Compare And Contrast Thoreau And Walden - 1424 Words

A Literary Analysis of works by Mary Oliver Henry David Thoreau Author, Henry David Thoreau and Mary Oliver are both very passionate about nature and what it has to offer in life, as well as the symbolism behind nature and its creatures in their works of literature, in â€Å"Walden†, and â€Å"The House of Light†, Both authors discuss their views of nature and the beauty of the world that they want to make familiar to their audience. In this essay, I’ll provide my reasoning behind this statement. In â€Å"Walden†, Thoreau talks about his experience living at Walden pond for what he said was two years, two months and two days where he for the most part, isolated himself from civilization and supported himself with the help of no one else.†¦show more content†¦Ã¢â‚¬Å"We talk slowly, two women trying/ in a difficult time to be wise./ Roots in the cellar drains,/ I say, and she replies/ that the leaves are getting heavier/ every year, and the fruit/ harder to gather away.† (7-14) Mary Oliver was symbolizing this tree as something more than just a tree. I feel that the roots in the drain that were mentioned were symbolized as her family’s roots that are connected to that tree, and when she says the roots are in the cellar drains, to me that meant that those roots go back to a very long time ago, maybe as far back as to when the tree was planted or when the house that it stands over was built. I really liked Thoreau’s belief that the mainstream American lifestyle along with the technology of it all has really lessened our overall experience of life itself. We’re so caught up in wanting the newest iphone or fanciest car, instead of taking time to enjoy life as it is, without the unnecessary accessories or what we see as necessities. The quote from â€Å"Walden† that says â€Å"The mass of men lead lives of quiet desperation...a stereotyped but unconscious despair is concealed even under what are calledShow MoreRelatedThoreau Walden Analysis1615 Words   |  7 PagesSchulz clearly states her belief that Thoreau was not only â€Å"narcissistic, and fanatical about self control,† but a hypocrite. She relies on common cliches of the â€Å"mile† walk back to Concord where Thoreau would feast on his mom’s homemade â€Å"cookies.† Contradictions that Thoreau himself commented on in Walden. Thoreau mentions in the book’s fi rst sentence that he is but â€Å"a mile† from the village of Concord, the author seemingly self aware of his situation. Schultz criticism is overly literal, arguingRead More Emerson and Thoreau Represent American Identity1511 Words   |  7 PagesCompare and contrast the way in which Emerson and Thoreau represent American Identity. â€Å"Identity means who a person is, or the qualities of a person or group which make them different from others,† (Cambridge Advanced Learner’s Dictionary, Third Edition). Every individual, group and country has their own identity which makes them different from others and it shows uniqueness of oneself. Reaction against the existing philosophy takes place when there is conflict in interest amongst the philosophersRead MoreEgoitarianism In Henry David Thoreau1662 Words   |  7 Pagesrespected and honored writers in all of American literature, millions have idolized Henry David Thoreau for his transcendental ideologies seen throughout many of his works, such as â€Å"Walden†. However is this respect deserved? Thoreau critics describe him as a very conceited, hypocritical, and egotistical individual who had little respect or empathy for humanity. On the other hand, those in praise of Thoreau describe his writing as unparalleled in terms of detailed descriptions , observations, and understandingRead MoreAlternative Lifestyles in Krakauers Into the Wild and Thoreaus Civil Disobedience1523 Words   |  7 Pagesreading Krakauer and Thoreau I have learned about an alternative lifestyle that was brought to light by both of these writers. Both of these men write about a life of minimalism and the act of self-reliance. Through Thoreaus writing about his own life in Walden and his essay Civil Disobedience and the story of Chris McCandless told by Krakauer in his book Into the Wild we learn about two similar but at times very different viewpoints on the subject. I would like to compare the two lifestylesRead MoreThe Relationship between Man and Nature in Emerson and Thoreau Part 51007 Words   |  5 Pages Compare and contrast the relationship between man and nature in Emerson and Thoreau? Ralph Waldo Emerson was born on May 25th, 1803 and died on April 1882. He was a poet, lecturer and essay writer. Slowly he started to disbelieve in his religion and social believes and started to study philosophy like Plato (Transcendental, nature). Keeping in mind his philosophy studies he gave a speech on â€Å"The American scholar† in 1837. Only during 1932 â€Å"The American Scholar† became the most popular magazineRead MoreThe Views Of Nature Expressed By Emerson And Thoreau848 Words   |  4 PagesAnalyze the views of nature expressed by Emerson and Thoreau in this week’s readings. Then compare and contrast them to one another. You might also want to apply these themes of nature overall thought of the Transcendentalists as a genre or discipline. Transcendentalism reports an easy idea that people fairly and evenly have ability about themselves, what’s around them and that goes above, â€Å"transcends† what people can do beyond their five senses. There are people that believe in themselves to endureRead MoreWho Was Alex Supertramp?983 Words   |  4 Pagesprominent advocates of this literary trend, known as transcendentalism, were Ralph Waldo Emerson and Henry David Thoreau. These men also happened to be Chris’s inspiration for traveling abroad unaccompanied. According to Jon Krakauer, Chris took with him on his journey several books, one of which was Walden by Henry David Thoreau. It was found that Chris had highlighted a passage of Walden that reads, No man ever followed his genius till it misled him. Though the result were bodily weakness, yet perhapsRead MoreYour Freedom Is Not Free Essay1645 Words   |  7 Pagesfrom whatever shackles limited them from reaching their potentials, both literally and f iguratively. Henry David Thoreau, Fredrick Douglass, and Ralph Waldo Emerson are exemplary writers of the nineteenth century who strove to articulate not only the ideas of freedom and justice, but also the means by which these ideals, which they themselves acted upon, might be realized. Thoreaus Walden and Resistance to Civil Government, Douglasss Narrative, and Emersons The American Scholar are reflectiveRead MoreEssay on Transcendentalism vs. Anti-Transcendentalism778 Words   |  4 Pageswrote the essay, â€Å"Self Reliance† and Henry David Thoreau, another Transcendentalist wrote an essay called, â€Å"Walden.† Both works of literature focus on the Transcendentalism belief. In â€Å"The Minister’s Black Veil† by Nathaniel Hawthorne, Hawthorne reveals both Transcendentalism and Anti-Transcendentalism through the attitudes of the characters. Therefore, â€Å"The Minister’s Black Veil† can be compared and contrasted with both â€Å"Sel f Reliance† and â€Å"Walden.† During the 1830s and 1840s, TranscendentalismRead MoreEssay on Nature in American Literature917 Words   |  4 Pagesattitude, mans life is just a mere dot in this world of blackness. In 1854 Thoreau wrote the short story of Walden, eighteen years later from the publication of Nature and forty-three years later from the publication of Thanatopsis. In this work Thoreau presents an attitude of examining mans existence in his life. When a man examines his existence he realizes what his life has come to a closure. As Thoreau declares [he] went to the woods because [he] wished to live deliberately, to front

