The Metamorphosis Life as a Bugman Essay Example For Students

The Metamorphosis: Life as a Bugman Essay In Franz Kafkas fanciful novel The Metamorphosis, Gregor Samsa wakes up one morning to find that he as been transformed into a beetle. As the story progresses, we can see that Gregors life as a beetle is not all that different from Gregors life while in human form. Because of this we have to ask ourselves Does Gregor Samsa qualify as a human being? I believe that Gregor does not qualify as a human being and had stopped being truly human long before his metamorphosis. Writers and philosophers throughout history have pondered on what it means to be human. One of the most famous, Rn Descartes, declared Cogito, ergo sum I think therefore I am. But does Gregor meet this criterion; does he think? From the very beginning of the story Gregor emits a certain perpetual calm, his emotions never straying from a composed tranquility. Instead of being astonished or troubled by his transformation, Gregor wants to sleep again for a while and forget all this stupidity (Kafka p.201), as though suddenly turning into a bug doesnt disturb him at all. He only begins to worry when he realizes he is late for work. Gregor truly hates his job, even admitting that it is degrading (Kafka p.202), yet he stays in his miserable position in order to support his whole family and to get them out of debt. We will write a custom essay on The Metamorphosis: Life as a Bugman specifically for you for only $16.38 $13.9/page Order now Each month Gregor willingly hands over his paycheque to the waiting hands of his family, the action accompanied by no remarkable effusiveness, (Kafka p.219) as though the family expects and even demands Gregors selflessness. The Samsas eat leisurely breakfasts and take naps in the afternoon while their son is out working an extremely stressful job to support them, instead of a family of his own. In fact Gregor has no social life, staying alone in his room every evening. His only companion is a framed picture of a beautiful woman, and he values it so much that it is the first thing that he wants to salvage when his sister attempts to remove the furniture from his room. Thus we can see that Gregor is alienated in every aspect of his life, even in his own house where he always locks the doors of his bedroom, as if in a hotel (Kafka p. 203). To most human beings this situation would be close to intolerable, yet Gregor seems to have relatively little to say about it. Throughout the story Gregor expresses no strong emotion about his family, his work, or his life in general. In fact, he engages in almost no personal introspection, a quality that we associate with being human. So we can say that Gregors metamorphosis seems just like a logical metaphorical progression in Gregors life. The people around him already treated him like a bug, and Gregor was unfalteringly faithful, like a worker drone. After his transformation, Gregors family continues to treat him horribly, locking him alone in his room. Under the pretext of helping him, Gregors sister Grete, brings him rotten food to eat and removes the furniture from his room, further dehumanizing him. And by the end of the story Gregor lives in perpetual dust and grime, for no one in the Samsa family has the time or the patience to clean the room of the person they once called brother and son. Yet Gregor, though only a bug, is faithful and loving towards his family till the end, relishing every contact with them, such as when his sister plays the violin. But, over the months, the Samsa family grows more and more disgusted with Gregors presence till once evening Grete breaks down, crying We must find a way to get rid of it it must go! (Kafka p.238/239) Gregor, finally realizing that no one has ever or will ever treat him with any respect, love, or kindness, painfully crawls back into his room and dies completely alone. .u8f04ccb3469baa472329eb243e70d95a , .u8f04ccb3469baa472329eb243e70d95a .postImageUrl , .u8f04ccb3469baa472329eb243e70d95a .centered-text-area { min-height: 80px; position: relative; } .u8f04ccb3469baa472329eb243e70d95a , .u8f04ccb3469baa472329eb243e70d95a:hover , .u8f04ccb3469baa472329eb243e70d95a:visited , .u8f04ccb3469baa472329eb243e70d95a:active { border:0!important; } .u8f04ccb3469baa472329eb243e70d95a .clearfix:after { content: ""; display: table; clear: both; } .u8f04ccb3469baa472329eb243e70d95a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8f04ccb3469baa472329eb243e70d95a:active , .u8f04ccb3469baa472329eb243e70d95a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8f04ccb3469baa472329eb243e70d95a .centered-text-area { width: 100%; position: relative ; } .u8f04ccb3469baa472329eb243e70d95a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8f04ccb3469baa472329eb243e70d95a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8f04ccb3469baa472329eb243e70d95a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8f04ccb3469baa472329eb243e70d95a:hover .ctaButton { background-color: #34495E!important; } .u8f04ccb3469baa472329eb243e70d95a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8f04ccb3469baa472329eb243e70d95a .u8f04ccb3469baa472329eb243e70d95a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8f04ccb3469baa472329eb243e70d95a:after { content: ""; display: block; clear: both; } READ: Western Era Essay When he hears of Gregors death, Gregors father, who has long since stopped treating Gregor like a human being, let alone his son, proclaims We can thank god for that! (Kafka p.241) And the Samsa family, now rid of the horrible stain that was Gregor, gaily goes .

