that extend from the airway cell surface and move the mucus by synchronized beating. There are about 200 motile cilia in the respiratory tract of a healthy individual. They are responsible for movement of the cell itself or the generation of fluid flow, such as mucus. Beating coordinately, these cilia function to remove mucus and debris from the airway in a process call ed mucocilliary clearance. When the cilia malfunction, there is buildup of mucus and debris in the tract, which leads to respiratory difficulties. Immotile or respiratory cilia cause defective Mucociliary Clearance, because of the lack of uniform ciliary movement to transport particles, or mucus in or out of the organs or cells. Why would this cause infertility unless the sperm were artificially injected into egg cells? Males that are affected by Kartegener syndrome can produce sperm, but they are infertile. Sperm count is typically normal, but sperm are immotile due to the absence of dynein flagella or motility is severely limited due to a shortening of the flagella. Some can still become fathers with the help of a procedure that injects sperm cells directly into eggs.

Trial balance

What is a Trial Balance? State its objectives and characteristics. Give some reasons for disagreement of the Trial Balance. A ‘Trial Balance' is a list of all the General ledger accounts (both revenue and capital) contained in the ledger of a business. This list will contain the name of the nominal ledger account and the value of that nominal ledger account. The value of the nominal ledger will hold either a debit balance value or a credit balance value.The debit balance values will be listed in the debit column of the trial balance and the redit value balance will be listed in the credit column. The profit and loss statement and balance sheet and other financial reports can then be produced using the ledger accounts listed on the trial balance. The following are the important objectives of trial balance: 1. To Check The Arithmetical Accuracy Trial balance is based on the double-entry principle of debit equals credit or credit equals debit. As a result, the debit and credit col umns of trial balance must always be equal.If they do, it is assumed that the recordings of financial transactions are ccurate. Conversely, if they do not, it is assumed that they are not arithmetically accurate. Therefore, one important purpose of preparing trial balance is to provide a check on the arithmetical accuracy of the recordings of the financial transactions. 2. To Help Locate Accounting Errors Since the trial balance indicates if there is any error committed in the Journal and the ledger, it helps the accountant to locate the error because the starting point of locating errors is trial balance itself. 3.To Summarize the Financial Transactions A business performs several numbers of financial transactions during a certain period of time. The transactions themselves cannot portray any picture of the financial affairs of the business. For that purpose, a summary of the transactions has to be drawn. The trial balance is prepared with a view to summarize all the financial tran sactions of the business. 4. To Provide the Basis for Preparing Final Accounts Final accounts are prepared to show profit and loss and the financial position of the business at the end of an accounting period.These accounts are prepared by using the debit and credit of all ledger accounts. Therefore, since the trial balance is a statement of the debit and credit balances of the ledger accounts, it provides the basis for the preparation of the final accounts. Characteristics of Trial Balance 1. It is a list of balances of all Ledger accounts and Cash Book 2. It is not a part of the double entry system of book-keeping. It is only a working paper. 3. It can be prepared on any date 4. It verifies the arithmetical accuracy of posting of entries from the Journal to the Ledger. 5.

