Free Essays on Interpersonal Relationships And Communication

What is communication? Communication itself has a wide range of ways it could be defined, but one isolating topic that concerns many people is â€Å"Interpersonal Communication and Relationships.† Interpersonal communication and relationships can be described in two ways, a contextual view and a developmental view. â€Å"An important point to note about the contextual definition is that it does not take into account the relationship between the interactants.† On the other hand, the developmental view involves people that know each other, and more importantly â€Å"view each other as unique individuals.† The contextual view and developmental view define interpersonal relationships well, but contact, involvement, intimacy, deterioration, repair, and dissolution are what make interpersonal relationships. Contact can be thought of in many different ways, but as a stage of interpersonal relationships it is the â€Å"beginning.† From what the person sounds like even what the person smells like is all part of contact. Following the first moment of contact, interactional contact usually takes place this consists of â€Å"superficial and impersonal interactions.† Such as, something as simple as a self-introduction and exchange of basic information can be identified as nearing the final stages of contact. This in turn brings the relationship to the next stage, which is known as involvement. At the stage of involvement a sense of knowing one another and being connected should start to develop. Throughout this stage you and the other person almost for a pattern of back and forth interaction, which is in other ways considered a method of getting to know one another. It is almost like a sense of self-check, because at the point of contact a person may or may not have decided to continue a relationship with the other individual, but involvement is almost like just making sure your first impressions prove for the better. Along with asking t... Free Essays on Interpersonal Relationships And Communication Free Essays on Interpersonal Relationships And Communication What is communication? Communication itself has a wide range of ways it could be defined, but one isolating topic that concerns many people is â€Å"Interpersonal Communication and Relationships.† Interpersonal communication and relationships can be described in two ways, a contextual view and a developmental view. â€Å"An important point to note about the contextual definition is that it does not take into account the relationship between the interactants.† On the other hand, the developmental view involves people that know each other, and more importantly â€Å"view each other as unique individuals.† The contextual view and developmental view define interpersonal relationships well, but contact, involvement, intimacy, deterioration, repair, and dissolution are what make interpersonal relationships. Contact can be thought of in many different ways, but as a stage of interpersonal relationships it is the â€Å"beginning.† From what the person sounds like even what the person smells like is all part of contact. Following the first moment of contact, interactional contact usually takes place this consists of â€Å"superficial and impersonal interactions.† Such as, something as simple as a self-introduction and exchange of basic information can be identified as nearing the final stages of contact. This in turn brings the relationship to the next stage, which is known as involvement. At the stage of involvement a sense of knowing one another and being connected should start to develop. Throughout this stage you and the other person almost for a pattern of back and forth interaction, which is in other ways considered a method of getting to know one another. It is almost like a sense of self-check, because at the point of contact a person may or may not have decided to continue a relationship with the other individual, but involvement is almost like just making sure your first impressions prove for the better. Along with asking t...

Tips to Help You Pass Chemistry Class

Tips to Help You Pass Chemistry Class Are you taking a chemistry class? Chemistry may be challenging, but there are many things you can do to help yourself succeed. Here are some tips to help you pass chemistry. Traps to Avoid So You Can Pass Chemistry Lets start out with a list of common mistakes students make which can sabotage their success with chemistry. Engaging in one or two of these may not break you, but these are dangerous practices. Avoid them if you want to pass chemistry! Thinking you can learn the math prerequisites at the same time as chemistry.Procrastinating! Putting off studying for a test until the night before, writing up labs the night before they are due, working problems the same day they are due.Skipping class.Only attending class on quiz days or leaving early.Relying on someone else to take notes.Expecting the instructor to offer extra credit or to drop a low grade.Copying the answers to the problems from someone else or from the text (for books that give the answers).Thinking a good grade early on means the class will remain the same level of difficulty or that you wont need to study later. Be Prepared for Class Chemistry is a lot harder than it needs to be if youre learning essential math skills at the same time. You should be familiar with the following concepts before setting foot in the chemistry classroom. writing and solving algebraic equationsexponentsscientific notationnegative numberslogarithmsfractions Get Your Head on Straight Some people psych themselves out of doing well in chemistry. Its not impossibly hard... you can do this! However, you need to set reasonable expectations for yourself. This involves keeping up with class and building bit by bit on what you learned the previous day. Chemistry is not a class you cram for on the last day. Be prepared to study. Take responsibility for your learning. If you are confused, let your instructor know this. Dont be afraid to ask for help.View chemistry class as an opportunity rather than a chore. Find something you like about chemistry and focus on that. Having a positive attitude can be a key to your success. To Pass Chemistry You Should Attend Class Attendance is related to success. Its partly a matter of more exposure to the subject and its partly about getting on your instructors good side. Teachers are much more understanding if they feel youve put forth an honest effort. If your grade is borderline, you wont gain the benefit of the doubt by disrespecting the time and effort your instructor put into lectures and labs. Being there is a start, but there is more to attendance than simply showing up. Arrive on time. Many instructors review concepts at the beginning of class, often indicating likely test questions and going over problems that were difficult for most of the class.Take notes. If its written on the board, copy it down. If your instructor says it, write it down. Examples are written on the board often show a method of solving a chemistry problem that is different from what you have in your textbook.Sit near the front. Its a matter of attitude. Sitting near the front engages you with the lecture, which can enhance your learning. Its easier to slack if you sit in the back. Work the Problem Sets Working problems are the surest route to passing chemistry. Dont copy someone elses work. Do the problems yourself.Dont look at the answers to problems (if available) until youve gotten an answer yourself.You may understand how a problem is worked, but dont make the mistake of assuming that is a substitute for working through the problem on your own. Work through examples yourself. Consult the worked problem if you get stuck.Write down what you are trying to answer in a problem. Write down all the facts that you are given. Sometimes seeing what you know written down this way will help you recall the method for obtaining the solution.If you get the opportunity, help someone else work problems. If you can explain the problem to someone else, theres a good chance you truly understand it. Read the Textbook The easiest way to master chemistry concepts and problems is to see examples of those problems. You can pass some classes without opening or even having the text. Chemistry is not one of those classes. Youll use the text for example and most likely will have problem assignments in the book. The text will contain a periodic table, glossary, and helpful information regarding lab techniques and units. Have a text, read it, and bring it with you to class. Be Smart on Tests You need to know the information covered by tests, but its also important to study for tests and take them the right way. Dont cram for a test. Dont put yourself in a position where you have to stay up all night studying. Keep up in class and study a little every day.Get sleep before a test. Eat breakfast. Youll perform better if you are energized.Read through the test before answering any questions. This will help you know what to expect and will allow you to identify the questions worth the most points.Be sure to answer the high-point questions. You may end up working the test backward, but thats okay. This is especially important if you are afraid you might run out of time taking the test.Review returned tests. Make sure you understand what you did wrong and how to do it right. Expect to see these questions on the final exam! Even if you never see the questions again, understanding how to get the right answer will help you master the next section of the class.

