Pastoralism Is An Economy Based On Herding. Pastoralists Maintain Herd

Pastoralism is an economy based on herding. Pastoralists maintain herds of animals and use their products to support themselves directly and to exchange with other civilizations. It is especially associated with such terrain as steppes, rolling hills, grasslands, and the like-areas of low rainfall where cultivation is difficult without irrigation, but where grasses are plentiful enough to support herds of animals.1 Pastoralism was originally founded in the old world. Pastoralists are generally nomadic and usually follow their herds in search of food and water. Pastoral civilizations tend to be warlike and they have a difficult time trying to live at peace with settled agricultural populations. In areas where pastoralists and cultivators are in contact , the pastoralists generally have the advantage in prestige due to their superior military striking power.2 I will illustrate a few examples of pastoral groups that are warlike to prove that the first half of the statement is true. The Masai live among the wild animals on the rolling plains of the Rift Valley, one of the most beautiful parts of Africa.3 The Masai are strictly cattle herders. They do not farm the land, believing it to be a sacrilege to break the earth.3 In contrast to their peaceful and harminous relationship to the wildlife, however, the Masai are warlike in relationship to their neighboring tribes, conducting cattle raids where they take women as well as cattle for their prizes and they have been fiercely independent in resisting the attempts of colonial governments to change or subdue them.3 The amount of land that the Masai require for their enormous herds of cattle is not appreciated by people who use and value the land more for agriculture than for pasturage and for herds of wild animals. Many people view the Masai as thieves, but they do not believe in stealing material objects. They have strict laws against those that do steal material objects. They believe that when they raid other vill ages and steal their cattle it is seen as returning the cattle to their rightful owners. This belief stems from the notion that all cattle on the earth are theirs, and any cattle they do not presently own are only temporarily out of their care, and must be recaptured.3 It from the basic belief, an entire culture has grown. The ground or area that the cattle graze is considered sacred, everything from the grass the cattle eat to the water they drink. This is why that it is sacrilege for them to break the ground. The Indians of the Great Plains can be considered pastoral or nomadic group. They hunted the buffalo or bison on the plains. The buffalo regulated their lives, they followed the herds since it was their main source for food. They would move when the buffalo moved setting up camps with the herds. The Indians of the great plains were definitely warlike. They raided other tribes for women, horses, and food. They would extinguish anyone who crossed their land and attempted to raid their village. They performed war dances or ghost dances to get themselves prepared for war. The premise of warfare was common among all tribes on the Great Plains, but it goes hand in hand with the buffalo herds. The Hittites of Ancient Mesopotamia were a pastoral group that herded sheep, goats, and camel in the desert region located on the outskirts of Mesopotamia. They were one of the first nomadic groups to domestic the horse. Once they domesticated the horse it spelled doom for the groups in the surrounding areas. The Hittites could move farther and faster with their herds. They would destroy everything that got in the way of their herds. They destroyed several agricultural city-states and wiped out several cultures in the process. On the other hand it is true that pastoralist societies cannot live without agricultural societies because pastoralism is not a self-sufficient way of life. Pastoralism is a highly specialized form of food production involving the care of large animals. It has survived mostly in places which cannot support agriculture but can provide sufficient pasture for a herd, as well as secondary hunting-gathering opportunities. Even though they are nomadic pastoral societies tend to be more stratified and have more social

The Euro Zones Rising Inflation and Unemployment Rate

The Euro Zones Rising Inflation and Unemployment Rate The euro zone had been a region of envy in economic regards to many regions since its formation. However, the euro zone found itself in a predicament from late 2009 after the economic downturns that faced some countries in the euro zone.Advertising We will write a custom assessment sample on The Euro Zone’s Rising Inflation and Unemployment Rate specifically for you for only $16.05 $11/page Learn More Many euro zone countries piled up their debts to the extent that they were unable to service them. This was worsened by the fact that despite countries in the euro zone use of one currency they have different tax structures as well as regulations. As a result, leaders of various countries found it difficult to interfere with affairs of other countries even when it was iminent that they could affect their performance. Consequently, countries in the euro zone were plunged into deep economic problems that seem to be worsening. To begin with, the unemploymen t rate has been increasing since the crisis begun due to worsening economic conditions. However, the rate reached a record high of 10.7 percent in January since the formation of the euro zone in 1999. There are approximately 24.3 million people out of jobs in the entire euro zone. The number might be more given the fact that some people are unrecorded. According to Keynesian economics, inflation rate and unemployment are inversely related in the sense that when one rises the other should decline. However, this has not worked in the euro zone. Despite the increasing rate of unemployment, inflation rate has also been increasing. The average rate of inflation in January was 2.7 percent. Though this has been attributed to the increasing world energy prices, the economic crisis has a role to play. It should also be noted that though the European central bank has been keen on maintaining the inflation rate below 2 percent, it has not succeeded. Increase in the money supply is known to end in high inflation rates though it is crucial in jump starting a stagnating economy. The debt crisis of the euro zone can be alleviated by increasing the accessibility of money which is what the European central bank wants to achieve through its low interest loans.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the same note, various major banks are also printing money thus increasing the money supply. This, however, has increased the expectations that inflation rate will increase in future thus increasing the tendencies that inflation will raise in the near future. This can also have dire effects on interest rates as well as the exchange rates. Nevertheless, it is sad to note that expansionary monetary policy seems to be the only feasible solution. It is important to note that though collectively the euro zone countries have experienced increasing deteriorating economic conditions, some countries are worse than others. Spain for example performed poorly with unemployment rate hitting 23.3 percent in November compared to Germany where the unemployment rate was 6.8 percent in February. Greece is also among the countries that have suffered serious effects as far as the euro zone crisis is concerned. However, analysts have envisioned good times ahead though they are cautioning that it is not yet celebration time. Reports have showed that the manufacturing sector has recorded slight positive statistics. However, specialists say that the change is too small and the industry is still below par. On the same note, the euro crisis is not likely to end any time soon given the extent of its effect on some countries for example Greece. It will be however be improper to say that the economic region will collapse since it is slowly picking up.

