Free Essays on Sex In The 20s

Sex in the 20’s vs. Sex of Today The 1920’s marked a new era in the way that America and the world thought about sex and sexual encounters. The men and women of the 1920’s â€Å"created the sexual manners of the twentieth century† (87). The steps taken by the young of the 1920’s led too much of the desires and disapproval of dating in society today. One of the major aspects of relationships today is the art of dating. When people first began casual dating in the 1920’s, it â€Å"permitted a paired relationship without implying a commitment to marriage† (88). Much like that of today, dating also led to the encouragement of â€Å"experimental relations with numerous partners† (88). The attitude toward casual sex did not originate with the young adults of today. The philosophy of casual sex has been passed down through the generations. Much like today, the young people had to draw â€Å"distinct boundaries between what was acceptable erotic behavior and what was not† (89). These â€Å"boundaries† have been stretched, slightly wider with every passing generation, as the thought of being sexually active is slowly but surely being more and more acceptable. Much like that of today, dating and â€Å"messing around† was not a problem until â€Å"the rigid boundaries the young imposed on their own behavior were overstepped† (90). What the youth of today would call â€Å"fooling around† the youth of the 1920’s called â€Å"petting†(89). Much like the youth of today, the youth: †¦ Observed the restrictions on petting in order to remain respectable to peers, but given the occasion and the desire, one could and did per because it was commonly accepted behavior. There was undoubtedly also considerable pressure to pet at least a little in order to remain in good standing in the eyes of peers and to assure that future dates would be forthcoming (90). It is hard to define the fine line that a teenager must walk in order to keep both their pee... Free Essays on Sex In The 20s Free Essays on Sex In The 20s Sex in the 20’s vs. Sex of Today The 1920’s marked a new era in the way that America and the world thought about sex and sexual encounters. The men and women of the 1920’s â€Å"created the sexual manners of the twentieth century† (87). The steps taken by the young of the 1920’s led too much of the desires and disapproval of dating in society today. One of the major aspects of relationships today is the art of dating. When people first began casual dating in the 1920’s, it â€Å"permitted a paired relationship without implying a commitment to marriage† (88). Much like that of today, dating also led to the encouragement of â€Å"experimental relations with numerous partners† (88). The attitude toward casual sex did not originate with the young adults of today. The philosophy of casual sex has been passed down through the generations. Much like today, the young people had to draw â€Å"distinct boundaries between what was acceptable erotic behavior and what was not† (89). These â€Å"boundaries† have been stretched, slightly wider with every passing generation, as the thought of being sexually active is slowly but surely being more and more acceptable. Much like that of today, dating and â€Å"messing around† was not a problem until â€Å"the rigid boundaries the young imposed on their own behavior were overstepped† (90). What the youth of today would call â€Å"fooling around† the youth of the 1920’s called â€Å"petting†(89). Much like the youth of today, the youth: †¦ Observed the restrictions on petting in order to remain respectable to peers, but given the occasion and the desire, one could and did per because it was commonly accepted behavior. There was undoubtedly also considerable pressure to pet at least a little in order to remain in good standing in the eyes of peers and to assure that future dates would be forthcoming (90). It is hard to define the fine line that a teenager must walk in order to keep both their pee...

Michelangelo Buonarroti Biography and Artwork

Michelangelo Buonarroti Biography and Artwork The Basics: Michelangelo Buonarroti was arguably the most famous artist of the High to Late Italian Renaissance, and inarguably one of the greatest artists of all time along with fellow Renaissance men Leonardo DiVinci and Raphael (Raffaello Sanzio). He considered himself a sculptor, primarily, but is equally well known for the paintings he was induced (grudgingly) to create. He was also an architect and an amateur poet. Early Life: Michelangelo was born on March 6, 1475, in Caprese (near Florence) in Tuscany. He was motherless by the age of six and fought long and hard with his father for permission to apprentice as an artist. At the age of 12, he began studying under Domenico Ghirlandajo, who was the most fashionable painter in Florence at the time. Fashionable, but extremely jealous of Michelangelos emerging talent. Ghirlandajo passed the lad off to be apprenticed to a sculptor named Bertoldo di Giovanni. Here Michelangelo found the work that became his true passion. His sculpture came to the attention of the most powerful family in Florence, the Medici, and he gained their patronage. His Art: Michelangelos output was, quite simply, stunning, in quality, quantity, and scale. His most famous statues include the 18-foot David (1501-1504) and the (1499), which were both completed before he turned 30. His other sculpture pieces included elaborately decorated tombs. He did not consider himself a painter, and (justifiably) complained throughout four straight years of the work, but Michelangelo created one of the greatest masterpieces of all time on the ceiling of the Sistine Chapel (1508-1512). Additionally, he painted The Last Judgement (1534-1541) on the altar wall of the same chapel many years later. Both frescoes helped Michelangelo earn the nickname Il Divino or The Divine One. As an old man, he was tapped by the Pope to complete the half-finished St. Peters Basilica in the Vatican. Not all of the plans he drew were utilized but, after his death, architects built the dome still in use today. His poetry was very personal and not as grand as his other works, yet is of great value to those who wish to know Michelangelo. Accounts of his life seem to portray Michelangelo as a prickly-tempered, mistrusting and lonely man, lacking in both interpersonal skills and confidence in his physical appearance. Perhaps that is why he created works of such heartbreaking beauty and heroism that they are still held in awe these many centuries later. Michelangelo died in Rome on February 18, 1564, at the age of 88. Famous Quote: Genius is eternal patience.

