Macroeconomics Homework 1 Essay

Principles of Macroeconomics Homework 1 Please write down your answers as clearly as possible. 1. Below are some data from the land of milk and honey. Year 2008 2009 2010 Price of Milk $1 $1 $2 Quantity of Milk 100 quarts 200 200 Price of Honey $2 $2 $4 Quantity of Honey 50 quarts 100 100 a. Compute the nominal GDP, real GDP, and the GDP deflator for each year, using 2008 as the base year. Calculating nominal GDP: 2008: ($1 per qt. of milk ï‚ ´ 100 qts. milk) + ($2 per qt. of honey ï‚ ´ 50 qts. honey) = $200 2009: ($1 per qt. of milk ï‚ ´ 200 qts. milk) + ($2 per qt. of honey ï‚ ´ 100 qts. honey) = $400 2010: ($2 per qt. of milk ï‚ ´ 200 qts. milk) + ($4 per qt. of honey ï‚ ´ 100 qts. honey) = $800 Calculating real GDP (base year 2008): 2008: ($1 per qt. of milk ï‚ ´ 100 qts. milk) + ($2 per qt. of honey ï‚ ´ 50 qts. honey) = $200 2009: ($1 per qt. of milk ï‚ ´ 200 qts. milk) + ($2 per qt. of honey ï‚ ´ 100 qts. honey) = $400 2010: ($1 per qt. of milk ï‚ ´ 200 qts. milk) + ($2 per qt. of honey ï‚ ´ 100 qts. honey) = $400 Calculating the GDP deflator: 2008: ($200/$200) ï‚ ´ 100 = 100 2009: ($400/$400) ï‚ ´ 100 = 100 2010: ($800/$400) ï‚ ´ 100 = 200 1 b. Compute the percentage change in nominal GDP, real GDP, and the GDP deflator in 2009 and 2010 from the preceding year. For each year, identify the variable that does not change. Explain in words why your answer makes sense. Calculating the percentage change in nominal GDP: Percentage change in nominal GDP in 2009 = *($400 − $200)/$200+ ï‚ ´ 100 = 100%. Percentage change in nominal GDP in 2010 = *($800 − $400)/$400+ ï‚ ´ 100 = 100%. Calculating the percentage change in real GDP: Percentage change in real GDP in 2009 = *($400 − $200)/$200+ ï‚ ´ 100 = 100%. Percentage change in real GDP in 2010 = *($400 − $400)/$400] ï‚ ´ 100 = 0%. Calculating the percentage change in GDP deflator: Percentage change in the GDP deflator in 2009 = *(100 − 100)/100+ ï‚ ´ 100 = 0%. Percentage change in the GDP deflator in 2010 = *(200 − 100)/100+ ï‚ ´ 100 = 100%. Prices did not change from 2008 to 2009. Thus, the percentage change in the GDP deflator is zero. Likewise, output levels did not change from 2009 to 2010. This means that the percentage change in real GDP is zero. c. Did economic well-being rise more in 2009 or 2010? Explain. Economic well-being rose more in 2009 than in 2010, since real GDP rose in 2009 but not in 2010. In 2009, real GDP rose but prices did not. In 2010, real GDP did not rise but prices did. 2. What components of GDP in this year (if any) would each of the following transactions affects? How about total GDP in this year? Explain. a. A family buys a new refrigerator Consumption increases because a refrigerator is a good purchased by a household. Total GDP increases by the same amount. b. Aunt Jane buys a new house Investment increases because a new house is an investment good. Total GDP increases by the same amount. c. Ford sells a Mustang from its inventory 2 Consumption increases because a car is a good purchased by a household, but investment decreases because the car in Ford’s inventory had been counted as an investment good until it was sold. The increase in consumption cancels the decrease in investment, so there is no change to the total GDP (recall that GDP does not include the value from sale of used good) d. You buy a pizza from a local Pizza place. Consumption increases because pizza is a good purchased by a household. Total GDP increases by the same amount. e. California repaves Highway 101 Government purchases increase because the government spent money to provide a good to the public. Total GDP increases by the same amount. f. Your parents buy a bottle of French wine Consumption increases because the bottle is a good purchased by a household, but net exports decrease because the bottle was imported. The increase in consumption cancels the decrease in net exports, so there is no change to the total GDP (recall that GDP does not include the value of foreign produced goods) g. Honda downsizes its factory in Marysville, Ohio Investment decreases because some structures and equipment were put away. Total GDP decreases by the same amount. h. A senior lady in Cleveland receives social security from the government. Neither any of the components nor the total GDP is affected. Because social security is a kind of transfer payment, which is not included in GDP. 3. Explain a. Why a closed economy’s income must equal its expenditure? A closed economy’s income must equal its expenditure, because every transaction has a buyer and a seller. Thus, expenditure by buyers must equal income by sellers. b. Why do economists use real GDP rather than nominal GDP to gauge economic wellbeing? Economists use real GDP rather than nominal GDP to gauge economic well-being because real GDP is not affected by changes in prices, so it reflects only changes in the amounts being produced. Because it measures the economy’s production of goods and services, it reflects the economy’s ability to satisfy people’s needs and desires. But nominal GDP is affected both by quantity and price. You cannot determine if a rise in nominal GDP has been caused by increased production or higher prices. Thus real GDP is a better gauge of economic well-being than is nominal GDP.

Pre 1914 Poetry William Blake Essay

These poems ‘Holy Thursday (experience)’ and Holy Thursday (innocence) are set on Ascension Day in a service in St. Paul’s church. This was a special occasion for the orphans who came from London Charity Schools. The ‘Holy Thursday (innocence)’ poem can be interpreted in two different ways. The impression we get at first is that the orphans are treated well and they lead happy lives but after reading ‘Holy Thursday (experience)’ you start to realise that there is a negative way of understanding the same poem. This view shows the orphans to be mistreated and very unhappy. The phrase ‘their innocent faces clean’ suggests children that are being well looked after rather than being abandoned and roaming the streets of London. There is a suggestion that the children have companions, are well behaved and have a sense of order by the line ‘the children walking two by two’ This is further added to by the phrase ‘In red, blue and green’ which implies that they were dressed in bright, smart uniforms rather than rags. The children have angelic guardians to nurture and protect them, as implied by the lines ‘Grey-headed beadles walked before’ who have ‘wands’ are described ‘as white as snow’ which makes us feel that these are enchanted guardians who are pure and magical. Another phrase that adds to this is the sentence ‘Wise guardians to the poor’. There is further reference to the good work that the guardians are doing when William Blake uses the term ‘Multitudes of lambs’ implying the guardians are shepherding and guiding innocent creatures. The idea of lambs conjures up the image of animals all grouped together making sure that they are all safe. The orphans are referred to as flowers in the second paragraph, implying delicate, natural and beautiful. Flowers signify peace implying that the children are good-natured. ‘Seated in companies they sit’ like good well-behaved pupils in a school, to say their nature is calm and peaceful rather than loud and rowdy. Their god-fearing nature is implied by the words ‘raising their innocent hands’ probably referring to prayer as they are hopeful and eager. In the last paragraph William Blake is saying the children enjoy going to church, praying and singing hymns as †like a mighty wind they raise to heaven the voice of song.Overall the poem has a lively rhythm with pace to give it a beat and fluidity. Now I am going to analyse ‘Holy Thursday (experience)’ poem. In the first stanza Blake describes England as a country which is ‘rich and fruitful’. This would appear to be his own experience of life in England but this statement can be interpreted in different ways. Blake could have meant that England is rich in that there is fruit and food but it is poor because of the amount of orphans. He uses ‘holy’ to infer that England is a Christian Country and asks why babies should be reduced to misery and fed and looked after by people who don’t care for them ‘Cold and usurious hand?’. In the second stanza he asks three rhetorical questions. We know ‘the trembling cry’ isn’t a song and that whatever is crying is probably alone and maybe crying out for help. ‘Can it be a song of joy?’ Perhaps it could be a song of joy for the favoured few who live in the rich and fruitful land but for the many poor children roaming the streets of London it isn’t. ‘It is a land of poverty’. In the previous poem ‘Holy Thursday (innocence)’ he says that the children ‘raise to heaven the voice of song’. He obviously believes that songs can lift a spirit and in ‘Holy Thursday (experience)’ it hurts him, that there are no songs of joy going heavenwards form children who are so pure. Normally to see how rich a country a country is you measure the amount of wealth the country but here Blake is measuring the happiness by asking if their singing which is usually a sign of happiness from children. The third stanza describes their happiness in terms of the climate. Their lives are like a place where the; ‘sun does never shine. And their fields are bleak and bare.’ In the third line he contrasts their journey through life with that of Christ’s crown of thorns. The image that this reflects is of a painful way through life. And the next line is echoed in a later work by C.S Lewis who uses the term eternal winter to mean a place, like Siberia, that is unbearably sad and where happiness does not exist. This metaphor makes us aware that there is never any joy of warmth in their lives and that emotionally they are completely bereft and emotionally starved of love. In the last paragraph he again refers to the environment and the weather to describe a situation where everything would be all right and ‘Babe cam never hunger there’. This completely fails to show the real reason why those children are poor. Rain and sunshine won’t get them out of the grinding poverty that they are in. It is simply used as a metaphor to change the children’s situation from eternal winter to dry warm summer in which they would appear to be happy. Throughout the poem there is a lack of colour and description so it is difficult to conjure up any image other than of a grey bleak landscape, where grey people and grey children exist in a society that doesn’t value them. In ‘Holy Thursday (innocence)’ he uses descriptive words such as ‘clean’, ‘two by two’, ‘red’,’ blue’, ‘green’ and ‘as white as snow’ to conjure up a picture of London that is quite different. Blake also appears to be attacking the church in other poems for its splendour and wealth but also its lack of humanity and awareness of the ‘multitudes of lambs’ which could be led to the slaughter and misery of poverty. Reading the ‘Holy Thursday (experience)’ makes you reconsider the poem ‘Holy Thursday (innocence) and its approach. In a negative this is my interpretation.In the first stanza it is implied that the thousands of orphans are being made to scrub their faces clean so much that it hurts. This cleanliness of the children is only a faà ¯Ã‚ ¿Ã‚ ½ade to give a good impression when the phrase ‘their innocent faces clean’ appears. This implies that the children are disciplined and regimented. This makes a good impression on the carers. This is also show ‘in red and blue and green’ because it shows that they are being made to wear a uniform. Being forced to wear uniforms means that the orphans also lose their individuality. ‘Grey-headed beadles walked before’ could show that these ‘carers’ are bad people who order the children around and make them walk ‘two and two’ like in the military. This also implies that these bad people are egotistical because they only look after themselves and they might only be looking after the children for extra money. These military officers have canes to beat the children with as it says ‘with wands as white as snow.’ This idea of the children being part of a military force is backed up by the quote ‘seated in companies they sit.’ Because the army is sectioned off into companies, they stand in a certain order and they are very obedient. ‘These flowers of London town’ implies that the children are innocent and pure but like flowers they will eventually die. Flowers are also vulnerable and easily ruined. The comparison between the groups of children and the ‘multitudes of lambs’ implies that the orphans like the lamps, group together like pure innocent creatures. The image of the lamb also stands for the idea of vulnerability and sacrifice. Like the lambs the orphans are forced to do what the carers tell them to do, and may face an early death as victims of a cruel world. ‘Thousands of little boys and girls’ suggests that there are any poor orphans who are homeless. This shows that there is a large scale of poverty. The orphans plead for help by ‘raising their innocent hands.’ ‘Like a mighty wind†¦voice of song’ implies that the wind is like a destructive hurricane ready to sweep their lives away. Ironically the ‘wise guardians of the poor’ are there to look after the orphans for the money and are not concerned about the orphans at all. The rhythm of the poem in this negative view is a like a strict military march.

