Sunday, August 18, 2019
The Great Gatsby A Criticism Of The Twenties (grade 11 Essay)
The Roaring Twenties is considered to be a time of excessive celebration and immense corruption. The novel, The Great Gatsby, by F. Scott Fitzgerald is a criticism of American society and its values during this era of history. This criticism is first apparent in the people who go to Gatsby's parties. They get absurdly drunk, do not know who their host is and are rude by excessively gossiping about him. This commentary is also shown in the corruption of the police. Gatsby is able to pay off the police so that the activities going on at his home will go unnoticed and so that he may behave as he wishes. This criticism is finally shown in the corruption of friendship and love, the simple fact being that there is none. People use Gatsby and then throw him away. Fitzgerald's criticism of American society and its values during this time period is first shown in the behaviour of people at Gatsby's parties.      The people who go to Gatsby's house on Saturday night only go to have a good time. The guests get drunk, get into fights, and act like complete idiots. This behaviour is apparent when Nick goes to one of Gatsby's parties for the first time. Nick says,           The large room was full of people. One of the girls in yellow was               playing the piano, and beside her stood a tall, red-haired young lady...           engaged in song. She had drunk a quantity of champagne...she was           not only singing she was weeping too...Most of the remaining           women were having fights with men said to be their husbands...           One of the men was talking with curious intensity to a young           actress, and his wife...resorted to flank attacks...(52) The people at the party are so drunk that they are barely aware of what they are doing. As they become more drunk, they become more absurd. The woman singing a happy song bursts into tears for no reason. Men become more friendly to women other than their wives, and wives become more violent in de... ...sby believed loved him as he had loved her for so many years, did not only not attend his funeral, but did not even send a flower or message. All the people Gatsby knows uses him for their own means and then discard him. There is no such thing as friendship or love.      The Roaring Twenties is considered a time of mass corruption and excessive absurdity. F. Scott Fitzgerald uses his novel, The Great Gatsby, to criticize the American society and its values in this era. This criticism is best shown in the behaviour of the people who go to Gatsby's parties; they are careless, rude and only looking out for themselves. It is also shown in the corruption of the police, who are easily paid to look the other way. It is finally apparent in the corruption of friendship and love, the truth being that there is none. This society and its values are self-centered and materialistic, caring very little for consequences and others. Fitzgerald's message is delivered magnificently and causes one to be appalled by the behaviour of the people during this time in history. Bibliography Fitzgerald, F. Scott. The Great Gatsby. England: Penguin Books, 1950. The Great Gatsby A Criticism Of The Twenties (grade 11 Essay) The Roaring Twenties is considered to be a time of excessive celebration and immense corruption. The novel, The Great Gatsby, by F. Scott Fitzgerald is a criticism of American society and its values during this era of history. This criticism is first apparent in the people who go to Gatsby's parties. They get absurdly drunk, do not know who their host is and are rude by excessively gossiping about him. This commentary is also shown in the corruption of the police. Gatsby is able to pay off the police so that the activities going on at his home will go unnoticed and so that he may behave as he wishes. This criticism is finally shown in the corruption of friendship and love, the simple fact being that there is none. People use Gatsby and then throw him away. Fitzgerald's criticism of American society and its values during this time period is first shown in the behaviour of people at Gatsby's parties.      The people who go to Gatsby's house on Saturday night only go to have a good time. The guests get drunk, get into fights, and act like complete idiots. This behaviour is apparent when Nick goes to one of Gatsby's parties for the first time. Nick says,           The large room was full of people. One of the girls in yellow was               playing the piano, and beside her stood a tall, red-haired young lady...           engaged in song. She had drunk a quantity of champagne...she was           not only singing she was weeping too...Most of the remaining           women were having fights with men said to be their husbands...           One of the men was talking with curious intensity to a young           actress, and his wife...resorted to flank attacks...(52) The people at the party are so drunk that they are barely aware of what they are doing. As they become more drunk, they become more absurd. The woman singing a happy song bursts into tears for no reason. Men become more friendly to women other than their wives, and wives become more violent in de... ...sby believed loved him as he had loved her for so many years, did not only not attend his funeral, but did not even send a flower or message. All the people Gatsby knows uses him for their own means and then discard him. There is no such thing as friendship or love.      The Roaring Twenties is considered a time of mass corruption and excessive absurdity. F. Scott Fitzgerald uses his novel, The Great Gatsby, to criticize the American society and its values in this era. This criticism is best shown in the behaviour of the people who go to Gatsby's parties; they are careless, rude and only looking out for themselves. It is also shown in the corruption of the police, who are easily paid to look the other way. It is finally apparent in the corruption of friendship and love, the truth being that there is none. This society and its values are self-centered and materialistic, caring very little for consequences and others. Fitzgerald's message is delivered magnificently and causes one to be appalled by the behaviour of the people during this time in history. Bibliography Fitzgerald, F. Scott. The Great Gatsby. England: Penguin Books, 1950.
