The Handkerchief of Love and Deception in Othello Essays

Othello and Desdemona started their life together thinking it was to be forever. The handkerchief symbolizes the start of a new generation, a token of their union and ultimately determines their fate and the main characters lives being changed by the events. The films adaption, as in Shakespeare play, he makes the handkerchief significant to the plot. Othello’s mother gave him the handkerchief on her dying bed to give to the women he marries. â€Å"She, dying, gave it me, and bid me, when my fate would have me wive; to give her.† Desdemona and Othello confess their love for one another in hopes of a blissful life together. Unbeknown to them that the handkerchief would be their down fall. Desdemona â€Å"The†¦show more content†¦(3.3 .279-289). Iago’s deceitfulness about the handkerchief affects Othello’s psychological thinking concerning Desdemona. Emilia has retrieves the handkerchief, leaves the room and goes to her husband to present the handkerchief. â€Å"How now? What do you hear alone?† Iago asks Emilia why are you here. â€Å"Do not you childe; I have a thing for you† you noble person, I have something for you. Emilia asked Iago what he is willing to do for the handkerchief that happens to be in her possession. Iago wants to know what she is talking about, Emilia replied the one gift that Othello has giving to his precious Desdemona. (3.3.290-308). Iago searches for the truth from Emilia and confides to Iago that Desdemona left the handkerchief by accident, which at this time I took the handkerchief. [Emilia holds the handkerchief up in the air.] Iago retrieve the handkerchief from Emilia and sniffs it, rolls over on top of her, speaks a few words and throws the handkerchief up in the air and made passionate love to his wife. Desdemona asks Emilia â€Å"Where should I lose that handkerchief, Emilia?† â€Å"I know not, madam.† Emilia lies about the handkerchief when asked by Desdemona. (3.4. 117). Othello comes into the room, ask Desdemona for thy hand and say, your hands areShow MoreRelatedEssay on Deception in Shakespeares Othello670 Words   |  3 PagesDeception in Shakespeare’s â€Å"Othello†   Ã‚  Ã‚  Ã‚  Ã‚  One may readily perceive the theme of Shakespeare’s â€Å"Othello† as deception. Deception appears many times in Othello, but in almost every incident the degree of deception is different. Deception is to â€Å"deceive another, illusion, or fraud† (Webster’s New World Pocket Dictionary 69), which is seen as a wrongful act. However, deception may be used to protect someone from getting hurt therefore being used with good intentions.   Ã‚  Ã‚  Ã‚  Ã‚  The very first act of deceptionRead MoreOthello - Deception and Vision Essay1500 Words   |  6 PagesDeception and Vision in Shakespeare’s Othello Walter Scott once stated, â€Å"Oh, what a tangled web we weave... when first we practice to deceive† (Quotation). 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Shakespeares Use of Madness as a Theme in King Lear

Edgar first assumes the disguise of Poor Tom as Lear and the Earl of Gloucester enter the cave in which Edgar is hiding. Since Edgar was banished, similar to Kent, who is also present later in this act, he must conjure up a disguise. Why does Edgar chose the repulsive beggar that Poor Tom is? Well, remember that Poor Tom represents the popular belief of the insane during the Elizabethan era. Therefore, he is the perfect disguise. No one would ever suspect Poor Tom of being Edgar, because Edgar is a very pleasant man, while Tom is completely repulsive. Furthermore, the reason Edgar chose this disguise is contained within his soliloquy as he is becoming Poor Tom: Whiles I may scape, I will preserve myself; and am bethought To take the†¦show more content†¦He is entertaining what he presumes will be the prevailing notion concerning the appearance and personality of the typical beggar, which is what Edgar has essentially been reduced to. Poor Tom is an incredibly repulsive character, who will receive no sympathy from the audience. However, the fact that Edgar has been reduced to this state will make the audience think, and potentially realize that anyone could be reduced this lowly state. After all, Edgar was one of the most noble and favored people in the kingdom. So, by making Edgar take on this disguise, Shakespeare could potentially cause the audience gain some sympathy for real life beggars. In addition, it could also potentially refute some of their beliefs concerning madness, and realize that they too could become mad, which in return should cause them to gain some sympathy for actual people who are mad. The reason that Shakespeare chooses Poor Tom to be Edgars disguise is to prove a major point concerning the origin of madness. Lear, the hero of the play, demonstrates to the audience Shakespeares beliefs concerning the true origin of madness. 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Mechanisms of Fear Memory Extinction and Psychological Therapeutic