The Economy As A Whole Has A General Unemployment Ration...

REPUBLICA DE CUBA The economy as a whole has a general unemployment ration of 4.3% out of a labor force of 5.233 million. In 2013 the majority of the workers are in the state sector at 72.3%, and the rest in the non state sector at 27.7%. This is a change from 2011 when the majority of the workers were in the services at 63.2%. The other two sections split between agriculture at 19.7%, and industry at 17.1%. The industrial market consist of sugar, petroleum, tobacco, construction steel, cement, agricultural machinery, pharmaceuticals, and nickel. The natural resources are cobalt, nickel, iron ore, copper, manganese, salt, timber, silica, petroleum, and arable land. The agricultural market consist of sugar, tobacco, citrus, coffee, rice, potatoes, beans; livestock. The exports in 2013 were 6.252 billion consisting of sugar, nickel, tobacco, fish, medical products, citrus, and coffee while the exports were 13.6 billion importing things like petroleum, food, machinery and equipment, chemicals. In 2007-20 12 they had 5 major export trading partners being the â€Å"Netherlands at 24.5%, Canada at 20%, China at 9.3%, Spain at 6.4%, and Venezuela at 4.9%†. There are 8 import countries are being â€Å"China at 13.4%, Venezuela at 13%, Spain at 12.6%, US at 7.7%, Canada 7.4%, Germany at 5.9 %, Italy at 5.1%, Mexico at 4.5%†. There are two official currencies in Cuba. They are the Cuban convertible peso (known as the Cuban dollar) and the peso. The convertible peso was introduced to reduce theShow MoreRelatedModern History.Hsc.2012 Essay25799 Words   |  104 PagesFrench wanted U.S. * Units used to reinforce their troops already on the battle lines and not waste scarce shipping on bringing over supplies. * The U.S. rejected the first proposition and accepted the second. General John J. Pershing, American Expeditionary Forces (AEF) commander, refused to break up U.S. units to be used as reinforcements for British Empire and French units. * As an exception, he did allow African-American combat regiments to be used in French divisions. TheRead MoreA Comprehensive Analysis of Hyatt Hotels Corporation and How It Relates to Competition Within the Hotel Industry27390 Words   |  110 PagesENVIRONMENT ANALYSIS 3 General Environment 3 Demographic Segment 3 Technology Segment 7 Economic Segment 11 Political / Legal Segment 14 Socio-cultural Segment 16 Nature Segment 18 Global Segment 19 Industry Environment 21 Intensity of rivalry 21 Supplier power 22 Buyer Power 22 Threat of substitutes 22 Threat of new entrants 23 Competitor Environment 23 Introduction 24 Future objective 25 Current strategy 26 Capability 28 Assumption 30 Driving Forces 31 EconomicRead MoreTarget Strategic Audit Essay15491 Words   |  62 Pagestechnological trends in e/m-commerce support findings that online retail sales will account for 10% of total U.S. retail sales, $370 billion.   E/M-commerce is expected to reach over $100 billion by 2017.    The internal analysis indicates that Target has numerous strengths that are of great value, especially its brand and customer service. However, weaknesses are also present, one of which is the website ‘Target.com’. The internal analysis indicates that Target’s strengths of brand loyalty and customerRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesthat were clearly major departures from those that defined the nineteenth-century world order. On the other, it perversely unleashed forces that would undermine Western world dominance and greatly constrict the forces advancing globalization, both of which can be seen as hallmarks of the opening decades of the twentieth century. This intermingling of the forces and processes that were arguably essential components 2 †¢ INTRODUCTION of two epochs we routinely set apart as centuriesRead MoreBangladesh National Budget Analysis16928 Words   |  68 Pagesï  ¶ Structure: 2 3.0 Reform Programs: 4 4.0 Some Key Sectors: 5 4.1 Power amp; Energy Sector: 5 ï  ¶ Power: 5 ï  ¶ Energy: 6 4.2 Agriculture: 7 ï  ¶ Fisheries And Livestock: 8 ï  ¶ Food Security: 8 ï  ¶ Water Resources: 9 ï  ¶ Rural Development: 9 4.3 Human Resource Development: 10 ï  ¶ Overall Education Sector: 10 ï  ¶ Primary and Mass Education: 11 ï  ¶ Health and Family Welfare: 12 ï  ¶ Culture 13 ï  ¶ Religion: 13 ï  ¶ Youth and Sports: 13 4.4 Physical Infrastructure: 14 ï  ¶ Roads and Bridges: 14Read MoreTerm Paper on Islami Bank Limited17265 Words   |  70 Pages(IBBL) is the first of its kind in the South East Asia which was established in 1983 with a view to provide banking services based on Islamic principles. The bank, which started its operation with only 3 branches in the first year of its inception, has now 207 branches in 26 years of operation. As a bank, Islami Bank Bangladesh Limited receives deposits from its customers from all over the country as well as from abroad on profit and loss sharing basis and deploys that fund to different investmentRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pages2 Crafting a Better Job 91 4 Emotions and Moods 97 What Are Emotions and Moods? 98 The Basic Emotions 100 †¢ The Basic Moods: Positive and Negative Affect 100 †¢ The Function of Emotions 102 †¢ Sources of Emotions and Moods 103 Emotional Labor 108 Affective Events Theory 110 Emotional Intelligence 112 The Case for EI 113 †¢ The Case Against EI 114 †¢ Emotion Regulation 115 OB Applications of Emotions and Moods 115 Selection 116 †¢ Decision Making 116 †¢ Creativity 116 †¢ Motivation 117 †¢ LeadershipRead MoreStrategic Marketing Management337596 Words   |  1351 Pagesedition 1997 Reprinted 1998, 1999, 2001, 2003 Third edition 2005 Copyright  © 1992, 1997, 2005, Richard M.S. Wilson and Colin Gilligan. All rights reserved The right of Richard M.S. Wilson and Colin Gilligan to be identified as the authors of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988 No part of this publication may be reproduced in any material form (including photocopying or storing in any medium by electronic means and whether or not transiently or incidentallyRead MoreProject Mgmt296381 Words   |  1186 Pagesproject management, organizational behavior, and leadership. His research and consulting activities focus on project management. He has published numerous articles on matrix management, product development, and project partnering. He has been honored with teaching awards from both the Oregon State University MBA program and the University of Oregon Executive MBA program. He has been a member of the Portland, Oregon, chapter of the Project Management Institute since 1984. In 1995 he worked as a Fulbright

