Macbeth by William Shakespeare Essay

In the play Macbeth by William Shakespeare, ambition, strength, and insanity play major roles in how the characters Macbeth and Lady Macbeth behave and react. In this twisted story about man slaughter and the thirst for power both Macbeth and Lady Macbeth represent all 3 of these behaviors at some point. However, their behaviors progress in very different ways. Throughout the play, Macbeth and Lady Macbeth gradually evolve into each other bringing out opposite personality traits from their previous opinions. It is well known that simply wanting something is not enough to actually get it. One must have the desire, the ambition and must work towards obtaining a certain goal. In the beginning of the play Macbeth has the desire to become king, but lacks the motivation and ambition to work for it. He doesn’t have the violent drive that Lady Macbeth possesses and is frankly just a moral man with moral values. He acquires the ability to see right from wrong and shows that he has a very strong conscience when he says, â€Å"I am Thane of Cawdor. / If good, why do I yield to that suggestion/[thought of killing Duncan] whose horrid image doth unfix my hair/ and make my seated heart knock at my ribs/ against the use of nature? â€Å"(1. 3. 146-150). Here Macbeth shows that the thought of killing Duncan makes him uneasy, nervous and frightened. Already his senses are warning him that what he is thinking is wrong, but unfortunately enough for Macbeth he is mentally weak and easily convinced. Lady Macbeth on the other hand has all the strength, ambition, motivation and desire to become royalty. She knows her husband well and knows that he will not take action against Duncan, so she decides to take matters into her own hands. Lady Macbeth calls upon the forces of evil to â€Å"unsex [her] here, / and fill [her] from the crown to the toe top- full/ of direst cruelty. Make thick [her] blood, / stop the passage to remorse† (1. 5. 48-51). In this speech there is no perplexity that Lady Macbeth is clearly willing to do whatever necessary to take hold of the throne. Her strength of purpose is contrasted with her husband’s tendency to waver and it will be her ambition and strength that questions his manhood, which will drive him forward to a life of misery and violence. Macbeth is a mentally weak character that undergoes a drastic mental change after committing cold blooded murder. He is progressively becoming more evil as his inhuman deeds allow his evil nature to take control of his thoughts and actions. Macbeth becomes paranoid about losing power and obsessed with proving his manhood. He associates manhood with fighting and bloodshed when he says, â€Å"What man dare, I dare. / Approach thou like the rugged Russian bear,/ The armed rhinoceros, or th’ Nyrean tiger,/Take any shape but that, and my firm nerves/ Shall never tremble. † (3. 4. 121-125) Just as Lady Macbeth was, Macbeth becomes a manipulative mastermind who is so power thirsty and driven by violence that he would kill anyone, even his best friend, to get what he wants. As Macbeth’s mind relocates to a state of paranoia and violence, Lady Macbeth’s conscience slowly starts to eat her away forcing her to resort to a life of misery, insanity, and eventually death. Her guilt is so strong that she is haunted in her sleep by the image of blood. Lady Macbeth could not rest peacefully without trying to wash all the blood off of her hands, â€Å"Out, damned spot; out, I say†(5. 1. 30) she would mutter as she wandered around the castle carrying a candlestick for light and rubbing her hands together trying to rub off all of the guilt. Shakespeare makes a valid point in this play that the future of your life does not depend on someone else, but is in entirely your hands. Macbeth and Lady Macbeth could have avoided their own misery and downfall if only they did things differently. Don’t get too caught up in yourself but be patient and be grateful for what you have because a lot of people would love to be in your position than their own. Macbeth and Lady Macbeth gradually become different people, one for the better and one for the worse.

Food †Taco Bell Essay

Enjoying your food with warm cooked bread along with sweet butter to spread and an iced cold drink to top it all off, or Rushing to eat your food because you feel as if you have to scarf it down before it gets to cold. Sit down restaurant or fast food what would you prefer? Sitting down talking, ordering refills and desserts is my favorite while at a sit down restaurant but sometimes I am in a bit of a hurry and need to swing bye and get something fast that is easy to eat in a short amount of time. Some people may think fast food compared to sit down restaurants are almost the same but they do have many differences. Comparing two local food businesses such as Taco Bell and Texas Road House, there prices I would like to say are a little low but the other are a little high. Taco Bell is considered a fast food joint, and is a place to go when you may be low on cash or even when you may want something fast and easy after a long day at work to feed your family. Taco Bell always has deals and low prices for those times when you want something good not to expensive but worth your money. Texas Road house on the other hand is the opposite this is the place to go when you just got a really good paycheck and feel as if you and your boyfriend need to be spoiled or maybe just want to have a night and go somewhere that will have fun serving you and also do not mind if you get a little crazy cause that’s what having fun is all about. Texas Road House is considered a Steak House and it is somewhere to go when you want to enjoy a delicious meal and maybe even some drinks to have just a great night out yes you will be spending way more then you would if you went to Taco Bell but Texas road house always fulfills my taste buds and its worth the money every time. For some people the environment Is the most important part about eating at a restaurant. Some like it quiet and not to be bothered others like it loud and packed. When picking a place like taco bell it is a very quiet place to go and eat and rarely do you go in and enjoy your meal. Texas Road House on the other hand is very loud and there is always a long waiting list because it’s so packed. Not only is the environment important but also how clean the place is to, taco bell is always on top of cleaning and how nice and clean there lobby is and also there bathrooms too. Texas Road house is clean besides all the peanuts you bring home on your shoes bathrooms are always kept up and you always leave with a full stomach.. To me having something fun at your restaurant is good it gives the place character and everyone knows where to go when they just feel like a bag of peanuts, or when you need some extra hot sauce packets at home. When it comes to different food items at these two places, they are different but that’s what makes each place unique. Taco bell has burritos, tacos, nachos, Mexican pizza etc. Texas Road House has a variety of things burgers, steaks, salads, baked potatoes, bread rolls, and so much more but each place does have a signature sauce they serve, taco bell has there mild ,medium, hot, and Verde sauce while Texas road house there steak sauce and there butter that everyone loves. Not only do you need the sauces and butters with your meal but you do need drinks as well. Taco bell has a variety of different pops, while Texas road house has pop, tea, lemonade, beer, margaritas, shots, etc. Taco bell compared to Texas Road house are very different in their own ways.

