Pina Bausch

Dance is an expressive art form, it gives the choreographer and dancers a chance to be able to release and engage their ideas through physical practice. Not all pieces have a meaning but may have an aesthetic level of semiotic content. As an audience we recognise and interpret movement, sometimes this is not conscious as this is an analysing tool that we all use to read situations in everyday life. This essay studies the piece The Rite of Spring (1974) by Pina Bausch (1940-2009). Bausch was a German modern dance choreographer who rebelled against ballet and made her own twist on dance. The rite of spring was one of her many frantic pieces. Bausch uses emotion, costume and staging to make this piece individual and unforgettable. Bausch uses a mix of responsive gestures and powerful unison movement; she goes into great depth and detail to portray the subject of human sacrifice. The choreography has been carefully thought out and you can see this by watching the piece, it has a phatic semiotic level. The music accompanying the piece is composed by Igor Stravinsky (1882- 1971) the piece has three sections: (Introduction, Omens of Spring–Dances of the Youths and Maidens, Ritual of Abduction). There are many instruments used helping the piece explore different pitches and tempos giving more scope to play with as a choreographer. Some of the instruments used : piccolos, flutes, English horn, clarinets, bass clarinets, bassoons, contrabassoons, French horns, piccolo trumpet, trombones, tubas, timpani, bass drum, triangle, and strings. Phrase one – Female solo explosion. Performer| Movement| Space| Sound| 1 vulnerable woman wearing a red dress. Her role is being sacrificed. She is trained dancer, her facial expression shows distress. Stillness, explosive movement, drops and falls, repetition of the motif of the head falling towards the floor and being flung back up again. | The spatial view was of one female and then the rest of the group huddled together in a staggered clump. Whilst dancing the women doesn’t travel far but covers a space and keeps moving within it. | The music used is very intense and dramatic, its use of tempo and pitch add to the nature of th e piece and adds effect to the dynamics in the choreographed movement. In this phrase the female performer wears a see through red dress exposing one of her breasts, this shows her vulnerability and is referential to the fact that red can mean ‘dying’. The piece has a phatic semiotic level as the stage has been set in a certain way which draws attention to the female, as the other performers are set in a staggered clump giving the impression of a group relationship. Whilst the woman explodes into dance the rest of the company stand watching in fear as she jerks herself to death. The choreography used is very repetitive as she collapses to the floor and back up again, the strength and ability shown through her movement is very believable as you see the tension moving through her body. The way the performer repeats the motif of her head swinging to the floor this could be a metalinguistic level as we associate this kind of movement with stress and frustration. Phrase two – circle sacrifice Performer | Movement| Space| Sound| A mix of male and female dancers. Males have just trousers on and women just chiffon dresses. They are all trained dancers, and their facial expressions in this phrase are neutral. Starts with slow walks and repetition of the same motif of the head being swung towards the floor. As the phrase goes on the movement turns jerky and more energy is put into the phrase as the movement is developed. | The whole of the stage is covered as the dancers create a spacious circle. Highlighting the main focus of the red dress that is in the centr e of the circle. | The music starts slow and quiet as the movement starts to pick up the music complements it as the tempo gets faster. There is a loud explosion of music twice in this phrase. | This phrase consists of many different devices such as unison work, canon, motif development and partner work. They start the phrase in a spacious circle, and the red dress is left in the centre this indicates the power of the dress and shows that they are all in fear of being the one chosen to be sacrificed. Again the as the dress is red in colour it is referential to the fact red could mean ‘dying’. There is a motif that is repeated throughout the piece but is more apparent in this phrase as they all dance it in unison and then it develops further; it is the motif of them swinging their head towards the floor and back up again. This could be metalinguistic as we associate this movement with frustration, aggravation and disturbance. As the motif is developed it gives the audience trace level signs as it is embedded in the work and creates the idea of the aggravation and frustration excelling further. As stated above there is also an element of partner work used the proxemics suggest an intimate relationship and the movement used suggests vulnerability from the women. The music starts quiet and gradually picks up as the movement and motif develops; this makes the audience feel the emotion and state that all the performers are in as it does not take the emphasis away from the movement content. In the phrase all the performers collapse to the floor, this sudden fall is accompanied by a loud explosion of music; it adds such effect and shows the phatic level of semiotics as it was obviously rehearsed that way to make the dynamic stand out. Bausch has put so much detail into the choreography, staging and costumes; the overall effect is the meaning and depth of the piece. The two phrases that are analysed above use similar choreography although both are unique in different ways. Phrase one – female solo explosion, the attention is drawn to the one female dancer that is dancing her solo. The impression that comes across is the thought of her being alone as the other performers are all stood together watching on. In comparison phrase two- the circle sacrifice, the feeling and staging makes the group seem as a whole and that they are all equal; this is because they all move the same in unison and no one is singled out. In phrase one the movement content is jerky, energetic and extremely emotional for the one female dancer; whilst the rest of the group are swaying gently this implies that the feeling that the female is experiencing is most defiantly not of which the group are. Phrase two on the other hand shows that the group are together and are dancing as a whole. The contrast between phrase one and two are not that different as they are both following the same theme of sacrifice making the choreography through the piece restricted into what style and practice is used. The Rite of Spring is an exceptionally meaningful piece that shows the difference between the royal ballet and modern dance. The twist widens the restrictions and enables people to dance without having all the Ballet technique. The two phrases above certainly stand out in the piece and add to the story telling ability. To conclude the analysis of this piece has been very intriguing to watch the performance in a different light, it helps you understand and helps you see the nature of the piece and how it was made. Bibliography