Lean management Essay Example | Topics and Well Written Essays - 500 words

Lean management - Essay Example Five principles of lean management includes specify value and identifying the customers, finding the value stream, make value flow, respond to customer pull and seek perfection (Hines, 2010). Increase in consumer demand for quality and fierce competition has created a significant impact on fast food markets. Toyota Motor Company was the first business corporation to extensively develop the concept of lean management in the late 1970s. The occurrence of global recession has created a detrimental effect on organization to reduce costs. McDonald’s have set their sights on nullifying the issue by implementation of lean management. A set of key practices have been utilized by McDonalds to deliver effective service to the customers. Overproduction, inventory, motion, wasting time, defectives and transport are the seven sources of waste that are required to be eliminated. Overproduction is one of the sources that are eliminated by McDonalds by introduction of new system to prepare limited stocks of sides, salad, ingredients and patties to combine them in to finished product. The lessening of duration of the process to 3 minutes has reduced the risk of overproduction. The organization succeeded to maintain the overall production cycle time between 1 and 15 minutes, which enhances customer satisfaction and waste reduction (Muller, 2012). One of the vital elements that company should focus on is continuous improvement by sharing best practice and regular audits. This links with the principle of pursuing perfection. The set of ideas of lean philosophy are no waste and perfect quality can be achieved by application of this process. An opportunity of wastage and cost is incurred by holding stock. McDonaldscan eliminate all inventories by implementation of sophisticated stock control system. The excess handling of goods has resulted in to occurrence of

Careers Education System in Cyprus Thesis Proposal

Careers Education System in Cyprus - Thesis Proposal Example Career counselling in Cyprus serves to orient and enlighten the pupils with future employment opportunities and enable them to fully realize their aptitudes and aspirations so they can pursue the most suitable specialization. Having this in mind, the question now is what career guidance program will be suited for fulfilling the needs of the student population. As Cyprus already has a national career guidance program applied in its school system, the issue that seeks to be addressed is the changes that needs to be implemented for it not only to be effective but also responsive to the needs of the students, parent, school management and school staff. This research shall focus on the needed changes in the guidance system of Cyprus as determined by the contemporary social setting so as to be responsive to the needs of the students, educator and parents. To achieve this, the current system of the Cyprus guidance and career provision shall be discussed and analysed for inadequacies pointed out by relevant studies and research. Weak points shall be identified and solutions shall be formulated, again analysed against the backdrop of relevant research. It shall be born in mind of the very important principle pointed out by the National Centre for Guidance and Education (2004, foreword) which is the fact that guidance planning shall rely not only on the expertise of the guidance counsellor but also on the school management, staff, parents and students. In additional, there is a need to go beyond the school premises as the only setting for career guidance programs formulation as there is other equally important externalities that affect such provision directly or indirectly such as government policy and industry trends. The purpose, in summary, is to provide a holistic analysis of different factors affecting Cypriot Career Guidance services and be able to formulate strategies to address any incongruence and insufficiency so as to be responsive to the needs of the students, educators and parents. Review of Related Literature According to the NCGE (2004), career guidance refers to a range of learning experiences provided in a developmental sequence that assist students to make personal and social, educational and career choices about their lives and to make transitions consequent on these choices. A school guidance plan is seen to have these benefits: it provides direction by stating the objectives and priorities of the provision of guidance in a school; it enhances the provision of guidance by targeting the needs of students; it focuses the school's resources to where they are needed most; and lastly, it allows staff to contribute to developments and changes in a positive and collaborative way. Based on these facts, the school guidance system is said to be an integral part of the school plan. (NCGE, 2004) Guidance provision in schools involves a range of guidance and counselling activities and services (Department of Education and Science's Guidelines for Second Level Schools, 1998), relating to students' access to appropriate guidance for an overview on the importance of guidance. Guidance activities that assist students to make choices include: (a) counselling which deals with helping students to explore their thoughts and feelings, and the choices open to them; giving care and support to students learning to cope