Question: Discuss about the Mechanisms of Fear Memory Extinction and Psychological Therapeutic Approaches. Answer: Introduction: Fear is an emotion that exists in both human and animals, and it is easier to understand by studying brain mechanisms. In psychiatric conditions, the condition plays a critical role, and because of this, it is critical to understand its neural basis. Fear occurs when one is subjected to conditions that result into intimidating environmental states. Current research puts great emphasis on Pavlovian fear condition. This analysis involves measuring conditioned responses that an auditory conditioned stimulus exhibits when the memory test is underway, which is almost the same as real life experiences where an unconditioned stimulus (US) causes some harm and then the conditioned stimulus (CS) takes place about the painful stimulus. This is always the case when a cat wounds a rat but it escapes. The rat forms a memory of some noise or rustling of grass that occurred when the cat was about to pounce on it. This paper examines recent studies on both molecular and cellular mechanism that often result into auditory fear conditioning. While molecular changes do take place in many areas of the amygdala, the paper will focus on lateral (LA) nucleus as there is adequate prove that molecular change in this place contributes significantly to the acquisition, consolidation, and memory expression. Given that unique molecular mechanisms underscore stages of memory formation, this analysis will is based on Pavlovs dog and rodent research and is organized according to the three stages, acquisition, consolidation, and then reconsolidation of memories. Additionally, it presents the limitation of extinction. Pavlovs Dog Pavlov started the processes of discovering the Pavlovian conditioning theory when he saw a dog salivate. He first thought that dogs do not need to learn to do some things such as salivating when they see food. In behavioral terms, this means food is unconditional stimulus while salivating in unconditional response. Pavlov proved this is presenting his dog with a bowl of food and measuring its salivary secretions. Later, he also learned that the dog would produce the same amount of salivary secretions when it saw the lab assistant; he concluded that he had discovered a conditioned response. Pavlov chose to ring a bell whenever he presented the food. He recorded the same response (Pavlov, 1902). Memory exists when people learn. When observing molecules that initiate memory function, it appears true that there can be no memory whenever there is not learning as there is nothing to store in the brain. An understanding of LA mechanism of fear memory formation can help to appreciate how memory acquisition occurs. Consequently, it will analyze the application of rodent studies in humans followed by extinction-based strategies (Pavlov, 1902). Acquisition Stage The Hebbian mechanism, which is based on the findings of Hebb, is a common mechanism at this juncture. A common view based on it emerged in neuroscience that explains how a synaptic input can be enhanced (Learning Rule, 2008). This LA mechanism provides that when activities take place in the presynaptic neuron, a simultaneously activity occurs in the postsynaptic neuron, it becomes possible to strengthen a synaptic input. This relationship with the strong inputs strengthens the weak one (Kwok, 2009). One thing that Hebbian Plasticity does not guarantee, according to new evidence, is that LA can explain fear conditioning entirely (Pape and Pare, 2010). While Hebb explicitly explains how plasticity can occur during the acquisition stage, it fails to comprehensively explain learning, particularly learning that type of learning that occurs in highly charged emotional environments. This has led to the emergence of neuromodulatory-dependent mechanisms (Schiller et al., 2013). Recent research suggests that monoamine transmitters are responsible for regulating glutamatergic transmission as well as Hebbian plasticity (Tully and Bolshakov, 2010). Another credible evidence points to the fact that neuromodulatory regulation of this mechanism can lead to the development of plasticity and fear learning. Neurons in the LC, as well as substantial nigra, are activated by the USS and CSs. Consequently, after the presentation of aversive stimuli, the amount of NE and DA increases in the amygdala (Guzman-Karlsson et al., 2014). The conclusion here is that NE and DA have the ability to modulate the acquisition of fear learning. Consolidation Stage This term consolidation refers to the process of stabilization of temporary STMs into persistent STMs. Covalent modification of synaptic proteins is responsible for mediating plasticity that is essential for both STM and immediate learning. However, research has shown that the consolidation of this plasticity occurs through activation of second messengers. Alberini et al. (2009) provide that these messengers initiate the process of gene transcription and also a translation of new proteins. This research finding makes it clear that both neuromodulatory and Hebbian mechanisms play the role of implementing the original intracellular activities. However, they can as well prompt the sending of the messengers. As already indicated above, molecules that make STM possible are the ones involved in memory consolidation (Sacktor, 2008). Recent studies show that kinase is involved in memory maintenance. Sacktors works show that an atypical isoform of PKC is responsible for this task. Inhibition of this isoform in the LA after a fear learning experience clears fear memories (Sacktor, 2008). According to Jensen et al. (2009), it is true that the isoform of PKC maintains, and it may be doing this by reducing GluA2 AMPAR subunit removal, which ultimately results to the sustainability of the synaptic strengthening that the fear learning originally induced. Reconsolidation After learning, fear memories are consolidated and store. However, they can be labile when reconsolidated. During the process of reconsolidation, the presentation of memory that is related with the environmental cue, for example, conditioned CS to activate memories and that also makes them labile. If a behavioral manipulation following memory reactivation occurs following memory activation such as post-training manipulations, the new labile memory is transformed (Shih Wu, 2017; Agren et al., 2017). In many past instances, the study of reconsolidation has been undertaken through systematic pharmacological manipulations. A finding by Sara reveals that the disruption of the consolidation of STM is done by protein synthesis stoppage in the LA (Elsey Kindt, 2017). Schafe and his counterparts also led the research that discovered that blockade of protein synthesis also affected reconsideration adversely subsequent to the recovery of well-consolidated fear memories (Schafe et al., 2001). These series of research have caught the attention of many people. Researchers need to consider using auditory fear conditioning to examine these processes as the understanding about fear memory consolidation is at an advanced stage. However, going by the available research, it is apparent that blockade of reconsolidation helps to bring down auditory conditioned and unconditioned stimulus that is evoked by neural responses. This means that when reconsolidation is blocked, auditory thalamic inputs to LA neurons are potentiated (Alberini et al., 2013; Agren et al., 2017). The modification of the memory using reconsolidation-related extinction has provided several positive outcomes. Recent research has demonstrated how prefrontal cortex and hippocampus interact and affect memory retrieval and consolidation. In a successive Go/No-Go training of rats, Gilbert and Kesner (2004) investigated the role of the hippocampus and (medial prefrontal cortex) mPFC in spatial paired-associate learning. They discovered that rats with ibotenic acid-based lesions in the hippocampus had signs of irrecoverable performance impairment in location-in-place and object-in-place arms. However, when these researchers inactivated mPFC using muscimol in normal animals with intact hippocampi, the same severe impairment seen in object-in-place arms was registered. This experiment confirmed that the hippocampus is needed for a biconditional paired-associate task when space is required. On the other hand, the mPFC is more selectively involved in the object-pace paired-associate task than in any other tasks (Schiller at al., 2013). Contribution of Rodent Studies A lot of evidence suggests that fear memory reconsolidation can be blocked; the testing has been done on animals only. However, two recent studies have given encouraging results for reconsolidation of emotional memories in some patients as well as in healthy volunteers (Keum Shin, 2016). The slow pace of human reconsolidation research has been brought about by the fact that many compounds that are used to block reconsolidation in animals are toxic to humans. Besides, pharmacological agents could adversely affect different measures of fear in man (Schiller at al., 2013). The encouraging results in results led Schiller and his team to try to translate combined reconsolidation and extinction techniques to humans (Schiller at al., 2013). They successfully replicated the finding that extinction training carried out ten minutes after reactivation (the reconsideration window) reduced fear, but it did not lead to spontaneous recovery or returned following a reinstated shock. The reduction in fear achieved from the reconsolidation- extinction techniques took only one year and relapsed. From a clinical standpoint, the results are encouraging. However, as at now, it is impossible to tell whether the techniques can change traumatic memories in patients suffering from various traumatic disorders such as anxiety disorders (Agren et al., 2017). Using Extinction-based Therapies The boundary that has existed between the basic and clinical research has begun to become smaller given the development in extinction and reconsolidation research. The increasing use of DCS to facilitate extinction was developed from rodent studies. Today, they are showing promise in studies for social anxiety disorder, phobia, OCD, and PTSD. Since it strengthens extinction, pharmacologically adjusts can reduce the relapse of fear memory. As the rodent studies suggest, many other compounds are can be used to strengthen or accelerate extinction. Some of them, according to researchers Graham and Richardson (2010) are fibroblast growth factor, yohimbine, and methylene blue. Other recent studies may provide the solution. One of them has suggested that extinction can be adduced by purely pharmacological means (Lissek et al., 2013). The rodent studies revealed that extinction in young rodents led to paradoxical approach behaviors to the CS. When researchers conditioned rats to fear simple tones by associating them with electronic shock, they began the extinction phase. They discovered that more BLA-NAC activity could lead to extinction learning. When they gave rats food in the presences of the previously feared tone, this resulted in decreased spontaneous recovery of fear. The amygdala modulates the fear response in many functional magnetic resonance imagings (fMRI). This discovery can be used to treat childhood traumas. Research shows these strategies have been effective in children. The rodent study show that the development switches that control the permanence of these memories can be changed successfully (Lissek et al., 2013). The amygdale is well-known for playing a central role in the acquisition and expression of fear. Recent research has, however, implicated it in the extinction of fear memories. According to research, the amygdala corporate is regulated by the venromedial prefrontal cortex (PFCvm). When the hippocampus learns about the context of acquisition, it modulates the expression and extinction of the memories in relation to that particular context (Fuster, 2015). Limitations of Extinction Clinical treatment based on extinction has proven that this approach has several weaknesses. First, it relies on negative prediction errors that only be depended on if the CS predicted the US consistently. In most cases, highly feared outcomes take place infrequently or do not take place at all. A man who fears the heights, for example, can maintain fear despite never falling (Agren et al., 2017). The next limitation is that there is always a little correlation between memory strength and behavioral measures. A fear condition in rodents, for instance, clearly shows that between-session recovery of the CT cannot be predicted by within-session decreases in the CR. Extinction procedures also render the CS ambiguous. This may lead to unfavorable a situation for people with a verse ambiguity and uncertainty. Research has found that people with high self-reported intolerance of uncertainty express higher spontaneous recovery after extinction (Agren et al., 2017). Extinction can also relapse and is highly dependent on the context in which it occurs. By combining extinction and reconsolidation, it is possible to have a greater understanding of this concept. Intracellular processes can evidently interfere with reconsolidation after memory retrieval. However, there is also evidence that behavioral manipulations after memory reactivation can also change the memory of fear. A good example is extinction training. Through repeated presentation of the stimulus without using the US, this training helps to bring temporal memory extinction. If the same individual is exposed to a new context or the US, the memory can be revived. Extinction, therefore, often do not generalize beyond the therapy room, which is the cause of high relapse rates for PTSD and anxiety (Agren et al., 2017). Conclusion The last few decades have witnessed a significant increase in the interest of medical experts in the neural mechanisms of Pavlovian extinction. With adequate extinction, rats, people, and other subjects respond to the conditioned stimulus in a manner that suggests they have never been conditioned. As this analysis has demonstrated, many recent research studies have indicated that extinguished fear responses relapse following an aversive event, with time, or when the conditioned stimulus is presented in a different context, which is behavioral evidence that extinguishing fear does not erase all the memories. All it does is generate an inhibitory memory that temporarily suppresses the expression of fear. This paper has revealed that many modern researchers characterize the neural mechanism of inhibition, focus on the amygdala, hippocampus as well as prefrontal cortex to try to solve the problem of memory fears. Since this theory allows for a relapse, it is clearly not effective. The re medy, for that reason, is for experts to continue working on finding advanced behavioral methods that can modify the original fear memory permanently. References Agren, T., Bjrkstrand, J., Fredrikson, M. (2017). Disruption of human fear reconsolidation using imaginal and in vivo extinction. Behavioural Brain Research, 319, 9-15. doi:10.1016/j.bbr.2016.11.014 Alberini, C. M., Johnson, S. A., Ye, X. (2013). Memory Reconsolidation. Memory Reconsolidation, 81-117. doi:10.1016/b978-0-12-386892-3.00005-6 Elsey, J. W., Kindt, M. (2017). Tackling maladaptive memories through reconsolidation: From neural to clinical science. Neurobiology of Learning and Memory. doi:10.1016/j.nlm.2017.03.007 Fuster, J. M. (2015). Anatomy of the Prefrontal Cortex. The Prefrontal Cortex, 9-62. doi:10.1016/b978-0-12-407815-4.00002-7 Gilbert, P. E., Kesner, R. P. (2004, January). Memory for objects and their locations: the role of the hippocampus in retention of object-place associations. Retrieved May 13, 2017, from https://www.ncbi.nlm.nih.gov/pubmed/14670357 Graham, B. M., Richardson, R. (2010). Fibroblast Growth Factor-2 Enhances Extinction and Reduces Renewal of Conditioned Fear. Neuropsychopharmacology, 35(6), 1348-1355. doi:10.1038/npp.2010.3 Guzman-Karlsson, M. C., Meadows, J. P., Gavin, C. F., Hablitz, J. J., Sweatt, J. D. (2014). Transcriptional and epigenetic regulation of Hebbian and non-Hebbian plasticity. Neuropharmacology, 80, 3-17. doi:10.1016/j.neuropharm.2014.01.001 Jensen, T. E., Maarbjerg, S. J., Rose, A. J., Leitges, M., Richter, E. A. (2009). Knockout of the predominant conventional PKC isoform, PKC, in mouse skeletal muscle does not affect contraction-stimulated glucose uptake. AJP: Endocrinology and Metabolism, 297(2). doi:10.1152/ajpendo.90610.2008 Keum, S., Shin, H. (2016). Rodent models for studying empathy. Neurobiology of Learning and Memory, 135, 22-26. doi:10.1016/j.nlm.2016.07.022 Kwok, S. M. (2009). In vivo visualization of CaMKII activity in ocular dominance plasticity. Lissek, S., Glaubitz, B., Uengoer, M., Tegenthoff, M. (2013). Hippocampal activation during extinction learning predicts occurrence of the renewal effect in extinction recall. NeuroImage, 81, 131-143. doi:10.1016/j.neuroimage.2013.05.025 Nagarkatti, N., Deshpande, L., Delorenzo, R. (2009). PLASTICITY | The Role of Calcium in Mediating Neuronal Plasticity in Epileptogenesis. Encyclopedia of Basic Epilepsy Research, 1181-1189. doi:10.1016/b978-012373961-2.00324-6 Pape, H., Pare, D. (2010, April). Plastic Synaptic Networks of the Amygdala for the Acquisition, Expression, and Extinction of Conditioned Fear. Retrieved May 11, 2017, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2856122/ Pavlov, I. P. (1902). The work of the digestive glands. London: Griffin. Sacktor, T. C. (n.d.). PKMzeta, LTP maintenance, and the dynamic molecular biology of memory storage. Retrieved May 11, 2017, from https://www.ncbi.nlm.nih.gov/pubmed/18394466 Schafe, G. E., Nader, K., Blair, H. T., LeDoux, J. E. (2001, September). Memory consolidation of Pavlovian fear conditioning: a cellular and molecular perspective. Retrieved May 11, 2017, from https://www.ncbi.nlm.nih.gov/pubmed/11506888 Schiller, D., Kanen, J. W., Ledoux, J. E., Monfils, M., Phelps, E. A. (2013). Extinction during reconsolidation of threat memory diminishes prefrontal cortex involvement. Proceedings of the National Academy of Sciences, 110(50), 20040-20045. doi:10.1073/pnas.1320322110 Shih, M., Wu, C. (2017). Gap Junctions Underlying Labile Memory. Network Functions and Plasticity, 31-50. doi:10.1016/b978-0-12-803471-2.00003-5 Tsukada, M. (2008). Interaction Between the Spatio-Temporal Learning Rule (Non Hebbian) and Hebbian in Single Cells: A Cellular Mechanism of Reinforcement Learning. INTECH Open Access Publisher. Tully, K., Bolshakov, V. Y. (2010, May 13). Emotional enhancement of memory: how norepinephrine enables synaptic plasticity. Retrieved May 11, 2017, from https://www.ncbi.nlm.nih.gov/pubmed/20465834

