Exam Questions (Exercise Science) Assignment Example | Topics and Well Written Essays - 750 words

Test Questions (Exercise Science) - Assignment Example Morris showed up at this choice simply in the wake of investigating the explanations behind the coronary episodes and he led an examination and review at once decker transports. This investigation helped him to come out with the choice that the drivers were increasingly inclined to assaults, where as the conductors who frequented both the levels in the transports, had little odds of getting a coronary episode. (Morris, 1975). It was plainly obvious that individuals who practice all the time were less inclined to be influenced by heart maladies. Morris demonstrated that individuals who play out a type of physical errand all the time were liberated from such issues. His commitment to the clinical field was all around refreshing and he got a few honors for his commitment to this field. Physical action and cardio vascular wellbeing was interrelated and individuals acknowledged it simply after Morris’s examination and investigation on the issues identified with cardiovascular failures. Morris’s commitment was significant as it made ready to progressively genuine idea about work out. It was at that point, individuals began to pay attention to up the issue and they began to act towards it. Like his discoveries, Ralph Paffenbarger additionally uncovered the way that physical wellness can absolutely help individuals to decrease the danger of coronary illness. Paffenbarger was a functioning educator who directed explores on physical wellness and its advantages. He additionally indicated that the pace of death can get diminished if individuals expanded their degree of physical wellness. (Paffenbergar and Blair, 2001). The conceivable positive parts of physical wellness framed the primary piece of his examinations and investigates. He connected exercise with life span and demonstrated that physical exercise would give a more drawn out life and individuals who were included physical exercise were a lot of dynamic in their more seasoned days. They likewise had a more extended life when contrasted with individuals who disregarded any kind of a physical movement. His commitment to the

Quotations from President Abraham Lincoln

Citations from President Abraham Lincoln Abraham Lincoln filled in as Americas sixteenth President of the United States, during the American Civil War. He wasâ assassinated not long after starting his second term as president. Following are cites from the man many accept to be the most critical president.â On Patriotism and Politics With vindictiveness toward none, with foundation for all, with immovability justified, as God offers us to see the right, let us endeavor on to complete the work we are in, to tie up the countries wounds, to think about him who will have borne the fight, and for his widow and his vagrant - to do all which may accomplish and love a fair and enduring harmony among ourselves and with all countries. Said during the Second Inaugural Addressâ given on Saturday, March 4, 1865. What is conservatism? Is it not adherence to the old and attempted, against the new and untried? Expressed during the Cooper Union Speech made on February 27, 1860.â A house partitioned against itself can't stand. I accept this administration can't suffer forever half slave and half free. I don't anticipate that the Union should be disintegrated - I don't anticipate that the house should fall - yet I do expect it will stop to be isolated. It will turn out to be all oneâ thing,â or the various. Expressed in the House Divided discourse conveyed at the Republican State Convention on June 16,â 1858â in Springfield, Illinois.â On Slavery and Racial Equality In the event that bondage is right, nothing isn't right. Expressed in a letter to A. G. Hodges composed on April, 4, 1864.â [A]mong free men, there can be no fruitful intrigue from the voting form to the shot; and that they who take such intrigue make certain to lose their motivation, and pay the expense. Written in a letter to James C. Conkling. This was to be perused to people who went to a meeting on September 3, 1863.â As a country, we started by pronouncing that all men are made equivalent. We presently essentially read it, All men are made equivalent, aside from Negroes. At the point when the Know-Nothings gain power, it will peruse, All men are made equivalent with the exception of Negroes, and outsiders, and Catholics. With regards to this I ought to incline toward emigrating to some other nation where they make no misrepresentation of adoring freedom - to Russia, for example, where dictatorship can be taken unadulterated, without the base compound of fraud. Written in a letter to Joshua Speed on August 24, 1855. Speed and Lincoln had been companions since the 1830s.â On Honesty Truth is commonly the best vindication against criticize. Statedâ in a letter to the Secretary of War Edwin Stanton on July 18, 1864. The facts demonstrate that you may trick the entirety of the individuals a portion of the time; you can even trick a portion of the individuals all theâ time; butâ you cant fool the entirety of the individuals constantly. Ascribed to Abraham Lincoln. Be that as it may, there is some inquiry concerning this.â On Learning [B]ooks serve to show a man that those unique considerations of his arent exceptionally new, all things considered. Reviewed by J. E. Gallaher in his book about Lincoln called Best Lincoln Stories: Tersely Toldâ published in 1898.

Enterlude

Enterlude “So, you gonna play?” I said, raising an eyebrow expectantly at Daniel M. ’14. It was ten at night, and in the East Campus courtyardâ€"littered with trees and illuminated by flashing, multicolored lightsâ€"the East Side party raged on. Tech-y house music thumped through the disgustingly humid air while students from all across campus displayed dance skills ranging from “decent” to “huh, that’s a little weird, but okay” and “is that even legal?” Crowds stared in awe at the towering EC rollercoaster, which stood terrifyingly untested (and, thus, unpopulated); little clusters of people gathered, respectively, around the giant Etch-a-Sketch, rotating wooden centrifuge ride, and car-sized pirate-shipâ€"which, as I later learned, was destined to wage intra-campus aqueous warfare. I’d ditched all the aforementioned features for the apple of my childhood-reliving eye, the glory of the East Side party: 3-D Twister. I stood before the short, white rock-climbing wall spray-painted with Twister dots, gesturing encouragingly at Daniel in the hopes of securing a game buddy. “Nah,” he said, shaking his head. “I’ll sit this one out. You have fun, though.” “Fine, fine,” I laughed, turning and flagging down the guy perched on top of the wall, who balled up a white t-shirt covered in even more Twister polka-dots and tossed it down to me. Tugging it on over my top, I grinned, bounded up the wall, found a foothold, and prepared to contort my way to victory. Welcome to REX. One of the first things you learn when you get to college is that there’s a pretty universal handful of questions that all freshmen ask each other when they first meet. Not to suggest that we’re not, in fact, fabulously creative people capable of dazzling, captivating, and generally worldly smalltalk over tea and crumpets (daintily eaten with raised pinkies, of course). Perish the thought! But we do need a baselineâ€"a bare minimum, a foundation we can build opinions and relationships on later, when the flash-bang chaos of REX and Orientation ends. So, to start, my name is Natanya K. ’14. Er, well, not really. My parents weren’t cruel enough to give me a name with numbers and symbols, v† la internet handles. But for the sake of tradition, year, and, I suppose, potential e-stalking, I’ll leave it as is. Natanya is pronounced Nuh-TAWN-Yuh (like “Tanya” with a “Na” in front! Or so I tell people so they don’t call me Natasha), and while I tend to prefer it over nicknames, I’ll occasionally go by Nate on the lacrosse field, or Tanya while around small children. I hail from sunny San Diego, and have thus never owned a pair of rainboats. I also neglected to bring an umbrella with me when I came out because oh it’s still summer there. I’ll be fine. HAH. WRONG. I didn’t see the sun for my first four days here because OH GOD POURING RAIN. But then it spiked into the high nineties with a bajillion percent humidity for a week. And then a hurricane hit! And now it’s fall. For the moment, anyway. Since I made my college choice partially because I wanted to go to a place with identifiable seasons instead of just multiple variations on summer, I suppose I shouldn’t complain. Build a weather machine, maybe, but save the complaints for another time. To briefly nutshell myself: I’m a veteran lacrosse player, and a rookie rugby player; I’m horrible at the arts, with the (possible) exception of creative writing, but I love music something fierce, and harbor a doomed desire to become skilled in the art of hip-hop dancing; math is my absolute worst subject; I frivolously dream of heading down to South Africa to see the great white sharks; I’m a connoisseur of bad reality television, a poker aficionado, a Jew, a Chargers fan, and, as of May 3rd, 2010, a student of the Massachusetts Institute of Technology. If you’d asked me even a year ago where I thought I’d be now, MIT would be the last place I would have saidâ€"if I’d even thought to say it. I’ve gone from knowing exactly what I want to do here to being thoroughly undecided, and I don’t have the faintest clue how I’m going to keep up with everything on my plateâ€"but, for the life of me, I can’t imagine anywhere else I’d rather be. With regards to the reasons I’m here, I’ll just say, for now, that they’re many, varied, and occasionally kismet-tastic. I’ll be writing more about those later, but the gist of it? I’m a starry-eyed frosh who thinks that MIT is the best place in the universe. As for whether that’ll last, who knows? Maybe, come four years from now, MIT will have knocked those stars clean out of my sockets. Possibly with a firehose. But somehow, I doubt it. Post Tagged #East Campus #REX