Bias, fallacies, and specific rhetorical devices in the speech Essay

Bias, fallacies, and specific rhetorical devices in the speech - Essay Example They easily rely on what the speaker is saying. If the speaker knows the art of misleading, he can change the thoughts and emotions of the listener easily. Rhetoric device is a technique in which the speaker wants to make an impressive expression on the audience. The argumentations are done in such a way that the speaker can get the appropriate result from the audience by making reasoning that can either be real or are stated artificially. The result from rhetorical argumentation can also result in fallacy if the debate or conversation is done falsely. Kane’s speech has numerous examples of bias, fallacies, and rhetoric devices. The campaigner starts his part of speech with the words that â€Å"only one man can rid the politics of the State of the evil domination of Boss Jim Gettys†. This is a fallacy as the campaigner is pointing towards Kane. The campaigner has assumed that only Kane is eligible for demolishing the evil domination of Jim Gettys. They have labeled Jim Gettys rule as the evil domination, thus this has established a bias. As Kane starts his speech, he again creates a bias by calling Jim Gettys a villain and dishonest person. He has unfairly awarded him with these words without keeping in view what the audience thinks of him. And another fallacy is that Kane is sure that he will win the governor election since the voting has not even started. The rhetoric devices in this speech are the repetition of the words by breaking the momentum of normal speech and creating a dramatic effect. Examples are â€Å" Jim Gettys†¦ Jim Gettys has something less than a chance† and â€Å"the working man...the working man†. In the first example of rhetorical device there also exists a fallacy as Kane thinks that Jim Gettys will not win the governorship. The campaigner and Kane both have made arguments and have countered the arguments. Firstly the campaigner has called Gettys an evil and labeled Kane as an ideal governor. He has said this

A Question of Discrimination Research Paper Example | Topics and Well Written Essays - 250 words

A Question of Discrimination - Research Paper Example In other words, the equal rights legislation covers the Federal Government’s prevailing concerns in employment as emancipated by the EEOC. This in return should remind every company to abide by this rule. Based on the equal rights legislation and regulation emancipated by the EEOC, questions that at some point would lead to discrimination are strongly prohibited (National Archives, 2012; US Equal Employment Opportunity Commission, 2012). These questions are not just discriminatory at some sort, but would degrade the civil rights as everyone has the freedom to life. Acquiring a job for instance is a form of meeting this life’s basic concern. Discriminatory questions during job interviews would at some point undermine this elemental human right. What Dan and Alex manifested that would make Ruth cringe was a violation to the basic human rights at work that falls under other relevant employment conditions. At some point, their actuation was a significant manifestation of a discriminatory deed, creating a hostile environment for Ruth at work. In this regard, the management should ensure emancipating core values and policies against acts that would create a hostile environment for employment. Up to this moment, Jennifer and Mel should familiarize EEO-related matters. The reason why they could not implement the right procedure against actions that are becoming hostile to employment is due to lack of actual know-how on the EEO-related matters. Even though they might have knowledge of it, they have no confidence in implementing company policies in line with EEO-related matters. The company core values should be set and this should have its basic foundation on EEO. National Archives. (2012). Teaching With Documents: The Civil Rights Act of 1964 and the Equal Employment Opportunity Commission. Retrieved from

Business Plan for a New Firm in the Music Industry Essay

Business Plan for a New Firm in the Music Industry - Essay Example The proliferation of technological advances in the current world market had facilitated numerous changes in the way business is done. The music industry has been revolutionized by changes in technology that ushered the internet which in turn spurred the introduction of peer to peer architecture and music file sharing. The digitization of music is also apparent in the advent of CDs, VCDs, MP3s, and the most recent advancement which is called streaming technologies. It is irrefutable that a new music industry has evolved, a sector, which began to take advantage of the benefits offered by these revolutions [1]. The utilization of new business models and strategies are essential in order for a business entity to efficiently compete in the current market environment. The new trend in the music industry posted radical changes in the overall industry value chain. It has streamlined the value chain by effectively lessening or fully eradicating some of the previously important players [2]. The most significant of these is the obvious displacement of traditional marketing channels by more technologically advanced ones. Brick and mortar distribution channels are now being complemented or fully replaced by online distribution systems [3]. These new trend necessitate the conceptualization and implementation of innovative business strategies to become profitable, capture a sizeable market share, maximize shareholder value, and compete head-on with other industry leaders. This paper will serve as a platform of a business, which will take advantage the advancement of technology in order to effectively compete in the new music industry. The creation of the company will show the responsiveness of a business entity to the new trend and changes in its environment. The Company The new changes in the music industry will give rise to the conceptualization of a company which will be known as eMusic Company. Business Operation The firm will be involved in the promotion and distribution of music of various artists of music labels and independent ones. Utilizing the present technologies available, eMusic will be employing an online distribution system of music in physical and digital format by establishing and building its own website where consumers can access their products and services. The website will offer a user-friendly interface where music lovers can find the songs that they want with the most convenience and speed possible. Realizing the new trend within the music industry, specifically the streamlining of the value chain, the company will try to bring artists with music fans directly. This will be done by adding a system where artists can directly upload their tracks and albums online to be viewed and heard by anyone online. Market Scope The evolution of a global market through the rapid spread and utilization of the internet technology will allow the company to service anyone in the world. The market scope therefore is a broad and as diverse as the total number of music lovers who have access to the world wide web. This eliminates the ageing population, as they are not usually familiar with the new technology. The most particular market segment to be serviced therefore, is mostly the young and middle-aged population. I. Competitive Environment (current) Figure 1 shows the recording industry's distribution chain. Since eMusic will be involved not only in the distribution but also promotion of music by various artists, it will be competing both with music producers (labels) and distributors. Production Production of music is currently undertaken by record labels which can be neatly classified in four major categories-major labels, independent labels, microlabels, and vanity labels [4]. 1. Major Labels Major labels are comprised of recording companies with over 100 artists. The labels' large number of artists implies a broad array of musical styles. Having huge financial muscle, these usually have national or international distribution