The Effects Of Propaganda On Women s Rights - 1679 Words

On 5 September 1995, Hillary Clinton, former first Lady of the United States, was invited by the Women Health Security Colloquium, which was sponsored by the World Health Organization, to attend the Fourth U.N. World Conference on Women in Beijing, China. As the Honorary Chairperson of the United States delegation to the conference, she gave the speech, Women s Rights Are Human Rights in the first few days during a special Plenary Session. In the speech, she utilized several persuasive techniques, also known as propaganda, grasping people s attention in order to achieve support for the claim of the women s rights she was devoted to. Propaganda is usually a speech device that people intently use to induce or intensify others †¦show more content†¦She is telling her audience that we should listen to her points because she is one of us, and thus has similar goals and interests to us. We are effectively led to believe that we should trust her so that we can overcome our shared struggles to achieve those shared goals and that shared future. Through plain-folks appeal, she turns her audience into trusting comrades-in-arms. She then employs the bandwagon technique in a similar manner. When she says, That is why every woman, every man, every child, every family, and every nation on our planet has a stake in the discussion that takes place here, she is again promoting that idea of oneness, which is the sharing of both struggles and goals. In the bandwagon technique, however, the goal is to pressure people to believe what everyone else believes and to conform, thus being faithful to the conference. There is a call to action. Clinton is telling the audience to jump on the bandwagon, because if one of them does not, that is the equivalent of turning away from your fellows. In the speech, she further strengthens the credibility of her argument by appealing to other emotions, such as pity and fear. Appealing to pity is achieved by attempting to win the audience s sympathy by giving examples of rightfully pitiable situations, in order to convince us of the conclusion or solution she will propose. One sees this technique inShow MoreRelatedThe Cold War Between The United States Of America And The Soviet Union1501 Words   |  7 Pagespieces of propaganda and articles written during the time had largely impacted American popular opinion and had powerful effects on the culture among young men and women of the 1940’s and 1950’s. â€Å"The Red Iceberg† comic book cover, published and presented during the Cold War era, was one use of media that perpetuated the negative effects of Soviet Union political influence while promoting the righteousness of the United States. The visual rhetoric presented in â€Å"The Red Iceberg† propaganda, and othersRead MoreWw1 : A Positive Turning Point For Women1346 Words   |  6 Pagesover a million deaths and the role of women in England had changed in many different ways. This essay will be evaluating to what extent WW1 was a turning point for women, through evaluating a variety of contributing sources for their usefulness and reliability. Traditionally, WW1 has been viewed as a positive turning point for women. This is because before WW1 women had mainly been resigned to the role of a housewife and were considered to be inferior. Women that did work were mainly working classRead MoreEssay on Media Propaganda and Stereotypes1645 Words   |  7 PagesOur society consists of consumers that buy into stereotypes and the propaganda that is being fed by the government and the media. Stereotypes steer individuals perceptions of a group of people in a certain way, usually negative, and generalize that opinion to all members of the group. Aware of the influence stereotypes have on p eoples views, governments use stereotypes already imbedded in society as a propaganda tactic to persuade peoples thoughts, opinions and beliefs in order to benefit theirRead MoreThe Effects Of Video Games On Children And Families Essay1490 Words   |  6 Pagesfond childhood memories, but what most people do not remember or choose not to remember is the dark side of these 80’s and 90’s golden age games and their marketing strategies. From loving mothers to intimate lovers, these advertisements might be a bit different from what most people remember. If the record were to be set straight and light was shed on the subject, people’s views of women would change along with the sensitivity towards things that are not politically correct. It is commonly thoughtRead MoreThe Rhetoric Of Hitler s Battle By Kenneth Burke1475 Words   |  6 PagesRhetoric, or the art of persuasion, is a conventional tool employed in propaganda to manipulate the public. In Propaganda by Edward Bernays, modern propaganda is defined as â€Å"a consistent, enduring effort to create or shape events to influence the relations of the public to an enterprise, idea or group.