The Differences Between Aegean And Egyptian Art Essay Example For Students

The Differences Between Aegean And Egyptian Art Essay The differences between Aegean and Egyptian ArtThe primary difference between Egyptian and Aegean art is that statutory and other forms of arts became more descriptive of the human form in the Aegean Art. The paintings of people stood on a flat base rather than in a naturalistic space. More features were being expressed. More female statutory and sculptors were being produced. An example of the visual difference is in the predominance of curvilinear form and the dynamic movements of figure in space. Although in the Toreador Fresco three different human figures are represented, â€Å"their poses correspond to a sequence of movement that could be made by a single figure. Such depictions of time and sequencing are more characteristic of Minoan than of Egyptian iconography†(120). We will write a custom essay on The Differences Between Aegean And Egyptian Art specifically for you for only $16.38 $13.9/page Order now The philosophical difference between Aegean art and Egyptian art is that Aegean focused upon the beauty of the art while Egyptian art was solely based upon keeping records and glorifying the kings, queens, and gods of their time. Aegean art glorified the human and focused on the beauties of the world. The Egyptian’s art was based on the reservation of the way of life and the rulers of the their time. They viewed art more as a record book. Throughout history the Aegean art made sufficient changes to get away from the Egyptian. This rare art and culture was remembered only in myths and legendsArts Essays

How to Become a Critical Reader

How to Become a Critical Reader Whether you are reading for pleasure or for school, its important to understand basic structural and content elements about the text you are studying. These questions and idea generators should help you to become a more critical reader. Understand and retain what you read!   Steps to Becoming a Critical Reader Determine your purpose for reading. Are you gathering information for a writing assignment? Are you determining whether a source will be useful for your paper? Are you preparing for a class discussion?Consider the title. What does it tell you about what the book, essay, or ​literary work is about?Think about what you already know about the topic of the book, essay, or play. Do you already have preconceived notions of what to expect? What are you expecting? Do you hope to learn something, enjoy yourself, be bored?Look at how the text is structured. Are there subdivisions, chapters, books, acts, scenes? Read over the titles of the chapters or sections? What do the headings tell you?Skim the opening sentence of each paragraph (or lines) under the headings. Do these first words of the sections give you any hints?Read carefully, marking or highlighting places that are confusing (or so wonderful that you want to re-read). Be careful to keep a dictionary close at hand. Looking up a w ord can be an excellent way to enlighten your reading. Identify key issues or arguments the author/writer makes, along with important terms, recurring images and interesting ideas.You may want to make notes in the margin, highlight those points, take notes on a separate sheet of paper or notecard, etc.Question the sources that the author/writer might have used: personal experience, research, imagination, popular culture of the time, historical study, etc.Did the author effectively use these sources to develop a believable work of literature?What is one question you would like to ask the author/writer?Think about the work as a whole. What did you like best about it? What puzzled, confused, angered, or irritated you?Did you get what you expected out of the work, or were you disappointed? Additional Tips The process of reading critically can help you with many literary and academic situations, including studying for a test, preparing for a discussion, and more.If you have questions about the text, be sure to ask your professor; or discuss the text with others.Consider keeping a reading log to help you to track your perceptions about reading.