Philiosophies in Early Childhood Teaching Essay Example

Philiosophies in Early Childhood Teaching Essay Example Philiosophies in Early Childhood Teaching Essay Philiosophies in Early Childhood Teaching Essay Formal Writing Assignment: Introduction to Early Childhood Education Instructor: Ecole Morris- University of Montana-Western Goal: to develop a personal teaching philosophy of early childhood education based on research and analysis. Purpose: If someone asked you to explain your philosophy of teaching young children, what would you say? How would you begin to formulate a statement that captures the essence of your belief about teaching and learning? Teacher candidates are increasingly being asked to articulate their philosophy of teaching. This request is often in conjunction with the submission of a teaching portfolio for seeking teaching positions or dossier for promotion and tenure. A teaching philosophy is a statement of reflection about what you will do as a teacher. Your beliefs influence your action. It has been recognized by many teachers that the process of identifying a personal teaching philosophy and continuously examining, testifying, and verifying this philosophy can lead to change of teaching behaviors and ultimately enhance professional and personal growth. Assignment: For this assignment articulate your teaching philosophy in two phases. (100 points) 1. Introduction: at the beginning of the semester, you are required to write a 4-5 page paper. In it, consider the following points: * Why do you want to become an early childhood education teacher? * What type of teaching position do you hope to obtain, and why? * What are your strongest characteristics or talents as a potential early childhood educator? * What are the factors that influence your decision to pursue this career? 2. Areas to emphasize: Use the following questions to help you think about your beliefs regarding teaching young children. It is not necessary to respond to each of these questions in your written philosophy. You may also decide to comment on additional issues as well. Take some time to think about each one in some depth. * How do you view young children? What is the child’s role in his/her education? What do you belief about how young children learn? * What role does family play in your teaching? How will you include them in your classroom? What are your views on inclusion, how will you include all children in your classroom? * How do you view the role of the teacher? How will your views influence your teaching? * What kind of environment do you hope to create in your future classroom? How does this relate to your basic beliefs about young children and learning? * What do you hope young children will become? What do you want them to achieve, accomplish, learn, feel, etc.? * What kind of feedback will you offer your students as they work? What kind of assessment will you use to be sure that students have met objectives? * Looking back at the history of early childhood education, who or what approaches have the greatest impression on you, and why? General Paper Format Suggestions: * Use present tense, in most cases. Write the paper in first-person (which is the most common and easiest for your audience to read). * Write in language and concepts that can be broadly appreciated. A general rule is that the statement should be written with the audience in mind. It may help to consider a school administrator (e. . , school principal) as your audience. * Write a paper that will let your audience know where you stand in regard to important educational theories and practices. By including specific examples of teaching theories and approaches, you are able to let your reader take a mental â€Å"peek† of your classroom. * Make the paper memorable and unique. Think of this teaching philosophy as part of a job application w here your readers are seeing many of these statements. What is going to set you apart from others? What about you are they going to remember? Create a vivid portrait of yourself as someone who is intentional about teaching and committed to his/her career. * A working draft will be developed and reviewed by a peer during the class. This working draft will be submitted with the final draft. * The personal philosophy paper must be typed, double-spaced, following APA (6th ed. ) guidelines. It must be a minimum of 4 pages not including references or appendices. A minimum of 3 references must be used. No more than 1 of these can be electronic (internet) references. A textbook bibliography can be a goldmine of references to follow up on as well.