Saturday, August 17, 2019
Music and Brain Development Essay
There are three major perspectives on the positive impact of music education to the core curricula in school. The study on how music shares value to brain development has opened new views for all educators. According to the study of Neurological Research in February 1997, music develops abstract reasoning skills needed for the learning process of children in math and science. It was proven that training in music is more efficient than computer learning for teaching math and science skills (Peretz and Zatorre, 2005).  It was reported that music training could be more effective than computer instruction for teaching these skills. The findings were the result of a two year experiment with preschoolers by Rauscher et. Al. Wriht et al in 1997, compared the effects of musical and non-musical training on intellectual development as a follow-up to their studies on music can enhance spatial-reasoning. They concluded that music enhanced brain functions that were required for learning mathematics, science and engineering (Brust, 2003). Several studies have suggested that beginning music training early corresponds to greater growth in certain areas of the brain (Schlang et al, 2003). For example, researchers in Germany identified the planum temporale, a part of the left hemisphere as the region of the brain responsible for the perfect pitch and speech. This term used magnetic resonance imaging (MRI) to look at the planun temporale in non-musicians and professional musicians, some with perfect pitch and some without it. They discovered that the planum temporale in those with perfect pitch was twice as large as the other groups. Also with perfect pitch has started a music lesson before age seven. Rauscher et al. (1997) found that musicians had thicker nerve fibers in the corpus callosum, the part of the brain that carries signals between the two hemispheres, if they started keyboard training before the age of seven. Babo (2001) discussed, researchers, work at the University of Konstanz in Germany which focused that exposure to music helped to rewire neural circuits. They concluded that the brains of pianists were more efficient at making skilled movements than the brains of others. These findings suggested that musical training could enhance brain function (Trainor and Schmidt, 2003). Schlaug et al. (1995) used MRI to discover that musicians who started studying music before the age of 7 had regions in their brains (the corpus callosum and the right motor cortex) that were larger than corresponding regions in both non-musicians and musicians whose training began at a later age. However, in response to questions about his study, Schlaug et al preferred not to recommend when music should be taught, since some very skilled musicians began performing in their twenties or thirties. Schlaug et al. also reported that most musicians who have perfect pitch started music lessons before the age of seven. However, according to Diamond and Hopson (1998), â€Å"early music training is associated with more growth in this one particular brain region†¦. if training starts later or is absent altogether, perfect pitch rarely shows up†(p. 4). Zatorre (2003) reported evidence that infants are born with nervous systems devoted exclusively to music. Studies are showing that early and ongoing musical training can help organize and develop children’s brains. In a study to determine the effect of systematic prenatal musical stimulation by observing musical behaviors exhibited between birth and 6, Fujioka et al (2006) found that infants who received systematic prenatal musical stimulation exhibited â€Å"remarkable attention behaviors. Those infants could imitate accurately sounds made by adults (including non-family members), and appear to structure vocalization much earlier than infants who did not have prenatal musical training†(p. 21). Only quite the researches focused on the prenatal musical training of the fetus. Personal Reflection I believe that musicians have more active contribution to brain development because they are required to perform in more complex sequences of finger movements. Musicians are regularly adapting to decisions on tempo, tone, style, rhythm, phrasing and feeling-training the brain to become incredibly good at organizing and performing a lot of activities all at the same time. Musicians in my point of view, exercise orchestration that have better payoff for lifelong attention skills, intelligence and skills in self-knowledge and self-expression. In my own opinion, there is a significant relationship between music and brain development. There is an interrelationship between music and education because of the eight basic intelligences:  linguistic; logical-mathematical; spatial; bodily-kinesthetic; musical; interpersonal; intrapersonal; and naturalist. Although, these intelligences are different from musical intelligences:emotional, spiritual and cultural than the other kinds of intelligences. Most importantly, he assumed that music could help some organize the way they think and work by helping them develop in other areas, such as math, language, and spatial reasoning. Gardner criticized school districts that sacrificed music in children’s education, calling them â€Å"arrogant and ignorant about the value of music education†(p. 142). Essay 2-The Mozart Effect Rauscher et al. (1993) used the term Mozart effect to describe the results of their study on the relationship between music and spatial task performance. It is based on the ear’s role in the development of movement, balance, language and pre-verbal communication as well as the integration of neurological responses stimulated by music The Mozart effect also refers to the way music is used to enhance the quality of life. For example, music helps children in obtaining good health, education, and creativity (Cjabris, 1999). Rauscher et al. (1997) gave a group of college students three 10-minute-long