The Prohibition of Cigarettes Free Essays

Writing 101 17February2011 The Prohibition of Cigarettes I thought about the question, â€Å"Should the manufacture of cigarettes be prohibited† and I don’t really believe that saying â€Å"yes† to this question would be of benefit to those who are pro cigarettes or against cigarettes. The question basically appears to make out that the manufacture of cigarettes, and only cigarettes, should be prohibited. There are many campaigns against the usage of cigarettes as we can see television commercials clearly stating that smoking causes cancer or attempting to deglamorize cigarettes. We will write a custom essay sample on The Prohibition of Cigarettes or any similar topic only for you Order Now Many people have seen the surgeon general warning on a pack of cigarettes claiming that cigarettes can cause â€Å"lung cancer† or â€Å"emphysema. † In a study performed by the Centers for Disease Control and Prevention, the study shows that between the year 2000 and 2004 that about 443,000 people in the USA died from a variety of illnesses due to cigarette smoking (citation 1). This would certainly be a motivation and a convincing reason to halt the production of cigarettes but we should analyze this proposition more in depth. I believe that the term â€Å"cigarettes† is too narrow to solve any problems, as not everybody smokes cigarettes nor would the halted production of cigarettes solve any public health problems. Tobacco is a better term as it is much more broad and would include cigars, snuff, dip, and other forms of tobacco that contain nicotine. Nicotine is the suspect found in cigarettes that causes an addiction but nicotine can be found in the other forms of tobacco. Stopping production of â€Å"only cigarettes† simply means that current cigarette users may, switch to another nicotine source, quit smoking, or choosing an alternative nicotine source such as nicotine gum or the patch. Having been a tobacco user in the past, I know most certainly that many people will not just outright and quit. Prohibiting the manufacture of cigarettes means that it will be illegal to produce cigarettes but how about the selling or the possession of these products? It will be necessary to outlaw these points of trade if the intended action is to meet with success because if selling and possession are legal then it will be difficult to regulate the circulation of cigarettes within the nation. Though the making of cigarettes are deemed illegal by the government, the creation of cigarettes will certainly not halt as now cigarettes are almost equivalent to that of the marijuana drug trade as there will probably be many people growing and producing cigarettes. The police cannot arrest these people for possession or selling of cigarettes and cannot obtain a justifiable clause to obtain a search warrant to prove that the person may be manufacturing cigarettes which is deemed illegal. One last point would be the idea that cigarettes can be grown in another country such as Canada or Mexico and brought through the border with no problems as possession is not illegal. There are actually quite a few positive reasons to keep the cigarette trade going rather than shutting production down. I have been around the world through my time in the navy and I have seen one of the most popular brands of cigarettes â€Å"Marlboro† just about everywhere that imports tobacco. Take note that I mentioned the term â€Å"import† as in those countries do not make â€Å"Marlboro† cigarettes in their own country. Marlboro is a popular brand of cigarettes made under Phillip Morris which is a subsidiary company to Altria incorporated. Marlboro, in itself, holds about 42% of retail shares of cigarettes in the USA (Citation 2). This is certainly an income to our nation and though I’m uncertain of how much is made through the exportation of cigarettes; it certainly has an effect on the economy which is currently in a depression. Have you ever looked around base and noticed those supposed â€Å"smoke pits† or a designated smoking area? Those â€Å"smoke pits† seem to be next to just about every building on base. Did you notice how many stores sell cigarettes or even the cigarette vending machines here in Japan? How about in movies? Doesn’t the popular stereotypical â€Å"Bad Ass† person in the movies usually smoke a cigarette? Even though direct advertisement through television or magazines is prohibited, cigarettes are still very popular and many people do smoke them and not just in America. The cigarette trade is most likely a very profitable trade based on it’s popularity and demand which would probably put it as a very valuable source of income for the United States. Based on the many cigarette brands I’ve seen from traveling the world, I’ve seen that cigarettes are quite likely a major export for the states as many f these brands are originate from the States. I personally do not deny of the risks caused by cigarette smoking and myself being an ex-smoker, I certainly do not encourage smoking but the plan of prohibiting â€Å"just† the manufacture of â€Å"only† cigarettes does not reflect the best interests of those that are for cigarettes or against cigarettes. Cigarettes are a form of tobacco and the halted production of only cigarettes means that a regular cigaret te user will move to another source of nicotine rather than quit. I know personally that quitting is a long process (I still chew nicotine gum four months after quitting). Prohibiting the manufacture of cigarettes in the United States but allowing the sell or possession simply means it will be produced where it’s legal and the carried over through the US’s borders with no issues. We can’t deny that cigarettes are very popular worldwide and thus contribute to the United States economy as a popular export since many popular brands such as â€Å"Marlboro† are made in the United States. How to cite The Prohibition of Cigarettes, Essay examples