An Analysis Of Shaffer’s Equus

An Analysis Of Shaffers Equus The play is in two acts, the first consisting of twenty-one; the second of thirty-five scenes. It is not realistic in that it includes flashbacks performed onstage (like a movie). However, it is an explanatory one with Shaffer’s notes while read. It is a play consisting of individuals rather than types. Each character has his/her individuality along with his/her own perspective of life. We learn about the characters from what other characters tell about them; from what they tell about themselves; as well as from Shaffer’s explanation about them within parentheses. Although it is an open ended play it goes far from the lineer plot structure with its amazing climax. The forward and backward action of the play makes it a different one. Moreover while the play has speech when the time is present, it contains action when it is backward. It is a symbolic play and can be called â€Å"a journey into the mind† of Alan Strang, a seventeen year old boy. It analyzes Alanâ⠂¬â„¢s religious obsession with horses which is based on his complicated feelings due to his religious background and his increasing sexual side as a teenager. This confusion of religion, in fact, is a consequence of some signals from his religious, middle-class mother and his atheist, working-class father. Alan’s perception of religion and sexuality is conflicted and his way of praying becomes a fear of a horse spirit named Equus. He ends up with blinding six horses in the stable because of the fact that they have watched him with a girl. Rosefeldt states that Equus is â€Å"†¦inspired by a real-life event of which the author had very little details. Someone told Shaffer about a boy who blinded horses† (Rosefeldt 89). Equus, the horse gradually becomes a source of freedom and worship for Alan. As he worships Equus passionately, Alan goes away from being ‘normal.’ There are two main characters in the play, Martin Dysart and Alan Strang, the protagonis t. While the play is Alan’s story, it soon becomes Dysart’s story, too. Dysart is a psychiatrist and is asked to treat Alan Strang. Dysart admits to treat Alan as a patient, believing his lawyer friend Hesther Salomon that the boy has something special. In Act I, the audiences learn that Alan comes from a Christian mother – Dora Strang – and an atheist father – Frank Strang who have argument in agreeing how to raise Alan. Alan’s mother tries to impose religion on Alan and does not avoid talking about sex as well. As he grows up and becomes a teenager, his mother’s words become confusing for him. Alan’s obssesion with the horses is actually a typical result of his mother’s words: Dora. †¦ I used to tell him a funny thing about falling off horses. Did you know that when Christian cavalry first appeared in the New World, the pagans thought horse and rider was one person? Dysart. Really? Alan. (sitting up, amazed) One p erson? Dora. Actually, they thought it must be a god.

Introduction to the World Politics Essay Example | Topics and Well Written Essays - 1000 words

Introduction to the World Politics - Essay Example As highlighted before, owing to the nature of distinctively existing international entities (nations), there is bound to arise ethical debates that arise from each entity wanting to further their own agenda. Such ethical debates have existed from time memorial, and there is one normative position that is taken on key ethical debates, democracy is the fairest and just system of governance and relations. This is because involved parties can arrive to an acceptable compromise. Democracy employs the CAPI (coalesced authority, power and influence) model which assists all parties highlight the actual underlying areas of conflict so as to adequately align authority, power and influence to realize optimal production, output, trade and economic growth. Democracy also employs RDSM (Revised Decision-Square model) (Connolly, 2013). RDSM can be employed to enhance process efficiency through categorizing the numerous important decisions and help in monitoring conflict areas and triggers. Nations c an realize a creative and goal oriented decision making process by engraining conflict management into team leadership. Furthermore, nations can categorize conflict into two main groups; functional conflict and dysfunctional conflict. The type of conflict determines how the involved parties will respond to or manage the conflict.The balance of trade is the difference obtained from the monetary value of exports and imports. This is an important economic indicator as to how the country can sustain itself.