Enterlude

Enterlude “So, you gonna play?” I said, raising an eyebrow expectantly at Daniel M. ’14. It was ten at night, and in the East Campus courtyardâ€"littered with trees and illuminated by flashing, multicolored lightsâ€"the East Side party raged on. Tech-y house music thumped through the disgustingly humid air while students from all across campus displayed dance skills ranging from “decent” to “huh, that’s a little weird, but okay” and “is that even legal?” Crowds stared in awe at the towering EC rollercoaster, which stood terrifyingly untested (and, thus, unpopulated); little clusters of people gathered, respectively, around the giant Etch-a-Sketch, rotating wooden centrifuge ride, and car-sized pirate-shipâ€"which, as I later learned, was destined to wage intra-campus aqueous warfare. I’d ditched all the aforementioned features for the apple of my childhood-reliving eye, the glory of the East Side party: 3-D Twister. I stood before the short, white rock-climbing wall spray-painted with Twister dots, gesturing encouragingly at Daniel in the hopes of securing a game buddy. “Nah,” he said, shaking his head. “I’ll sit this one out. You have fun, though.” “Fine, fine,” I laughed, turning and flagging down the guy perched on top of the wall, who balled up a white t-shirt covered in even more Twister polka-dots and tossed it down to me. Tugging it on over my top, I grinned, bounded up the wall, found a foothold, and prepared to contort my way to victory. Welcome to REX. One of the first things you learn when you get to college is that there’s a pretty universal handful of questions that all freshmen ask each other when they first meet. Not to suggest that we’re not, in fact, fabulously creative people capable of dazzling, captivating, and generally worldly smalltalk over tea and crumpets (daintily eaten with raised pinkies, of course). Perish the thought! But we do need a baselineâ€"a bare minimum, a foundation we can build opinions and relationships on later, when the flash-bang chaos of REX and Orientation ends. So, to start, my name is Natanya K. ’14. Er, well, not really. My parents weren’t cruel enough to give me a name with numbers and symbols, v† la internet handles. But for the sake of tradition, year, and, I suppose, potential e-stalking, I’ll leave it as is. Natanya is pronounced Nuh-TAWN-Yuh (like “Tanya” with a “Na” in front! Or so I tell people so they don’t call me Natasha), and while I tend to prefer it over nicknames, I’ll occasionally go by Nate on the lacrosse field, or Tanya while around small children. I hail from sunny San Diego, and have thus never owned a pair of rainboats. I also neglected to bring an umbrella with me when I came out because oh it’s still summer there. I’ll be fine. HAH. WRONG. I didn’t see the sun for my first four days here because OH GOD POURING RAIN. But then it spiked into the high nineties with a bajillion percent humidity for a week. And then a hurricane hit! And now it’s fall. For the moment, anyway. Since I made my college choice partially because I wanted to go to a place with identifiable seasons instead of just multiple variations on summer, I suppose I shouldn’t complain. Build a weather machine, maybe, but save the complaints for another time. To briefly nutshell myself: I’m a veteran lacrosse player, and a rookie rugby player; I’m horrible at the arts, with the (possible) exception of creative writing, but I love music something fierce, and harbor a doomed desire to become skilled in the art of hip-hop dancing; math is my absolute worst subject; I frivolously dream of heading down to South Africa to see the great white sharks; I’m a connoisseur of bad reality television, a poker aficionado, a Jew, a Chargers fan, and, as of May 3rd, 2010, a student of the Massachusetts Institute of Technology. If you’d asked me even a year ago where I thought I’d be now, MIT would be the last place I would have saidâ€"if I’d even thought to say it. I’ve gone from knowing exactly what I want to do here to being thoroughly undecided, and I don’t have the faintest clue how I’m going to keep up with everything on my plateâ€"but, for the life of me, I can’t imagine anywhere else I’d rather be. With regards to the reasons I’m here, I’ll just say, for now, that they’re many, varied, and occasionally kismet-tastic. I’ll be writing more about those later, but the gist of it? I’m a starry-eyed frosh who thinks that MIT is the best place in the universe. As for whether that’ll last, who knows? Maybe, come four years from now, MIT will have knocked those stars clean out of my sockets. Possibly with a firehose. But somehow, I doubt it. Post Tagged #East Campus #REX

Hamlet Zeffirelli vs. Branagh Essay - 922 Words

To play one of Shakespeare’s most complex roles successfully on stage or on screen has been the aspiration of many actors. William Shakespeare’s Hamlet has been the focus on various accounts throughout the 20th Century, each actor attempting to bring something unique and unmarked to the focal character. Franco Zeffirelli and Kenneth Branagh, both film directors, introduce varying levels of success on the screen through downright differences in ways of translation and original ideas. Zeffirelli’s much shorter interpretation of the film is able to convey the importance of Hamlet as a masterwork by using modern approaches to film but still capturing the traditional work behind Shakespeare’s well-known play. Zeffirelli’s 1990 â€Å"Hamlet†Ã¢â‚¬ ¦show more content†¦The entire scenery throughout this movie is very appropriate and what one would expect to see during Shakespearean time. Similarly, the costumes are also in sync with the scenery, at times appear very heavy and dull looking; everything about the presence of this movie emerges to be traditional at first glance. Kenneth Branagh’s interpretation of Hamlet emphasized different importances of the play. His version differs from that of Zeffirelli’s because; he makes use of the entire text from Shakespeare’s original work. Branagh also does not hold the time period authentic. Although his version of the play was not altered as much as Zeffirelli’s, he is still able to hold the attention of modern critics and viewers. However, by transfiguring the play into a Victorian background, Branagh’s film completely alters the mindset and feel of a true Shakespearean play. The opening scene (1.1.1) of Branagh’s movie is when Hamlet gives his monologue, the lighting at this point is very bright and the camera is slanted vertically. Hamlet is acted out as a very angered character; he leans his weight into a chair, trying to hold back, but eventually collapses dramatically. The camera is approached from the back of him, and his dark clothing makes him pop out to the rest of the brightly colored audience. As this scene