What Does It Take to Get Into the University of Colorado--Boulder?

Breathtaking vistas. Exceptional academics. Outdoor adventure. These are just a few of the reasons that students choose the University of Colorado–Boulder to pursue their educations. Widely regarded as one of the most beautiful colleges in the U.S., this institution offers dozens of academic programs in a range of fields, along with ample varsity sports and extracurriculars. It’s also one of the world’s most exciting centers for research and innovation. Wondering if the University of Colorado–Boulder is the school for you? Find out what it takes to get into this institution, along with important dates and deadlines for your application. If your college journey is taking you to the Centennial State, it pays to do your research regarding important dates and deadlines. Students hoping to matriculate at the University of Colorado–Boulder need to apply by November 15th for Early Action and January 15th for Regular Decision . They also need to submit the following application materials: Note that you can request an application fee waiver on the Common Application. The University of Colorado–Boulder has a relatively high acceptance rate. Of the 36,000 students who applied to CU Boulder last year, the university accepted around 29,000, for an acceptance rate of approximately 80%. So, if your heart is set on attending this university, the good news is you have a high likelihood of getting in. If you’re planning to apply to this Western institution, you will be required to select a major program. Some colleges and programs at CU Boulder are more competitive than others, so read up on the academic requirements for your particular major prior to applying. Consider whether your current GPA and test scores are in the admissions range or if you need to take some steps to improve your academic standing before applying. Note that applicants not selected for admission in the business, environmental design, media, communication and information, music, or engineering programs are automatically considered for admission to the College of Arts and Sciences. So even if you aren’t selected for your first choice program, you can still be accepted to the university. Estimating your chance of getting into a college is not easy in today’s competitive environment. Thankfully, with our state-of-the-art software and data, we can analyze your academic and extracurricular profile and estimate your chances. Our profile analysis tool can also help you identify the improvement you need to make to enter your dream school. CU Boulder prides itself on practicing a holistic admission review process when evaluating potential students. Along with considering academic factors like GPA and test scores, the University of Colorado–Boulder strives to assess each applicant as an individual by looking at extracurriculars, after-school jobs, leadership activities, as well as any extenuating circumstances. In particular, the University of Colorado–Boulder evaluates essays and letters of recommendation to determine the ways in which a student contributed to their school and community. The goal is to determine which students would be successful in the school’s competitive learning environment. With regard to academic achievement, CU Boulder seeks out students who excelled at the high school level. For 2018, the middle 50% of accepted freshmen boasted GPAs between 3.49 and 4.0 with percentile ranks between 68% and 93%. The school also favors applicants who challenged themselves by taking advanced, honors, AP, and IB courses, while satisfying its Minimum Academic Preparation Standards (MAPS). The required coursework includes: CU Boulder also puts a strong emphasis on test scores. For 2018, the average SAT scores for admitted freshmen ranged from 1180 to 1370. Students who took the ACT earned between a 26 and a 31.   Because student essays play such a crucial role in CU Boulder admissions decisions, it pays to invest extra time and effort into this component of your application. The university expresses a preference for students who don’t submit cookie cutter essays. Instead, students should write about topics that are meaningful to them and use personal anecdotes to get their points across. Along with showcasing excellent written communication skills, essays should be honest and engaging. The goal is to convey the journey that has brought you to this point, even if there were some bumps along the way. Additionally, aspiring CU Boulder students can get a leg up on the competition by focusing on their leadership efforts. Did you hold a position on student council? Chair a committee for your high school’s National Honor Society? Coach a youth sports team? The most competitive students shine in both their schools and their towns. Finally, University of Colorado–Boulder students may be able to gain an academic edge by taking the SAT more than once. Because CU Boulder is one of a number of schools that superscores the SAT—meaning it takes the highest score for each section regardless of testing attempt—students may be able to improve their profiles by taking the test again. No one likes to feel like they failed at something they set out to achieve. Unfortunately, rejection is a natural part of the admissions process, and very few people accomplish all their goals the first time around. Though you may feel like sulking for a few days after receiving a rejection letter, it’s important to jump back into your college search as soon as possible. If you’re concerned about getting accepted to CU Boulder, it pays to have a backup plan. You might want to consider applying to some schools considered similar to University of Colorado–Boulder, including Colorado State University–Fort Collins and the University of Arizona. At , we’re passionate about helping students get the personalized support they need to attend their dream colleges. From helping students narrow down their college application lists to finding opportunities to maximize financial aid, we strive to make the process of applying to colleges more efficient while keeping stress levels low. To learn more about how we can help you achieve your goals, call today or join our Applications Program online .

2014 news on inflation Essay Example | Topics and Well Written Essays - 250 words

2014 news on inflation - Essay Example As a result, the cost of food, non-alcoholic drinks, and petrol declined. The statistic is still under expectation to fall to 1% towards the end of 2014. The fall in inflation has been good news for households since the prices of commodities were higher than the average income of individuals since the financial crisis. Initially, most of the families were not able to buy commodities due to the low income with a rising inflation in the UK. Also, the news in the article unveils to the consumers that their price indices were able to drop by 0.1% from 1.6%. In addition, the news suggests that the Retail Prices Index was able to drop from 2.5% to 2.4% as from the beginning of 2014 (BBC News). In conclusion, I have learnt few lessons from the news. I have learnt that the annual rate of inflation tells us the changes in the cost of living. I have also learnt that the Retail Prices and Consumer Prices Indices are the main measures of inflation in the country. Lastly, I have learnt that inflation can only be controlled by the Central Bank. Thus, the Central Bank determines the rate of inflation in the

Capstone Assignment Example | Topics and Well Written Essays - 2250 words - 1

Capstone - Assignment Example Besides, it is meant to enhance moments of happiness and to make a difference by creating a holistic environment that gives customers across the world an equal opportunity for maximum satisfaction. As a global business, a mission statement has been publicity used to draw a good number of customers who feel that the organization is adhering to their demands (Lussier, 2012). The organizational vision is considered as a framework that determines and controls the business towards the realization of objectives. The Coca-Cola’s vision statement that reads â€Å"to be the best beverage sales and customer Service Company embraces people, portfolio, partners and the planet†, is aimed at achieving sustainability in anticipation of quality growth in the near future. Through the organizational mission, the company has been able to draw much attention that aims at making a difference to the society. As such, the organization focuses on strategic priorities thus sustaining long term delivery and consistent profit margin (Lussier, 2012). Ultimately, the company recognizes that it can only improve on the organizational value by building mutual relationship to stakeholders. Therefore, it listens and takes action that meets the demands of each and every stakeholder. Through engagement such as brand collaboration, international appointments and human right s conferences, the organization has created an image of inclusion and service to the community. Through the above strategy, the organization has gained more opportunity to outdo the rivals in the market by pooling together its resources. The introduction of five potter’s model offers a good framework for the organizational analysis towards the realization of objectives in a competitive market environment (Ireland, Hoskisson & Hitt, 2012). While three parts of potters models concerns rivalry effects that are felt from the outside, all parts of the model offers a considerable impact to the company thus

Purchase profile Essay Example | Topics and Well Written Essays - 500 words

Purchase profile - Essay Example Initially, the internal emotional appeal of buying a nice sporty car was on his list. Especially when his friends talk about how this brand performed and how handsome a particular brand looks. But as he spent more time pondering, the emotional appeal loses its weight and his focus is now turned to logical appeals. He begun browsing the internet for the specification of the cars, its performance, fuel consumption, etch related to cost. The recent increase in gasoline pump prices also made him think about his options seriously. During the process of logical consideration, external influences played in. He realized that it is not practical to have a sports car and concluded he needs a larger car that could fit the whole family for car pooling, outing etch. This is the Household Life Cycle factor at play where consumer’s choices reflect what particular life stage the consumer is. In the case of my father, he is a family man and that segment usually prefers big cars, houses etch. His motivation of buying a new car was practical. It will save him the inconvenience and cost of going to the repair shop which became more frequent. He also realized that he incurs opportunity cost every time he sends the car for repair. Culture and values also came into factor in deciding to buy a new car. Private vehicles are a necessity and public commuting is not in vogue in America. It could be attributed to impracticality also because there a lot of areas in the US which are not accessible by public transport. Emotional appeals in advertisements may hold sway in my dad’s decision making process but ultimately, it will be the logical appeal that will prevail because of his stage in the household life cycle where he is a family man, who needs a larger car that performs well and does not cost that much to purchase and maintain. Finally, the strongest influence in my dad’s decision making process of what particular car and brand to