Harlem Renaissance and the Civil Rights Movement Essay

Harlem Renaissance and the Civil Rights Movement - Essay Example Unfortunately, not everyone knows that the Harlem Renaissance was one of the basic sources of power feeding the rapid expansion of the Civil Rights Movement and decisions in America. It should be noted, that the Harlem Renaissance emerged as a distinct cultural movement somewhere in the 1920s. The origins of the Harlem Renaissance movement could be traced to the Harlem neighborhood in New York City, where black artists, musicians, and art professionals gathered with the goal of changing the nature and history of racism in America. Although the Harlem Renaissance movement came to its end in the 1930s, its cultural and racial equality legacies continued to persist. The Harlem Renaissance produced profound influences in the culture and public consciousness in America and became one of the major drivers of the national Civil Rights Movement. The effects of the Harlem Renaissance period on American culture have been abundantly established. However, different researchers view the relations hip between the Harlem Renaissance and the Civil Rights Movement differently. Professor Richard Powell believes that the Harlem Renaissance affected the politics of the Civil Rights Movement in two different ways. On the one hand, the Harlem Renaissance was, probably, the first time in the history of modern America when black and white intellectuals collaborated towards a common goal (PBS, 1998). The Harlem Renaissance brought black and white artists, intellectuals, educators and social activists together in an attempt to transform the racist and seriously segregated American society (PBS, 1998). The Harlem Renaissance did not eliminate the most outdated racial beliefs and made it easier for social activists to fight against segregation and racial abuse (PBS, 1998). Really, the rapid emergence of African American arts revolutionized the American cultural landscape and transformed the system of race relations in the country (Kramer, 2009). Members of both white and black races worked together to reduce and eliminate racial stereotypes and create a more positive image of African Americans (Kramer, 2009). The discussed cooperation eventually became one of the lasting legacies of the Harlem Renaissance and one of the crucial preconditions for the emergence of the Civil Rights Movement. On the other hand, the Harlem Renaissance changed the nature of political relations and life in America during the 1950s. The Harlem Renaissance resulted in the development of new knowledge about Black Nationalism (PBS, 1998). Marcus Garvey was one of the first political activists of the Harlem Renaissance who developed a set of â€Å"back to Africa† ideas, followed by the ideas of Negroes’ economic and social isolation in the American society and finally to the moment when, for the first time in the history of America, Negroes finally saw themselves as a distinct but not isolated political and cultural community within the United States (PBS, 1998). Professor Jeffrey Stewart adds that the Harlem Renaissance was a unique instrument of creating a positive image of African Americans through the mass media and creative art (PBS, 1998). This is also what Professor William Drummond says: the Harlem Renaissance was the period and the major driver of the rebirth of the Negro people and the creation of the New Negro. By the beginning of the Civil Rights Movement, African Americans had sufficient knowledge and power to fight for their rights successfully and effectively.

Logistic service quality within the perishable goods Essay

Logistic service quality within the perishable goods - Essay Example Communicating the importance of logistical activities to other functional activities, as well as to corporate officers, has been a difficult task. Professor Donald Bowersox, speaking at the council of logistics management annual conference in Toronto in 1999, described establishing the link between functional logistics performance and overall firm performance as our discipline's equivalent to finding a cure for cancer. Definitive empirical results that link improvements in logistics performance to overall firm performance have been difficult to achieve. Some progress, however, has been made. Recently, Daugherty, Stank, and Ellinger (1998) conducted an in-depth assessment of the relationships among logistics service performance and customer satisfaction, loyalty and market share in an industrial setting. Their findings indicated that high levels of logistics service are directly related to market share through satisfaction and loyalty. Quality within a service orientated company such as a 3PL provider is becoming more and more important because by providing a higher service level , these companies can distinguish themselves from their competition. This is definitely the case for a public refrigerated warehouse (PRW) /3PL provider such as Daalimpex Cold stores B.V. I'm, as person responsible for all operational activities provided by Daalimpex, are therefore very interested what

Telephone Assignment Example | Topics and Well Written Essays - 250 words

Telephone - Assignment Example Especially, unidentified information received should be treated with a lot of care even though it might be discouraging material. A plan should be developed to help first decision makers in performing on their judgments (Croft, 2001). Also workers assigned to find out should have the knowhow on how to be secretive with the information. In addition, sources from which the information is to be collected should be given notice: subjects whose data is being collected should be become aware of such collection. This is to certify that the source was willing to share the collected information without being forced, pressed or intimidated (Croft, 2001). Data collected should also be used for the intended purpose only Also personal data should not be given out to the third parties without notifying the source, this would lead to terminating the information on the basis of secrecy. The data collected from conversation should be kept as agreed on by the source (Croft, 2001). This enhances confidentiality of the information. Finally, the information collected should be kept secured from abuse, loss or theft. This could lead to failure of prime purpose why data was collected. Information should be kept of bound from suspicious people to maintain its validity (Croft, 2001). Security should therefore be the taken with seriousness to avoid any information from sipping to irrelevant