Leonardo Da Vinci Argumentative Essay Example For Students

Leonardo Da Vinci Argumentative Essay It was the period of the renaissance when Leonardo da Vinci was born on April 15, 1452. Leonardo was born a farmhouse in Anchiano, which is 2 miles away from Vinci. The family of Leonardo lived in this area since the 13th century. The father of Leonardo da Vinci, Ser Piero, was 25 years old; he was a public notary when Leonardo was born. The mother of Leonardo was called Catarina. Her first name is all what is known today. The Baptismal chapel in Vinci is where Leonardo was christened. Leonardo was christened from the name Piero da Bartholomew to the name Lionardo not Leonardo. The chapel is inside the church of Vinci. The church beside the castle of Vinci are formed the skyline of his town. Leonardo lived in Anchiano for five years until he settled to Vinci. Vinci is a small town, placed at the foot of Monte Albano. From this time he was member of his fathers family, but he was never considered born to his mother and father. In Vinci Leonardo went to school. It was told that teacher s of Leonardo da Vinci were despaired about all the questions and doubts of Leonardo. Leonardo learned at school to read write and mathematics. He also learned geometry and Latin. Later Leonardo tried to improve his knowledge in Latin, because he thought that he didnt learn enough Latin in school. This may be the reason why Leonardo did his notes in Italian. Leonardo lived in Vinci until 1466. With the age of 14 Leonardo moved to Florence where he began to work in the workshop of Verrocchio. Verrocchio was at this time the most gifted artist in Florence. He was a sculptor, painter, goldsmith, bronze caster and more. Verrocchio had a lot of influence on Leonardo. Verrocchio was fascinated by the drawings of Leonardo so he gave him a place in his workshop. Leonardo worked at the workshop of Verrocchio with some other famous artists like Botticelli. Leonardo started working with mixing of colors and then he painted simple parts of paintings. There are no works of Leonardo known between 1466 and 1472, but Leonardo taught himself to paint in oils at this time. In June 1472 Leonardo was listed in the red book of painters from Florence. With the membership in the painters guild of Florence ended the apprenticeship of Leonardo. Leonardo didnt leave the workshop of Verrocchio at the end of his apprenticeship. The first known work of Leonardo da V inci is a pen and ink drawing of the Arnovalley. Leonardo drew it on August 5, 1473. It shows the style of Leonardo, because he drew the landscape in a way that it could be real. Nobody else before did it in this way. In 1476 Leonardo and Verrocchio created the painting Baptism of Christ. The conclusion is that Leonardo already made mechanical studies at this early time.

Bluing Miles Davis Plays The Blues, Album Review Essays

Bluing: Miles Davis Plays The Blues, Album Review Miles Davis, from his beginnings as a nineteen-year-old kid in 1945 New York City, to his final days in the early 1990's, is to be considers one of the jazz's best. The 1996 album entitled, Bluing: Miles Davis Plays the Blues, the engineers at Prestige Records bring Miles Davis back to life. Packed with over 73 minutes and of 12 bar blues, Bluing brings nine great tunes of Davis' together on one disk. Having been originally recorded in the 1950's, these nine cuts take the listener through a decade of music and a decade of Davis' life. On the opening track, entitled ?Bluing?, we hear nearly ten minutes of Davis on trumpet, Jackie McLean on alto sax, Sonny Rollins on tenor, Walter Bishop, Jr. on piano, Tommy Porter on bass, and Art Blakey playing the drums. Bishop provides the intro of the song on the piano, with Blakey coming in soon after. Nearly a minute in, Davis begins and is soon softly accompanied by the saxes. Through the first five or so minutes of the tune, Davis enjoys a solo. He is then followed by the tenor and alto sax, respectively. I enjoy this track mostly for the tone Davis achieves and the moderate tempo. However, during Rollins' tenor solo and then again for the last minute or so of the song, Davis and the rest of the group pick up the pace and begin double-timing. In the end, for me, this track is made classic by a botched ending on the part of Art Blakey. If you listen closely you can hear Davis' instant reaction: ?We'll have to play it again then, man. You know the arrangement.? Obviously enou gh, Blakey doesn't contribute to any of the other songs on the album. Another cut that I enjoyed on this album is ?Bags' Groove?. Originally issued on Miles Davis and the Modern Jazz Giants: Bags' Groove, this song opens with Milt Jackson on vibraharp and also has a great vibraharp solo about three minutes in to the over nine minute tune. Track five has come to be my favorite on the album Bluing. Entitled ?Green Haze?, this cut consists of Red Garland on piano, Oscar Pettiford on bass, Philly Joe Jones on the drums, and of course Davis with his trumpet. Garland provides a great opening on the piano. Davis comes in a little over a minute in to the tune and sets a very subdued mood with his warm, mellow tone and a slower tempo. Later on in the song the group picks it up a bit and begins playing double-time, only to slow it back down for a great bass solo by Pettiford. The entire song is background by the Jones' stirring of a brush on his snare. This gives the tune a very softened feel. It is this melodious and softened feel that makes me enjoy the tune so much. Before listening to this album I had the idea in my mind that all blues was slow in tempo and portrayed a mood of depression or sadness. After listening to these nine songs I see that blues can be at any tempo at all, and can also create moods other than sadness. The second song on the album, ?Blue ?N' Boogie? is very up-tempo and actually makes me wish I knew how to dance jazz. I was surprised to find that I liked the faster songs on the album because in the past, though I have been involved in playing music for many years, I've always enjoyed the slower songs. Now on the other hand, I find myself wanting to start playing again so I can have a chance to play some of these faster tunes that I have passed on in the past. As for Miles Davis' Bluing, I would recommend it to anyone wanting to hear some really good jazz. Prestige Records did a great job of choosing nine of Davis' blues tunes to compile onto one disk.