Poem Comparison Essay Example for Free

Poem Comparison Essay All four poems that I read are related in their purposes and goals; however, they are also very different. Lucinda Matlock by Edward Lee Masters, Chicago by Carl Sandburg, Richard Cory by Edwin Arlington Robinson, and We Wear the Mask by Paul Laurence Dunbar are all about the joys and sorrows of life. How we look at life makes life good or bad. Lucinda Matlock is a story of a woman, who, by some standards, would have a life that we consider a mediocre. However, the narrator of the poem says that it was a good life and that life can only be truly appreciated if it is taken from you. Chicago by Carl Sandburg is the most closely related poems to Lucinda Matlock. In the poem, the people of this city are dirty, evil, and happy. The people are not saying to themselves, Well, my life is horrible because this is where I live and this is my underpaying job. They are laughing and joyous because they have life. Chicago is unlike Lucinda Matlock because Carl Sandburgs depiction of life in Chicago is so much more cynical than that of Masters more optimistic characterization and depiction of life in the world. Richard Cory is a poem about an aristocratic man that under- appreciates life, and, as a result commits suicide. The narrator talks about how envious he/she is of Richard Cory. Only in the very end do they mention the fact that he is actually a very sad man. This poem is a representation of the front that some people put up to hide their inner selves due to embarrassment or many other feeling of despair. Finally, we read We Wear the Mask by Paul Laurence Dunbar. This is very similar to Richard Cory in its message. The message is again that there are some who sometimes cloister their inner selves behind a barrier of a fake personality. In the poem, Dunbar writes: Nay, let them only see us while/ We wear the mask/ We smile, but oh great  Christ, our cries/ To Thee from tortured souls arise. The second part of the quotation says that they have tortured souls. They smile to hide their pain and they cry to Christ for help. All of the poems share the common theme that life is what you make it and that people often hide their true identity behind a false one (As shown in Richard Cory, We Wear the Mask, and Chicago). Though the final two poems mentioned have more in common with each other than they do with the first couple poems that were talked about in class, all of the poems are similar in their ultimate subject matter.

My Philosophy of Teaching :: Philosophy of Education

Philosophy of Education Have you ever sat down and thought about who your favorite teacher was during your primary and secondary school years? Did you enjoy their class because it was exciting, educational, and unique? When I decided to become a teacher I sat down and asked myself these very questions. After graduation it was very difficult for me to decide on how to further my life, college or entering the work force. After looking back on my life and trying to decide what has made the biggest influence on it, teaching has given me the greatest joy and pride. This is why I have decided to become an elementary teacher. Teachers are very special people placed on earth to aid in the education process of children. Teachers in today’s school system have their own style of teaching which can range from the basics of essentialism to the laid back approach of progressivism. I personally am not going to limit myself to one style of teaching. When I become a teacher I will have an eclectic vie w of different philosophies and teaching styles for my classroom. Educator William Bagley coined the philosophical word essentialism in the 1930’s. This term is the traditional, or back-to-basics, approach to education. This particular style of teaching is based on lecture, discussion and recitation of reading, writing, history, social studies, foreign languages and science. This method of teaching has been the dominant since early history and is the most recognized in classrooms today. I personally know that essentialism was the philosophy used by most of my high school teachers and college professors. In my classroom I would use certain aspects of the essentialism philosophy. With the aid of the essentialism philosophy I would instill consideration of others, respect for authority and practicality for life situations. On the flip side of the essentialism coin is behaviorism. B.F. Skinner popularized behaviorism in the United States. This method of teaching uses classical conditioning from the root work of Ivan Pavlov, critical thinking skills and programmed instruction. Most teachers in today’s society use the behaviorism philosophy because they believe that the material is taught more effectively when it is broken down into smaller sections in each class.

