Much Ado About Nothing Essays (1519 words) - English-language Films

Much Ado About Nothing Written between 1598 and 1600 at the peak of Shakespeare's skill in writing comedic work, Much Ado About Nothing is one of Shakespeare's wittiest works. In this comedy, Shakespeare's drama satirizes love and human courtliness between two couples who take very different paths to reach the same goal: making the connection between inward and outward beauty. Much Ado About Nothing shows different ways of how people are attracted to one another, and how their realization and definitions of "love" relate to their perceptions of inward and outward beauty. The play is set in Messina, Italy, a small province facing the Straits of Messina, in northeastern Sicily, at the estate of the governor of Messina, Leonato. Don Pedro, Prince of Arragon, Don John, his brother, Borachio his servant, Bene*censored*, a young lord, and Claudio his best friend are all returning from war, and have been invited to stay with Leonato for a month. Shakespeare's antagonist Don John, bears much resemblance to Don John of Austria, the illegitimate son of Charles V, half-brother to the King of Aragon who defeated the Turks at Lepanto and returned to Messina after his victory in October of 1571 (Richmond 51). Don John of Austria had many of the qualities that Shakespeare's Don John did, he was not on good terms with his brother, and although he tried with much effort to gain status, he was frequently humiliated in attempts to bring himself fame. Shakespeare was known to draw parallels between his characters and actual historical figures, in an attempt to produce a sort abstract history of the times (Richmond 49). Upon returning from war, Claudio saw a young woman named Hero that he had seen before going to fight, and felt a strong attraction to her. Claudio expressed to Bene*censored* his attraction to Hero, Leonato's daughter, and Bene*censored*, with a mouth as loose as oiled hinge immediately told Don Pedro of the attraction. Don Pedro, being much closer to Leonato than any of the other veterans were, told the governor Leonato about Claudio, who in turn informed his daughter Hero of him, all with the lightning speed of gossip. Claudio's attraction to Hero is described by Shakespeare with skill as he puts emphasis on the Claudio-Hero relationship that is forming but at the same time keeps it in the background. Claudio is clearly attracted to Hero's outer beauty and knows nothing of her inner beauty, but after conversing with his friend Bene*censored* and then Don Pedro he decides he will marry Hero. A possible scheme of Claudio can be noted when after describing his attraction to Hero to Bene*censored*, he asks Don Pedro, "Hath Leonato any son, my lord?" Don Pedro replies that Hero is "his only heir."(I.i.262) An interpretation of this might be that Claudio's attraction to Hero was rooted in a pursuance of the love of Hero's wealth, masked by her outward beauty.(Brown 79) At this point the drama takes a twist and a sub-plot is formed as Don Pedro talks to Claudio about Hero and assures him that he will have Hero. Don Pedro describes to Claudio his plan of achieving this, he will don a disguise of Claudio and woo her for him. At this the scene closes, and Claudio and Bene*censored* are left to wonder about Don Pedro's intentions. Bene*censored* believes that Don Pedro wants Hero for himself, and Don John and Borrachio agree with his statement. This forces Claudio to act on his instinct and initial attraction to Hero alone and decide to marry Hero. Don John, feeling resentful of his brother is quick to accept his servant Borrachio's plan of deceiving Claudio into thinking that Hero is promiscuous, so that he can shame one of his prestigious brother's followers and prevent Claudio and Hero's marriage. Borrachio's plan included having an amorous encounter with Margaret, Hero's maid, and in the middle of everything announcing Hero's name for everyone who might be in earshot to hear. While Claudio describes his love of Hero, Bene*censored* reveals his attraction to Beatrice to Claudio, Leonato's niece, but at the same time profoundly states a declaration of bachelorism. Beatrice's character is described as a fine example of a woman in Shakespeare's time. She has a biting wit, and in her "high intellect and high animal spirits meet" (Jameson 349) Bene*censored* and Beatrice quarrel in a skirmish of wits which is merely a facade of their underlying attraction to each other, and an ongoing struggle of recognizing their love. Bene*censored* and Beatrice's attraction and pre-existing relationship is evident, and their battle of