Assessment and Learners Essay

1. 1 Explain the functions of assessment in learning and development. The functions of assessment in learning and development are a regular process that allows the assessor to gauge the learner’s knowledge and skills against set criteria in the chosen qualification. This is completed at the begging of the qualification so the assessor can see if the learner has skills, competence and knowledge to complete the qualification. The assessments are on-going throughout the qualification. The assessments give opportunity for the assessor to monitor the progress and performance of the learner and enable them to record achievements. Within the assessments the assessor can identify learner’s needs. If it is identified that the learner is struggling it will give the opportunity to look at other ways of learning which may suit the individual. At the assessment the assessor can provide positive feedback to the learner, as well as offer advice on how to improve work or progress further. 1. 2 Define the key concepts and principles of assessments. Key concepts The key concepts of assessment are the aspects involved throughout the assessment process. These key concepts are as follows; Accountable: As the assessor I need to be accountable to my learners and the organisation I am working for to ensure I am carrying out my role as the assessor correctly. The learners need to be aware why they are being assessed and what is expected from them to complete their assessment criteria. I will also be accountable to the awarding body if I am working on their accredited qualifications and to the employers if I am assessing in their work environments. Achievement: I may be required to analyse achievement data and compare them to national or organisational targets. The funding my organisation receives may be related to my learners achievements. Assessment strategy: Staying to the assessment strategy for my subject will ensure i am carrying out my role correctly. Benchmarking: Benchmarking involves comparing what the excepted standard is for a particular subject area against the current position of my learner’s performance. Benchmarking will allow me to target set for my individual or group learner’s. If I find my learners are not meeting benchmarks set I will evaluate this and implement improvements. Evaluation: The evaluation of the assessment process should always take place to inform current and future practice. All aspects of the assessment cycle should be evaluated on an ongoing basis and feedback obtained from all involved. Internally devised assessment: Internal devised assessments may be produced by myself or other staff in my organisation. These could be assignments, projects or questions that will also be marked by myself. Externally devised assessment: Externally devised assessments are usually produced by an awarding body such as an examination. Progression: Progression should be discussed between me and my learner to identify opportunities and that the right route has been chosen. To progress I could move my learners onto new units or if they have finished a qualification we could discuss what would be appropriate for them now. Transparency: To define transparency would be to say that it has to be clear to all involved in the assessment process and we all understand what is expected and that nothing untoward is taking place. This is assisted by my own understanding of the criteria within the qualification and what is expected of the learner. I must keep auditable records for every learner and maintain these throughout the qualification. Principles The principles of assessment are the functions of which the key concepts are put into practice. VACSR: VACSR is used to ensure that all leaner’s assessed work is; Valid, Authentic, Current, Sufficient and Reliable. If this is not followed I may make an incorrect judgement on assessment of work or may not notice that work has been plagiarised. Other key principles of assessment: Communication: I should communicate with my learners regularly and others such as employers, internal quality assurers and assessors. CPD: I must make sure I am up to date with new legislations and my knowledge is of the highest up to date standard. Equality and diversity: I must insure I am open to all and treat everybody the same regardless of religion, sex or ethnicity. Ethics: I must ensure that my assessment process is honest and morally correct. As the assessor of learners I need to keep confidentiality and integrity. Fairness: I must make sure the activities I set are fit for purpose and my planning and feedback justifiable. Health and safety: Learners must be kept safe whilst being assessed so regular risk assessments must be carried out. Motivation: Motivation should be given to my learners to help them achieve their full potential. Quality assurance: It is my job to ensure assessments meet the standards set out by awarding bodies. Record keeping: Through the teaching and learning process I must keep accurate records of my learner’s progression. Responsibility: It is my responsibility to follow organisational guidelines and produce reports when asked. SMART: All assessments need to be Specific, measurable, achievable, realistic and time bound. Standardisation: I must ensure all assessment criteria’s are understood accurately by my learner’s and I am consistent in my decision making. The key concepts and principles are there for me to follow so that I can ensure my role as an assessor is being carried out correctly in accordance to all relevant regulations and requirements. 1. 3 Explain the responsibilities of the assessor. There are many responsibilities that I will have in my role as assessor. They include; * Attending meetings, exhibitions, award ceremonies and presentation events. * Checking the authenticity of witness testimonies. * Maintain and complete safe and secure records. * Countersign other assessors work (If they are not qualified) * Deal with appeals made against my assessment decisions. * Follow organisation or regulatory authority’s procedures. * Give constructive and developmental feedback to learners. * Identify and deal with barriers to fair assessment. * Implement internal and external quality assurance action points. * Liaise with others in the assessment process. * Make my own judgements based on assessment requirements. * Maintain my own development. * Negotiate and agree assessment plans. * Provide statistics to managers. * Review my learner’s progress. * Standardise practices with other assessors. * Support my learner’s with special assessment requirements and deal with any issues supportively. * Work towards relevant assessment qualification. If I am ever unsure of my roles or responsibilities I will not hesitate to contact other assessors or management for guidance. 1.4 Identify the regulations and requirements relevant to assessment in own area of practice. My current practice is the supervision of a childcare setting. I have identified the requirements and regulations that are relevant to assessment are; * Ofsted * Every child matters * Early years foundation stage * Health and safety * Equal opportunities * Safeguarding of children * The children act 1989 2 2. 1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. I will be comparing the strengths and limitations of two assessment methods in the table below. Method| Description| Strengths| Limitations| Observations| Watch learners perform a skill| Observation will allow me to see my learner’s skills in action. I will be able to holistically cover several aspects of the qualification. It will allow my learners (were safe to do so) make mistakes and learn from them. Ideal for levels 1,2 and 3 learners. | A time must be set so I can observe my learner. My learners may feel under pressure to perform their job role in a different manner. No permanent record is kept unless I record what the learner is doing. Questions must be asked to confirm understanding. | Professional discussions| A recorded discussion based on learners qualification criteria| This will be an ideal way for me to asses aspects of learners qualification that are difficult to observe. Will help provide evidence towards observations. My learners will be able to describe how they carry out work activities. Good for level learners 2, 3. | I must keep a record of the discussion using a recording device. Minutes must be kept of discussions. I will have to give my learners time to prepare. I must gather experience at listening to learners and ask the appropriate questions. Learners around level 1 may feel pressured and unable to enter the discussion. | 3. 3. 1 Summarise key factors to consider when planning assessment. When planning an assessment I must make sure that it is SMART. * Specific-the activity is clear to the learner and what is expected of them is agreed. * Measurable- the activity can be measured against the assessment criteria, allowing any gaps to be filled. * Achievable- the activity is at the level for my learner. * Realistic- the activity is relevant and will give consistent results. * Time bound-target dates and times are arranged. I must also factor in the time allowance I have with my learner, which I will discuss with the employer prior to the assessment planning. I may need to adjust my planning to different shift patterns or annual leave entitlements my learner may have. I must follow the SMART principle and consider the level and knowledge of my learners and set the realistic targets to meet the requirements of their chosen qualification. 3. 2 Evaluate the benefits of using a holistic approach to assessment. I have found that it can be beneficial to use a holistic approach as you are able to asses more criteria within the qualification at one time. Therefore highlighting which areas my learner is competent in or may need further support. I may be able to carry out a holistic assessment and find that my learner is competent in most areas of criteria but was unable to cover certain aspects, I will cover these aspects by using other assessment methods such as professional discussions or set assignments. 3. 3 Explain how to plan a holistic approach to assessment. To plan an holistic observation I would first consider the (WWWWWH) Who, what, when, where, why and how the assessment will take place. I would then sit and agree a plan with my learner. I would make it clear of what was expected from the learner and allow them time to prepare. I will plan to observe naturally occurring situations which may occur whilst observing the agreed plan, I will make sure the learner understands this. I will keep written notes to back up the evidence that I witness. 3. 4 Summarise the types of risk that may be involved in assessment in own area of responsibility. In my area own area of responsibility as Assessor the risks involved with assessment are as follows; * Lone working. * Time allowance to my learners * Different shift patterns of learners * Learners attendance * Company external training days * Company closures * Recourses available for observation’s * Assessment folders/work not being brought to planned dates 3. 5 Explain how to minimise risks through the planning process. I can avoid and plan around the risks above with good communication with management and learners. I will make sure there is a clear understanding from all that are involved to what is expected from them through planning assessments to minimise the risks. I will contact company management at certain times to make them aware of my location, especially when working late evenings. 4. 1 Explain the importance of involving the learner and others in the assessment process. It is important to involve my learners within the assessment process because it allows me the opportunity to ask if there is anything I can do to help support their chosen qualification. I will be able to help support needs such as hard of hearing, visual impaired or dyslexia suffers. It is also important to involve learners as we will agree their plans. I will make sure that there is a clear understanding of what is required of them and discuss ways of achieving the tasks set out in the assessment. 4. 2 Summarise types of information that should be made available to learners and others involved in the assessment process. The types of information that should be available to learners and others involved in the assessment process have been identified below. * The criteria that my learner will be assessed by. * The awarding organisation requirements. * Assessment plans (Specific Criteria) * Venue in which assessment will take place. * The feedback that I give my learners. * Assessments decisions that I have made. 4. 3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. Peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning by promoting interaction between learners. The learners are able to discuss and share information which can lead to the learner checking or reflecting on their own work and filling in any new information they may have acquired. Activities that I put on for a group of learners may correct misunderstandings without my involvement, and the comments made to the individual learner may be taking in a better manner then coming from myself the assessor. I am also able to reflect on my own practice and identify areas in which I may be able to improve my performance. 4. 4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. When planning assessments I can make arrangements to adapt the needs of individual learners. I may need to change the way I am delivering feedback or my assessment methods. For example I had a learner that had forgotten his notes for a professional discussion that was agreed in a previous feedback and planning session. I was able to rearrange the agreed plan to allow my learner to do a question and answer on that visit. This helped my learner continue with their progress. At all times I should support and encourage the learners and treat them all as individuals. I will treat all learners in compliance with The Equal Opportunities act 2010. 5. 1 Explain how to judge whether evidence is: sufficient, authentic, current. To ensure my judgments are sufficient, authentic and current I will asses all learner’s work by the principle of VACSR, Valid Authentic Current Sufficient Reliable. Sufficient: Make sure my learners work covers the assessment criteria. Authentic: Be positive that work produced by my learners is produced solely by them. Current: Decide whether the work is still relevant at time of assessment. 5. 2 Explain how to ensure that assessment decisions are: made against specified criteria, valid, reliable, fair. To ensure that my assessment decisions are made against specified criteria, valid, reliable and fair I will: Made against specified criteria: Have a good understanding and knowledge of the qualification I am assessing and understand its requirements. Valid: I will ensure the learners work is relevant to the assessment criteria. Reliable: My learners work is consistent over time and the required level. Fair: The assessment type used was appropriate to the learner’s needs and level. 6. 1 Evaluate the importance of quality assurance in the assessment process. It is important to have quality assurance during the assessment process is because it monitors and evaluates the service I am giving to my learners. The quality assurance should identify and recommend measures to make improvements to standards of my work or monitor the standard to stop it dropping. The quality assurance will monitor my learners for the duration of time they are with me. They will monitor the training and assessment activities and overall make sure I am carrying out my job correctly. 6. 2 Summarise quality assurance and standardisation procedures in own area of practice.

BUSINESS FOUNDATION-ORGANISATION AND THE ENVIROMENT Essay

BUSINESS FOUNDATION-ORGANISATION AND THE ENVIROMENT - Essay Example At present the company is operating in Manchester but the company is eyeing for being competitive in the world that is why they are having this LONGPEST analysis. The company can attract more customers thru its features and services. SMOSH Ltd. should be focusing in the global strategy to penetrate the market globally. Tax policy - As a limited liability partnership the company should register with HM Revenue and Custom as self-employed. The company must complete a partnership self assessment tax return every year. Each partner has to complete a self assessment tax return every year. Pay their own Class 2 and Class 4 National Insurance Contributions (NICs). Employment Laws – It is a policy if the staff or employee will be handling children it is a requirement that the employer should conduct a criminal investigation. It was stated in the company profile that the employee undergoes criminal investigation. The employee should be very well compensated depending on the days and time of their work. Workers should be at the right age and must be given at least one day break. The employees of SMOSH Ltd. Has play work qualification of experience, and first aid training. Environmental regulations –. SMOSH is environmentally aware, using sustainable resources where possible, providing healthy, organic, fair trade refreshment as much as is practicable and minimising paperwork by the use of e-mails and the website wherever they are able to do so. Economic factors - SMOSH Ltd. has several payment skills to increase the number of students participating in the after school and before school activities. However any late payment will be subjected to an additional percentage in the total amount paid. The SMOSH has an affordable services for both the after school and the before school activities. SMOSH Ltd. caters to children aged 3-11 providing child care (play schemes) before and after school. Since the

Quiz 3 Essay Example | Topics and Well Written Essays - 250 words - 1

Quiz 3 - Essay Example This usually causes challenges for example when the executive does not have majority in the legislature it means that the executives will need a compromise between the executives and the opposing party. A presidential signing statement is a written declaration by the president of United States when signing of bill is signed to be a law. The reason behind this is to point out the best and worst aspects of the bill so as to fit to the administration. The second reason is political purpose; this is to clarify the ambiguous point of the bill. Lastly, is constitution where the president announces the views of the bill on the constitutional aspects. The notion of collective leadership is not compatible with the United States this is because competencies must apply to all the leaders in the government or in organizations. This means performance and accountability is the key issue to be dealt with in all aspects. Legislative veto is two forms of government, monarchies and separation of powers where the congress has the power to take action on the president of other executive officers (Hall, 56). For example French monarch’s veto national assembly when there was French