Mind and Body

Throughout our class discussion and reading we have learned much about philosophical theories and the many contradicting views people have against them. The mind and body problem has been in existence for centuries. Philosophers from all times have contemplated this problem; two of which are Rene Descartes and John Searle. The problem is how the body and mind interact with each other if they are separate. The mind and body are said to be two different entities that have different characteristics.At present we don't normally take this view seriously, we still tend to believe that we cannot be what we are if we are simply cells, tissues, organs. Many have argued that each holds its own properties and can be without the other. The mind and body are distinguishable in their properties but are derived from one another. The mind and body are codependent on each other and need one another in making decisions. The mind requires the body to learn and experience in order to make accurate judgm ents, while the body requires the mind to make its decisions for it. Without one or the other, they would not be able to perform.We have a conception of at least two different kinds of properties that exist in the world, mental and physical. Mental in which is pain, desire, belief, kindness and physical which is hydrogen, pencils, mass, size and location. I believe the physical category would not exist if it was not for the mental category, in which is directly correlated with the mind and body, one cannot exist if it was not for the other. Parallelism says that there is no connection between any mental phenomena and any physical phenomena. The mind and the body coexist together and thrive on the other by using the others traits.Many argue that a human’s death is not death until the brain or mind has stopped. Once the brain is stopped there is no function to control the body and cannot be revived. By that same statement, some argue that the same body that ends with the minds death does not begin until the brain is functioning or until the mind is able to make decisions. A newborn has a mind that is capable of making decisions, it does not know how to implement the decisions. It is through experience and time that the mind learns. The mind learns from the body, through the experiences that the body has.From touch to taste to sound, every experience is a new experience to a new mind. A newborn does not know what is around it nor does it know the sounds and smells that surround the hospital. The newborns mind uses the body to determine and make interpretations as to what the surroundings are. In that aspect the mind is dependent on the body. It needs the body to experience. The mind cannot feel a desk or smell a flower. It needs the body to relate those findings so that later it can make a judgment or decision on prior knowledge. The mind later can use its prior experiences and knowledge to make decisions that are relevant for that time.A quick example of how the mind and body are dependent is in the new technological revolution. A. I. or artificial intelligence is a computer that learns on its own. A. I. is able to experience and learn. The computer learns from using its senses, may they be wheels not legs, or sensors rather than eyes, to teach it self. For example, a computer could hit an object that is obstructing its path. Since the computer, like a mind, learns through its experiences by using the body it now knows that when there is an obstacle in its path to go around the object and not through it.With the mind being dependant on the body one could argue that without the body the mind would cease to exist. This is true but it is also true for the body not existing without the mind. It uses the body to make decisions almost like a puppet. If the mind feels the body needs food it makes the decision to have the body walk from point A to point B and eat an apple. The body however needs the mind to make those decisions. How would t he body know to eat if it was hungry or drink when thirsty? It would not. It would die of dehydration. The body depends on the mind to make decisions.It only relates the experiences to the mind so that the mind can make conscience choices that will help both the mind and body to coexist. It is in this aspect the mind and body are codependent. If one day I was given a choice to choose between keeping a healthy mind, or a healthy body I would chose keeping a healthy mind. The brain is where all bodily sensations, emotions, and functions come from. I would rather have my consciousness (mind) than just a lump of matter (body) running around. If you exchange your brain with George Bush's brain and do not change the body, what will you feel?You have Bush's mind or Bush's body? Definitely you’ll see you have your own body with George Bush's mind. In my opinion, a mindless person means a nonliving thing. I believe that we see with the mind and feel with mind. Our eyes just receive th e raw facts but we don’t understand it until it reaches our mind through the nervous system. Imagine a toy robot as a nonliving thing because it has no mind. A computer does not have a mind it just uses electricity through a logic circuit to do calculations. In the worse case scenario, imagine someone cut off your head from the neck and you are still living.Which part of you is real? Is it the head or the body? I don’t think a person would care what happens to his or her body because they wouldn’t feel that the body is theirs. You will definitely feel that the head is yourself because it is where your mind is located. And if you separate your brain from it, you will definitely feel that your brain is yourself. A bodiless person can still feel the taste of being able to live, but a mindless person is a toy robot. The body is actually a machine that is attached to the mind and works according to your command.The mind and body problem can be observed in many situat ions, for example human stress. Stress in the mind connects to stress in the body. Stress has an impact on the body because it is the mind that regulates the activity of hormones in all organs, and other chemical processes. Similarly, the mind (brain) is the control center of the nervous system, which also regulates the activity of the organs (can shut down digestion, cramp muscles, etc). When the mind is healthy, it will keep the body healthy by â€Å"telling it† not to be stressed, just what you are asking.Yes, it is possible to cure yourself just by having the right mind processes. Two people in the same stressful external condition or with the same illness can have two drastically different results because of having different minds. The body can be more powerful than the mind if you allow it to be that is if you don't discipline the body and â€Å"let it loose†. Otherwise, it is the mind and your spirit that are meant to be the true masters of your physical existen ce. Stress is a powerful factor, many individuals do not give it enough credit.In past times, people needed to be kept calm in times of illness, in more recent days people work through illnesses. When the mind is sick the body becomes sick. People experience, for instance, elevated heart rate and blood pressure. People can learn to try to counter these bodily forces, but high-pressure jobs do not have high heart-related illness and fatality rates for no reason. The brain controls it all, but it cannot heal everything. When we constantly endure stress and the effects take a toll on dimensions of the heart. It is like doing too many uppers like caffeine or speed, it just shortens your life and ages you.It takes away from the elasticity and resilience of the body's ability to cope with the stresses or hardships it endures. The mind can do what it can, but we also have to exercise and eat healthy to keep our bodies in prime condition. In our non stop lifestyles some often do not take th e time to treat their bodies correctly. We do not always have the time to go have a picnic and a day of no stress, there's always something that has to be dealt with in the near future that makes it harder to find real peace and to let our bodies slow down.For example, taking the time to smell roses or listen to a cat's purr, which actually decreases our heart rates and lowers blood pressure. The mind hears what the body says, so it knows when we are in pain. The sickness of the mind can create physical ailments because everything is affected by the mind and its ability to rule the vast network of the human body. Alternative