† Manipulation is a quintessential quality in modern democracy—allowing the â€Å"executive arm of the invisible government† to control the public. For example, Hitler united a mass of people by reworkingRead MoreImpact Of Sports On Society1371 Words   |  6 Pages1920’s Impact of Sports on Society The 1920’s were an important time period in America’s history. The horrors of World War one were at long last over and society was collectively ready to move on to greener pastures. Americans proceeded vigorously to make life feel more refined than before the war. From the mass production of automobiles and the automation of everything imaginable to the rebirth of African-American culture and fine arts, the world had drastically changed. One such instrument inRead MoreThe Dangers Of The Media1489 Words   |  6 Pagesthink†¦They include responsibility, (the right of a newspaper to attract and hold a reader is restricted by nothing by considerations of public welfare), independence and partisanship, sincerity, trustfulness, impartiality, and decency, free of opinion and bias. Freedom of the press is to be guarded as vital right of mankind† (Stovall, 2012, 4). The idea of journalism starts with the First Amendment for the United States Constitution, which is the freedom and right to speak our minds or to say what weRead MoreFeminist Medi The Second Woman s Perseverance Essay1203 Words   |  5 PagesFeminism in Media Historically women have been portrayed as the weaker sex and placed in roles that paints the picture of childlike characters that usually fall into one of two archetypes the first is a serene, nurturing, ‘perfect’, submissive girl, the second is a bitter, conniving, career/power motivated woman. Each archetype shown with flaws that are not necessarily flaws; their standardized personalities being portrayed as faults the second woman’s perseverance is shown as a childlike petulenceRead MoreAmerican Way Of Life ( Rudiger ) Essay920 Words   |  4 PagesAnglo-Europeans in America. By dehumanizing the Japanese and instilling fear in the minds of Americans, WWII propaganda posters prompted cultural and racial hatred that led to massive historical consequences for the Japanese including loss of jobs, property and rights in the form of internment camps (Miles 2012). Appealing to the nation’s fear and deep seated racist ideology, United States propaganda was successful in demonizing Japanese people. By turning public opinion further against the Japanese, itRead MoreThe First World War I1305 Words   |  6 Pagesnation’s leadership role in foreign politics. The U.S. emerged as the world s greatest industrial power with increasing financial opportunities for minorities. At the same time anti-immigrant and anti- communist sentiments arose among many American citizens. And finally the war contributed to the massive migration of African Americans from the Southern to Northern states looking for employment and freedom and, first time allowed women to parti cipate in jobs that were traditionally reserved for men. Initially

Gods Wrath Against Sinful Humanity - Free Essay Example

Sample details Pages: 10 Words: 2906 Downloads: 7 Date added: 2019/08/07 Category Society Essay Level High school Tags: Homosexuality Essay Did you like this example? The wrath of God is being revealed from heaven against all the godlessness and wickedness of people, who suppress the truth by their wickedness, 19 since what may be known about God is plain to them, because God has made it plain to them. 20 For since the creation of the world Gods invisible qualities his eternal power and divine nature have been clearly seen, being understood from what has been made, so that people are without excuse. For although they knew God, they neither glorified him as God nor gave thanks to him, but their thinking became futile and their foolish hearts were darkened. 22 Although they claimed to be wise, they became fools 23 and exchanged the glory of the immortal God for images made to look like a mortal human being and birds and animals and reptiles. Don’t waste time! Our writers will create an original "Gods Wrath Against Sinful Humanity" essay for you Create order Therefore God gave them over in the sinful desires of their hearts to sexual impurity for the degrading of their bodies with one another.25 They exchanged the truth about God for a lie, and worshiped and served created things rather than the Creator†who is forever praised.Amen. 26 Because of this, God gave them over to shameful lusts. Even their women exchanged natural sexual relations for unnatural ones. 27 In the same way the men also abandoned natural relations with women and were inflamed with lust for one another. Men committed shameful acts with other men, and received in themselves the due penalty for their error. Homosexuality and the New Testament Homosexuality can be defined as an attraction between any two people of same gender. In the newtestament, homosexuality is discussed in the book of Romans, which biblical scholars agree to have been composed by apostle Paul. The text for homosexuality is found in Romans 1 18:32 and is discussed along with paganism. According to Merriam-Webster dictionary, Pagan is a person who has little or no religion and who delights in sensual pleasures and material good. Homosexuality and paganism has been taken side by side and portrayed as unnatural act