Look at Your Fish! by Samuel H. Scudder

'Look at Your Fish!' by Samuel H. Scudder Samuel H. Scudder (1837-1911) was an American entomologist who studied under the noted zoologist Jean Louis Rodolphe Agassiz (1807-1873) at Harvards Lawrence Scientific School. In the following narrative  essay, originally published anonymously in 1874, Scudder recalls his first encounter with Professor Agassiz, who subjected his research students to a rigorous exercise in close observation, analysis, and description  of details. Consider how the investigative process recounted here might be viewed as an aspect of critical thinking- and how that process can be just as important to writers as it is to scientists.   Look at Your Fish!* by Samuel Hubbard Scudder 1 It was more than fifteen years ago that I entered the laboratory of Professor Agassiz, and told him I had enrolled my name in the scientific school as a student of natural history. He asked me a few questions about my object in coming, my antecedents generally, the mode in which I afterward proposed to use the knowledge I might acquire, and finally, whether I wished to study any special branch. To the latter, I replied that while I wished to be well grounded in all departments of zoology, I purposed to devote myself specially to insects. 2 When do you wish to begin? he asked. 3 Now, I replied. 4 This seemed to please him, and with an energetic Very well, he reached from a shelf a huge jar of specimens in yellow alcohol. 5 Take this fish, said he, and look at it; we call it a haemulon; by and by I will ask what you have seen. 6 With that, he left me, but in a moment returned with explicit instructions as to the care of the object entrusted to me. 7 No man is fit to be a naturalist, said he, who does not know how to take care of specimens. 8 I was to keep the fish before me in a tin tray, and occasionally moisten the surface with alcohol from the jar, always taking care to replace the stopper tightly. Those were not the days of ground glass stoppers, and elegantly shaped exhibition jars; all the old students will recall the huge, neckless glass bottles with their leaky, wax-besmeared corks, half eaten by insects and begrimed with cellar dust. Entomology was a cleaner science than ichthyology, but the example of the professor, who had unhesitatingly plunged to the bottom of the jar to produce the fish, was infectious; and though this alcohol had a very ancient and fish-like smell, I really dared not show any aversion within these sacred precincts, and treated the alcohol as though it were pure water. Still, I was conscious of a passing feeling of disappointment, for gazing at a fish did not commend itself to an ardent entomologist. My friends at home, too, were annoyed, when they discovered that no eau de cologne would drown the perfume which haunted me like a shadow. 9 In ten minutes I had seen all that could be seen in that fish, and started in search of the professor, who had however left the museum; and when I returned, after lingering over some of the odd animals stored in the upper apartment, my specimen was dry all over. I dashed the fluid over the fish as if to resuscitate the beast from a fainting fit, and looked with anxiety for a return of the normal, sloppy appearance. This little excitement over, nothing was to be done but return to a steadfast gaze at my mute companion. Half an hour passed- an hour- another hour; the fish began to look loathsome. I turned it over and around; looked it in the face- ghastly; from behind, beneath, above, sideways, at a three-quarters view- just as ghastly. I was in despair; at an early hour I concluded that lunch was necessary; so, with infinite relief, the fish was carefully replaced in the jar, and for an hour I was free. 10 On my return, I learned that Professor Agassiz had been at the museum, but had gone and would not return for several hours. My fellow-students were too busy to be disturbed by continued conversation. Slowly I drew forth that hideous fish, and with a feeling of desperation again looked at it. I might not use a magnifying glass; instruments of all kinds were interdicted. My two hands, my two eyes, and the fish: it seemed a most limited field. I pushed my finger down its throat to feel how sharp the teeth were. I began to count the scales in the different rows until I was convinced that that was nonsense. At last a happy thought struck me- I would draw the fish, and now with surprise, I began to discover new features in the creature. Just then the professor returned. 11 That is right, said he; a pencil is one of the best of eyes. I am glad to notice, too, that you keep your specimen wet, and your bottle corked. 12 With these encouraging words, he added, Well, what is it like? 13 He listened attentively to my brief rehearsal of the structure of parts whose names were still unknown to me; the fringed gill-arches and movable operculum; the pores of the head, fleshy lips and lidless eyes; the lateral line, the spinous fins, and forked tail; the compressed and arched body. When I had finished, he waited as if expecting more, and then, with an air of disappointment: You have not looked very carefully; why, he continued, more earnestly, you havent even seen one of the most conspicuous features of the animal, which is as plainly before your eyes as the fish itself; look again, look again! and he left me to my misery. 14 I was piqued; I was mortified. Still more of that wretched fish! But now I set myself to my task with a will and discovered one new thing after another until I saw how just the professors criticism had been. The afternoon passed quickly, and when, towards its close, the professor inquired: 15 Do you see it yet? 16 No, I replied, I am certain I do not, but I see how little I saw before. 17 That is the next best, said he earnestly, but I wont hear you now; put away your fish and go home; perhaps you will be ready with a better answer in the morning. I will examine you before you look at the fish. 18 This was disconcerting; not only must I think of my fish all night, studying without the object before me, what this unknown but most visible feature might be; but also, without reviewing my new discoveries, I must give an exact account of them the next day. I had a bad memory; so I walked home by the Charles River in a distracted state, with my two perplexities. 19 The cordial greeting from the professor the next morning was reassuring; here was a man who seemed to be quite as anxious as I that I should see for myself what he saw. 20 Do you perhaps mean, I asked, that the fish has symmetrical sides with paired organs? 21 His thoroughly pleased Of course! of course! repaid the wakeful hours of the previous night. After he had discoursed most happily and enthusiastically- as he always did- upon the importance of this point, I ventured to ask what I should do next. 22 Oh, look at your fish! he said, and left me again to my own devices. In a little more than an hour he returned and heard my new catalog. 23 That is good, that is good! he repeated; but that is not all; go on; and so for three long days he placed that fish before my eyes; forbidding me to look at anything else, or to use any artificial aid. Look, look, look, was his repeated injunction. 24 This was the best entomological lesson I ever had- a lesson, whose influence has extended to the details of every subsequent study; a legacy the professor has left to me, as he has left it to many others, of inestimable value, which we could not buy, with which we cannot part. 25 A year afterward, some of us were amusing ourselves with chalking outlandish beasts upon the museum blackboard. We drew prancing star-fishes; frogs in mortal combat; hydra-headed worms; stately crawfishes, standing on their tails, bearing aloft umbrellas; and grotesque fishes with gaping mouths and staring eyes. The professor came in shortly after and was as amused as any at our experiments. He looked at the fishes. 26 Haemulons, every one of them, he said; Mr. - drew them. 27 True; and to this day, if I attempt a fish, I can draw nothing but haemulons. 28 The fourth day, a second fish of the same group was placed beside the first, and I was bidden to point out the resemblances and differences between the two; another and another followed, until the entire family lay before me, and a whole legion of jars covered the table and surrounding shelves; the odor had become a pleasant perfume; and even now, the sight of an old, six-inch, worm-eaten cork brings fragrant memories! 29 The whole group of haemulons was thus brought in review; and, whether engaged upon the dissection of the internal organs, the preparation and examination of the bony framework, or the description of the various parts, Agassizs training in the method of observing facts and their orderly arrangement, was ever accompanied by the urgent exhortation not to be content with them. 30 Facts are stupid things, he would say, until brought into connection with some general law. 31 At the end of eight months, it was almost with reluctance that I left these friends and turned to insects; but what I had gained by this outside experience has been of greater value than years of later investigation in my favorite groups.*This version of the essay Look at Your Fish! originally appeared in both  Every Saturday: A Journal of Choice Reading  (April 4, 1874) and the Manhattan and de la  Salle Monthly  (July 1874)  under the title In the Laboratory With Agassiz by A Former Pupil.