Hr Essay Example | Topics and Well Written Essays - 250 words

Hr - Essay Example Instead, individuals from minority groups are given chances within organization as provided for by law. Such individuals could be qualified for the jobs or not. The main challenge that is going to arise is the ability of the persons to deliver in the positions assigned competently. Issues that might arise is the employee job satisfaction, and quality of job delivered. Secondly, minority groups within organizations could find it difficult to adapt to the prevailing conditions. The main point of challenge is usually the communication aspect within such organizations. The management of the organization might prefer to use a method if communication that is only understood by the majority within the organization. The issue in this case is a breakdown in the passing of instruction. The result is that the quality of work delivered by persons from the minority will be low or compromised. Cultural adaptation within the organization could also affect the employee of minority origin in a negative way. This is due to stigmatization of employees whose recruitment has been done through affirmative action (Spielberger, 2004). In conclusion, affirmative action comes with both advantages and disadvantages to the various stakeholder in an organization. Careful planning and policy evaluation should be well done before instituting affirmative action in recruitment of

Censorship in Television and Movies Research Paper

Censorship in Television and Movies - Research Paper Example Hollywood has been influenced by the censorship requirements since as early as 1930s. The Hays Code may be termed as one of the earliest attempts made by the president of Motion Picture Producers and Distributors of America (MPPDA) to bring a level of security, harmony and just expressionism within the field. Hays highlighted the issues which were or could impact the society negatively. Hays contributions were to hold back the nudity, sexuality, profanity, violence and the like factors which were eminent in the then media. The reputable position of Hays code pressurized the studios on accepting the codes and following them in order to stay in business. The studios also followed the code in order to avoid any boycotts against their studios which may have severe financial implications. To avoid any uncalled circumstances studios chose to follow the code requirements. During 1966 the social changes increased the censorship requirements at local and public level. The public responses led to the elimination of scenes which they found ethically, morally or socially harmful, boycotts against such movies or media content and refusal to show certain scenes. However, the censorship policies are somehow limiting the freedom of speech, expression and the freedom to take informed position due to lack of knowledge of the whole issue. Censorship limits the media content to show one side of the picture which is normally termed as the brighter side. Non-exposure to the social evils like sexuality issues, nudity and governmental and other corruption limits the thoughts and knowledge of the public regarding their own society which they have the power and ability to change (Bernstein 1999). One of the basic aims of censorship is to avoid the delicate matters like sexuality and sexual issues. People argue that sexuality and the related issues as exposed on the television and movies are having negative impact on our society. People are getting more and more conversant with sexuality and at an early age are sexually active due to media portrayal including the exposure in the movies and the television. However, it should be noted that knowing about an evil does not assure evil acts of the people. Knowing things help people in keeping themselves from such things and also educate them to combat situations where they may be harmed by them. Sexual education in the modern society is a crucial issue. People, and specially the younger generation, often risk their physical, social and mental wellbeing due to unawareness about unsafe sex and its consequences. The disease and the outcomes of sexual relationships which surround the lives of the individuals throughout their life span can be portrayed through movies and television content to increase awareness among the youth about the horrors of such acts. In response to the claims made in favor of censorship to avoid sexuality and related issues, it can be argued that media is used to educate people and increase their unde rstanding which helps in reducing issues like HIV, abortions, maternal deaths, illegal children, single parent children and so on (Semonche 2007). Censorship clearly breaches the freedom of press, speech and expressionism. Placing limitations on the film makers and television programs directly influence their exposure of the reality which would have been otherwise exposed. Media plays a vital role in directing the thoughts and viewpoints of the public towards a certain goal.

Reflective paper Essay Example | Topics and Well Written Essays - 2500 words

Reflective paper - Essay Example Moreover, the nurse’s functions include the various challenges in the provision of care, including the ethical considerations, the various issues in the expansion of roles and the need to secure adequate communication tools with the clients (Johns and Freshwater, 2005). Communication barriers are some of the issues which can make the health care delivery process particularly challenging for nurses and other health professionals. This paper aims to evaluate the management of challenging communication interactions in association with cultural issues. It shall focus on my encounter with a Chinese client who spoke little English. This assessment shall use Johns structured reflective framework model by considering critical reflection based on the main issues of the incident and the possible improvements which could have been implemented to ensure better patient outcomes (Johns, 2009). During my placement in the mental health unit, I was assigned various patients and was subsequently informed that one of my patients spoke little English and was suffering from major depressive disorder. She was under antidepressants and was also under suicide watch because she recently attempted suicide. She is 65 years old and recently lost her home and her business in China to a fire. She was brought to Australia by one of her children and was now living with them, but was having a hard time adjusting to life in Australia. In one of the encounters with her, I went in to her room to keep her company as she was on suicide watch and she turned aggressive, she wanted to push me out of the door because she wanted to be alone. I managed to convince her that I would just be sitting with her, but even with my attempts to speak to her, she refused to communicate with me. Our language barrier failed to reassure her or provide her any comfort. She had a

Brain on Ted Radio Hour Assignment Example | Topics and Well Written Essays - 250 words

Brain on Ted Radio Hour - Assignment Example fine beaches and very beautiful scenery at their home areas, but they would still prefer to go holidaying in Hawai due to the perceived value and fame associated with the brand. Most ladies, fashionistas and stores believe that certain clothing brands such as Prada are quality hence they should be expensive. Despite having another brand with the same type of material, the history of Prada and certain designs still gets them associated with class and common amongst celebrities and the rich. In conclusion, I agree with the speaker that our beliefs determine our response to products. Such beliefs are what give a brand the value it receives in the market and lays the foundation that becomes the history upon which it is evaluated in future. I base my agreement with the speaker on the fact that the human brain mostly relates quality with what is trending or common rather than the utility of the product. This is proven by the common occurrence that whatever is expensive is always perceived to be of

Epistemic Themes Explored Essay Example for Free

Epistemic Themes Explored Essay All men, the learned philosopher Aristotle insists, desire to know. Thus, when the first group of men from Ionia, then part of the infamous Grecian province of the ancients, began their thoughtful quest to know the most fundamental â€Å"stuff† constituting reality, it started a whole history of inquiry which later on was to be called â€Å"philosophy† (Marias, 1967, p. 11). But while their controlling concern was primarily cosmological – in that these philosophers â€Å"wrestled with the problem of explaining physical nature by asking what is the one basic material out of which the world is made† – their inquiry nevertheless engendered lasting impacts on the way humanity has since then understood the nature, scope and use of human knowledge (Lavine, 1982, p. 23). In view of the foregoing, this paper aims at successfully presenting a summative account of some of the major concerns or themes of Epistemology throughout the history of Philosophy; specifically, the theories which were propounded by key philosophers as they seek to understand certain epistemic issues. Along the same vein, I would also attempt, through this paper, to evaluate, if not compare such concerns within the present context as my way of appropriating what I have learned from this course into my own frame. Methodology and Scope This paper endeavors to firstly circumscribe three salient (among many others) themes of epistemic exploration, namely, (1) the quest to understand the nature of knowledge, (2) the compelling desire to establish certitude, and (3) the all-important need to appropriate human knowledge into a prolific use. As such, these three elements correspond to three different epochs in the history of Philosophy – the ancient, the post-Scholasticism and the modern periods respectively; and these epochs are further typified by key philosophers such as Socrates, Plato and Aristotle (for the ancient epoch), Rene Descartes (for the modern epoch) and the empiricists in the likes of J. Stuart Mill and Francis Bacon. Secondly and as hinted above, this paper is an attempt to appropriate their concerns with my own present context. The method with which this paper employs shall be both expository and analytic. The Epistemic Concerns of Key Philosophers of Knowledge At the onset of Philosophy, the overarching epistemic concern was to discover the nature of human knowledge. In order to do this, the Ionian philosophers started to put into question the things that they took for granted. Socrates tried to propound, through the infamous Socratic method, that knowledge â€Å"cannot be equated with belief† or personal opinion (Bruder Moore, 2005, p. 35). Plato on the other hand maintained that true knowledge consists not in our perception of the visible things, but in acquisition of a type of knowledge that brings us into the World of Ideas (Lavine, 1982, p. 26). Refuting Plato, Aristotle meanwhile asserted that abstraction alone does not afford true knowledge. Instead, he believed that true knowledge must be scientific; i. e. , it circumscribes the proximate and remote causes of things and events. As one author puts it, â€Å"for Aristotle, to have scientific knowledge of a fact, it is not enough to know that it is true; you must also know why it is true† (Robinson, 1985, p. 11). If these ancient philosophers were chiefly engrossed with the proper definition of the nature and parameters of human knowledge, the thinkers of the modern era meanwhile sought for a kind of knowledge marked by certitude or truthfulness. Simply put, the concern shifted from the defining the contents of human knowledge into deciphering whether such contents were truthful or not. Far more critical, modern philosophers did also entertain in a fair amount of skepticism. The chief proponent to this cause was Rene Descartes; and he is usually credited for starting a new phase in the field of Epistemology. He is known for his skepticism – a â€Å"vow to suspend judgment about everything† so as to arrive at a knowledge which is certain, if not altogether doubt-proof (Broughton, 2002, p. 1). The crux of this â€Å"doubt† does not lay on the act of doubting itself; for at the very least, the act of doubting has to serve its reasoned purpose, which is to proceed from an induced skepticism into an irreducible certainty. And Descartes succinctly refers to this as the â€Å"first principle of philosophy† – a principle which serves as a formidable base from all kinds of human knowledge stand erect (cited in Marias, 1967, p. 214). Descartes and his contemporaries thus dedicated their efforts to establish what constitutes certainty in human knowledge. By contrast however, the philosophers after them began to focus on discovering how human knowledge can be used prolifically in life and work. Thus, from being merely speculative in approach, the philosophers after the modern era began to see the wisdom of framing human knowledge within the context of practicality. John Stuart Mill for instance asserted that the true measure of human intellect lays in the way we human persons can employ knowledge for the â€Å"progress† of humanity (Donner, 1991, p. 123) Still, another important facet of this utilitarian perspective would be palpable in the formulation of the Principle of Induction. Francis Bacon for instance rejected the deductive reasoning of the ancients in favor of the principle of inference: i. e. , â€Å"from a serious of individual facts†¦one obtains by abstraction†¦the general concepts of the things and the laws of nature (Marias, 1967, p. 250). This principle is now widely known as the scientific method; and this method has in turn led to the rise of technological advancements witnessed during the Industrial Revolution. The concerns addressed by the three epochs herein cited could be summed into these three fundamental questions: (a) what constitutes knowledge? , (b) how do we know the truth? (c) and how do we concretely apply what we know? In ways more than one, these three questions are the self-same concerns which continuously confound the present society. Now more than ever, humanity is a witness to the flood of competing information from all fronts; and it is indeed a tall challenge to decipher which information affords a knowledge that approximates the truth and/or engenders beneficial results. For instance, in drafting key policies, any given government needs to be fed with accurate information about societal conditions; as indeed, in contemplating medical procedures, doctors and nurses need to be given precise information to avoid errors. To be sure, a thousand and one other examples may be cited to this end. But the crux of the matter lies in the fact that, even at an age when we are able to verify the veracity of information with advanced technologies, humanity’s chief concern has always been about correctly obtaining knowledge, establishing the its truthfulness thereof, and putting them into practical use.