sets of standard IQ spatial reasoning tasks: listening to a Mozart sonata for two pianos, listening to a relaxation tape, and sitting through silence. The results showed that the individuals who listened to Mozart had a distinct advantage in spatial task performance. Steele et al (1999) noted that students performed better â€Å"on the abstract/spatial reasoning tests after listening to Mozart than after listening to either the relaxation tape or to nothing†(p. 2). Although conditions differed significantly between music, silence, and relaxation, Shaw and his colleagues were careful to qualify the study results. Although spatial reasoning test scores rose as a result of listening to Mozart’s piano sonata in D major (K488), the effects were temporary. Jenkins (2001) noted that â€Å"the enhancing effect of the music condition is temporary, and does not extend beyond the 10-15 minute period during which subjects were engaged in each spatial task†(Rauscher et al., 1993, p. 2). The authors posed several questions for further research: â€Å"Could varying the amount of listening time optimize the Mozart effect? Could listening to Mozart also enhance other intelligence measures such as short-term memory, verbal reasoning, and quantitative reasoning? Would other kinds of music have an effect on IQ performance†(p. 2)? Though the answers to these questions were unclear, the authors concluded that music lacking in complexity failed to enhance performance. They also concluded that the complexity of Mozart’s music was responsible for its enhancing effect. Rauscher et al. replicated and extended these findings in 1995. They used the same tasks used in their first experiment but extended the types of listening examples used. College students were divided into 3 groups: those exposed to silence, the same Mozart music used in the 1993 study, and a piece by Philip Glass. As before, the Mozart group showed a significant increase in spatial IQ scores. Tomatis, a French physician, psychologist, and educator, researched the connection between early childhood development in the 1960s and the music of Mozart (Jenkins, 2001). College students listened to a Mozart sonata, then performed complicated visual tasks involving cutting and folding paper. However, there was no difference in the way these tasks were performed by either the students who listened to the sonata or the control groups who just relaxed before taking the test or listened to other kinds of music. Schellenberg (2006) pointed out that the studies on music instruction insubstantial overall because researchers only tried to repeat and extend their findings. For example, no one knew exactly which kind of musical training produced results and which kinds did not, who benefited most from it, and how long any intellectual gains resulting from music training lasted. In another study, Chabris (1999) reviewed previous studies and compared the effects of the Mozart recordings. Results revealed a statistically insignificant increase in the ability of individuals to complete tasks requiring spatial visualization skills and abstract reasoning. Chabris noted that â€Å"if listening to Mozart improves cognitive performance at all, it’s by improving overall cognitive arousal and concentration. It shouldn’t be viewed as an intellectual miracle drug†(p. 1). Steele (2001) agreed with Chabris, by stating that â€Å"there is a problem with the concept of classical music as Gatorade for the brain†(p. 1). A number of other researchers (Crncec et al, 2006) supported the belief that classical music does not increase basic intelligence. Rauscher, et l (1995) noted that because many researchers only measured the effect on general intelligence instead of on spatial-temporal abilities, they failed when they tried to repeat the original experiment. In 1995, Rauscher et al. replicated this study and again found that spatial-temporal reasoning improved after listening to the Mozart Sonata. Though daily exposure to Mozart’s music produced daily increases in scores, this effect did not apply to all styles of music or to all areas of intelligence. For example, Phillip Glass’ minimalist music did not enhance spatial-temporal reasoning. Further, the students’ scores did not improve when they performed a short-term memory task after listening to Mozart. Rauscher et al. (1999) concluded that â€Å"although the Mozart effect is intriguing and holds great promise for further explorations into the transfer of musical processing to other domains of reasoning, merely listening to music probably does not lead to lasting enhancement of spatial-temporal intelligence. Listening to music is a passive experience for most people, and does not require the involvement that actively creating music does†(p. 2). This observation led researchers to suspect that actively creating music has greater benefits for spatial temporal intelligence than simply listening to it. Combining separate elements of an object into a whole or arranging them in a specific order are spatial-temporal operations. They require successive steps, which are dependent upon previous steps. Spatial-logical operations also require recognition of similarities or differences among objects and are generally one-step processes. For example, a child who is asked to classify objects according to their color or shape would be performing a spatial-logical operation. The Rauscher et al. (1999) model predicted that music training may increase spatial-temporal task scores, but not necessarily spatial-logical tasks. These studies did suggest casual relationships between music and spatial task performance. The authors concluded that music education was helpful for maximum cognitive development by demonstrating that music could improve the intellectual functioning of children. Personal Reflection In my own opinion, the study in Mozart effect is a new proof of music’s education and its importance. Since it is believed to development a child’s IQ, schools must