medicines believe in using the mind or foods to heal the body, and see the foods we eat and the ways we think and cope with stress as having direct relation to many of the illnesses of the body.Everything is connected, for every action there is a reaction, and so it is with the body, which the brain is in charge of. A stressed individual can utilize relaxation t echniques to ease the stress on the body. For example, drink green tea, eat certain foods, or even just a bath. Easing the stress of the mind is not as easy. Drug addiction is another example where the mind and body problem is exemplified. Drug addiction is a mind problem because the chemical that the addict is addicted to has changed their brain chemistry that makes them need the drug to feel good.It is also a mind problem because addiction is usually caused by some dysfunction or unhappiness in a person's life that causes them to use a chemical to cover it up. It's a body problem because the drug is harming many parts of the addict’s body and may require medical intervention to detoxify. Psychological addiction is the way the drug makes a person feel, if it relaxes an individual then it makes them want more. Physical addiction puts you through a withdrawal phase like heroin and you need more often just to feel normal. One can be addicted to numerous things. Some people are addicted to food to satisfy their emotions.Caffeine is often addictive. Whereas amphetamine is very harmful it does give a person a sense of feeling superior, but it also has severe consequences as destroying your teeth and it can bring on a drug induced psychosis, which is a serious break with reality addiction occurs in two types, physical and psychological. Physical addiction is caused by the brain, the brain produces fewer chemicals or to make up for the extra chemicals, therefore the brain needs the chemicals from the drug to reach the correct balance and the individual becomes out of touch with reality. Psychological addiction is much simpler.The individual simply likes the way a drug makes him/her feel and must have it, therefore becoming addicted. No matter what kind of drug you are dealing with, most of them are going to contain a physical addictive quality, which means that your body is actually going to end up needing the drug. Also, along with the physical addiction, you r mind might become dependant on the drug, which is called a psychological addiction. The mind and body need each other to operate. This explains why people having emotional difficulties can develop physical problems such as weight loss or weight gain.Food, no doubt, greatly impacts the health of our mind and the health of our body. For instance, take an example of a tiger and an elephant. A tiger eats a lot of flesh or unhealthy food and is ferocious. An elephant, on the other hand, is a vegetarian and is generally calm. An elephant will never attack unless it gets attacked. This implies that food sustains the physical body and impacts the state of the mind as well. This further enforces that mind and body are interconnected. Rene Descartes the famous French philosopher and mathematician is whom we owe the first account of the mind/body relationship to.Descartes can be seen as a duelist, someone who believes that the mind and the body are not only separate, but competent of indepen dent existence. What I find most appealing about dualism is the belief in the soul and body, spirit and matter. His most famous words are â€Å"I think, therefore I am†. The dictum â€Å"I think, therefore I am† succinctly reflects Descartes' dualist principle. I am what I am because I am able to think. For him, the physical body and the non-physical mind coexist in the person. Descartes asks us to think of the following situation, I can imagine myself existing without the body.But I can't imagine myself existing without my mind. Therefore, the essence of me is my mind. Descartes has two theories in which he tries to establish his mind-body theory. This first of his theories is the conceivability argument. Through various premises and conclusions, he feels he is able to firmly state that â€Å"we are not just a body†. So how can the Eliminativists argue against this? Second, he states his indivisibility argument, which states, â€Å"the body and mind are two di fferent things†. He uses his properties argument to support his claim with X=Y as his example.With this, Dualist says how can Eliminativists account for these assumptions? â€Å"There is a vast difference between the mind and the body, in that the body is always divisible, while the mind is completely indivisible† (Strathern 67). Although Descartes claimed that the mind and body were totally separate beings, he also found that they were closely intertwined. Descartes concluded that because a body part could be removed without taking away from the mind, the body was a separate being (Cottingham 36). The interdependence of the mind and body was what Descartes considered a human being; the mind and body formed a unit.Descartes found that because you sense things occurring to the body through the mind, then if the body and mind were not intertwined, one would not have any feelings in the body. These â€Å"feelings† in the body are what Descartes called â€Å"confuse d thoughts† (Cottingham 40) because they could not be explained through equations or logical connections. The confirmation for the idea that the mind and body were closely connected was the fact that one can never separate from his body, and can feel and sense things only through his own body. Searle differs from Descartes in that he is not considered a dualist.Searle believes that the mind is caused by the brain and that the mind is merely a feature of the brain. According to Searle, animals have â€Å"conscious mental states such as visual experiences, feelings of pain, sensations of thirst, hunger, cold, and of heat. John Searle argues that the connection is between the mind and the brain and disregards of the action of the body. Plato believed that the mind is separable from the body and continues after the body dies. He said our minds forget everything they â€Å"knew† from when they existed before being connected to our bodies.As we age our minds remember everyth ing they knew from before they were connected to us at birth. This assumes that minds live independently from the body. If we accept this premise, then the choice is clear. When the body and soul are separate, according to Plato, the soul can recognize things even more clearly than before. He also believed that the soul faces judgment soon after death. I believe that when we die our bodies will go back to dust and our souls will go to wherever we will go, according to our choice in this life.The mind and body problem cites two major aspects of the relation between mental and physical theories. For this system it is necessary to include both the mind and the body matter as individual substances. The influence that the mind has over behaviors of the body demonstrates the combination and varieties of functions between the two parts. The dependent mind shares a common independence with thought. On the other hand, the dependent body bonds a mutual dependence with action or behavior. To f urther explain, most modern philosophers have theories of dualism.The state of having two aspects are often opposites in human beings. One reason being, the mind and the brain share unique qualities that influence the behavior of the body; yet human beings are build up of two independent parts, the body and the mind/soul. The reasoning is that the mind and body are separate components that build up human beings. Therefore, the commonness between mind and body create the necessary qualities the mind and body need in order to function and accomplish each of their own separate responsibilities. The mind and body differ in makeup and characteristics but need one another to exist.Without the mind our body cannot fulfill its purposes and without the body our mind is left useless. The mind needs the body to learn, experience, and to gain knowledge so that it may make conscious assessments. The body also thrives on the mind. It needs the mind to make its decisions for it. It needs for the m ind to know as much as possible so that the choices that it makes will affect the body in a positive way. The human body is healthy only when both the mind and the body are healthy. The mind and body appear to be different by their characteristics but one without the other would cease to exist.