Reflective Analysis of A Beautiful Mind

Reflective Analysis of A Beautiful Mind In my opinion, this movie was one of the best I have ever see. By far this is me saying a lot because I hate old movies. The way the director portrayed schizophrenia was wonderful. At the beginning of the movie I thought what he was seeing was real myself, and even his roommate that he thought he had. I really want to know where he really went when he thought he was getting chased by the Russians. The entire movie had me guessing as to what would happen from beginning end. I even started to think that his wife might have been part of his hallucinations too. It was very sad to see how his wife had to deal with him. I felt bad because I felt as though their relationship was one sided and she was putting in most of the effort. I would have liked to see more of his son; and how he viewed his dad knowing he had this disorder. It was nice to see in the end that he did give credit to his wife and I thought that was the best part of the movie. I understand that back then they did not have many options when it came down to medication. When I saw them using the insulin shock therapy I was very stunned. I dont know what insulin does to the body but when I saw him shaking and trembling I saw concerned. I was asking myself questions like how does this help him or what are the effects of using this treatment. I didnt understand how the insulin shock therapy would help him in any way; and I still dont know how it works. Although as I seen it did help him with his hallucinations along with the pills that he had to take. Although I would have liked it more if they showed the other options they had for medication.ÂÂ   I dont know if they used electro shock therapy but I would have loved to see how that procedure went. When it comes to schizophrenia those who have it may not all have the same type of schizophrenia. Such as, someone with schizophrenia could be delusional. This means that they have beliefs that can be proven wrong. For example, having super powers, being a famous person, or having friends that arent really there. Disorganized speech is another form of schizophrenia that someone could have. Someone who has disorganized speech may use words or sentences that dont make sense to others. Exhibiting strange behaviors is one more form of schizophrenia. This is harder to categorize because what may be strange to us may not be strange to them. Strange behavior may include acting in an odd or repetitive manor; like walking in circles, sitting perfectly still or being quiet for hours on end. Withdrawn and lifelessness is another form of schizophrenia. People who have this show no feelings or motivation, or they lack interest in normal daily activities. Since the symptoms for schizophrenia vary the amount of impact it has on a persons life can range from troublesome to dangerous. Everything can be affected from school, to work, to home etc. someone with schizophrenia could have a change in friends or isolate themselves; they could also have difficulty in school, sleep problems, or being very irritably. These types of change usually happen when the person is an adolescent. Once they become adults these symptoms could get worse and are harder to deal with. For example, having hallucinations and delusions are symptoms that can occur during adult hood. Disorganized speech, catatonic behavior, muscle immobility are also examples of symptoms that an adult with schizophrenia could have. All these symptoms can cause someone with schizophrenia to lose their job, it can impact their social life, make having relationships difficult. Life with schizophrenia makes it hard to function as a person and can lead to depression. Its also very hard on the family members who have to take care of the person. Schizophrenia takes up much time and effort for the families who have to help manage. Sadly, if the person with schizophrenia doesnt redraw from the family the family may redraw from them. If I knew that everything and everyone I knew didnt exist I think life would be hell. I really dont know how I would deal with this honestly. But if I had to explain it would probably be how the main character handled it. I would try to see who or what part of my life wasnt real. Once I found the unreal part of life I would try to either ignore it or find a way to deal with it. Depending if I had a wife or girlfriend at the time I dont think anti-depressant pills would be an option due to the erectile dysfunction. If I didnt have a wife or girlfriend that is the only way, I would consider those pills. I also think it would be harder to recognize whats real and what isnt real. I think I could live with someone suffering from schizophrenia depending on the symptom they have. If they were having hallucinations, then I could live with that due to the fact that I could help them realize whats real and what isnt. what I couldnt live with is the lifelessness symptom that someone with schizophrenia could have. I think this is the worst because if you cant communicate with the person it would be rather difficult to help them. Although that doesnt mean I wouldnt try to help them because I would be like I said it would be difficult. Do I think people with schizophrenia should be permanently hospitalized? Again I would say if depends on the symptoms they have and how bad they have it. In society today people with mental disorders are treated unfairly. Some people view them as monsters instead of treating them like humans. I am kind of the same way because sometimes when I see a person that I know has a mental disorder I feel uncomfortable towards them. Other times I feel bad for them because although I dont know how they are suffering I can understand what they could be going through.