offer music programs to help their students in a very substantial way. Music educators should work towards the inclusion of music education in the curriculum of public education. Also, the public’s perception of music education must be altered so that policymakers in education are forced to provide for conditions where music education may thrive. Many educators and researchers posit that music should be a more central part of the school curriculum in light of studies that demonstrate a relationship between music and intellectual growth. Also, tentative research findings in support of music education have shown that people believe that there is an essential value to learning about music. Diamond (1998) argued that learning to play an instrument could increase a child’s capacity for â€Å"voluntary attention†(p. 7), while Porter (1998) concluded that music can teach â€Å"discipline, care, concentration, and perseverance†(p. 7). Music Learning and Memory for Music When memory for a sequence of visually presented letters is tested, the marked recency effect that characterizes studies of the PAS system is absent. Nonetheless, clear evidence of phonological coding is found in the form of a marked effect of phonological similarity ( Schlkind et al, 2003). auditory input. Further evidence for the interaction between self-generated phonological codes and auditory input is, of course, offered by the irrelevant speech effect. Performance is impaired by unwanted spoken material, with the crucial feature of the material being its phonological rather than its semantic characteristics, again suggesting that the interaction is occurring at a common phonological level ( Dowling, 1994). It should be pointed out at this stage, however, that the nature of the irrelevant sound is crucial. While speech in a foreign language is quite disruptive to performance, white noise is not, even when the intensity of the noise is pulsed so as to resemble the intensity envelope of the speech signal that has been shown to disrupt memory ( Dowling et al, 1995). The fact that memory is more disrupted by vocal than by nonvocal music might seem to suggest that the system is essentially speech based. It is possible, however, that the greater disruption by speech reflects the nature of the primary task, namely remembering digits, a task that is likely to operate principally in terms of the spoken names of the digits. It is entirely conceivable that a different primary task would lead to a different degree of disruption. One possibility then might be to look at studies investigating memory for environmental sounds. Unfortunately, the evidence in this area seems to be relatively sparse. Deutsch (2004) showed that their patient was better at remembering environmental sounds than spoken digits, but, unfortunately, it is possible that the task was done by first identifying the sounds and then remembering them semantically. Personal Reflection . Thinking of music memory as schematic is probably accurate for many of the interactions that both trained and untrained people have with music. However, recently I have become interested in the nature of representation when memory for music is essentially perfect. Whereas it appears that the majority of work in music cognition has examined short-term memory, I would like to examine longterm memory. By this I mean that I am interested in the way well-learned music is represented. People are able to remember a large repertory of music and retain it for many years. What kinds of codes make this retention possible? Clearly, proposing verbal codes in the traditional sense is impractical when trying to understand memory for melody (as opposed to the lyrics in vocal music). Even if we assume that a small minority of musicians can encode tunes in terms of musical structure, motor commands, or musical notation, the successful retention of music by untrained people suggests the existence of other types of durable codes. The explication of those codes has been the goal of my current program of research References  Blood, A., & Zatorre, R. (2001). Intensely pleasurable responses to music correlate with activity in brain regions implicated in reward and emotion. Proceedings of the National Academy of Sciences,98, 11818-11823. Brust, J. (2003). Music and the neurologist: A historical perspective. In I.Peretz, & R. Zatorre (Eds.) The cognitive neuroscience of music (pp. 181-191). New York: Oxford University Press. Chabris, C (1999). Prelude or requiem for the ‘Mozart effect’? Nature, 400, 6747, 826-7. Crncec, R., Wilson, S., & Prior, M. (2006). No evidence for the Mozart effect in children. Music Perception, 23(4), 305- 317. Deutsch, D. (2004). The octave illusion revisited again. Journal of Experimental Psychology: Human Perception and Performance, 30 (2), 355-364. This article can be downloaded from Psych Info and from the author’s web page. Dowling, W. J. (1994). Melodic contour in hearing and remembering melodies. In R. Aiello (Ed.) Musical perceptions, (pp. 173-190 ). New York: Oxford University Press. Dowling, W. J. , Kwak, S., & Andrews, M. ( 1995). The time course of recognition of novel melodies. Perception & Psychophysics, 57(2), 136-49. Fujioka, T., Ross, B., Kakigi, R., Pantev, C., & Trainor, L. (2006). One year of musical training affects development of auditory cortical-evoked fields in young children. Brain, 129, 2593-2608. This article can be downloaded. Jenkins, J.S. (2001). The Mozart effect. Journal of the Royal Society of Medicine, 94,170-172. Patel, A. (2003). Language, music, syntax and the brain. Nature Neuroscience, 6(7), 674-681. This article can be downloaded. discuss it from the neuroscientific perspective. Peretz, I., & Zatorre, R. (2005). Brain organization for music processing. Annual Review of Psychology, 56, 89-114. This article can be downloaded. This is an excellent review. Rauschecker, J. (2003). Functional organization and plasticity of auditory cortex. In Peretz, I., & Zatorre, R. (Eds.) The cognitive neuroscience of music (pp. (357-365). New York: Oxford University Press. Rauscher, F. (1999). Reply to Prelude or requiem for the â€Å"Mozart effect’? Nature, 400, 6747, 827-8. Schellenberg, E. G.