International Marketing Essay Example | Topics and Well Written Essays - 2000 words - 4

International Marketing - Essay Example The Italian retail trade experienced a growth rate of 1.2 percent in 2003, led largely by recent developments in distribution which sprang from changes to long-standing import barriers in the country (alibaba.com, 2008). Easing of legislative restrictions have made the Italian marketplace more favourable for retailers of all varieties in relation to ease of setting up new business ventures in this country. Lower costs plus the development of a new distribution infrastructure in this country make it appealing to international companies looking for new market opportunities. M&S products are considered fast-moving products and, in Italy, these types of goods are purchased by a younger market audience (Eghbal, 2007). Marks & Spencer has often been criticised for not appealing to younger demographics, instead relying on far-too-traditional marketing which has driven the business’ operating model for over 80 years. M&S must be aware that younger demographic purchases will make up the majority of fashion and houseware purchases in this marketplace. The Italian economy is currently experiencing the worst recession in the last sixty years, with household consumption rates falling by 1.1 percent in early 2009 (OADBS, 2009). However, despite this recessionary environment, consumer disposable income levels grew by 4.3 percent since 2008, indicating that there is strength in consumer incomes and availability of resources needed to purchase M&S products (OADBS). In comparison to other European countries, declines in spending in Italy are not as substantial while other countries experience more difficulty in a recessionary environment. â€Å"There is an imbalance between the north and the south of the country† in terms of retail infrastructure, with more competitors and the existence of distribution infrastructures in the north region of Italy (alibaba.com, p.1). Because of this infrastructure, the northern regions of Italy

Identity and Belonging Essay Example for Free

Identity and Belonging Essay Feedback is considered by many education experts to be one of the most important elements of assessment for student learning as well as being a crucial influence on student learning (Brown, Harris Harnett, 2012). Feedback, when applied effectively, can result in an increase in learner satisfaction and persistence as well as contributing to students taking on and applying more productive learning strategies. Feedback is a powerful strategy for teachers of all subjects and grade levels to use and has been endorsed worldwide. Feedback can be defined as the information provided by an agent, for example; a teacher or parent, regarding aspects of ones performance or understanding (Brown, Harris Harnett, 2012). However, when feedback is provided to students inappropriately it can lead to negative effects. This is why, as teachers, we need to have a full understanding of what constitutes effective quality feedback as well as developing an understanding of how to apply feedback in an appropriate manner for our students as differentiated learners (Clark, 2012). Feedback is consistent with the Assessment for learning strategy which focuses assessment on in-course improvement-orientated interactions between instructors and learners rather than end-of-course testing and examinations (Brown, Harris Harnett, 2012). Assessment for learning acknowledges that individual students learn in idiosyncratic ways and is designed to give information to teachers on how to modify and differentiate teaching and learning activities as well as giving teachers an idea of how best to provide effective feedback to their students (Brown, Harris Harnett, 2012). There are a few guidelines in which teachers can follow to help improve the quality of their feedback to their students to increase learner satisfaction and persistence as well as catering for differentiated learning, these guidelines include timing, amount, mode, audience (James-Ward, Fisher, Frey Lapp, 2013) and also allowing students to provide one another with feedback (Brown, Harris Harnett, 2012). The timing in which teachers provide their students with feedback is important as feedback needs to come while students are still mindful of the topic, assignment or performance in question (James-Ward, Fisher, Frey Lapp, 2013). Feedback needs to be provided while students are still thinking of their learning goal as a learning goal, meaning; something they are still striving for and not something they have already done (Brown, Harris Harnett, 2012). It is extremely important to provide students with effective feedback whilst they are still working on reaching their learning target, as mentioned earlier this will influence student learning. It is extremely important for teachers to know the audience in which they are providing feedback to in order for the feedback to be most effective for student learning (James-Ward, Fisher, Frey Lapp, 2013). This is based on the fact that no student is the same and feedback needs to accommodate for differentiated learners (Clark, 2012). Once a teacher understands his or her students individual learning they can then apply feedback in a way that is best addressed to the student about the specifics of the individuals work in terms the student can understand. Mode is also extremely important in providing effective feedback as it also supports differentiated learning. Mode stands for the different ways in which feedback can be delivered as it can be given in many modalities (James-Ward, Fisher, Frey Lapp, 2013). Some sorts of assessment lend themselves better to written feedback, some to oral feedback and others are better in demonstrations, and teachers can decide with their knowledge of how best to provide each individual student with feedback based on how they learn and understand best, whether it is written, spoken or demonstrated, in order for the feedback to be most effective in reaching each students learning needs (Clark, 2012). Also recently there has been an increasing agreement that students are a legitimate source of feedback as peer and self-assessment practices encourage students to identify learning objectives and helps them to understand the criteria used to judge their work aiming to reach the goal of increasing self-regulation (Brown, Harris Harnett, 2012). As timeliness can play a real issue in the effectiveness and quality of feedback from teachers, using students as a source of feedback can legitimately reduce this problem (Brown, Harris Harnett, 2012). As there are many different ways in which a teacher can go about providing feedback on set learning tasks to their students whether it is orally, written or demonstrated, the ways in which to construct effective feedback varies depending on the student (James-Ward, Fisher, Frey Lapp, 2013). Ultimately it is the teachers understanding of feedback and the knowing of how each individual student learns best that influences the type and quality of feedback they provide (Brown, Harris Harnett, 2012). Effective feedback will help increase student evaluation of their own learning progress and will help reach the Assessment for learning goal of developing self-regulating learners (Brown, Harris Harnett, 2012).