Cyber Crime and regulations essays

Cyber Crime and regulations essays The growth of technology has changed our lives dramatically. Computers were viewed as a luxury or even an extravagance 30 years ago. People relied on television, newspapers, and radio as primary sources of news and information. Cables, modems, and online services were virtually nonexistent. Today, computers are prevalent in businesses, homes, schools, libraries, and even airports. The World Wide Web provides instant access to news, reference information, shopping, banking, stock trading, auctions, and travel information and reservations. People routinely use the Internet to take college courses, play games, listen to music, and view videos. Chat rooms and e-mails are now replacing telephones as favorite means of long-distance communication. The rise of computer technology obviously has enhanced our lives in many ways, such as enabling improved productivity and efficiency at work, school, and home. Anyone with access to a computer and modem now has unparalleled recreational and educational opportunities. Unfortunately, criminals are also using modern technology-to prey on innocent victims. Computers and the Internet have made the criminals job easier. Historically, predators found their victims in public places where people tend to gather. Today, with so many people online, the Internet provides predators a new place-cyberspace-to target someone for criminal acts. This approach eliminates many of the risks predators face when making contact in person. This is known as cyber crime, i.e. crime related to technology, computers and the internet. Cyber-Crime is any illegal behavior directed by means of electronic operations that targets the security of computer systems and the data processed by them. The Tenth United Nations Congress on the Prevention of Crime and the Treatment of Offenders categorized five offenses as cyber-crime: unauthorized access, damage to computer data or programs, sabotage to hinder the functionin...

What color is that dress Check your perception.

What color is that dress Check your perception. The Blue-Black / White-Gold Debate There is a debate  raging across the internet about the color of the dress in the photo to the right. Is it blue and black? Or white and gold? I read about this debate and was skeptical. Was this some big scam? When I look at the picture I see blue and black and cant imagine it would be anything else. I decided to test this proposition my self. I was surrounded by people this past weekend at a family event, so carried around my laptop asking my relatives what color they thought the dress was. Reality Check? Of my first three subjects, my mom  saw blue and black. So did my cousin  Michael. But my cousin Carol saw white and gold. The more people I asked, the more I realized that this  is for real. People see the colors in this dress differently and each person is completely convinced about the rightness of his or her view. My cousin Michael was an interesting case. I showed him the picture a second time in different lighting, and he saw it as white and gold. But a minute later, he was saying it was back to black and blue. He still insisted he was right and I was playing tricks on him with the lighting on my computer. Wow. Being Right Do you think you know things like what color that dress is? I know I do.  My brain does not even want to consider that someone else really and truly sees it as a different color. That  dress is  black and blue! But many people I know and trust were right there  saying  with complete conviction, White and gold. This reminds me of another exercise where one person is looking at a mug from the handle side, and another is looking from the non-handle side. To one person, there is no handle. To the other, its clearly a handled mug. Heres the rub:  Both people are right!! And they are both stuck in a perspective. The Gift of Perspective If we could get this about other issues religion, the cleanliness of our kitchens, what it means  to leave on time, [insert your  issue here], imagine how much better our relationships could be. Imagine how much less we would fight over the not-important things.  We could be curious instead of right. We could truly be over there with the people in our lives, listening to them  accurately. How does this principle apply to writing? Whatever we write, whether it’s a blog article, an e-mail message, a book, or a resume, one person might read it one way and another person might read it completely differently. The same resume can be loved by one hiring manager and hated by another. I notice it with my e-book too: People rate How to Write a KILLER LinkedIn Profile everywhere from 5 stars to 1. It’s rare to find any topic on which people agree 100%. If we can take that as a gift instead of as a point of contention, we can all grow and expand as we explore each other’s perspectives. I challenge you to try this at home. Make someone right today who you are totally convinced is wrong. Who knows what might emerge from there?