A Study On The Social Policy Social Policy Essay

A Study On The Social Policy Social Policy Essay One definition of social policy is the legal framework from within which society, or in our sphere, medical professionals operate. In the UK social policy mainly consists of Acts of Parliament, although there is also an element of Common Law (laws that are made by the courts) and Ministerial Instruments (Instructions from Ministers that instruct). It is worth noting that all social policy that is passed is within the context of the UK being a western democracy and as part of the EU. The notion of western democracy is important. Parliament does not just pass legislation, it attempts to pass legislation that is either in the short term or long term interests of the electorate, us! We elect and lobby MPs, governments are formed and Bills are introduced and discussed in both Houses. In addition we join pressure groups and professional associations that attempt to exert influence on the legislative process. One of consequences of legislation is that society begins to work on behalf of individuals. John Locke introduced the idea of a Social Contract the relationship between the state and the individual; the idea that the state should provide a minimum standard of living for the individual. Poor Laws were introduced as far Back as 1536 an attempt by the state to provide work for the individual. Laissez Faire the idea that market forces should prevail was being questioned, Charities, the church and philanthropists began to provide for people. Samuel Greg, for example, founded Styal Mill in Cheshire, an industrial work place, but he also took in children and trained them to work in the mill as well as providing quality housing and health care provision for his workers. This approach took a while to bed in bed other captains of industry began to see the advantages of treating their employees with compassion and soon began to lobby government to organise this new interventionist approach t o society. In 1870 the Forster Act was passed, this was the turning point the state took responsibility for education for children between the ages of 5 and 12. Further changes to the education, pensions and benefits systems were introduced over the next 80 years but the main raft of social policies were introduced after WWII. During WWII William Beveridge conducted an audit into the state of the nation. He toured the country and was astonished with what he found. Britain was not a country fit for heroes. Change was needed. He identified 5 great evils: Want, Ignorance, Squalor, Disease and Idleness. Together these evils prevented Britain realising its potential, they were a cancer evident in the fabric of society. Together they negated any notions of meritocracy. With the end of WWII came great optimism, a new post modern society was the vision. Politicians saw their roles as architects of such a society. In July 1947 The Welfare State was officially launched. It aimed to provide a safety net for the population, to intervene in peoples lives and to provide where and when needed. The days of Laissez Faire were over the state would provide. The Welfare State also aimed to eradicate the 5 great evils in the following ways Want: A universal benefits system was introduced. No longer were those in poverty forced to go cap in hand to the church, family members or charities. Many benefits were not means tested they were universal, e.g. Child benefit is paid to all mothers irrespective of income. Ignorance: The Tri-partite system was introduced as a result of the Bulter Education Act 1944. All students sat the 11+ and the result of this exam determined what school they then attended; Grammar School, Secondary Modern Schools, or Secondary Technical Schools. All students attended school until the age of 15 and it was free. Squalor: Squalor means absolute and systemic poverty that is exacerbated by appalling living conditions, e.g. the Gorbals Tenements in Glasgow or the Victorian slums in many industrial cities e.g. Burnley, which were described as, crowded, one of the most filthy and one of the most unhealthy villages P144 Briggs. In addition there was the opportunity that was created by the bombings of the major cities during WWII. People needed housing and needed it fast. The result was The New Towns Act that were passed by Parliament in 1946. It enabled local authorities to build completely new towns in the following areas: England; Basildon, Bracknell, Corby, Harlow, Hatfield, Hemel Hempstead, Milton Keyes, Newton Aycliffe, Peterlee, Redditch, Runcorn, Skelmersdale, Stevenage, Telford, Washington, and Welwyn Garden City. Idleness: People faced crippling unemployment. The Great Depression started in 1929 in the US but continued well into the 1930s and 1940, real economic activity only came as a result of WWII. People needed jobs and the government proposed a policy called Jobs For All. Everyone who needed / wanted a job would be given a job by the government. This was relatively easy to achieve as the welfare state saw a massive building programme and subsequent job in health, education, benefits, etc. The following graph show unemployment rates since WWII: Disease: The government introduced the national Health System in 1947, for the 1st time ever all people had access to free GPs, Hospital care, midwives, Dentists, Opticians etc. Prescriptions were free, inoculations were given, the old killers; TB, Polio, etc were virtually eradicated. Infant mortality rates dropped, life expectance rose and it appeared that the initial spending by the state could be reduced as people were becoming dramatically healthier. All of the above was free at the point of access. The Welfare State was paid for initially by government borrowing and National Insurance contributions. One of the remarkable things about the Welfare State is that is saw the origins of Consensus Politics. Consensus Politics can be defined as the phrase used to describe the practice of government in Britain between 1945 and 1979. The phenomenon was observed by political scientists and media commentators; Britains two major political parties, the Conservative Party and Labour Party, were in agreement, or consensus, over certain basic government policies in the decades after World War II. The introduction of fundamental changes in government responsibility, such as the welfare state, the national health service (NHS), and widespread nationalization of industry, were effectively unchallenged by either party. Essentially this