True Grit Vs Old Man And The S :: essays research papers

Comparative Essay Between The Old Man and the Sea and True Grit The Old Man and the Sea, by Ernest Hemingway, a simply written novel of an old man's singular struggle, while trying to catch a fish, against forces of the sea overpowering him and True Grit, by Charles Portis, a gripping western, placing you in the middle of the action during a girl's quest with two other men to get revenge for her father's murder, are two works united in several ways. Many similarities throughout both works appeared evident. Plot, theme, and characterization categorize those similarities.   Ã‚  Ã‚  Ã‚  Ã‚  First of all, in plot, the works share the same event progression. An early start, a determined drive, a final showdown, and an attempt to continue the achievement. The intentions were to simply accomplish no matter what the circumstance. The Old Man set out early in the morning as indicated here, '…he began to row out of the harbour in the dark.'; In True Grit, Mattie, a girl bent on avenging her father's death, Rooster, a federal marshal, and LaBoeuf, a Texas Ranger, set off when, 'It was still dark outside and bitter cold although mercifully there was little wind.'; The dedication involved in the characters' pursuits becomes more evident later on. 'He is a great fish,'; the old man told himself, 'and I must convince him not to learn his strength…'; As it was also with the Mattie from True Grit. 'I knew both of them (Rooster and LaBoeuf) were waiting for me to complain or say something that would make me out to be a 'tenderfoot.' I was determined not to give them anything to chaff me about.'; Her intents were not purely superficial though. Her anger toward '… a coward going by the name of Tom Chaney,'; was a key factor in driving her to achieve her purpose. Finally, after toiling with the fish, the Old Man, '…took all his pain and what was left of his strength and his long gone pride and he put it against the fish's agony,'; in his last bout with the great fish. The same sort of event occurs at the same point in the story line in True Grit. 'Rooster said, 'Fill your hand you son of a bitch!' and he took the reins in his teeth and pulled the other saddle revolver and drove his spurs into the flanks of his strong horse Bo and charged directly at the bandits.

Current State of Technology Essay

Apparently, the business establishment is currently using the traditional manual system of sales service processing. That of which includes an everyday set of recording and as an old practice it is unreliable because if someone forgets to write orders/sold products it can affect the outcome of the records. Considering that it is a small line of business, technically speaking there is a less need of those requirements. The problem arises when recently, one of the staff of the water station misplaced the records of the sales. Over time, they notice that the current manual system they’re using is not that reliable. In order to help the establishment to have a reliable and hassle free way of recording the sales, we recommended to the establishment to use POS system (Point of sales) to have easier recording of services. In this system, the establishment can record the sales every day, print daily reports and have a secure and easy to access data. After the installment of the system, we would continuously monitor the system and the establishment in order to maintain the quality of the system. The usual practice was to record the sales everyday on a sheet of paper based on the orders/item being bought in the store. In a regular day, staff record every item that are being bought in the store then it will be submitted to the owner. So, based on the above information, it would take a certain amount of time and effort for the system to be developed and become useful resolution for the company’s current problem. The Owners demanded a reliable and hassle free way of recording their sales everyday;