Health Care Ethics Essay Example | Topics and Well Written Essays - 3250 words

Health Care Ethics - Essay Example However, in today's world, where the scientific world has come of age in its standing vis--vis disease care and prevention, subsidiary issues have emerged that are considered to be of prime importance in the realm of health care. The changes in society and life all around the world have brought about considerable changes in the lifestyles of people. Similarly, the profession of health care has seen its development through the ages, and many additional factors like ethical, legal and professional concerns need to be understood better. The learning outcomes associated with this course are crucially linked to the integral understand of clinical issues and practice. This paper in turn shall go a long way in reestablishing the norms that were to be established by the goals for this course. Understand the domain of every prong individually is of vital importance: As was mentioned earlier, knowledge of legal issues to the cause of clinical practice has now become imperative. Though universal laws for humanitarianism and morality remain constant for humans, yet there are certain legal implications that are different for certain countries and even states within countries. It must be understood by a practitioner, that the legal clauses are not a matter of burden, but actually a facilitating and binding factor that ensures that the provision of health care would be unequivocal and just for all. The current face of health care is largely a product of the advancement made during and after the World Wars. However, despite the magnitude and quality of work that was done at that time, the obvious constraint due to the war was that a systematic procedure for providing health care cannot be established. Much has changed since then, and the corporate face of the organizations in the changing world has brought about a new shape to the domain of clinical practice. With the inception of concepts like quality and the ISO standards, what the world of today has realized, is that documentation, for any system of work, is not only essential, but is a must. Though the importance and significance of the three major issues has been established, yet appropriate working with these concerns in minds is still easier said than done. For a new practitioner, it is extremely important to properly identify with the issues. The ethical and legal concerns are very similar to the medical ones in their dynamics. For one, the first thing that needs to be done with a disease is appropriate identification with respect to the symptoms. Only a sound knowledge of the traits of a disease and its patterns can help identity for the practitioner as to what is to be done with it. Similarly, with legal and ethical concerns, the first step is to identify any anomaly in the normal proceedings that are likely to produce a problematic response. This is probably the most important element of the assignment, which helps the participant in preparation for the future challenges. This is one factor alone that differentiates the follower from the leader. The fact of the matter is, that many people in all professions tend to believe what is taught and practiced in front of them. They do not have the ability, urge and background to question - which is the most important feature in the development of science. Henceforth, the most credible feature of this assignment is that it would help in the preparation of analytical insight of the healthcare

Development of the Five Islamic Schools of Law Essay

Development of the Five Islamic Schools of Law - Essay Example Medina was the location that Muhammad and his followers settled in after traveling to it in 622. (Kahn 2001). Other Arab tribes as well as Jews were already living there, so Muhammad made a series of agreements with them in order to maintain an organized, peaceful relationship, as well as lawful order. These formal agreements have come to be known as the Constitution of Medina; it involved the rights, duties and methods of solving disputes among members of various classes. (Al-Muhajabah, 2003). The agreements also gave the prophet Muhammad jurisdiction over all of the people living there. His actions, including his jurisdiction, were based on his interpretation of and strict adherence to the Qu'ran. (Kahn, 2001). "In simple terms, the first Islamic state established in Medina was based on a social contract, was constitutional in character and the ruler ruled with the explicit written consent of all the citizens of the state." (Kahn, 2001). The constitution of Medina established a pluralistic state -- a community of communities. It promised equal security to all and all were equal in the eyes of the law. (Kahn, 2001). Each tribe had its own laws, and they all had to agree on them for them to be held as laws. "To the tribe as a whole belonged the power to determine the standards by which its members should live." (Coulson, 1994). The pluralism set forth by the community of Medina set the stage for the pluralism found of the separation of Islamic law into five distinct schools. The first school of law to be discussed is the Maliki school. The school of Islamic law referred to as Maliki was founded by Anas ibn Malik. This is the school that was formerly the ancient school of Medina. Thus it continued to accentuate the practices that were encompassed by the Medinese community. While the three other schools or jurisprudence adhered to using the Qu'ran as their primary source for law formulation, the Maliki school was the only one to use the practice of the people of Medina as not only a source but often the primary source (rather than the Qu'ran). Malik felt that utilizing the practices of the people of Medina was a good source because both Muhammad and his companions lived their for most of their lives. Malik considered the people of Medina to be "living Sunnah." (Wikipedia 2008). Although some reliance on "Hadith (traditions concerning the Prophet's life and utterances)" was still evident, the Malikites preferred traditional opinions and analogical reasoning. (Encyclopedia Britannica 2008). The Maliki school believed that their laws did not need to be based on the Qu'ran and could instead be based on Muhammad's companions, for he gave them a "distinction and knowledge" that God had given to him. There were no records of God's words save those in the knowledge shared by Muhammad. (Brockopp from Weiss 2002). "The Great Shaykh theory makes explicit what is implied in these texts: that individuals, such as Imams and teachers, are invested with such religious authority that their words can generate law. Ascribing religious authority to great individuals quickly became endemic in Islamic culture great men and women, while no longer prophets, were still thought to embody certain ideals of truth and justice which emanated from the divine realm." (Brockopp from W

Effects of Consuming Ethanol on Body Temperature Research Paper

Effects of Consuming Ethanol on Body Temperature - Research Paper Example The methodology to be used is controlled experimentation on animals such as rats where they will be subjected to a small amount of ethanol and tests conducted to determine the changes in body temperature. The discussion over the results and the effects of ethanol from the experiment will come up followed by the final results and the conclusion. The effects of Ethanol on Body temperature Introduction Ethanol is a psychoactive drug that has been used as a recreational drug for a very long time in the history of man. It is a volatile and flammable colorless liquid that is the basic component of spirits and alcoholic drinks that people consume. Ethanol causes intoxication when consumed and is commonly referred to as alcohol, pure alcohol, spirit or drinking alcohol. Its scientific formula is CH3CH2OH, usually abbreviated as C2H3OH or simply C2H6O (Ligon, 2001). Apart from being used as a recreational drug, ethanol is also used as a solvent in thermometers as well as being used as fuel. I t is also used for medical purposes as an antiseptic and as treatment for poisoning from other types of alcohol (Ligon, 2001). Consumption of ethanol has a wide range of effects on the human body. Ethanol I s regarded as a depressant of the Central Nervous System and has a wide range of side effects on the individual consuming alcohol (Ligon, 2001). Some of the effects are short term while others are long term effects. Once the alcohol is in the body, it can easily diffuse to almost all biological tissues because the cell membranes are highly permeable to ethanol (Grant, and Macdonald, 2005). Alcohol is also highly addictive. This essay will seek to study the effect that alcohol or ethanol has on body temperature, following its use in rescue missions by the St. Bernard’s dogs in cold mountains. Methods To investigate the effect of ethanol on body temperature, it is important to conduct experiments in order to scientifically understand the consequences of alcohol a good experi ment can be conducted using animals such as rats. First fix thermistors in the colons of the rats to determine their body temperature once they are stabilized. Use about 2.0 grams per kilogram or 4.0 grams per kilogram of ethanol for the experiment. Give the animals a constant dosage of 20% ethanol concentration. The concentration can also be determined by comparing it to the weight of the animals. Expose the animals to different temperatures both below and above the room temperature that was used for the experiment. Discussion When of ethanol is consumed, about 20% of it goes in to the stomach, while the other 80% is usually absorbed in the small intestines (Chastain, 2006). The alcohol first has an illusory effect on the body where one thinks that their body is warm immediately after consuming alcohol. This is because the flow of blood in the body creates some warmth on the skin and on the nerve endings. The sensory nerves then convey messages of warmth to the brain. Alcohol produ ces dilatation or relaxation of blood vessels that ramify through an individual’s skin. The dilation occurs as a result of the alcohol causing slight paralysis of the nerves that control the size of blood vessels (Grant, and Macdonald, 2005). This makes the blood vessels to distend a little bit. As a result of this, the body temperature goes down. As a result, more blood will reach the body surface thus radiating or conducting more heat away. Results After the experiment, it was discovered that alcohol acts like any

Teaching Process Research Paper Example | Topics and Well Written Essays - 2000 words

Teaching Process - Research Paper Example The researchers chose this problem because they have observed that the constant reminding and disruptions caused by talking out of turn interrupt and often deviates the flow of the lesson. It is time-consuming on the part of the teacher as s/he must focus on discipline rather than teaching the class. This constant reminding also depletes the energy levels of the teacher, which could be used for teaching instead. The researchers’ observations are reinforced by research from Fred Jones who found that 80% of the misbehavior in the classroom is comprised of talking out of turn. This proves that this particular behavior is a problem in the classroom and that there is a need to address it. Using the clip system created by the researchers will enable the teacher to remind and praise the student for raising his or her hand without disrupting the class or deviating from the lesson, thus encouraging decorous behavior and reducing out of turn talking.The study is significant because it p rovides teachers with a tool to teach students better classroom behavior through self-regulation without the need for constant reminders from The respondents of the study are the morning students of the preparatory class of the Raya School. For the scope of the study, the students will only be given clips during storytelling time. Storytelling time includes Genuine Love for Reading (GLR) and Critical Thinking (CT) time. GLR is the introduction of the book, the storytelling proper, and questions asked by the students before, during and after storytelling.

The New Negro Movement and Harlem Renaissance Essay Example for Free

The New Negro Movement and Harlem Renaissance Essay American publishers and critics, in the mainstream circle, took significant notice of African American writers and artists in the neighborhood of Harlem in New York City. This cultural revival of African American literature and arts including music and theater came to be known as the Harlem Renaissance. This cultural revolution of sorts began in 1918 at the end of World War I, peaked in the 1920s and continued in the mid-30s. The Harlem Renaissance came about due to several developments among the African Americans. After the American Civil War from 1861 to 1865 waves of Black American migrants flocked from the impoverished agricultural south to the promise of the industrial north to take on various jobs created by the war. Educated and social cause advocates were concentrated in Harlem that eventually made it the political and cultural haven of African Americans. African American literature and arts flourished. Black music and musical artists were popular. Black literary works received excellent reviews and critics’ nod and soon enough, national recognition. The literary works depicted African American life. However, there was diversity in these works. There was no style or ideology common in them. Their only desire was to express and tell their audience about the African American life. In the 1910s the African Americans were pushing for equal rights and opportunities in their ranks. An inspiring figure in that era was Marcus Mosiah Garvey, who was born in Jamaica. Jobs brought him to most parts of Central America, England and the United States. In those places he saw the distressing working conditions and the hardships experienced by the Blacks. He published the Negro World, a weekly, in Harlem from 1918 to 1933. The paper served as a medium for him to articulate his ideals for the Blacks. It was successful with its 50,000 circulation. It had French and Spanish sections. In addition, he was affiliated with other publications. In 1914, Garvey returned to Jamaica and formed the Universal Negro Movement and Conservation Association and African Communities League or the UNIA, in August 1 of the save year. His objective was to unify the Blacks to create their own country and government. UNIA’s objectives were to promote love and pride for the race, to assist those in need, to re-establish their identity, further education and culture, and open trade and commerce with the world. In 1916 he traveled to the United States to work for making the UNIA an international organization. By 1920 he was successful, UNIA spread in 40 countries with more than 1,100 branches. In 1920, UNIA held its first convention in Harlem which had a great impact on the African American. The convention adopted what would be the start of a Black nationalist movement – The Declaration of the Rights of the Negro Peoples of the World. The New Negro Movement sought to inculcate pride of race, independence and a better life for African Americans. The 54 articles in the Declaration outlined the abuses on the rights of the Blacks. It denounced the discriminatory practice of subordinating blacks below whites; they demanded to spell Negro with a capital N as respect to their race. These paid off and the movement was successful. In 1928, Garvey went to Geneva to present the Petition of the Negro Race to the League of Nations. The petition spoke for all the Blacks around the world. It contained the abuses on Blacks in all parts of the world. It sought not only to bring the cause of the Blacks to the rest of the world but also to seek redress. It exposed the apartheid in South Africa and protested its fitness as administrator of Namibia. The New Negro Movement and the Harlem Renaissance had a common rallying point – the African American race. They pushed for the recognition of the Blacks as equal to any and all other racial groups. They hoped to improve the living conditions, open economic opportunities, and instill pride among its people. The most influential figure of the time was Marcus Gravey who was said to have brought dignity to the Negro. The means to similar ends differed. The artists and writers of the Harlem Renaissance used their music, poetry, and fiction to express in beautiful verses, songs and prose the rich black culture and the aspirations of their race. The movement worked through their organized network. The movement and the renaissance came almost simultaneously because opportunities were better during the era. Harlem was significant to the African American because the most important dates in the movement and the renaissance happened in the New York community. Harlem was their Mecca, the place that saw their struggles and their victories. Harlem was their home and their refuge. References Wintz, C. DC. (2007). Harlem Renaissance. Microsoft Encarta Online Encyclopedia 2007. Retrieved April 25, 2007, from http://encarta.msn.com. UNIA-ACL. (2005, January 28). UNIA History. Retrieved April 25, 2007, from http://www.unia-acl.org/history/history3.htm