by Paul in the Letters to the Romans. In the recent years, homosexuality has been in topic of discussion and whether or not homosexuality is considered wrong or sin by the new testament has been a controversy. In this essay, depth on the text regarding the background, interpretations along with the details on the questions such as: What was Paul thinking? What was happening during that time in the Roman empire? Why dies Paul condemn homosexualit y? Why does he associate same sex relationship with pagan worship will be discussed in the essay. During the first century, around 57-58 A.D, Rome was ruled by Nero. At that time, Rome was at peak of power and controlled all the land around the Mediterranean sea. It was also the trade center of the world. It was an influenticial city with people all around the world for trade and to generate income. The economic status of Rome was very good at that time. There were emperors, merchants and people of high class who enjoyed the Roman life a lot more compared to the people of lower economic status and slaves. The social class of Rome consisted of: Patricians: They were the rulers. They were rich and had access to all the entertainment and luxury available at Rome during that time. The makers of the law. They were the business men. Government officials and people of power. Plebians: They were the common citizens. They had a decent lifestyle with enough income to support the family. They were small business men and ordinary people. Slaves: The slaves were the lowerclass people. They were not the citizens and were not given any rights or freedom. They worked for the patricians and the plebeians. They were mostly the soldiers captured during wars. As people from all over the world were found in Rome, the Religion in Rome was very diverse. Sexuality and gender was also a topic of acceptance. During that time, when Paul wrote Roman 1-18-27, homosexuality was not considered anything different than heterosexuality. The roman way of life was a lot different than today. According to Sprinkle (2013) in his article, Homosexuality in Ancient Rome and why it matters he states that, First century Romans didnt think in terms of sexuality but in terms of gender. There was a bit of cross over when it came to which gender you had sexual relationship with; what mattered most was whether you played the active or passive role in the intercourse. Same sex intercourse were not a taboo and men having intercourse with other men or slaves was not considered out of the ordinary. In the Romans 1: 18-37, Paul focuses on the actions that are unnatural or that is against god. The text can be interpreted in many ways. Paul associates homosexuality and paganism side to side as unnatural acts; acts that puts you away from god. According to koukl (2003), This text is a crystal clear condemnation of homosexuality by the Apostle Paul in the middle of his most brilliant discourse on general revelation. Paul is not speaking to a localized aberration of pedophilia or temple prostitution thats part of life in the capital of Greco-Roman culture. He is talking about a universal condition of man.Regarding the same-sex behavior itself, here are the specific words Paul uses: a lust of the heart, an impurity that is dishonoring to the body (v. 24); an indecent act and an error (v. 27); a degrading passion thats unnatural (v. 29); not proper and the product of a depraved mind (v. 28).Theres only one way the clear sense of this passage can be missed: if someone is in total revolt against God, which is precisely Pauls point. According to the apostle, homosexual behavior is evidence of active, persistent rebellion against ones Creator. Verse 32 shows its rooted in direct, willful, aggressive sedition against God†true of all so-called Christians who are defending their own homosexuality. Gods response is explicit: They are without excuse (v. 20). Here it is interpreted how Paul says that homosexuality is a sin as it is not normal but to the homosexual people it is not a choice but how they are. When a homosexual person reject his natural tendencies and puts himself through a heterosexual intercourse, it can be considered un natural. The text is not clear about how Paul refers to it being unnatural. As quoted in Joseph Nicolosi Linda Ames Nicolosi, Homosexuality is not biologically determined. Neither is it chosen by homosexuals, strictly speaking (i.e., the desire is not chosen, though the behavior is). Instead, it seems that developmental factors during formative stages of a persons life account for the idiosyncrasies of ones sexual tastes. It can be argued that when a person feels a desire towards same sex, it is not a choice. So, when a person feels it, it is because of gods will for the person to feel so, turning away from gods will would be a sin. Pauls condemnation to violate their sexual orientation for a homosexual to act heterosexually, would be going against gods design. Another reason why Paul is against homosexuality, not considering gods design could be because as (brooten, love between women, 216, 302, 303). puts it, paul condemns sexual relations between women as ?unnatural