Free Essays on The Grave

in her sentences to charm her readers into the understandings of life, death, and rebirth. How she uses symbolism to put life and death into perspective is both original and thought provoking. We begin reading her story in the history of the children's family past. The beginning of the story sets the tone more so than it gives us a concrete setting. The tone is dark and disturbing as we are told that "The grandfather has been dead for more than thirty years," and the grandmother moved his body with her as she traveled. The only reference to setting in the first paragraph is in the telling of the grandmother's final move. It was in Kentucky that the grandmother at last settled into her first farm and was finally laid to rest. Also in the first paragraph, there is the moving of the family plot to the new public cemetery. Here we recognize that the grandmother failed to let the dead stay buried because of her own selfish desires. Death seems to be an inconvenience for the family, rather than something to be revered and respected. The story is set with positive and negative descriptions about the family cemetery. Katherine describes the cemetery as having been a "pleasant small neglected garden of tangled rose bushes and ragged cedar trees and cypress, the simple flat stones rising out of uncropped sweet-smelling wild grass". At first the cemetery is "pleasant" which is positive. Then, it is negative with the descriptions of the "tangled rose bushes", and the "ragged cedar trees". Lastly, Katherine mixes positive and negative with the description of the "uncropped sweet-smelling... Free Essays on The Grave Free Essays on The Grave The Grave Katherine Anne Porter's short story is a third person narrative called The Grave. This piece is about the sweetness of adolescence and the corruption of innocence as a young girl uncovers the realities of life and death. As one reads the story they can get caught up in Katherine's web of descriptions. She uses a mixture of negative and positive words in her sentences to charm her readers into the understandings of life, death, and rebirth. How she uses symbolism to put life and death into perspective is both original and thought provoking. We begin reading her story in the history of the children's family past. The beginning of the story sets the tone more so than it gives us a concrete setting. The tone is dark and disturbing as we are told that "The grandfather has been dead for more than thirty years," and the grandmother moved his body with her as she traveled. The only reference to setting in the first paragraph is in the telling of the grandmother's final move. It was in Kentucky that the grandmother at last settled into her first farm and was finally laid to rest. Also in the first paragraph, there is the moving of the family plot to the new public cemetery. Here we recognize that the grandmother failed to let the dead stay buried because of her own selfish desires. Death seems to be an inconvenience for the family, rather than something to be revered and respected. The story is set with positive and negative descriptions about the family cemetery. Katherine describes the cemetery as having been a "pleasant small neglected garden of tangled rose bushes and ragged cedar trees and cypress, the simple flat stones rising out of uncropped sweet-smelling wild grass". At first the cemetery is "pleasant" which is positive. Then, it is negative with the descriptions of the "tangled rose bushes", and the "ragged cedar trees". Lastly, Katherine mixes positive and negative with the description of the "uncropped sweet-smelling... Free Essays on The Grave Katherine Anne Porter’s â€Å"The Grave,† Uses The Symbols The Dove, The Ring, The Rabbit, And The Grave To Express The Main Character’s Journey From Innocence To Knowledge. The process of maturing and gaining knowledge is a long one. Each person reaches a time in their life when they have reached adulthood, maturity, and the knowledge that comes with it, but the journey requires â€Å"going through a kind of initiation into the mysteries of adult life.†(Brooks 3136) Katherine Anne Porter’s â€Å"The Grave,† uses the symbols the dove, the ring, the rabbit, and the grave to express the main character’s journey from innocence to knowledge. From the innocence of the dove, the luxury of the golden ring, to the mystery of birth and death through the many â€Å"graves,† Miranda loses her innocence and becomes a knowledgeable young woman. Miranda at the young age of nine is as innocent as can be. She has no realization for the criticisms upon her family for the way she has been raised, wearing her â€Å"summer roughing outfit: dark blue overalls, a light blue shirt, a hired-man’s straw hat, and thick brown sandals†, (Porter 364) running around the woods hunting rabbits and doves with her twenty-two Winchester rifle. On one excursion through the woods, she and her brother stumble upon the old family cemetery and decide to explore. After rummaging through the empty graves, â€Å"she saw a silver dove no larger than a hazel nut with spread wings and a neat fan-shaped tail.†(Brooks 3135), â€Å"Miranda’s brother recognizes what the curious little ornament isthe screw head for a coffin.†(3135) This small silver dove was, in a sense, Miranda’s soon to be shed innocence. Paul also made a discovery of his own while searching through the emptied graves; he had found â€Å"a thin wide gold ring carved with intricate flowers and leaves.†(Porter 363) Miranda is enamored at the sight of it and wishes to have it, and her brother is more please...