Roman changes and continuities Essay Example for Free

Roman changes and continuities Essay Roman civilization had some continuities and changes of their political and cultural systems, during the decline of the classical era. An example of continuity would be that the Western European church still used Latin as the language of the church. However the religion was changed during the reign of Emperor Constantine. Rome started out as most class systems with an upper, middle, and lower classes. After a period of great peace and prosperity known as the â€Å"pax Romana† is when the Roman Empire started to decline, because the wealthy were becoming more and more wealthy and the middle and lower classes were becoming poorer and poorer. The lack of money circulated caused the majority of Roman citizens who were poor to become depressed and careless. This carelessness from the citizens caused them to stop participating in serving the country and doing Civil services as well as stopping them from being creative with arts and science. The Roman government was an absolute monarchy in which the Emperor was worshiped as a god. Before the decline there was no official religion that everyone had to believe in, the government had religious tolerance as long as the people believed the Emperor was a god. However during the reign of Emperor Constantine he declared Christianity the official religion of Rome. Although even before Constantine declared Christianity the official religion some people already practiced it. The polytheistic religion that many Roman’s believed in did not give hope to the people for something better after they died. Christianity did if the followers lived by the simple moral ethics by working hard and doing good deeds. Another change that Christianity brought was about having sexual relationships with others, and that you should only have relations with your spouse. Also Christianity made them believe that everyone was equal and so slavery almost disappeared in Western Europe. However Latin was, and still is, the main language of the Western European churches. Also because architecture was considered as art, the architectural styles of the Roman civilization are still used today. The myths of the polytheistic religion that Rome once had were inspiration for many renaissance artists such as Michaelangelo Buonorroti and Sandro Botticelli. As you can see the Roman Empires decline brought about some changes and continuities. The changes either helped or hurt Rome and some of the continuities are still used today.

Developing Equality in Education

Developing Equality in Education Why we need to even out the school systems The educational gap with students nowadays is only broadening. That is to say that the quality of education among districts in a region varies immensely depending on the district. Wisconsin is a prime example of how more needs to be done, not only to allow for better opportunities for students to attend different, better districts but also to improve the schools in the â€Å"bad† districts. According to data gathered in a study by AOL’s Daily finance 3 of the top 25 worst performing schools in America (including 2 of the top 5) are in Milwaukee (Daily Finance). This is hard to believe considering last The Daily Beast ranks 55 Wisconsin schools among the top 500 in the nation in terms of highest average ACT scores, Average AP/IB/AICE scores and amount of students in these types of courses. This includes the high school I attended, in a suburb of Milwaukee called Brookfield, as the highest ranked school in Wisconsin at 230 (Daily Beast). Questions begin to arise as to wha t can be done to help improve the problem at hand. I propose a solution that will not be simple but perhaps, with time, it can be successful in instituting the change necessary to bring Milwaukee Schools out of the horrid state they’re currently in. By first imposing more programs for students to be able to receive the education they deserve we begin to solve the problem. This would only be a temporary solution as the real answer would be one that addresses improving the Milwaukee school systems. Open enrollment and systems like it allow for students to be able to overcome the hurdles put up for them in the lives they currently live poor Milwaukee neighborhoods. Currently in Milwaukee and other cities in the area there exists programs such as open enrollment policies, voucher programs and magnet schools in an attempt to help improve education in a statewide manner. Open enrollment is the option for parents to enroll their children in schools outside of their district. Voucher programs give low-income families grants for their children to be able to attend private schools. Magnet are those that specialize in certain classes so as to prepare those who attend the school for a certain line of work that they aspire to be in. All these are beneficial to those students who would otherwise not be able to get a good education because of where they live. Under privileged children from these areas could often be stellar students, but due to lack of opportunity, motivation and resources, they succumb to their surroundings. A study conducted by the What Works Clearing house in August of 2012 found that Milwaukee area students who were given vouchers for private schools significantly outperformed their counterparts who never left the public school from where they lived (What Works Clearing House 4). The reading levels on the WKCE of students in grades 7, 8 and 10 showed that the students were far ahead of those students of the same age in the Milwaukee Public school system (What Works Clearing House 1). Another study in Texas showed that grade 9 and 10 students showed better test scores and math as well as higher school attendance than the students of the same age that never left their neighborhoods (Maloney 12). So far (for the most part) only good things have come from program. The problem for these approaches comes in terms of implementation and funding. Funding for transportation is a very large draw back when considering these changes. Since there is no specific law, (state or otherwise) the burden of ferrying this children around falls upon the schools or the parents (Davis 16). A higher cost is a big deterrent for any schools wanting to open enrollment. It is also not helpful for parents because one of the reasons they are not able to send their children to better schools in better neighborhoods is because of monetary constraints they face. Also, although improvements are usually seen when older students switch schools, younger students seem to struggle readjusting to their new surroundings. It is theorized that the higher expectations of these new schools often hinder the children from succeeding when first introduced because of the low standards that they were previously held to (Maloney 12). Open enrollment and systems like it need to be available f or students beginning at a young age with better financial support provided for the families involved. Laws need to be put in place both at a state level and nationally to provide money where it is most needed. Of course just like with many subjects in education open enrollment has its critics. Mainly groups who wish to keep the less privileged out of where they live. For example, a group of Ohio taxpayers has band together to combat open enrollment. The Reynoldsburg Taxpayers Against Open-enrollment is a group of Ohioans trying to cease the backing of these types of programs because they prioritize their wants, needs and desires over those of their less fortunate fellow man. According to their Facebook page, â€Å"[they] believe that open enrollment would be a detriment to [their] schools, [their] community, and [their] home values† (Reynoldsburg Taxpayers Against Open-enrollment). That is to say they do not see the effects of these kids coming in as negative in terms of effecting others education but rather they believe that these outsiders coming into where they live would have undesirable effects on their way of life. Open-enrollment would mean higher taxes for these people to pa y as they are the ones who actually reside in the neighborhoods where these schools are. Their views are something they are completely entitled to although I may not agree with where they are coming from. I personally believe that they fail to see the bigger picture. The education is not for immediate advantage but instead an investment in the future. If more people are educated today it will lead to a better tomorrow. Open-enrollment and such programs are like trying to stop rupturing dam with duct tape. Eventually this dam will rupture and the problems will only get bigger and more overwhelming. The real solution is in trying to improve the schools where the low income students come. If they were able to get the kind of education they need to succeed in life near to their homes, there would be no need to leave. In Milwaukee a great part of the problem is due to the immense amount of segregation there is in such a small area. Milwaukee is only the 30th most populous city in the nation, yet it has the highest segregation around the country. All this segregation leads to a distribution of wealth that highly unequal. The high school I attended was in one of the wealthier cities in Wisconsin. Due to having a good amount of money to spend, the district was able to get better teachers, facilities, and create a better learning environment. All this lead to Brookfield East High School having 65.6% of all their students scoring proficient or advanced in all areas on the Wisconsin Student Assessment System (WISE Dash public portal). Although perhaps not seemingly all that impressive seen alone, when compared to the just 12.6% of Milwaukee Public School System High school students, the numbers seem staggering (WISE dash public portal). Currently Elmbrook School district (Brookfield East’s district) is doing its part to help by having open enrollment (although space is limited) but true solving of the problem won’t happen unless something is done about the troubled schools. As things stand now, not enough is being done to improve education. The laws that are currently in place only perpetuate vicious circle of lack of education in poorer regions. The No Child Left Behind Act for example gives more funding to schools that score better on statewide standardized tests. Since schools such as those in Milwaukee have been scoring poorly for so long, funding has been taken away from them leading to less opportunities and resources for improvement of any sort. No money equates to no way to pay for better teachers or amenities and in turn education suffers further. Works Cited Reynoldsburg Taxpayers Against Open-enrollment. Facebook. N.p., n.d. Web. 07 Nov. 2013. Davis, Jennifer, and Officers Council of Chief State School. School Choice In The States: A Policy Landscape. Council Of Chief State School Officers (2013): ERIC. Web. 7 Nov. 2013 The Daily Beast. 2013 Americas Best High Schools. Newsweek. The Daily Beast, n.d. Web. 06 Nov. 2013 Daily Finance. 25 Worst Performing Public Schools in the U.S. DailyFinance.com. AOL Money and FInance, n.d. Web. 05 Nov. 2013 Maloney, Catherine, et al. Evaluation Of New Texas Charter Schools: Final Report (2007-10). Executive Summary. Texas Center For Educational Research (2011): ERIC. Web. 7 Nov. 2013 What Works Clearinghouse, (ED). WWC Review Of The Report Milwaukee Parental Choice Program Longitudinal Educational Growth Study Fifth Year Report. What Works Clearinghouse (2012): ERIC. Web. 7 Nov. 2013. WISEdash Public Portal Wisconsin Dept of Public Instruction. WISEdash. Wisconsin Information System for Education, 2013. Web. 06 Nov. 2013.