Implementing renewable energy Essay Example | Topics and Well Written Essays - 1750 words

Implementing renewable energy - Essay Example In this context, renewable energy sources provide a way to overcome the threat of energy security and global warming. Common renewable energy sources available are solar and wind power. These energy sources provide clean energy that is non-polluting, the energy source is free and it will never be depleted (ECI, 2011). The UK government wants to develop this energy source as a viable and active contributor to the economy. However, developing and using these free energy sources is not very easy and a number of challenges and barriers need to be overcome. These challenges include technical, social and financial challenges (Scottish Power, 2004). This paper will examine renewable energy sources in this context and suggest solutions to overcome the challenges. 2. FIT and other renewable energy Schemes initiated by the UK government The UK government has undertaken a few projects to meet its obligations of reducing green house gases. As per the Kyoto protocols, a signatory to the protocols and this includes UK, have agreed to cut down their emissions to pre 1990 levels. UK faces a huge problem of reducing the carbon levels and emissions since it mostly relies on coal fired power plants and nuclear plants for power generation. For 2006, the total amount of Green House Gases - GHG emitted in UK was the equivalent of 7,076 million metric tons of CO2. It is estimated that from these emissions about 2344 Teragrams were due to CO2 emissions from the activities of standard and old electricity power grids (SmartGrid GB, 2012). Other than nuclear power, all other systems and plants generate excessive carbon. Domestic and household consumption in UK makes up for 60% of the power used while other users such as industries, utilities, offices and infrastructure consume the rest. Automobiles account for more than 75% of fossil fuel consumption (Williams, 2010). To promote the use of green and clean energy systems, the UK government has initiated a project that funds and supports s olar energy by residential homes (Bullis, 2012). The proposal is called ‘Feed In Tariff – FIT’. This project involves encouraging households to install small solar panels with solar PV that can generate electricity. The Department of Clean Energy of the UK government has provided a number of subsidies, concessions and other benefits to householders who install these units. The UK government plans to buy back the power generated from these units and give tax breaks or a reduction in the regular utility power consumed by the householders (Lewis, 2006; Lock, 2007). There are different categories of FIT users and this depends on the amount of installed capacity of the plants. The installed capacity in UK for solar energy was 1000 Mega Watts and this is about 0.001% of the UK power requirements. With the FIT program, the government wants to provide solar PV to around four million homes and this should help to generate 22,000 MW of clean energy. As per the Kyoto protoc ols, the UK government must generate at least 12% of the total power consumed by means of renewable energy (EPIA, 2011). The above sections have highlighted the ambitious program of UK government to meet the clean