Homelessness and Poverty Essays - 552 Words

A house is simply a structure where one lives, sleeps and eats. A home is a structure accumulated with love, memories, and lessons learned. â€Å"Homes have stopped being homes. Now they are real estate.† (Quindlen) These structures are no longer viewed as places of experience and reminiscence, they are given a literal and unemotional purpose. Perhaps the reason as to why nearly one million people are homeless is because they are no longer provided with the pure substance of what a home represents. A home is â€Å"everything† , one cannot be a fulfilled individual without one for it offers a sense of self, demonstrates a loving relationship and provides an unfailing feeling of entitlement. The presence of a home is a direct reflection of the†¦show more content†¦A home is comparable to a diary. One can come home to it and express all the emotions present. A bond is formed amongst a home and an individual because when one has a bad day, they can come home to the familiar essence that comforts their pain. Homes help those accept and receive love. A home is a place of comfort, which is often a characteristic of love. One’s home is where memories are formed. Though a home doesn’t have emotions, it remains a support system that one willingly accepts everyday. Homeless individuals don’t experience this unique love. They are deprived of it. In â€Å"On Compassion†, Ascher states â€Å"He does not know his part†. The homeless man has never been on the receiving end of love from a home. He has never experienced the embrace of a gift and therefore cannot accept the love and compassion the woman is giving him. â€Å"Home is where the h eart is† and where there is no home, there is no heart. Homes help provide consistency and a sense of ownership. â€Å"That was the crux of it; not size or location, but pride of ownership. Painted blue.† The size of the home isn’t essential. The simple ability to make a decision in something that is solely yours is fulfilling. It gives one a sense of accomplishment and responsibility knowing they have contributed to something real. â€Å"And yet it is precisely those dumb things that make it what it is-a place of certainty, stability predictability, privacy†¦ That is everything.† The home will be there, night afterShow MoreRelatedHomelessness And Poverty And Homelessness1699 Words   |  7 PagesCenter on Homelessness and Poverty 7) While a portion of today’s society turns a blind eye to the subject of the criminalization of homelessness, an even larger quantity of people are not aware of the situation that is happening in every major city of America. For those living an affluent lifestyle, it can be difficult to discuss the amount of poverty and homelessness that is constantly occurring. The definition and meaning behind the absence of home is also arduous to discuss. While homelessness is commonlyRead MorePoverty And Homelessness1715 Words   |  7 PagesPoverty and homelessness are very serious problems in the United States. In January of 2013 the count of people identified as homeless was larger than 600,000 (Segal, Gerdes, Sue, 2016). Many factors go into what makes this population so large, however this paper will focus on how much race plays a role in homelessness and poverty. Systems (Ecological) Theory Systems theory is a perspective that places emphasis on understanding how people fit into their environments (Segal, Gerdes, Sue, 2016)Read MorePoverty and Homelessness1143 Words   |  5 PagesAmanda Germain Mrs. Leeker ENG111 2/25/14 Poverty and Homelessness: An Annotated Bibliography. â€Å"Black Parents Demand ‘World-Class’ Education, Too.† Washington Informer. 20. Mar 2013. ProQuest. Web. 15 Feb. 2014. In the article ‘World-Class Education’, it said that education need to be affordable for the community of African American. Some African American children are dropout which had damaged the community. Without education, the middle class people wouldRead MorePoverty and Homelessness1942 Words   |  8 PagesPoverty and homelessness are serious issues in the U.S. today, especially because of the current recession, with levels of poverty and unemployment higher than at any time since the 1930s. Blacks and Hispanics are being affected disproportionately by homelessness, as well as poverty and unemployment in American society. This is just another example of the racial caste system and institutional racism that goes far beyond that of social class, and has always been the case in recessions and indeed withRead MorePoverty, Hunger, And Homelessness971 Words   |  4 PagesPoverty, hunger, and homelessness in America are much more common despite being the wealthiest nation in the world. Poverty is well-defined as having inadequate income to provide the food, shelter and clothing needed to preserve good health. Hunger is quite simply not knowing where your next meal will be coming from, to a certain extent simply being food insecure. Homelessness is homeless who are most often unable to acquire and maintain regular, safe, secure, and adequate housing. To live belowRead MoreThe Problem Of Poverty And Homelessness1604 Words   |  7 Pagesissue of poverty and homelessness in America. In fact, a study taken in 2015 gathered that with more interaction and willingness to help the homeless, the more empathy and compassion is gained for them, later resulting in a larger contribution from society creating a social change. I obtained this information based on a survey taken by Lindsay Phillips, a physiologist, that took it upon herself to ask working, undergraduate college students to describe their perceptions of homelessness, willingnessRead MoreHomelessness a nd the Cycle of Poverty717 Words   |  3 Pagespassed on to their children. 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Communist Economy - 1045 Words

Communism is considered to be a further step beyond Marxism. It is considered to be a society which is classless. The wealth is redistributed so that the control of the wealth does not lie only in the hands of the rich people. The privately owned businesses are converted into state property which then functions for the benefit of all the people of the state rather than an elite group of people. As the name implies, it is a form of government for the entire community. Communism upholds the idea that the basic needs of society should be provided to all, irrespective of any class differences. It also promotes the fact that every worker should be rewarded for all his work and hold a share in the profits. Communism is broadly defined as a†¦show more content†¦The other matters that are highly criticized within a communist economy are the facts that these economies face several issues such as shortage of goods such as products of basic necessities, other class/creed issues, etc. A ll these problems and issues lead to an increase in the economic problems of the communist country. The economic problems of the country can be increased because of the short comings related to communism. In communism the governments try to create a classless society regardless of the special talents that people are provided with. It is because of this reason that a communist government faces problems when appointing officers to specific positions. Moreover if these positions are not held by people who have the right talent then the government can fail and this can create problems for the whole country. 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Electric power plants free essay sample