Book Recommendations for Graduate School in Economics

Book Recommendations for Graduate School in Economics Q:Â  If I want to achieve a Ph.D. in economics what steps would you advise me to take and what books and courses would I need to study to gain the knowledge that is absolutely needed to be able to do and understand the research that is needed for a Ph.D. A:Â  Thank you for your question. Its a question that Im frequently asked, so its about time that I created a page that I could point people toward. Its really difficult to give you a general answer, because a lot of it depends on where youd like to get your Ph.D. from. Ph.D programs in economics vary widely in both quality and scope of what is taught. The approach taken by European schools tends to be different than that of Canadian and American schools. The advice in this article will mainly apply to those who are interested in entering a Ph.D. program in the United States or Canada, but much of the advice should also apply to European programs as well. There are four key subject areas that youll need to be very familiar with to succeed in a Ph.D. program in economics. 1. Microeconomics / Economic Theory Even if you plan to study a subject which is closer to Macroeconomics or Econometrics, it is important to have a good grounding in Microeconomic Theory. A lot of work in subjects such as Political Economy and Public Finance are rooted in micro foundations so youll help yourself immensely in these courses if youre already familiar with high level microeconomics. Most schools also require you to take at least two courses in microeconomics, and often these courses are the most difficult youll encounter as a graduate student. Microeconomics Material You Must Know as a Bare Minimum I would recommend reviewing the book Intermediate Microeconomics: A Modern Approach by Hal R. Varian. The newest edition is the sixth one, bu if you can find an older used edition costing less you may want to do that. Advanced Microeconomics Material that Would be Helpful to Know Hal Varian has a more advanced book called simply Microeconomic Analysis. Most economics students are familiar with both books and refer to this book as simply Varian and the Intermediate book as Baby Varian. A lot of the material in here is stuff you wouldnt be expected to know entering a program as its often taught for the first time in Masters and Ph.D. programs. The more you can learn before you enter the Ph.D. program, the better you will do. What Microeconomics Book Youll Use When You Get There From what I can tell, Microeconomic Theory by Mas-Colell, Whinston, and Green is standard in many Ph.D. programs. Its what I used when I took Ph.D. courses in Microeconomics at both Queens University at Kingston and the University of Rochester. Its an absolutely massive book, with hundreds and hundreds of practice questions. The book is quite difficult in parts so youll want to have a good background in microeconomic theory before you tackle this one. 2. Macroeconomics Giving advice on Macroeconomics books is a lot more difficult because Macroeconomics is taught so differently from school to school. Your best bet is to see what books are used in the school that you would like to attend. The books will be completely different depending on whether your school teaches more Keynesian style Macroeconomics or Freshwater Macro which is taught at places like The Five Good Guys which includes the University of Chicago, the University of Minnesota, Northwestern University, University of Rochester, and University of Pennsylvania. The advice Im going to give is for students who are going to a school that teaches more of a Chicago style approach. Macroeconomics Material You Must Know as a Bare Minimum I would recommend reviewing the book Advanced Macroeconomics by David Romer. Although it does have the word Advanced in the title, its more suited for high level undergraduate study. It does have some Keynesian material as well. If you understand the material in this book, you should do well as a graduate student in Macroeconomics. Advanced Macroeconomics Material that would be Helpful to Know Instead of learning more Macroeconomics, it would be more helpful to learn more on dynamic optimization. See my section on Math Economics books for more detail. What Macroeconomics Book Youll Use When You Get There When I took Ph.D courses in Macroeconomics a few years ago we didnt really use any textbooks, instead we discussed journal articles. This is the case in most courses at the Ph.D. level. I was fortunate enough to have macroeconomics courses taught by Per Krusell and Jeremy Greenwood and you could spend an entire course or two just studying their work. One book that is used quite often is Recursive Methods in Economic Dynamics by Nancy L. Stokey and Robert E. Lucas Jr. Although the book is almost 15 years old, its still quite useful for understanding the methodology behind many macroeconomics articles. Ive also found Numerical Methods in Economics by Kenneth L. Judd to be quite helpful when youre trying to obtain estimates from a model which does not have a closed-form solution. 3. Econometrics Material You Must Know as a Bare Minimum Theres quite a few good undergraduate texts on Econometrics out there. When I taught tutorials in undergraduate Econometrics last year, we used Essentials of Econometrics by Damodar N. Gujarati. Its as useful as any other undergraduate text Ive seen on Econometrics. You can usually pick up a good Econometrics text for very little money at a large second-hand book shop. A lot of undergraduate students cant seem to wait to discard their old econometrics materials. Advanced Econometrics Material that would be Helpful to Know Ive found two books rather useful: Econometrics Analysis by William H. Greene and A Course in Econometrics by Arthur S. Goldberger. As in the Microeconomics section, these books cover a lot of material which is introduced for the first time at the graduate level. The more you know going in, though, the better chance youll have of succeeding. What Econometrics Book Youll Use When You Get There Chances are youll encounter the king of all Econometrics books Estimation and Inference in Econometrics by Russell Davidson and James G. MacKinnon. This is a terrific text, because it explains why things work like they do, and does not treat the matter as a black box like many econometrics books do. The book is quite advanced, though the material can be picked up fairly quickly if you have a basic knowledge of geometry. 4. Mathematics Having a good understanding of mathematics is crucial to success in economics. Most undergraduate students, particularly those coming from North America, are often shocked by how mathematical graduate programs in economics are. The math goes beyond basic algebra and calculus, as it tends to be more proofs, such as Let (x_n) be a Cauchy sequence. Show that if (X_n) has a convergent subsequence then the sequence is itself convergent. Ive found that the most successful students in the first year of a Ph.D. program tend to be ones with mathematics backgrounds, not economics ones. That being said, theres no reason why someone with an economics background can not succeed. Mathematical Economics Material You Must Know as a Bare Minimum Youll certainly want to read a good undergraduate Mathematics for Economists type book. The best one that Ive seen happens to be called Mathematics for Economists written by Carl P. Simon and Lawrence Blume. It has a quite diverse set of topics, all of which are useful tools for economic analysis. If youre rusty on basic calculus, make sure you pick up a 1st year undergraduate calculus book. There are hundreds and hundreds of different ones available, so Id suggest looking for one in a second hand shop. You may also want to review a good higher level calculus book such as Multivariable Calculus by James Stewart. You should have at least a basic knowledge of differential equations, but you do not have to be an expert in them by any means. Reviewing the first few chapters of a book such as Elementary Differential Equations and Boundary Value Problems by William E. Boyce and Richard C. DiPrima would be quite useful. You do not need to have any knowledge of partial differential equations before entering graduate school, as they are generally only used in very specialized models. If youre uncomfortable with proofs, you may want to pick up The Art and Craft of Problem Solving by Paul Zeitz. The material in the book has almost nothing to do with economics, but it will help you greatly when working on proofs. As an added bonus a lot of the problems in the book are surprisingly fun. The more knowledge you have of pure mathematics subjects such as Real Analysis and Topology, the better. I would recommend working on as much of Introduction to Analysis by Maxwell Rosenlicht as you possibly can. The book costs less than $10 US but it is worth its weight in gold. There are other analysis books that are slightly better, but you cannot beat the price. You may also want to look at the Schaums Outlines - Topology and Schaums Outlines - Real Analysis. Theyre also quite inexpensive and have hundreds of useful problems. Complex analysis, while quite an interesting subject, will be of little use to a graduate student in economics, so you need not worry about it. Advanced Mathematical Economics that would be Helpful to Know The more real analysis you know, the better you will do. You may want to see one of the more canonical texts such as The Elements of Real Analysis by Robert G. Bartle. You may also want to look at the book I recommend in the next paragraph. What Advanced Mathematical Economics Book Youll Use When You Get There At the University of Rochester we used a book called A First Course in Optimization Theory by Rangarajan K. Sundaram, though I dont know how widely this is used. If you have a good understanding of real analysis, you will have no trouble with this book, and youll do quite well in the obligatory Mathematical Economics course they have in most Ph.D. programs. You do not need to study up on more esoteric topics such as Game Theory or International Trade before you enter a Ph.D. program, although it never hurts to do so. You are not usually required to have a background in those subject areas when you take a Ph.D. course in them. I will recommend a couple of books I greatly enjoy, as they may convince you to study these subjects. If youre at all interested in Public Choice Theory or Virginia style Political Economy, first you should read my article The Logic of Collective Action. After doing so, you may want to read the book Public Choice II by Dennis C. Mueller. It is very academic in nature, but it is probably the book that has influenced me most as an economist. If the movie A Beautiful Mind didnt make you frightened of the work of John Nash you may be interested in A Course in Game Theory by Martin Osborne and Ariel Rubinstein. It is an absolutely fabulous resource and, unlike most books in economics, its well written. If I havent scared you off completely from studying economics, theres one last thing youll want to look into. Most schools require you to take one or two tests as part of your application requirements. Heres a few resources on those tests: Get familiar with the GRE General and GRE Economics Tests The Graduate Record Examination or GRE General test is one of the application requirements at most North American schools. The GRE General test covers three areas: Verbal, Analytical, and Math. Ive created a page called Test aids for the GRE and GRE Economics that has quite a few useful links on the GRE General Test. The Graduate School Guide also has some useful links on the GRE. I would suggest buying one of the books on taking the GRE. I cant really recommend any one of them as they all seem equally good. It is absolutely vital that you score at least 750 (out of 800) on the math section of the GRE in order to get into a quality Ph.D. program. The analytical section is important as well, but the verbal not as much. A great GRE score will also help you get into schools if you have only a modest academic record. There are a lot fewer online resources for the GRE Economics test. There are a couple of books that have practice questions that you may want to look at. I thought the book The Best Test Preparation for the GRE Economics was quite useful, but its gotten absolutely horrid reviews. You may want to see if you can borrow it before committing to buying it. There is also a book called Practicing to Take the GRE Economics Test but Ive never used it so Im not sure how good it is. It is important to study for the test, as it may cover some material that you did not study as an undergraduate. The test is very heavily Keynesian, so if you did your undergraduate work at a school heavily influenced by the University of Chicago such as the University of Western Ontario, there will be quite a bit of new macroeconomics youll need to learn. Conclusion Economics can be a great field in which to do your Ph.D., but you need to be properly prepared before you enter into a graduate program. I havent even discussed all the great books available in subjects such as Public Finance and Industrial Organization.

Mormons and Utah statehood Research Paper Example | Topics and Well Written Essays - 3000 words

Mormons and Utah statehood - Research Paper Example It is this persecution which had made them aware that self rule was the only way forward to stop the persecution. However as fate would have it this land at that time belonged to Mexico. But in 1848, the treaty of Guadalupe Hidalgo was signed which gave this land to United States of America. (Allen 1976) On March 8 1949, a constitutional convention was called in the Salt Lake City by the Mormon leaders in order to campaign for a new state. This state as envisioned by them included the present day Utah , Nevada , Arizona , parts of California ,Colorado   New Mexico and Idaho. (New Mexico Constituional Convention 1911) This convention ended up selecting the officers for this self declared desert state. Almon W.Babbitt was chosen as a representative by this ‘state’ to the US Senate. However the senate refused to meet this representative from a state which was self declared. The congress gave 2 reasons for the refusal to grant statehood – one was the lack of 60,000 eligible voters required and other was the huge size of the proposed state. However in September of 1850 the Senate passed a bill which provided for the organisation of Utah territory.The LSD church authorities publicly said that polygamy or the doctrine of plural marriage was one of the divine obligations of its faithful. However polygamy proved to be one of the biggest obstacles in the path of statehood for Utah. Polygamy was paired by the US senate along with slavery and was considered as an evil which needed to be eradicated from United States at any cost.