Vincennce university should build more parking lots Essay

Vincennce university should build more parking lots - Essay Example In most occasions, it is very rare for residents in the campus to access parking spots during weekdays. For instance, many students find it hard to walk from some areas such as Red Skelton Performing Arts Center. Additionally, the walk in the darkness is somewhat intimidating (Irvine 1). The distance between the dorms and the lots is very short but very long between any dorm and the parking spot. In fact, it approximately three times the distance from one dorm to another. The distance from the common parking spot (Red Skelton Performing Arts Center Parking lot) seems near from the residential areas. However, the to and fro walks from the students parking area to the dorms justifies the point that it to be too far. Lack of enough accommodation is also one of the contributing factors for an increase in demand for the parking spots; majority of the students drive to school. It will be crucial for the school’s management to consider building more parking lots for the residents in order to save the students time. For many years, the management of Vincennes University has been experiencing complaints from the students over the parking rules. According to the students, the rules of the university only value the interest of the staff. This is evidenced by their dislike of the existing rule that bars them from parking their vehicles in areas preserved for commuter and staff members. Most students also argue that the parking spots reserved for the commuter and staff is more than enough. This is evidenced by the number of spots that remain unoccupied even when almost all staff members are in school (Irvine 1). Additionally, it is evident that the school has not only more than enough space for the construction of parking spots, but also enough resources for the building of new parking spots. Majority of the students argue that it is unethical for them to pay $30 on unguaranteed parking spots near the dorms as a way for

Learning theories Research Paper Example | Topics and Well Written Essays - 4250 words

Learning theories - Research Paper Example Teachers are regularly struck with suggestions for reforms. They are often asked to use different curricula, new assessment and novel teaching strategies. They are constantly been directed to prepare learners for new standardized test or to assess learner’s work by way of conducting portfolios and performance assessments. They are often advised to practice research based approaches to teach learners in order to enhance their performances (Wilson & Peterson, 2006). Traditionally, learning was perceived as just acquisition of skills and knowledge whereas currently, the concept has been viewed to include emotional as well as social and various societal dimensions. Additionally, learning theories attempts to describe and understand the various ways in which the people learn. Very often, the theories are considered to be the important resource of the educational research as they have the potential to guide in constructing new educational approaches and analyzing along with improvin g the existing approaches and trends (Navarro & Hoek, n.d.). With this concern, the paper intends to critically explore three learning theories of Malcolm Knowles’s learning theory of andragogy, transformative learning theory of Jack Mezirow and experiential learning theory belonging to D. A. Kolb. Brief Explanation of Theories Malcolm Shepherd Knowles and the Theory of Andragogy Malcolm shepherd Knowles is often been considered as the fundamental figure in the segment of adult education particularly in the region of United States during the middle of twentieth century. During the year 1950, he was assigned with the responsibility of Executive Director of the Adult Education Association of the US. The first work of Knowles was termed as informal adult education. Later, he developed a unique theoretical basis for adult education and learning through highlighting upon the notion of andragogy. This work of his was greatly appreciated in the US. Furthermore, his work was consider ed to be the crucial factor that has contributed in changing the views of adult teachers from ‘educating people’ to ‘helping them learn’. Knowles was able to convince that learning practices of adults are different from those of children. He was engaged in building inclusive theory concerning with adult learning that was closely related with the features of adult learners. Earlier work of Knowles concerning ‘informal adult education’ had postulated certain basic elements of process as well as settings. Later, he intended to combine all the elements in order to propose new conceptual basis for improving the adult learning practices. The mechanism or the learning theory that postulated by him was termed as andragogy. According to Knowles, the theory concerning andragogy was primarily based upon four pioneer assumptions that were based upon the characteristics of adult learners. These assumptions were related with the adult learners that are quite dissimilar from the assumptions that dealt with the children learners (Mark K. Smith, 2002). Later, a fifth assumption was added to the theory. Thus, the five basic assumptions relating to andragogy theory that developed by Knowles have been portrayed hereunder. Self-Concept According to Knowles, the maturity that occurs in an individual with the passage of times lead towards self-concept moves wherein an individual tends to become more self-directed person from being a reliant personality (Mark K. Smith, 2002). Experience Similarly, Knowles admitted that as an individual becomes