Animal Farm Summary :: Animal Farm Essays

The book starts in the barnyard of Mr. Jones' "Manor Farm". The animals gather at a meeting led by the white boar, Major. Major shows them that no animal in England is free. He also explains that the stuff that they produce is taken by man and the animals do not benefit. The only thing that man gives is food to survive so more money can be made off of the animals. Majors lets them know that man is the source of all problems and should be eliminated. He proposes that all of the animals should avoid man's habits. Above all Major says to the animals that they cannot kill one another, that they are all equal.A few days later Major dies, but his message remains in the hearts and minds of the animals. Under the leadership of the pigs, who are clearly the more intelligent of the animals, they strike against their human master and manage to get rid of him. After the rebellion, under the direction of Napoleon, the most outspoken pig, and Snowball, the most articulate pig, the animals continue to work the farm with success.The animals now come up with a set of rules to run their society. They are labeled "the Seven Commandments of Animalism" and are posted on the barn wall. 1. Whatever goes upon two legs is an enemy2. Whatever goes upon four legs, or has wings is a friend.3. No animal shall wear clothes.4. No animal shall sleep in a bed5. No animal shall drink alcohol6. No animal shall kill any other animal.7. All animals are equalThe animals succeed at running the farm for a little while. They finish all of their work with stunning efficiency and every week hold ceremonies to celebrate the rebellion and to plan work. Meanwhile, the pigs as leaders are taking bigger food rations for themselves justifying their behavior as something necessary for the "brains" of their animal society. They explain that it is necessary or else the farmers might come back and take over the farm.The farmers do try to reclaim their tries to reclaim his power but the animals prevent him from doing so in what they call "The Battle of the Cowshed". The conflict between Napoleon and Snowball gets more intense. At every meeting they can never agree on what needs to be done. Napoleon and Snowball fight over whether or not a windmill should be built.

Pip’s Shadow Parents Essay

He then takes Pip’s hands, and causes him to be disorientated and feel very weak and vunerable. This is, again, like a metaphor for Pip’s whole world being shaken up and turned on his head, and he has control, he is pushed out of his comfort zone by this stranger, and so it creates a strange bond with him, because then Magwitch has total control over Pip. Magwitch exerts his â€Å"new found control† over the boy to pressure him into stealing for him, and if Pip fails this, the fate is death. The mention of death has a huge emotional impact on Pip. Magwitch also uses his eyes to great effect to scare Pip, intensifying his stare to pressure Pip even more. Dickens focuses on the eyes and hands in Great Expectations because they show the methods, which Magwitch uses, and the look in Magwitch’s eyes reveals a lot about his desperate attitude. The BBC dramatization of this echoes this, because the actor who plays Magwitch uses his eyes to great extent, looking Pip all over, checking him out, and the whole scene is reproducted even down to the last detail. When Magwitch is led away in Chapter 5, we don’t hear much about him until his return in Chapter 39. What we find out is that Magwitch was taken to Australia by the dreaded â€Å"hulks† and worked in sheep farming, and this is the source of Magwitch’s money, which he uses to fund Pip’s journey to London, and to become a gentleman. However, when Magwitch is away in Australia, he sends Pip money, in other words, he is Pip’s benefactor. We find out this in chapter 39. Dickens plays with the idea that Pip has no idea where all this mysterious money is coming from, and it is quite amusing. A huge sum of around five hundred pounds (a huge amount of money in the 19th century) arrives for him via Jaggers in Chapter 36. Pip is still confused and thinks that it is Miss Havisham who sends him the money; however, Miss Havisham denies this fact. Miss Havisham, whom Pip first meets in Chapter 8, conveys herself as a mysterious character, who is sitting upon a great fortune, but who will not spend it. Miss Havisham, despite the fact she doesn’t give Pip any money, still plays a major part in sending him to London. Miss Havisham acts as Pip’s â€Å"shadow mother†; because she gives him advice like a mother would give to her own son. Frequent visits to Satis House build up the relationship between Miss Havisham and Pip, and in addition to this, Pip and Estella, since their first meeting, grow more tolerant towards each other. Estella has treated Pip like dirt since their first meeting in Chapter 8. We know that there is a link between Compeyson and Pip’s shadow parents. Compeyson is Magwitch’s arch enemy, since Compeyson â€Å"split the beans† and blamed all his misdemeanours on Magwich. Miss Havisham, as we discover in Chapter 42, reveals that Compeyson was the con-man who ruined Miss Havisham’s life by failing to show up at her wedding. The social class system in the mid-19th century was much stronger than it is today. There was a more obvious divide between the rich and the poor. Nowadays, it is less apparent. At the time Dickens is writing, it was â€Å"easier to become a gentleman†. Before the novel, the only way you could become a gentleman was to be born into a rich upper-class family, and brought up in decent surroundings. Pip was born in the working-class â€Å"band† and works his way to becoming a gentleman, aided along the way by Miss Havisham. Dickens’ writing style throughout the whole novel ends the novel on a cliff-hanger. The reason for this is because of the original format of the book. Great Expectations was published in a journal format (one chapter per journal) in a publication called All The Year Round from December 1, 1860 to August 3, 1861. The writing style is apparent throughout the whole novel. 1,207 words   English Coursework Mr Bacsich James Cull Page 1 08/05/2007 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Great Expectations section.