The Nature Versus Nurture Debate Sociology Essay

The Nature Versus Nurture Debate Sociology Essay Throughout the history of human existence, there have always been questions that have plagued man for centuries. Some of these questions are what is the meaning of life and which came first, the chicken or the egg. Within the past 400 years a new question has surfaced which takes our minds to much further levels. The question asked is whether nature or nurture has more of an impact on the growing development of people. It is a fact that a combination of nature and nurture play important roles in how humans behave socially. However, I believe that nature has a more domineering role in the development of how people behave in society with regards to sexual orientation, crimes and violence and mental disorders. Height, hair color, eye color and sex are just a few examples of ways our DNA has shaped us. But could it be possible that our DNA also affects the way we behave in society. It is possible that genetics affect us is more ways that we may have imagined. Dr. Peter B. Neubaur believes that shyness, eating disorders, obsessive behavior and psychological illness can all be traced back to our genetics.  Sexual orientation  is also believed to be derived from genes in our body which determine what sexual preference we prefer. Violence and other types of crimes can be linked back throughout a persons lineage to witness that other family members have been committed similar crimes without ever meeting one and other. Throughout our lives we have all been influenced by our environment and other outside forces. Our environment may change the way we think, act and behave in life. Since we are all products of our environment, it comes to no surprise that we, as humans, tend to behave in a society the same way others around us behave but at the same time we strive to find who we really are (Schaefer 73). Since birth, humans have always analyzed the world around them. With each day that passes, humans take in more and more information from the outside world. The information which humans obtain through their environment subconsciously influences the decisions people make throughout their daily life (Neubauer 16). On the other hand, our genetics also play a vital role in determining what type of person we are and what will we become.   Ã‚  Ã‚  Ã‚  Ã‚  The sexual orientation of a person has been a critical debate over the past several centuries. For several decades many people believed that nurture had a more profound impact on the sexuality of humans than did nature. Even the famous psychologist Sigmund Freud believed that sexual orientation was derived from nurture. Freud developed a theory which explains that at birth till the age of four every child is bisexual. When the child reaches the age of around four, he/she begins to learn to withhold their feeling for members of the same sex and start expressing those sexual feeling to members of the opposite sex. Freud proposed the idea that male homosexuality originates when this crucial developmental stage is hindered by some outside force also known as nurture. According to Freud, this can occur when either a chided is raised in a fatherless household or with an overbearing mother figure. However, when this idea was actually tested, it did not fall through as ma ny would expect it would (Steen 185). Since many years after Freuds passing, it has become apparent that nature holds a strong role in the development of sexual orientation of humans.   Ã‚  Ã‚  Ã‚  Ã‚  If nurture isnt the cause for sexual orientation then nature must be. According to Grant Steen, a professor at the University of California, Los Angeles, a large study was recently conducted which gathered gay males who have either identical or  fraternal twins  or adopted brothers. The goal of the study would be to see if genetics played a role in twins. At the end of the survey more than half of the  identical twins  of gay men were also found to be homosexuals. At the same time only about 22% of the fraternal twins were found to be gay and only 11% of the adopted brothers were gay. What these statistics show is that DNA plays a very important role in determining sexual orientation. Nature seems to have such a large impact on the sexual orientation of individuals that I feel that nurture has almost little or no effect on whether a person is homosexual or not.   Ã‚  Ã‚  Ã‚  Ã‚  If homosexuality is genetic then there should be a dramatic occurrence of homosexuality with families who have many homosexual relatives than to families in the general public who do not have homosexual relatives. Another survey was conducted in which 114 openly homosexual men were asked questions about the sexual orientation of their relatives. The study showed that homosexuality is indeed strongly clustered in some families; among the brothers of men in this study, the incidence of homosexuality was nearly seven-fold higher than in the population at large (Steen 197).  Homosexuality  can be considered hereditary because families with one gay relative are more likely to have others somewhere in their family lineage. Some skeptics may begin to raise the question that if homosexuality is genetic then there should be a gay gene in our DNA. After many studies, scientists have found that there is at least one gene which is responsible for homosexuality. Though this is not conclusive evidence because scientists still havent unlocked all of the DNA strands, scientists figure that with time and the advancement of technology we one day might be able to actually pin point this gay gene in DNA (Plomin 337).   Ã‚  Ã‚  Ã‚  Ã‚  Reporter  Jeff McMullen  of ABC interviewed  David Reimer  in May of 2000 who fell victim of a botched circumcision when he was only eight months old. The doctors at the time felt that David would be better off living the rest of his life as a girl. The doctors believed that the nurturing of a child and not nature would determine their psychological make-up. David explained to McMullen that throughout his entire childhood he felt out of place. It seemed that even though David grew up as a woman, inside he felt something was wrong. This interview strongly supports the idea that nature plays a vital role in determining sex. No matter how much of an effort was put in to surround Davids environment with feminine characteristics, it would not be strong enough to over come the resilient power of nature. From the time of conception, nature has already planed out many important factors which will effect our lives in so many ways. If nature does control our sexual preferences then it is possible that it could control many other facets of human existence. In the United States about twenty million crimes occur each year and most of the time the criminals are repeat offenders. One may begin to speculate whether society in the United States promotes crimes or are criminals born with the desire to commit these heinous crimes. According to Steen there is evidence from a large study of adopted children which shows that there is a tendency for children to reenact the criminal behavior of their biological parents. So even if a child was adopted and was raised in a house which had no  criminal activities, the child would be more likely to commit the same crimes as their biological parents which they have never met. This obviously disproves the notion that people are taught and raised to commit crimes. The East Coast sniper John Lee Malvo would hide in remote places all along the east coast and would shoot and kill people when the opportunity arose. Doctor Patricia Haensly believes that the DNA of John Lee Malvo differed from most peoples DNA. She came to the conclusion that most criminals are born with the genes that allow them to not think about the actions that they are coming are immoral. This is a very true statement because most people commit some type of crime, granted not murder but more along the lines of littering, but we tell ourselves that its not a problem and forget about it moments later. Murderers may feel the same way about killing as some people feel about littering. Nature also has a strong impact on domestic violence. In the United States over 18% of all homicides involved family members killing each other (Steen 228). This can lead to the deduction that just as the households which have one gay member are more likely to have other homosexually oriented family m embers; households which have one member who commits violent acts are more likely to have other family members who commit similar acts of violence. Sometimes nature cannot explain all the crimes committed in the United States. Some may feel that simply living in such an environment places young people at special risk of falling victim to aggressive behavior (Ferguson 81). For example, if a person is constantly surrounded by crimes and violence, then that person is more likely to commit the same crimes. However it may just be that people who live in bad areas would still commit those same crimes even if they resided in a low crime environment. Never-the-less your environment should not allow youre to commit the same crimes no matter how much crime is going on. If a person keeps committing crimes in a bad neighborhood then it is most likely that the DNA of that person convinces them that it is all right to commit murders. This explains why many people in jails in the United States are repeat offenders. One may begin to wonder if there is more to these criminals than what is on the surface Many mental disorders have been scientifically proven to be heritable. Manic-depression is a trait which is inheritable through family lineage. Many separate studies have arrived at the conclusion that identical twins are more likely to acquire manic-depression than do fraternal twins. In fact four out of every five twins tend to share the same types of mental disorders (Steen 141). One study found that risks of clinical depression are much higher in certain families than in others. Close relatives of those who are depressed are three times more likely to suffer from depression than people who dont have depression in their family history (Steen 147). This further secures the fact that nature plays such a crucial role over nurture in our lives and within our own families. There are some mental diseases such as  schizophrenia  which adults may suffer from which some people believed is cause from various problems in a persons childhood. This leads many so speculate that the roots of schizophrenia extend far back into childhood. Within the past ten years a discovery was made which scientists were able to link a gene on our chromosome to schizophrenia. This schizophrenic gene would be a dominant gene which means that if any person had this gene in their DNA then it is likely that he/she would suffer from schizophrenia. Even though more research needs to be done on the schizophrenic gene, it still provides us information which could one day lead to the solving of schizophrenia and many other devastating diseases (Steen 151). It has become clear that nature and nurture both play very important roles in how humans behave in a society. I feel that nature plays the more domineering role in the foundation of human existence. All though every day we are bombarded with outside forces, it is our internal make up that determines how we would react to our environment. Our environment only adds to what nature has given to us. If we use it in the correct ways then it will be beneficial to society and our selves. However, once the environment starts to turn to the ways of violence and crimes we can only assume that it will only have negative effects from any point you look at it.