The New Testament Essay Example for Free

The New Testament Essay The New Testament is deeply rooted in what Friedrich Nietzsche called slave morality. Its sense of ethics and the social values it expounds can be described as a downward pull towards a constant affirmation of a shameful human. One can see the New Testament as copying the ideals of the Old Testament, for the entire Judeo-Christian message is simply, echoing Mikhail Bakunin: God is everything, humanity is nothing; God is the master, humanity its slaves. As such, ethics, values and virtues that sprang from the New Testament is and will always be that of a slave race. Knowing that Jesus himself was highly influenced by Judaic tradition, one can say that the New Testament is merely a continuation of the Old Testament. The ethical atmosphere of the classical civilizations of Greece and Rome were different from that of the Judeo-Christian one. The Greeks and the Romans were far more positive in their outlook of life and their civilizations were a mish-mash of what Nietzsche referred to as Apollonian and Dionysian elements. Whereas the Judeo-Christian God rules and controls all, the Greeks and Romans were able to construct a system where Fate controls all including the gods and goddesses themselves. Unlike the Hebrew and Christian â€Å"slave†, the Greek â€Å"human† is not a product of his God but of his passion, his capacity to reason, and his past. There may be gods and goddesses, but they exist as part of a hierarchy in nature. When a man fears a god, it was because of that god’s power (and there were many a variants of such powers). A man therefore fears god because he saw god as a superior; but this does not mean that he saw god as a master. On the contrary, a Greek or a Roman may imagine himself powerful enough to challenge the gods. The gods were feared because of their powers and not in the Christian sense when people fear God in fear of a brutal punishment in the afterlife. Thus, the Greco-Roman ethical atmosphere promotes what Nietzsche called master morality. What was valued more was the capacity of human beings to rise up towards the level of a god (like Homer’s Achilles) and not how much one has knelt before a God. There may be a noble acceptance that the actions of the gods were considered fate (as in Virgil’s Aenied), human actions still determine whether this or that human becomes a master or a god. What is similar between the Greco-Roman and Judeo-Christian the sense of ethics and sets of values and virtues is their obsession for what is ideal. Greco-Roman values are based on the philosophy of a form and substance, where the form may suffer changes but its substance remain permanent. Changes may extinguish the form but the substance never perishes. Plato’s cave demonstrates this duality in reality. In the Judeo-Christian sense too resides this duality: body and soul. The body may perish but the soul does not. Taking care of the soul is therefore first priority of Judeo-Christian morality while deciphering and understanding the substance is the first priority of Greco-Roman philosophy. This difference is highlighted by the fact that Jesus’s taught his wisdom through verbal parables concentrating on morality, Homer and Virgil through their written vulgar display of the human senses in its struggle against godly intuitions, while Plato in his philosophical tracts that promoted a certain degree of idealism. This difference between Jesus and the classical writers can also be attributed to their audiences: slave morality for Jesus, master morality for the classical writers. Thus, Jesus himself was continuing a tradition deep into the world of the Old Testament â€Å"slaves† and in fashioning himself as the Jewish messiah his teachings were meant to salvage his world the same way as Moses salvaged his. The decadence of Jewish society during the time of Jesus was reminiscent of the Hebrew society before Moses came down with the two tablets in his hands. Jewish society had become a corruption of its former radiance and the teachings of the Christ was supposed to clean away such corruptions. Whereas Homer, Plato and Virgil wrote in attempt to expose the human spirit in its pure and real substance, Jesus spoke of that spirit’s final destination. The New Testament, in this sense, failed to realize that most of the time the journey of the human spirit is more important than its destination.

the gold fields of Victoria :: essays research papers

Victoria was a part of the colony of New South Wales up to the early 1850's, when it became an independent colony in its own right. All burgeoning States have growing pains and Victoria was no exception. Rich in agricultural lands early settlers took out sheep runs granted by the government over large tracts of land, where both sheep and some cattle were grazed. Van Diemen's Land to the south, now the State of Tasmania had large penal settlements and the government bureaucracy was both well established and manned. Victoria drew on these reserves in the early years of settlement. The wealth of gold hidden in Central Victoria lay undiscovered for some time and true recognition of the potential was not realized until the finds were widely publicized. Ballarat is an aboriginal name meaning "a good place to rest". An aboriginal tribe known as the Kulin inhabited the area. These inhabitants had dark brown skin rather than black. Although they were the traditional owners of the land, they were simply pushed aside by European settlement, and decimated by disease, poisoning, shootings and in fact genocide. Within 60 years they were no more. The first recorded gold finds in the district was at Clunes, July 1851, some 20 miles north of Ballarat, and this started a small rush. A few weeks later gold was found at Buninyong about 10 miles south of Ballarat. This was poor yielding ground and although diggers came to the area, they quickly dispersed seeking more profitable ground. Two such characters were John Dunlop, a seventy-year-old veteran of the Battle of Waterloo, and a much younger James Regan, whose ancestry was Irish. They had been disappointed with the gold at Buninyong, so decided to prospect the area themselves in anticipation that both Clunes and Buninyong would not be the only gold bearing ground in the district. They were right and after finding gold in creek beds along the White Horse Range on Ballarat Station, they came to a small hill on the northern end of the range and washed the first gold from what was to become one of the great gold bonanza's of all time. The date was 21st August 1851. This hill became known as Poverty Point. (Only because the top of the hill contained no gold) The discovery only remained a secret for about a week, and with news of the gold find the first great gold rush of Victoria had begun.