means that regardless of who was in power from 1945 to the mid 1970s both parties agreed to the broad principles of the Welfare State, Interventionism and State Control of Industry. Governments strived to be philanthropic in their nature, to support people, to enable people to realise their potential. Britain strived to become more meritocratic in nature. No longer would it be the case that people were given jobs due to their family, with a free education system according to, age, aptitude and ability theoretically anyone could rise from the lowest social class to the top jobs in society, John Prescott being a relatively good example of where this has been the case. What led to the end of consensus politics is a matter of debate. James Callaghans Great Debate Speech at Ruskin College Oxford is cited as a turning point. Essentially he asked the questions: what has the Welfare state achieved thus far and, more importantly, what is the future? Here both main parties went their separate ways. Thatcher was elected in 1979 and with her came politics of the market and the New Right. During the 1980 Labour wet left on the political spectrum Thatcher sold off the Industrialised industries, she also introduced the broad principles of the market into the various parts of the Welfare State. This policy is know as markedization. Essentially the five major components of the Welfare State were re-orientated in way to create a more flexible workforce, and a way where the principles of the market were the most important. The important policies that were introduced during this time were: Education: The Educational Reform Act 1988 introduced OFSTED, League tables, GM schools, competition between schools. Passing exams became more important that gaining an education. Health: Ken Clarkes mainly effective reforms. Health authorities were now purchasers buying broad block contracts from hospitals. Regional authorities took strategic decisions. Costs became more transparent; the one error was allowing competition on price. To ginger up the market, keen GPs held their own budgets to buy faster services for their patients, creating an unfair two-tier system. But this was a purely internal market with no private involvement and all cash staying in the NHS. The Guardian 7th October 2005 Housing: Council homes were sold off by Thatcher at greatly reduced rates, thus creating a need for more social housing and also a raft of new middle class propertied people who now may well vote Conservative. At its simplest, if the Welfare State were a safety net suspended beneath society to help people bounce back into work, affluence etc, the safety net was lowered, people would have to look after themselves again. The days of Big Interventionist Government were over as epitomised by Thatchers quote in 1987: I think weve been through a period where too many people have been given to understand that if they have a problem, its the governments job to cope with it. I have a problem, Ill get a grant. Im homeless, the government must house me. Theyre casting their problem on society. And, you know, there is no such thing as society. There are individual men and women, and there are families. And no government can do anything except through people, and people must look to themselves first. Its our duty to look after ourselves and then, also to look after our neighbour. People have got the entitlements too much in mind, without the obligations. Theres no such thing as entitlement, unless some one has first met an obligation. The New right dominated through to 1997. Blaire was elected on May 2nd 1997, at the celebration party they played d-ream things can only get better. http://www.youtube.com/watch?v=RHXA5GykEbw it appeared to be the start of a brave new era, underpinned by Giddens Third Way, neither left wing or right wing politics but a realistic and pragmatic combination of both and a smattering of blue skies thinking the challenging of paradigms. Thirteen years later, subsequent elections, wars in Iraq, sleaze and MPs and it would appear that there was very little difference between Thatcher, Major, Blaire or Brown. All we have seen is the consensus politics after WWII replaced with neo-consensus politics that is to the right of the political spectrum. At the very least politicians campaign in poetry and govern in prose, to be frank they are at least disingenuous, at worse they are mere puppets. The Marxist model of power advocates that power resides in the hands of the bourgeoisie, Britain is not a meritocracy of a democracy, and such notions are illusions perpetuated by the bourgeoisie to perpetuate false class consciousness. All the welfare state actually achieves is a proletariat who are educated, housed and healthy enough to be exploited by the bourgeoisie in the capitalist means of production. Politicians merely manage the affairs of the bourgeoisie. All legislation that has ever been passes is initially in the interests of the bourgeoisie. The welfare state for example is not some altruistic gift from government it is actually paid for by the proletariat. If one were to consider the works of Althusser, Illich, Bowles and Gintis etc, then one might actually conclude that the welfare state is actually against the interests of the Proletariat. To conclude one could look at Britain PLC. Postmodernism would argue that NGOs and TNCs are far more influential that nations particularly small nations like the UK. What politicians do needs to be as a consequence of global factors. Young people today are competing for jobs with people in their own town as well as those from India and China and the skills that they need must reflect this fact. Future social policy will be very similar to legislation passed in other countries. This can be seen with the Health care reforms advocated by Obahma, or the educational policies in operation in Australia, we are becoming similar, globalization is happening, IT is creating a homogenous mass. Biography http://www.manchester2002-uk.com/history/victorian/quarrybankmill.html Sociology in Focus. Haralambos. 7th Edition. 2008 http://en.wikipedia.org/wiki/Elementary_Education_Act_1870 Social Insurance and Allied Services. Sir William Beveridge. 1942. http://en.wikipedia.org/wiki/Education_Act_1944 http://en.wikipedia.org/wiki/Gorbals Victorian Cities by Asia Briggs 1993. http://www.budget.gov.au/2004-05/bp1/image/bst4-1.gif http://www.guardian.co.uk/politics/2005/oct/07/publicservices.health Giddens: The Third Way. The Renewal of Social Democracy. 1998