Animal Behavior: Pillbugs and Their Preferences

Animal Behavior: Pillbugs and Their Preferences The organism used in this experiment is Armadillidium vulgare which is commonly called a pillbug, sowbug, or roly-poly. The pillbug belongs to the Kingdom Animalia, Phylum Arthropoda, Class Crustacea, and Order Isopoda. To understand this experiment it is important to have some knowledge of the organism being observed. The pillbug is an isopod. The pillbug is made up of three body parts. They are the head, thorax, and abdomen. This organism has two pairs of antennae (one prominent and one inconspicuous), simple eyes, seven pairs of legs, seven separate segments on the thorax, and paired appendages at the end of the abdomen called uropods. The color varies from dark gray to white with pattern or white without pattern. Male and female pillbugs differ in that a female has leaf-like growths at the base of some of its legs. The purpose of these pouches is to hold developing eggs and embryos. Males differ in that the first two appendages on their abdomens are elongated copulatory organs. T he immature isopod looks like an adult, save for its size, proportion, color, and sexual development. The pillbug is of the Order Isopoda. Isopods feed on dead or decaying plants or animals. Some isopods may eat living plants. They breathe with gills, and therefore their habitats are places of high humidity. During the day, pillbugs hide in moist places, such as under stone and bark. The organism being observed reproduces on land instead of in water. The eggs develop in a brood pouch filled with fluid. This organism produces between one and two broods. This depends upon the females size and condition. The female may stop growing under stress. This decreases the likelihood of reproducing more than once. The pillbug society is patriarchal. The burrow in which a pillbug family lives is guarded by the father. Both the father and mother gather the food. The entire pillbug family cleans the burrow. The young set out in February to create families of their own. Pillbugs are known for their defense mechanism of curling up into a tight ball. As for the impact of isopods impact on the ecosystem, there are both positive and negative effects. Isopods cause minimal soil improvement and provide a food source for other animals. Large populations of isopods can eat and cause damage to plants. The role of the pillbug in the ecosystem is breaking down dead plants and animals. Pillbugs that live in gardens help the circulation of soil, but its possible they will eat small plants as they germinate. Overall, pillbugs have a small impact on the ecosystem. To understand this experiment it is also important to be somewhat knowledgable on ethology, the study of animal behavior. Behavior is defined as an animals response to sensory input. There are two categories that a behavior can fall into. They are learned and innate. The behavior that places an animal in its favorite environment is called an orientation behavior. When an animal moves toward or away from a stimulus, it has exhibited taxis. Light, heat, moisture, sound, or chemicals are often the stimuli that cause taxis. Random movement that does not result in orientation with respect to a stimulus is known as kinesis. Another type of behavior is Agnostic behavior. This is exhibited when animals respond to one another by aggressive or submissive responses. The pH of soil varies depending on the soils condition. There are plants that grow best when the soil is acidic, and there are some plants that grow best when the soil is basic. Most plants, however, show the best growth in areas where the pH ranges from 6.5 to 7.2, 7 being neutral. Hydrochloric acid and Sodium Hydroxide have pHs at the extremes of the pH scale. The pH of Hydrochloric acid, HCL, (0.1 M) is about 1.1. Sodium Hydroxide, KOH, (0.1 M) has a pH of about 13.5. Detritus is what isopods feed on, and it as a more acidic pH. When organic matter decays, H ions are produced. Therefore, acid is added to the soil. Generally, the acidity limit for plants is no lower than approximately 4.5 to 5.6 on the pH scale. The vapor pressure of a liquid refers to the idea that, in a closed container, evaporation will continue until equilibrium is reached. The vapor pressure of HCl and water are approximately equal (20 mmHg at room temperature, 22 C), and the vapor pressure of KOH for a 45% so lution is approximately 2 mmHg. The purpose of this experiment was to use pillbugs to examine animal behaviors and habitat preferences and to determine whether this organism prefers moist or dry habitats, dark or light habitats, and acidic or caustic environments With knowledge of isopods and pillbugs, it was hypothesized that the pillbugs would spend more time near the damp filter paper because of their need for high humidity in order to breathe. Given that pillbugs live under rocks and feed on decaying organisms, which release acid into the soil, it was also hypothesized that they would prefer the dark rather than light conditions and the acidic over the caustic environment. Materials and Methods Water Pipet Filter Paper (2 pieces) Choice Chamber Scissors Soft Brush 10 Pill Bugs Stopwatch To observe pill bugs and their preference moist versus dry conditions, a choice chamber, consisting of two petri dishes connected to one another, was obtained and lined with filter paper. Two pieces of filter paper were cut to fit the chambers. One was then moistened, using a pipette, with a few drops of water. The second piece of circular filter paper was left dry. The moistened filter paper was placed at the bottom of one chamber, chamber 1, and the dry filter paper was placed at the bottom of the other, chamber 2. Then, using a soft brush, ten pill bugs were obtained from the stock of pill bugs, and then placed into the chambers. Also using a soft brush, five pill bugs were placed in the dry chamber while the remaining five were placed in the moist chamber and the chambers were closed. This pillbug count for each chamber was then recorded for time zero minutes. Using the stopwatch to track time, the count of pill bugs on each side of the choice chamber was then recorded every 30 s econds for ten minutes, and continued even when some may no longer have been moving or were all on one side. Notes were taken on the actions and interactions of the pill bugs throughout the ten minute period. Once ten minutes had elapsed, the pill bugs were returned to the stock culture. Black Paper White Filter Paper Choice Chamber 10 Pill Bugs Soft Brush Scissors Stopwatch To determine the preference of pill bugs between light and dark habitats and conditions, a choice chamber with two connecting petri dishes was lined with two different types of paper. One piece of normal filter paper and one piece of black paper were both cut to fit the chambers. Next, the bottom of the inside of one dish, chamber 1, was covered with the unaltered, white filter paper and the other dish, chamber 2, was lined with the black paper. Then, using a soft brush, ten pill bugs were obtained from the pill bug stock culture, five of which were placed in the black-paper lined chamber and the remaining five were placed in the white paper lined chamber. The choice chamber was then closed. The initial pill bug count, 5 in each chamber was then recorded in the table. For a period of ten minutes, using a stopwatch to track time, the count of the pill bugs on each side of the choice chamber was recorded every thirty seconds. In addition, notes about the interactions of the pill bugs w ere taken throughout the ten minute period. The count continued to be taken, regardless of the lack of movement from the pill bugs or the concentration of all ten in one chamber. After the ten minutes had elapsed, the pill bugs were returned to the stock culture. White Filter Paper (2 pieces) 0.1 M HCl (Hydrochloric Acid) 0.1 M KOH (Potassium Hydroxide) Pipettes (1 or 2) Filter Paper (3 Pieces) 3 Choice Chamber 10 Pill Bugs Scissors Stopwatch To determine and see the preference of pill bugs in terms of basic and acidic conditions, a 3-choice chamber was set up. Three pieces of filter paper were cut to fit the chambers. Using a pipette, about four drops of 0.1 M HCl were placed in a circular pattern about the paper. Another piece of filter paper was sprinkled with 0.1 M KOH in the same manner as was done with the hydrochloric acid. The HCl and KOH were applied to the filter paper in such a way that the paper was not drenched in the chemical. One chamber, the one connected to two other chambers was lined with an unaltered piece of filter paper. One of the two remaining chambers, chamber 1, was lined at the bottom (inside bottom) with the acidic filter paper and the remaining chamber, chamber 3, was lined at the bottom with the basic filter paper. Using a soft