Media Analysis- Macbeth

Macbeth is that it can be performed, not only read. This version of the film has done exceptionally well in terms of the performance. This film, directed by Rupert Gold is set in the 20th century as opposed to its original setting which took place in Scotland during the 1 lath century. This allows it to be more modernized by the use of hospital tools, elevators and everyday appliances which results in the Intended audience to connect with the film and truly grasp the concept of It. This film was very effective as It acted as an Incredible visual aid to the confusing Shakespeare language.Furthermore, It was very effective In conveying the theme of appearance versus reality In act two, scene three through the use of film techniques such as camera work and positioning, the script and lastly, the acting of both Macbeth and Lady Macbeth. It Is due to the films effective role as a medium that the audience Is able to feel the same emotions that Shakespeare wanted to evoke. While watching a movie, no one thinks about the camera work or the positioning when in fact, these are the two major factors that make the film effective as a whole.The camera work and the positioning help convey the theme of appearance vs†¦ Laity in Macbeth by using medium shot and close shot. For instance, when Macadam goes to Dunce's room, Macbeth waits outside for him while Lennox talks to him about the chaotic night. When Lennox talks to him, the camera turns to her from Machete's perspective. However, when Macbeth talks to Lennox, the camera does not show the audience how he looks to Lennox from her perspective rather they Just show him turning sideways to talk to her. This plays a role in appearance vs†¦ Laity because Macbeth appears to be calm when talking to Lennox however she cannot tell if it is otherwise because the position of the camera sakes it seem like she does not see his face as he talks to her. Although he appears to be calm, the camera takes a medium shot and then a cl ose shot of Macbeth while he is waiting for MacDougal discover Dunce's body and this shows that in reality he is terrified. The script has lots of effective dialogue however the only dialogue that is successful in conveying the theme of appearance vs†¦ Laity is of Macbeth and Lady Macbeth. As Macadam discovers Dunce's body and wakes everybody, Lady Macbeth comes running and says â€Å"What's the business, that such a hideous trumpet calls to parley the sleepers of the house? Speak, Speak! † (Shakespeare 44). From this line that Lady Macbeth says, it appears as If she Is genuinely concerned and confused about what Is going on when in reality, she Is the one who planned the murder. Macbeth also has a line that displays this theme In particular.After Macbeth returns from Dunce's room, he goes on to say, â€Å"Had I but died an hour before this chance, I had lived a blessed time, for from this Instant there's nothing serious In mortality (Shakespeare 44). In this line, Macb eth talks about how there Is nothing to live for now that the king Is dead and as he says that, It sounds as If he Is truly filled tit remorse when in reality, he is the one that murdered Duncan. Therefore. The script definitely has a big role when carrying out a theme not only that but also the people who are saying the dialogue as well.Acting is one of the greatest factors that contribute to depicting the theme of appearance vs†¦ Reality in this film, act and scene. Macbeth display anything besides their actual emotions. For example, when Macbeth hears about Dunce's murder from Macadam, there seems to be nothing but pure confusion on his face. This is incredible acting as he is completely aware of the death before anyone is and acts as this is the first time he is finding out. Also, as soon as Macbeth returns from Dunce's room, his face seems pale.Although he has already seen the body, he acts like he's never seen anything like it before, keeps a straight face on and shows th e utmost sorrow for the kings death. Much like his acting, when Lady Macbeth hears the alarm that Macadam sets off, she runs in showing extreme concern on her face and in her exclaimed voice and tone says, â€Å"Woe, alas! † (Shakespeare 44). She claims this is a horrible thing yet she is the person behind the murder. Acting is not limited to Just emotions or expressions but it also has a physical aspect of it. Lady Macbeth is able to bring that aspect out when she uses her whole body and pretends to fall.Even though she is capable of holding herself up, she pretends to fall in order to distract everyone from Macbeth after he says that he killed the guards. If anyone were to watch this scene alone without any knowledge of the evil side of Lady Macbeth or Macbeth, they may not be able to tell recognize that behind the genius acting of them both, lays a guilty soul and therefore introduces the theme of appearance vs†¦ Reality. The 180 minutes that this film runs for, Gold is able to bring out a major theme in Just 10 minutes that is scene 3.There are many other techniques in the direction of this play such as the continuous dark lighting to represent sorrow and the evil that surrounds them, cutaway shots when Dunce's murder is announced to follow the action and the establishing or master shot to show overall view of a location and all the actors in a scene. All these techniques help enhance the other factors that play a role in carrying out the theme of appearance vs†¦ Reality such as camera work, positioning of the camera, the script ND dialogue and finally, the acting.Lady Macbeth and Macbeth continually display the theme of appearance vs†¦ Reality as they act innocent when they are the people behind the planning and the committing of the murder. Most lines were present in the duration of this scene. Only some cuts in lines were noticed in the porter's part probably due to the annoying nature of the character. As Gold directs this play wh ile changing some things, the dramatic purpose, which is to advance plot and develop character, and the theme of appearance vs†¦ Reality are still conveyed in the same way Shakespeare would have imagined.