(2005). Music and cognitive abilities. Current Directions in Psychological Science, 14 (6), 317-320. This article can be downloaded. Schellenberg, E.G. (2006). Long-term positive association between music lessons and IQ. Journal of Education Psychology, 98 (2), 457-468. This article can be downloaded. Schlaug, G. ( 2003). The brain of musicians. In Peretz, I., & Zatorre, R. (Eds.) The cognitive neuroscience of music (pp. (366-381). New York: Oxford University Press. Schulkind, A., Posner, R., & Rubin, D. (2003). Musical features that facilitate melody identification: How do you know it’s â€Å"your†song when they finally play it? Music Perception, 21, (2), 217-249. Steele, K., Dalla Bella, S., Peretz, I., Dunlop, T., Dawe, L., Humphrey, K., Shannon, R., Kirby, J. Jr., & Olmstead, C. (1999). Prelude or requiem for the ‘Mozart effect’? Nature, 400, 6747,826-7. Trainor, L., & Schmidt, L. (2003). Processing emotions induced by music. In I. Peretz, & R. Zatorre (Eds.) The cognitive neuroscience of music (pp. 310-324). New York: Oxford University Press. Zatorre, R. (2003). Absolute pitch: A model for understanding the influence of genes and development on neural and cognitive function. Nature Neuroscience, 6 (7), pp. 692-695. Â
Friday, August 16, 2019
Isolation: a Comparative Essay Essay
In William Shakespeare’s play Hamlet, the concept of identity is explored through Hamlet’s isolation which is created by the conflict between his duty to his father, and his duties to the monarchy and his peers. Gertrude suffers the same identity questions through her isolation and also that of her sons. The isolation they experience not only is caused by some sort of tragic event, but also provokes many dilemmas in their lives that they both have to work through, but it also results in a lot of trouble, and heartbreak for more than just themselves. For people who are royalty such as Hamlet and Gertrude, it seems as though it would be difficult to be isolated, or to have anything bad happen to them. They are always surrounded by people, who love them, or who want to be them. But maybe that’s just it; maybe Hamlet and Gertrude being royalty started the downfall. There is usually one point in time, one moment that causes the big downfall, one thing that tears away any strength the person had to battle their isolation. The one thing for Hamlet is the death of his father. Being a son, the father is the biggest role model and usually the person the son looks up to and learns from the most. To make things worst, in the beginning of the play Hamlet’s isolation can also be due to the fact that he is unaware of foul murder by Claudius. Hamlet also experiences betrayals from his friends Guildenstern and Rosencrantz. When they betray Hamlet it provokes Hamlet to start to question his relationships not only with them, but also with his other friends and family. All saws of books, all forms, all pressures past†¦ And thy commandment all alone shall live within the book and volume of my brain, Unmixed with baser matter. (I.5.99-104) Hamlet’s mother Gertrude and Uncle Claudius both betray his trust. The actions of his uncle, Claudius, are the cause of Hamlet’s reactions throughout the play which isolates Hamlet from the only family that he has in the play. Finally, when Hamlet tries to get to the root of things and he pretends to go mad, he isolates himself from his friends, family, and especially Ophelia. The root of Hamlet’s isolation is his suffering of false friends and betrayals, and his own secretive nature. These deceitful circumstances of Hamlet’s loneliness and its effect on Hamlet are the major contributing factors leading to his tragic downfall. Similar to Hamlet, his mother, Gertrude also has a tragic event that causes the start of her isolation. This is the death of her husband, the King. Gertrude, as well as Hamlet, is not aware of how her husband passed away, and that someone close to her, and her son is the perpetrator. Although the loss is hard for Hamlet, it is also really difficult for Gertrude. King and Queen, that’s how it goes. Where there is a king, there is always a queen to follow, and vise versa. When the king is gone, it leaves just the queen, Gertrude to be all by herself. With no one to sleep with at night, and no one to love and have him love her back. She is isolated in a major way. And being just the queen is not easy. When something tragic happens to one, it is not easy to cope with. You want to make life go back to just the way it was before, although of course, there will be things in the way, such as dilemmas. Hamlet crosses paths with many of them throughout his journey. The first one being when he learns of the murder of his father. The ghost tells Hamlet to avenge his death, which is the first dilemma, murdering his uncle. He tries and he thinks about it all of the time and tries to come up with ways that Claudius will show his guilt for a way that he will be able to murder Claudius. But that’s just it, he thinks about it all of the time, but does not continue through with his plan. King: O, my offence is rank. It smells to heaven. It hath the primal eldest curse upon’t, A brother’s murder. Pray can I not, Though inclination be as sharp as will. My stronger guilt defeats my strong intent. (III.3.36-40) Hamlet wants to focus himself entirely on this task, and wants no distractions. So, he plays with Ophelia’s head she is a woman that he sees romantically. He tells her he never loved her, causing her to go mad. This is the next step Hamlet has to take to continue his plan. He confides in some friends so they are aware of his well being and acts as if he is mad. He does this to get answers, and maybe even find a small, tiny piece of closure. This is his way of dealing with