Health Concerns of Processed Foods Essay

Processed foods have been created mainly for convenience and some of the ingredients in these products may not be safe or healthy for us. Processed foods are more convenient because if we don’t finish the product or don’t consume it we don’t have to worry about it spoiling anytime soon as the packaging and ingredients prevent bacteria from forming and keep the food edible but can these extra ingredients and packaging have a health risk. Altering the product can have a different effect in our bodies and how we process them. There is a debate whether processed foods are good or bad for us but it just comes down to the product. Therefore, it’s important for us to know the foods we are going to consume and if some of those ingredients pose a health concern. Diet soda is thought to be a better and healthier choice but the artificial sweetener can actually cause more harm, so it’s neither better nor healthier. Artificial sweeteners can trick 1 Brian Alvarez our bodies into thinking its consuming sugar, but once we do consume real sugars our bodies aren’t sure whether to process the sugar so this can cause a health effect such as metabolic confusion and over consumption. Research has been done by the University of Virginia in Richmond showing that artificial sweeteners could confuse the body’s intake in calories which would lead to over eating. Artificial sweeteners are mainly used by people who are on diets and diabetics also it doesn’t contribute to tooth decay and cavities. These artificial sweeteners can be great for diabetics since they need to control their sugar intake this allows them to have more control on foods they consume.(nearly 26 million people in American have diabetes) Another processed food which is debated is Margarine such as the product â€Å"I can’t believe it’s not butter†. The soft margarine that comes in containers is  made from vegetable oils and has less saturated fa t than standard butter and stick margarine. People who mainly use stick margarine on their foods have a higher risk of getting heart disease because it contains Tran’s fats so this causes a decrease in good cholesterol in the body. Soft margarine can be a better alternative but it depends on 2 Brian Alvarez which margarine we buy and consume. Stick Margarine is actually worse for a person’s cholesterol than soft margarine and butter but between the two soft margarine is better as long as the labeling says no Tran’s fats. Food manufacturers mainly use trans fat in their products but now that we see the health risks from consuming trans fats companies started cutting back on using them because of the potential health risks. Trans fat has been linked with health risks such as high cholesterol and puts us more at risk for heart disease. Trans Fat is a man made substance that is a mixture of hydrogen gas and vegetable oil, this makes the oil have a longer shelf life, makes the food taste better, is cheaper and enhances flavor. These are the main reasons manufacturers use trans fat in their products. When a product says no trans fat there is still a possibility it may contain trans fats because products are legally allowed to put no trans fats in their product if their serving portions contain less than 0.5 grams of trans fats. It’s recommended not to consume more than 2 grams of Tran fats per day and in products that say no trans fats we should check the ingredients in the label to see if it contains hydrogenated oils to make sure it has no trans fats. Processed foods tend to contain high fructose corn syrup because of its sweet taste, low cost to make and is great at mixing with other ingredients. High fructose corn syrup is still being looked into if it has any health concerns or affects our metabolism. Although high