brush, the ten pill bugs were all removed from the stock culture and placed in chamber 2, the middle chamber consisting of the unaltered paper. The chambers were then covered and the pill bug count was recorded in the table for the initial time of 0 minutes. For the next ten minutes, the count of pill bugs in each of the three chambers was recorded every thirty minutes. The data continued to be collected even when they were no longer moving sides or were all on one side. After the ten minutes had elapsed, the ten pill bugs were returned to the stock culture. Results Table 1: Number of Pillbugs in Wet vs. Dry Chambers at Various Times Time (min.) Number in Wet Chamber Number in Dry Chamber Other Notes 0 5 5 Begin moving instantly 0.5 2 8 Large number shifts together to one side 1 1 9 One more baby follows 1.5 3 7 Fighting between two larger isopods 2 5 5 Even out again 2.5 5 5 Move about but come back to even; one not moving 3 6 4 More to wet chamber 3.5 4 6 Back to Dry Chamber 4 5 5 Crawling on underside of paper 4.5 4 6 Fighting to get from one side to another 5 3 7 Large pillbug still not moving 5.5 6 4 Other pillbugs begin gathering around non-moving pillbug 6 7 3 Pillbugs piled on top of one another 6.5 5 5 Pillbug begins to move again 7 4 6 More to Dry Chamber 7.5 5 5 Back at even 8 6 4 Continual switch from chamber to chamber 8.5 7 3 Begin gathering at wet chamber 9 9 1 More join wet chamber 9.5 7 3 Crowded, a few go to dry chamber 10 9 1 Return to wet chamber Table 2: Number of Pillbugs in Lighter vs. Darker Colored Chambers at Various Times Time (min.) Number in Light Chamber Number in Dark Chamber Other Notes 0 5 5 Begin moving instantly 0.5 3 7 Move to dark side 1 2 8 More to dark side 1.5 2 8 Remain, no overall movement 2 2 8 No overall movement 2.5 3 7 Begin going to white side 3 3 7 No overall movement 3.5 4 6 Moving to lighter side 4 2 8 Move to dark side 4.5 5 5 Equalize again 5 3 7 Fighting to get to dark side 5.5 5 5 Equalize again 6 4 6 More to Dark side 6.5 7 3 Piling up to get to lighter side 7 7 3 No overall movement 7.5 8 2 More in lighter side 8 9 1 More in lighter side 8.5 7 3 Move to dark side 9 5 5 Equalize again 9.5 3 7 Move to darker side 10 4 6 Young follows adult to other side Table 3: Number of Pillbugs in Neutral, Acidic and Basic Chambers at Various Times Time (min.) Number in Neutral Chamber (Control) Number in Acidic Chamber Number in Basic Chamber Other Notes 0 10 0 0 Immediate Movement 0.5 2 5 3 Move to acidic 1 3 5 2 Stay around outside of chamber 1.5 6 2 2 Quickly out of acidic and into neutral area 2 4 3 3 More to basic area 2.5 5 2 3 Away from acidic area 3 2 3 5 More slowly moving to basic area 3.5 2 1 7 Movement to basic chamber 4 4 0 6 Pillbugs all out of Acidic area 4.5 1 1 8 Most in Basic area 5 1 4 5 Some return to acidic chamber 5.5 3 1 6 Slowly moving out of Acidic chamber and into neutral and basic chambers 6 4 1 5 Out of basic and into neutral 6.5 3 1 6 Back into basic area, around outside of filter paper 7 3 1 6 No overall movement 7.5 4 0 6 All gone from acidic area 8 3 0 7 More to basic area 8.5 4 0 6 Small shift 9 3 0 7 Reverse of shift 9.5 2 0 8 More to basic area more slowly than before test 10 1 0 9 More to basic area Figure 1: Fluctuation in Number of Pillbugs in Wet and Dry Chambers Figure 2: Fluctuation in Number of Pillbugs in Lighter and Darker Colored Chambers Figure 3: Fluctuation in Number of Pillbugs in Acidic, Neutral and Basic Chambers Discussion Table 4: Average Number of Pillbugs in Wet vs. in Dry Chambers Time (min.) Number in Wet Chamber Number in Dry Chamber Average # of Pill Bugs in Wet Average # of Pill Bugs in Dry 0 5 5 0.5 2 8 1 1 9 1.5 3 7 2 5 5 2.5 5 5 3 6 4 3.5 4 6 4 5 5 4.5 4 6 5 3 7 5.5 6 4 6 7 3 6.5 5 5 7 4 6 7.5 5 5 8 6 4 8.5 7 3 9 9 1 9.5 7 3 10 9 1 Total # of Pill bugs 108 102 5.143 4.857 Table 5: Average Number of Pillbugs in Lighter vs. Darker-Colored Chambers Time (min.) Number in Light Chamber Number in Dark Chamber Average # of Pill Bugs in White (Light) Average # of Pill Bugs in Dark 0 5 5 0.5 3 7 1 2 8 1.5 2 8 2 2 8 2.5 3 7 3 3 7 3.5 4 6 4 2 8 4.5 5 5 5 3 7 5.5 5 5 6 4 6 6.5 7 3 7 7 3 7.5 8 2 8 9 1 8.5 7 3 9 5 5 9.5 3 7 10 4 6 Total # of Pill Bugs 93 117 4.429 5.571 Table 6: Average Number of Pillbugs in Neutral, Acidic and Basic Chambers Time (min.) Number in Neutral Chamber Number in Acidic Chamber Number in Basic Chamber Average # of Pill Bugs in Neutral Chamber Average # of Pill Bugs in Acidic Chamber Average # of Pill Bugs in Basic Chamber 0 10 0 0 0.5 2 5 3 1 3 5 2 1.5 6 2 2 2 4 3 3 2.5 5 2 3 3 2 3 5 3.5 2 1 7 4 4 0 6 4.5 1 1 8 5 1 4 5 5.5 3 1 6 6 4 1 5 6.5 3 1 6 7 3 1 6 7.5 4 0 6 8 3 0 7 8.5 4 0 6 9 3 0 7 9.5 2 0 8 10 1 0 9 Total # of Pill Bugs 70 30 110 3.33 1.429 5.238 Figure 4: Comparison of Average Number of Pillbugs in Wet Chamber vs. in Dry Chamber Figure 5: Comparison of Average Number of Pillbugs in Lighter-colored and Dark-colored Paper Figure 6: Comparison of Average Number of Pillbugs in Acidic, Neutral and Basic Chambers It was hypothesized that the pillbugs, given that they possess gills for respiration, and that they live where there is not a lot of light (under rocks and logs), they would prefer the damp chamber over the dry chamber and the dark chamber over the light chamber. Knowing that pillbugs feed off of decaying organic material, and the process of decay increases the soil acidity, it was hypothesized that the pillbugs would prefer the acidic chamber (the one with HCl), over the caustic (with KOH) and neutral chambers. The data collected supports the hypothesis. The mean number of pill bugs in each chamber was calculated by totaling the pillbug count for all twenty-one times in one chamber and then doing the same for the next chamber and then dividing the two totals by the total number of pillbugs counted. This number was 210 in each case. As evidenced by Table 4 and Figure 4, the mean number of pillbugs in the damp chamber over ten minutes was approximately 5.143, and the mean number of pi llbugs in the dry chamber over ten minutes was approximately 4.857. The higher average of the damp chamber over the dry chamber shows taxis toward the stimulus (moisture). The data collected also supported the second part of what was hypothesized. The mean number of pillbugs in the chamber with light paper was about 4.429. Table 5 and Figure 5 show the mean number of pillbugs in the dark chamber to be about 5.571. The results and the known habitats of pillbugs are consistent with one another. The data collected in part three of the experiment did not support what was hypothesized. Table 6 and Figure 6 show that the basic environment (one with drops of KOH) was actually preferred over a neutral environment and the acidic environment (one with drops of HCl) by the pillbugs. The mean number of pillbugs in the neutral environment was about 3.33, for the acidic environment the mean was about 1.429 and for the caustic environment the mean was about 5.238. Its possible the explanation for these results is the vapor pressure of the Hydrochloric acid being higher than that of the Sodium Hydroxide. Irritation caused by HCL vaporizing quickly and getting into the pillbugs gills would explain the lack of time spent in the chamber with the HCl on the filter paper. The lack of moisture on the plain filter paper could explain the lack of time spent in the neutral chamber. The pillbugs antennae would sense any chemical or something like it, and they would be attracted to that chamber. Ag nostic behavior was exhibited by the pillbugs inside the choice chambers. Fighting between the pillbugs represents agnostic behavior. The results of the experiment would not be affected by errors in counting or other human errors. The data collected from the experiment supported two thirds of what was hypothesized. The pillbugs preferences for dark and damp environments over light and dry environments were supported by the results. However, the results suggest that pillbugs preference is for the more caustic environments over the environments that are neutral or acidic. Citations 1. Brown, Courtney Jane. ADW: Armadillidium Vulgare: Information. Animal Diversity Web. Web. 24 Mar. 2011. . 2. Lab # 11 Animal Behavior (College Board, 2001) APÂ ® Biology Lab Manual for Students (2001) New Jersey: College Board. p. 125-131. 3. Isopod, Pillbug, Sow Bug Information. UA Center for Insect Science Education Outreach. Web. 24 Mar. 2011. . 4. Soil PH and Soil Acidity or Alkalinity. Landscaping and Lawns by Donnan Landscape. Web. 24 Mar. 2011. . 5. HYDROCHLORIC ACID (LESS THAN 10%). New Mallinckrodt Baker Website. Web. 24 Mar. 2011. . 6. What Is Acidic Soil? Web. 24 Mar. 2011. . 7. Vapor Pressure. Test Page for Apache Installation. Web. 24 Mar. 2011. . 8. The MSDS HyperGlossary: Vapor Pressure. Transferring You to the ILPI Home Page Web. 24 Mar. 2011. .