Wings to Intellectual Cinema with a Mix of Excitement and Special Essay

Wings to Intellectual Cinema with a Mix of Excitement and Special Effects - Essay Example The text has an exquisite presentation of fiction and magic realism. This paper is aimed to review the short story, discuss its feasibility as a film, and explain the potential target audience. I feel that both the text and its cinematic adoption will have similar target audience. Review The text ‘A Very Old Man with Enormous Wings’ can be primarily classified under the category of magic realism. It is one of Marquez’s famous short stories written in 1955 that we find in the book Leaf Storm. The backdrop of the plot is set in a rural area. Pelayo and Elisenda is an impoverished couple who lived in a sorrowful state of extreme poverty. Their little son is badly sick. On a stormy afternoon one day, the couple finds a very old man who has huge wings attached to his body in their courtyard. When the couple tries to communicate with him, they find his language they do not understand. Pelayo locks the man in his chicken coop. From this point, the game of magic and reality begins. Magic being the arrival of the old man with wings, the reality is the manifestation of curiosity entrenched human minds. Hundreds of villagers now begin to visit the couple’s house to see the strange old man. Pelayo and Elisenda inform Father Gonzega about the man. Father Gonzega arrives and tries to communicate with the old man but fails. Marquez brings marvelous satire at this stage. Father Gonzega informs the Vatican about the old man, who in turn asks the priest to examine that whether the old man could be an angel or not. Father Gonzega acts accordingly and examines him. He finds that the old man does not know Latin, or Aramaic, is very frail, and has too many mortal features to be an angel. Father’s feedback to the Vatican leaves the Catholic Church a strange conclusion †¦ The old man is a Norwegian sailor! This satire shows that how unquestionable faith may create so much confusion that not even the bas ic elements of anomaly or wonder are distinguished. The intellectual content of the story increases along with its innovative unusualness when a young woman with human head and a body of a spider is introduced in the village. She says she had disobeyed her parents and hence she was punished by the means of such a strange transformation. In the meanwhile, Pelayo and Elisenda have become rich as they have been charging a fee from the visitors who come to see the old man in large numbers. However, with the appearance of the strange woman, visitors shift their attention to her. This is how the short lived excitement and inconsistency of human askance from one topic to another is exhibited. At the end of the story, the old man simply flies away. He had brought much fortune to the impoverished couple, but he faced unnecessary cruelty, and ultimately, negligence. Interpretation The overall message is mixed. There is religious satire that involves the Catholic Church and the power mechanism s of this institution. There are the inconsistencies of human mind and perceptions. There is a subplot of an interesting woman, who has the body of a spider. There is emotional tug of war at the end. So, the story has lots of intellectual substance. The tone is fluctuating from humor to fiction and satire to emotion. Marquez has not given any clear indication that for whom has he written this story. However, it appears to be appealing to a varied spectrum of audience. The characteristics of the story suggest that it is thought provoking, exciting, and sometimes, rather comic. Despite these qualities, it seems that too many ideas sometimes infest the plot and the developments in the text with absurdity. It is not good to

Critiquing and changing the world through critical theory in traditional and critical theory an essay by max horkheimer Essay Example for Free

Critiquing and changing the world through critical theory in traditional and critical theory an essay by max horkheimer Essay Critical theory is directed towards both critiquing and changing the world, instead of merely explaining and interpreting it. The term critical theory  was coined by Max Horkheimer in his essay â€Å"Traditional and Critical Theory† (1937). By nature, it is radical, emancipatory and highly democratic in nature; historically specific but ever-changing. Even preceding Horkheimer, Karl Marx also contributed to critical theory affirming that â€Å"philosophers have only interpreted the world in certain ways; the point is to change it† (Theses on Feuerbach). Ontologically, the nature of the world is intrinsically one with diametrically opposed dichotomies of power and built-in disadvantaging imbalances and covert, oppressive structures. Horkeimer affirms that critical theory’s primary objective is â€Å"to liberate human beings from the circumstances that enslave them† (Horkheimer 1982, 244). Freedom is derived at the epistemic level for knowledge is power (arming the oppressed with weapons to conduct revolution against dominant orders of society, merging theory and action, instigating change in living conditions merges theory and action and align itself to working against diverse dominant orders of society).   It appreciates the lived experiences of people and interprets actions and symbols of society to understand social oppression. Methodologically, critical theory is pluralistic especially as a result of several socio-economic and political shifts brought about by globalisation. Consequently, several genres of critical theory have emerged, for example racial, post-colonial and feminist. Feminism is any socio-economic, political and cultural movement aimed at reforming society through equal rights and protections on behalf of the woman. Mainstream feminism embraces the legality of the woman as an independent individual, promoting full participation, inclusion and integration to enjoy its rights, responsibilities and privileges. The improvement of the woman’s social condition in civil life hinges on progressivism in where public policies are the catalysts for positive social change and where she would be emancipated and empowered. Feminism is convinced of the positive potential of woman and the benefits which would redound to the larger society through her empowerment. â€Å"Feminism is about the social transformation of gender relations† (Calas 2009). Feminism is virulently opposed to female subjugation, subservience and misogynist injustices – setting about to liberate the woman from inhibiting traditions and status quos that tend to undermine the validation of her personhood.   