because he shares the widely held cultural view that women are passive by nature and ther efore should remain passive in sexual relations . This adds to show that Paul wasnt against erotic same sex act but men acting passive during intercourse, which gives a point about misogyny but nothing about homosexuality being a sin. Gay sex shows to take away masculine power from a man, which affects Paul. Another way this can be viewed is as interpreted by Brownson, who concluded that, whenever same-sex eroticism IS viewed negatively, particularly in sources contemporaneous with Paul, it is regarded as a particular manifestation of self-centered lust, one that is not content with women alone but is driven to ever-more exotic and unnatural forms of stimulation in the pursuit of pleasure. It represents the pinnacle of wanton self-indulgence at the expense of others. which adds a new light to the topic about how Paul could have viewed homosexuality as pervertd in nature as he thinks it is due to lust, a man cannot fulfill his satisfaction with just a woman and so goes on to a man. Sprinkler (January2015, 500) adds to the argument that, This argument captures an important perspective in Pauls world; no one can deny with any historical credibility that homosexual behavior was often believed to result from excessive lust and uncontrollable sexual desire. They are wrong, however, in leaving out other alternative perspectives that do not fit foe excessive-lust model. This may be that maybe Paul condemns lust, and perverted nature of men, rather than the homosexual act in itself, as man lying with a man, could be a desire. Another part of the coin is that homosexuality can be considered unnatural the genitilia of a man is matched to that of a woman. Koukl ( June 2002) claims that, As to what is natural for homosexuals, the testimony of nature is clear: Homosexuals have male sex organs designed by nature to fit the sex organs of females, not other males. If homosexuals have desires for men rather than women, its clear that, however they developed those desires, it is contrary to their natural, physical provision. From this we can take to the argument that even though the same sex desire may itself not be unnatural, the course of action, the intercourse in itself, which is a choice can be looked as un natural, when looked through the eyes of Paul. Even to this day, the fact that one person is not born gay, and so it cannot be stated as an natural thing stands. According to Paul,when pagans moved away from the true god, worshipping materials and idols, god punished them, the Gentiles, by giving them homosexual desire. The desire they cannot control over but this desire is also a sin. And the action taken to fulfill the desire leads the pagans away from god and makes them more sinner. From SIN AS SEX OR SEX AS SIN? ROM 1:18-32 AS FIRST CENTURY THEOLOGICAL ARGUMENT by James punt, we find out that, As mentioned above, homoerotic acts are described as the consequences of the Gentiles error for not acknowledging God: God has given them over to impurity, dishonorable passions and a base mind. To be clear, and without denying Pauls disapproval of them, homoerotic acts are not in Rom 1 described as sin, but as error. Paul further argues that not only are homoerotic activities themselves justified punishment for not acknowledging God, but also that those engaged in homoerotic activities have already borne the further consequences of their homoerotic acts in themselves (1:27). From this discussion, it follows that it cannot be claimed on the basis of Rom 1 that Paul constructed either an aetiology of sin or evil, or a theology of homosexuality, but that his position on homoeroticisms involvement in human disloyalty towards God rather should be understood within its proper first-century socio-cultural context. I think that homosexuality is not a choice as when you feel a desire, you cannot control it. It is not a choice. When a person is not given a choice, they act how they feel, which should be accepted in all countries and communities. As mentioned by Paul, the unnatural desire is gods way of punishing the Gentiles for not believing the true god. The desire is the will of god. The homosexual being involved in homosexual act makes them a sinner but also, a homosexual person being involved in heterosexual act to fit in the society or any other motive would result in the person not accepting their naural self and make them a sinner. The text is confusing as homosexuals are portrayed as sinner even whey they do as they desire or not. It is a lose-lose situation. I think Paul isnt necessarily against homosexuality as during the first century, man lying with a man, and a woman with a woman was common. For, Paul to come to a place and see a common thing and lable it as a sin sounds doubtful, b ut the main reason could be as Paul believed that men were superior to that of women, so when a guy acts a little feminine due to his homosexuality, Paul doesnt like it as he sees it as ripping off of the title and prestige of a man. Another confusing thing I came to was that, some interpretation view that Paul was against