Against Condoms in School Debate Paper -- social issues

Against Condoms in School Debate Paper USING CONDOMS IN SCHOOL – CLEARLY NOT A GOOD PLAN In a large amount of schools across America, this has become a disturbing trend. Schools are handing out condoms to kids. This is wrong on so many fronts that I cannot even begin to name them. The fact that people argue this fact astounds me. I cannot believe this action was even considered. I will name a few points that I believe are the most prominent and powerful arguments for my case. Firstly, the free condoms DO encourage kids to have sex. Now, I am not so naà ¯ve as to assume that teenagers wont have sex or will wait until they are married. However, I hope that others are not so naà ¯ve as to think that free condoms wont encourage it. Some kids are afraid to buy them. That’s a very nerve-wra...

Macbeth - Manipulation :: essays research papers

When we first hear about Macbeth from the sergeant’s report, we are led to believe that he is very much a person who does only what he believes is right. Furthermore, when he first appears in the play, his fellow nobleman, Banquo, accompanies him. Given this, we would think that he does what is right, and makes all his own decisions. However this belief is proven wrong. Although Macbeth starts off as a loyal subject of Duncan, he is ambitious and this is a weakness, which allows him to be manipulated by a few factors in the play. From the beginning of act 1 scene 5 till the murder of Duncan in act 2 scene 2, it is evident that Lady Macbeth manipulates and convinces Macbeth into murdering Duncan. This is basically the only part of the play where Lady Macbeth has control over Macbeth. After Duncan’s murder, Macbeth is partly driven by evil powers. Proof of Lady Macbeth understanding Macbeth’s thoughts and feelings are visible in her thoughts "Thou wouldst be great, Art not without ambition, but without the illness should attend it." (1.5.19-21). From the very same speech and small implications from the letter, we can tell that Macbeth was ambitious enough to want to be the King, but would not think of murdering Duncan. Because Lady Macbeth knew this, she also knew that she would have to push Macbeth into performing the deed and she starts by telling him "Thy letters have transported me beyond this ignorant present and I feel now the future in the present" (1.5.57-59) the moment they meet. From Macbeth’s reply "We will speak further" (1.5.69) he is obviously noncommittal, but was already thinking about it. The first step of manipulation has started. Not much further in the play, we see that Macbeth decides not to murder Duncan but rather, carry on serving as his Thane. However, Lady Macbeth starts her persuasion again, but this time she questions his manhood, saying "When you durst do it, then you were a man: And to be more then what you were you would be so much more the man." (1.7.49-51). Had she not challenged his manhood and his love for her, he would not have usurped the throne and she would not have become a Queen. Not only did she get him to think about the murder, she even knew what to say after he had started thinking about the murder. Macbeth - Manipulation :: essays research papers When we first hear about Macbeth from the sergeant’s report, we are led to believe that he is very much a person who does only what he believes is right. Furthermore, when he first appears in the play, his fellow nobleman, Banquo, accompanies him. Given this, we would think that he does what is right, and makes all his own decisions. However this belief is proven wrong. Although Macbeth starts off as a loyal subject of Duncan, he is ambitious and this is a weakness, which allows him to be manipulated by a few factors in the play. From the beginning of act 1 scene 5 till the murder of Duncan in act 2 scene 2, it is evident that Lady Macbeth manipulates and convinces Macbeth into murdering Duncan. This is basically the only part of the play where Lady Macbeth has control over Macbeth. After Duncan’s murder, Macbeth is partly driven by evil powers. Proof of Lady Macbeth understanding Macbeth’s thoughts and feelings are visible in her thoughts "Thou wouldst be great, Art not without ambition, but without the illness should attend it." (1.5.19-21). From the very same speech and small implications from the letter, we can tell that Macbeth was ambitious enough to want to be the King, but would not think of murdering Duncan. Because Lady Macbeth knew this, she also knew that she would have to push Macbeth into performing the deed and she starts by telling him "Thy letters have transported me beyond this ignorant present and I feel now the future in the present" (1.5.57-59) the moment they meet. From Macbeth’s reply "We will speak further" (1.5.69) he is obviously noncommittal, but was already thinking about it. The first step of manipulation has started. Not much further in the play, we see that Macbeth decides not to murder Duncan but rather, carry on serving as his Thane. However, Lady Macbeth starts her persuasion again, but this time she questions his manhood, saying "When you durst do it, then you were a man: And to be more then what you were you would be so much more the man." (1.7.49-51). Had she not challenged his manhood and his love for her, he would not have usurped the throne and she would not have become a Queen. Not only did she get him to think about the murder, she even knew what to say after he had started thinking about the murder.

Linux Security Essay

While researching the regulatory requirements needed for First World Bank Savings and Loans I found that a security policy against current server architecture is required to be implemented. The CIA (Confidentiality, Integrity, and Availability) triad is taken into account when analyzing the multiple servers in reference to Linux and Open Source managing security demands. The â€Å"Database Server† requires the administrators go further in terms of technical design through a Linux architecture method. MySQL can be utilized as a backend and comes with script availability to remove test databases, lower systems and data base privileges (Jang, 2011). This method will allow successful requirement of all networking layers. The Apache Web Server allows the ability to harden the Linux kernel within Apache (Prashant, 2013). The patch available is â€Å"grsecurity† and allows protection against zero-day vulnerabilities while utilizing â€Å"ksplice† to update the kernal on time (Prashant, 2013). Samba is used for the file server and has many features to restrict access to what is shared. This includes enforcing password requirements, filtering at the network level, and a check going against group memberships (Jang, 2011). The SMTP server will be Sendmail. Sendmail comes with the security feature of encrypting the connection (Jang, 2011). We will also need a virus scanning program to ensure mail coming in does not have virus attachments. The LDAP server will be utilized as the central authentication server so that the involved users have a login that is unified and covers all console logins (LDAP NExt, 2010). Works Cited Jang, M. (2011). Security Strategies in Linux Platforms and Applications. Jones & Bartlett Learning. LDAP NExt. (2010, 06). The official Red Hat Reference Guide. Retrieved from http://www.centos.org/docs/2/rhl-rg-en-7.2/s1-ldap-uses.html Prashant, P. (2013, 10 10). Linux for you. Retrieved from http://www.linuxforu.com/2011/05/securing-database-servers/.

Continent & character Essay

â€Å"Every man has in himself a continent of undiscovered character. Happy is he who acts as Columbus to his own soul. † I have always lived by that principle. There is a vast untapped territory within us. All we need to do is to uncover the mysteries that are resting within the confines of our persona. We need to understand ourselves better so that we can easily accomplish the goals that we have set to achieve. The need to educate ourselves can never be outgrown. Learning is synonymous with life itself. While we are still breathing, we are learning. It remains with us until our last breath. I have always embraced challenges; they are wonderful occasions to educate myself and raise the awareness of my strengths and weaknesses. With a firm familiarity of my personal assets and liabilities I can make a distinction which areas of my life need to improve and which necessitate closure. I value optimism amidst adversity. I always try to discover the brighter side of life and think positive. I believe that things always happen for a reason. They are, in a way, interconnected to create the best that each one of can be. Challenges, problems, and difficulties are present in our lives to ultimately shape the best future for us. â€Å"Adversity has the effect of eliciting talents which in prosperous circumstances would have lain dormant. † I have a strong penchant towards sports. The values that one can get out of playing basketball, soccer, or golf are remarkable and priceless. Values like sportsmanship, perseverance, and self-control are extremely essential in the real world as well. You build a much stronger and noteworthy character. I begin to feel confident about my chances in other areas of my life. When I was in New Zealand, my homestay family owned a golf course. I had a great opportunity to play golf everyday. The sport taught me patience and self-discipline. It was enough to get me through six tournaments and propelled me to two victories. Winning two tournaments is quite a feat for my standards. In high school, I joined the basketball team. Like golf, the sport offered a whole inventory of merits and positive values. I have been playing as the starting forward since junior high school. Through countless ups and downs our team managed to keep our optimism and solid teamwork. There were times when taking the easy way out was unbelievably enticing but we fought with all we got to stay with the game. Hard work and determination tempered with faith in our abilities brought us out of our doubts. As a result, our high school team placed 9th in the national high school basketball level. Again, it was quite an accomplishment. Currently, I am a member of a soccer club here in America. I widely enjoyed playing the sport. Essentially, the values that I learned from the previous sports are the same but soccer provided me with additional values. The sport entails more discipline. It demands a more focused approach. Training and practice are extremely important to hone the basic skills necessary to successfully tackle the game. True enough, my team came in second place in the regional tournament. Practice truly makes perfect or as close to it as possible. Through soccer I met wonderful people that eventually became my best friends. A great friendship is a priceless investment. I see to it that I present the best of myself to people but not in a condescending way. I value my personal relationship with others. I am a very friendly person. I know its genuine meaning- true friends are going to be by your side through thick and thin. I discovered its true essence when I got ill and my best friend stayed with me and took care of me. Your friends will stand by you no matter what. They will praise your triumphs, overlook your failures, and point out your shortcomings. To fully become the person that you need to be, you must cultivate a sense of spirituality as well. You need to go beyond the superficialities of the physical and embrace the warmth and wisdom of the soul. I am a very religious person. I recognize the presence of a higher being that grants blessings and opportunities to everyone. I believe that ultimately everything will come to full circle and the spirit will triumph. Thus, I joined the praise team in my church. I know the essence of religion and how it helps shape true character. Each person is unique; everyone has something new to offer. I am a unique being and I have some good qualities that I can bring to the university. Words can only describe so much; actions speak louder. â€Å"Words, words, mere words, no matter from the heart. † I want to show through concrete and substantial performance what I am truly capable of.