Psychology Essay Example | Topics and Well Written Essays - 1500 words - 8

Psychology - Essay Example Seven separate studies were conducted, with more than two thousand participants. The self-esteem of the participants had been gauged and measured previously. These studies included timing the swiftness of the participants’ response, as well as answering simple questionnaires that gauged the strength of the participants’ answers, and diary entries that the participants were asked to make. The results of all of them showed that the participants whose self-esteem had been measured to be high had a more stable view of their relationship, whereas those with low self-esteem levels had a very oscillating view thereof. The results of the study are true for all relationships, not only romantic ones – lower a person’s self-esteem, more vacillating is their outlook towards the relationship they have. Thus, the study concludes that the level of self-esteem of a person’s failures or successes in relationships. It further points out the probability that those wit h high self-esteem are liable to more successful in their relationships, romantic or otherwise. The study, however, does point out that since there is a difference between self-esteem and self-confidence, therefore, it is not easy, if indeed possible, to gauge a person’s self-esteem. People may be completely self-confident about their abilities, for instance, but this does not relate to their sense of themselves – how they view themselves to be in their own mind. This study is a clear indication that those who are secure in themselves and hold themselves in higher esteem, in their own eyes, are liable to be more secure with regard to others and their own relationship with them. Those with low self-esteem, due to their own lack of self worth, project their insecurities on to their relationships and, therefore, swing widely in their opinion regarding those close to them. This can often result in bitterness and disillusionment. It is, therefore, crucial for the

Shapers Family Shop Sales Inventory System Essay Example for Free

Shapers Family Shop Sales Inventory System Essay CHAPTER I INTRODUCTION AND ITS BACKGROUND Introduction: Computers make works easier and faster. With this thing, you can create anything like programs that may help you make your work easy. Now, we have Sales Inventory System which can be consider a big help when it comes to large businesses. It can make your work more detailed, faster, accurate and less error. The researchers conduct an interview with the owner of Shapers Family Shop at 10518 Grove Street, Lopez Avenue, Brgy. Batong Malake, Lopez Avenue, Los Baà ±os, Philippines. (Abdul Hakeem Esmail, 2011) Manual inventory is a handmade list of materials or goods used in certain business. Like in Shapers Family Shop, they are still using a manual inventory. With this process, they might encounter some problems or difficulty. Manual inventory relies heavily on the actions of people, which increases the possibility of human error. People might forget to record a transaction or simply miscount the number of goods. This may results in needless additional orders that increase the companys inventory carrying costs, meaning the business could run out of a crucial item at the wrong time. (Chris Joseph, 2011) Meanwhile, there is this thing called sales and inventory system. This system can replace the cost and time consuming processes that were once completed by hand while providing companies with more accurate data. This system is used to track the merchandise and goods of retail stores, grocery stores, hardware stores, etc. Automated inventory systems play a large role in today’s businesses, especially the retail industry. This is because businesses want the ability to access and organize data in a quick and efficient manner. (Lexi Hartman, 2005) Background of the Study In the year August 1, 1990, Mr. Vital started a business named, Shapers Family Shop at 10518 Grove Street, Lopez Avenue, Brgy. Batong Malake, Lopez Avenue, Los Baà ±os, Philippines . This shop has 3 components; Computer shop, Boutique Shop and Parlor Shop. It provides the customers t-shirt printing, renting of computers, body accessories, document or thesis printing, scanning and hair treatments. Shapers Family Shop uses a manual inventory  system that causes some human error and time consuming for the transactions. The other problem is that, they only have limited staff who helped them handling the inventory. After hearing the background of the business and the common problems that they have encountered, the proponents planned to help them to lessen the errors and the time consumed by providing a sales and inventory system. Sales and Inventory System is a kind of software that allows businesses to input their inventory, track and manage the incoming and outgoing products that were delivered and sold. This research study aims to create a sales and inventory system for Shapers Family Shop that the owner and the staff may use to make the records of their sales and products accurate. It can also make their work easier and more detailed because it will lessen the time they use in recording the goods or merchandises. PROBLEM DEFINITION This section states the main and specific problems that basically point to the need of an advance method of montoring the sales and inventory system of Shapers Family Shop. It also cites the inconvinience and problems identified on the current system Main problem of the study: Shapers Family Shop is using a manual inventory system that encounters unorganized list of products and sales, unknown total income at the end of the day and time consuming for listing and counting manually the products sold and sales. It does not update at the end of the day with updated inventory counts. This means you must go through the inventory items each time you need to place an order for new products or supplies for the inventory. The specific problem of the study: The study, therefore, sought to answer the following questions 1.How much is the estimated income in one day? 2.How can the employee list the items sold during a single work day? 3.How many is the estimated sold products in one day? 4.How can the owner view the list of all products? Objectives of the Study This section discusses the main and specific objectives of the study that will solve the problems which has been identified. Main Objective of the study: The main objective of the project is to design and develop a Sales and Inventory System that will show the list of sold products, compute the income for the day, lessen the consumed time in recording the sales and minimize the possibility of having an error while recording the sales. The specific objectives of the study: Specifically, the study aims to 1.To make the computation of daily income accurate. 2.To lessen the difficulty in listing the products sold. 3.To make it easy to count the list of products sold. 4.To make it easy to view and search the products. RESEARCH FRAMEWORK This section discusses the theories that the proponents came up from the related studies that they gathered. This help the proponents to understand better and analyze the different dimensions of the study. Theoretical Framework This table shows the Tangible benefits of the Shapers Sales Inventory System. Tangible Benefits Worksheet Shapers Sales Inventory System (Year 1-5) A.Cost Reduction or Avoidance30, 000 B.Error Reduction 5,000 C.Increased Flexibility10,000 D.Increased Speed of Activity10,000 E.Improvement of the Management35,500 Planning or Control F.Other ______________________0 TOTAL Tangible Benefits P90, 500 This table shows the One-Time cost of Shapers Sales Inventory System. One-Time Cost Worksheet Shapers Sales Inventory System (Year 1-5) A.System Development50,000 B.New Hardware And Software purchase65,000 C.User Training5,000 D.Site Preparation0 E.Data or System conversion0 TOTAL One-Time CostP120, 000 This table shows Recurring Cost of Shapers Sales Inventory System. Recurring Cost Worksheet Shapers Sales Inventory System (Year 1-5) A.Application software maintenance10,000 B.Incremental data storage expense 5,000 C.Incremental Communications 5,000 D.New Software and Hardware leases 0 E.Supplies and other expenses10,000 TOTAL Recurring Cost P30, 000 This table shows the Cost –Benefit Analysis of Shapers Sales Inventory System. SCOPE AND LIMITATIONS OF THE STUDY Scope and Limitation The study focused mainly on the sales inventory system of Shapers Family Shop. The proposed system has the modules containing all the information about their sales and the items being process. All information is stored in the database which contains security features in order to protect the data from the unauthorized use. This study will be conducted in Los Baà ±os, Laguna. It involves interviews to the owner of the shop and observations of their process and lifestyle that may help to identify problems on their business. This study intends to resolve the following problems that were mentioned in Main and Specific Problems of the Study. It will also help them to have a consistent and organized process for their business. The respondents of this study are the owner of the shop and their staff. This study will be conducted for a week only. The first day will be the interview to the respondents and the next day/s will be the thesis proposal. The researchers will be using VB.Net and MYSQL. Significance of the Study The proponents decided to develop a sales inventory system for Shapers Family Shop. It specifically aimed to resolve each problem and lessen the difficulties of the business and its staff. There are several beneficiaries of this study and these include the Shapers Family Shop itself. With the functions catered by this system, the performance of the work inside the business may improve. The expenses of the company which are reserved for the materials to be used in the current manual system will be minimized because this system does not require massive amount of papers for the filing and documentation. This system is regarded to be very useful to the owner of Shapers Family Shop. Since they are the ones who will use the system, it will make their work fast and error-free. There is a huge difference between the usage of their current system and the usage of this system, because this system features some functionality that reduces time and effort in placing items  and sales description, easily monitor the sales and generate reports for improving their works. The primary beneficiaries also include future researchers, in which they can use this study as a reference material. This study shares information to future researchers about the sales monitoring, as well as the inventory system of the said business. Lastly the proponents benefitted in this study, especially during the data assessment process and system development. The proponents acquired several skills that can be used for their future jobs in terms of dealing with clients, as well as developing a system that may contribute to the IT industry.