The Formation of Planet Earth

The Formation of Planet Earth The formation and evolution of planet Earth is a scientific detective story that has taken astronomers and planetary scientists a lot of research to figure out. Understanding our worlds formation process not only gives new insight into its structure and formation, but it also opens new windows of insight into the creation of planets around other stars.   The Story Begins Long Before Earth Existed Earth was not around at the beginning of the universe. In fact, very little of what we see in the cosmos today was around when the universe formed some 13.8 billion years ago. However, to get to Earth, its important to start at the beginning, when the universe was young. It all started out with only two elements: hydrogen and helium, and a small trace of lithium. The first stars formed out of the hydrogen that existed. Once that process started,  generations of stars were born in clouds of gas. As they aged, those stars created heavier elements in their cores, elements such as oxygen, silicon, iron, and others. When the first generations of stars died, they scattered those elements to space, which seeded the next generation of stars. Around some of those stars, the heavier elements formed planets. The Birth of the Solar System Gets a Kick-start Some five billion years ago, in a perfectly ordinary place in the galaxy, something happened. It might have been a supernova explosion pushing a lot of its heavy-element wreckage into a nearby cloud of hydrogen gas and interstellar dust. Or, it could have been the action of a passing star stirring up the cloud into a swirling mixture. Whatever the kick-start was, it pushed the cloud into action which eventually resulted in the birth of the solar system. The mixture grew hot and compressed under its own gravity. At its center, a protostellar object formed. It was young, hot, and glowing, but not yet a full star. Around it swirled a disk of the same material, which grew hotter and hotter as gravity and motion compressed the dust and rocks of the cloud together. The hot young protostar eventually turned on and began to fuse hydrogen to helium in its core. The Sun was born. The swirling hot disk was the cradle where Earth and its sister planets formed. It wasnt the first time such a planetary system was formed. In fact, astronomers can see just this sort of thing happening elsewhere in the universe. While the Sun grew in size and energy, beginning to ignite its nuclear fires, the hot disk slowly cooled. This took millions of years. During that time, the components of the disk began to freeze out into small dust-sized grains. Iron metal and compounds of silicon, magnesium, aluminum, and oxygen came out first in that fiery setting. Bits of these are preserved in chondrite meteorites, which are ancient materials from the solar nebula. Slowly these grains settled together and collected into clumps, then chunks, then boulders, and finally bodies called planetesimals large enough to exert their own gravity.   Earth Is Born in Fiery Collisions As time went by, planetesimals collided with other bodies and grew larger. As they did, the energy of each collision was tremendous. By the time they reached a hundred kilometers or so in size, planetesimal collisions were energetic enough to  melt and vaporize  much of the material involved. The rocks, iron, and other metals in these colliding worlds sorted themselves into layers. The dense iron settled in the center and the lighter rock separated into a mantle around the iron, in a miniature of Earth and the other inner planets today. Planetary scientists call this settling process  differentiation.  It didnt just happen with planets, but also occurred within the larger moons and  the largest asteroids. The iron meteorites that plunge to Earth from time to time come from collisions between these asteroids in the distant past.   At some point during this time, the Sun ignited. Although the Sun was only about two-thirds as bright as it is today, the process of ignition (the so-called T-Tauri phase) was energetic enough to blow away most of the gaseous part of the protoplanetary disk. The chunks, boulders, and planetesimals left behind continued to collect into a handful of large, stable bodies in well-spaced orbits. Earth was the third one of these, counting outward from the Sun. The process of accumulation and collision was violent and spectacular because the smaller pieces left huge craters on the larger ones. Studies of the other planets show  these impacts and the evidence is strong that they contributed to catastrophic conditions on the infant Earth.   At one point early in this process a very large planetesimal struck Earth an off-center blow and sprayed much of the young Earths rocky mantle into space. The planet got most of it back after a period of time, but some of it collected into a second planetesimal circling Earth. Those leftovers are thought to have been part of the Moons formation story. Volcanoes, Mountains, Tectonic Plates, and an Evolving Earth The oldest surviving rocks on Earth were laid down some five hundred million years after the planet first formed. It ​and other planets suffered through whats called the late heavy bombardment of the last stray planetesimals around four billion years ago). The ancient rocks have been dated by the uranium-lead method  and appear to be about 4.03 billion years old. Their mineral content and embedded gases show that there were volcanoes, continents, mountain ranges, oceans, and crustal plates on Earth in those days. Some slightly younger rocks (about 3.8 billion years old) show tantalizing evidence of life on the young planet. While the eons that followed were full of strange stories and far-reaching changes, by the time the first life did appear, Earths structure was well-formed and only its primordial atmosphere was being changed by the onset of life. The stage was set for the formation and spread of tiny microbes across the planet. Their evolution ultimately resulted in the modern life-bearing world still filled with mountains, oceans, and volcanoes that we know today.  Its a world that is constantly changing, with regions where continents are pulling apart and other places where new land is being formed. These actions affect not just the planet, but life on it. The evidence for the story of Earths formation and evolution is the result of patient evidence-collecting from meteorites and studies of the geology of the other planets. It also comes from analyses of very large bodies of geochemical data, astronomical studies of planet-forming regions around other stars, and decades of serious discussion among astronomers, geologists, planetary scientists, chemists, and biologists. The story of Earth is one of the most fascinating and complex scientific stories around, with plenty of evidence and understanding to back it up.   Updated and rewritten by Carolyn Collins Petersen.