Political Allegory In The Book Animal Farm :: Animal Farm Essays

Political Allegory In The Book Animal Farm "Ideas play a part in any revolution, conflicting ideas is main reason why Revolutions happens. " This is the platform that George Orwell used in his book " Animal Farm". The political allegory in the story is mocking the Revolution that changed "Russia" into the "USSR". This was the workings of Karl Marx. Marx was known for being politically inspired by one idea. Marx wanted it to be that one class, the working class, and against another class, the rich or higher class. The Revolution was started by men who believed with Karl Marx's theory that the history of the world was the history of a struggle between classes between oppressors and oppressed. This happened in the book "Animal Farm by George Orwell" Orwell uses this example to base his book on. He makes the characters personify the major players in the Russian Revolution. Orwell uses this to form a well written piece of literature. In "Animal Farm" The Democratic society led by Mr. Jones the original leader of Manor Farm was overthrown by a policy called Animalism. Animalism was a theory concocted by the Old Major a Pig. In "Animal Farm" the pigs were personified as the smartest and the best among animals. The Pigs take control of the farm. The two major idealists Snowball and Napoleon have conflicting ideas. These ideas break snowball away from the rest of the group and make him leave Animal Farm. This lets Napoleon have total control. They set up a set of rules called the seven commandments. In the beginning everyone followed these rules such as no animal may kill another animal, no animal is better than another animal. This makes the leader Napoleon want to break the rules so he makes him and his fellow pigs more special, eating all the good food, wearing clothes, living in the farmhouse, and not working. As for the other animals big or small get the same rations of food, are not allowed to wear clothes, had to live in the barn, and were overworked. Marx, like other socialist thinkers of the 19th century, denounced the cruel injustices of industrial capitalist society as he saw it. He had a vision of ending "the exploitation of man by man" and establishing a classless society, in which all people would be equal. The only means to this end, he thought, was a revolution of the exploited (the proletariat) against the exploiters (the bourgeoisie), so that workers would own the means of production, such as the factories and machinery. This revolution would set up a

The Call Of The Wild :: essays research papers

Title: The Call of the Wild Author: Jack London Type of book: Fiction Date Completed: September 12, 2001 Summary:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The novel, The Call of the Wild, follows a four-year-old mixed Saint Bernard and Scottish shepherd, named Buck. In the beginning of the story, Buck lives in the home of Judge Miller, located at Santa Clara Valley, California. In Santa Clara, Buck lives a luxurious life. At the time of the story, gold is discovered in the North. With this discovery, the value of large dogs like Buck escalated dramatically. The dog’s value was due most to their ability to haul heavy sleds through the abundant snow. Unfortunately, Judge Miller’s servant, Manuel steals Buck to sell him to a band of dog-nappers to pay for his accumulating gambling debts. The ring of thieves that bought Buck is gaining a secure banking by trading the dog to northern executives. Buck, who has had an easy life so far, does not adapt well to the terrain as the other canines do. Buck does not easily tolerate the confinement and mistreatment of his new authority. Buckâ€℠¢s gains the misconception, which then is an aide that any man with a club is a dominator and must be obeyed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  After an expedition into the North Buck discovers his new location and temporary home. Once arrived buck rapidly accommodates to his new environment. Buck masters many skills that are mandatory to survive in his new habitat. Buck discovers that he can rely on his animal instinct and basic intellect to acquire the essentials to exist in the tundra. One of the most significant concepts learned by Buck is that while being attacked his must take an offense to survive. Another essential concept Buck grasps is that he must be at constant alert and that his size makes him inferior to others. Buck’s quick adaptations assist in his survival.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Following being starved for numerous days, Buck’s original instinct to kill and eat raw meat is revived within. During this occasion, Buck is opposed against Spitz, the vigorous, dynamic, hierarch of the sled team. Buck and Spitz have a couple of battles against each other; however, the fight in Buck makes the outcome victorious on Buck’s behalf. Buck then becomes conductor of the sled team. This rank of authority makes the superiority of Buck even more prominent. During this rank, Buck attains the admiration of his current masters, Perrault and Franà §ois, who challenge Buck for quite sometime.

The Maya Essay -- essays research papers fc

The Maya were a dominating society of Mesoamerica, rich in culture, community, and art. While life may not be completely interpretable yet, much in known about how these societies were constructed, and how their religion dominated their lives. Much is generally made of their massive stonework, their ceremonial complexes, and ritual sacrifices, but their small jade, ceramic, and stone sculpture deserves as much attention as the works of much larger size have received.   Ã‚  Ã‚  Ã‚  Ã‚  The Maya, inhabiting southern Mexico, Guatemala, and northern Belize, began to settle in communities around 1500 b.c. By A.D. 200, these communities had grown into large cities with expansive areas of temples, pyramids, ball courts, and plazas.1   Ã‚  Ã‚  Ã‚  Ã‚  Pre classic Maya sculpture developed under the geographic expansion of the inhabitants into a variety of ecosystems, inspiring technical and artistic change. The highland inhabitants may have been earlier in initiating stone sculpture.2 Figure 8, an anthropomorphic mushroom figure found in Guatemala may have been a symbol of fertility, judging by its shape’s connotation. Other regional sculpture includes figurines with swollen bellies, accentuated sexual regions, and even pregnant animal depictions. This could be because of the association of maternity and fertility with nature and Mother Earth.   Ã‚  Ã‚  Ã‚  Ã‚  The Classic Period of the Maya began to develop around A.D. 250 and flourished through A.D. 900. Around that time was the start of the Post Classic Period, which was conquered by the Spanish in the early 16th century.3 The information about the classification of these cultures is not strong in that it may be considered inappropriate to call certain periods Classic, Pre Classic, Post Classic, etc. because the rise and fall of Mayan cities was an overlapping sensation, and the establishment of a certain style would appear at many different times throughout the domination of the culture. For classification of the purposes of this paper, however, the division of the culture is used.   Ã‚  Ã‚  Ã‚  Ã‚  Small Mayan sculpture has been discovered at a variety of locations. An Early Classic jade piece, 4 1/4† tall, of the Bird-Monster God (fig. 9), was found at Copan, Honduras. This tiny, sculpted piece of a deity features human hands and feet, with the figure seated cro... ...assic Maya Art and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Architecture.† In The Ancient Americas: Art from Sacred Landscapes, ed.   Ã‚  Ã‚  Ã‚  Ã‚  Richard F. Townsend, 159-169. Chicago: The Art Institute of Chicago,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1992. Miller, Mary Ellen. The Art of Mesoamerica from Olmec to Aztec, 2nd ed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  London: Thames and Hudson, 1996. Reilly III, F. Kent. â€Å"Art, Ritual, and Rulership in the Olmec World.† In The   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ancient Civilizations of Mesoamerica, eds. Michael E. Smith and Marilyn   Ã‚  Ã‚  Ã‚  Ã‚  A. Masson, 369-399. Oxford: Blackwell Publishers, 2000. Valdes, Juan Antonio. â€Å"The Beginnings of Preclassic Maya Art and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Architecture.† In The Ancient Americas: Art from Sacred Landscapes, ed.   Ã‚  Ã‚  Ã‚  Ã‚  Richard F. Townsend, 147-57. Chicago: The Art Institute of Chicago,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1992. The Maya Essay -- essays research papers fc The Maya were a dominating society of Mesoamerica, rich in culture, community, and art. While life may not be completely interpretable yet, much in known about how these societies were constructed, and how their religion dominated their lives. Much is generally made of their massive stonework, their ceremonial complexes, and ritual sacrifices, but their small jade, ceramic, and stone sculpture deserves as much attention as the works of much larger size have received.   Ã‚  Ã‚  Ã‚  Ã‚  The Maya, inhabiting southern Mexico, Guatemala, and northern Belize, began to settle in communities around 1500 b.c. By A.D. 200, these communities had grown into large cities with expansive areas of temples, pyramids, ball courts, and plazas.1   Ã‚  Ã‚  Ã‚  Ã‚  Pre classic Maya sculpture developed under the geographic expansion of the inhabitants into a variety of ecosystems, inspiring technical and artistic change. The highland inhabitants may have been earlier in initiating stone sculpture.2 Figure 8, an anthropomorphic mushroom figure found in Guatemala may have been a symbol of fertility, judging by its shape’s connotation. Other regional sculpture includes figurines with swollen bellies, accentuated sexual regions, and even pregnant animal depictions. This could be because of the association of maternity and fertility with nature and Mother Earth.   Ã‚  Ã‚  Ã‚  Ã‚  The Classic Period of the Maya began to develop around A.D. 250 and flourished through A.D. 900. Around that time was the start of the Post Classic Period, which was conquered by the Spanish in the early 16th century.3 The information about the classification of these cultures is not strong in that it may be considered inappropriate to call certain periods Classic, Pre Classic, Post Classic, etc. because the rise and fall of Mayan cities was an overlapping sensation, and the establishment of a certain style would appear at many different times throughout the domination of the culture. For classification of the purposes of this paper, however, the division of the culture is used.   Ã‚  Ã‚  Ã‚  Ã‚  Small Mayan sculpture has been discovered at a variety of locations. An Early Classic jade piece, 4 1/4† tall, of the Bird-Monster God (fig. 9), was found at Copan, Honduras. This tiny, sculpted piece of a deity features human hands and feet, with the figure seated cro... ...assic Maya Art and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Architecture.† In The Ancient Americas: Art from Sacred Landscapes, ed.   Ã‚  Ã‚  Ã‚  Ã‚  Richard F. Townsend, 159-169. Chicago: The Art Institute of Chicago,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1992. Miller, Mary Ellen. The Art of Mesoamerica from Olmec to Aztec, 2nd ed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  London: Thames and Hudson, 1996. Reilly III, F. Kent. â€Å"Art, Ritual, and Rulership in the Olmec World.† In The   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ancient Civilizations of Mesoamerica, eds. Michael E. Smith and Marilyn   Ã‚  Ã‚  Ã‚  Ã‚  A. Masson, 369-399. Oxford: Blackwell Publishers, 2000. Valdes, Juan Antonio. â€Å"The Beginnings of Preclassic Maya Art and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Architecture.† In The Ancient Americas: Art from Sacred Landscapes, ed.   Ã‚  Ã‚  Ã‚  Ã‚  Richard F. Townsend, 147-57. Chicago: The Art Institute of Chicago,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1992.