Motherhood in The Summer Before the Dark by Kate Brown and The Fifth ch

Motherhood in The Summer Before the Dark by Kate Brown and The Fifth child by Harriet Lovatt Motherhood is a traditional role for women. From the time they are young, girls are taught to grow up, marry and become mothers. Of course they can do other things with their lives like play sports, have careers, and travel, but an overwhelming amount of women want to be mothers no matter what else they accomplish with their lives. It is common knowledge that being a good mother is one of the hardest jobs in the world. It is to forever have a special link with another person or people and have a tremendous influence, maybe the most tremendous influence over their lives. Motherhood is a roller coaster ride for women, full of ups and downs, fears and accomplishments. But what happens when motherhood defines who a woman is? All children grow up, and while a woman is always a mother, children need their mothers less and less until eventually their dependence is very minimal. What happens to the woman whose singular role and purpose is no longer needed? In The Summer Before The Dark, and The Fifth Child, the maternal roles of Kate Brown, and Harriet Lovatt are analyzed and traditional motherhood behavior is deconstructed due to these characters’ experiences and relationships with their children.   Ã‚  Ã‚  Ã‚  Ã‚  Kate Brown is the typical middle class, attentive mother who dedicates her entire life to raising her children and being a supportive wife to her husband. She has been a mother for the vast majority of her life, and that is the only role she has known. â€Å"Her first child had been born at twenty-two. The last was born well before she was thirty† (Lessing, 18). This novel takes place when Kate is forty- five, so for 23 years, Kate has been a mother and a wife. This has been the basis of her existence. â€Å"Kate’s four children have structured her existence, as can be seen in her almost â€Å"maternal† responses to young people she encounters in her life† (Lee, 17). All Kate knows how to do is be a mother and take care of other people. This is apparent in her relationships with people at Global Food, (the place where she is hired to be a translator), and with both Jeffrey her younger lover) and Maureen, (her roommate). Her maternal ins tincts are extremely strong and at the beginning of the novel, it seems that is all that defines her. She comes to the realization that her younges... ...other due to her young age and lack of exposure to the world. Harriet Lovatt had experience in the world but unleashed it when she became a mother in hopes of dedicating all her efforts to being a good mother, until eventually this very drive to be a good mother caused her world to crumble. She realized that in order to save herself, she would have to liberate the relentless drive to attain her goal of being a good mother. She had to let go just as Kate Brown did. For â€Å" the woman with grown- up children and not enough to do, whose energies must be switched from the said children to less vulnerable targets, for everybody’s sake, her own as well as theirs† (www.galileo.usg.edu) The last part of this quote is pivotal. The mothers must consider everyone involve, including themselves. They must take their own interests into account and care about how they will turn out in the long run. This act, itself, defies traditional motherhood roles. In all actuality, mothering is a selfless act and mothers think about themselves last, if at all. But sometimes, for the sake of themselves, their souls, and their families, mothers have to put themselves first for the sake of everyone involved.

Effects of economy of the United States Essay

The cost of advancing economy of the United States is highly dependent on the Gross Domestic Product. This refers to the level of production nationals of a country and the production by the foreigners in the country. The main determinates of the countries production is the levels of employment and the stability of the government, in that case if the nationals of a specific country are unemployed the economy of the country will be quite low since the unemployed group will not have contribution to the country’s GDP (P. Kooiman p 178). If the economy of the country is quite low the employers tend to impose strategies to down size there work forces, this move will tend to increase the level of unemployment in the country hence even higher losses in the GDP. The concept is a clear illustration of the causes of several countries including the U. S causes of decreasing economic power and increasing levels of unemployment such as the statistics recorded in the year 2000 census. Economic technology determinates Unemployment also affects the economy in the sense that if the unemployment levels decrease the demand of goods and services. In other words the unemployment results to lowering the people’s purchasing power, especially in goods that are considered secondary goods. The unemployment persons reflect a loss in the sales level and level which are the economic power of a country since they are considered liabilities to the economy as they do not contribute to the boosting of the economy or bringing revenue to the country as they do not receive any salary or wage in relation to the work they perform. Hence unemployment weakens the economy since the consumers’ power is stronger than the production levels (Wikipedia encyclopedia). Political technology determinates According to Fred C. Pampel the U. S employment levels are based on the government, his argument is based on the fact that if the government does not maintain a stable country and economic power the people’s employment levels will tend to be quite low. In that case all countries watch out on the government moves to reduce the levels of unemployment by either increasing the job opportunities or by assisting the unemployed with capital for them to start up self employment such as small business. If the government does not do that it’s considered ineffective by the locals and can even be voted out come the next elections (Fred C. Pampel, John B. Williamson p203). In the United States fore example the political readers have taken up the role of reducing the levels of unemployment not only to improve their public image and popularity but also to improve the government strength in carrying out it’s activities. The government’s activities are financed through taxes which are gotten from the public, hence by reducing the levels of unemployment the levels of taxes are increased since the public has higher incomes to be taxed. Conclusion In the United States the military Marine Corps play an important factor in the advancement of technology. The Marine Corps refer to a United States military branch which deals with force projection in water masses such as the sea. The branch carries its activities with the help of the armed task forces and the uniformed service to uphold the mobility of the US navy. The Marine Corps work closely with the US naval forces since the naval forces are considered perfectly trained, on ways of exploiting the available means of transport and techniques used in each. They are therefore associated with improvement of technology since by maximum exploitation of the current resources they find their pros and cons; therefore they tend to improve the current technology through solving the problems related to the current technology. References 1. Gen. Charles C. Krulak (1996). â€Å"Operational Maneuver from the Sea† (PDF). Headquarters Marine Corps 2. P. Kooiman (1986), Some empirical models for markets in disequilibrium, Ph. D. thesis, Erasmus University Rotterdam 3. G. den Broeder (1983), A family of market transaction functions, Foundations of Empirical Economic Research 1983/1, Rotterdam: Netherlands Economic Institute 4. American Journal of Community Psychology, Unemployment and its effects on families: Evidence from a plant closing study – Springer Netherlands (2005) ISSN 0091-0562 (Print) 1573-2770 (Online) 5. Wikipedia the free encyclopedia http://en. wikipedia. org/wiki/Unemployment