Four Circles Model Essay

The Stages of Systemic Change by Beverly L. Anderson By analyzing where they are an the continuum of educational change, stakeholders can see where they still may need to go. At first I didn’t see the magnitude of the change. I thought if we just did better what we had always done, we would be OK. Then I realized we had to do something totally different, but I didn’t know what. Gradually we began trying some new approaches. One change led to another and another and another like dominos. I started to see what people meant by systemic change. A new energy and excitement surged among its as hope grew and the cloudy vision of what we wanted became clearer and clearer. -Principal of a restructuring high school Administrators across the United States are recognizing that the education system needs fundamental changes to keep pace with an increasingly complex global society. Yet, the deeper we get into the process of change, the more confused we can become. We need some sense of what to expect and what direction to take. Seeing the patterns of change can be difficult; stakeholders in a system tend to see change primarily from their own perspective. Often teachers may not understand what is seen by administrators and parents, nor do administrators or parents see change from a teacher’s perspective, or from each other’s. To give stakeholders an aerial view of the shifts occurring in educational systems, the matrix â€Å"A Continuum of Systemic Change† defines six developmental stages and six key elements of change (see fig. 1). A composite of experiences in systemic change from across the United States and at all levels of education, the matrix provides stakeholders with a common vantage point for communicating and making decisions about change. Stages of Systemic Change Six stages of change characterize the shift from a traditional educational system to one that emphasizes interconnectedness, active learning, shared decision making and higher levels of achievement for all students. Although Figure 1 displays the six developmental stages as linear and distinct, change is unlikely to follow a linear path. An education system will seldom be clearly at one of these stages but will usually experience â€Å"Brownian motion,† going back and forth from one stage to another on the path toward an ideal situation. The six stages are: Maintenance of the Old System: Educators focus on maintaining the system as originally designed. They do not recognize that the system is fundamentally out of sync with the conditions of today’s world. New knowledge about teaching, learning, and organizational structures has not been incorporated into the present structure. Awareness: Multiple stakeholders become aware that the current system is not working, as well as it should, but they are unclear about what is needed instead. Exploration: Educators and policymakers study and visit places that are trying new approaches. They try new ways of teaching and managing, generally in low-risk situations. Transition: The scales tip toward the new system; a critical number of opinion leaders and groups commit themselves to the new system and take more risks to make changes in crucial places. Emergence of New Infrastructure: Some elements of the system are operated in keeping with the desired new system. These new ways are generally accepted. Predominance of the New System: The more powerful elements of the system operate as defined by the new system. Key leaders begin envision even better systems. Key Elements to Change As schools. districts. and states move through the six developmental stages. six elements of the education system seem to be particularly important. Monitoring these six elements can help us understand an education system’s progress. Vision: The vision that people have of an education system and what it should accomplish must change in order for the system to change. Through the stages of development, the number of people from different groups who agree on the shape and purpose of the new system increases. Public and Political Support: As the vision develops and is translated into practice, the support of the public and of the political leadership at all levels of the system must grow. Such support involves a deepening understanding of the what and why of the changes needed. The inclusion of diverse populations appears to be critical in building support. Networking: Building networks that study, pilot, and support the new vision of the education system is essential in establishing lasting systemic change. These networks typically do not rely on the existing bureaucratic structure. They frequently use computers, newsletters, conferences, and personal communications to link people of similar roles across existing organizational lines. Teaching and Learning Changes: Teaching and learning based on the best available research on how people learn is at the core of the new system. Closely related is the perspective that all students need and can learn the higher-level skills of understanding, communication, problem solving. decision making, and teamwork. If changes do not occur in teaching and learning, all the other changes have little value. Administrative Roles and Responsibilities: To achieve change in the classroom, administrative roles and responsibilities need to shift at the school, district, and state levels from a hierarchical structure of control to one of support and shared decision making. Policy Alignment: State and local policy need to be aligned around the beliefs and practices of the new system, particularly in areas related to curriculum frameworks, instructional methods and materials, student assessment practices, resource allocation, and the inclusion of all types of students. Making simultaneous changes in all six elements requires conscious planning. The process is akin to remodeling a building while people are still using it; redesign and reconfiguration need to be carefully staged to keep the building functional. Using the Matrix The matrix â€Å"A Continuum of Systemic Change† is proving particularly valuable in three ways. Educators are using it to: 1. Develop a common language and conceptual picture of the processes and goals of change among diverse stakeholders. Once stakeholders can see the issues and perspectives of the others. hey are better positioned to take actions that will support and enhance others’ specific situations. One of the nation’s earliest and largest restructuring efforts, Re:Learning, used frameworks similar to this matrix to develop common understandings and to engage multiple stakeholders in discussions about the goals and strategies of systemic change. 2. Develop a strategic plan for moving forward on systemic change. Once systemic change is under way, people often feel overwhelmed by the magnitude of the task. A matrix such as this one can be used to specify what steps to take next. For example, state mathematics and science curriculum directors used the matrix at a national conference to analyze their own state’s progress on systemic change. Many found that they were moving along reasonably well with the vision, the policy realignment, and the shifts in administrative roles, but changes in classroom teaching were small, and public support was lagging. They realized these areas needed special attention if the full system was to change. 3. Develop an ongoing assessment process to support and encourage deep, quality change. The matrix can provide the basis for deciding the focus of an evaluation, the type of data to collect, and the modes of analysis and reporting. An organization funding changes in science instruction based its evaluation tool on the matrix. In another state, districts and communities used the matrix to evaluate their progress in redesigning arts education. For systemic change to occur, all aspects of the system must move forward. A physician doesn’t say, â€Å"Well, I guess I won’t worry too much about that heart problem. The rest of the body seems fine. † By adapting this matrix to their own systems, educators can help stakeholders rise above their singular viewpoints to a more comprehensive perspective of the changes occurring. By nurturing all aspects of the education system, we can bring about the systemic change that will transform education. Beverly L. Anderson is Executive Director of InSites, 1877 Broadway, Suite 405, Boulder, CO 80302. She formerly directed the Re:Learning systemic change initiative at the Education Commission of the States.