Individualism in Mary Shelley’s Frankenstein

Mary Shelley’s Frankenstein is clearly a cautionary tale that spells the moral and sociological implications of the philosophy of the Enlightenment. There is a tendency to limit the theme of the novel to science, and thereby to ignore the underlying philosophy. But the scientist is only encouraged, or discouraged, by the social and philosophical milieu in which he exists. In this sense the rise of modern science must be properly attributed to the philosophy of Enlightenment, that which believed in the infinite perfectibility of man through the strict practice of reason.If experimental philosophy is one expression of this philosophy, then philosophic individualism is another. This latter philosophy maintains that the human being is intrinsically free, and therefore his nature is ultimately good, which also implies that it is devoid of evil. Apparent evil only reflects the constraints of man as a social being. The aim of politics must therefore be to minimize society and encoura ge the individual as far as possible. The extreme manifestation of such thinking is anarchism. We next take note that Mary Shelley was brought up in a climate of extreme anarchism.Both her parents were anarchists, and she was brought up in the same mould. Her husband, the celebrated poet Percy Bysshe Shelley, was also an avowed anarchist and atheist. Therefore the novel may be fruitfully analyzed from the point of view of philosophic individualism. Victor Frankenstein is not the representative of science in the novel, as is normally believed. The true such representative is the explorer Robert Walton, who is on a scientific expedition to the Artic Circle. This location symbolizes the extreme edge of the material universe.The journey symbolizes the straightforward and happy path to knowledge. Such an attitude is reflected in Walton’s following comment, made in a letter to his sister: â€Å"What may not be expected in a country of eternal light? † (Shelley 16). Science p romises to throw clear and eternal light on all things, and the path is a straightforward one of experiment and induction. Walton is not supposed to know of that which lurks beneath the surface, and he only comes to know it through the narrated experience of Frankenstein, whom he picks up on the way.He may not understand the full implication of what Frankenstein tells him, but the implied caution is enough, so he aborts his mission and turns his ship back. He is able to absorb enough of the message, that the practice of science is fraught with danger, and that it is not wise to strive towards the limits of knowledge.Frankenstein is far more than a mere scientist. Not mere rational explanations, he aims for â€Å"the philosopher's stone and the elixir of life† (Ibid 48). He sees science as a futile endeavor if it can never come to the ultimate cause of things, and must then only dabble with immediate causes.He shuns science in favor of alchemy on his first entering university. Alchemy is the arcane discipline which takes into account the limitations of science, and aims to overcome them by the more profound understanding of the processes of Creation itself. In the end it is science that is employed in the creation of â€Å"the creature†, but is also certain the secret of generation lies with alchemy. The latter is successful only when it overcomes the limitations of science. Therefore the creature, which is imbued with life, must be called a successful union of alchemy and science.Frankenstein is in the end an alchemist. He must operate in the darkest secrecy, this being the only mode of alchemy. Concerning the arcane sciences Montaigne has observed, â€Å"[T]o go according to nature is only to go according to our intelligence, as far as it can follow and as far as we can see; what is beyond is monstrous and disordered† (391). Caught up in such monstrous designs, Frankenstein cannot explain himself throughout the novel, even as the menace o f the monster becomes more and more severe. The aspect of philosophic individualism appears when we come to consider the creature itself.As soon as it has come to life it is an individual, and the inevitable comparison appears with the prototype individual, which is Adam. The parallel comparison is between the Creator and Frankenstein. What is the implication of this conceit to mimic the Creator? A vital clue is found in how Shelley describes the inspirational vision that led her to write the novel, which is included in the Preface to the 1831 edition: â€Å"Frightful must it be,† she says, â€Å"for supremely frightful would be the effect of any human endeavor to mock the stupendous mechanism of the Creator of the world† (qtd. in Lederer et al, 3).It is inevitable that the creature turn out to be a horror. All involved come to this essential truth. Frankenstein realizes this as soon as he sees the first muscle twitch. To the creature too the horror unfolds after he is allowed to compare himself with â€Å"true† creatures. His discovery of Milton’s Paradise Lost is a consummation of his understanding. He has observed the sublime virtues of the human by observing village life from afar. He feels such virtue swelling inside himself. But to express this he must have society, and his horrid