Computer Science :: Graduate Admissions Essays

Computer Science I remember the day as if it were yesterday. During my second year in college, I was attempting to transmit a group of characters comprising my name from one computer to another. I connected the computers using RS-232 cable, wrote the necessary programs and executed them. I typed my name on one terminal and rushed to the other to see the results. "Wow, this is magic!" I exclaimed as I read 'Tom' on the screen. While I realized intuitively that a complex version of this elementary network could achieve much, at the time I had no real idea what. Now, four years later, I know that Networking makes possible a plethora of applications, from video-conferencing over the Internet to linking banks through private networks. It still seems like magic. Or rather, a grand adventure - one that I most certainly want to be part of. My interest in applied science dates back to my school days. During high school, I was fascinated with electronic gadgets. Soon thereafter, designing and building basic circuits started as a hobby. Along the way, however, I realized that the problem-solving aspect of making electronic gadgets was what I enjoyed the most. Engineering was a natural career choice after this. During my undergraduate studies at the Electronics & Communication department of M.K. College of Engineering, subjects like Microprocessors, C-Programming, Computer Networks interested me the most. I was awestruck by the potential of Intel 8086 microprocessor, more so by the manner in which its faster and more powerful cousins revolutionized the working of computers in a decade. I was now determined to focus on microprocessors during my Final Year project. I elected to do the project at National Space Research Organization (NSRO) as it has an outstanding infrastructure setup and a stimulating, world-class research environment. This enabled me to work with some of the best minds dedicated to engineering research in my country. I gained a lot from this association - in particular, an idea of how rewarding and meaningful a career in research could be. The more tangible benefits have been a deeper insight into architecture and working of microprocessors and thorough C-programming skills. Sometimes I spent more than ten hours a day at NSRO, reading manuals and troubleshooting circuits and debugging code. I am glad to say the effort paid off in the end.

Caffeine in Coca-Cola Essay

Design Question: Does the caffeine in Coca-Cola affect blood pressure? Hypothesis: The amount of caffeine in Coca-Cola will cause to the adrenal glands, located on the top of the kidneys, to release more adrenaline which will in turn cause an increase in blood pressure. As the amount of Coca-Cola decreases, so will the difference between initial blood pressure and blood pressure after the consumption of the caffeine. Variables: Vemier Labquest Procedure: In order to test my hypothesis, I decided to use a common caffeinated beverage, Coca-Cola. The amount of caffeine in each bottle is given as 48mg/500mL. So, to keep my calculations clean my initial test was with 500mL of the Coca-Cola. I took my blood pressure with a Vermier Labquest before I consumed any caffeine to have a control variable. It was a manual blood pressure monitor, so I took my own blood pressure. After placing the cuff on my arm, I squeezed the bulb until the cuff pressure reached 170 mm Hg. Then, I released the bulb and let the pressure drop until it was 50 mm Hg and I used the release valve on the bulb to completely release the pressure and stopped the data collection. This data was recorded. Next, I measured the amount of the Coca-Cola used for the current test into a measuring cup and then consumed it. I waited 20 minutes after consumption to take my blood pressure again. Caffeine has been reported to take affect after a time period of 15-45 minutes. I did an identical test every day for five consecutive days with varying amounts of Coca-Cola consumed. On the first day, I consumed 500mL, 400mL on the second day, 300mL on the third day, 200mL on the fourth day, and 100mL on the fifth day. I recorded my blood pressure pre-caffeine consumption on each day. * Spike in blood pressure during the third trial could also be due to the additional consumption of food during the time between initial blood pressure data collection and post-caffeine consumption data collection. No other trials had outside influences on data. Data Processing: The following is a line graph that represents the systolic pressures of each trial before and after caffeine consumption: There are noticeably great differences between the different trials up until the fourth trial when the systolic pressures seem to be nearly the same. The pressure at trial three seems to be an outlier. The following is a line graph that represents the diastolic pressures of each trial before and after caffeine consumption: The correlation between the diastolic pressures does not go along with my hypothesis in showing that the blood pressure will rise as the caffeine intake rises. The spike at trial three is also an outlier here like it was with the systolic pressures. Both of these graphs help to illustrate the change in the pressures visually. Conclusion: Although there is some relation between caffeine intake and a rise in blood pressure, my data was not one-hundred percent accurate in showing that the more caffeine consumed the more of an increase. This would have been shown had the data for trial three been less of an extreme. If the systolic pressure had fallen between 117 and 129 (The systolic pressures for trials 4 and 2) then the data would appear to be much more consistent. The cause of this could be directly due to the fact that I was also eating at the time of the trial whereas with the other four tests, the only thing that I was ingesting at that point in time was the Coca-Cola. I chose to do this experiment on myself for that very reason: I can control my consumption and I am aware of everything consumed that may or may not affect the outcome of the data. If I were to redo this entire experiment, I would also choose to use myself as the test subject. This keeps my variables to a minimum and ensures uniformity. I would also make sure that at the time of the trials that nothing but the actual product, in this case Coca-Cola, was being consumed; especially in the time period between consumption of the test product and then the second blood pressure reading. I would also change my equipment. The blood pressure monitor that I used was manual and at times very unreliable. If given the opportunity to redo this, I would purchase a digital blood pressure cuff that would insure that each reading could not be the product of operator error. This could have also been a factor that led to the outlying data for trial three. Time between consumption and taking a blood pressure reading could also be altered. I used twenty minutes due to the fact that it is a short amount of time and I would not have to worry about controlling possible outside factors for a long period of time. However, if I had let the caffeine be in my system for up to 45 minutes, there may have been more of a noticeable effect to the change in my blood pressure. My hypothesis that the amount of caffeine in Coca-Cola will cause to the adrenal glands, located on the top of the kidneys, to release more adrenaline which will in turn cause an increase in blood pressure. As the amount of Coca-Cola decreases, so will the difference between initial blood pressure and blood pressure after the consumption of the caffeine was somewhat proven to be right. Yes, blood pressure did rise each and every time that I drank the Coca-Cola. However, the latter portion of the hypothesis is still unclear. It is unclear due to the data collected in trial three thus the need to redo trial three for an accurate confirmation of my hypothesis.