Mahatma Gandhi Research Paper

Aroused by the massacre of Amritsar in 1919, Gandhi devoted his life to gaining India’s independence from Great Britain. As the dominant figure used his persuasive philosophy of non-violent confrontation, he inspired political activists with many persuasions throughout the world (Andrews 23). Not only was Mahatma Gandhi a great peacemaker, but also his work to achieve freedom and equality for all people was greatly acknowledged. Gandhi’s unconventional style of leadership gained him the love of a country and eventually enabled him to lead the independence movement in India. Mohandas Gandhi, later called Mahatma Gandhi, was born on October 2,1869 in Porbandar, which is the present day state of Gujarat, India (Andrews 17). He grew up in a very controlled family that had an alliance with the family ruling Kathiawad. He was engaged to two other women who both died, then he eventually married Kasturba at the age of 13. Gandhi sailed to England to attend University College in London to study law (Kamat’s Potpourri). In 1891, he was able to practice in the British bar. Gandhi went back to India and tried to authorize a law practice in Bombay, with very little achievement. Two years later, an Indian firm with curiosity in South Africa had an office in Durban where Gandhi was commissioned as legal advisor. This is where he lived for twenty years once he began his job doing labor on the sugar estates in South Africa (Moreorless). As soon as he arrived in Durban, he found himself being treated as if he was not human. The Africans forbade fundamental individual rights and political rights from the Indian immigrants. This conduct resulted in Gandhi’s outburst in fury towards the African’s reactions to Indian immigrants to South Africa. He then began a civil right’s campaign, which resulted in the development of his passive resistance policy, which eventually inspired thousands. The Union of South Africa government adjusted Gandhi’s demands, which included recognition of Indian marriages and abolition of the poll tax (Kamat’s Potpourri). When this man saw how terrible people were being treated because of diversity he said, â€Å"†There is nothing that wastes the body like worry, and one who has any faith in God should be ashamed to worry about anything whatsoever,† (Gold 231). By saying that, he meant that no one should worry about where hey stand in society or how they are judged because in God’s eyes everyone is perfect and everyone is equal therefore, no one who has any faith in God should be worrying about their so called â€Å"imperfections. † This great man struggled to gain the important rights for all Indians, and this is where it all began. Once Gandhi’ s mission in South Africa was complete, he returned to India and became involved in the home ruling movement. He was concerned with excessive land tax and discrimination, so he organized protests by peasants, farmers, and urban laborers to help them stand tall and fight for what they deserved (Gold 57). During World War I, Gandhi had an active part in recruiting campaigns by launching his new movement of non-violent resistance to Great Britain (Byers 202). When Parliament passed the Rowlatt Acts in 1919, Satyagraha, which means insistence on truth, spread throughout India, recruiting millions of followers. British soldiers massacred Indians at Amritsar as a demonstration against the Rowlatt Acts. In 1920 the British government failed to make peace, which resulted in Gandhi organizing a campaign of non-cooperation (Andrews 103). There was chaos in India as the public office resigned, courts were boycotted, and children were taken out of schools. Sitting Indians, who ignored police officers when told to move, even if they got beaten, blocked the streets. Gandhi was arrested, but the British soon were forced to free him. India’s economic independence was made of Gandhi’s Swaraj (self governing) movement. Because of this, India boycotted all British goods and British industrialists were left in extreme poverty across India. To save the country, Gandhi brought back cottage industries. He started to symbolize the return of simple village life by using a spinning wheel. â€Å"Gandhi became the international symbol of a free India. He lived a spiritual and ascetic life of prayer, fasting, and meditation,† (Andrews 126). He refused material possessions, and wore the lowest-class clothing and supported himself on only vegetables, fruits, and goat’s milk. Fellow Indians looked at him as a God-like force, often referring to him as Mahatma (which means great-souled). Gandhi's ahimsa (idea of nonviolence), was essentially the way of life in the Hindu religion. Since India followed Gandhi’s ahimsa with such support, Britain would soon understand that violence is useless in this country and leave. In 1921, Gandhi received complete leadership from the Indian National Congress, the group that started the movement for nationhood. But, the Indian population could not understand why the whole world wasn’t practicing and showing the ahimsa (Kamat’s Potpurri). Because of this, many armed revolts broke out against the British. Gandhi eventually admitted that his campaign was a failure, and quickly tried to end it. Gandhi was then seized and imprisoned by the British government in 1922. He was released in 1924, and distanced himself from being involved in any politics and instead focused on getting the Indian community closer (Gold 149). Unavoidably, he was brought back into the political forces. In 1930, a new campaign of civil disobedience was called to the Indian population saying they should refuse to pay taxes, especially on salt (Moreorless). The campaign was the famous march to the sea, where thousands of Indians followed Gandhi from Ahmedabad to the Arabian Sea, and made salt by evaporating sea-water. Gandhi was again arrested, but released in 1931 as he stopped the campaign. In 1932, Gandhi started new civil-disobedience campaigns against the British. Since he was arrested twice, the Mahatma fasted for long periods many times. These fasts were very useful against the British because revolts would have broken out if Gandhi had died. In September 1932, while in jail, Gandhi performed a â€Å"fast unto death† in order to help the Hindu Untouchables. (Byers 202). The British considered the Untouchables as a separate part of the Indian government and tolerated their injustice. Although Gandhi was a member of the upper caste, he strongly believed in removing this unjust caste system. In 1934 Gandhi resigned from politics, being replaced by Jawaharlal Nehru. Gandhi continued teaching ahimsa and traveled across India. He was known for his dedication and political power. Since he was viewed with such great esteem, the British had to wait for Gandhi’s approval to limit the home rule in 1935. In 1939 he returned to politics and designed his first act manipulate the ruler of the state of Rajkot to change his autocratic rule (Moreorless). The colonial government had to intervene because the fast caused commotion across the country. When World War II broke out, the Congress party and Gandhi refused to support Britain in the war unless they were given complete independence. The British refused their proposal. When Japan entered the war, Gandhi still refused to allow India to fight in the war. He was imprisoned in 1942 but was freed after two years due to his bad health (Kamat’s Potpourri). By 1944 the British agreed to allow Indian independence only if the two nationalist groups, the Muslim League and the Congress party, resolved their issues (Andrews 178). Gandhi was strongly against the dividing of India but in the end had to agree, hoping that peace would be accomplished after the demand for Muslim separation was achieved. India and Pakistan split to two separate states when India gained its independence in 1947. Gandhi begged Hindus and Muslims to live together peacefully during the riots. Mahatma fasted until the riots stopped (Moreorless). He also fasted successfully on January 13, 1948, to bring about peace, but twelve days after that fast ended he was assassinated by a Hindu on his way to an evening prayer (Byers 203). Gandhi's death was a worldwide devastation that left the population in shock. In the United Nations there was a day set aside to mourn for Gandhi and remember his acts of nonviolence for eternity. All countries sent their apologies and reassured that he would never be forgotten. The teachings of nonviolent movements were inspired in other countries, as well as the U. S. A. â€Å"under the civil rights leader Martin Luther King, Jr. and in South Africa under Nelson Mandela,† (Moreorless). Gandhi was the most inspirational leader in the twentieth century because of his unique tactics of protesting and making peace worldwide. The most persuasive ways of accomplishing change in social issues came from his idea of civil disobedience and nonviolence, which advised freedom movements around the globe (Moreorless). This political leader and peacemaker will always be remembered as a successful man who impacted many to be non-violent. This accomplishment is a great achievement because without this concept India may still have been fighting for independence. Gandhi said, â€Å"The† (Moreorless) and that is what Gandhi chose to do. By doing favors for other people he was able to find out who he was, he found out he was the Mahatma because he truly did have a great soul.

Free Essays on No Child Left Behind

On January 8, 2002, President George W. Bush signed into law the No Child Left Behind Act (Public Law 107-110). Because the U.S. Constitution does not designate a public education role for the federal government, the responsibility of K – 12 education is in the hands of each individual state. The federal government, who has an interest in the quality of the nation’s public schools, has passed legislature to provide assistance to the states and schools. The No Child Left Behind Act builds on the foundation of the Elementary and Secondary Education Act (ESEA), first passed in 1965, whose primary purpose was to improve educational opportunity for economically disadvantaged students. In researching the topic of NCLB I have found many differing opinions, both positive and negative, regarding the act as well as it’s implications on our nation as a whole. In order to fully explore this topic we must first attempt to understand the goals of the No Child Left Behind Act. Once we have reviewed this we can then explore its affects thus far, long term affects, opposing views and how we can make this law work for us as both educators and parents. Before we can discuss the No Child Left Behind Act in great detail we must first understand the act which it is a revision of. The ESEA or Elementary and Secondary Education Act was first passed in 1965 by President Lyndon Johnson. The ESEA was President Johnson’s first bill in his War on Poverty program. In 1966 an amendment to the ESEA added Title VI. This amendment added grants for â€Å"handicapped† children but in 1970 broke off from the ESEA. It is now known as the Individuals with Disabilities Act. Throughout the history of the ESEA the federal government expanded the act to include bilingual education, minority education, education in correctional facilities, safe and drug free schools, arts education, library and media services, neglected and delinquent youth, as... Free Essays on No Child Left Behind Free Essays on No Child Left Behind No Child Left Behind: A Foolish Race Into the Past† by David Marshak is clearly showing the view against this policy. Basically No Child Left Behind is a policy that allows all students to get a high quality education. This article shows how this may be a horrible idea to be carried out. There are a lot of problems that can come from the enforcement of this policy on the schools. Kids right now aren’t really getting the proper bond that should exist between a student and his/her teacher. So this policy also has connections and ties to newer and better ways for students to learn and interact differently with their teachers. Problem being that this would cause a huge shift the budget and would take a lot of planning and time to convert to the new system which would wind up being worse for the children than the original situation. I like to believe that I am a supporter of equal opportunity for students of all races, ages, social and economical statuses. After reading this article however it doesn’t seem like too great of an idea. All the time, manpower and budget money that would be spent on this project would be overwhelming for the districts to have to take on. The post-industrial idea doesn’t sound soothing to the ear either. Who is to say that smaller schools and environments are better? I believe that if the kids are in less populated schools they are missing the opportunity of diversity, or the chance to get away from certain kids they don’t like or may pick on them. The best thing about largely populated public schools is, that there really is a social group for everybody whether those kids find each other or not. In conclusion, it’s going to come down to the risks of making the change or not. Hopefully if they do decide to push forward with it the proper precautions will be taken to ensure the economic and social stability of the community and schools.... Free Essays on No Child Left Behind No Child Left Behind On January 8, 2002 President George Bush signed the â€Å"No Child Left Behind† Act (No 2002). This law was made to help the country’s educational system. The law revolutionizes the old system. A few of the most popular and biggest changes are: Improving academic achievement of the disadvantaged, higher quality teachers, making all schools up to date on technology, giving schools more flexibility and accountability, and giving a choice to students of their school (No 2002). Because the law is so vast, this paper will explore the flexibility and accountability changes and how they allow the students and parents to choice their schools. One of the new laws gives states more flexibility with what they spend their allotted federal money on in their schools. For instance, one district might need a technology upgrade while another needs teacher improvement. Before this law, schools had to go through mounds of paper work and red tape to get the different funding. The president believes that each area knows the improvement needed and this will make it easier to get (No 2002). Not only do the schools get flexibility in their finances but also in their standards. In the fall of 2002, each state had its own standards for their schools. The standards are based on math and reading but will include science by the 2007-08 school year. The standards will also be on achievement of subgroups and teacher qualification (Spar 2003). They will be measured by their progress each year. The idea of these standards is to give schools 12 years to make every student who graduates have a mastery of basic skills (No 2002). Even though the schools are given all this flexibility, they will also be held accountable for all their choices. Each year the state will produce a report card on the progress in their schools. The report card will be based on a test that students take at every school. These tests will be given to every student in... Free Essays on No Child Left Behind On January 8, 2002, President George W. Bush signed into law the No Child Left Behind Act (Public Law 107-110). Because the U.S. Constitution does not designate a public education role for the federal government, the responsibility of K – 12 education is in the hands of each individual state. The federal government, who has an interest in the quality of the nation’s public schools, has passed legislature to provide assistance to the states and schools. The No Child Left Behind Act builds on the foundation of the Elementary and Secondary Education Act (ESEA), first passed in 1965, whose primary purpose was to improve educational opportunity for economically disadvantaged students. In researching the topic of NCLB I have found many differing opinions, both positive and negative, regarding the act as well as it’s implications on our nation as a whole. In order to fully explore this topic we must first attempt to understand the goals of the No Child Left Behind Act. Once we have reviewed this we can then explore its affects thus far, long term affects, opposing views and how we can make this law work for us as both educators and parents. Before we can discuss the No Child Left Behind Act in great detail we must first understand the act which it is a revision of. The ESEA or Elementary and Secondary Education Act was first passed in 1965 by President Lyndon Johnson. The ESEA was President Johnson’s first bill in his War on Poverty program. In 1966 an amendment to the ESEA added Title VI. This amendment added grants for â€Å"handicapped† children but in 1970 broke off from the ESEA. It is now known as the Individuals with Disabilities Act. Throughout the history of the ESEA the federal government expanded the act to include bilingual education, minority education, education in correctional facilities, safe and drug free schools, arts education, library and media services, neglected and delinquent youth, as...