the appian way essays

the appian way essays First conceived in 312 B.C. by Appius Claudius the Appian Way was known as the Queen of roads. She was Romes first military highway, in a time when most didnt consider building roads. Let alone one that would last millenniums. The Appian Way or Appia begins at the foot of the colosseum. Not far afterwards is the ruins of the Milliarium Aureum, which was built in 20 B.C. by Augustus. The Milliarium Aureum or the Golden Milestone listed the miles/distance from one place to another along the Appia. Construction began on the Appian Way in 312 B.C. while Rome was conquering the Samnites. Who held territory around Capua and Beneventum. (Present day Benevento) Rome wanted a road that lade down to Capua (132 miles away) in order to tie the conquered Samnites into them. They called the road Appia Antic, the first of the Appias. Tying conquered lands into Rome became the Roman way. It was very important to the Romans for their roads to be straight. They believed that a straight line was the fastest way from one point to another. There is a 30-mile stretch between Cisterna di Latina to Terracina called la fettuccia or the ribbon which is so straight it is practically paralyzing. Surveyors used an instrument called a groma, much like the ones used by surveyors today, to make roads straight. Slaves, convicts, and soldiers were used to pound, smooth and level roads, and to raise walls. The roads were paved with selce, a volcanic rock that was shaped as polygons. These people built the road through mountains, swamps, lakes and rivers. With the Pontie swamp they partly drained it in order to build the road across. They hammered piles into the marsh, and filled around the piles with stone. They would then pound in the stone and do the same thing again and again until they couldnt pound it anymore. Afterwards they laid a ...

The corporation Assignment Example | Topics and Well Written Essays - 500 words

The corporation - Assignment Example a range of industries such as manufacturing, pharmaceutical, oil, public relations, computer, branding, tire, and advertising and undercover marketing. In addition, the first management guru, critics, a range of academics, historians and thinkers, a Nobel-prize winning economist, and corporate spy, are interviewed and compared (The Corporation, 2004). In the film, cooperation is treated like human beings and subjected to psychiatrists diagnosis to determine how they would behave if they were human beings. Their behaviors are the major and minor details that make up the whole idea. By treating the cooperation as an individual, experts are able to determine its behavior. This builds the topic of the film, the behavior of the cooperation. The film producers interviews over forty people who are professionals in a different field such as business and psychology. In this way, the film informs people as they listen to experts describe the Cooperation. Use of direct interview informs the viewers the best. For instance, Joe Badaracco, a professor of Business Ethics at Harvard Business School is quoted to say, â€Å"In all his years teaching business, was never asked so pointedly what a business is† (The Corporation, 2004). By use of experts in the field of psychology and other fields, the movie persuades the viewer to believe its ideas. The people interviewed are experts in different fields including business and social sciences. Documentaries are based on some assumptions. In this documentary, the cooperation are assumed to human beings and subjected under psychiatric principles (The Corporation, 2004). The psychiatric analysis categorizes the film to match characteristics of a psychopath. It follows the attributes of the corporate world that shows features such as callous and lack of feelings for others, incapable of maintaining relationships, reckless and disregard others safety, a liar and con artist, lack guilt and one that goes against social norms and disrespect

Barack Obama and Mitt Romney Approach towards Problem Solving Essay

Barack Obama and Mitt Romney Approach towards Problem Solving - Essay Example Barrack Obama, the current president of US who was elected on 4th November, 2008 has democratic political approach. As the U.S economy is the biggest issue, he has put forward the plans of tax measures to overcome this major issue of the state. Barrack Obama believes in investing in the educational sectors and infrastructure to heal the problem of U.S economy. His approach towards this problem is to improve the humanity of his country at every level to overcome the economic issue. At the time of taking the office, Barrack Obama faced recession of economy in the shape of 700,000 jobs being lost every month. He applied his America’s Recovery and Reinvestment Act, in which the first step was to finish the taxes on the undersized business. Following this, he purposed an act of cutting the taxes on the 95% of the local families and other activities as well. In the course of May 2012, under the presidency of Barrack Obama, the U.S. economy increased in the shape of 4.3million privat e sector jobs with a consecutive rate on the monthly basis (Romney). On the other hand, Mitt Romney thinks that the Government should cut down the taxes and let the private sector stay free to overcome the economical problem. Romney is experienced in private sector and has traditional ideas towards the economical problems of U.S. Mitt Romney plans to rebuild the economy of U.S. by enterprises and the hard work at the employment level.

The Rise of Petrol Prices In the UK Essay Example | Topics and Well Written Essays - 1250 words

The Rise of Petrol Prices In the UK - Essay Example More so, the rising petrol prices mostly affects the consumers and motorists hence the need for a review. We can however, deduce that the government has an ability to regulate the escalating petroleum prices. The Guardian records that Yorkshire, Humberside, and north England experience the lowest petrol prices at 137.6p a litre. However, in cities like London and Scotland, prices have hit an all-time high of 137.8p a litre (The Guardian, 2013, p.1). This is interesting as it demonstrates the variance in pricing of petrol across various cities. As such, we can deduce that price of petrol in UK varies from one city to another. Moreover, the motoring organization established that petrol prices in UK rose to an average of 138.32p a litre in February this year. This demonstrates a rise of 6.24p a litre since early January. Most specifically, petro prices rose by 1p in a span of five days. Actually, Experian Catalist puts the recent petrol price at an average of 132.83 pence a litre. As a result, the cost of fuelling a two-car family in a month with petrol rose to ?13.25 and the cost of refilling a typical 50-litre tank rose to ?3.12.Indeed, the AA president, Edmund King states that this is the third 10p-a-litre wholesale price increase in a span of11 months (The Guardian, 2013, p.1). As a result, the drivers in UK reduced petroleum consumption by 14m to1.465bn liters in January 2013. This is important in that it demonstrates that the effects of high petro prices streams down from the wholesaler to the motorists and the public. We can therefore deduce that increase in petrol prices has adverse effects on the motorists and results to reduced fuel consumption. The AA states that stock market speculators and the plunging pound are the major contributors to the... This paper approves that the AA states that stock market speculators and the plunging pound are the major contributors to the rising petrol prices in UK. Notable is the fact that rising petrol prices lead to reduced economic growth and economic hardship for many UK citizens. Because of this the AA president requests the UK government to shelve the idea of increasing the fuel duty later in the year for purposes of stabilizing petrol prices and reducing the effects on motorists, mother consumers, and businesses in UK. This is interesting as it demonstrates the effects of tax and duty on the prices of petrol in UK. We can therefore deduce that the government can regulate fuel prices through taxes and duties. Moreover, the Office of Fair Trading confirms that it will soon launch an inquiry into the rising petrol prices and its effects on drivers, consumers, and businesses in UK. In the meantime, the price of petrol continues to rise as the blame game on who is causing this trend persists . This report makes a conclusion that the analysis of the statistics relating to rising fuel prices is important in that it monitors fuel prices in UK for possible reviews and compares the price of fuel in UK to other EU countries. More so, this information is important to students, academicians, and the public as it evaluates the recent and historic petrol price changes thus preparing them for possible changes. In addition, government departments, business consultants, and organizations also use this data for planning. Moreover, the EU uses this information to derive EU price statistics.