The Acquisition Between Merck and Schering-Plough

On March 9, 2009, Merck & Co., Inc. and Schering-Plough Corporation announced that their Boards of Directors have unanimously approved a definitive merger agreement under which Merck and Schering-Plough will combine, under the name Merck in a stock and cash transaction. As the two companies' combined 2008 revenues were $47 billion. The deal officially closed on November 3, 2009. Background of the two parties Merck & Co. (NYSE: MRK) was initially formed in 1891 as a United States subsidiary of the German chemicals and pharmaceutical company Merck KGaA. During World War I, it was established as an independent company from confiscated assets. Since then, it has grown to become one of the top seven largest pharmaceutical and biotech companies worldwide. Schering-Plough (NYSE: SGP) is one of the medium-sized players in the pharmaceutical industry, with sales of $18.5 billion in 2008. Its two largest products are autoimmune medication Remicade, sold internationally, and Zetia & Vytorin, a joint venture taken with Merck that fights cholesterol. While growth of Remicade has been strong, Vytorin has taken a hit after studies questioned its efficacy compared to the older drug it is based on and in treating blockage of the heart valve. The process of the acquisition The Merck and Schering-Plough took the typical reverse merger arrangement during the acquisition process. The Merck- Schering-Plough merger agreement contemplates a two-step transaction involving Merck, Schering-Plough, and Schering’s two special purpose, subsidiary holding companies, Blue, Inc. and Purple, Inc. In step one of the mergers, Blue will merge into Schering-Plough and each share of Schering-Plough will be converted into the right to receive (i) 0.5767 shares of the surviving Schering-Plough and (ii) $10.50 in cash. In step two of the merger, Purple will merge into Merck and each share of Merck will be converted into 1 share of the surviving Schering-Plough. After the completion of these two steps, the surviving Merck will be a wholly owned subsidiary of the surviving Schering-Plough. Yet, the shareholders of pre-merger Merck will own approximately 68% of the surviving Schering-Plough and shareholders of pre-merger Schering-Plough will own around 32% of the surviving Schering-Plough. Although Merck will become a subsidiary of Schering-Plough Merck’s pre-merger shareholders will together possess a majority of the voting and economic rights (or beneficial ownership) of Merck’s new parent company, Schering-Plough. One peculiarity of the Merck-Schering reverse merger transaction structure is that between steps one and two Merck finds itself in a slightly precarious situation. After the completion of step one, Schering’s pre-merger shareholders will have received shares of the surviving Schering-Plough and a cash payout, but Merck’s pre-merger shareholders will not yet have seized control over the management of the surviving Schering-Plough. The merger agreement has come up with a way to protect Merck’s shareholders during this governance gap. Simultaneously with the completion of step one of the merger, Schering has agreed that its board will cause all of its directors (other than 3 specified exceptions) to resign and to elect the members of pre-merger Merck’s board of directors as the directors of the surviving Schering corporation. Even before pre-merger Merck’s shareholders acquire their supermajority share of the beneficial ownership of the surviving Schering corporation after step two, they indirectly will have already taken the helm of the surviving Schering corporation through the election of their own directors to the new parent company’s board. The motivation of the acquisition Merck faces many of the challenges that face all pharmaceutical companies, including issues surrounding patent expiration and FDA approval. Patent expiration may affect 30% of sales through 2008. In addition, there is growing pressure in the US and abroad to lower the price of medication. Schering-Plough has a particularly small pipeline, with very few drugs currently in development. In the near term, it does however have one of the safest profiles in the industry, with very few major patents coming up for expiration in the coming years. The newest merger will result in a strengthened product pipeline in areas such as cardiovascular and respiratory disease and oncology, and should eventually yield $3.5 billion annually in cost savings. Merck is also set to be hit by patent expiries of some of its top sellers in the next decade, while Schering-Plough is not.