Macbeth Quotes from William Shakespeares Famous Tragedy

'Macbeth' Quotes from William Shakespeare's Famous Tragedy Macbeth is one of William Shakespeares great tragedies. Theres murder, battles, supernatural portents, and all the other elements of a well-worked drama. Here are a few quotes from Macbeth. First Witch: When shall we three meet againIn thunder, lightning, or in rain?Second Witch: When the hurlyburlys done,When the battles lost and won.- William Shakespeare, Macbeth, 1.1Fair is foul, and foul is fair.- William Shakespeare, Macbeth, 1.1What bloody man is that?- William Shakespeare, Macbeth, 1.2Sleep shall neither night nor dayHang upon his pent-house lid.- William Shakespeare, Macbeth, 1.3Shall he dwindle, peak, and pine.- William Shakespeare, Macbeth, 1.3The weird sisters, hand in hand,Posters of the sea and land,Thus do go about, about.- William Shakespeare, Macbeth, 1.3What are theseSo witherd and so wild in their attire,That look not like the inhabitants o the earth,And yet are on t?- William Shakespeare, Macbeth, 1.3If you can look into the seeds of time,And say which grain will grow and which will not.- William Shakespeare, Macbeth, 1.3Stands not within the prospect of belief.- William Shakespeare, Macbeth, 1.3Say, from whenceYou owe this strange intelligence? or wh yUpon this blasted heath you stop our wayWith such prophetic greeting?- William Shakespeare, Macbeth, 1.3 Or have we eaten on the insane rootThat takes the reason prisoner?- William Shakespeare, Macbeth, 1.3What! can the devil speak true?- William Shakespeare, Macbeth, 1. 3Two truths are told,As happy prologues to the swelling actOf the imperial theme.- William Shakespeare, Macbeth, 1.3Present fearsAre less than horrible imaginings.- William Shakespeare, Macbeth, 1.3Nothing isBut what is not.- William Shakespeare, Macbeth, 1.3If chance will have me king, why, chance may crown me.- William Shakespeare, Macbeth, 1.3Come what come may,Time and the hour runs through the roughest day.- William Shakespeare, Macbeth, 1.3Nothing in his lifeBecame him like the leaving it; he diedAs one that had been studied in his deathTo throw away the dearest thing he owed,As t were a careless trifle.- William Shakespeare, Macbeth, 1.4Theres no artTo find the minds construction in the face.- William Shakespeare, Macbeth, 1.4More is thy due than more than all can pay.- William Shakespeare, Macbeth, 1.4 Yet do I fear thy nature;It is too full o the milk of human kindness.- William Shakespeare, Macbeth, 1.5What thou wouldst highly,That wouldst thou holily; wouldst not play false,And yet wouldst wrongly win.- William Shakespeare, Macbeth, 1.5Come, you spiritsThat tend on mortal thoughts! unsex me here,And fill me from the crown to the toe top fullOf direst cruelty; make thick my blood,Stop up the access and passage to remorse,That no compunctious visitings of natureShake my fell purpose.- William Shakespeare, Macbeth, 1.5Come to my womans breasts,And take my milk for gall, you murdering ministers.- William Shakespeare, Macbeth, 1.5Come, thick night,And pall thee in the dunnest smoke of hell,That my keen knife see not the wound it makes,Nor heaven peep through the blanket of the dark,To cry, Hold, hold!- William Shakespeare, Macbeth, 1.5Your face, my thane, is as a book where menMay read strange matters. To beguile the time,Look like the time; bear welcome in your eye,Your hand, your t ongue: look like the innocent flower,But be the serpent under t.- William Shakespeare, Macbeth, 1.5 This castle hath a pleasant seat; the airNimbly and sweetly recommends itselfUnto our gentle senses.- William Shakespeare, Macbeth, 1.6The heavens breathSmells wooingly here: no jutty, frieze,Buttress, nor coign of vantage, but this birdHath made his pendent bed and procreant cradle:Where they most breed and haunt, I have observed,The air is delicate.- William Shakespeare, Macbeth, 1.6If it were done when tis done, then twere wellIt were done quickly: if the assassinationCould trammel up the consequence, and catchWith his surcease success; that but this blowMight be the be-all and the end-all here,But here, upon this bank and shoal of time,Wed jump the life to come. But in these casesWe still have judgment here; that we but teachBloody instructions, which being taught, returnTo plague the inventor: this even-handed justiceCommends the ingredients of our poisoned chaliceTo our own lips.- William Shakespeare, Macbeth, 1.7Besides, this DuncanHath borne his faculties so meek, hath beenSo clear in his great office, that his virtuesWill plead like angels, trumpet-tongued, againstThe deep damnation of his taking-off;And pity, like a naked new-born babe,Striding the blast, or heavens cherubim, horsedUpon the sightless couriers of the air,Shall blow the horrid deed in every eye,That tears shall drown the wind. I have no spurTo prick the sides of my intent, but onlyVaulting ambition, which oerleaps itself,And falls on the other.- William Shakespeare, Macbeth, 1.7 I have boughtGolden opinions from all sorts of people.- William Shakespeare, Macbeth, 1.7Was the hope drunk,Wherein you dressd yourself? hath it slept since,And wakes it now, to look so green and paleAt what it did so freely? From this timeSuch I account thy love.- William Shakespeare, Macbeth, 1.7Letting I dare not wait upon I would,Like the poor cat i the adage.- William Shakespeare, Macbeth, 1.7I dare do all that may become a man;Who dares do more is none.- William Shakespeare, Macbeth, 1.7I have given suck, and knowHow tender tis to love the babe that milks me:I would, while it was smiling in my face,Have plucked my nipple from his boneless gums,And dashd the brains out, had I so sworn as youHave done to this.- William Shakespeare, Macbeth, 1.7Screw your courage to the sticking-place,And well not fail.- William Shakespeare, Macbeth, 1.7Bring forth men-children only;For thy undaunted mettle should composeNothing but males.- William Shakespeare, Macbeth, 1.7 Here are more quotes from Macbeth. 38. False face must hide what the false heart doth know.- William Shakespeare, Macbeth, 1.7 39. Theres husbandry in heaven;Their candles are all out.- William Shakespeare, Macbeth, 2.1 40. Is this a dagger which I see before me,The handle toward my hand? Come, let me clutch thee.I have thee not, and yet I see thee still.Art thou not, fatal vision, sensibleTo feeling as to sight? or art thou butA dagger of the mind, a false creation,Proceeding from the heat-oppressed brain?- William Shakespeare, Macbeth, 2.1 41. Now oer the one half-worldNature seems dead.- William Shakespeare, Macbeth, 2.1 42. Thou sure and firm-set earth,Hear not my steps, which way they walk, for fearThy very stones prate of my whereabout.  -William Shakespeare,  Macbeth, 2.1 43. The bell invites me.Hear it not, Duncan; for it is a knellThat summons thee to heaven or to hell.- William Shakespeare, Macbeth, 2.1 44. That which hath made them drunk hath made me bold,What hath quenched them hath given me fire.- William Shakespeare, Macbeth, 2.2 45. It was the owl that shrieked, the fatal bellman,Which gives the sternst good-night.- William Shakespeare, Macbeth, 2.2 47. The attempt and not the deedConfounds us.- William Shakespeare, Macbeth, 2.2 48. Had he not resembledMy father as he slept I had donet.- William Shakespeare, Macbeth, 2.2 49. Wherefore could I not pronounce Amen?I had most need of blessing, and AmenStuck in my throat.- William Shakespeare, Macbeth, 2.2 50. Methought I heard a voice cry, Sleep no more!Macbeth does murder sleep! the innocent sleep,Sleep that knits up the ravelled sleave of care,The death of each days life, sore labors bath,Balm of hurt minds, great natures second course,Chief nourisher in lifes feast.- William Shakespeare, Macbeth, 2.2 51. Glamis hath murdered sleep, and there CawdorShall sleep no more, Macbeth shall sleep no more!- William Shakespeare, Macbeth, 2.2 52. I am afraid to think what I have done;Look ont again I dare not.- William Shakespeare, Macbeth, 2.2 53. Infirm of purpose!- William Shakespeare, Macbeth, 2.2 54. Tis the eye of childhoodThat fears a painted devil.- William Shakespeare, Macbeth, 2.2 55. Will all great Neptunes ocean wash this bloodClean from my hand? No, this my hand will ratherThe multitudinous seas incarnadine,Making the green one red.- William Shakespeare, Macbeth, 2.2 56. A little water clears us of this deed.- William Shakespeare, Macbeth, 2.2 57. Heres a knocking, indeed! If a man were porter of hell-gate he should have old turning the key. Knock, knock, knock! Whos there, i the name of Beelzebub? Heres a farmer that hanged himself on the expectation of plenty.- William Shakespeare, Macbeth, 2.3 58. This place is too cold for hell. Ill devil-porter it no further: I had thought to have let in some of all professions, that go the primrose way to the everlasting bonfire.- William Shakespeare, Macbeth, 2.3 59. Porter: Drink, sir, is a great provoker of three things. Macduff: What three things does drink especially provoke?Porter: Marry, sir, nose-painting, sleep, and urine. Lechery, sir, it provokes, and unprovokes; it provokes the desire, but it takes away the performance.- William Shakespeare, Macbeth, 2.3 60. The labor we delight in physics pain.- William Shakespeare, Macbeth, 2.3 61. The night has been unruly: where we lay,Our chimneys were blown down; and, as they say,Lamentings heard i the air; strange screams of death,And prophesying with accents terribleOf dire combustion and confused eventsNew hatched to the woeful time. The obscure birdClamored the livelong night: some say the earthWas feverous and did shake.- William Shakespeare, Macbeth, 2.3 62. Tongue nor heartCannot conceive nor name thee!