Generally, feminists support gender equality where both sexes can avail themselves of the same opportunities in both the domestic and public realms. No longer is a woman an inferior or weaker sex. She is an equal. Feminism also perceives the world through gendered lenses, discerns male predominance through patriarchal structures and militates against it. An inexhaustible list of variations exists within feminism, for example liberal feminism clamours for women’s equality, public rights and inclusion in decision-making and discourse. Radical feminism demands a complete and fundamental restructuring and redefining of the world’s institutions, systems and human experience to supersede the male-oriented ones. Marxist feminism concentrates on capitalism as the root cause of female oppression especially in the labour market where men possess more capital and economic privilege. Eco-feminism, Separatist feminism, Post-modern feminism, Third-world feminism, Psychoanalytic feminism, Postcolonial feminism and Amazon feminism among others constitute other types of feminism. Battle of the Sexes (Feminism vs. Machoism) The polarization of men and women forms part and parcel in the perpetual battle of the sexes preoccupied with who should be more privileged in society’s assigned gender roles. The battle of the sexes is predicated on female identity, autonomy, oppression, disempowerment which all reflects the†¦.Feminism frames a discourse that attempts to challenge a longstanding male supremacy. In the past, man held a monopoly over discourse because of unequal structures (domestic/family, business, labour, education, religion and government) which dictated to the woman. In feminist critical theory, â€Å"universal criteria are not value-free, but (based) upon male norms† (May 2001). Owing to male preponderance, discourse would position the male at the centre so that one sees the male â€Å"Self† as the one who prevails whereas the female â€Å"Other† is relegated to the fringes of society. In the battle, machoism seeks to continue the promulgation of a male-based pe rspective in ideas, structures, and institutions that cement his control in society. The masculine voice overpowers and represses the woman. Consequently, â€Å"the answer is †¦ to move away from (the) male-centred perspective and place women at its centre† (May 2001) effectively questioning the legitimacy of and ousting patriarchal tradition. A Gendered View Feminist theory concentrates on the trajectories of women growing to assert themselves and rise above male oppression, inferiority, sexual abuse and gendered stereotyping. Like men, women have the right to autonomy so she must break the yoke of oppression, repression and suppression. Critical theory is hinged on the ideals of the woman as one who has been unduly victimized and oppressed by the patriarchy. This gender-centred philosophy contends with deep-rooted, sexist prejudice against the woman. It presupposes that phallocentric sexism is still in wide currency, discriminating and denying equality to the woman. Legitimized patriarchy in a world system permitted gross inhumanities and injustices to flourish against the woman, termed misogyny. Misogynist practices and policies physically and metaphorically rape the woman of her dignity and personhood. In the face of these indignities, feminists perform critical theory by privileging and empowering the woman. Feminist critical theory pinpoints societal double standards and hypocrisy so that the woman is obliged to abide by different rules inconsistent with fairness. Mainstream critical theory inherently privileges the man while disadvantaging the woman; therefore the feminist discourse stresses the loopholes in the patriarchal discourse that tends to discriminate and disempower the woman.   The double standard code of ethics governs the behaviour of the woman. Even in social research, feminists have succeeded in permeating the topic of double standard research so that â€Å"other forms of sexism in the design of a study may also lead to a double standard in data interpretation† (Eichler1999). Critical theory oriented by feminist principles prompts the question:   is this free from male-dominated standards or double standards: Are both sexes considered and privileged? These questions shed light into the validation of the woman where formerly she has been relegated to inferiority and even anonymity in discourse. Feminism gives birth to female empowerment, yet the discourse often cloaked in anonymity, passivity, obscurity, self-effacement and subjugation Gendered Critical Theory Feminism is committed to â€Å"reducing the unequal power in†¦ relationship† (Acker 1983). It holds that equalising power â€Å"will not be found in some stable orthodoxy but in an evolving dialogue† (DeVault 1999). The â€Å"the idea of objectivity and neutrality in the social sciences (instead)†¦taking the woman’s perspective† (Acker 1983). Despising the â€Å"positivistic objectivity or the reality of the social world as a system of distinct observable variables independent of the knower† (Acker 1983) is another quality of feminist-guided research†¦solidarity with experiences germane to women. Feminism blatantly reject â€Å"such tenets of mainstream social science as the objectivity and separation of researcher from what or whom is researched, the superiority of the researcher as expert† (Small 1995). The attrition of these differences demonstrates a unique equilibrium in social research. Feminism and the Sexual Discourse in I.R. Feminism in I.R. initiates the sexual discourse, boldly tackling topics of sexuality affecting women globally. Rape as a war crime, prostitution and sex slavery, female circumcision, sexual orientation, forms part of the uninhibited dialogue. Feminists aim to uncover the impact of culture on female sexual impressions and expression. In feminist discourse, the woman’s body is not objectified as a sex symbol but is dignified and even deified as it is liberated from social restraint. The politics of sexuality encapsulates various aspects of the woman owing to the links between gender and sexuality, linguistic usage and gender research inherently leaned on cultural interpretations of sex and sexuality†¦ thus the shifts in language and gender (Bucholtz 2004).