Lust than homosexuality. As mentioned above, by Brownsn whenever same-sex eroticism IS viewed negatively, particularly in sources contemporaneous with Paul, it is regarded as a particular manifestation of self-centered lust, one that is not content with women alone but is driven to ever-more exotic and unnatural forms of stimulation in the pursuit of pleasure. It represents the pinnacle of wanton self-indulgence at the expense of others. , but if lying with a man and a woman is sign of lust and not a man lying with a man or woman with woman, it goes to show lust is considered a sin rather than homosexuality, which could be very controversial and attacking towards the bisexual community- people whose sexuality preference is both male and female. If homosexual act is can be justifies as natural due to desire, bisexuality should be done so too. I as a modern reader also feel that, Paul portrays the Roman society then was a patriarchal society and misogynistic society, men being as submissive as women or submissive to women is a sin, which in todays day and age could not be looked as right. Like mentioned by Davies, A precarious position emerges when formulating Christian sexuality or sexual ethics based on what is claimed fo be a literalist reading of Rom 1, which would require a chauvinist approach to human sexuality, complete with sanctione d male prerogative and regulated female submission (cf. Davies 1995, 315-332), but as female submission and looking down upon female isnt acceptable in todays age, the thing that was considered sin is accepted in society. If homosexuality was considered sin due to male taking a passive role, like a woman the way it was looked back then and now should be different, even if homosexuality was considered a sin back at the time, the new society should be able to bend that rule rather than stick to it, as in modern era, equality is the mantra and if un misogynistic belief isnt considered a sin, homosexuality shouldnt be considered a sin either. . A precarious position emerges when formulating Christian sexuality or sexual ethics based on what is claimed fo be a literalist reading of Rom 1, which would require a chauvinist approach to human sexuality, complete with sanctioned male prerogative and regulated female submission (cf. Davies 1995, 315-332). If Paul knew what we know now, about s exuality and human desire, and about the equality between genders, the writing and the interpretation of the sin would be different. To conclude, the letter to the Romans 1: 18-27 talks about paganism being a sin as it is a way of life, that worships materials and idols rather than true god. It portrays how going against the will of god, and believe in pagan gods is not fulfilling the words of god and is being unnatural, so it is considered a sin. It also associates, Paganism with same sex relationshipsas, desire of same sex is gods way pf punishing the gentiles and making them feel un natural feeling. It also goes to say that homosexual desire is result of sin-pagan worship but also fulfilling the desire and participating in the same sex intercourse would be a sin. Paul believes that me are higher than women. When a man, acts passive or feminine during intercourse he strips the pride of a man away from him, which in Pauls eye is a big sin and qualifies as going against the will of god, which is the main reason why homosexuality is condemned by Paul I the letter to the romans. Works Cited Brooten, Bernadette J, and James A Brundage. Love between Women: Early Christian Responses to Female Homoeroticism. Journal of Family History, vol. 23, no. 1, 1998, p. 100 Brownson, James V. Bible, Gender, Sexuality : Reframing the Churchs Debate on Same-Sex Relationships. W.B. Eerdmans Pub, 2013. Accessed Apr. 2018. Davies, M. 1995. Hew Testament Ethics and Ours: Homosexuality and Sexuality in Romans 1:26-27. Bibint 3(3): 315-31. Greg Koukl, Paul, Romans, and Homosexuality (November, 01, 2003) https://www.str.org/publications/paul-romans-and-homosexuality#_ftnref6 Joseph Nicolosi and Linda Ames Nicolosi, A Parents guide to Preventing Homosexuality (Downers Grove: Intervarsity Press, 2002),54 Punt, J. Sin As Sex or Sex As Sin? : Rom 1:18-32 As First Century Ce Theological. Neotestamentica, vol. 42, no. 1, 2008, pp. 73â€Å"92 https://web.a.ebscohost.com/ehost/detail/detail?vid=1sid=85656388-3c6b-442f-a7ed-e12487f010c7%40sdc-v-sessmgr03bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=ATLA0001685236db=rfh Merriam-Webster Dictionary, https://www.merriam-webster.com/dictionary/paganism, Accessed date December,4,2018 Preston Sprinkler, Homosexuality in Ancient rome why it matters,(September 23, 2013) https://archives.eternitybiblecollege.com/2013/09/23/homosexuality-in-ancient-rome-and-why-it-matters/ Accessed date December,4,2018 Preston Sprinkler, Paul and Homosexual behavior: A critical evaluation of the excessive- Lust interpretations of the Romans,(January 1, 2015,pg.500) https://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1sid=bbfcd85c-6fdc-4973-8361-d62a8ceac157%40sessionmgr120 Romans 1: 18-27 https://www.biblegateway.com/passage/?search=Romans+1%3A18-27version=NIV