The eNotes Blog How to Study for a Test on a LiteraryWork

How to Study for a Test on a LiteraryWork When being tested on a literary work, you are demonstrating your understanding of a text. What your teacher or professor looks for in a literary examination is your comprehension of various literary elements. When studying for a test on a literary work, focus on the details and devices employed by the author rather than rereading the whole work again. Before you start, gather any notes, activities, or guides that may be useful to review. Let’s look at 11 tips designed to help you prepare for a test on a literary work. 1. Read the entire work Do not wait until the last minute to read what you’re being tested on. You probably won’t have time to reread all the material you will be expected to know. Therefore, allow yourself enough time to process what you have read and ask your teachers any questions before you start studying. By the time you’re ready to study, you want to have a basic understanding of the text   so that you can spend more time reviewing specific details and literary devices that may appear on the test. 2. Create an outline Create an outline of the plot that highlights the rising action, the climax, and falling action of the story. This will be a handy reference while you study so that you can keep track of the series of events and what characters are involved. For example, in Shakespeare’s Romeo and Juliet, the rising action is the meeting of the young lovers, the climax is their mutual deaths, and the falling action is the realization by all involved that they too were responsible for the lovers’ tragedy. 3. Note the characters’ roles Start by identifying the protagonist(s) and antagonist(s) of the story. The protagonist is the leading character in a literary work. She is the advocate or champion of a particular cause or idea. The antagonist is the main character’s chief opponent. Both of these characters will have different objectives and it’s important to know who they are and what they want. For example, in Nathaniel Hawthorne’s The Scarlet Letter, Hester Prynne is the protagonist and Roger Chillingworth is the antagonist. Chillingworth is the main impediment to Hester Prynne’s happiness. He represents the stern moral values of Puritanism, whereas Hester relies on her own internal moral compass and her personal relationship with God. Once you’ve identified the protagonist and antagonist, you should make a note of any other major or minor characters that influence the plot. In literary works with a bunch of characters, like Shakespeare’s plays, there’s often a character list at the beginning of the text. It may be useful to create a character map or list that showcases the characters’ relationship throughout the text. 4. Identify major conflicts Most plots center around a conflict that is internal or external. Conflict can enhance the readers’ understanding of specific characters and what drives the storyline. There is often more than one type of conflict taking place at the same time. The four major types of conflict include: Person versus Person One character against another Person versus Nature Character(s) against the forces of nature Person versus Society Values and customs of the majority being challenged by an individual Person versus Self A character with an internal conflict For example, in William Golding’s The Lord of the Flies, we have several different conflicts happening at the same time. Ralph and Jack continually engage in conflict throughout the novel. Ralph is initially elected as the leader of the boys and attempts to establish a civil society on the island; Jack, on the other hand, opposes Ralph and gains support from other boys on the island who want to hunt and rest rather than completing necessary tasks. Although these characters may oppose each other, both of these boys are also in conflict with nature. Trapped on an uninhabited island, all of the boys are forced to build shelters and find food in order to survive. 5. Detect what actions develop from conflict Most plots center around conflict; therefore, it’s important to understand the motivation behind the action and how it influences the rest of the story. For example, Arthur Miller’s The Crucible is a good example of conflict that propels action. When a group of young girls is caught doing improper things in the woods, they try to cover their tracks by accusing people of witchcraft. Their conflict leads to the witch trials depicted in the play. 6. Determine if the characters achieve their goals You need to know what the major characters set out to do in the beginning of the text and if they achieved their goals by the resolution. However, this may not always be obvious. Hamlet, for example, does achieve the mission given to him by the ghost of his father, but determining his overall success is a more contentious matter. Yes, his mother and uncle pay with their lives, but so too do Ophelia, Laertes, Polonius, and Hamlet himself. 7. Take note of the structure Revisit your initial outline of the text. The structure of the text may not always be in chronological order because many works will purposely present events out of sequence or work backwards. One example of events taken out of sequence is William Faulkner’s story â€Å"A Rose for Emily,† which begins with her funeral, jumps to her early life, her later life, and then the discovery of her deed and death. The structure of the plot is a deliberate choice made by the author, therefore you should always consider why a story is told in the format that it is. 8. Identify patterns within the text Patterns often lead to a critical climax or resolution of the plot. For instance, one symbol might give you an idea of where the plot is going, but repeated events and symbols, or motifs, can foreshadow and add thematic depth to the plot. For example, the character of Willy Loman in Death of a Salesman constantly repeats that he wanted more than anything to be â€Å"well-liked.† Because he mentions this so often, readers gain insight into Willy’s extreme lack of self-confidence. 9. Make note of symbols Symbolism is a person, place, or object which has a meaning in itself but suggests other meanings. Things, characters, and actions can be symbols. Note here that symbols are deliberately open to a reader’s interpretation, so carefully consider the context in which they appear. For example, if a color is repeated or particularly associated with a character, think about what it might mean. In Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper,† yellow can be viewed as symbolic of the narrator’s sickness, like jaundice. In Nathaniel Hawthorne’s â€Å"Young Goodman Brown,† Faith’s pink ribbon can be interpreted as representing her innocence. 10. Consider the work’s historical and cultural context You should always put the characters actions and thoughts in context and refrain from making contemporary judgments about the past. For example, if you are reading Charles Dickens’s A Christmas Carol, it would be helpful to know something about the realities of poverty in London in the 1800s. What’s more, it’s also helpful to know that telling ghost stories around Christmas time used to be a popular tradition in 19th-century England. Seeking an understanding of the historical context will help you determine if the author is criticizing society through the depiction of its values and characters. In addition, many authors use allusion, a literary device, in their words to provide references and hints to their cultures and historical contexts. 11. Review your study materials At this point, you have revisited all major aspects of the text and hopefully feel like you have grasped its overall meaning. Whether you choose to make notecards, take a practice test, or swap questions with your classmates, it’s a good idea to actively engage with your study materials until you feel confident enough to address it on the test. If there are still some points that seem unclear, focus your attention on finding those answers rather than spending your time on material you already know. Whatever you do, don’t wait until the day before to review for your test. Allow yourself enough time to rest and relax before your test so that you can perform to your greatest potential. If you’ve read the literary work and reviewed your study materials, you’ll do just fine! For more how-to lesson, visit How To Series.