Anti-Semitism in Political Cartoons essays

Anti-Semitism in Political Cartoons essays An anti-Semitic political cartoon drawn by the English artist, Thomas Rowlandson (1756-1827) shows Solomon (of the Bible) enjoying himself with two pretty Christian girls. This, as with many other Nazi-driven ideas, contain very ironic subject matter, concerning the events that took place during the Holocaust. This cartoon tells the viewer that Jews have low morals, and that they believe they are superior to other races. The central theme of this particular cartoon is that Jews are crude and that they believe Jews are obliged to commit infamous acts against Christians. I will describe the various ways the viewer might decipher this illustration. Though these ideas will most likely sound strange, the sad fact is that many Nazis were trained to think this way. First of all, because of the anti-Semitic view that Jews are morally corrupt, there must be reason for the brutal murder of them, right? Even though in reality Jews followed the teachings of the Old Testament (which had a very high moral structure), Nazis decided to claim they were vulgar in order to justify their anti-Semitic behavior. Secondly, where did the notion that Jews are obliged to commit infamous acts against Christians come from? Yes, its true that cases do exist where Jews have done wrong towards Christians, but is that not the same vise-versa? When society takes one act of cruelty and stereotypes an entire race based upon that act, it suggests that things like anti-Semitism can be easily accepted. Because cartoons like this one were published in many European publications, the stereotypes set upon the Jews became widespread. These stereotypes enabled the Nazis in strengthening anti-Semitic values in the masses. By creating this otherness, Jews were essentially de-humanized and were easily punished for these horrible things they had been labeled for. Though this cartoon shows that Jews deemed themselves to be raciall...

Point of View 1 Essay Example | Topics and Well Written Essays - 500 words

Point of View 1 - Essay Example Every night we were to pay tribute to the Seth in the price of blood and sweat. We receive our rest during the day, since we cannot work under the extreme heat. Sometimes they would call us into the Hall to punish us or reward us but that all depends on how well our work is done. We thought that Seth would set us free from bondage, but that was just a lie. Seth had various markings on his skin – all of it are numbers that seem cryptic to understand. One time, I happen to walk in a dark area and saw Seth approaching me. He was wearing a cloak and a long dress but that did not prevent me from seeing his sharp claws. The next thing I knew, my face was bloodied as I ran away. Seth is an evil force that hates mortal beings. I should have been warned by my friend Sebastian. Before the great inferno thousands of years ago, the world lived among millions working together; to provide a general well-being for all of its inhabitants. That is what the north is trying to accomplish, and ye t they are doing it dreadfully wrong. My friend, Sebastian, told me he had found some relics that could reveal the truth about the past. We did not understand the scriptures but their message was clear. It showed us how we could create a new paradise much like that one of the past.

Prediction of stall on an aircraft Essay Example | Topics and Well Written Essays - 1750 words

Prediction of stall on an aircraft - Essay Example Stall speeds change with angle of bank, configuration and any changes in gross weight. Furthermore, an aircraft will stall at a higher speed with flaps retracted than with them extended. The phenomenon of stall is shown in the figure below:- Stall occur due to a number of reasons and can thus be divided into a number of types1 like power off stalls (also called approach-to-landing stalls, practiced by pilots to simulate normal approach-to-landing conditions and configuration), Power-on stalls (also known as departure stalls, practiced by pilots to simulate takeoff and climb-out conditions) and Accelerated stalls (experienced at higher-than normal airspeeds due to applying abrupt or excessive controls to aircraft and may occur in steep turns, pullups or other abrupt changes in your flight path.). Many aircraft in Flight Sim use a stall indicator to alert you when the airflow over the wing(s) approaches a point that lift cannot be sustained. The stall indicator is part of aircraft for a reason so no one should ignore it. Setup a numerical optimization procedure that can be useful to the aerodynamicist in the rapid design and development of high-lift system configurations and that can also provide derivative information regarding the influence of various design parameters (gap, overlap, slat and flap deflection angles, etc.) on the performance of the system. The variables that describe the relative element positioning can be used as design variables. These variables include flap and slat deflection angles, gaps, overlap, shapes of each of the elements and many more depending on method used2. Like in Continuous Adjoint Method, variables are flow-field variables and the physical location of the boundary. Then the governing equation which expresses the dependence of these variables can be written in flow field domain in form of partial differential equations. After introducing a Lagrange Multiplier and solving adjoint equations and applying boundary