The Magnificent Lovers monologue from the play by Moliere Essay Example For Students

The Magnificent Lovers monologue from the play by Moliere Essay A monologue from the play by Moliere NOTE: This monologue is reprinted from The Dramatic Works of Moliere, Vol. III. Ed. Charles Heron Wall. London: George Bell Sons, 1891. SOSTRATUS: Madam, all minds are not gifted with the necessary qualities which the delicacy of those fine sciences called abstruse require. There are some so material that they cannot conceive what others understand most easily. There is nothing more agreeable, Madam, than all the great promises of these sublime sciences. To transform everything into gold; to cause people to live for ever; to cure with words; to make ourselves loved by whomsoever we please; to know all the secrets of futurity; to bring down from heaven, according to one\s will, on metals, impressions of happiness; to command demons, to raise invisible armies and invulnerable soldiersall this is delightful, no doubt; and there are people who experience no difficulty whatever in believing all this to be possible; it is the easiest thing for them to conceive. But for me, I acknowledge that my coarse, gross mind can hardly understand and refuses to believe it; that, in fact, it thinks it all too good ever to be true. All those beautiful arguments of sympathy, magnetic power, and occult virtue, are so subtle and delicate that they escape my material understanding; and, without speaking of anything else, it has never been in my power to conceive how there is to be found in the heavens even the smallest particulars of the fortune of the least of men. What relation, what connection, what reciprocity, can there be between us and globes so immeasurably distant from our earth? And how, besides, can this sublime science have come to man? What god revealed it? Or what experience can have been formed from the observation of that immense number of stars which have never as yet been seen twice in the same order? We will write a custom essay on The Magnificent Lovers monologue from the play by Moliere specifically for you for only $16.38 $13.9/page Order now

The Diet of the First Colonists in the Americas

The Diet of the First Colonists in the Americas The Kelp Highway Hypothesis is a theory concerning the original colonization of the American continents. Part of the Pacific Coast Migration Model, the Kelp Highway proposes that the first Americans reached the New World by following the coastline along Beringia and into the American continents, using edible seaweeds as a food resource. Revising Clovis First For the better part of a century, the main theory of human population of the Americas was that Clovis big game hunters came into North America at the end of the Pleistocene along an ice-free corridor between ice sheets in Canada, about 10,000 years ago. Evidence of all kinds has shown that theory to be full of holes. The ice free-corridor wasnt open.The oldest Clovis sites are in Texas, not Canada.The Clovis people were not the first people into the Americas.The oldest pre-Clovis sites are found around the perimeter of North and South America, all dating between 10,000 and 15,000 years ago. Sea level rises have inundated the coastlines that the colonizers would have known, but there is strong evidentiary support for the migration of people in boats around the Pacific rim. Even though their landing sites are likely submerged in 50–120 meters (165–650 feet) of water, based on the radiocarbon dates of what would have been inland sites, such as Paisley Caves, Oregon and Monte Verde in Chile; the genetics of their ancestors, and perhaps the presence of a shared technology of stemmed points in use around the Pacific Rim between 15,000–10,000, all support the PCM. Diet of the Kelp Highway What the Kelp Highway Hypothesis brings to the Pacific Coast Migration model is a focus on the diet of the purported adventurers who used the Pacific coast to settle North and South America. That diet focus was first suggested by American archaeologist Jon Erlandson and colleagues beginning in 2007. Erlandson and colleagues proposed that the American colonizers were people who used using tanged or stemmed projectile points to rely on an abundance of marine species such as marine mammals (seals, sea otters, and walruses, cetaceans (whales, dolphins, and porpoises), seabirds and waterfowl, shellfish, fish, and edible seaweeds. Supporting technology required to hunt, butcher and process marine mammals, for example, must have included seaworthy boats, harpoons, and floats. Those different food resources are found continuously along the Pacific Rim: so as long as the earliest Asians to start out on the journey around the rim had the technology, they and their descendants could use it from Japan to Chile. Ancient Art of Sea Faring Although boat-building was long considered a fairly recent capability- the oldest excavated boats are from Mesopotamia- scholars have been forced to recalibrate that. Australia, separated from the Asian mainland, was colonized by humans at least 50,000 years ago. The islands in western Melanesia have settled by about 40,000 years ago, and Ryukyu islands between Japan and Taiwan by 35,000 years ago. Obsidian from Upper Paleolithic sites in Japan has been sourced to Kozushima Island- three and a half hours from Tokyo by jet boat today- which means that the Upper Paleolithic hunters in Japan went to the island to obtain the obsidian, in navigable boats, not just rafts. Peopling the Americas The data on archaeological sites scattered around the perimeters of the American continents include ca. 15,000-year-old sites in places as widespread as Oregon, Chile, the Amazon rainforest, and Virginia. Those similarly aged hunter-gatherer sites dont make much sense without a coastal migration model. The proponents suggest that beginning somewhere between 18,000 years ago, hunter-gatherers from Asia used the Pacific rim to travel, reaching North America by 16,000 years ago, and moving along the coast, reaching Monte Verde in southern Chile within 1,000 years. Once people reached the Isthmus of Panama, they took different paths, some northward up the Atlantic coast of North America and some southward along the Atlantic South American coastline in addition to the pathway along Pacific Southern American coast that led to Monte Verde. The proponents also suggest that Clovis large-mammal hunting technology developed as a land-based subsistence method near the Isthmus before 13,000 years ago, and spread back upward into southern-central and southeastern North America. Those Clovis hunters, descendants of Pre-Clovis, in turn, spread northward overland into North America, eventually meeting the descendants of the Pre-Clovis in the northwestern United States who used Western Stemmed points. Then and only then did Clovis colonize the finally truly Ice-Free Corridor to mingle together in eastern Beringia. Resisting a Dogmatic Stance In a 2013 book chapter, Erlandson himself points out that the Pacific Coast Model was proposed in 1977, and it took decades before the possibility of the Pacific Coast migration model was seriously considered. That was because, says Erlandson, the theory that Clovis people were the first colonists of the Americas was dogmatically and emphatically considered received wisdom. He cautions that the lack of coastal sites makes much of the theory speculative. If hes right, those sites are submerged between 50 and 120 m below mean sea level today, and as a result of Global Warming sea levels are rising, so without new undreamt-of technology, it is unlikely that we will ever be able to reach them. Further, he adds that scientists should not simply replace received-wisdom Clovis with received-wisdom pre-Clovis. Too much time was lost in battles for theoretical supremacy. But the Kelp Highway Hypothesis and the Pacific Coast Migration Model are a rich source of investigation for determining how people move into new territories. Sources Erlandson, Jon M. After Clovis-First Collapsed: Reimagining the Peopling of the Americas. Paleoamerican Odyssey. Eds. Graf, Kelly E., C.V. Ketron, and Michael R. Waters. College Station: Center for the Study of the First Americans, Texas AM, 2013. 127–32. Print.Erlandson, Jon M., and Todd J. Braje. From Asia to the Americas by Boat? Paleogeography, Paleoecology, and Stemmed Points of the Northwest Pacific. Quaternary International 239.1 (2011): 28–37. Print.Erlandson, Jon M., et al. Ecology of the Kelp Highway: Did Marine Resources Facilitate Human Dispersal from Northeast Asia to the Americas? The Journal of Island and Coastal Archaeology 10.3 (2015): 392–411. Print.Erlandson, Jon M., et al. The Kelp Highway Hypothesis: Marine Ecology, the Coastal Migration Theory, and the Peopling of the Americas. The Journal of Island and Coastal Archaeology 2.2 (2007): 161–74. Print.Graham, Michael H., Paul K. Dayton, and Jon M. Erlandson. Ice Ages and Ecological Trans itions on Temperate Coasts. Trends in Ecology Evolution 18.1 (2003): 33–40. Print. Schmitt, Catherine. Maines Kelp Highway. Maine Boats, Homes Harbors Winter 2013.122 (2013). Print.

Fixing Responsibility for Economic Blunders Essay - 1

Fixing Responsibility for Economic Blunders - Essay Example Economics was defined as â€Å"Science of Wealth Creation† by Adam Smith, the father of economics as well as the economics of early days like J.E. Cairnes, J. B. Say, and F. A. Walker (http://www.newagepublishers.com/samplechapter/001283.pdf). According to these economists, economics was science that dealt with the ways in which a nation acquires wealth. This definition placed economics as a stream of knowledge devoid of any human face. To provide a social and moral face to this stream of knowledge the next generation of economists like Marshall, Robbins, and Samuelson gave a more comprehensive and humane definition of economics. They defined economics as a branch of knowledge which is â€Å"on the one side a study of wealth; and on the other, and more important side, a part of the study of man.† (http://www.newagepublishers.com/samplechapter/001283.pdf). Another very famous definition of economics comes from a very popular economist of the modern age – Robbins. He defined economics as the science of optimum allocation of scarce resources to satisfy infinite needs. His definition of economics tried to distance it from the moral or ethical issues to make it a scientific discipline. Today, his definition is the most acceptable definition of economics and modern-day economists do not consider it anything but a scientific subject. They have learned and applied much exotic mathematics, be it differential equations in many variables or abstract concepts of set theory and linear algebra into different problems and situations of economic sense.  