the death of his father, and the pain that it makes him feel. Hamlet also becomes isolated from many men, including Claudius and Laertes, due to the fact that they all want him dead, and wants many of them dead. Similarly, Gertrude is also hurt by the death of King Hamlet, she loved him, and she loves her son as well. Back then she would have no choice on who she could marry; it would be expected of her. When there is a kingdom, a monarchy, and society that needs to be ruled, there has to be a king in the picture, no queen can handle it by themselves. Gertrude even married him in the same few days as her husband’s funeral. In the eyes of Hamlet, the actions of his mother totally betray him. When he needs someone the most, she is off with a new man. Her marrying Claudius proves to Hamlet that she has no respect and no remorse for the death of his father and even for him. Another major dilemma Hamlet has is the power struggle between him and his mother. Naturally Gertrude feels as though Hamlet is still hers, and shall do what she says. She loves him so much, and wants him to see that everything will be okay, but Hamlet believes he can see through it. Hamlet has little or no intentions of taking orders from anyone, or being convinced otherwise by another person, especially his mother. Gertrude finally calls for Hamlet so that they can have a personal discussion about what has been going on, and Hamlet does not even speak to his mother, as if that is what she is. No more, sweet Hamlet! these words like daggars enter my ears; †¦O speak to me no more; As will not leave their tinct (III.iv.88-91) And there I see such black and grained spots Thou turn’st my very eyes into my soul, O Hamlet, speak no more†¦ (III.iv.94-6) All of this happens because of that one point, one moment when everything changed for many people. After everything that has happened to Hamlet, Gertrude and their peers, you think it would get better, but it does not. The death of the real king causes so many problems in the lives of these people, and in the end, it ultimately leads to their demise. In the last battle of the play Hamlet is prepared to kill his uncle Claudius which is directly related to how Claudius marries his mother, and leaves Hamlet all alone. Gertrude indirectly dies by drinking the poison in a coasting of her son, which is when she shows the ultimate love towards Hamlet. Because she did love him so much, and never wanted King Hamlet to die, and always wanted Hamlet to be with her, and support her. At that point she thought that Hamlet would come back on board with her and she truly believes that love can triumph. Gertrude is ultimately killed by the love she has for her son. The two truly did love each other, and really would do anything for the other person. Throughout the play, the isolation they both suffered tore from their relationship. Hamlet was separating himself from her, and there was nothing Gertrude could do to change it. The relationship that a mother and a son have is tremendous and is so special to so many people. Finally, another result of their isolation puts a wall between them, and never allows them to have that special relationship before they pass. A result of the isolation Hamlet has is that he received the measures of revenge. Not only did these two die because of this, others also did many others, such as Ophelia, Polonius, Rosencrantz, Guildenstern, Claudius†¦ So, who were they? Gertrude was a loving mother, who loved her son so dearly, and Hamlet, a son who was torn from so many different angles. This happens all of the time in every day life, even when parents are divorced, the children do not want to see anyone new with their mom and dad. When they do, there is often conflict and tension between them. Or the whole idea of planning, and waiting until the perfect time and moment to go trough with the plan can be related to revenge in our lives. Such as 9/11, obviously that took a lot of planning and thought as well. The only thing I know for sure about Hamlet is that the ending was very solid. The king dies. Revenge has been succeeded. The death of all of these people and of the kings symbolizes that evil is now over. There will be a new king, and he will start a new and pure beginning.
Thursday, August 15, 2019
Life with Brother Phil
One never realizes how easy life is when you are a child. Of course your â€Å"job†is to go to school and it seems as if life is hard; the responsibility of getting up and going to school, getting good grades, getting along with friends, parents, and siblings. However, as you get older, you realize how safe and protected you were.Summers actually meant free time and for me it meant true fun and games with my brother Phillip. Philip was the type of boy even the adults trusted. When something happened and adults needed to get to the â€Å"bottom†of the story, they turned to Philip knowing he’d tell them the truth despite any consequences.During this particular summer, Philip had invented a game similar to tag but which had us running through each other yards instead. The object of the game was to tag each other and then send them to the â€Å"nuthouse†set up in our yard. Ahhh, the memories of that summer and of the crazy games Philip dreamed up will give me pleasant dreams for life. Now, years later as we have grown up, some of that innocence has become lost. As I search Phillip’s eyes today, I no longer see the little boy of yesteryear with his eyes all aglow.Today Phillip is in Guantanamo Bay, Cuba as a photographer. One would think that this creative little boy could use that imagination and creativity through the lens of the camera, but that is not the case where he lives. His pictures tell the story of the landscape; a landscape awash with dirt, broken coral and a quiet, discontent shoreline. And a story of a big brother who grew up from a bright starry eyed child into an adult who sees the real world as ugly as it truly is behind the eyes of a camera.