Technical writing is replete with technical terms that need to be defined. It is a must to define scientific terms to allow for better comprehension. These difficult words may come In the form of known words used In a differently new sense (as fly-over), new words for already known things (as somnambulist for sleepwalker), and new words for unknown things (as schizophrenia). New words do not necessarily mean newly-coined words; they are new in the sense that they are encountered by the readers for the first time so they have to be defined. When one defines, he gives the meaning of a certain term.The writer may define a word in any of the three ways: informal (word or phrase) definition, formal (sentence) definition, and amplified (extended or expanded) definition. An Informal definition comes In the form of a word or a phrase oftentimes called a synonym. For example, word sexism is defined by giving earthquake as an appositive. The word compensation and remuneration can be made simpler by writing pay or the word inundation by mentioning flood. A formal or sentence definition, as its name suggests, is in the form of a sentence with these three elements: species, genus, and differentiate/e. The species Is the term defined; the genus is the class or kind to which the term belongs; the differentiate or differentiate are the delightfulness characteristics that make the term different from other terms of the same class. Examples of formal definitions are provided below. A somnambulist is a person who walks while asleep. A somnambulist is a person who talks while asleep. A thermometer is an instrument that measures temperature. A barometer Is an instrument that measure atmospheric pressure. The species are underlined once; the genera (plural of genus), boldfaced; and the differentiate, italicized. Note that the species, the genus, and the linking verb are singular In form and that the differentiate is introduced by a relative pronoun (who, that, which, whose, whom, etc. ). The formal definition is described so because it follows the form: species = genus and differentiate (S = G + D). The equal sign can be translated to is or means. The amplified (extended or expanded) definition (see the sample in Appendix G) comes in the form of additional sentences that support a formal definition which becomes the topic sentence of a paragraph with definition as method of ways: 1. 2. 3. 4. 5. Function use of the thing defined;Location placement/position of the thing defined; Physical description physical traits (color, size, shape, etc. ) of the thing define; Further definition definition of words in the formal definition of the thing defined; Causation causes or effects of the thing defined; Technical Writing in the Discipline Inc. Fundamentals of Research Page 1 6. 7. 8. 9. 10. 11. 12. Comparison similarities of the thing defined with another thing; Contrast differences of the thing defined from another thing; Exemplification concrete examples of the thing defined; Etymology/word derivation words from which the thing defined was derived;Analysis parts of the thing defined; Basic principle law or principle governing the thing defined; and Negation negative statements about the thing defined. A definer faces several problems. One of these is the placement of the definitions. He can choose from among these alternatives: in the text (most common), in footnotes, in a glossary, and in a special section in the introduction (least common). Another problem is diction or word choice. He has to select the appropriate words to make his meanings clear. For instance, given the following examples, the best definition of a square is the last.A square is a geometric figure which has four equal sides. A square is a polygon which has four equal sides. A square is a quadrilateral which has equal sides. A square is a quadrilateral which has four equal sides. Which has equal sides. The first three definitions may also apply to a rhombus. The fourth and fifth definitions contain redundancies (quadrilateral and four in the fourth and equilateral and equal in the fifth). The word rectangle is the most appropriate genus because a rectangle is a four-sided polygon with right angles and because what distinguishes a square from other rectangles is its equal sides.Two other problems encountered by a definer are the repetition of key terms and the use of a single example or instance. It is not good to defined fixed assets by saying that they are assets which are fixed and to defined smooth muscles by saying that they are muscles which are smooth. Likewise, it is bad to defined volcanic eruption this way: Volcanic eruption is what occurred to Mount Punctuation two decades ago. Note that Judgment must be exercised in the use of words in the genus and differentiate, in the choice of which key terms are to be repeated, and in the use of examples to be cited in the definition.MECHANISM DESCRIPTION Description, besides definition, is a useful technique in technical writing. A writer may describe a mechanism, a process, or even a person. When he describes a mechanism (see the sample in Appendix G) or a machine, he makes use of the following outline; Introduction a. Definition of the machine b. Description of the machine c. Function of the machine d. Main parts of the machine Party-by-party description a. Main Part 1 I. Subpart 1 it. Subpart 2 b. Main Part 2 Page 2 1. Sub-subpart 1 2. Sub-subpart 2 iii. Subpart 3 c.Main Part 3 I. Subpart 2 Conclusion/Summary of the main points a. Operation of the machine (by the user) b. Operation by the machine In the writing the description of each main part, subpart, or sub-subpart, the describer cites the parts color, size or dimensions, shape, material, texture, method of attachment, and relationship with other parts. For example, after describing in the introduction the computer as an entire unit, he describes in the body each of its main parts (monitor, keyboard, CAP], and printed), each of its subparts, and so on. He ends his composition by writing about how it operates, how it is operated, or both. Note that the outline above does not apply to all machines. The outline varies according to the number of main parts and subparts and the details to be included in the description; the spatial or logical order may be used in the presentation. PROCESS DESCRIPTION Process description (see the sample in Appendix G) is simply describing a series of steps/stages or a series of actions. Unlike a mechanism description which makes use of spatial or logical order, a process description always uses chronological (time) order.Therefore, the steps or stages are sequenced based on the time of occurrence. The describer arranges these steps or stages in an outline that follows: l. . Definition of the process b. Doer/Agent of the process c. Purpose of the process d. Purpose of the process description e. Point of view of the process description f. Main steps in the process Body/Step-by-step description a. Main Step 1 I. Sub step 1 it. Sub step 2 b. Main Step 2 1. Sub-sub step 1 2. Sub-sub step 2 Page 3 v. Sub step 4 Main Step 3 Process descriptions are classified into directional or instructional and informational. The directional process description comes in the form of directions/instructions (imperative sentences or commands) addressed to the doer or agent of the action; it s written in the active imperative style and the second-person point of view. Examples of this process are writing, lay outing, cooking and teaching. On the other hand, the informational process description comes in the form of pieces of information (declarative sentence) addressed to the reader of the description who is not the doer or agent of the actions; it is written in the active indicative or passive indicative style and the third-person point of view.The process is done by any of the following: a group of individuals (human process), e. G. , mass production of wine and newspaper publishing; a machine (mechanical process), e. . , computer data- processing and air-conditioning; and nature (natural process), e. G. , volcanic eruption and disease transmission. Note that the outline above does not apply to all processes. The outline varies according to the number of main steps and sub steps and the details to be included in the description. ANALYSIS OR PARTITIONING Like definition and description, division is a technique commonly used in technical writing.It may involve one species or several species. When it involves only one species or unit, it is knows as analysis/partitioning as when a unit is divided into its arts (elements/components/constituents). When it involves several species or units, it is called classification as when several units are divided into classes (groups/kinds/ types). In writing an analysis (see the sample in Appendix G), the analyzer makes use of an outline similar to that of a mechanism description. An analysis differs from a mechanism description in that the former deals with a machine, e. . , a family, a guided by the following guidelines (which apply also to classification): 1 . Define the species to be partitioned (classified). Give the guiding principle or basis for partitioning (classified). If there are many bases, use one at a time. Name all the parts (classes) of the species partitioned (classified) per basis. See to it that there is no overlapping of the parts (classes). If there are sub parts (sub classes), name them. CLASSIFICATION Classification (see the sample in Appendix G) is division of several species into classes or groups.Similar to an analysis, a classification is written with the foregoing guidelines in mind. A classifier has to make an outline as shown below. A. Definition of the thing classified b. Basis of classification Page 4 c. Main groups in the classification Body/Group-by-group description a. Main group 1 I. Subgroup 1 it. Subgroup 2 b. Main group 2 1. Sub-subgroup 1 2. Sub-subgroup 2 iii. Subgroup 3 c. Main group 3 Refer to the Taxonomic Classification of Invertebrate Animals (pages 168-169) for a sample.COMPARISON Species in a given class possess traits common to all. These similar features are responsible for their being grouped into one class. However, species belonging to different classes may exhibit similar traits. When these similarities exist between different groups, there is a need to compare. Thus, a technical writer does a imprison (see the sample in Appendix G). Comparisons maybe literal or figurative. A comparison is literal when the things compared are of the same kind. For example, a cheetah is liked to a puma. On the contrary, a comparison is a figurative when the things compared do not belong to the same class. An example of this is the comparison between machinery (concrete) and liberty (abstract). A figurative comparison is known as an analogy. CONTRAST While similarities exist between two items, differences between them do occur, too. For instance, a whale and a shark have the same appearance and habitat; however, he former is a mammal, whereas the latter is a fish. Fraternal or even identical twins display a number of differences.