The Bell Jar by Sylvia Plath Quotes

'The Bell Jar' by Sylvia Plath Quotes The Bell Jar  is a famous autobiographical novel by Sylvia Plath, though it was first published under the pseudonym, Victoria Lucas. The novel has been banned and challenged because it deals with mental illness, suicide, and the female experience. Some have claimed that students may be inspired to commit suicide after reading about Esther Greenwoods struggle with mental illness but these claims are unfounded. Here are a few quotes from The Bell Jar. Doreen singled me out right away. She made me feel I was that much sharper than the others, and she really was wonderfully funny. She used to sit next to me at the conference table, and when the visiting celebrities were talking shed whisper witty sarcastic remarks to me under her breath.- Sylvia Plath, The Bell Jar, Chapter 1 There is something demoralizing about watching two people get more and more crazy about each other, especially when you are the extra person in the room.- Sylvia Plath,  The Bell Jar,  Chapter 2 After Doreen left, I wondered why I couldnt go the whole way doing what I should any more. This made me sad and tired. Then I wondered why I couldnt go the whole way doing what I shouldnt, the way Doreen did, and this made me even sadder and more tired.- Sylvia Plath,  The Bell Jar,  Chapter 3 The sickness rolled through me in great waves. After each wave it would fade away and leave me limp as a wet leaf and shivering all over and then I would feel it rising up in me again, and the glittering white torture chamber tiles under my feet and over my head and all four sides closed in and squeezed me to pieces.- Sylvia Plath,  The Bell Jar,  Chapter 4 I hate handing over money for what I could just as easily do myself, it makes me nervous.- Sylvia Plath,  The Bell Jar,  Chapter 5 Buddy kissed me again in front of the house steps, and the next fall, when his scholarship to medical school came through, I went there to see him instead of to Yale and it was there I found out that he had fooled me all those years and what a hypocrite he was.- Sylvia Plath,  The Bell Jar,  Chapter 5 What a man wants is is an arrow into the future and what a woman is is the place the arrow shoots off from.- Sylvia Plath,  The Bell Jar,  Chapter 6 She was a fat middle-aged woman with dyed red hair and suspiciously thick lips and rat-colored skin and she wouldnt even turn off the light, so hed had her under a fly-spotted twenty-five-watt bulb, and it was nothing like it was cracked up to be. It was as boring as going to the toilet.- Sylvia Plath,  The Bell Jar,  Chapter 7 So I began to think maybe it was true that when you were married and had children it was like being brainwashed, and afterward you went about as numb as a slave in a totalitarian state.- Sylvia Plath,  The Bell Jar,  Chapter 7 If neurotic is wanting two mutually exclusive things at one and the same time, then Im neurotic as hell. Ill be flying back and forth between one mutually exclusive thing and another for the rest of my days.- Sylvia Plath,  The Bell Jar,  Chapter 8 I felt my lungs inflate with the onrush of scenery- air, mountains, trees, people. I thought, This is what it is to be happy.- Sylvia Plath,  The Bell Jar,  Chapter 8 Show us how happy it makes you to write a poem.- Sylvia Plath,  The Bell Jar,  Chapter 9 I had decided I would put off the novel until I had gone to Europe and had a lover.- Sylvia Plath,  The Bell Jar,  Chapter 10 But when I took up my pen, my hand made big, jerky letters like those of a child, and the lines sloped down the page from left to right almost diagonally, as if they were loops of string lying on the paper, and someone had come along and blown them askew.- Sylvia Plath,  The Bell Jar,  Chapter 11 There was a uniformity, as if they had lain for a long time on a shelf, out of the sunlight, under siftings of pale, fine dust.- Sylvia Plath,  The Bell Jar,  Chapter 12 I am I am I am.- Sylvia Plath,  The Bell Jar,  Chapter 13 I am climbing to my freedom, freedom from fear, freedom from marrying the wrong person, like Buddy Willard, just because of sex, freedom from the Florence Crittenden Homes where all the poor girls go who should have been fitted out like me, because what they did, they would do anyway...- Sylvia Plath,  The Bell Jar,  Chapter 18 The bell jar hung, suspended, a few feet above my head. I was open to the circulating air.- Sylvia Plath,  The Bell Jar,  Chapter 18 Doctor Nolan said, quite bluntly, that a lot of people would treat me gingerly, or even avoid me, like a leper with a warning bell. My mothers face floated to mind, a pale reproachful moon, at her last and first visit to the asylum since my twentieth birthday. A daughter in an asylum! I had done that to her.- Sylvia Plath,  The Bell Jar,  Chapter 20 There would be a black, six-foot-deep gap backed in the hard ground. That shadow would marry this shadow, and the peculiar yellowish soil of our locality seal the wound in the whiteness, and yet another snowfall erase the newness in Joans grave.- Sylvia Plath,  The Bell Jar,  Chapter 20 There ought, I thought, to be a ritual for being born twice- patched, retreaded and approved for the road.- Sylvia Plath,  The Bell Jar