Making Preschool a Supportive Environment

Making Preschool a Supportive Environment Childcare – Making A Pre-School Setting A Supportive And Safe Environment Introduction Section 1 explores the variety of pre-school providers and summarises the services they provide. Section 2 investigates how children develop. Section 3 examines the strategies pre-school providers need to implement in order to meet the requirements of the Foundation Stage Curriculum. Section 1 – Early Years: Where Your Child Can Learn There is a wide variety of early years’ education and childcare available for young children. It is best to check out the different providers in your area to see what services and facilities they provide. A great deal of learning and development takes place before the age of five, and your child can learn in a number of settings. These include: Nursery classes, nursery schools and day nurseries Pre-school playgroups Reception classes Accredited childminders who are part of an approved network Children’s Centres Finding An Early Education Place Near You – It is possible to find out what is available in your area by contacting your local Children’s Information Services (CIS). Your CIS can also provide help and advice with all aspects of childcare and early years’ education. You can also search for nurseries, childcare and schools online by accessing the following website: www.dfes.gov.uk and clicking on Early Years. This facility provides you with the opportunity to type in your postcode to get a list of providers near you. This on-line facility allows you to: Find a new school Find out more information about schools, such as contact details, School Profiles, Office for Standards in Education (Ofsted) reports, maps and achievement tables Find childcare options, such as childminders, crà ¨ches, nurseries, out of school care, holiday care and pre-school care Of critical importance to a child’s long-term development is sourcing a highly effective provider in your local area. School Profiles are the new way for schools to report annually to parents, replacing the Governors’ Annual Report. All schools use the simple format, designed to provide information about the school’s performance and its broader achievements, both in and beyond the classroom. The School Profile is intended to give parents the information they need to understand the school’s performance, strengths and areas for improvement and contains: The school’s successes Details of extra-curricular activities Health and safety information The school’s response to the latest Ofsted report Free Education For Under Fives – All three and four year olds in England are entitled to a free, good quality, part-time early education place. The entitlement consists of a minimum of 12.5 hours per week for 38 weeks a year. It begins after your child turns three (the exact date depends on when their birthday falls). It ends when they reach compulsory school age. Nursery Classes, Nursery Schools And Day Nurseries – Nursery classes and schools fall into two groups: state and private. Most day nurseries are privately run. Most nurseries: Will take your child between the ages of three and five, although many day nurseries take younger children Open throughout the school year, although some private day nurseries open during the school holidays Operate a core day of 9.00 to 3.30 pm, although many nurseries offer longer days Offer five half-day sessions, although some types of nursery will offer part-time or full-time places depending on your needs Nursery schools and classes have a minimum ratio of two adults to 20 to 26 children – one must be a qualified teacher, the other a qualified nursery assistant. Day nurseries have more intensive staffing ratios and different rules on qualifications of staff depending on the ages of children being cared for. Pre-School Playgroups – These are often non-profit making. They may be run by volunteers, often including parents. Most playgroups: Will take your child between the ages of three and five, although some will take two year olds Open throughout the school year Usually offer half-day sessions, although are not always open all week, and others may be able to provide you with longer hours Provide places for between 10 to 20 children – there must be one adult for every eight children, and at least half of the adults must be qualified leaders or assistants Reception Classes – Some primary schools are able to admit children under five into a reception class. Reception classes: Take children aged four and five Open throughout the school year May take your child for half-day sessions at first, and then build up to full-time attendance Are limited by law to up to 30 children – most have assistants Childminders – They usually look after children in their own home. Some childminders work as part of a network to offer early years’ education. All childminders who care for children under eight agree to certain quality standards and must be registered, checked and inspected regularly to make sure they are suitable to look after children. Childminders: Look after your child from a few months old up to the age of five and some will also look after school age children after school and in the holidays Can often be flexible about the days and times they work: however, every childminder will be different so you will have to discuss this with the childminder Can look after up to six children under eight years old, although no more than three must be aged under five years of age. Children’s Centres – Sure Start Children’s Centres can provide early education and full day care for children under five, as well as a range of other services such as family support and health services. They are open a minimum of 10 hours a day, five days a week, 48 weeks a year. Section 2 – Child Development The importance of the first five years of a child’s life in terms of mental, emotional, social and physical development is now widely recognised. To this end the Labour Government since it was elected in 1997 has introduced a number of measures, which have improved the availability and quality of pre-school provision. The variety of this provision was explored in section. All pre-school providers must comply with a number of legal acts e.g. The Children Act 1989, The Care Standards Act 2000 etc, which are administered by a variety of regulatory bodies. The most effective way to make the pre-school environment safe is for the staff to fully understand how children develop. When children are stimulated and are actively encouraged to become involved with learning activities, this reduces the occurrence of bad behaviour and makes a significant contribution to improving the safety of the pre-school provision. This section is concerned with exploring how children learn and develop. How Do Children Develop? During the last 10 years, there has been an explosion in our knowledge of the ways in which humans develop and learn. When educators discuss children’s development, they usually talk about physical, mental, social and emotional development. It is important to remember that some children progress faster than others and that the time spent in stages does not reflect their intelligence. They may have a personality which needs to move slower in order to enjoy life and really internalise their learning. Physical Development – Once born, children develop strength from top to bottom (head, then body, then legs, then feet); from the inside to the outside (trunk, then arms and legs, then hands and feet, then fingers and toes); from large muscle (jumping, hopping, running, throwing, catching, carrying, climbing and balancing) to small muscle (using muscles of the wrist and hand in activities such as cutting, drawing, stringing beads, building block towers, working with play dough) skills. This is a sequence that all humans follow. While children are young we need to do many activities to strengthen their large and small muscles. Muscle skill development and maintaining a healthy body are especially important for future reading, writing, and maths success. Mental Development – When a child is born, he / she comes with a brain ready and eager to learn. The brain is very much like a new computer. It has great potential for development, depending on what we put into it. Early experiences greatly influence the way a person develops. Everyone who works with children has a major responsibility for the future of those children. The activities you do with them from birth to 10 will determine how their learning patterns develop. As children interact with their environment, they learn problem solving skills, critical thinking skills, and language skills. Social Development – First children develop a sense of self and then a sense of belonging to a family. They begin to watch other children and want to interact with them. Children’s plays develops through stages (playing alone, playing near others but not sharing, playing and sharing, playing with a purpose, organised games). These stages develop over time and with practice. Later, children develop their ability to respect the rights of others and to feel empathy for them. They learn to work cooperatively with others and to resolve conflicts in peaceful ways. You can interact with your child in ways that encourage cooperative behaviour and respect for the rights of others. Interacting with others in positive ways is critical to successful life. Emotional Development – As babies grow, they learn that they are not the centre of the universe and that they can depend on others. They develop a trust or mistrust of others. As toddlers, they learn to be proud of their accomplishment and state their opinions and desires. As they become pre-schoolers, children learn to separate from their parents and adjust to the school environment. They begin to participate in classroom activities. They learn to take turns and to solve conflicts using words. They begin to learn to control their emotions. They learn that it is okay to make a mistake. They develop confidence in themselves and learn to love themselves. You can help your children by encouraging them and showing your faith in their abilities. Having confidence in yourself and liking yourself are critically important to future success in school and in life. How Do We Prepare Children To Be Ready To Learn? – There is great interest on the part of parents in teaching children their letters and numbers and writing skills. The following lists show the pre-reading and pre-writing skills and beginning number skills that every child must develop in order to learn to read, write and do well in maths. Reading Skills – Reading skills develop in sequence and teachers try to help each child progress along the sequence as he / she is ready to progress. First, a child develops a love of books. At the same time they are beginning to develop eye-hand coordination. Next, they acquire tracking skills (the ability to follow words and pages from left to right through a book). Then children begin to recognise individual letters and later they realise that letters form words. Next