Reflection paper about upervisor support Assignment

Reflection paper about upervisor support - Assignment Example In most cases, supervisors have a lot of work experience in comparison to other employees. In effect, they enhance teamwork by supporting other members of the organization in their roles using their gained experience. Furthermore, teamwork leads to job satisfaction in an organization, which further leads to high productivity. Hence, the supervisor greatly influences productivity in an organization. However, it is important to note that, at some instances some employees may fail to see the limit to which the extent of support reaches. In this case, this might be instances in which support is deemed too much. As such, some of these employees may consider themselves equal in standing with the supervisors. In effect, they may become laidback in their roles and effectively decline in productivity. However, such occurrences are rare once an organization establishes the limit to supervisor support. As explained, the role of a supervisor in supporting their staff is crucial in an organization. In this regard, the organization should find ways of improving the role of supervisors in supporting the other members of staff. One way of improving supervisors support is by the management giving the supervisors all the support they need in executing their roles in the organization. Once the management gives the supervisors its undue support, the supervisor reciprocates and offers support to those they are supervising. On the other hand, in-service training of the supervisor and other staff members is crucial to ensure each member plays their role effectively. Griffin, M. A., Patterson, M. G., & West, M. A (2001). Job satisfaction and teamwork: The role of supervisor support. Journal of Organizational Behavior. (Vol. 22, pp. 537-550). New York, NY: John Wiley and Sons,

Interpersonal Communication Term Paper Example | Topics and Well Written Essays - 2000 words - 1

Interpersonal Communication - Term Paper Example Therefore, we can say that interpersonal communication is influenced by the nature of relationships that exists between individuals. Interpersonal communication has some distinguishing characteristics. Some of the main characteristics of interpersonal communication include convenience, commitment, and freedom. Let us describe all of these characteristics in some detail. Convenience or accessibility refers to the concept of availability. From organizational perspective, interpersonal communication needs all employees expressing willingness to communicate with each other. It never happens in interpersonal communication that one employee is talking and the other employee keeps quiet during the whole conversation. Interpersonal communication needs both persons to communicate with each other. Commitment is another characteristic of interpersonal communication, which means to express dedication and assurance to take part in the communication. Interpersonal communication is worthless without commitment of all employees involved in the communication. Expression of freedom is one of the most admirable characteristic of interpersonal communication. Freedom refers to the elimination of harsh attitudes or pressurized situations during interpersonal communication. All persons involved in the communications must have the freedom to raise their viewpoints in front of each other. While talking about interpersonal communication, let us talk about some of its main elements in order to get a detailed understanding of the principles of effective interpersonal communication. Kern (2010) asserts, â€Å"Effective communication helps in that the message is enable to achieve its goals and helps in receiving the desired response from the reader of the message†. Interpersonal communication is of many types, which include one-to-one conversation, small group conversation, social communication, business communication,

History of the Potato Famine

History of the Potato Famine Treavor Hoffman Collen Seguin The Potato Famine Between the years of 1845 and 1850 over a million-people died of either disease, hunger or fever throughout Ireland. The Irish believed that nature was a main cause but so were the British, English and the rest of Europe. The main cause of all these deaths is what we have all typically heard and learned about and that is the potato blight or otherwise known as the potato famine. So many people died because the potato was such a big part of the Irish consumption and when you run out of something that was highly relied upon, and have very few other sources, it results in very bad outcomes. Aside from the disease that affected the crop, the other causes that contributed to such a major drop in population and death can be attributed to the lack of support from the British and English. They were the ones who caused the hunger and catastrophe throughout Ireland. Let us first talk about the history of Ireland and the potato. The population of Ireland increased rapidly from the early seventeenth century. In 1600 it was just over a million: by 1841 it had risen to something over 8 million (Toibin and Ferriter, pg. 11). So, over a 200-year span Ireland saw a huge growth in their population and were not fully prepared for it. As for the potato, it was first discovered in South America in the year 1537 by Spain and was brought back to Europe and gradually spread throughout. There are a couple of stories in how it made its way to Ireland. The first is that the potato washed ashore from the wreckage of the Spanish Armada in 1589. The other story is that an explorer named Sir Walter Raleigh brought the potato from one of his expeditions. The potato was an easy crop to grow and could grow in some of the poorest conditions making it very suitable for the Irish to raise because it was cheap and could be very plentiful (newworldencyclopedia.org). Now that we know a little about the Irish and how the potato got to Ireland, let us talk about the causes and factors of the famine. The big reason of course was the potato blight. Researchers dont know exactly how the potato blight was caused or where it came from. Before the massive potato blight there were many other failures of the potato that we dont typically hear about. Throughout the time the potato had been in Ireland it had seen around 20 other failures. But between the years of 1845 and 1850 the entire country was suffering from crop failure making it impossible for anyone to thrive. According to a chart in the book The Irish Famine in the early 1840s there was a total of about 15,000 tons worth of potatoes being grown. Then from the years 1847-1856 that number dropped to 4,423 tons and dropped even more to 3,407 tons between the years of 1857-1866 (Toibin and Ferriter, pg. 53). Two thirds of the workforce were dependent on agriculture in the 1840s while only one in seven of the population lived in towns and cities ( Toibin and Ferriter, pg. 52). The average amount of potatoes the average adult male ate pre-famine was around fourteen pounds worth, eleven pounds for women and children older than eleven, and almost five pounds worth for children under eleven. This shows us that much of the population in Ireland was reliant on this one food source and when it was gone or full of disease, many people died or became ill. The Irish famine caused many deaths and saw many emigrants. There was a total of about a million people who died due to the famine and another million who ended up leaving Ireland in search for a better way of life. Life for those who stayed was brutal and desolate. One good thing though is that when so many people left it gave opportunities for other farmers to work their land and make a profit (Toibin and Ferriter). Considerably one of the biggest reasons so many people died wasnt because the potatoes ran out and were gone but because Englands long running political dominance over Ireland. The Irish had been bullied and conquered many times by the English. They also seized much of the agriculture land which wasnt given back to the Irish. The English hired their own kind of farmers to manage the land and do all the upkeep. These same managers would then rent out the small plots of land to farmers in exchange for labor and cash. This ended up leading to higher rent prices and a plummet in the Irish economy. In a typical tenancy like this it can be effective and benefit both parties but in this case the Irish had zero rights to the land they farmed.ÂÂ   The only place that wasnt as bad were the areas high in Protestants. These were the only areas that the farmers could make any profit from what they were doing. The Irish suffered from many famines under English rule. Like a boxer with both arm s tied behind his back, the Irish could only stand and absorb blow after blow. It took the many circumstances of English policy to create the knockout punch and ultimate answer to the Irish question (mises.org). The British did not care one way or the other of what would happen to Ireland. They found them to be disgusting and referred to them as ape like. Aside from not only having to grow the potatoes the Irish also had to eat them and so did their livestock. They would feed the livestock their peelings because they did not eat that part. As for people, they did not have to many ways to make the potatoes. Most of the time it consisted of just some cabbage, butter, milk, and salt thrown in to help with the flavor and texture (Toibin and Ferriter, pg. 49) . As for the cooking of the potato they would just boil them over the fire until the inside of the potato was done and they could add the other ingredients (Toibin and Ferriter, pg. 67). Now these potatoes they were growing were not like the potatoes most of us are accustomed to today. They were of very poor quality and did not taste very well. Being a potato farmer myself I can say I have a pretty good judgment on what kind of potatoes taste good and which do not. And the ones they were growing definitely tasted bad. I can also tell you that when we read about the stories people had from the book The Irish Famine and when they say rotting potatoes smelled bad, it is most definitely true. Rotting potatoes is one of the grossest smells you may ever smell in your entire life. Unfortunately for the people of Ireland they were constantly dealing with this nasty smell and I cant even imagine what their homes and lands would smell like. There has been much research done to determine whether or not the British are responsible for the death of over a million people. Most historians believe that are enormously responsible because they just sat back and watched as Ireland fell apart. And not only did they just watch but they kept thriving off the Irish land in ways like taking all their cattle and other crops leaving the Irish with very few options but mainly the potato. It was said that the amount of dead and emigrated people was impossible to determine because of how many actually died and left the country (Toibin and Ferriter pg. 17). Before the famine struck Irishmen had already been steadily immigrating to the U.S and to other parts of the world. But once the famine struck those previous numbers were a joke. Over 72,000 emigrants entered the U.S in the year 1848 (Toibin and Ferriter, pg 172). In just one year! By 1850 the population of New York City was said to be 26 percent Irish (About.com). Overall the Irish Famine had two main causes. The first being the fungus that grew on the potatoes causing the potato blight and completely destroying the crop. And the second factor was the lack of support given by the British and how they mistreated the Irish people. This was definitely an example of an Irish Auschwitz ( Toibin and Ferriter, pg. 54). References Robert McNamara 19th Century History Expert. What Happened During the Great Irish Famine? About.com Education. N.p., 15 Dec. 2014. Web. 03 Mar. 2017. . Anne. What Caused the Irish Potato Famine? Mises Institute. N.p., 07 May 2008. Web. 03 Mar. 2017. . Potato. Potato New World Encyclopedia. N.p., n.d. Web. 03 Mar. 2017. . ToÃÅ'ibiÃÅ'n, Colm, and Diarmaid Ferriter. The Irish Famine: A Documentary. London: Profile in Association with London Review of, 2004. Print.