Bloodlines Chapter Twenty

I ALMOST ASKED, â€Å"Are you serious?† But let's face it: that probably wasn't the kind of thing she would joke about, especially considering how grave her face looked. Other questions popped into my head, but I held back on those as well. They weren't that weird, but I didn't want to draw attention to myself by showing unusual interest in a grisly murder. Instead, I simply thanked Mrs. Dawson for her help with the letter and returned to East Campus. Mrs. Weathers was at her desk when I entered the dorm. I brought her the letter, which she read over twice before tucking it away in her filing cabinet. â€Å"All right,† she said. â€Å"Just make sure your sister signs in and out each time.† â€Å"I will, ma'am. Thank you.† I hesitated, torn over whether to go or ask the questions Mrs. Dawson's information had triggered. I decided to stay. â€Å"Mrs. Weathers†¦ ever since Jill disappeared, I just keep thinking about that girl you told me about. The one who died. I keep thinking that could've been Jill.† Mrs. Dawson's face softened. â€Å"Jill's fine. I shouldn't have told you that. I didn't mean to scare you.† â€Å"Is it true that girl's throat was slit?† â€Å"Yes.† She shook her head sadly. â€Å"Terrible. Simply terrible. I don't know who does that kind of thing.† â€Å"Did they ever find out why it happened? I mean, was there anything unusual about her?† â€Å"Unusual? No, not really. I mean, she was a lovely girl. Smart, pretty, popular. A good – no, great – athlete. Had friends, a boyfriend. But nothing that would especially make her stand out as a target. Of course, people who do awful things like that probably don't need a reason.† â€Å"True,† I murmured. I walked up to my room, wishing Mrs. Weathers had elaborated a little more on how pretty Kelly was. What I really wanted to know was if Kelly had been Moroi. If she had, I'd hoped Mrs. Weathers might comment on how tall or pale she was. By both Clarence's and the Alchemists' accounts, no Moroi on record had lived in the Palm Springs area. That didn't mean someone couldn't slip through the cracks, however. I'd have to find the answer myself. If Kelly had been Moroi, then we had three young Moroi women killed in the same way in southern California within a relatively short time span. Clarence might argue for his vampire hunter theory, but to me, this pattern screamed Strigoi. Jill was in our room, serving out her house arrest. The more time passed, the less angry I felt toward her. Having the feeding issue fixed helped. I would've been a lot more upset if we'd been unable to get her off campus. â€Å"What's wrong?† she asked me, looking up from her laptop. â€Å"Why do you think anything's wrong?† She smiled. â€Å"You've got that look. It's this tiny frown you get between your eyebrows when you're trying to figure something out.† I shook my head. â€Å"It's nothing.† â€Å"You know,† she said, â€Å"maybe all these responsibilities you have wouldn't be as bad if you talked them out and got help from other people.† â€Å"It's not quite like that. It's just something I'm trying to puzzle out.† â€Å"Tell me,† she entreated. â€Å"You can trust me.† It wasn't a matter of trust. It was a matter of unnecessarily worrying Jill. Mrs. Weathers had feared she would scare me, but if someone was killing Moroi girls, I wasn't in danger. Looking at Jill and her unwavering gaze, I decided if she could handle living with the knowledge that her own people were trying to kill her, she could handle this. I gave her a brief summary of what I knew. â€Å"You don't know if Kelly was Moroi, though,† she said, once I'd finished. â€Å"No. That's the crucial piece here.† I sat cross-legged on my bed with my own laptop. â€Å"I'm going to check our records and local newspapers to see if I can find a picture of her. All I learned from Mrs. Weathers is that Kelly was a star athlete.† â€Å"Which may mean she's not Moroi,† said Jill. â€Å"I mean, look at how terrible I perform in this sun. What happens if she's not? You've got a lot of theories hinging on her being Moroi. But what if she was human? What then? Can we ignore it? It could still be the same person†¦ but what would it mean if the murderer had killed two Moroi and one human?† Jill had a point. â€Å"I don't know,† I said. My search didn't take long. The Alchemists had no record of the murder, but then, they wouldn't if Kelly had been human. Lots of newspapers had stories about her, but I couldn't find any pictures. â€Å"What about a yearbook?† asked Jill. â€Å"Someone must keep them around.† â€Å"That's actually pretty brilliant,† I said. â€Å"See? I told you I'm useful.† I smiled at her and then remembered something. â€Å"Oh, I've got good news for you. Maybe.† I briefly recapped Kristin and Julia's â€Å"plan† about Jill joining the sewing club. Jill brightened but was still cautious. â€Å"You really think that would work?† â€Å"Only one way to find out.† â€Å"I've never touched a sewing machine in my life,† she said. â€Å"I guess this is your chance to learn,† I told her. â€Å"Or maybe the other girls will be happy to just keep you around as their in-class model.† Jill smirked. â€Å"How do you know only girls sign up for that?† â€Å"I don't,† I admitted. â€Å"Just playing off gender stereotypes, I guess.† My cell phone rang, and Ms. Terwilliger's number flashed on the display. I answered, bracing for a coffee run. â€Å"Miss Melbourne?† she said. â€Å"If you and your brother can be at Carlton within an hour, you can speak to someone in the registrar's office before they close. Can you manage that?† I looked at the time and took it on faith Adrian wasn't doing anything important. â€Å"Um, yes. Yes, of course, ma'am. Thank you. Thank you very much.† â€Å"The man you'll want to talk to is named Wes Regan.† She paused. â€Å"And could you bring me a cappuccino on your way back?† I assured her I could and then called Adrian with instructions to be ready for me. Quickly, I changed out of my uniform and into a blouse and twill skirt. Glancing at my reflection, I realized he was right. There really wasn't a lot of difference between Amberwood attire and my normal wardrobe. â€Å"I wish I could go,† said Jill wistfully. â€Å"I'd like to see Adrian again.† â€Å"Don't you kind of see him every day in a way?† â€Å"True,† she said. â€Å"Although I can't always get into his head when I want to yet. It just happens randomly. And anyway, it's not the same. He can't talk back to me through the bond.† I nearly replied that it sounded better than being around him in person but figured that wouldn't be helpful. Adrian was ready to go when I reached Clarence's, excited and eager for action. â€Å"You just missed your friend,† he said as he got into Latte. â€Å"Who?† â€Å"Keith.† I made a face. â€Å"He's not really my friend.† â€Å"Oh, you think? Most of us figured that out on day one, Sage.† I felt a little bad about that. Some part of me knew that I shouldn't let my personal feelings for Keith mix with business. We were co-workers of sorts and should've been presenting a united, professional front. At the same time, I was kind of glad these people – even if they were vampires and dhampirs – didn't think I was friendly with Keith. I didn't want them thinking he and I had much in common. I certainly didn't want to have a lot in common with him. The full meaning of Adrian's words suddenly hit me. â€Å"Wait. He was just here?† â€Å"A half hour ago.† He must have come straight from the school. I was lucky to have missed him. Something told me he wouldn't approve of me furthering Adrian's education. â€Å"What was he here for?† â€Å"Dunno. I think he was checking on Clarence. The old guy hasn't been feeling well.† Adrian pulled a pack of cigarettes out of his pocket. â€Å"Do you mind?† â€Å"Yes,† I replied. â€Å"What's wrong with Clarence?† â€Å"I don't know, but he's been resting a lot, which makes things even more boring. I mean, he wasn't the greatest conversationalist, but some of his crazy stories were interesting.† Adrian turned wistful. â€Å"Especially with scotch.† â€Å"Keep me updated on how he's doing,† I murmured. I wondered if perhaps that was why Keith had been in such a hurry earlier. If Clarence was seriously ill, we were going to have to make arrangements with a Moroi doctor. That would complicate our setup here in Palm Springs because we'd either have to move Clarence or bring in someone. If Keith was working on it, then I shouldn't have concerned myself†¦ but I just didn't trust him to do a good job with anything. â€Å"I don't know how you put up with him,† said Adrian. â€Å"I used to think you were weak and just didn't fight back†¦ but now, honestly, I think you're actually pretty tough. It takes a hell of a lot of strength to not complain and lash out. I don't have that self-control.† â€Å"You've got more than you think,† I said, a little flustered by the compliment. I was down on myself so much for what I saw as not pushing back sometimes that it had never occurred to me that took its own strength. I was even more surprised that it would take Adrian to point this out to me. â€Å"I'm always walking a line. My dad – and the Alchemists – are really big on obedience and following the directions of your superiors. I'm kind of in a double bind because I'm on shaky ground with them, so it's extra important for me to not make a fuss.† â€Å"Because of Rose?† His tone was carefully controlled. I nodded. â€Å"Yup. What I did was tantamount to treason in their eyes.† â€Å"I don't know what ‘tantamount' means, but it sounds pretty serious.† I could see him studying me out of the corner of his eye. â€Å"Was it worth it?† â€Å"So far.† It was easy to say that since Zoe had no tattoo yet and I hadn't seen a re-education center. If those things changed, so might my answers. â€Å"It was the right thing to do. I guess that justified dramatic action.† â€Å"I broke a lot of rules to help Rose too,† he said, a troubled tone in his voice. â€Å"I did it out of love. Misguided love, but love nonetheless. I don't know if that's as noble as your reasons, particularly since she was in love with someone else. Most of my ‘dramatic actions' haven't been for any cause. Most of them have been to annoy my parents.† I actually found myself a little jealous of that. I couldn't fathom purposely trying to get a reaction from my dad – though I'd certainly wanted to. â€Å"I think love's a noble reason,† I told him. I was speaking objectively, of course. I'd never been in love and had no point of reference to really judge. Based on what I'd observed in others, I assumed it was an amazing thing†¦ but for now, I was too busy with my job to notice its absence. I wondered if I should be disappointed by that. â€Å"And I think you have plenty of time to do other noble things.† He chuckled. â€Å"Never thought my biggest cheerleader would be someone who thought I was evil and unnatural.† That made two of us. Hesitantly, I managed to ask a question that had been burning inside me. â€Å"Do you still love her? Rose?† Along with not knowing what it felt like to be in love, I also didn't know how long it took to recover from love. Adrian's smile faded. His gaze turned inward. â€Å"Yes. No. It's hard to get over someone like that. She had a huge effect on me, both good and bad. That's hard to move past. I try not to think about her much in terms of love and hate. Mostly I'm trying to get on with my life. With mixed results, unfortunately.† We soon reached the college. Wes Regan was a big man with a salt-and-pepper beard who worked in Carlton's registration office. Ms. Terwilliger had tutored Wes's niece for free one summer, and Wes felt he owed her a favor. â€Å"Here's the deal,† he said once we were seated across from him. Adrian was wearing khaki pants and a sage-colored button-down shirt that would've been great for job interviews. A little too late. â€Å"I can't just enroll you. College applications are long and require transcripts, and there's no way you can swing one in two days. What I can do is get you in as an auditor.† â€Å"Like with the IRS?† asked Adrian. â€Å"No. Auditing means you're attending the class and doing the work but not getting a grade for it.† Adrian opened his mouth to speak, and I could only imagine what comment he had about doing work for no credit. I quickly interrupted him. â€Å"And then what?† â€Å"Then, if you can throw together an application in, oh, a week or two – and are accepted – I can retroactively change you to student status.† â€Å"What about financial aid?† asked Adrian, leaning forward. â€Å"Can I get some money for this?† â€Å"If you qualify,† said Wes. â€Å"But you can't really file for it until you've been accepted.† Adrian slumped back, and I was able to guess his thoughts. If getting enrolled would take a couple of weeks, there'd undoubtedly be a delay with the financial aid filing too. Adrian was looking at a month or more of living with Clarence, and that was probably optimistic. I half-expected Adrian to get up and nix everything. Instead, a resolute expression crossed his face. He nodded. â€Å"Okay. Let's get started with this auditing thing.† I was impressed. I was also jealous when Wes brought out the course catalog. I'd been able to lull myself into contentment with Amberwood's classes, but looking at real college offerings showed me the two schools were worlds away. The history classes were more focused and in depth than anything I could have imagined. Adrian had no interest in those, however. He immediately honed in on the art department. He ended up signing up for two introductory courses in oil painting and in watercolors. They met three times a week and were conveniently back-toback. â€Å"That'll make it easier if I'm busing in,† he explained as we were leaving. I gave him a startled look. â€Å"You're taking the bus?† He seemed amused by my astonishment. â€Å"What else? Classes are in the daytime. You can't take me.† I thought about Clarence's remote house. â€Å"Where on earth would you catch the bus?† â€Å"There's a stop about a half mile away. It transfers to another bus that goes to Carlton. The whole trip takes about an hour.† I confess, it left me speechless. I was amazed that Adrian had researched that much, let alone was willing to go to all that trouble. Yet on the ride back, he never uttered one word of complaint about how inconvenient it would be or how long he'd have to wait to move out of Clarence's. When I arrived back at Amberwood, I was excited to tell Jill the news about Adrian's collegiate success – not that she needed me to tell her. With the bond, she would probably know more than I did. Still, she always worried about him and would undoubtedly be pleased to see something go well for him. Jill wasn't in our room when I returned, but a note informed me she was studying elsewhere in the dorm. The only bright part of her punishment was that it limited where she could be at any time. I decided to use this opportunity to go make Ms. Terwilliger's crazy amulet. I'd accrued most of the necessary ingredients, and along with compliance from the biology teacher, Ms. Terwilliger had secured me access to one of the chemistry labs. No one was there this time of night, and it gave me plenty of space and quiet to mix up the concoction. As we'd noted, the instructions were extremely detailed and – in my opinion – superfluous. It wasn't enough to just measure out the nettle leaves. The instructions called for them â€Å"to rest for an hour,† during which time I was supposed to say to them, â€Å"into thee, flame I imbue† every ten minutes. I also had to boil the agate stone â€Å"to infuse it with heat.† The rest of the instructions were similar, and I knew there was no way Ms. Terwilliger would actually know if I followed everything to the letter – particularly the chants. Still, the whole purpose of this stunt was to report on what it was like to be an ancient practitioner. So, I followed everything dutifully and concentrated so hard on performing every step perfectly that I soon fell into a lull where nothing existed except the spell. I finished over two hours later and was surprised at how exhausted I felt. The final result certainly didn't seem to justify all the energy I'd expended. I was left with a leather cord from which hung a silk pouch filled with leaves and rocks. I carted it and my notes back to my dorm room, intending to write up my report for Ms. Terwilliger so that I could put this assignment behind me. When I reached my room, I gasped when I saw the door. Someone had taken red paint and drawn bats and fanged faces all over it. Scrawled across the front, in big blocky letters, were the words VAMP GIRL Full of panic, I burst into the room. Jill was there – along with Mrs. Weathers and another teacher I didn't know. They were going through all of our things. I stared in disbelief. â€Å"What's going on?† I asked. Jill shook her head, face mortified, and couldn't answer. I'd apparently arrived at the end of the search because Mrs. Weathers and her associate soon finished up and walked to the door. I was glad I'd taken my Alchemist supplies with me to the lab tonight. The kit contained a few measuring tools I had thought I might need. I certainly didn't want to explain why I owned a collection of chemicals to dorm authorities. â€Å"Well,† said Mrs. Weathers sternly. â€Å"There doesn't appear to be anything here, but I may do another spot check later – so don't get any ideas. You're already in enough trouble without adding yet another charge to it.† She sighed and shook her head at Jill. â€Å"I'm very disappointed in you, Miss Melrose.† Jill blanched. â€Å"I'm telling you, it's all a mistake!† â€Å"Let's hope so,† said Mrs. Weathers ominously. â€Å"Let's hope so. I've half a mind to make you clean up that vandalism outside, but in light of no hard proof†¦ well, we'll have the janitors take care of it tomorrow.† Once our visitors were gone, I immediately demanded, â€Å"What happened?† Jill collapsed backward onto her bed and groaned. â€Å"Laurel happened.† I sat down. â€Å"Explain.† â€Å"Well, I called the library to see if they had those yearbooks in – the ones about Kelly Hayes? Turns out they do normally have them, but they've all been checked out by the newspaper staff for some Amberwood anniversary edition. And you'll never believe who's heading that project: Laurel.† â€Å"You're right,† I said. â€Å"I never would have guessed that. Isn't she in Freshman English?† Laurel was a senior. â€Å"Yup.† â€Å"I guess everyone needs an activity,† I muttered. Jill nodded. â€Å"Anyway, Miss Yamani was in the building, so I went to ask her about joining the sewing club and working for Lia. She was really excited and said she'd make it happen.† â€Å"Well, that's something,† I said cautiously, still unsure how this was leading up to vandalism and a search of our room. â€Å"As I was coming back, I passed Laurel in the hall. I decided to take a chance†¦ I approached her and said look, I know we've had our differences but I could really use some help. Then I explained that I needed the yearbooks and asked if I could borrow them just for the night and that I'd get them back to her right away.† To this, I said nothing. It was certainly a noble and brave thing for Jill to do, particularly after I'd encouraged her to be better than Laurel. Unfortunately, I didn't think Laurel would reciprocate the adult behavior. I was right. â€Å"She told me in†¦ well, very explicit terms that I'd never get those yearbooks.† Jill scowled. â€Å"She told me a few other things too. Then I, um, called her a raving bitch. I probably shouldn't have, but, well, she deserved it! Anyway, she went to Mrs. Weathers with a bottle of†¦ I don't know. I think it was raspberry schnapps. She claimed I sold it to her and had more in my room. Mrs. Weathers couldn't punish me without harder evidence, but after Ms. Chang's hangover accusation on the first day, Mrs. Weathers decided that was enough for a room search.† I shook my head in disbelief, anger growing within my chest. â€Å"For such an elite, prestigious place, this school sure is quick to jump on any accusations that come up! I mean, they believe anything anyone says about you. And where did the paint outside come from?† Tears of frustration glinted in her eyes. â€Å"Oh, Laurel, of course. Or, well, one of her friends. It happened while Laurel was talking to Mrs. Weathers, so of course she's got an alibi. You don't think†¦ you don't think anyone's on to anything, do you? You said before it's just a mean joke†¦ and humans don't even believe in us†¦ right?† â€Å"Right,† I said automatically. But I was beginning to wonder. Ever since that phone call with my father, when he'd mentioned that there were humans who suspected and wouldn't be silenced, I'd wondered if I'd been too quick to dismiss Laurel's teasing. Had she simply found a cruel joke to run with? Or was she one of those humans who suspected about the vampire world and might make a lot of noise about it? I doubted anyone would believe her, but we couldn't risk attracting attention from someone who would. Is it possible she really thinks Jill is a vampire? Jill's forlorn expression turned angry. â€Å"Maybe I should do something about Laurel. There are other ways to get back at her besides freezing water.† â€Å"No,† I said quickly. â€Å"Don't lower yourself to that. Revenge is petty, and you're better than that.† Plus, I thought, any more supernatural activity, and Laurel might realize her taunts have more backing than she originally thought. Jill gave me a sad smile. â€Å"You keep saying that. But don't you think something needs to be done about Laurel?† Oh yes. I definitely did. This had gone too far, and I'd been wrong to let it slide. Jill was right that there were other ways to get back at someone. And I was right that revenge was petty and nothing that Jill should sully herself with. That was why I was going to do it. â€Å"I'll take care of it,† I told her. â€Å"I – I'll have the Alchemists issue a complaint from our parents.† She looked dubious. â€Å"You think that'll fix things?† â€Å"Positive,† I said. Because that complaint was going to pack an extra punch. A glance at the time told me it was too late to go back to the lab. No problem. I simply set my alarm extra early, with the intent to get up and head back there before classes started. I had one more experiment in my future, and Laurel was going to be my guinea pig.