they begin to understand that words remain the same from day to day. Listening skills improve at about the same time. The child begins to hear letter sounds and connect them with the written letters. Later, he/she begins to string sounds together to make words. The child then learns to hear and use the rhythm of the language. Reading ability continues to improve as he/she receives positive feedback from interested adults. Writing Skills – This is a sequence which each child passes through. One step follows another. A lot of practice is required at each stage. First the child begins to develop the sequence of drawing skills (from scribbling to making representational drawings). Encourage them to draw often. Small muscle strength needed for controlling writing instruments is increased through activities using squeezing, pinching and cutting. Then the child begins to imitate letters and numbers for fun and then to write for a purpose. When they receive positive feedback from interested adults, children’s skills will continue to improve at a fast pace. Maths Skills – These skills develop with much practice and we encourage their development as the child is ready. The child begins to count for fun (rote counting). Then they begin to see the purpose for counting and begin counting objects in a set (meaningful counting). Next they begin adding to or subtracting objects from a set. They begin comparing objects in a set. Then the child begins sorting (by size, shape, colour etc.) and ordering (by size, first-second-third etc). They enjoy learning to estimate (guess how many) and predict (what will happen next). They begin to sequence objects (red, yellow, blue, yellow, _____). This is a slow process and requires a lot of practice. At last the child begins to recognise numbers and associate the number with a like number of objects. They also begin to write numbers. Later, they will write the number words. If we make the learning fun, children will enjoy learning maths through their school years. SECTION 3 – FOUNDATION STAGE 3-5 The Foundation Stage was introduced as a distinct phase of education for children aged 3-5 in September 2000. In preparation, Curriculum Guidance For The Foundation Stage was distributed in May 2000 to all schools with nursery and reception classes, and to early years settings receiving education grant funding. This guidance sets out six areas of learning which form the basis of the Foundation Stage Curriculum. These areas are: Personal, social and emotional development Communication, language and literacy Mathematical development Knowledge and understanding of the world’ Physical development Creative development Each area of learning has a set of related early learning goals. Curriculum Guidance For The Foundation Stage is intended to help practitioners plan to meet the diverse needs of all children so that most will achieve and some, where appropriate, will go beyond the early learning goals by the end of the Foundation Stage. The Education Act 2002 extended the National Curriculum to include the Foundation Stage. The six areas of learning became statutory, and the Act also specified that there should be early learning goals for each area. A national consultation on the content of the early learning goals as set out in Curriculum Guidance For The Foundation Stage was carried out in autumn 2002. Following this consultation the early learning goals and use of the Curriculum Guidance as a guide, became statutory in March 2002. The Act also established a single national assessment system for the Foundation Stage, replacing baseline assessment schemes. The Foundation Stage profile was introduced into schools and settings in 2002-03. The Foundation Stage profile has 13 summary scales covering the six areas of learning, which need to be completed for each child receiving government-funded education by the end of his or her time in the foundation stage. The curriculum for the Foundation Stage should underpin all future learning by supporting, fostering, promoting and developing children’s: Personal, Social And Emotional Well-Being – In particular by supporting the transition to and between settings, promoting an inclusive ethnos and providing opportunities for each child to become a valued member of that group and community so that a strong self-image and self-esteem are promoted. Positive Attitudes And Disposition Towards Their Learning – In particular an enthusiasm for knowledge and learning and a confidence in their ability to be successful learners. Social Skills – In particular by providing opportunities that enable them to learn how to cooperate and work harmoniously alongside and with each other and listen to each other. Attention Skills And Persistence – In particular the capacity to concentrate on their own or on group tasks. Language And Communication – With opportunities for all children to talk and communicate in a widening range of situations, to respond to adults and to each other, to practise and extend the range of vocabulary and communication skills they use and to listen carefully. Reading And Writing – With opportunities for all children to explore, enjoy, learn about and use words and text in a broad range of contexts and to experience a rich variety of books. Mathematics – With opportunities for all children to develop their understanding of number, measurement, pattern, shape and space by providing a broad range of contexts in which they can explore, enjoy, learn, practise and talk about them. Knowledge And Understanding Of The World – With opportunities for all children to solve problems, make decisions, experiment, predict, plan and question in a variety of contexts, and to explore and find out about their environment and people and places that have significance in their lives. Physical Development – With opportunities for all children to develop and practise their fine and gross motor skills and to increase their understanding of how their bodies work and what they need to do to be healthy and safe. Creative Development – With opportunities for all children to explore and share their thoughts, ideas and feelings through a variety of art, design and technology, music, movement, dance and imaginative and role play activities. In order to fulfil the requirements of the Foundation Stage Curriculum and provide a safe and supportive environment, pre-school providers need to implement the following strategy: To Encourage Physical Development Pre-School Providers Need To: Feed children meals with good nutritional value and teach nutrition activities to children and parents Teach children and families about good hygiene Practise large motor skills (balancing, galloping, skipping, building muscles in the arms, legs, and trunk) Build small motor skills through practise (cutting, holding writing instruments, drawing, painting, stringing beads, using play dough, water play) Present activities to develop eye-hand coordination Offer many movement activities Play instruments to the rhythm of the music Play games that involve listening to and following directions Parents should be encouraged to take their children for regular medical and dental checkups To Encourage Mental Development Pre-school Providers Need To: Ask open-ended questions (questions which encourage children to think because they have no right or wrong answer) Give children choices Allow and encourage creativity (through art, music and movement, dictation, re-telling stories and creating new ones) Building language skills (through conversation with adults and each other, word games, reading stories, learning nursery rhymes, singing, dramatic play, introduction of new words, providing a writing centre with word cards and writing materials, activities with puppets, listening centre activities) Provide science experiments and introduce concepts about our world to help them make sense of it Learn about the neighbourhood and the city through walks and field trips Provide many manipulative materials which encourage the development of problem solving skills Encourage counting objects through games and individual questions Ask the children for their opinions Make charts with their predictions and their opinions and re-read them often Provide small groups and individual activities involving counting sets and adding or subtracting; provide manipulative exercises which encourage classifying (by size, colour shape, general classes like animals or plants and by function such as library and book) Read daily to the children Help them learn sequencing by telling stories back to the teacher Observe each child in order to provide activities to encourage their individual learning It is important to remember what children know depends on the experiences they gain To Encourage Social Development Pre-School Providers Need To: Set up their classrooms in learning centres to enable and encourage children to work together in small groups Help them develop self-esteem by accepting and respecting their efforts Give children jobs and responsibilities in the classroom Teach children to clean up and straighten up at the end of their work time Help them learn to respect others through adult action, words, stories and conversations Encourage children to help other children in need and to share Give them encouragement Invite them to share their culture with others and encourage their parents to come into centres Introduce them to children of other cultures and different abilities Help children develop a positive attitude by being trustworthy role models Read books and have discussions which show parents leaving their children at school and being there when their children arrive home Talk about careers and jobs and why parents have to work Have a structured day so that children will feel secure Let children help make the rules for the classroom and let them choose projects to work on Through example and opportunity help the children learn to work and play cooperatively with others Give the children the words to use to solve their problems with other children To Encourage Emotional Development Pre-school Providers Need To: Help children learn to control their own behaviour through setting a positive example Help the children to learn to wait for a turn and to share with others Help them develop plans for activities to do while waiting for a turn Reassure children that it is okay to have feelings and to express them in acceptable ways Give them the ability to channel their energy in constructive ways Through showing respect to our children we help them to learn to show respect for each other Give children self-respect through accepting them as they are and helping them develop their negotiating and problem-solving skills REFERENCES Bee, H. and Boyd, E. (2004), â€Å"The Developing Child†, (10th Edition, Pearson Education) Gopnik, A. / Meltzoff, A. / Kuhl, P. (2001), â€Å"How Babies Think†, (Phoenix) Hobart, C. and Frankel, J. (1999), â€Å"A Practical Guide To Child Observations And Assessment†, (Nelson Thornes) Foundation Stage 3-5, QCA, (http://www.qca.org.uk/160.html) Early Years, DFES, (http://www.dfes.gov.uk)