Dantes Divine Comedy - Symbolism in the Punishment of Sin in The Infer

The Symbolism in the Punishment of Sin in Dante's Inferno  Ã‚      Inferno, the first part of Divina Commedia, or the Divine Comedy, by Dante Alighieri, is the story of a man's journey through Hell and the observance of punishments incurred as a result of the committance of sin. In all cases the severity of the punishment, and the punishment itself, has a direct correlation to the sin committed. The punishments are fitting in that they are symbolic of the actual sin; in other words, "They got what they wanted." (Literature of the Western World, p.1409) According to Dante, Hell has two divisions: Upper Hell, devoted to those who perpetrated sins of incontinence, and Lower Hell, devoted to those who perpetrated sins of malice. The divisions of Hell are likewise split into levels corresponding to sin. Each of the levels and the divisions within levels 7,8, and 9 have an analogous historical or mythological figure used to illustrate and exemplify the sin. The first of the two divisions of Hell is Upper Hell. Upper Hell is the area habitated by those committing sins of incontinence or lack of self-restraint. This lack of self-restraint could be in the form of anything from sex to mood. Before delving into the sins of incontinence, one must first look into the first inconsistency of the Inferno. This inconsistency is found in the Vestibule of Hell. The Vestibule of Hell contains the trimmers and the neutrals. Although almost all other sins mentioned in the Inferno are of an ethical, universal standpoint, the ones mentioned here are sins only from the Christian point of view. These neutrals are the people who either showed no partisanship or did not take sides. Lines 37-39 and 46-50 read: They are joined with that choir... ...ion. Dante cites now-historical and mythological figures to exemplify the sins and to make for the better understanding of sin to even the most inept of readers. This work stands alongside The Bible as one of the greatest religious-literary masterpieces of all time.    Works Cited Literature of the Western World, Volume 2. 4th edition by Brian Wilkie and James Hurt. Upper Saddle River, NJ: Prentice-Hall, Inc., 1997. Works Consulted Niven, Larry and Pournelle, Jerry. Inferno. New York: Pocket Books,1976. MacAllister, Archibald T. Introduction. Inferno. By Dante. New York: Mentor, 1954. Pinsky, Robert. The Inferno of Dante. New York: Harper Collins, 1994. Shippey, T.A. "Into Hell and Out Again". Times Literary Supplement, 8 July 1977, .820. Spinrad, Norman. Introduction to Inferno, by Niven and Pournelle. Boston: Gregg Press, 1979. Dante's Divine Comedy - Symbolism in the Punishment of Sin in The Infer The Symbolism in the Punishment of Sin in Dante's Inferno  Ã‚      Inferno, the first part of Divina Commedia, or the Divine Comedy, by Dante Alighieri, is the story of a man's journey through Hell and the observance of punishments incurred as a result of the committance of sin. In all cases the severity of the punishment, and the punishment itself, has a direct correlation to the sin committed. The punishments are fitting in that they are symbolic of the actual sin; in other words, "They got what they wanted." (Literature of the Western World, p.1409) According to Dante, Hell has two divisions: Upper Hell, devoted to those who perpetrated sins of incontinence, and Lower Hell, devoted to those who perpetrated sins of malice. The divisions of Hell are likewise split into levels corresponding to sin. Each of the levels and the divisions within levels 7,8, and 9 have an analogous historical or mythological figure used to illustrate and exemplify the sin. The first of the two divisions of Hell is Upper Hell. Upper Hell is the area habitated by those committing sins of incontinence or lack of self-restraint. This lack of self-restraint could be in the form of anything from sex to mood. Before delving into the sins of incontinence, one must first look into the first inconsistency of the Inferno. This inconsistency is found in the Vestibule of Hell. The Vestibule of Hell contains the trimmers and the neutrals. Although almost all other sins mentioned in the Inferno are of an ethical, universal standpoint, the ones mentioned here are sins only from the Christian point of view. These neutrals are the people who either showed no partisanship or did not take sides. Lines 37-39 and 46-50 read: They are joined with that choir... ...ion. Dante cites now-historical and mythological figures to exemplify the sins and to make for the better understanding of sin to even the most inept of readers. This work stands alongside The Bible as one of the greatest religious-literary masterpieces of all time.    Works Cited Literature of the Western World, Volume 2. 4th edition by Brian Wilkie and James Hurt. Upper Saddle River, NJ: Prentice-Hall, Inc., 1997. Works Consulted Niven, Larry and Pournelle, Jerry. Inferno. New York: Pocket Books,1976. MacAllister, Archibald T. Introduction. Inferno. By Dante. New York: Mentor, 1954. Pinsky, Robert. The Inferno of Dante. New York: Harper Collins, 1994. Shippey, T.A. "Into Hell and Out Again". Times Literary Supplement, 8 July 1977, .820. Spinrad, Norman. Introduction to Inferno, by Niven and Pournelle. Boston: Gregg Press, 1979.

Creation Myth Compare and Contrast

Usually, creation myths have a lot of similarities and seem to convey the same message. A creation myth is a symbolic narrative of how the world began and how people first came to inhabit it. There are many different creation myths that have been passed down from generation to generation and in â€Å"Enuma Elish† â€Å"Osiris, Isis and Horus† and â€Å"Genesis† you are able to see just how similar they are, but also slight different. One of the first things you will notice in these myths is that they are all based on gods.Each myth has an evil entity that helps set the myth to tell a story on what happened and to get the message across. Each evil entity plays a big part in the myth and eventually loses the battle to show that good always prevails.1. Osiris, Isis and Horus – Set was the son of Geb and Nut who chose to be born on the third day. Set was aggressive from the very beginning choosing the time and manner of his birth. Osiris became king of Upper a nd Lower Egypt. Set wanted to take over the country and established a plan to trick Osiris by showing a beautiful wooden box during the feast.Set said that anyone who can fit in the box perfectly was able to keep the box – little did everyone know that Set secretly measured the box to fit Osiris. Once Osiris had his turn to fit in the box, it was nailed shut with him inside. They then poured melted lead to make sure that he suffocated. Isis eventually was able to bring Osiris back to life and in the mean time their son, Horus, was born. Horus was born to avenge his father’s death and kill Set. Isis would not allow Horus to kill Set, so they battled each other, and Horus won each time.2. Enuma Elish – Tiamat was encouraged by her son Kingu to seek revenge her children to avenge the death of Apsu and for creating a fourfold wind that kept them awake and disturbed their bodies. Tiamat created monsters to help her win this battle against the other gods, but they had something else in mind. They made Marduk fight the battle against Tiamat because the others were not strong enough and Marduk was the wisest and strongest of all of the gods. Marduk won the battle against Tiamat and killed her to make the heavens and the earth from her body.3. Genesis – The evil entity in Genesis is the serpent that convinces Eve to eat the apple off of the tree of wisdom. God specifically told Adam and Eve not to eat this fruit as it was forbidden. Eve gave in and ate the fruit and then had Adam do the same. Because of the serpent, Adam and Eve ate the fruit and they were all punished and put out of the Garden of Eden. As you can see, each myth’s evil entity lost their battle during the story. None of them achieved what they wanted to, which shows that good always overcomes evil, even though there are conflicts raised from it.Sometimes you have to fight for what you know is right, but eventually, the good always shines. Enuma Elish and Genesis are mo st similar in a few different ways. With these myths, you are really able to tell that most creation myths are a foundation on the way different cultures are made up. Some of the similarities between Enuma Elish and Genesis are;1. Both myths imply that there was nothing in the beginning. In Genesis it states, â€Å"In the beginning God created the heavens and the earth.Now the earth was formless and empty, darkness was over the surface of the deep, and the Spirit of God was hovering over the waters. † The myth of Enuma Elish starts by stating â€Å"In the beginning, only water and the mist that hovered above it existed. † As you can see, both myths beginning started with nothing until the Gods created something.2. The Enuma Elish is recorded on seven tablets where as Genesis states that everything was created in seven days.3. In both myths, water is divided into upper and lower waters.Both of these creation myths have a similar beginning as well as a similar plot †“ they both created human life to worship God and the gods, to serve them. Both had an evil entity in them that tried to cause chaos to the gods. Although I do think that all three myths are very similar, I believe that Enuma Elish is most different from Osiris, Isis and Horus. The difference between the two is shown when it comes to the creation of the world around them. The difference between the two myths is;1. In Osiris, Isis and Horus doesn’t mention anything about the creation of the heavens, earth, etc.  in the beginning.The myth starts out with the parent’s of Osiris and Isis and the story of how Nut was not allowed to give birth in any month of any year.2. The beginning of the the Enuma Elish starts out with what all existed and how the waters were split between gods.Each myth has a lot of similarities as well as differences but they each tell a story on how things were created. All of the myths had gods that tried to do good for the other gods and had an evil entity try to change that. Each of the explained how good will always outweigh evil even though evil is always in the world.

An analysis of Portias speech with regards to the essential differences between mercy and justice in the Merchant of Venice by William Shakespeare.