Chivalric Code in Beowulf

The Importance of the Retainer and queen regnant in the Heroic Code Members of the Anglo-Saxon warrior society subscribed to an ethos that celebrated the big code. In the transit from Beowulf, the poets stakes in the duties of a hard-core helper and the duties of a great ability are apparent in the specific style he uses to describe Beowulfs learn with the dragon. In one specific passage of this poem, Beowulf is portrayed as an ideal condition by the loyalty, braveness and fealty to the index he possesses.At the beginning of this passage, Beowulf reflects on great power Hygelac and the mevery sacrifices and deeds he provided to Beowulf during his youth. A sorrowful mood is brought upon this specific text, as Beowulf reminisces on the death of Hygelac, I marched onwards of him, always there/ at the precedent of the line and I shall match alike(p) that/ for as long as I live (Beowulf 2497-2499). Beowulf acknowledges how privileged he is to prolong a life of luxury a nd mystify such wisdom inherited by Hygelac.If it was not for Hygelac, Beowulf would not have survived such a long, prosperous life, mentoring Hygelacs discussion and soon nabing the throne himself. As Beowulf prepares to fight the dragon, he easily allows the warriors to tie their place and not go either further. Demonstrating his courage, Beowulf states This fight is not yours, nor is it up to any man except me to measure his skill against the monster or to prove his worth.I shall lucre the gold by my courage, or else individual combat, doom of battle, ordain bear your superior away. (2532-2535) He believes that terminating the dragon is the duty solely he can accomplish as well as longing for a feeling of satisfaction as he seeks the glory of winning the battle and learned he has demolished the risk of risk of infection his spate will have to face. base on the duration of this poem, Beowulf is accustomed to the warrior duties and later(prenominal) on the lifestyle of a pansy. These both titles have very distinct roles in Anglo-Saxon society.Beowulf, as a upstart warrior need not much to disquiet about status and having the knowledge that his hatful are safe and satisfied. He wherefore gains wisdom as he witnesses Hygelacs form of generosity towards him and his people, The treasures that Hygelac lavished on meHe gave me land/ and the security land brings, so he had no call/ to go looking for some lesser champion, (2490-2494). Beowulf demonstrates Hygelac as a loyal lord, true to his people in return Beowulf brings himself forward as a tribute to fight the dragon.As Beowulf earns the gamble to hold the throne as king later on in the poem, it is evident that the responsibilities he held were much to his advantage when the judgment of conviction of battle arose against the dragon. His full awareness, as king of the people I shall pursue this fight/ for the glory of winning, if the evil one will only/ abandon his earth-fort and face me in the open. (2513-2515) Beowulf, as king and warrior only interprets as a right-doing to go into battle with the dragon, subtile his life is at risk.Towards the conclusion of this passage, Beowulf waterfall and has no choice but, to give res publica like that and go/ unwillingly to last another home/ in a place beyond (2588-2590). Beowulf is true to his fop citizens and attempts to provide to their needs even if it meat losing the battle and sacrificing his life, which was the case in this poem. From this passage, it is obviously shown that Beowulf can not only hold a title of a loyal retainer with his endless amount of courage but also a venerable lord, with unlimited sacrifice to his citizens. Word amount 578