fructose corn syrup chemical composition is similar to regular sugar it can’t be broken down as easily than regular sugars. Companies began using High fructose corn syrup since 1977 when the price of sugar increased and government regulations kept the price of corn low so High Fructose corn syrup is seen as a more economical substitute. The U.S and Canada have the highest price of sugar, it’s twice  the as much as the global price. Marketing campaigns by corn industries have tried giving high fructose corn syrup a good name by saying its all natural since it’s made from corn because of all the negative feedback from the press. Although these Corn companies are calling it â€Å"Natural† i t really doesn’t mean much as Natural isn’t really regulated by the FDA. When we look at labels in processed foods we tend not to look at the sodium content which can be a bad thing if we consume too much of it in order to maintain a healthy diet. Sodium is a main ingredient in processed foods because it   enhances the sugars flavor, increases the shelf life of foods, and prevents bacteria from forming. The average person consumes 50 percent more sodium than what is recommended daily. In our diets 75 percent of sodium we consume daily comes from processed foods and most of the excess salts we consume are coming from processed foods. We tend to think that because a food has a product that is healthy or natural it’s going to be good for us but once it becomes processed it adds all sorts of other ingredients or takes away the nutritional value. Processed food companies try to make their products appear healthy but add other ingredients which were better off eating the regular version. Yogurt is an example which companies label them as fat-free or low fat and they are but substitute the fats for sugars to make them better tasting but just causes more weight gain as a result. Milk is a good type of processed food which makes it safer for us to consume. When milk is processed it goes through a stage where it is pasteurized and homogenized. The Pasteurization kills the bacteria in the milk and homogenization prevents the fats from separating. Brian Alvarez The Packaging in which processed foods are held in can have a health risk for us due to the BPA found in them. Traces of BPA can be found in canned foods and in products packaged in plastic. BPA can lead to heart disease, cancer and development issues, but has a bigger impact on younger children. Traces of BPA is found in 90 percent of Americans and we are getting them from the packaging in these foods. Works cited â€Å"Artificial Sweeteners and Other Sugar Substitutes.† By Mayo Clinic Staff Mayo Clinic. 09 Oct.2012. Web. Betsch, Mara. â€Å"25 Surprisingly Salty Processed Foods.† Health Smart. New York. HealthMagazine. Print. Boeschenstein, Nell. â€Å"How The Food Industry Manipulates Taste Buds with ‘Salt Sugar Fat’.† NPR. National Public Radio, 26 Feb. 2013. Web. 16 Jan. 2014. Heyes, Ashley. â€Å"Put Down That Doughnut: FDA Takes on Trans Fats† CNN. Health. 13 Nov.2013. Web. 21 Jan.2014. Jegtvig, Shereen. â€Å"What are Processed Foods.† About Nutrition. Health Nutrition, 18 Mar. 2007. Web. 16 Jan. 2014. Lovell, Joel. â€Å"The Extraordinary Science of Addictive Junk Food.† New York Times, 20 Feb.2013. Print. 7 Mercola, Joseph. â€Å"America’s Deadliest Sweetener Betrays Millions, Then Hoodwinks You With Name Change.† HuffPost. Healthy Living. 06 July.2010. Web. 20 Jan.2014. Warner, Melanie. Interview with Hari Sreenivasan. PBS NewsHour. Public Television. 14 March 2013. Television. WhiteLocks, Sadie. â€Å"Does Fat-Free Yogurt Cause Greater Weight Gain Than the Full Fat Kind?† Mail Online. UK. 03 Sep.2013. Web. 21 Jan.2014 Waseem, Fatimah.†Studys Link Food Packaging Chemical and Obesity.† USAToday. 12 Jun.2013. Web. 8