Wireless Communications and Networksright
Assignment 1 Wireless Communications and Networksright 6156960 Name : Sikandar ALI. Roll no. : FA14-BCS-095. Section: A. Submitted to : Sir aMMAR YASIR. Date : 2nd March , 2018.1000000 Name : Sikandar ALI. Roll no. : FA14-BCS-095. Section: A. Submitted to : Sir aMMAR YASIR. Date : 2nd March , 2018. Communication is a Latin word which means â€Å"sharing†. It means sharing some data or information from one place to another or with someone. The main source of communication is language. There are some other ways for communicating like:The use of Symbols.Road signs for the movement of vehicles.In military defense, we use secret codes for confidential communication. Types of Communication: There are three types of communication:Verbal Communication.Non-Verbal Communication.Visual Communication.Verbal Communication:The communication which is in formal way to exchange or communicate from one person to another. It has further two types:Written Communication: The communication which is in written form like documents , emails , chats , SMS. This kind of communication is also used in business proposal, issusing legal instructions contracts, memes. To make effective written communication, it depends on vocabulary, styles, clarity and also grammer.Oral Communication: The communication which is face to face of spoken words. It could also be on phone call, audio/video call and also video conference through internet. People give interviews to international companies for job on Skype. It could be formal or informal communication. Formal Communication: The communication in which conferences, lectures takes place.Informal Communication: The communication in which gossips with friends, crack jokes takes place.Non-Verbal communication:The communication which is in formal way to exchange or communicate from one person to another. This communication can be done by body language which includes facial expressions, eye contact, body posture, gestures and others. But the most common of all is facial expressions.Visual Communication:A communication in which an idea or information that can be read or viewed by using visual aids like drawing, signs, typography, graphic design and other electronic devices. The profit and loss of business can be view by graphs or charts through which employees can present the profit and loss of business very easily.Wireless Communication:A communication in which data or information can be send or receive without any cables or wires to another device. The information is transmitted through air by electromagnetic waves like radio frequency, infrared, satellite and much more. Now there are variety of devices and technologies ranging from smartphones to laptops, tablets, printers, bluetooth, Wi-Fi, 3G and 4G etc. Types of Wireless Communication: There are three types of Wireless Communication:Wireless Personal Area Network (WPAN).Wireless Local Area Network (WLAN).Wireless Metropolitan Area Network (WMAN). Wireless Personal Area Network (WPAN):The system which connect two devices at very short range. They must be very close to each other usually in the same room. Bluetooth: It is two way communication between two devices which could be place very close to each other for sharing data or any information. It is very efficient reducing the wires like connect a mouse with computer, headphones, MP3 and cellphones etc. Infrared (IR) Wireless Communication: In this system, data or information is carried over infrared waves between two points. The frequency range is in between the microwave and visible light. These are very small range of distance like TV remote and AC remote. Wireless Local Area Network (WLAN):It is local area network which connects two or more transceivers by using a wireless device. It covered the house or small offices under the WLAN.Wi-Fi: A system that is related to computer networking. In this, we need wired connection of internet with guided router which connects to other devices like mobile, laptops, tablets and LED TV. It's range is generally one home or small offices. If we use in large campus or hospitals then we use range extender to make the range much more and cover the whole area under the network. Wireless Metropolitan Area Network (WMAN):It is the communication network which have to covered the large areas , states or countries to communicate with each other. For this purpose, we use satellite communication or transmission tower to communicate with other very long range places and take care by service provider. Satellite Communication:An artificial satellite that provide us facilities for communication as radio, television, telephones transmission and communicate with other countries by video or audio calling, texting and so on.The heart of a satellite communication system is a satellite based antenna in a stable orbit above the Earth. There are many satellites that relays on the space to communicate with each other as serve as relay station in space. The antenna station on near the Earth are referred to as â€Å"Earth Stations†. A transmission from an Earth station to the satellite is referred as â€Å"Uplink†. A transmission from satellite to an Earth station is referred as â€Å"Downlink†. The component in satellite which takes an uplink and convert into downlink signals is known as â€Å"Transponder†. There are number of ways of categorizing satellite communication:-Coverage Area:It covers the global, regional and national. The larger the area of coverage, the more satellites must be involved in a single networked system.Service Type:Fixed service satellite, broadcast service satellite and mobile service satellite. General Usage:Commercial, Military, Amateur and Experimental.Protocols for Satellite Communication: The protocols for Satellite Communication are these:MPEG : It stands for Motion Picture Expert Group. It is the dominant standard used for TV encoding and transmission.IP : It stands for Internet Protocol. It is the entire family of data communication protocols which is popular for emails and web-browsing. Why use of Satellite Communication? We use satellite communication for television, telephones, navigations, business and finance, weather, safety, development and a lot of more. Let us take some scenario to show why we use satellite communication?Scenario:If we talk about television, you watch TV and there are hundred of channels on TV which are broadcast from many countries and there are some news channels, movies channels, drama channels, sports channels and also animated channels for children. People get to know about the situation of other countries through news if there will be no satellite then there will be no broadcast and no channel will appear on TV. If we talk about Telephones, we can call on airplanes through flight phone communication which is provided by satellites to communicate with rural areas. Also through satellite, we can make our audio and video calls and talk from one country to another. If we talk about navigators, when you like to visit a place with friends and family but you lost the way that which is the right one. So, you use navigator which is in your cellphone and connect it with GPS through satellite to know about your location which is very helpful to get the right path and you can easily reach to your destination without any problem. Advantages of Satellite Communication:It is use for wireless communication.It is use for navigation.It covers the wide area of region or country with one satellite It is also use for audio/video calls and for transmission of data.It is use for connecting small areas, broadcasting TV/radio and also tell us about weather situations.