After Reading quot;Richard Coryquot; And quot;Shot So

After Reading quot;Richard Coryquot; And quot;Shot So After Reading Richard Cory And Shot So Quick... By A. E. Housman And The – Essay Example Lecturer Essay # Analysis of poems: Short? So quick, so clean an ending and Richard Cory Short? So quick, so clean an ending and Richard Cory are two poems that directly speak about human experiences. In both poems, the subjects end up committing suicide in order to run away from some form of problem. In both poems, the authors demonstrate that human beings can go to great lengths in an attempt to address the problems they face. Therefore, in these two poems, suicide is used as the vehicle to escape from one’s irreversible mistakes and avoid inflicting the suffering onto others. In Short? So quick, so clean an ending, the author shows that the subject had been suffering from some form of public humiliation; ‘After long disgrace and scorn’ (Houseman, 10). Therefore, in order to avoid this humiliation, the only option was to commit suicide. In addition, it is shown that he had to do so because he did not want to offend those around him: ‘You would not live to wrong your brothers’ (Houseman, 19). For this reason, self inflicted death is a way of avoid the spread of one’s suffering onto others. Similarly, in Richard Cory, Richard committed suicide because he lacked something. Although the poem does not explicitly state exactly what he lacked, it is clear that it was something he could not change. Richard had everything; â€Å"And he was rich- yes, richer than a king† (Robinson, 9), and the people admired him. by looking at his appearance and wealth, the people thought Richard â€Å"was everything† (Robinson, 11). Although he appeared to lead a comfortable life, one day he â€Å"put a bullet through his head† (Robinson, 16). Richard appears to have lacked something others in the town had, and this made him look different. Whatever the problem was, Richard could not correct it by himself or use his massive wealth to change it. To avoid this humiliation and embarrassment, suicide is chosen as the best cure . Both poems speak about a common problem across many societies today: suicide. In the modern world, there are numerous challenges people encounter. These could be related to their families, work, personal health or addictions. For some people, suicide has been the only way to get out of such problems. People consider suicide because they feel their problems cannot be solved by anyone, and the only way to relieve the pain is by dying. Feelings such as guilt, loneliness, loss and hopelessness are common among many people today, and hence some might take this option to get away from them. In addition, as shown in Richard Cory, even those who appear to be comfortable might be battling some kind of problem, and they too, might end up committing suicide. Housman, A. E.  A Shropshire Lad. Champaign, Ill.: Project Gutenberg. Print.Parini, Jay.  The Wadsworth Anthology Of Poetry. Boston: Thomson Wadsworth, 2005. Print.