Improving School Lunches (for Kids and the Environment)

Improving School Lunches (for Kids and the Environment) Now that many schools have stopped selling sodas and other unhealthy vending machine items to their students, improving the nutritional quality of cafeteria school lunches is on the agenda of many parents and school administrators. And luckily for the environment, healthier food usually means greener food. Connecting School Lunches with Local Farms Some forward-thinking schools are leading the charge by sourcing their cafeteria food from local farms and producers. This saves money and also cuts back on the pollution and global warming impacts associated with transporting food long distances. And since many local producers are turning to organic growing methods, local food usually means fewer pesticides in kids’ school lunches. School Lunches Linked to Obesity and Poor Nutrition Alarmed by childhood obesity statistics and the prevalence of unhealthy foods offered to students in schools, the Center for Food and Justice (CFJ) in 2000 spearheaded the national Farm to School lunch program. The program connects schools with local farms to provide healthy cafeteria food while also supporting local farmers. Participating schools not only obtain food locally, they incorporate nutrition-based curriculum and provide students with learning opportunities through visits to the local farms. Farm to School programs now operate in 19 states and in several hundred school districts. CFJ recently received significant support from the W.K. Kellogg Foundation to expand the program to more states and districts. The group’s website (link below) is loaded with resources to help schools get started. USDA Offers School Lunch Program in 32 States The U.S. Department of Agriculture (USDA) also runs a Small Farms/School Meals program that boasts participation in 400 school districts in 32 states. Interested schools can check out the agency’s â€Å"Step-by-Step Guide on How to Bring Small Farms and Local Schools Together†, which is available free online. Chef Alice Waters Teaches School Lunch Cooking Classes Other schools have taken the plunge in their own unique ways. In Berkeley, California, noted chef Alice Waters holds cooking classes in which students grow and prepare local organic fruits and vegetables for their peers’ school lunch menus. And as documented in the film, â€Å"Super Size Me,† Wisconsin’s Appleton Central Alternative School hired a local organic bakery that helped transform Appleton’s cafeteria fare from offerings heavy on meat and junk food to predominantly whole grains, fresh fruits and vegetables. How Parents Can Improve School Lunches Of course, parents can ensure that their children eat well at school by forgoing the cafeteria offerings altogether and sending their kids to school with healthy bag lunches. For on-the-go parents unable to keep up with a daily lunch making regimen, innovative companies are beginning to sprout up that will do it for you. Kid Chow in San Francisco, Health e-Lunch Kids in Fairfax, Virginia, New York City’s KidFresh and Manhattan Beach, California’s Brown Bag Naturals will deliver organic and natural food lunches to your kids for about three times the price of a cafeteria lunch. But prices should change for the better as the idea catches on and more volume brings costs down.

Anthopologist Term Paper Example | Topics and Well Written Essays - 1000 words

Anthopologist - Term Paper Example Migration is the movement of people from one country to another for causes that are either for greener pasture or opportunities; desire to enjoy democratic freedom from conflict situations or for education, retirement or pleasure for new climate; and for a taste of better political hegemony. In United States, the pattern of migration developed anent with geopolitical expansion of United States of America in other major regions of the world. This is reflected to the kind of nationals US have these days who came from different poles of the world with distinct cultural structures, historical roots, political affiliations, economic characters and social contexts. A typology of immigrants showed that they came from Europe, Asia, Latin America and other areas of the world. They all leave their families, properties and the culture which molded them to wander into larger communities that require major adjustments in lifestyles despite uncertainties, of new laws, norms and social structures t hat could either assimilate them or marginalize them. Immigration therefore poses a challenge on how social relationship and interactions are accommodated in the mainstream of American society with comforting sense of belongingness. Many stories depict sad and great tales about issues on racial and identity that may relate to white’s colonial expansion and economic exploitation or to racial discrimination of African blacks which took a Hegelian success toward tribal unification and struggle for independence. This proved that migrants passed historic prejudicial processes which segregated them from the white in an ideation that their skin and identities are stamped with inferiority. This prejudice is a position made by dominant race with an imposing feeling and thought of disliking another person due too their native social characters. If such is actually manifested in behaviors by disqualifying or mistreating other people on the basis of membership, this becomes discriminatio n. The latter evolves into an institutional discrimination if prejudice and marginalization are done systematically as a state policy. A classic example of this case is the ironclad separation of black and white due to Apartheid policy—a law that socially segregate people by custom and laws and from black and white. This created problems on integration, organizational affiliation, access to the use of social facilities, and therefor cause disparities, inequalities or inequities in economy, politics or decision-makings, stature of very lives, distrust in social relations and, ergo, causing ethnocentrism and interracial conflicts in various forms. The situation inspired on US administrators to dialogue about migration, race and ethnicity in search for common ground and to recognize common values such as freedom, rights, fairness, security and justice in response to growing demands of immigrants for the state to look seriously into. The series of national dialogues also situate perspectives whether race is a significant issue in America and about the deep impact of ethnicity in the process of integrating and mainstreaming new people into American fold. Such meant a discursive discussion about accessing and providing equal opportunity and equal protection, education, jobs, health care and in availing for justice under the law. It also motivated America to enhance their understanding of migrant’s history by highlighting in dialogues the experiences of Natives, Afro-Americans, Latinos,