demeanor will not allow him to have human company.He is truly alone, and then he discovers the parallel to his own situation in the plight of Adam when alone in Eden. The difference is that Adam’s creator is loving and forgiving, whereas his own creator has forsaken him in revulsion. He knows that the only path open to him is to excite pity in the heart of his creator. Like Adam, he asks for a female being of his kind, whose company will console him. But this is not to be, because his creator hates him too strongly. The moral of the tale seems to be that the overreach of learning tends towards alienation.In the first instance we have Victor Fr ankenstein, whose mad quest for the secret of vitality impels him into a solitary endeavor, and from which there can be no link back to society. Even when the whole thing has gone horribly wrong, and all those close to him are imperiled, and are being murdered one by one, he cannot explain what is intrinsically a secret. The creature too is no less a catastrophe. As Paul Sherwin notes, â€Å"[T]he evacuation of the spiritual presence from the world of the novel suggests that Frankenstein is more a house of ruins than the house divided† (883).The creature is intelligent and sensitive, but suffers the more so because it brings home to him the total wretchedness of his condition. To the world he is a monster, and only his creator can redeem him, through compassion and pity. Both creator and creature have been cut adrift from the world as forsaken individuals. They have both become monstrosities, and indeed the structure of the novel itself is monstrous in many ways, as has been suggested by Daniel Cottom (60). Alienation is shown to be the product of Enlightenment philosophy and the Industrial Revolution.The process of individuation in the West can be traced back to the Protestant Reformation. Calvinism and Puritanism only masked the inner tendency towards individualism, which burst forth in the 18th century as the Enlightenment. The doctrine of Calvin is inimical to all institutions. The very idea of the new individual is what animated Milton to rewrite the story of Creation in Paradise Lost. The latent anarchism of the new faith is found in the following lines where Adam complains to God: Did I request thee, Maker from my clay To mould Me man?Did I solicit thee From darkness to promote me? (Milton 269) We hear a clear echo of the creatures’ lament in these words. So in Milton himself, who was a staunch Puritan, we find the seed of Frankenstein’s monster. In his younger days he wrote scathing anarchist texts, such as Areopagitica. Anarchism has always been a growing trend in the political thinking of the West from Milton onwards. John Locke and Edmund Burke were key proponents in this regards. William Godwin came to voice an extreme form of such thinking, which became extremely influential.When Hazlitt came to sum up the spirit of the age, he put the name of Godwin at the forefront. (Bowerbank 418). With Godwin, not only all socio-political institutions, but even the institution of marriage was suspect. This is the milieu that Shelley imbibed, and came to depict in her novel.The new individual is not always an anarchist by choice. The common man is more likely to be individualist by compulsion. Here we have the distinction between Frankenstein and the creature. The plight of the common man is no less tragic. He is a creature of mechanization, and is alienated from all that surrounds him.Frankenstein’s creature is symbolic of the new individual. It can only appeal to its creator, and is therefore doomed to live w ith mechanization. In this way Shelley paints for us a haunting picture of the new reality which the Enlightenment and the Industrial Revolution had brought about. In conclusion, Mary Shelley’s novel Frankenstein is a cautionary tale about respecting the limits of science, but at an even more profound level it depicts the alienated individual of modern industrial society. Shelley was brought up in a climate of intense individualism.Her parents were anarchists, as was her husband, and she kept regular company with poets and artists who lived and thought in this mode. In the novel, Robert Walton is representative of science, but Victor Frankenstein is a far more important character, because he represents the arcane philosophy that sustains science. But the most important depiction is of the monstrous creature, who is representative of the new individual.Works CitedBowerbank, Sylvia. â€Å"The Social Order vs The Wretch: Mary Shelley's Contradictory-Mindedness in Frankenstein. † ELH. Vol. 46, No. 3 (Autumn, 1979), pp. 418-431.Cottom, Daniel. â€Å"Frankenstein and the Monster of Representation. † SubStance. Vol. 9, No. 3, Issue 28 (1980), pp. 60-71.Lederer, Susan E; Elizabeth Fee, Patricia Tuohy. Frankenstein: Penetrating the Secrets of Nature. Rutgers University Press, 2002.Shelley, Mary. Frankenstein. New York: Collector's Library, 2004.Milton, John. Paradise lost and other poems. Ed. Edward Le Comte. New York: Signet Classic, 2003.Montaigne, Michel de. The Complete Essays of Montaigne. Ed. Donald Murdoch Frame. Stanford University Press, 1965.Sherwin, Paul. â€Å"Frankenstein: Creation as Catastrophe. † PMLA. Vol. 96, No. 5 (Oct. , 1981), pp. 883-903.