Symbolism in Metamorphosis Essay Example

Symbolism in Metamorphosis Essay Written in 1912 by Franz Kafka, The Metamorphosis looks like an autobiographical piece of writing because the major parts of the story resemble Kafka’s own life. However, it is not a straight autobiography and Kafka has skillfully written the story, putting together the facts of his life, but using mysterious symbols. These symbols carry different themes, but the major theme is the status of a man in society when he becomes isolated.This is how Kafka begins his story – â€Å"As Gregor Samsa awoke one morning from uneasy dreams he found himself transformed in his bed into a gigantic insect.†[1] This is one of the most famous first sentences in modern literature. There is no build-up, no tension, but just a direct boom – our hero is now an insect. From the second sentence, the insect becomes our hero and it remains until the end of the story. Thus, from the very first sentence Kafka uses symbolism, which at first sight sounds very strange and ridiculous. How ever, as the story moves on, we not only accept the transformation of our hero into an insect, but we also feel sympathy for his state. Kafka has written the story in such a realistic style that we can visualize everything, and can imagine it happening in real life.This transformation of Gregor into an insect is a symbol, which signifies that sometimes a person’s life becomes so frustrating that he starts feeling like a helpless and isolated insect. Gregor’s metamorphosis indicates his multiple alienations from his job, from the society, from his family, from humanity, and even from his body.Gregor does not panic on his transformation. His only concern is how to get back to work. He wants to catch the 5 a.m. train as usual, but since he sleeps until 6:30, he decides to catch the 7 a.m. train, but before that, the chief clerk arrives there. Gregor feels very angry that only because he has wasted an hour, the company is casting suspicion upon him. This emphasis on time s ymbolizes the capitalist world, where time is as valuable as money. Wasting time by sleeping until late, a person misses business, and thus wastes money. Later we find Gregor’s mother saying to the clerk that whole day Gregor thinks of work only and does not go out even in the evening. This indicates the way a modern capitalist society thinks that any activity, no matter how good it is, is pointless if it does not earn money, and the time thus consumed is useless time.When Gregor’s mother tells the clerk that Gregor is ill, the chief clerk replies, â€Å"we men of business fortunately or unfortunately very often simply have to ignore any slight indisposition, since business must be attended to.[2] His statement is a symbol for the rule of the modern capitalist society, where illness is a crime, and the ill employee is the culprit of wasting company’s money. That is why Gregor is not that much worried on his sudden change. His greater concern is how to get bac k to work. However, since he could not get back to work, as a punishment, he is not only alienated from his job, but also from the society that is based on money and time. Money gets the primary importance in this society, and anybody who does not work is unimportant and useless. Stanlay Cargold has rightly said, â€Å"The Metamorphosis can also be seen as a reaction against bourgeois society and its demands. Gregors manifest physical separation may represent his alienation and inarticulate yearnings. He had been a vermin, crushed and circumscribed by authority and routine. He had been imprisoned by social and economic demands.†[3]There is a photograph of Gregor, in a military uniform, in the living room. This is a very little detail, and in first look seems irrelevant, but this symbolizes a deep meaning. Military is a process that turns a man into a productive member of the society. Gregor’s former job in military symbolizes his new job in the capitalist society, wher e he is a normal and productive member. Because of this ideal image of him, his family keeps his photograph on the wall. As long as he remains within the established order of labor and commerce and is able to support his family, his family feels proud of him and care about him. Kafka conveys this message when he describes the picture. â€Å"Right opposite Gregor on the wall hung a photograph of himself on military service, as a lieutenant, hand on sword, a carefree smile on his face, inviting one to respect his uniform and military bearing.†[4] This statement indicates that now when Gregor is a helpless insect, he is neither useful for society, nor for his family.In chapter three, Gregor’s father is back to work force, and becomes a slave to his job, even when he is at home. â€Å"He slept fully dressed where he sat, as if he were ready for service at any moment and even here only at the beck and call of his superior. As a result, his uniform, which was not brand-new to start with, began to look dirty, despite all the loving care of the mother and sister to keep it clean. Gregor often spent whole evenings gazing at the many greasy spots on the garment, gleaming with gold buttons always in a high state of polish, in which the old man sat sleeping in extreme discomfort and yet quite peacefully.†[5] Here, the always-gleaming brass button is a symbol that represents the absorption of Gregor’s father into the dehumanizing capitalist system. At the same time, his dirty uniform symbolizes his degradation behind his socially useful and servile faà §ade. The uniform is a symbol for the economic order. This indicates how a man loses his individuality and identity, and completely sacrifices himself to the economic order. Thus, in this capitalist society, you can feel peace, but only at the cost of losing your humanity.At one point of time when Gregor hears his sister, playing violin, the music touches his heart. He realizes that when he was a human being, he never noticed that his sister plays such a great music. This gives Gregor a sense of satisfaction, and he thinks his metamorphosis is a kind of blessing for him. This symbolically means that if one wants to feel like a true human being, he must rebel against socially acceptable behavior.â€Å"On page 11 Gregor answers his fathers request to open the door with a clear No. The response produces a stunned silence and a sob from his sister. It was the last intelligible word Gregor would ever utter. It would soon become apparent to the rest of the world that Gregor was indeed what he himself knew he was: a social deviant.†[6] In the end when Gregor’s family finds that he is now a useless creature and a burden for them, they literally leave Gregor to climb the walls and die. This way, Kafka is in fact warning the people, living in this materialistic capitalist society, that they are very likely to be caught in Gregor-like situation. It is very difficult to e scape from such a situation. The only way seems to be death.006).

Free Essays on History Of The Greek Theatre

Theater and drama in Ancient Greece took form in about 5th century BCE, with the Sopocles, the great writer of tragedy. In his plays and those of the same genre, heroes and the ideals of life were depicted and glorified. It was believed that man should live for honor and fame, his action was courageous and glorious and his life would climax in a great and noble death. Originally, the hero’s recognition was created by selfish behaviors and little thought of service to others. As the Greeks grew toward city-states and colonization, it became the destiny and ambition of the hero to gain honor by serving his city. The second major characteristic of the early Greek world was the supernatural. The two worlds were not separate, as the gods lived in the same world as the men, and they interfered in the men’s lives as they chose to. It was the gods who sent suffering and evil to men. In the plays of Sophocles, the gods brought about the hero’s downfall because of a tragic flaw in the character of the hero. In Greek tragedy, suffering brought knowledge of worldly matters and of the individual. Aristotle attempted to explain how an audience could observe tragic events and still have a pleasurable experience. Aristotle, by searching the works of writers of Greek tragedy, Aeschulus, Euripides and Sophocles (whose Oedipus Rex he considered the finest of all Greek tragedies), arrived at his definition of tragedy. This explanation has a profound influence for more than twenty centuries on those writing tragedies, most significantly Shakespeare. Aristotle’s analysis of tragedy began with a description of the effect such a work had on the audience as a â€Å"catharsis† or purging of the emotions. He decided that catharsis was the purging of two specific emotions, pity and fear. The hero has made a mistake due to ignorance, not because of wickedness or corruption. ... Free Essays on History Of The Greek Theatre Free Essays on History Of The Greek Theatre Theater and drama in Ancient Greece took form in about 5th century BCE, with the Sopocles, the great writer of tragedy. In his plays and those of the same genre, heroes and the ideals of life were depicted and glorified. It was believed that man should live for honor and fame, his action was courageous and glorious and his life would climax in a great and noble death. Originally, the hero’s recognition was created by selfish behaviors and little thought of service to others. As the Greeks grew toward city-states and colonization, it became the destiny and ambition of the hero to gain honor by serving his city. The second major characteristic of the early Greek world was the supernatural. The two worlds were not separate, as the gods lived in the same world as the men, and they interfered in the men’s lives as they chose to. It was the gods who sent suffering and evil to men. In the plays of Sophocles, the gods brought about the hero’s downfall because of a tragic flaw in the character of the hero. In Greek tragedy, suffering brought knowledge of worldly matters and of the individual. Aristotle attempted to explain how an audience could observe tragic events and still have a pleasurable experience. Aristotle, by searching the works of writers of Greek tragedy, Aeschulus, Euripides and Sophocles (whose Oedipus Rex he considered the finest of all Greek tragedies), arrived at his definition of tragedy. This explanation has a profound influence for more than twenty centuries on those writing tragedies, most significantly Shakespeare. Aristotle’s analysis of tragedy began with a description of the effect such a work had on the audience as a â€Å"catharsis† or purging of the emotions. He decided that catharsis was the purging of two specific emotions, pity and fear. The hero has made a mistake due to ignorance, not because of wickedness or corruption. ...