The Economics Of Life And Death :: Economic Theory

The Economics Of Life And Death This paper begins with an explanation of the "life sequence of value," which is defined by the formula Life->Means of Life->More Life (L->MofL->L1). The analysis then contrasts this general sequence of value to the "money sequence of value," which is shown to have three autonomous forms not before distinguished: (1) Money->Means of Life->More Money ($->MofL->$1); (2) Money->Means of Life Destruction->More Money ($->MofD->$1); (3) Money->More Money->More Money ($->$1->$2->$3->$n). I explain how the first money sequence of value, analyzed by Marx in his classical formula of industrial capital (M->C->M1), has mutated so that the standard sequence of (1) assumed by economists has, in fact, been increasingly displaced by sequences (2) and (3). The argument shows that these sequences of economic "growth" increasingly dismantle environmental and civil life-fabrics, but remain unproblematic to the dominant economic paradigm whose measures of value do not register life-losses in their value a ccounts. It is concluded that a regrounding of economic understanding in the life sequence of value is required to avoid a cumulative breakdown in the conditions of social and planetary existence. "The techniques which induce a paradigm change may well be described as therapeutic, if only because, when they succeed, one learns one had been sick before." - Thomas Kuhn (1) The life sequence of value can be formulated in simple axiom as the sequence: Life --> Means of Life --> More Life ( L--> MofL -->L1) In this formula, life refers specifically to sentient life. Sentient life, in turn, is life which can move, feel and - in the case of humans - think in concepts. These three planes of being - organic movement, sensation and thought - all admit of ranges of function. These ranges of function or capability can be reduced by their economic conditions (as with the vital capabilities of a malnourished child), or increased (as with the opening horizons of movement, felt being and cognition of the same child with access to nutritious food). (2) Means of life refer to whatever enables life to be preserved, or to extend its vital range on these planes of being alive. Clean air, food, water, shelter, affective interaction, environmental space and accessible learning conditions are such "means of life". To reproduce life is to maintain its achieved ranges of capability. To increase life is to widen or deepen them to more comprehensive range. To reduce life is to diminish or to extinguish any vector of their vital domains of being.