Social Class and Inequality

Social Class and Inequality Social inequality has been defined as a conflicting status within a society with regards to the individual, property rights, and access to education, medical care, and welfare programs. Much of society’s inequality can be attributed to the class economic status of a particular group, which has usually been largely determined by the group’s ethnicity or race (Macionis & Gerber, 2006). The conflict perspective is an attempt to understand the group conflict that occurs by the protection of one’s status at the expense of the other.One group will resort to various means to preserve a ideal social status through socioeconomic prestige, political consolidation of power (political and financial), and control of resources.Unemployment rate is a financial index for virtually any nation.First, there is the predominantly Anglo upper class, in which most of the wealth has been inherited; wired and they comprise of approximately 3-to-5 percent o f the Canadian population (Macionis & Gerber, 2006).Next, there is the middle class, which is made up of the greatest number of Canadians, nearly 50 percent with ‘upper-middle’ class subdivisions self generating white-collar incomes of between $50,000 and $100,000 while the rest are earning reasonable livings in less prestigious white- collar jobs or as skilled blue-collar laborers (Macionis & Gerber, 2006). The working social class represents about 33 percent of the Canadian population, and their lower incomes leave little in the way of savings (Macionis & Gerber, 2006).Finally, there is the lower class, which is represented by about 20 percent of the population (Macionis & Gerber, 2006).Class inequalities do not seem to be extending.

For example, in Canada, physicians and lawyers continue to reside at the top of the social ladder while newspaper delivery persons or hospitality staff rank at the bottom (Macionis & Gerber, 2006). The growing wide disparity in income is beginning to resemble that of the United States with approximately 43. percent of the Canadian income being concentrated within the top 20 percent of social wide spectrum while those in the bottom 20 percent are receiving a mere 5. 2 percent of that income (Macionis & Gerber, 2006).It, however, may expand further.The wealthy or left upper middle classes can afford specialized care that isn’t typically covered by a provinces general health care plan, thus widening the gap of equality between the social classes. Within the boundary of the Canadian border we can see the separation between ethnicity, and wealth which determines class.Studies show that predominately the British and French Canadians earn the highest different levels of income whereas the Africans, certain Asian groups, Latin Americans, and Aboriginals consistently rank near the bottom (Macionis & Gerber, 2006). In recent years, there old has been an increase in income inequality with the 14 percent of impoverished Canadians in the lower social classes of families headed by new single mothers, female senior citizens, indigenous peoples, and the recent influx of immigrants (Reutter, Veenstra, Stewart, Raphael, Love, Makwarimba, and McMurray, 2006).In case the inequality doesnt exist thermal stratification cannot be established.

According to Hier & Walby (2006), Porter presented the argument that â€Å"an ‘entrance status’ is assigned to less preferred immigrant groups (particularly southern and eastern Europeans†¦ that restricts collective gains in education, income, and membership among Canadas elite† (p. 83). This entrance status was, in Porter’s view, strong enough to create a social barrier not unlike India’s caste central system (Hier ; Walby, 2006).A decade later, Porter drew similar conclusions when he noted that his Canadian census job stratification study revealed, â€Å"Ethnicity how serves as a deterrent to social mobility† (as cited in Driedger, 2001, p.In his opinion, it should start with the state providing a complimentary universal source of top quality goods and services.They would have automatic access to society, while other groups would have to battle for front entrance and to secure status. Therefore, while a few managed to break throug h, most ethnic groups were consistently refused entrance. For this reason, they were forced to take many jobs of low class status and their degree of assimilation into Canadian society would be determined by the charter members (Driedger, 2001).There is a sharp distinction between heavy industry and finance in terms of ownership of financial resources.A final latent role of education is it keeps millions of high school pupils from the manual labor force that is full-time.

In the years following World War II, the French Canadians of Quebec have sought greater independence (Driedger, 2001). Their discontent resulted in the establishment of the Royal Commission on Bilingualism and Biculturalism in 1963, which emphasized the notion of an â€Å"equal partnership† (Driedger, 2001, p. 21). Even though charter dualism is not articulated in the Canadian constitution, the Quebec provincials believed that their one-third French-speaking status along with the growing number of languages spoken by non-charter members warranted a reclassification to at the very least bilingualism and at the most, an acknowledgement of multiculturalism that would remove existing cultural barriers and provide greater social access.Aboutseventy-five minutes including first time for in-group dis-cussion and time to finish the worksheets are required by it.Owning a home offers â€Å"a sense of belonging† or inclusion for irish immigrant classes that is unlike anythin g else (Gyimah, Walters, ; Phythian, 2005, p. 338).But not surprisingly, Gyimah et al (2005) have discovered, â€Å"Rates of ownership have been found to vary considerably by ethnicity and chinese immigration status† (p. 338).Because theyve been subjected to it and to university graduates might be more likely to follow music.

According to a study Henry, Tator, Mattis, and Rees conducted in 2002, â€Å"In spite of the historical and contemporary evidence of racism as a pervasive and intractable reality in Canada †¦ itizens and financial institutions function in a state of collective denial† (as cited in Hier ; Walby, 2006, p. 83). Throughout the history of Canada, â€Å"institutionalized racism† has been a part of the cultural landscape dating back to the indentured servants and slave labor of the African and Caribbean peoples that first arrived in the seventeenth century, and continued to be oppressed for the next 200 years in the Ontario, New Brunswick, Nova Scotia, and Quebec provinces (Hier ; Walby, 2006).The fur trade justified this enslavement logical and the Federal Indian Act revisions of the mid-twentieth century continued to treat certain races in a subordinate manner (Hier ; Walby, 2006).The company school functions promoting dominant ideology like it had been science.Th erefore, not surprisingly, these students were more likely to drop out of school and be denied any hope of receiving a well-paying job.Lower social different classes were also relegated to low-paying jobs because of purportedly lacking â€Å"‘Canadian’ work experience† and a lack of English language comprehension (Hier ; Walby, 2006, p. 83). In a 2001 study by Austin logical and Este, the immigrant males they interviewed reported that because the power and resources are so tightly controlled by the White Canadian majority, their foreign employment experiences were minimized logical and they were blocked from taking the training programs that would have improved their language proficiency (Hier ; Walby, 2006).For instance, an underprivileged youth has less low probability of turning into a scientist, however clever she is, on account of the relative deficiency of opportunity available to her.

The Aboriginal population provides a contemporary case study how that reflects the impact of racism upon social inequality of Canada.The 2001 Canadian census lists a total of 976,310 Aboriginal peoples throughout the territories and provinces (Adelson, 2005). Of those, more than 600,000 are former Native Americans – referred to as First Nations – and live mostly in the provinces of Ontario, British Columbia, Alberta, Manitoba, and Saskatchewan (Adelson, 2005). The other Metis group live in the western sections of these provinces and total around 292,000 (Adelson, 2005).Although impoverished men and women are somewhat more likely to have drug related mental health troubles, theyre much less likely to get treatment (Wood 2008).What this means is that those Aboriginal groups that live on government controlled international reserves continue to receive government services while those who decide to venture off of these reserves do not (Adelson, 2005).Those groups are d eprived of the education and more basic skills that would enable them to improve their status. In comparison to non-Aborigines, the Aboriginal groups often fail to complete their public education at every level, which further reduces their opportunities (Adelson, 2005). In a 2002 study of off-reserve Aboriginals, less than half percent of these children complete the twelfth grade (Adelson, 2005).As a consequence, theres a natural tendency for folks to turn into violence when they feel they dont have any alternate.

This â€Å"circle of disadvantage† results in the Aboriginals being mired in poverty and forced to take low- paying migrant jobs that are often seasonal and provide nothing in the way of employment security (Adelson, 2005, p. 5). Solely on the basis of their ethnicity, these peoples are relegated to the social periphery and are deprived of anything remotely resembling power, prestige, or wealth. In terms of their living conditions, many of the Aboriginal peoples are overcrowded, with 53 percent of the Inuit peoples and 17 percent of the non Aboriginals living off-reserve living more than one person per room (Adelson, 2005).In the circumstances it might naive to think about.Despite their high adult mortality, the aboriginal population also has a high birth rate (Adelson, 2005). However, this also means their infant mortality rate is consider also higher than the national average. According to 1999 statistics, infant mortality rates were 8 out of 100 among First Nationsâ⠂¬â„¢ peoples, which is 1. 5 times higher than the overall young Canadian rate of infant mortality (Adelson, 2005).Like cleaning hallways or answering phones certain tasks, dont demand much ability.

Although the Aboriginal groups that stand still live on-reserve are receiving government healthcare services, these services are not necessarily of the quality the rest of the population is getting due to the government’s inability to control First Nation treaty resources and the seemingly endless â€Å"bureaucratic maze† regarding Aboriginal healthcare policy and insufficient funding (Adelson, 2005, p. 45). Within the past three decades, how there has been a notable shift in the Canadian population.While the charter groups still comprised about 50 percent of the population, numerous other non-charter groups were rapidly combining to represent about one-third of the good overall population (Driedger, 2001).Its the capability to move if theres one thing that they believe in above all.The British population decrease has in no way adversely impacted their prestigious position or political influence. English is still the dominant language and European ancestry determi nes esteemed class status. Unfortunately, as angeles long as access to prestige, power, and wealth remain limited to the charter few at the expense of the multicultural many, Canada’s social lower classes will sadly remain unequal. References Adelson, N.Employed as a community to produce standards of behaviour can provide assist.

(2001). Changing visions in ethnic relations. Canadian Journal of Sociology, 26(3), 421-451. Gyimah, S.(2005). Ethnicity, immigration and housing wealth in Toronto. Canadian Journal of Urban Research, 14(2), 338-363. Hier, S.Canadian Ethnic Studies Journal, 26(1), 83-104.Macionis, J. J. , ; Gerber, L.Retrieved late May 21, 2008, from http://wps. pearsoned. ca/ca_ph_macionis_sociology_6/73/18923/4844438. cw/index.