Economic growth

Spending by the government on all nal goods and services. e. g. ages for government employees, the upkeep of military bases, the maintenance of Air Force One, the maintenance of roads and bridges This category includes government investments such as the maintenance/construction of roads. Does NOT include transfers of wealth such as Social Security, Medicare, and unemployment bene ts as they are already accounted for in Consumption. 14/ 31 Net exports: The di erence between total exports (to all other countries) and total imports (from all countries) to the U.S.. If this number is negative, the U. S. is importing more value than it is exporting, in what is called a trade de cit. If this number is positive, the U. S. is experiencing a trade surplus. Note that these values are in terms of the subject country's currency (U. S. dollars). We only consider net exports because 1) we do not want to double ount goods in the GDPs of other countries and 2) GDP is supposed to measure production i n the U. S.Splitting GDP – Factor Income Approach We can equivalently express this value in terms of how much agents in the U. S. receive for their goods or work. You can think of rms collecting revenue from the spending described in the national spending approach, and distributing it in the following way: Wages: Firms pay employees for their work Rent: Firms pay landowners and property owners rent Interest: Firms pay interest to the owners of the capital they are using Pro t: Any revenue that is left after the above payments are considered protThe sum of these yields GDP, as calculated using the factor income approach: Y = Wages + Rent + Interest + Prot 16/31 Equivalence of National Spending and Factor Income Approaches The sum of all the spending in the U. S. doesn't quite equal the sum of all payments to factors of production, so we need to make a few adjustments: Sales taxes aren't re ected in the factor income approach, so we need to add that The national spending approa ch considers production that occurs before the depreciation of capital (i. e. machines wearing down), so this must be considered when using the factor income approach. 17/31 Economic growth Spending by the government on all nal goods and services. e. g. ages for government employees, the upkeep of military bases, the maintenance of Air Force One, the maintenance of roads and bridges This category includes government investments such as the maintenance/construction of roads. Does NOT include transfers of wealth such as Social Security, Medicare, and unemployment bene ts as they are already accounted for in Consumption. 14/ 31 Net exports: The di erence between total exports (to all other countries) and total imports (from all countries) to the U.S.. If this number is negative, the U. S. is importing more value than it is exporting, in what is called a trade de cit. If this number is positive, the U. S. is experiencing a trade surplus. Note that these values are in terms of the subject country's currency (U. S. dollars). We only consider net exports because 1) we do not want to double ount goods in the GDPs of other countries and 2) GDP is supposed to measure production i n the U. S.Splitting GDP – Factor Income Approach We can equivalently express this value in terms of how much agents in the U. S. receive for their goods or work. You can think of rms collecting revenue from the spending described in the national spending approach, and distributing it in the following way: Wages: Firms pay employees for their work Rent: Firms pay landowners and property owners rent Interest: Firms pay interest to the owners of the capital they are using Pro t: Any revenue that is left after the above payments are considered protThe sum of these yields GDP, as calculated using the factor income approach: Y = Wages + Rent + Interest + Prot 16/31 Equivalence of National Spending and Factor Income Approaches The sum of all the spending in the U. S. doesn't quite equal the sum of all payments to factors of production, so we need to make a few adjustments: Sales taxes aren't re ected in the factor income approach, so we need to add that The national spending approa ch considers production that occurs before the depreciation of capital (i. e. machines wearing down), so this must be considered when using the factor income approach. 17/31