- William Shakespeare, Macbeth, 2.3 63. Confusion now hath made his masterpiece!Most sacrilegious murder hath broke opeThe Lords anointed temple, and stole thenceThe life o the building!- William Shakespeare, Macbeth, 2.3 64. Shake off this downy sleep, deaths counterfeit,And look on death itself! up, up, and seeThe great dooms image!- William Shakespeare, Macbeth, 2.3 65. Had I but lived an hour before this chance,I had lived a blessed time.- William Shakespeare, Macbeth, 2.3 66. Theres daggers in mens smiles.- William Shakespeare, Macbeth, 2.3 67. A falcon, towering in her pride of place,Was by a mousing owl hawked at and killed.- William Shakespeare, Macbeth, 2.4 68. Thriftless ambition, that wilt ravin upThine own lifes means!- William Shakespeare, Macbeth, 2.4 69. Thou hast it now: King, Cawdor, Glamis, all,As the weird women promised; and, I fear,Thou playdst most foully fort.- William Shakespeare, Macbeth, 3.1 70. I must become a borrower of the nightFor a dark hour or twain.- William Shakespeare, Macbeth, 3.1 71. Let every man be master of his timeTill seven at night.- William Shakespeare, Macbeth, 3.1 72. Upon my head they placed a fruitless crown,And put a barren sceptre in my gripe,Thence to be wrenchd with an unlineal hand,No son of mine succeeding.- William Shakespeare, Macbeth, 3.1 73. First Murderer: We are men, my liege.Macbeth: Ay, in the catalogue ye go for men,As hounds and greyhounds, mongrels, spaniels, curs,Shoughs, water-rugs, and demi-wolves are cliptAll by the name of dogs.- William Shakespeare, Macbeth, 3.1 74. Leave no rubs nor botches in the work.- William Shakespeare, Macbeth, 3.1 75. Lady Macbeth: Things without all remedyShould be without regard; whats done is done.Macbeth: We have scotched the snake, not killed it;Shell close and be herself, while our poor maliceRemains in danger of her former tooth.- William Shakespeare, Macbeth, 3.2 76. Duncan is in his grave;After lifes fitful fever he sleeps well:Treason has done his worst; nor steel, nor poison,Malice domestic, foreign levy, nothing,Can touch him further.- William Shakespeare, Macbeth, 3.2 Here are even more quotes from Macbeth, by William Shakespeare. 77. Ere the bat hath flownHis cloistered flight, ere, to black Hecates summonsThe shard-borne beetle with his drowsy humsHath rung nights yawning peal, there shall be doneA deed of dreadful note.- William Shakespeare, Macbeth, 3.2 78. Come, seeling night,Scarf up the tender eye of pitiful day,And with thy bloody and invisible handCancel and tear to pieces that great bondWhich keeps me pale! Light thickens, and the crowMakes wing to the rooky wood;Good things of day begin to droop and drowse,Whiles nights black agents to their preys do rouse.- William Shakespeare, Macbeth, 3.2 79. Cancel and tear to pieces that great bondWhich keeps me pale! Light thickens, and the crowMakes wing to the rooky wood;Good things of day begin to droop and drowse,Whiles nights black agents to their preys do rouse.- William Shakespeare, Macbeth, 3.2 80. Things bad begun make strong themselves by ill.- William Shakespeare, Macbeth, 3.2 81. The west yet glimmers with some streaks of day:Now spurs the lated traveller apaceTo gain the timely inn.- William Shakespeare, Macbeth, 3.3 82. But now I am cabined, cribbed, confined, bound inTo saucy doubts and fears.- William Shakespeare, Macbeth, 3.4 83. Now, good digestion wait on appetite,And health on both!- William Shakespeare, Macbeth, 3.4 84. Thou canst not say I did it; never shakeThy gory locks at me.- William Shakespeare, Macbeth, 3.4 85. What man dare, I dare:Approach thou like the rugged Russian bear,The armed rhinoceros, or the Hyrcan tiger,-Take any shape but that, and my firm nervesShall never tremble.- William Shakespeare, Macbeth, 3.4 86. Hence, horrible shadow!Unreal mockery, hence!- William Shakespeare, Macbeth, 3.4 87. Stand not upon the order of your going,But go at once.- William Shakespeare, Macbeth, 3.4 88. Blood will have blood.William Shakespeare, Macbeth, 3.4 89. I am in bloodStepped in so far that, should I wade no more,Returning were as tedious as go oer.- William Shakespeare, Macbeth, 3.4 90. You lack the season of all natures, sleep.- William Shakespeare, Macbeth, 3.4 91. Round about the cauldron go;In the poisoned entrails throw.Toad, that under cold stoneDays and nights hast thirty-oneSweltered venom sleeping got,Boil thou first i the charmed pot.Double, double toil and trouble;Fire burn, and cauldron bubble.- William Shakespeare, Macbeth, 4.1 92. Eye of newt and toe of frog,Wool of bat and tongue of dog.Adders fork, and blind-worms sting,Lizards leg, and howlets wing,For a charm of powerful trouble,Like a hell-broth boil and bubble.- William Shakespeare, Macbeth, 4.1 93. Liver of blaspheming Jew,Gall of goat, and slips of yewSlivered in the moons eclipse,Nose of Turk, and Tartars lips,Finger of birth-strangled babeDitch-delivered by a drab,Make the gruel thick and slab.- William Shakespeare, Macbeth, 4.1 94. By the pricking of my thumbs,Something wicked this way comes.- William Shakespeare, Macbeth, 4.1 95. How now, you secret, black, and midnight hags!- William Shakespeare, Macbeth, 4.1 96. A deed without a name.- William Shakespeare, Macbeth, 4.1 97. Be bloody, bold, and resolute; laugh to scornThe power of man, for none of woman bornShall harm Macbeth.- William Shakespeare, Macbeth, 4.1 98. Ill make assurance double sure,And take a bond of fate.- William Shakespeare, Macbeth, 4.1 99. Macbeth shall never vanquished be untilGreat Birnam wood to high Dunsinane hillShall come against him.- William Shakespeare, Macbeth, 4.1 100. The weird sisters.- William Shakespeare, Macbeth, 4.1. 101. When our actions do not,Our fears do make us traitors.- William Shakespeare, Macbeth, 4.2 102. He loves us not;He wants the natural touch.- William Shakespeare, Macbeth, 4.2 103. Son: And must they all be hanged that swear and lie?Lady Macduff: Every one.Son: Who must hang them?Lady Macduff: Why, the honest men.Son: Then the liars and swearers are fools, for there are liars and swearers enow to beat the honest men, and hang up them.- William Shakespeare, Macbeth, 4.2 104. Stands Scotland where it did?- William Shakespeare, Macbeth, 4.3 105. Give sorrow words: the grief that does not speakWhispers the oer-fraught heart and bids it break.- William Shakespeare, Macbeth, 4.3 106. What, all my pretty chickens and their damAt one fell swoop?- William Shakespeare, Macbeth, 4.3 107. Out, damned spot! out, I say!- William Shakespeare, Macbeth, 5.1 108. Fie, my lord, fie! a soldier, and afeard?- William Shakespeare, Macbeth, 5.1 109. Yet who would have thought the old man to have had so much blood in him?- William Shakespeare, Macbeth, 5.1 110. The Thane of Fife had a wife: where is she now?- William Shakespeare, Macbeth, 5.1 111. All the perfumes of Arabia will not sweeten this little hand.- William Shakespeare, Macbeth, 5.1 112. Whats done cannot be undone.- William Shakespeare, Macbeth, 5. 1 113. Foul whisperings are abroad. Unnatural deedsDo breed unnatural troubles; infected mindsTo their deaf pillows will discharge their secrets;More needs she the divine than the physician.- William Shakespeare, Macbeth, 5.1 114. Now does he feel his titleHang loose about him, like a giants robeUpon a dwarfish thief.- William Shakespeare, Macbeth, 5.2 115. Till Birnam wood remove to Dunsinane,I cannot taint with fear.- William Shakespeare, Macbeth, 5.3 116. The devil damn thee black, thou cream-faced loon!Where gottst thou that goose look?- William Shakespeare, Macbeth, 5.3 117. I have lived long enough: my way of lifeIs falln into the sere, the yellow leaf;And that which should accompany old age,As honor, love, obedience, troops of friends,I must not look to have; but in their steadCurses, not loud but deep, mouth-honor, breath,Which the poor heart would fain deny, and dare not.- William Shakespeare, Macbeth, 5.3 118. Canst thou not minister to a mind diseased,Pluck from the memory a rooted sorrow,Raze out the written troubles of the brain,And with some sweet oblivious antidoteCleanse the stuffed bosom of that perilous stuffWhich weighs upon the heart?- William Shakespeare, Macbeth, 5.3 119. The patientMust minister to himself.- William Shakespeare, Macbeth, 5.3 Here are even more quotes from Macbeth, by William Shakespeare. 120. Throw physic to the dogs: Ill none of it.- William Shakespeare, Macbeth, 5. 3 121. The cry is still, They come!- William Shakespeare, Macbeth, 5.5 122. I have almost forgot the taste of fears.The time has been my senses would have cooledTo hear a night-shriek, and my fell of hairWould at a dismal treatise rouse and stirAs life were int: I have supped full with horrors;Direness, familiar to my slaughterous thoughts,Cannot once start me.- William Shakespeare, Macbeth, 5.5 123. To-morrow, and to-morrow, and to-morrow,Creeps in this petty pace from day to dayTo the last syllable of recorded time,And all our yesterdays have lighted foolsThe way to dusty death. Out, out, brief candle!Lifes but a walking shadow, a poor playerThat struts and frets his hour upon the stageAnd then is heard no more: it is a taleTold by an idiot, full of sound and fury,Signifying nothing.- William Shakespeare, Macbeth, 5.5 124. I gin to be aweary of the sun,And wish the estate o the world were now undone.Ring the alarum-bell! Blow, wind! come, wrack!At least well die with harness on our back.- William Shakespeare, Macbeth, 5.5 125. Those clamorous harbingers of blood and death.- William Shakespeare, Macbeth, 5.6 126. I bear a charmed life.- William Shakespeare, Macbeth, 5. 8 127. Macduff was from his mothers wombUntimely ripped.- William Shakespeare, Macbeth, 5.7 128. Lay on, Macduff,And damned be him that first cries, Hold, enough!- William Shakespeare, Macbeth, 5.8