Acheivements of the Mayans

Plan of Investigation The research paper will be on the achievements of the Mayans. The research question developed for this paper is â€Å"How did Mayan achievements lead to the development of the empire? This paper will be focusing on how the achievements of the Mayans led to the development of their civilization. This will not look into the fall of the Mayan empire but will look into where the Mayans came from and the beginning of the Mayan empire. All sources in this paper are secondary sources. The paper had chosen its sources by evaluating their information on how much they explained on Mayan achievements.Some of the paper’s sources also talked about the locations of the Mayan empire. Some main ideas of the paper would be Mexico which is where the Mayan civilization was and will be covering major achievements like the three hundred and sixty five day solar calendar and the Mayan language which consisted of hieroglyphics. Summary of Evidence The Mayan civilization is a v ery complex civilization, established in the Pre-classic period (2000 BC – 250 AD). Mayans were very artistic and achieved many artistic achievements. Classic Maya art spanned the centuries from the time of Christ until about 1000, and had its home in central Yucatan, bounded on the south by the Guatemalan highlands and on the north by a flat and dry limestone plain. â€Å"Mayan ceramics were used as currency, tableware, and offerings to the dead. Pottery was also decorated with rituals, myths, and hieroglyphs. With Mayan artistic abilities they developed a writing system. The Mayans had scribes who were trained at their writing system. Scribes usually had many pens in their hair dress. The writing system was so hard to learn not every class knew it. On the other hand, the Classic Maya had a system of written hieroglyphic script, largely syllabic in nature, which, although once considered astronomical or religious in content, is now considered primarily dynastic and politica l. † The language of Ancient Maya was written and was complex. The writing was containing pictures. The language was so sophisticated that only few members of the higher class were able to read it. The writing was commonly carved into stone. Other than art Ancient Maya had achievements in mathematics and science. Mayans were interested Zenial Passages unlike western astronomers.Mayan astronomers also were able to predict lunar eclipses with their lunar knowledge. The Mayans had 2 different calendar years, 360 day year and a formal year of 365 days. The Mayan calendar kept running ahead of the true year. The Mayans did not have leap year and would not implement it because it would ruin their day count. Mayans used math in their math in their art especially geometry. Mayans used geometry when making art in architecture. A common type of art on their structures was mosaics usually being ethnical. Mayans mainly used art on their temples or other religious structures.Mayans also de veloped a math system. The Mayans had a numerical system. It used 0 as a place holder. The numeric system was a base 20 system. Daniel Lukach Evaluation of Source Maya by the Columbia University Press is an article published in 2009. It was published by the Columbia University Press. This article was created by many authors and was compiled by the Columbia University Press. The publisher and author are credible as they published and created more books. The publisher and author are run by Columbia University. All outside sources used in the article were stated in a bibliography.This article was written for people who wanted to know about the Maya. The article seeks to address the question, â€Å"What is Maya? † There is no thesis but the author is trying to explain anything around the Mayan people. There is many values and limitations in this article. A value in this article is that the author goes in-depth about the Mayans. This publication is also not out dated. This publica tion or article also answered the question, â€Å"What were Mayan achievements made? † A major value is also that th author does not rely on one specific source as the article uses multiple sources.This article also has limitations; one limitation is that the author did not state where he used the sources in the article. Another problem is this is a secondary source which means the article isn’t on firsthand experience and used other sources for its research. Two questions unanswered is, â€Å"To what extent did Mayan achievements lead to the success of the empire? † which is the research question. And, â€Å"Why were the Mayans so religiously based? † Analysis This topic was important over its time because there was many achievements the Mayans had and also many discoveries.The Mayans at their time developed many great achievements and also was a vast civilization spanning across the Yucatan peninsula. â€Å"Classic Maya art spanned the centuries from t he time of Christ until about 1000, and had its home in central Yucatan, bounded on the south by the Guatemalan highlands and on the north by a flat and dry limestone plain. † The Mayan’s were the most advanced civilization in the Americas at the time. Their culture spread across the Americas. This even had a large impact on social development. The Mayan achievements built a large culture for a vast civilization. By the end of the Middle Preclassic period, after 500 B. C. , communities like Mirador were beginning to reflect a new developmental trajectory. Jewelry and other goods made from exotic raw materials indicate increasing prosperity, expanded economic ties to distant regions, and sharper differences in wealth and social status; large-scale, elaborately decorated public buildings reflect the emergence of powerful permanent leaders, chiefs or kings. These trends continued and intensified during the Late Preclassic period, setting the fundamental patterns of Classic -period Maya city-states. As the Mayan civilization grew more art developed and spread making a great impact on their culture. Mayan science had a great impact also on their culture. â€Å"The calendar of months was probably inaugurated in 580 B. C. when 0 Pop, New Year's day, coincided with the winter solstice. A third era, 9. 0. 0. 0. 0, 8 Ahau 13 Ceh, February 10, 176 A. D. , is the one used in the Mayan chronicles. † The Mayans had 2 different calendar years, 360 day year and a formal year of 365 days. The Mayan calendar kept running ahead of the true year. The Mayans did not have leap year and would not implement it because it would ruin their day count.With the creation of the calendar, Mayan religion began using it to predict special religious days. Art also affected the Mayan religion. This event could be considered a turning point, as the Mayans developed new technologies and cultural achievements. The Mayans were the first civilization of the Americas and had impact on other tribes. Their culture spread across the Americas changing the way life. This event can be analyzed from a different perspective, as people might view the Mayan culture not to impact other tribes in the region. People might also believe the Mayan’s weren’t a great civilization either.Conclusion To what extent did Mayan achievements lead to the development of the empire, the Mayan achievements led to a development of an empire by social development, the Mayans main development was science and art. Mayans use of technology made it easy to expand but since the civilization wasn’t fully connected different Mayan groups thought with each other. Mayans were also able to expand their empire by making all cities built in a similar design. By the research two questions are developed, â€Å"How did the Mayans discover their art forms? and â€Å"Why did Mayans do more science then religion? † A few connections I can make to the Mayans is that they were a l arge civilization that fell like the Incas and the Aztecs. The Mayans also invented many new technologies to the world like ancient China. Except the Mayans vanished unlike other civilizations and many people still don’t know why. ——————————————– [ 1 ]. George Kubler, The Art and Architecture of Ancient America (Baltimore,MD: Penguin Books, 1962), page #114-201, accessed October 28, 2010, http://www. questia. com/PM. qst? a=o&d=8129097. [ 2 ].John S Henderson, The World of Ancient Maya (Ithaca, NY: Cornell University, 1997), page #1-255, accessed October 28, 2010. [ 3 ]. Columbia University, The Columbia Encyclopedia, 6th 2009 ed. (New York: Columbia University Press, 2009), s. v. â€Å"Maya,† accessed January 5, 2011, http://www. questiaschool. com/PM. qst? a=o&d=117023420 [ 4 ]. 1. Michelle Ayache, The Ancient Maya, accessed October 27, 2010, http://www. digitalme esh. com/maya/history. htm. [ 5 ]. Herbert J Spinden, Ancient Civilizations of Mexico and Central America (New York: Biblo and Tannen, 1968), page #80-250, accessed January 4, 2011, http://www. uestiaschool. com/PM. qst? a=o&d=104407482. [ 6 ]. George Kubler, The Art and Architecture of Ancient America (Baltimore,MD: Penguin Books, 1962), page #156-210, accessed October 28, 2010, http://www. questia. com/PM. qst? a=o&d=8129097 [ 7 ]. Columbia University, The Columbia Encyclopedia, 6th 2009 ed. (New York: Columbia University Press, 2009), s. v. â€Å"Maya,† accessed January 5, 2011, http://www. questiaschool. com/PM. qst? a=o&d=117023420. [ 8 ]. George Kubler, The Art and Architecture of Ancient America (Baltimore,MD: Penguin Books, 1962), page #114-201, accessed October 28, 2010, http://www. uestia. com/PM. qst? a=o&d=8129097 [ 9 ]. John S Henderson, The World of Ancient Maya (Ithaca, NY: Cornell University, 1997), page #s, accessed October 28, 2010. [ 10 ]. Herbert J Spinden , Ancient Civilizations of Mexico and Central America (New York: Biblo and Tannen, 1968), page #s, accessed January 4, 2011, http://www. questiaschool. com/PM. qst? a=o&d=104407482. [ 11 ]. Herbert J Spinden, Ancient Civilizations of Mexico and Central America (New York: Biblo and Tannen, 1968), page #s, accessed January 4, 2011, http://www. questiaschool. com/PM. qst? a=o&d=104407482