Roman Jakobson essays

Roman Jakobson essays Today I am going to talk about Roman Jakobson. First of all I would like to tell you the most important facts of his life. Roman Jakobson was born in Moscow in 1896. He grew up in pre-Revolutionary Russia and began his high school studies at the Lazarev Institute of Languages at the age of ten. He taught at the university of Moscow and it was there that he and six other students founded the Moscow Linguistics Circle. In 1920 he left the Soviet Union for Prague where he worked as a translator and helped to form the Prague Linguistics Circle in 1926. Jakobson was known for his anti-fascist feelings and with the fascist invasion he fled to Denmark and finally in 1941 to America where he lived until his death in 1982. He was professor at the Columbia University in Harvard and at the MIT. His teaching deeply influenced several trends in the evolution of 20th century structuralism and linguistics. Four epochs in the development of Jakobsons research can be distinguished. 1) In his formalist period from 1914 to 1920 he was both the founder of the Moscow Linguistics Circle and a member of the influential Opoyaz poetics group. 2) In his structuralist period from 1920 to 1939 he was a dominating figure of the Prague School of linguistics and Aesthetics. 3) In his semiotic period from 1939 to 1949 he was associated with the Copenhagen Linguistic Circle and was active in founding the Linguistic Circle of New York. 4) Jakobsons interdisciplinary period began in 1949 with his teaching at Harvard. Information and communication theory, mathematics, neurolinguistics, biology and even physics were among the fields to which Jakobson extended his interests. The central fields of his research were poetics and linguistics, especially phonology, morphology, dialectology and aphasiology. From his early years his interest went beyond language and the verbal arts to cover the larger semiotic fields of culture and aesthetics. Jakobson ...

Eliminating Superfluous Phrases

Eliminating Superfluous Phrases Eliminating Superfluous Phrases Eliminating Superfluous Phrases By Catherine Osborn In classes I have taught, students lean towards using phrases that they think make them â€Å"sound smarter† but end up making their work wordy and clunky. By streamlining your sentences and cutting out a few phrases, you can communicate your point much more effectively. For example, here is a list of some that crop up frequently: â€Å"Needless to say†¦Ã¢â‚¬  If it’s so needless to say, then why are you saying it? â€Å"It goes without saying†¦Ã¢â‚¬  Same problem here; easier to get right to your point â€Å"For all intents and purposes†¦Ã¢â‚¬  Again, this could easily be cut and your sentence would begin with exactly what you intend to say. â€Å"In light of the fact that†¦Ã¢â‚¬  You could easily just say â€Å"Since†¦Ã¢â‚¬  Clear concise writing applies to all genres and helps your audience understand your point without being bogged down. Here are some quotations from newspapers that illustrate the cumbersome use of those phrases: Payne, who turns 70 in October, will be succeeded by Fred Ridley, 65, a former U.S. Amateur champion and U.S. Golf Association president who has served as chair of Augusta National’s competition committee. The change becomes effective Oct. 16, although for all intents and purposes, Ridley is now in charge, taking over a vital leadership role in golf at a time of transition and challenge for the game throughout the world. USA Today It goes without saying that Democrats would view President Trumps North Korean negotiations quite differently than Republicans, but I was honestly surprised by the strong negative reaction of Trump critics on the right. USA Today Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:Dialogue Dos and Don'ts8 Proofreading Tips And Techniques150 Foreign Expressions to Inspire You

Respond Essay Example | Topics and Well Written Essays - 250 words - 4

Respond - Essay Example In her responses to the questions asked in the quiz, the writer makes it clear that those around her are very (if not the most) important people her line of work. In her previous experience she worked with someone whose communication skills were wanting and she doesn’t want a repeat of the same with both her superiors and colleagues at work. She is also honest with herself and admits that patience is a skill that she will need to develop farther as she seeks to improve herself and become a more effective communicator. She is proud of the communication skills she developed as a student in college and looks forward to using them in resolving conflicts at work. The writer is honest with herself and admits that she lacks the confidence to speak in front of people. This stems from her lack of confidence in her abilities and probably the fear of making mistakes. Not all is lost, however. Teaching has made her confidence grow day by day. Rightly so, she is optimistic that the progress will lead to better careers opportunities for her in future, as long as the progress and growth continues