An analysis of Portias speech with regards to the essential differences between mercy and justice in the Merchant of Venice by William Shakespeare. Mercy is compassionate treatment, while justice is the administration of law. Justice may not necessary include mercy.Mercy is natural. Portia says that the "quality of mercy is not strained", it is not a forced effort but something that one already possesses. Mercy cannot be forced by anyone; it is something that one must come up within himself. Like how "gentle rain" cannot be created artificially, it is sincere.Mercy also benefits the merciful. Portia says that "earth power doth then show likest God's when mercy seasons justice", implying that man can only become like God when he is merciful.Mercy is something that is powerful. Portia says, "scepter[s] shows the force of temporal power...but mercy is above this sceptered sway", symbolizing that mercy is more powerful than mere symbols of earthly power, i.e. the crown and the scepter.Mercy is forgiving. Portia points out that God is merciful, and forgives us for our sins, and "in the course of justice none of us should see salvatio n".Antonio reproaching Shylock (characters from Willi...Only with the mercy of God would they be delivered.Mercy is reciprocal, and "twice blest", bringing good tidings to both "him that gives and him that takes".Portia says that mercy is divine, as it "droppeth...from heaven" and "an attribute to God himself". Mercy is a heavenly quality, a sacred virtue and he who has this characteristic becomes "likest God". It is like "gentle rain from heaven".Mercy is fair treatment to others. For example, the Duke asks Shylock to "forgive a moiety of the principal", sympathising with Antonio as he has lost money in his wrecked investments.Justice is strict and condemning, as the place where justice is practised is described as the "strict court of Venice". Portia asks Shylock to "mitigate...thy plea", exemplifying how justice is indeed harsh.Justice is...

Lightning essays

Lightning essays Lightning is beautiful, dangerous, and mysterious all at the same time. The flashes that can cause citywide power outages and raging forest fires. While the average lightning bolt is only about five kilometers long and the width of a finger, it heats the surrounding air to a temperature five times hotter than the surface of the Sun and produces enough energy to power a 100-watt light bulb for three months. In this project I plan to make lightning using only aluminum pie plate, ball-point pen, thumb tack, wool sock, and a piece of styrofoam. I first push the thumbtack up through the center of the pie plate. Then I push the end of the pen onto the tack. After that I rubbed the styrofoam quickly with the wool sock. After that I pick up the aluminum pie plate with the pen and put it down on top of the styrofoam. Last I turned out the lights and slowly brought my finger close to the pie plate. Then I heard, felt, and saw a tiny spark. By now you probably wonder what is happening. As I rub the styrofoam, it stole electrons from the wool and becomes negatively charged. Charges that are alike move apart and charges that are different attract. The electrons on the styrofoam repelled the electrons pie plate and pushed them to the top edge of the plate. The pen acts as an insulator, preventing the built-up charge from moving through me to the ground until I was ready. When I brought my finger close to the edge of the plate, the repelled electrons jump across the gap and escaped through my body, giving me a small shock. When I turned off the lights, I was able to see the discharge. The sky is filled with electric charge. In a calm sky, the plus and minus charges are evenly interspersed throughout the atmosphere. Therefore, a calm sky has a neutral charge. Inside a thunderstorm, electric charge is spread out differently. A thunderstorm consists of ice crystals and hailstones. The ice crystals have a plus charge, while the hailstones have ...

The Relationship between Painting, Photography, and Motion Picture Essay

The Relationship between Painting, Photography, and Motion Picture - Essay Example They concurrently advance heroic mythology. The moral virtue in grand styles is also not left out. However, an inflexible objectivity never ceases to be an overly important feature of these Narratives. 1870, that’s when the first painting was discovered, this was in a town called Altimira, in Spain (Whitley 29). The cave paintings were discovered by Don Marceline and his daughter. These painting were done by the Magdalenian people before Christ. These painting were majorly boison. In that, the painting are drawn and painted using the boulders of animal’s shoulders. This literally gave them a three dimension look. In France that’s where the Lascaux cave art were discovered, this was by four boys searching for a lost dog. The Lascaux contains seven sections. The hall of the bulls is the most fascinating of all. This is because it contains horses, bull, and stags drawing. They have been painted over bring the notion that other groups of people might have resided in the same caves. The theory behind cave painting is that, individual not in a position to communicate with each other, opted to express their views using the drawings. Thus they could communicate using the drawings easily. Most of the paintings were of animals nonetheless they exist some exemption like the Lascaux painting (Poh 1). It contained dead man paint. The paint has a human body but has a birds face. There exists some explanation as to why human paintings were few. They believed that if they painted the human he would poses their soul. Contrary to that they assumed the animal cave painting would assist them in their hunting expedition. They also viewed it as magic to assist the hunters and a decoration to their caves. Ancient people used natural objects. This includes tools such as spears, and rocks. They used those items to paint their walls. The color they used was obtained from: berries, clay, soot, or charcoal. Surprisingly they might have used hollow bones, or reeds to spray the color. T his just shows how inventive they were or may be the driven by the passion to communicate (Whitley 29). Al Fresco Painting Fresco painting is an art portrayed worldwide. These paintings are normally done on walls of buildings. However, ancient time this took place on caves and rocks. Work or painting done on walls is called Mural. Al fresco paintings can be categorized in two ways. The Buon fresco art painting are on wet plaster. The secco paintings are completed ion dried plaster. In Indian continent that’s where most of this type of painting originated. These painting are from the Buddhist period. They are located in Ajanta caves present day Madhya in India. They expressed Buddha’s tale. Buddhist tales are of moral perspective and good conduct. Fresco is painted mostly in temples, palaces and private residences. The technique used in these painting can last for ages. The painting is painted on wet surface (Alfred 1). This also enhances its survival. The paint is made from natural occurring resources. These are stones, plants and earth. They are crushed after drying them and then powdered. This makes the pigment. It is mandatory to first make the drawing on paper. It is then traced on butter paper. On the outline of the drawing holes are made using pin holes. Finally the drawing is transferred to the wall by dusting fine coal powder through the pinholes. This application is called Suzen Kari. A two point perspective is drawing objects in three dimensions. This advancement has made paintings to come close to reality. This kind of art came about when renaissance were obsessed with the notion of creating an illusion of three dimensions on a flat surface. Brunelleschi is attributed with the introduction of one point perspective

Reflective Letter Essay Example | Topics and Well Written Essays - 500 words

Reflective Letter - Essay Example However, writing focused paragraphs and supporting generalization with facts has been my major strength covering up for the lack of compelling beginnings. Use of capitals and periods are some of the key components of writing that I have mastered with ease. The lessons attended on the above were very interesting and well addressed bringing out complete understanding on my part. Although the lesson on indentation as a component of writing was well presented, I did not fully understand how and when its use is necessary and therefore, indentation is still a challenge that am working on by wide reading and practice. Planning in advance and knowing what to bring out in every article is a pre-requisite for top writers. This I have fully comprehended and during my practice in writing, I have learnt to always allocate time for planning prior to the exercise itself. As a result, this has really improved my writing skills and made me appreciate the lessons I have learnt in class. Critical writi ng and ability to engage the reader and making the right conclusions remains a great challenge. A good article want the reader want to read more and more, this can only be done by creating suspense, being unpredictable and bringing out issues in a smart way. I realise the need of making the right conclusion in every article.

Issues in Criminal Justice Essay Example | Topics and Well Written Essays - 750 words

Issues in Criminal Justice - Essay Example behaviour of the defendant, illegal possession of drugs, presence of drug in school and secretly carrying drug with approval or knowledge of the school administrator. The Anti-Drug Abuse Act of 1986 "enacted the 100-to-1 quantity sentencing powder cocaine"; the law is strong enough to suggest the award of sentence. As per law, "possession of drugs i.e. cocaine is liable to five-year mandatory minimum prison sentence", the quantity specified in the law is 500 grams of powder cocaine. As per gathered evidence there is no law, which can protect the defendant from the imprisonment sentence (Martin, 2002). The serious offence committed by the defendant is much beyond the possession of cocaine. The defendant possessed cocaine at a location which is considered to be righteous place. The possession of cocaine at schools and public location is serious offence than simple possession of cocaine. The important element relevant to this case also includes the non-availability of any argument, excuse or reason by the defendant which shall rescue her against the violation. As per American Behaviour-Law, no one stands above the law enforcement agencies. The instruction of law enforcement agencies is binding, and any violation shall be considered unacceptable. The defendant misbehaved with the police officer, the defendant was abusive and her act of throwing bag towards the officer was sign of disrespect. As per law, the defendant shall be either send for voluntary service, if not she shall be counselled, and any such action in future shall be deemed intolerable, and the defendant can be taken into custody as per law. The law suggests that the defendant has no right to protest in front of police; however the defendant had the right to request the presence of her lawyer during investigation. From the quoted incident, it is evident that the behaviour of the police officer towards the defendant was normal and acceptable, therefore the response of the defendant towards

Hauora Essay Example for Free

Hauora Essay If a person puts themselves first before others and their personal ambitions they are considered unhealthy. Communication through emotions is more powerful than words. If people show what they feel, instead of talking about their feelings, this is regarded as healthy. Te taha Wairua refers to spiritual well being. It is believed that if someone is lacking this they are more prone to ill health Wairua may also explore relationships with the environment, between people, or with heritage. The breakdown of this relationship could be seen in terms of ill health or lack of personal identity. Te taha Tinana refers to physical well being There is also the question of personal space to take into account. Maori consider stepping over someone as rude and demeaning to that persons mana (personal authority/power). However there are different ways in which respect is shown to another person. For example Maori tend to have minimal eye contact and respect each others space in formal situations. Body language is also an important feature to note. Whanau/Family is the prime support system providing care, not only physically but also culturally and emotionally. For Maori, whanau is about extended relationships rather than the western nuclear family concept. Maintaining family relationships is an important part of life and caring for young and old alike is paramount. Everyone has a place and a role to fulfil within their own whanau. Families contribute to a persons wellbeing and most importantly a persons identity. A Maori viewpoint of identity of identity derives much from family characteristics. It is important to understand that a person carrying an ancestral name will often be seen as having the qualities of their namesake. It is important to be aware for Maori, a persons identity is gleaned by asking Where are you from rather than What is your name? Maori identity is based upon an ancestral Waka (canoe) a physical landmark, which is usually a Maunga (mountain), a body of water Awa (river), Moana (sea) and a significant Tupuna (ancestor). Once this is known people can share a common bond.