1984 and Metropolis Essay Essay

The quote â€Å"The object of power is power† is heavily supported by George Orwell’s 1949 novel ‘1984’ and Fritz Lang’s 1927 film ‘Metropolis’ through their intertextual connections and shared perspectives. Both texts were composed around the context of pre and post World War 2 which is clearly evident through their settings, characterisation, themes and ideas. Through Orwell’s and Fritz’s use of dystopic societies, empowerment of women and detrimental dictatorship rule it is blatant that George Orwell’s quote â€Å"The object of power is power† is quite strongly supported by the intertextual connections and shared perspectives of Orwell’s ‘1984’ and Lang’s ‘Metropolis’. Through the use of Orwell’s and Lang’s intertextual connections of political reform and shared perspectives of dystopic societies it becomes apparent that the quote â€Å"The object of power is power† is strongly supported throughout the two texts. The meaning of this quote is also made abundantly clear within the texts as the dictatorship rulers within both texts acquire power simply to have power and authority, instead of for the good of the people. This features predominantly in both texts through their shared perspectives on dystopic settings made apparent by their use of symbolism. In Orwell’s ‘1984’ only 2% of the populace resides in the ‘Inner Party’ whilst the other 98% is suppressed within the lower classes in either the ‘Outer Party’ or the ‘Proles’. This totalitarian, power based society is made dystopic by the overwhelming power and control exhibited by the tyrant dictator ‘Big Brotherâ €™. This is emphasised through Orwell’s use of symbolism in O’Brien’s words as he says â€Å"If you want a picture of the future, imagine a boot stamping on a human face – for ever.† (pg 307) The symbolism between the boot and big brother, and the human face and society emphasises the suppressive nature of this totalitarianism rule, casting the society into dystopia. This also forms a contextual connection to Nazi Germany’s strive for a totalitarianism society. This same idea of a dystopic society is epitomised within Lang’s film, ‘Metropolis’ through the suppression of the working class in ‘the depths’ by the powerful master, Joh Frederson. The working class in this film are forced to endure agonising labour in extremely dangerous environments whilst the upper class, the ‘sons’ are free to live at their will. The dystopic setting of the ‘depths’ becomes evident  through Lang’s use of symbolism when the dictator’s son, Freder, journeys to the depths and starts to see the workers being eaten up by the machines in the scene ‘Slaves of the Means of Production† (14.58-17.52). This symbolises the dystopic society in which workers do not have the right to be safe. This idea forms a contextual connection to the 1920’s Weimar Republic where there were two distinct classes, the conservative elite, who were free to live at their will, and the workers who were forced to endure labour with no guarantee for safety. Through the contextual connections of political reform and the shared perspectives of dystopian societies the quote â€Å"the object of power is power† is strongly supported by George Orwell’s ‘1984’ and Fritz Lang’s ‘Metropolis’. Similarly, the quote â€Å"the object of power is power† is also supported by Orwell’s and Lang’s shared perspectives of the rebelling of women and the intertextual connections of the empowerment of women during the times these texts were created. This is made evident through the use of juxtaposition throughout the two texts. In Orwell’s ‘1984’ the dystopic totalitarianism society is suppressed into worshipping Big Brother and dares not to step away from the control of the organisation. The female protagonist in the novel, Julia, however is not as suppressed as she leads the organisation into thinking and begins to rebel against them. This is seen within dialogue between her and Winston when she says â€Å"I’m corrupt to the bone.† This juxtaposition between her and the suppressed masses outlines her rebellion against the tyrant power of the organisation. This links in with the contextual connection to the empowerment of women during the post World War 2 period as a result of women refusing to give up the power they had acquired during the war. Correspondently, Lang also uses this shared perspective of the rebelling of women in his film, depicted through the character of Maria. Maria is displayed as neither a citizen of Metropolis nor a worker in the depths but as a source of optimism and rebellion for the suppressed workers of the depths. Lang uses lighting to juxtapose her from the workers in the depths, illuminating her whilst keeping them in shadowed tones. This juxtaposition emphasises the rebellious mentality of Maria against the dictator of metropolis, Joh Frederson. Even though Maria’s rebellious nature is far more peaceful than Julia’s, she still epitomises  the contextual connections of the empowerment of women as a result of refusing to give up the power they had acquired during World War 1. Through Orwell’s and Lang’s use of juxtaposition, it is evident that the shared perspectives of the rebelling of women and the intertextual connections of the empowerment of women as a result of refusing to give up the power they had acquired during the World Wars, strongly supports the quote â€Å"the object of power is power†. Equivalently, through the use of Orwell’s juxtaposition and Lang’s symbolism, the shared perspectives of the detrimental impact of dictatorship rule and the contextual connections of political reform are shown to strongly support the quote â€Å"the object of power is power†. In Orwell’s ‘1984’ the dictatorship rule of Big Brother in the totalitarianism society is shown to brainwash the populace, making them believe whatever the organisation wishes them to and bending them at their will. This is most prominent in Big Brothers slogan â€Å"WAR IS PEACE. FREEDOM IS SLAVERY. IGNORANCE IS KNOWLEDGE.† This quote is seen multiple times throughout the novel and signifies the total power and control the organisation has among the people, forcing them to believe the illogical and thus taking away their humanity. Through this we can see both Orwell’s shared perspective on the detrimental impact of dictatorship rule and the intertextual connection to political reform as he makes a statement against the dictatorship of Nazi Germany during World War 2. Comparably, Lang also shows his shared perspective on the detrimental impact of dictatorship, however he has done so by the use of symbolism. Lang has showed how the total power of dictatorship can be detrimental to humanity by the way in which the workers move in the depths. He shows them to have rigid, machine like movements symbolising their loss of their humanity to the powerful dictatorship rule. This is seen in the scene â€Å"Slaves of the Means of Production† (14.58-17.52). This also links in with the intertextual connections of political reform as it shows Lang’s approval for the government of the time, ‘the Weimar Republic’ and his disapproval of the old dictator monarchy of the Kaiser. Through Orwell’s use of juxtaposition and Lang’s symbolism, it is evident that the shared perspectives of the detrimental impact of dictatorship and the contextual connections of political reform strongly support the quote â€Å"the object of  power is power†. The quote, â€Å"the object of power is power† is strongly supported by the shared perspectives and intertextual connections of George Orwell’s novel, ‘1984’ and Fritz Lang’s film, ‘Metropolis’. Through the use of techniques such as symbolism and juxtaposition the two texts incorporate shared perspectives of dystopic societies, the rebelling of women and the detrimental impact of dictatorship rule as well as intertextual connections of political reform and the empowerment of women. Through these shared perspectives and intertextual connects it is evident that George Orwell’s quote, â€Å"the object of power is power† is strongly supported in both George Orwell’s 1949 novel, ‘1984’ and Fritz Lang’s 1927 film, ‘Metropolis’.