Demand - Managerial Economics Essay Example | Topics and Well Written Essays - 1250 words

Demand - Managerial Economics - Essay Example The vertical axis lists the price per unit or per lot of the product. The demand curve in a model shows the firms theoretical sales level at various prices along the line. The downward curve is explained by the fact that as price falls there is a corresponding increase in the sales volume. The downward slope means that the elasticity coefficient drawn from the line is a negative number. However, economists have done away with the negative sign of that elasticity and have expressed it as an absolute number. Another point to remember is that the straight-line demand curve does not have a uniform elasticity of 1 (also termed unit elasticity) at all points of the line; rather, the curve is elastic above the mid-point and inelastic below that midpoint. Fig. 1 The demand curve in green shows a straight line with varying elasticities at different points (D2), while internal curved line in red shows a demand curve with uniform price elasticity of 1 (D1). companys pricing policies. The firm would use the demand curve in discussing the consequences of alternative output and pricing policies on the revenue targets over a certain future period. Since revenue is simply the product of price and output (see Fig. 1), management would explore the various price and output alternatives en route to decision making by its marketing and production departments Price elasticity (Ep) of demand is the ratio of the percentage change in quantity and the percentage change in a goods price, all other things remaining unchanged. Algebraically, this is expressed in the following simple equation: where P and Q are the price and quantity, respectively. This formula assumes point elasticity for the sake of simplicity, although an arc price elasticity, which uses average figures for each variable, may also be used. For this paper, the use of point elasticity would enable sufficient understanding of the elasticity

Bacteria Essay Example | Topics and Well Written Essays - 500 words

Bacteria - Essay Example They help the bacteria to move away from the chemicals that can harm them. They play a great role in increasing bacteria pathogenicity because they enable them to move to the targeted locations and to survive. For any infection to occur, the pathogenic bacteria have contacted the target tissues. All organism whether plants or animal deal with flagellated bacteria. The main locations of most flagellated bacteria are the mucosal areas. Pathogenic bacteria have flagella that help them in attacking and colonizing the mucosa. The flagella attack the mucosa through the production of the virulence and adhesion factors (Wassenaar, 2009). Flagella increase pathogenicity through motility. The glycocalyx and mucus obstruct the pathogens. As a result, the pathogens have to counterbalance the upward movement of mucus in the bronchial epithelia and the intestines through motility in order to achieve colonization. Chemotaxis and motility enables the bacteria to aim the mucosal tissues. For instance, the motility of the bacteria like helicobacter pylori and the pseudomonas aeruginosa are responsible for the stomach and the lung infections. Additionally, the motility of the Vibrio cholerae enhances the infection of the intestinal mucosa. The infection of the rabbit appendix by the S. enterica also relies on their motility. Consequently, flagella plays a great role in enhancing pathogenicity since motility makes it easier for pathogens to interact with the hosts (Winn & Koneman, 2006). The structure also contributes to the increase in pathogenity though adhesion. Flagella enable bacteria to occupy a certain niche by acting as adhesin. For instance, the flagella of the Clostridium difficile stick to cecal mucus in mice through adhesion. Cystic fibrosis also occurs when the bacteria called the P. aeruginosa sticks at the airway lumen through adhesion. The bacteria cause infection when the flagella bind it to the mucin Muc 1 which is found in the airway mucus. In addition, the