Critique Program Development Models-Adult Education Essay

Critique Program Development Models-Adult Education - Essay Example g and implementing educational strategies should culminate in behavioural change in individual learners and within learner groups and systems (Boone et al, 2002). The purpose of adult education programs is to enhance adults’ capacity to participate in society and improve their lives. An adult education program development model should have a clear statement of mission, philosophy, and goals that guides all aspects of program services. Further, it has to meet the needs of the program’s community, as well as the policies of its state and national funding agencies (Comings et al, 2006). The two theorists of adult education selected are: Stephen Brookfield (1986) and Malcolm Shepherd Knowles (1988). The program development models conceptualized by the above theorists are compared and contrasted below. According to Brookfield (1986), facilitators of adult learning should not adopt formulaic responses to widely varying situations. Avoiding orthodoxy, creative application of theory to the unique circumstances of the practice setting is advocated. The institutional model comprises of basic tenets of instructor-learner relationship, in whch the learner is in a submissive position, and is completely dependent on the instructor for achieving learning outcomes. In Knowles’ (1988) andragogical model of program development, there is shift in research and practice from a focus on teaching to a focus on learning. Thus a new emphasis on education was introduced, as a process of facilitating self-directed learning. Another principle is that life-long learning is considered as the organising principle for all education. Institutional culture, politics and technology will all play a part in impacting the program development process (Brookfield, 1986). Brookfield’s (1985) liberal model of adult education is institution-bound because it emphasizes principles of program design and the best use of available delivery systems, to plan a program to meet everyone’s needs.

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

France - Essay Example The river basins in the country are the Rhone, the Seine, the Loire and the Garonne (Encyclopedia.com). All of them played a significant role in the history as they were used as the main transportation routes before the railway replaced them. The population of the country is about 64 million of people with 20 percent of them living in the Parisian region (OECD). The French people have the highest female life expectancy in the EU; at the same time, they are the biggest consumers of medicine in Europe and the second biggest consumers of alcohol on the continent (after Luxembourg) (â€Å"Interesting Facts About France†). Andre Gide, the famous French Nobel Prize winner in literature, once said about the French people, â€Å"French people are Italian people in bad mood† (â€Å"Interesting Quotes†). About 85 percent of the population are Roman Catholics; about 2 percent are Lutherans and Calvinists; Muslims comprise about 8 percent. At the same time, more than 40 percent claim they are atheists (Encyclopedia.com). The official language is French; there are also several regional languages spoken in the country, such as Alsatian, Basque, Catalan, Breton, Corsican, Occitan, Franco-Provencal etc. French was the language of diplomacy and aristocracy throughout the entire Europe and the Ottoman Empire. In addition to this, it was the official language in England for more than three centuries (â€Å"Interesting Facts About France†). France is famous by its well-developed food-and-drink industry. In particular, France is one of the greatest producers of wine and liquors in the world. In fact, wine has been produced in the country since the Roman times. In total, there are more than 450 wine appellations in the entire country. Also, cheese production is flourishing in the country: more than 300 types of cheese, including Camembert, Livarot, Brie de Meaux, Roquefort, Reblochon etc., are made there. What is more, France is the