Wednesday, August 14, 2019
Akhism, Guild system in the ottoman empire
Akhism, Guild system in the ottoman empire GUILD SYSTEM IN THE OTTOMAN EMPIRE: FROM AKHISM TO GEDIK SYSTEM Akhism which is an organization founded by the Turkish people in Anatolia, is an important guild system for the Ottoman State when we take its regulatory role (of the social order) into consideration. In this paper, I will give detailed information about Akhism until its removal, including its origin, its importance, its guild organization, its norms and its roles in the society. Akhism; being an Arabic word which meant â€Å"brotherhood†, was the name given to the unions of artisans (esnaf) and craftsmen (zanaatà §Ãƒâ€žÃ‚ ±) between the 13th and 20th centuries. Akhi organizations were the associations which have been training their own craft members, which have been organizing and controlling the economic constitutions of the society (ÇaÄÅ ¸atay, 1989:1) and as in all pre-capitalist societies, in Ottoman State, production was organized within the guild organization which had four levels as â€Å"er rand boy†(à §Ãƒâ€žÃ‚ ±rak), â€Å"apprentice†(yamak), â€Å"qualified workman†(usta), and â€Å"master†(Belge, 2005:312). Western orientalists say that the origins of the Akhism go back to the Islamic Futuwah tradition. The Arabic word Futuwah means youthful qualities. These youthful qualities are courage, generosity, hospitality and being skilled in all kinds of physical exercises (ÇaÄÅ ¸atay,1989:2-3). Although some Western social scientists think that Futuwah and Akhism have the same meaning and the same role, Ã…Å ¾anal and which is existing within the society, not being separated from it. Akhi organization which is based on the rules put by Islam scholars tries to provide ethical and well-behaved lifestyle to the artisans; and to ameliorate their craft level to a certain degree to protect standardization. Akhism is seen as the consequence of the service lacks of the state such as supplying security to the individuals, to their proper ties and to their honor; altering communication and education system, and providing equality of rights where there is not a strong juridical system. It is said that in Anatolia, Turkish people shaped and developed Futuwah organization and formed Akhism which is more different than Futuwah and which is proper to Turkish people. Although Futuwah tradition was more authoritarian about religion; and was commanding to the artisans to obey to the Islamic authority; Akhis had a big deal at the issues of economy and politics besides the morality. While Futuwah tradition gave more importance to the individual virtues and military characteristics; Akhism was an organization which helped Ottoman State to put military and administrative institutions in order and which constituted artisan and craftsmen corporations (CaÄÅ ¸atay, 1989: 1). The contribution of the guild system in the Ottoman State’s foundation period may not be despised (Belge, 2005:312). In Anatolia, the foundation of the Akhi organizations was the result of political and socio-economical necessities. At the 13th century, Turks who arrived in Anatolia from Turkestan for escaping from Mongolian invasion formed craft and commercial organizations among themselves to protect their solidarity and to survive amongst the native Byzantine craftsmen. They thought that they could exist only if they sell high quality and standard goods, in a sense by improving their own craft and commercial organizations. The organizations adopted the futuwwatnamas’ religious and moral rules as their laws and this led to the foundation of Akhism with the leadership of Akhi Evran and Abul-Hakaik Mahmud. Later, Akhi organizations were divided into 32 main branches of trade or art and fixed 740 Principles in their futuwwatnamas to form the moral and religious life. Every Akhi had to know 124 necessary Principles (Cagatay, 1989:48-51).
Tuesday, August 13, 2019
Quantitative Analysis Technique Research Paper Example | Topics and Well Written Essays - 1250 words
Quantitative Analysis Technique - Research Paper Example Therefore, usually all employees are concerned with HR policy as it includes leave policy, travel policy, policy regarding employee benefit and most importantly performance appraisal policy; to which every employees’ increments are linked. It is a common observation that employees quit their jobs because they are not satisfied with their performance management system and they believe that the criterion mentioned in the policy against which the appraisal was to be done has not been followed. One of the major causes of employee de-motivation is inconsistencies between policies and their implementation. Many censures have been done worldwide just to study the effectiveness of performance management system. A survey was done by a well renowned consulting firm, Development Dimensions Incorporated, in which it was found that most of the employees communicated overwhelming dissatisfaction with their performance management system (Coens & Jenkins, 2002). When an organization intends to change or improve its’ performance management system it has to take care of two things; firstly the standards against which the performance is measured, and secondly the feedback of appraisal. In order to make feedback more effective, 360 degree feedback method should be used (Denisi & Kluger, 2000). Moreover, standards or key performance indicator should be set in such a way that employee attention is on getting the task done effectively and efficiently, which will result in better employee performance thus having a positive impact on overall organization productivity. Furthermore, employee should be involved in setting their goals while designing the appraisal processes because it will increase its effectiveness (McConkie, 1979). It also gives the employees a sense of involvement. The only way to resolve inconsistencies between policies and its implementation is redefining the policies in such a way that it can practically be
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