Macroeconomics Creative Project Essay Example | Topics and Well Written Essays - 750 words

Macroeconomics Creative Project - Essay Example There exists a big distinction of social issues and economic issues within our society; but, what we may tend to consider more social can best be explained using the analytical tools of economics. Attending exhibitions such as art exhibitions or museum exhibitions is part of social life and fun. From a classroom perspective, attending an exhibition, particularly in a museum is often part of history, art, literature, and architecture courses, but acquiring any economics knowledge form an exhibition in a museum is quite novel. Attending an exhibit would be more beneficial to art, history and architecture student than it would be for an economics student. It would be perceived by many as having fun. Imagine of an exhibition relating to identity politics and issues of race in America in the 21st century. This is more history and political science. Race is a social issue in the society that has been on the forefront since the emergence of civil rights movements in the U.S. Such an exhibit can easily be integrated into a history and art class and help students understand class theory better; but, for a macroeconomics class, it would seem less beneficial. The typical introductory course in macroeconomics covers measurement of national incomes, theories of income determination, market systems, inflation and unemployment, and the effect of fiscal and monetary policies. Usually, there is no inclusion of a discussion on the economics of race. Taking a close reflection of the literature of race issues in the America, including some articles from reliable writers on issues of racial discrimination; for example, the issue of African American not being included in Social Security, it is possible to integrate race in economics. Issues of employment discrimination on the basis of race have been reported all over in the society since time in history. From classroom skills acquired in the macroeconomics course, I believe outside classroom activities

Business Strategy - multi-national conglomerate Essay

Business Strategy - multi-national conglomerate - Essay Example Due to the company's huge size, it faces problems adjusting to the requirements in rapidly changing market conditions. 1.2.1.1 Recommended Strategies The company should concentrate on development of cordless tools and market them using its effective advertising strategy. The manufacturing plant needs to be relocated to relatively economical area so that the cost of production can be reduced. Separate positioning is required for consumer and professional tools; hence the company should brand them separately. Smaller and manageable Strategic Business Units (SBUs) can be created which are more responsive to the changing market demand and needs. The company should engage the distributors using concept of vertical integration. 1.2.2 Makatume Lack of focus on power tools for consumer market channel that is expected to grow. This might result in loss of revenue to the company. 1.2.2.1 Recommended Strategies The company needs to address this issue by establishing a division for producing power tools for consumer market including corded and cordless tools. These tools should be developed for individuals and Do-It-Yourself (DIY) type of users. 1.3 Opportunities 1.3.1 Smith and White Corporation The rest of the market consists of several domestic and foreign niche competitors with no one having greater than 5% share of the total market. The cordless tools market is growing at a high rate and can be tapped. 1.3.1.1 Recommended Strategies The company should focus on developing cordless tools as the market is growing at a very high rate of 10% per year. Research and development budget needs to be established and innovative designs and models should be developed to tap this developing market. In addition, the company should develop strategies to increase barriers to entry for...The manufacturing plant needs to be relocated to relatively economical area so that the cost of production can be reduced. Separate positioning is required for consumer and professional tools; hence the company should brand them separately. Smaller and manageable Strategic Business Units (SBUs) can be created which are more responsive to the changing market demand and needs. The company should engage the distributors using concept of vertical integration. The company needs to address this issue by establishing a division for producing power tools for consumer market including corded and cordless tools. These tools should be developed for individuals and Do-It-Yourself (DIY) type of users. The company should focus on developing cordless tools as the market is growing at a very high rate of 10% per year. Research and development budget needs to be established and innovative designs and models should be developed to tap this developing market. In addition, the company should develop strategies to increase barriers to entry for new competitors making it difficult for them to enter the market. In addition to raising barriers to entry for potential new entrants in to the market, the company should focus on untapped consumer channel power tools m

Strengths Based Model and Social Role Valorization (SRV)

Strengths Based Model and Social Role Valorization (SRV) In your own words, explain the strengths and weaknesses of each model Strength Based Model (SBM) The Strengths This model strongly focuses on the identification of people’s abilities, interests and capabilities and on their strengths and potential. This is a recovery model used in mental health rehabilitation. In New Zealand, there are a number of standardized assessments that have been developed. Since 1998, all mental health services in New Zealand have been required by government policy to use the recovery approach. It is an empowering approach as the focus is on the strengths and abilities of the person rather that deficits and problems of the person and their family. The policy has concerned the way to use of stigmatizing, labeling or blaming language. The Strength Based Model creates hope by focusing on what has worked well for them in the past. The strength base model indentifies the positive things for the person and their environment. The strength based model realized communities are seen as resources not barriers. SBM understand the needs of mental people lead to can support them in their journey. The Weaknesses Following the Ministry of Youth Deveopment, 2009 SBM has unstructured youth activities. For example: SBM does not have aim or focus for youth clubs and are associated with poor immediate and long-term outcomes for the young people involved. Social role valorization (SRV) The Strengths In 1983, SRV is formulated by Wolf Wolfensberger. SRV gives a concept of transacting human relationships and human service. The major purpose of SRV is creates and supports socially valued for people in society. Moreover, SRV is intended to be used to analyze the process and effects of societal devaluation. SRV gives people know about the right of individuals valued equally and they have opportunity to contribute meaningful for their community. SRV mentions that if people have valued roles by society than they are more likely to access the good life as in friendships, the family, education, opportunity for work†¦ SRV has 2 broads strategies for enhancing the perceived value of people. The firstly, focusing on enhancing social image. The secondly, focusing on the person’s ability to fulfill lives that are socially valued. SRV can influence assessment, planning and coordination by giving a clear idea of services needed to fulfill socially valued roles. Service is provided within the service framework so often people with disability live, work and socialize with the same people and staff. The Weaknesses SRV has existed several years. It needs time to give more complementary. SRV does not improve consciousness of guarantee concern about devalued people in society. Even though SRV affects participants, it cannot control the character of participants. SRV has several societal impacts, which confined to narrow human service fields. The people in SRV are providing the re-valorization efforts. For example, support workers are paid for their job lead to SRV is not helping for disabled person out of interpersonal motivation for example: attraction, emotional attachment or friendship, and people are well aware of this. Hence, SRV is non-genuine and unstable. Comparison includes perspectives of disabled or older people (or a specific group of people) are considered. (Disabled People) The Strength Based Model (SBM) Assessment: The assessment is necessary for disabled people and mental problem because it will collect the client’s information and the staff can understand the client’s condition. The assessment will assess about the strength, aim and preferences of client. The SBM will identify skills, resources and capacity rather than deficits. SBM will setup the goals, which are realistic and achievable. Coordination Improving the relationship between the client and the professional The service system has capacity to go to the client. The service and support not only are addressed current clinical issues but also include social, housing, employment and spiritual for intellectual disability. Planning Planning focus on the steps how to achieve the goals of client. Moreover, planning also wants to improve the commitment between staff and support workers. Each client has their own planning to recovery. The Social Role Valorization Needs assessment and service coordination This is a service model where services are provided for people who meet either MOH and DHB eligibility. The MOH contracts NASC to access people with neurological conditions that result in permanent disabilities, developmental disabilities in children and young people include physical intellectual or sensory. NASC services are also delivered for people aged over 65 who have an age related illness. The services are provide as community support services, resident care, respite care, day care, behavior support, rehabilitation services and equipment. The assessment will identify current abilities, resources, goals and needs and establish what is the most important need for person. A comprehensive package of services may be required to meet individual needs. These may be from different funded sources, community support services and residential support. Service coordination is a process that enables an individual to meet their goals. Planning Following the assessment, planning includes identifying activities to achieve the person’s goal, meet needs and promote problem solving. Family needs to involve the process of disabled people. In addition, any friend or other relatives of the client can also help for the person with disability. The needs of client need to identify in care plan for all staff know when they give care. A summary of the expected outcomes for disabled or older people (or a specific group people) The Strength Based Model (SBM) There are several expected outcomes brought from the Strength Based Model. SBM creates special feeling and make strong sense of hope and optimism. SBM can find out weaknesses and vulnerabilities and can build on strengths. The purpose of SBM is creates helping process on strengths, interest and knowledge. SBM creates good relationship as collaborative and mutual between organization, client and their family. SBM emphasizes that individuals has duty own their recovery and SBM provides caring community. The social role valorization The main goal and purpose of SRV is wants to create and support valued roles for people. If people can understand socially valued roles lead to they can receive from their society good things. For example: community support, opportunity for a better life. Conformation that there is sufficient detail in the model to cover assessment, planning and coordination Comparison accords with recommended texts Wayne Hammond, Ph.D. 2010. Principles of Strength-Based Practice. Resiliency Initiatives. John McCormack, October 2007. Recovery and Strengths Based Practice. Glasgow Association for Mental Health. Rangan Aarti, Sekar K. 2006. Strengths Perspective in Mental Health. Evidence Based Case Study Joe Osburn, 1998. An Overview of Social Role Valorization Theory. Jane Sherwin, 2007. Social Role Valorization Theory as a Resource to ‘Person Centred Planning’. Laurie Davidson, February 2005. Recovery, self management and the expert patient-changing the culture of mental health from a UK perspective