English Grammar in Context Essay Example | Topics and Well Written Essays - 1000 words

English Grammar in Context - Essay Example When I compared the two analysis between the spoken text and the written text, I was able to realize that there were several differences between the two texts. This is because of spoken text and written text both have different grammatical structures. Written language is significantly more complex than spoken language. This because written text uses the more complex grammatical structure as compared to spoken words. The written text consists of 126 words with 20 noun clauses as compared to 201 words with 27 noun clauses from the spoken text. Further analysis proved that the spoken text had 33 noun phrases and the spoken text had 41 with the first 126 words only having 30. From the comparison, it can be concluded that written texts are shorter than spoken texts. Written texts also comprise more complex, longer phrases and words. [142 words]. A comparison between the two texts written and spoken reveals that there is a large discrepancy between the two. To start with written text is qu ite different from spoken text due the lexical density and complexity. This means that the words in a written text hold more content in per clause as compared to spoken text. For example, this text â€Å"and we were determined to launch this service† carries more content when compared to. The section of coordinators reveals that spoken text has more speaking requires more coordination between the many independent clauses that the speaker uses. As a result, there was eight coordination in the spoken text as compared to three in written text.... S 3 Logica’s SMS solution 4 the new messaging 5 GSM subscribers 6 send receive e-mails 7 mobile Phone 8 demand SMS In Oman 9 OmanTel the new text messaging 10 the primary Benefits 11 that User’s 12 greater accessibility 13 increased Communication 14 business personal use 15 text Messaging Fastest growing segments 16 the Region’s telecommunication market 17 this service 18 an innovative e-mail 19 GSM subscribers 20 general manager Discussion When it comes to written text, there is an enormous level of grammatical complexity. Words are systematically arranged, and all parts of noun clauses can be clearly identified. It is also common for written texts to have complete sentences that have a definite meaning. The above text on OmanTel network contains 126 words. After analysing the text, I was able to identify 20 noun clauses, 33 noun phrases, one pre-modification phrase, seven determiners, nine describers 14 classifiers and three post-modifiers. The noun such as â⠂¬Å"As part of the new text-messaging service† and â€Å"GSM subscribers in Oman†. Some of the noun clauses contain single noun phrases while most contain two noun clauses, for example â€Å"And the primary benefits†. There are other few noun clauses that contain up to three noun phrases such as â€Å"With Logica being the key element to the success of the new service†. [146 words] Noun phrase Pre-modification determiners describers classifiers Post-modification Written text 33 1 7 9 14 3 2: Spoken Text analysis Lori: Uhh, I came across this really funny website the other day†¦ It’s, umm, designed to where people can anonymously send an e-mail to an annoying coworker†¦ Michael: Mmm hmm†¦ L: Saying things like, â€Å"You really need to use deodorant [laughter]†¦but we’re too shy to tell you†Ã¢â‚¬ ¦ and they,

Contrasts on the Topic of Eros Essay Example | Topics and Well Written Essays - 2000 words

Contrasts on the Topic of Eros - Essay Example In a discussion of eros through the insights of Socrates and Phaedrus, the nature of the quest and the object of those desires are discovered in relationship to the framework of Plato. Within the speech that Socrates made in Phaedrus, he defined the meaning of the term eros as â€Å"a certain desire† (Rhodes 3). In this, it is suggested that the desire is without hesitation, a feeling in which the individual is driven towards the object of the desire without deviation. The desire is certain, it is clear with purpose of connectivity, both physical and mental. However, in the second speech, he begins to call it a yearning, which suggests that it is a pull towards something, a feeling based on the envy of want and without that same certainty that he has suggested in his first description. Eros, through its certainty or its capacity of yearning, is manifested in passion. If desire is the look towards fulfillment, then passion is the fulfillment of that anticipatory event of desire . The nature of eros, as it is associated with the god from whom it was given its context, eros is a potential that was placed within the human frame of emotions. It is the potential of developing feelings for others, the potential for the experience of connection. The placing of eros within the human framework was the work of the god Eros, but he use of it was left to the discretion of the individual. Therefore, an important part of the concept of eros is that it is potential, a intent that is defined by its affect on what will be, rather than what is (Phillips 21). Socrates describes the nature of the god Eros as the child of Poverty and Plenty, a descendent of extremes, and born with wisdom and a love of beauty. However, human beings do not have the innate benefit of wisdom, therefore it is the seeking of the object of desire that the gift of Eros exists. As a human being, love is not given automatically, but is the eventual outcome of the pursuit of love (Phillips 21). This also places eros as an intention, an outcome that is the event of hope in which within that hope is placed a pursuit that will end in love. It is the quest that each human being attends towards finding a way to be consumed in the human experience of extension into partnership with another human being, which then spreads to interconnections of family and procreation of life. Socrates also connects eros to the love of wisdom. Phillips quotes Socrates for having said â€Å"wisdom is a most beautiful thing, and love is of the beautiful† (21). Phillips states â€Å"The most beautiful thing one can love, according to Socrates, is wisdom. We demonstrate this most beautiful love in our striving to become wise† (21). This leads to the quest for the human excellence in the form of arete. While some definitions of arete are centered on the notion of being an expert and highly skilled in a vocation, it can also define attaining a level of excellence as a human being (Dominik 206). The refore, eros can be seen outside of the realm of the erotic, as a pursuit of wisdom and within the pursuit of the nature of the self. However, eros more often involves an object of the pursuit, as eros is the quest, the object is the target of that quest. Once again, the definition of the object becomes the subject of concern. It would be considered most obvious to place the concept of the object on a person