Essay example --

The First Silesian War The First Silesian War inaugurated, and is generally seen in the context of, the wider ranging War of the Austrian Succession. It owed its origins to the Pragmatic Sanction of 19 April 1713 whereby the Habsburg emperor Charles VI decreed the imperial succession arrangements as set out in his will, according precedence to his own daughters over the daughters of his (by now deceased) elder brother Joseph I. This proved prescient: in May 1717 the emperor’s own eldest daughter was born and on his death in 1740, she duly succeeded as Archduchess of Austria as well as to the thrones of the Bohemian and Hungarian lands within the Habsburg Monarchy as Queen Maria Theresa. During the emperor’s lifetime the Pragmatic Sanction was generally acknowledged by the Imperial States; however, upon his death it was promptly contested both by the Hohenzollern scion Frederick II, who had just ascended the throne of the King in Prussia, and by the Wittelsbach elector Charles Albert of Bavaria. While Charles launched a claim to the Imperial throne and the Habsburg territories, King Frederick II aimed at the annexation of the Silesia, a Bohemian crown land since 1526. Frederick based his demands on a 1537 inheritance treaty of the Silesian duke Frederick II of Legnica with the Hohenzollern elector Joachim II of Brandenburg, whereby the Silesian duchies of Legnica, WoÅ‚Ã ³w, and Brzeg were to pass to the Electorate of Brandenburg on the extinction of the Silesian Piasts. The Bohemian king Ferdinand of Habsburg, aware of the Hohenzollern ambitions, had immediately rejected the agreement; nevertheless, in 1675 the "Great Elector" Frederick William of Brandenburg raised claim to the principalities, when with the death of Duke George Will... ...ides, and in this war, they supported Prussia against their former allies the Austrians. After battles in 1761–1762 went well for Russian and Austrian forces, in January 1763 Russia had suddenly abandoned Austria after the rise of Peter III who recalled his army from within Berlin and Pomerania upon the death of Queen Elizabeth of Russia Peter was soon assassinated and Catherine the Great succeeded him and could once again bring Russia into an alliance. Peace talks that were already in progress, war had ended in February 1763. worse for Austria, Peter had mediated an agreement between Prussia and Sweden, allowing Frederick II's forces to consolidate his position and bolster Prussia's claims in January and February. All these events were against Austria's interests. Consequently, Prussia was then confirmed with her Silesian possessions in the Treaty of Hubertusburg.

Change Speech -Kite Runner, Poem, Article Essay

One can perceive change within themselves in various ways and through various mediums. Today I stand before you, ladies and gentleman to discuss with you three significant Changing Self texts I believe, strongly connect in their own ways with the Representations of Changing Self expo. Change can be an immediate process or it can be a series of events over a prolonged period of time like it is in Hosseini’s novel The Kite Runner, published in 2003. However, using different texts The Kite Runner and perhaps a poem, like The Door, by Miroslar Holub for example, can represent change of self not only in a different format, but also connecting ideas that change can be triggered by a certain event or experience in history which can leave a lasting impact on the present and future. At times we need to be coached or pushed into change, however in other instances we are called to embrace the opportunity as it arises. Sometimes we come across change unknowingly, by innocence or fear of circumstances as of a true story of an Indian boy named Saroo who unknowingly was driven through the process of change. Changing Self can be a very difficult process to acknowledge and to accept. This idea is significant in The Kite Runner; a ‘deeply moving’ novel demonstrates how a horrific experience of one unforeseen event can change the present and future of a young life. Amir slowly develops realisation with age that another change is required to bring about a new beginning or ‘a way to be good again’, as Rahim Khan said presented as a ‘one time’ opportunity . As discussed in the beginning of the novel we are revealed with a component of the past which reflects the choice of future Amir is faced with. The result of Amir’s dreadful experience of watching his servant friend, or not-so-much friend, Hassan being raped and the fact that he didn’t do anything about it, or step in and fight Asef before any commotion began fills Amir with unsound guilt and remorse which he proved unable to hide away from, ‘it was my past of untatoned sins† as quoted. This guilt is too powerful for him to acknowledge, so much so that he takes the course of trying to change the way things ran around his home, by getting rid of Hassan from his life. Amir runs away, metaphorically and literally from the environment and surrounds in hope to seek a better mind and reality. Using the literal ‘running’ from Afghanistan to America to seek safety, he does this metaphorically as he tries to run away from the guilt he cannot let go of. The symbolic use of the cleft lip is a significant detail in the novel used to classify that a person can be identified through specific events and choices, positive or negative. By this whereas Hassan had a cleft lip as a child, this same scenario is changed around as Amir embraces the opportunity to ‘become good again’ and save Sohrab, Hassan’s son, and Amir’s own nephew, from Asef. Amir changes his old cowardice to courage, stepping fourth to fight a losing battle with Asef, a noted, ‘cathartic’ experience, relieving himself from pain, with pain from the blows of Asef, leaving Amir with a cleft lip also. Only to be saved by Sohrab with the repeated symbolic use of the slingshot, this was also used to save Amir from Asef by Hassan years before. Amir feels as though he has positively changed for the better by embracing opportunity and new attribute of courage, filling in the gaps of his stained past. Changing self may be presented as a door of opportunity or experience we may be called to open. The Door, an influential, yet daring poem by Miroslar Holub emphasises in an imperative tone of urgency and pushiness that any change is better than no change at all. Therefore, one must embrace any change as the opportunity presents itself. The symbol of the door is an indicator of opportunities, and the need for them to be open, just as Rahim Khan was a door of opportunity for Amir to open and experience the ‘drought’ or movement of change willing to take place, good or bad. The words, ‘if there is a fog, it will clear’ demonstrates how this presented opportunity for Amir to relieve his life of guilt with be finally removed with action of ‘opening the door.’ The repetition of ‘go and open the door’ is not only encouraging but coaching and emphasising that if all doors are opened and even if so many are negative, there will still be a positive movement because the door was opened and ‘at least there will be a draught,’ or rather, at least you will have tried to do something about an awful event or experience with an unseen future and not remain in the same position, dealing with the guilt and regret, which cannot escape. As long as the door remains shut, the air will remain stuffy and uncomfortable to breathe in, so coming fourth and opening the door will let fresh air and new opportunities to evolve. The writer explains the positives of change which is used to entice or urge the reader to want to experience a new change of air. Changing circumstances in one’s life can erratically change and impact one’s life within a series of events contained by a short span of time. This concept is represented in the deeply touching true story of an Indian boy, named Saroo which was published in the Sydney Morning Herald back in March this year. Throughout 25 years, young Saroo went through an array of unforseen events which lead him away from lifelong poverty and his mother to where he is today, amongst the rich living in Australia. Just as the Herald Sun writes, ‘Australia’s very own, slum dog millionaire!’ Why was this so? Many say it occurred because of fate. When Saroo, whom at the time was only five years old- awoke alone and very frightened at one of India’s very many train stations very late in the evening after he had fallen asleep waiting for h is brother to return. At this part of Saroo’s life, he had very little and was uneducated. Was it fear or was it God or a mixture of the both who persuaded young Saroo to pursue looking for his brother in the closest train simply because, ‘he might be in there.’ This simple child’s thought shunted and altered his life away from anything he ever knew†¦ one unforseen event, encouraged by fear, taking the opportunity to open the doors which lead to a train, almost leaving to go to Australia. The Sydney Morning Herald describes this event as ‘the night his young life’s course was altered forever.’ This change of self is represented by the innocence of a young boy. This concept is characterised by Saroo explaining how the reality of trying to get home became a dead end, just like, all the trains he road, to try and reach home, only to meet with another dead end. Various aspects of Saroo’s life were in fact ‘dead ends’ but when it came to his life depending on it, just as Amir depended on the opportunity from Rahim Khan, as unforseen at the time as it was both boys embraced their opportunities to find something, whether a brother or second chance. They opened the door. Saroo’s door opened eventually to a family from Australia whom adopted him, suddenly and strangely out of his life course, he landed himself in Hobart. In conclusion, we can gather that changing self can be a difficult process, yet also an unforseen process which may take place over a series of events. These three researched texts have shown connecting and similar views that we must make use of experience and opportunity of change as it arises. Through these views, we are challenged that ultimately it is up to ourselves via thoughts or actions or a mixture of both to decide the course of change we are willing to take. In the Kite Runner, it is up to Amir to choose to put himself in danger to make up for his guilty past, The Door commands us to take opportunities, and yet in the Sydney Morning Herald’s feature Story illustrates that with physical experience change is forever impacting. Each of these demonstrates in their own way how change can somewhat be forced upon a person and ultimately deliver them into a new direction.