Is Morality Subjective or Objective? Essay -- Philosophy Philosophical

Is Morality Subjective or Objective? Morality must be objectively derived because (1) the concepts of good and morality exist; (2) cultures differ regarding certain moral actions, thus there is the need to discover which is right but cultures are similar regarding the existence of and need for morality; (3) relativism is not logical and does not work, (4) for moral principles to be legitimate and consistent, they must be derived external to human societies. Otherwise morality is merely one person's choice or feeling, not an understanding of truth; and (5) the existence of religion. People recognize a moral aspect to the worship of deity; even if the deity does not exist, we still perceive a need for morality to be decreed by Someone or something greater than humanity. 1. First, the concepts of good and morality exist. The very existence of the idea of good argues for something in human society that is different than the bunnies and the wolves. "Nature" is amoral; the bunnies do not protest the fact that wolves eat them. There is no notion, outside of Bambi, that the animals consider some of themselves good and some bad. Thus, the nature of humanity is somehow different than other creatures. Somehow we know that certain principles and actions are "good" and acceptable, rather than simply necessary for existence. We contemplate the abstract thought of moral principle itself, and the universality of such an idea. All human cultures do not have exactly the same moral codes, but all cultures have a moral code. This concept of the nature of humanity argues for a code of morality that fits all people; we seek it, we believe it, we feel that we need it. Second, cultures differ regarding certain moral actions but all cultures... ...s, 1998. Paton, H.J. The Moral Law: Kant's Groundwork of the Metaphysics of Morals. London: Hutchinson University Library, 1961. Philosophical Psychology. Abstract of article in Volume 11, Number 4, December, 1998. www.cs.indiana.edu/hyplan/cdelance Plato. The Collected Dialogues of Plato. Bollingen Series LXXI. Edited by Edith Hamilton and Huntington Cairns. Princeton, NJ: Princeton University Press, 1961. Satris, Stephen. Taking Sides: Clashing Views on Controversial Moral Issues. Guilford, CT: Dushkin/McGraw-Hill, 2000. Schick, Theodore, Jr. "Morality Requires God... or Does It? The Council for Secular Humanism. 17 July 2002. Article from Free Inquiry Magazine, vol.17, number 3. www.secularhumanism.org/library/fi/schick_17_3.html Stanford Encyclopedia of Philosophy. "The Cambridge Platonists." 17 July 2002. http://plato.stanford.edu

The Silent Screams of the Veiled Women (A Research Paper on the Afghan Women of Then and Now)