Young Learners English Fingerplay Songs

Young Learner's English Fingerplay Songs Fingerplays - Learning Through MovementHere are a number of English fingerplay songs which combine movements of the hands and fingers with key vocabulary. The act of singing and acting out on the fingers children make both a kinetic and musical connection to the new words, also known as a  multiple intelligences approach  to learning.  Fingerplays are usually chanted, although some songs also have movements which are in parentheses after each spoken line. Three Little Monkeys Three Little Monkeys can have as many verses as you like to  practice the numbers. Here are the last two verses as examples. Verse 1 Three little monkeys jumping on the bed,  (tap three fingers on palm) One fell off and bumped is head.  (one finger falls off, then hold head) Mama called the doctor and the doctor said:  (hold imaginary telephone to your ear) No more little monkeys jumping on the bed.  (shake finger) Verse 2 Two little monkeys jumping on the bed,  (tap three fingers on palm) One fell off and bumped is head.  (one finger falls off, then hold head) Mama called the doctor and the doctor said:  (hold imaginary telephone to your ear) No more little monkeys jumping on the bed.  (shake finger) Little Bunny Foo-Foo Verse 1 Little bunny Foo-Foo hopping through the forest  (raise your hand up and down as if hopping along through the forest) Scooping up the chipmunks and bopping them on the head.  (pound fist into palm) Down came the good fairy and she said:  (drop shaking hand from above to below) Little bunny Foo-Foo, I dont want to see you  (shake finger) Scooping up the chipmunks and bopping them on the head  (raise your hand up and down as if hopping along through the forest) Ill give you three chances,  (raise three fingers) And if youre not good, Ill turn you into a goon.  (raise both hands up into the sky and shake them as if frightened) Verse 2 So, the very next day...(repeat except the fairy Godmother says two chances) Verse 3 So, the very next day...(repeat except the fairy Godmother says one chance) Final Moral The moral of this story is: Hare today, Goon Tomorrow!(play on words of the common saying: Here today, gone tomorrow) Clap Your Hands 1 Clap, clap, clap your hands as slowly as you can.  (clap your hands slowly) Clap, clap, clap your hands as quickly as you can.  (clap your hands quickly) 2 Shake, shake, shake your hands as slowly as you can.  (shake your hands slowly) Shake, shake, shake your hands as quickly as you can.  (shake your hands quickly) 3 Rub, rub, rub your hands as slowly as you can.  (rub your hands slowly) Rub, rub, rub your hands as quickly as you can.  (rub your hands quickly) 4 Roll, roll, roll your hands as slowly as you can.  (roll your hands slowly) Roll, roll, roll your hands as quickly as you can.  (roll your hands quickly) Tips for Teaching Fingerplay Songs Write key vocabulary for each song on the board. Practice each movement, and check for understanding.Model the song a few times yourself. Dont be shy!Have students contribute other movements to Clap Your HandsHave different students lead the class in the songs once theyve learned the songs by heart.Ask students to create their own songs.Use  grammar chants  to help students learn simple grammar structures.

Healthy Truckers Go the Extra Mile!

Healthy Truckers Go the Extra Mile! If you’re a trucker who’s serious about your career, make sure you think about ways to maintain a healthy lifestyle- both in and out of the driver’s seat. Do you own a trucking company or are part of a company’s management team? Consider implementing a driver wellness plan. Healthy drivers will help minimize staff retention challenges and make open positions on your team more attractive to newer, younger drivers. Driver wellness programs are growing in popularity across the country and for good reason- they help prevent illness, boost productivity, and enhance life satisfaction. Healthy drivers are happier, better employees who stay at their jobs longer. They also help reverse the trend of increasing trucker turnover, a problem that has burdened the industry for the past few years as older truckers are retiring and aren’t being replaced by new drivers.What are the reasons behind this trend? For many, these jobs, with tough, unhealthy working conditi ons and limited opportunities, aren’t as appealing as they once were. But thoughtful, well-designed wellness programs can help offset some of these unappealing aspects of truck driving.In order for driver wellness programs to have a deep and lasting impact, they need to be proactive in their efforts to work with drivers, and should be thoroughly holistic, addressing all major dimensions of wellness:Physical: proper nutrition, exercise, and lifestyle choicesEmotional: promoting emotional healthIntellectual: strategies for sound mental health and developmentOccupational: creating true job satisfactionSocial: forging meaningful community connectionsSpiritual: creating and following a meaningful set of guiding valuesHere’s the bottom line: Trucking companies should make sincere and measurable efforts to support the wellness of their drivers, and when drivers make health and wellness an important part of their lives, everyone benefits.Why Wellness in Trucking Needs to Go th e Extra MileRead More at Supply Chain Management Review

Information system project management Lab Report

Information system project management - Lab Report Example After a long time of learning and implementing various project management methodologies, controls together with measurements, the success level of IT projects has been deemed not to be any better than the old moments when one computer could take up a whole room. In order for IT to contribute to the bottom line of every company, the executive teams have to make sure that the project remains aligned to business strategy. In case of multiple projects constituting large scale programs, there would be need to embrace flexibility with greater focus on the larger business picture. In software projects, it is possible to witness scenes such as members failing to complete whatever is expected of them and other members failing to be flexible. This has the potential of making things to fall out of hand. Another scene would be a person valued for his or her expert input failing to see the wider perspective, thereby missing out steps and tasks that other people would expect or a team member becoming frustrated because he disagrees with the approach that another team member uses. Dr Meredith Belbin studied team-work for several years and he made the observation that individuals inside teams have the tendency to assume varied roles. His definition of team roles is "He defined a team role as "a tendency to behave, contribute and interrelate with others in a particular way" and named nine of such team roles that determine the success level of a team. Teams risk becoming unbalanced in the event that all team members bear a lot of similarity in behavior. In case the team members have same weaknesses, the entire team might end up being weak. Supposing the team members have a similar level of strength, the spirit of competition is likely to arise and this will suppress cooperation in execution of the team-assigned tasks and responsibilities. Bearing this in mind, you could use the model with your team so as to help in making sure that the important team