The Wise Fools of Shakespeare

â€Å"Infirmity that decays the wise doth ever make a better fool† – though uttered by one of his own characters Shakespeare does not seem to conform to this ideal. The fools carved by Shakespeare in his plays showed no resemblance to the mentally and physically challenged people who were treated as pets and used for amusement during the medieval period. Rather Shakespeare’s fools appear to be in the best of their wits when they are in possession of the wisest minds. Fools whether in their rustic vigour displaying grotesque humour or in the forms of the sophisticated court jesters with their polished puns occupied a substantial position in his plays. Not only they added the element of humour but often alluded a deeper context under their apparent comic facade. Shakespeare’s plays embodied a varied range of comic characters whose treatment obviously differs in those produced by the mature playwright to those depicted in his earlier works. In which we find certain nonsensical clowns appearing just to create ludicrous entertainment. In ‘Love’s Labour Lost’ we find three such characters Costard, Dull and Adrian de Armado who are of very little importance to the plot but as we move on to the ‘Mid Summer Night’s Dream’, Bottom the daft artisan though intended to project humour for his supreme vanity, we see this same attribute of his being exploited by Oberon the king of the fairies to teach his queen a lesson. In this way we notice in Shakespeare’s comic characters a gradual pattern of upgradation from those included just for the sake of insipid humour to the ones actually taking part in the plot. As Shakespeare proceeds to incorporate his oeuvres with further comic elements he chooses humorists over clowns. His comic characters reveal more contemplative and methodical homour which actually camouflages underneath the unsavoury truths. These personas were not only part of his comedies but also his tragedies. In ‘Hamlet’ the two Grave-diggers despite of being represented as clown figures hides beneath their playful conversations the graver insights of the playwright himself. By questioning the justness of Ophelia’s receiving a ‘Christian burial’ they asses the legitimacy of suicide in terms of religious beliefs. Moreover their nonchalant attitude towards death marks its inevitability contrasting it to Hamlet’s vacillating views of ‘to be or not to be’. A similar prudence can observed in the reckless speeches of the Porter in ‘Macbeth’. The Porter in his drunken frenzy claims to be the â€Å"Porter of the Hell Gate† indicating that the horrid incident of Duncan’s murder has equated Macbeth’s castle to the infernal dungeon. Though these characters makes their appearance for a brief period on stage and it is generally apprehended that their foremost purpose is to provide a moment of respite to the audience from the dark and tense moments of the play, their significance in these dramas are no less. A character that cannot remain unmentioned while talking of Shakespeare’s comic characters is that of Sir John Falstaff. Usually acclaimed to be Shakespeare’s greatest comic character Falstaff first makes his appearance in ‘Henry IV Part 1’ and reappears in ‘Henry IV Part 2’ as well as ‘The Merry Wives of Windsor’. Recognized for his easy ways and buffoon like appearance Falstaff is actually a knight though his conduct speaks contrarily when he marks honour as valueless – â€Å"Can honour set-to a leg? No. Or an arm? No. Or take away the grief of a wound? No. . . . What is honour? A word†. It is the fact that we find a cunning, fraudulent, corrupt in bulk under the banner of knighthood that is suppose to represent chivalry and honesty is what primarily projects the humour. But yet again arousing laughter is not the only purpose served by this character, along with remaining the unfailing companion to prince Hal until he grows up only to leave him behind as a sign of stepping towards a path of integrity, Falstaff also acts as a foil to the character of Hotspur. A lively person who has abandoned morality and yet displays unconditional affection for the Prince, Falstaff is indeed one of Shakespeare’s typically twisted comic figures who earned himself a place in the audiences’ heart large enough to make him reappear more than once. However the most mesmerizing of Shakespeare’s fools touches his pieces in the form of the court jesters with their precise and caustic wit fabricated by their well bred minds. These fools it is often presumed were sketched from the models of the contemporary court jesters particularly influenced by Tarlton and Armin the royal fools who were not only popular to the audience but also favorites of the Queen herself. One of the foremost reasons of introduction of these jesters in his plays was to impart them with the role of social-critics in the guise of their iridescent costumes. The royal fools in spite of their acerbic tongue that blurted out many a comment against royalty were forgiven for the obvious reasons of those statements being wrapped under their fooleries. Thus the jesters in his plays acted as the representatives of Shakespeare, through whom he can show a glimpse of the real face of the contemporary society to his audience. The first professional fool who made his way into Shakespeare’s plays is Touchstone in ‘As you Like it’ who is probably the most buoyant of his jesters. From his pert speeches it can be assumed that he is serving his namesake, a touchstone giving a peek of the real world in mid of all the dreamy romanticism. In the play upon their arriving in Arden when Rosalind complains â€Å"O Jupiter, how weary are my spirits! † Touchstone is quick to add â€Å"I care not for my spirits, if my legs were not weary†. His decision to marry the country lass Audrey seems more rational than romantic. Again his effortless feat in the brief battle of wits with William in order to win his lady love contrasts his uncomplicated affection from that of the central characters. Touchstone can be best described by the compliment the Senior Duke adorns him with – â€Å"swift and sententious†. After Touchstone the Royal Jesters made their appearances in many of Shakespeare’s following plays but the two most prominent characters identified for their exuberance are Feste of ‘Twelfth Night’ and the Fool in ‘King Lear’. Feste though walking in the shoes of his literary hierarchy Touchstone in his mannerisms, his wits seems to be more targeted at the characters than the generalized views of the former. He appears to be the most mature character in ‘Twelfth Night’ analyzing and realizing the practical mode of the world. In his easy humour he expresses his experienced views when he taunts Olivia – â€Å"The more fool, Madonna, to mourn for your brother’s soul, being in heaven. Take away the fool, gentlemen†, trying to make her understand that death is a course of nature and the fleeing time is equally mortal and thus valuable. Like his own statement â€Å"Foolery, sir, does walk about the orb like the sun – it shines everywhere† Feste’s genial humour spreads a glimmer of intellect all over the play. Feste with his acerbic wit and reflective wisdom not only outshines the insignificant characters of the lewd Sir Andrew and the puritanical Malvolio but also the brooding Duke Orsino, surmising his own point or rather â€Å"Quinapalas’† – â€Å"Better a witty fool than a foolish wit†. The third in the contingent, the Fool in ‘King Lear’ is in fact the most outstanding. Unlike Touchstone and Feste he lacks the comfortable ambiance and yet he balances his foresight, wisdom and shrewdness underneath his playful conduct. The Fool here lacks any specific identity and even his age and background remains unknown because of which it is supposed that his purpose is not just to lighten up the sardonic atmosphere of the play but also to serve as a foil to Lear. Despite of being a fool he identifies Lear’s impetuous decision and thus when Goneril talks of ceasing Lear from having any attendants the Fool sings – â€Å"The hedge-sparrow fed the cuckoo so long/ That it had its head bit by its young†, while the prejudiced king is still encircled by his misconstrues. The Fool remains by the side of Lear throughout the play until he mysteriously disappears at the end of Act III, scene vi. This is why it is believed that the Fool acts as Lear’s conscientious alter ego as once he enters the world of lunacy his conscience parts from him altogether. But even after his sudden exit from the stage in the middle of the play, the Fool remains the most significant comic character of Shakespeare’s tragedies. There are other professional fools who only makes shadowy appearances in some other plays, like Lavancha in ‘All is Well that Ends Well’, the Clown in ‘Othello’, Trinculo in ‘The Tempest’ who along with Stephano and Caliban imparts a slapstick humour to the play and at the same time introduces the theme or usurpation by plotting against Prospero. There are numerous such personalities that keep emerging throughout Shakespearean plays who despite of not being elevated characters somehow manages to leave their touch in the play. As Shakespeare’s clowns whether they do or do not occupy much of the stage space have always exhibited through their pert observations a superior intellect and rational understanding of the worldly life. The most noticeable factor is that these characters, be it the rustics, the Grave-diggers, the Porter, the jesters or a spoilt knight were basically modeled on a class of people who were placed in a social rank lower than that of the prime characters. This is perhaps because the most esteemed playwright himself held this ideal, that the practical knowledge of life gained by the commoners from the hazards of their ordinary lives imparts them with a feasible outlook towards it. Unlike those from the superior classes whose shielded lives behind the walls of their enormous castles embodied them with fragile minds. Thus the matters that appears to be of graver importance to the main characters, especially those of romanticism and idealism are treated as a recurring part of life by the wise fools. These individuals to some extent serve as the representatives of Shakespeare himself, what he cannot make his gaudy characters say is exactly what these commoners enacts on his behalf. Their social status which could make the contemporary audience belonging to the ordinary stratum identify with the same and their easy flamboyancy of wit was the exact combination the author required to reach out to his audience and alert them about the social conditions. But whatever purpose these characters might serve or whoever they might have been inspired by, they were transformed into soulful personalities by the dramatist. It was the ingenuity of Shakespeare that turned them into literary figures that were capable of leaving their impression not only in the mind of the contemporary audience but are continuing to do so until the present date.

Elements of Romanticism in Wordsworth’s poem

The strong interest in nature, the humble life the preference for the country over city, and the focus on the first persons are all features of Romantic poetry found in this poem. â€Å"Expostulation and Reply† is written in the first person and in simple language. The poem seems conversational in style, making it more appealing to the reader. Even though the story is argumentative in wording, the tone is not angry or even serious. It is rather relaxed. This is probably due to the fact that we should approach it with an open mind and without bias. This poem incorporatesWordsmith's thought that nature was the ultimate teacher. As William was pondering on a stone, Matthew asked him, â€Å"Where are your books? That light bequeathed to beings else forlorn and blind. † Matthew was wanting to know why he was wasting time, when he could be studying books. Matthew stressed the point that books were left by our ancestors for our learning. Matthew goes on to say, † You loo k round on your mother earth, as if she for no purpose bore you;† Clearly, Matthew is misinterpreting the situation. William is looking at mother earth with a purpose to learn.He finds that you can learn better by observing nature than reading another's thoughts on the subject. William is not accepting somebody else's word of knowledge, but he's discovering his own knowledge. I think of William as a symbol of individual thinking (a pioneer), and Matthew as a symbol of society's restriction because he chooses to restrain his knowledge to words on paper. Next, William replies to Matthew. William makes the point that there are things we see that we should pay close attention to because there might be some spirit trying to communicate. In this case, nature is communicating.William says, â€Å"That nothing of itself will come, but we must still be seeking? † When nature is ready to teach us, then we better be listening already. Really I think that in the poem, there is a sen se that nature is constantly teaching. It's Just that we aren't hearing things. Actually, we are hearing things but choosing to ignore the words. After all, Nature did give us ears to listen with, but it is our choice not to listen. Maybe we all have choices, and it's by listening to the details that we make the right choice. I also want to mention Wordsmith's other poem, â€Å"The Tables Turned. Unlike this poem where one person says pick up a book to learn, the speaker says put down your book to learn. The poem says, â€Å"Let Nature be your teacher. † It later goes on to say, â€Å"—-We murder to dissect. † I think that meaner that when men get curious about something, we destroy its natural beauty Just to learn about it. â€Å"The Tables Turned† helped answer questions posed by â€Å"Expostulation and Reply† in Wordsmith's own thoughts and views. When you add the vivid language of â€Å"The Tables Turned,† it ally gives a more colorful, vivid sense of nature and what it has to offer.There's a lot of sensory perception described in the poem. The poem goes on to describe nature as something pure and innocent. I think that's why Matthew didn't understand Williams action; he wasn't in touch with the innocence of nature anymore. Modern society has taken over and left its mark on the culture. Maybe William knew that modern life would overrun nature, and he would learn all that he could before it was gone. After all, no good thing can last forever. These poems reveal a lot about humanity, even though the subject was nature.Human will can drive us to excel in certain aspects. When it comes to learning from the nature around us, we can see or hear something, but it is against our will to learn from it. We, as humans, are drawn to whatever distracts our attention. When it comes to a more passive distraction, we don't notice it. If we did, we'd be smarter because of it. This poem is definitely an example of Romanticism becau se of the humble, peaceful learning that is happening in the poem. It's very different room the way that learning is defined, even today.