Afghanistan, located in Central Asia, is a culturally-mixed nation that houses a diversity of ethnolinguistic groups, religions, races and traditions. However, vast majority of its population practices the religion Islam, which actually binds the people together. Being an Islamic country, Mohammed's teaching is incredibly strong that it has been, and still is, part of the Afghan's everyday living. But misconceptions arose from the teachings of Quran and among those who suffered from such are the Afghan women, who for years, had their undying efforts and struggle in pursuit of the goal they are longing for – freedom, rights and equality. Islam, for more than 1400 years, instilled that men and women be equal before Allah. It gave women a number of privileges same as those given to men, including the right to vote, right to work, right to inheritance, even as much as right to choose their life-long partners. But numerous misconceptions about the status of women in Islam emerged, particularly in the concept of â€Å"submission. † Many countries practice what they called â€Å"Islamic† or â€Å"Quranic† teachings in which women are traditionally subdued and oppressed, thus, these are very unforgiving acts. In the case of Afghanistan, such rights and privileges are denied of the Afghan women, making their life under a very Islamic country, rather miserable, if not devastating. One misconception in Islamic teachings that affected Afghan women (especially under Taliban rule which will be discussed later) is the strict instruction that they ought to wear veil, or hijab, wherever and whenever. They are forbidden to be seen in public unveiled but the truth is that the Quran does not oblige them or even mention of wearing such garment, as the wearing of hijab is traditional, rather than religious. What the Quran imposed is that women must (1) wear the best garment – the garment of righteousness; (2) cover their bosoms and; (3) lengthen their garments. Nothing more, nothing less. Years of government instability, in terms of economic and political aspects, have continuously affecting the status of women in Afghanistan as well. Before Afghanistan fall under Soviet power, women are revered equally, if not highly by the society, having significant rights and massive opportunities. But at the peak of Soviet occupation, women took a rather rougher road . Women at this period, began enjoying the bitter fruits of the teachings of Islam, and foreign invasion. Such denial of privileges may have been enforced by the government through special decrees, or by their own family (particularly their father, husband and brother). Afghan women were forbidden to have an occupation, to wander in their city unaccompanied by a male, to be seen unveiled, and even seek medical attention from a male medical practitioner. Much more discriminations and restrictions were experienced by Afghan women during the reign of the Taliban, or the â€Å"Students of Islamic Knowledge Movement – a Sunni Islamist and Pashtun nationalist movement who ruled Afghanistan from 1996 until 2001, during the country's long civil war. A decade before the rule of the Taliban, 50% of government workers were professional Afghan women; 70% of teacher population were as well women; and 40% practiced medical careers. As early as the 1920s, women were acknowledged to vote, while in 1960s, equality for women was imposed by the Afghan Constitution. Moreover, they took important contributions to national development. During the rule of Taliban, women with professional careers, including medical doctors and those in the academe, were forced to put their careers to a sudden end and become beggar regardless of the opportunities they may have outside Afghanistan. Universities for women where forcibly closed which ended a brighter future for the young Afghan girls. They were restricted to migrate to other cities (moreover, other countries) in search for a better environment and were prohibited to enjoy life. There was an inadequate medical attention to women which contributed to their high mortality rates. At this span of time, 16% of pregnant Afghan women died annually due to unsuccessful child delivery caused by lack of obstetric facilities. It was recorded by the United Nations that during the 5-year reign of the Taliban, Afghanistan experienced one of the worst human rights violation in the world that even the most basic individual rights were denied of the people which include the flying of kites, singing jolly songs, and the like. They became objects of domestic violence including rape. To sum this up, women were deprived of all forms of public life – Taliban treat women worse than the way they treat animals. Having such miserable life, impoverished Afghan women seek escape by self-immolation which either kill or disfigure them. Reliable sources even accounted women bringing themselves to inferno in some secluded areas in Afghanistan. This happened because such women were either abandoned by their family or banished by their society caused by the â€Å"crime† that they had allegedly committed. Others do their own thing in secrecy. For instance, an Afghan woman operated her own school in her house – it was such a risk! When the authority came to know about this, all the kids were beaten and the lady was heavily punished and imprisoned, threatening her that her family will be penalized as well. Those who had reserved courage and strength went to police stations and court, despite social stigma, just to practice their rights. After seven years, the Afghan government states that although there were increasing equality to public life, women are continuously experiencing domestic violence. Some remain silent while others took the risk of getting the hinge of being empowered. The Afghanistan's Independent Human Rights Commission documented 1,650 cases of violence against women in 2006, while the Ministry of Women's Affairs recorded 2,000 cases of violence in the previous year, not to mention 500 or so unreported cases. The provinces of Kabul and Herat were said have the highest accounted violence. Today, many social movements are organized for the uplifting of the Afghan women’s image and status. One of which is the RAWA or the Revolutionary Association of the Women of Afghanistan which was established in Kabul, Afghanistan in 1977. It is an independent socio-political group that raises concerns regarding Afghan women, particularly the violence against them. It believes that freedom and democracy cannot be simply given or donated; it is acquired through combined efforts. The RAWA participates in many forums and conferences that discuss women’s rights and freedom all over the world. It, in one way, became the voice of the silent Afghan women, who in fear of being discriminated again, chose to remain speechless. At the fall of the Taliban, the position of Afghan women in the Islamic society they lived in has substantially improved. With the adoption of the new Afghan constitution, men and women are stated to be treated equal before the law. It may sound good and almost perfect but one must consider that this law, like any other law, may mean differently to different people depending on how they interpret it. In the Quranic teaching of the Taliban, being â€Å"equal† before the law may mean that women ought to submit to their husbands, fathers or brothers, for doing so, they abide by the law. Another milestone is the drafting of the Afghan Women’s Bill of Rights in 2003 through the initiatives of Afghan and Afghan American women, who for years had raised the issues of inequality and discrimination. The Bill demanded a mandatory education for girls, representation in the Congress (or loya jirga), penalizing and punishing people who perform sexual and domestic violence and obedience to the rules of Quran, particularly on women’s right to marry and divorce. Despite assurance from government officials, it was declined because as the Islamic saying goes, â€Å"God has not given women equal rights with men because two women are counted as equal to men. † Just recently, an Afghan parliamentarian by the name of Fatima Nazari, established the first political party in Afghanistan which is dedicated to women's rights and issues. On 19 February 2008, the National Need Party was launched in Kabul. It was welcomed by most officials but not everyone was so optimistic about this. Let's just wait and see. Women all over the world may have had similar experiences. Such inequality may have been attributed to religion, or tradition. It may have occurred maybe due to misconceptions or misinterpretation of available laws, rules and doctrines. Women were persecuted believing that they practiced witchcraft . They were burnt to death with their dead husbands as imposed by the Hindu principle of â€Å"Sati† or â€Å"Suttee. † Marrying women were obliged to pay dowry to their husband-to-be’s family. Women courting men is considered immoral. And women were regarded as temptations to men – as Eve tempted or teased Adam. Whatever the story is, women were really part of the miserable part of world history. There are many misgivings on the role that women played in the society. Looking back to the civilizations in the world, women are always those left in the house to tend to household chores and take care of their children. But can’t we see that these women were the very being responsible for bearing lives in their tummy for nine months, struggling to keep the tiny life inside them healthy and alive? That these women were our first tutors who taught us not just how to read and write but how to be a responsible citizen as well? Going through the melancholic and tragic episodes that Afghan women have had made me realize how lucky I am to have grown in a decent society. Now, I need not face social stigma, or be punished for enjoying my life. I need not ask for alms and beg for food since I can enter a university and have a profession ten years from now. Their infinite screams continue. If then, the sound was terrifying and agonizing, this time, these screams are screams of empowerment, of courage and of bravery. We never heard them in our historic past, and now, it is time to listen to their side of the story – HERstory. Works Cited Bureau of Democracy, Human Rights and Labor (17 Novemeber 2001). Report on the Taliban's War Against Women. Retrieved on 22 April 2008 at http://www.state.gov/g/drl/rls/6185.htm Mehta, Sumita.   Women for Afghan Women:Shattering Myths and Claiming the Future. New York:Palgrave Macmillan, 2002. Najibullah, Farangis (20 February 2008). â€Å"New Party to Focus on Women's Rights.† Radio Free Europe/ Radio Liberty. Retrieved on 22 April 2008 at http://www.rferl.org/featuresarticle/2008/02/b39afc45-c260-4a00-81da-04fbb584049f.html Rostami-Povey, Elaheh. Afghan Women: Identity and Invasion. London: Zed Books, 2007.

Hamlet Relationships And Madness Essay - 1246 Words

Relationships and Madness A few of the characters within the play Hamlet showed signs of madness. The characters went mad due to the antagonizing relationships they had with other characters; the madness within the play created a chain reaction among the characters. In the end, the characters’ madness led to their own and others untimely demise. Claudius’ jealousy of Hamlet senior began his downward spiral to madness. Claudius’ lust for Queen Gertrude, his brother’s wife, led to him killing Hamlet senior. â€Å"Pray can I not, Though inclination be as sharp as will. My stronger guilt defeats my strong intent, And, like a man to double business bound, I stand in pause where I shall first begin And both neglect† (Shakespeare 88). Later on in†¦show more content†¦The decision to get revenge on Claudius began Hamlet’s descent into madness. The Ghost showed himself again to Hamlet when he confronted his mother. â€Å"This is the very coi nage of your brain. This bodiless creation ecstasy Is very cunning in† (Shakespeare 96). Queen Gertrude, Hamlet’s mother, begins to believe in Hamlet’s insanity when he begins talking to the Ghost, because she could not see the Ghost. This indicates that only Hamlet has the ability to see the Ghost, which suggests that the Ghost resides within Hamlet’s mind. Hamlet’s madness manifested through hallucinations causing him to execute multiple characters within the play. When Hamlet interacts with other people he acts extremely secretive and does not trust anyone other than Horatio. Hamlet becomes worrisome about the others finding out what he knows. As the play progresses, Hamlet drags other people into his madness by adapting his wardrobe to reflect his emotional state, excommunicating his friends and sneaking around. His actions affected the other characters. Hamlet’s knowledge of Claudius killing Hamlet senior assisted in pushing Hamlet into his madness. Hamlet ended up killing Polonius, who had spied on Hamlet for Claudius, and buried him. â€Å"King: Now, Hamlet, where’s Polonius? Hamlet: At supper. King: At supper where? Hamlet: Not where he eats, but where he is eaten. A certain convocation of politic worms are e’en at him† (ShakespeareShow MoreRelatedThe Relationship Between Ophelia and Hamlet: William Shakespeare970 Words   |  4 PagesThe play Hamlet, by William Shakespeare, looks at the issue of madness and how it effects the characters of the play. Madness can be looked at from very different perspectives, such as strong and uncontrollable emotions, a person’s desires, and also a persons mental stability. Throughout the play, the audience is questioning the sanity of the main character, Hamlet, as he goes on his quest for revenge. The people around him also show signs of madness, such as Ophelia and Claudius, but in differentRead MoreEssay on Hamlet Madness Analyzed630 Words   |  3 Pages16, 2012 AP Literature Free Response 2001. 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