Happiness in Aldous Huxleys Brave New World Essays -- Brave New World

When we look to define happiness, many different ideas come to mind. Webster’s New Collegiate Dictionary uses three definitions for happiness: good fortune, a state of well being and contentment, and a pleasurable satisfaction. In Brave New World, Aldus Huxley argues that a society can redefine happiness through the government’s manipulation of the environment and the human mind itself. The government accomplishes this by mind conditioning throughout the process of maturing, keeping a caste-based society, and obliterating problems. The government thus defines happiness as the absence of all conflict. This differs from happiness as the American society sees it: the ability to pursue and enjoy individual desires.   Ã‚  Ã‚  Ã‚  Ã‚  The conditioning of minds allows the government to impress its ideas upon maturing children. The process used is hypnopà ¦dia, or repetition of sayings during sleep. After many repetitions of one phrase, the idea is hardened within the human mind, proving most difficult to undo. Evidence of this method to provide artificial happiness surfaces in both Lenina and Bernard’s actions. Huxley states this coldly during Lenina’s trip home with Henry Foster, â€Å"‘What a hideous color khaki is,’ remarked Lenina, voicing the hypnopà ¦dic prejudices of her caste† (62). Khaki is a color worn by lower castes in the society and the higher castes are taught not to associate with them. Bernard’s hypnopà ¦dic lessons did not work as well as most. He sees everything in this artific...