Summer Programs at U of Colorado Boulder for High Schoolers

The University of Colorado Boulder (CU Boulder) is not just a prestigious university; it’s also the setting for some terrific summer programs for high school students. Not only does the city of Boulder offer a wide array of activities such as hiking and enjoying nature, but the programs give you a rigorous yet rewarding pre-college experience. You’ll discover what college life is like at CU Boulder during unchaperoned programs and, in some cases, will even be able to earn college credit to jump-start your education. What can you gain from a summer program at CU Boulder, and what are your options? Find out why you should participate in a summer program at CU Boulder and discover the right niche for you. Colleges want to see you spend your summers doing something meaningful and furthering your goals. Some students pursue internships, part-time work, volunteer opportunities, or other activities. While these activities enable you to explore your interests and even potentially earn wages, summer programs are unique in that they also give you a taste of college life. In a summer program, students can experience campus life firsthand by living in a dorm, taking college-level courses, and engaging with faculty in their field of interest. You’ll make connections with peers, pursue your passions in a new environment, and have access to the host college’s unique resources and facilities. Not only will you enjoy the freedom you’ll experience as a college student, but you’ll also get a head start on facing the rigors and challenges of college-level work. CU Boulder offers a variety of credit and noncredit pre-college programs for students looking to get a deep dive on an academic area of their choice. These programs vary in cost and length and many offer both residential and commuter options. (Note: prices are approximated and vary based on whether the student is a residential or commuter participant.) Delve into the world of astronomy, physics, mathematics, and scientific programming. Through this program, you’ll have the exciting opportunity to perform astronomical work and observations in teams. Students will learn about the celestial coordinate system and create â€Å"observing proposals,† before going on nightly â€Å"observing runs.† Final observations are submitted to the Minor Planet Center of the International Astronomical Union. Ready to apply? You can find the application here. Deep dive into different topics within science, engineering, technology and mathematics during this two-week noncredit intensive. Each of the CU Boulder STEM Academies encourages students to perform hands-on laboratory and field work in the curriculum option of their choice. Learn more about the Academies here , and apply via the application . (Note: financial aid/scholarship information is not available for this particular program.) Aerospace Aeronautics and Astronomy Area of specialization: Engineering Area of specialization: Engineering Area of specialization: Life Sciences/Biology Area of specialization: Life Sciences/Biology Area of specialization: Computer Science Explore the research process by working directly with CU faculty and graduate students over the course of this four-week program. You’ll also have the option of participating in a weekly Research Methods course to build your skills. Ready to apply? You can find the application here. Band, orchestra, and piano students will receive world-class instruction by faculty members, graduate students, and guest conductors and artists. Students are placed in either the wind ensemble or string orchestra in this one-week program. They will also have the opportunity to participate in electives aimed at preparing them for college-level music degree programs. Financial aid/scholarship available: Yes Ready to apply? You can find the application here. (Note: As part of the application process, students are required to submit materials including an excerpt of their music attesting to tone quality and technical ability.) Does your child need help finding and applying to summer programs? Consider the benefits of the Mentorship Program , which helps students build their portfolios with the best activities and provides access to practical advice on topics from college admissions to career aspirations, all from successful college students.  

Human Computer Interaction - Usability and Evaluation Essay

Human Computer Interaction - Usability and Evaluation - Essay Example Hartson, Andre, and Williges (2003, p.145) note that usability, also referred to as human factors, or human-computer interface design or user-centered design, has become a major field of interest in both industry and academia. This is attributed to the roles computer play in the daily lives of individuals. That is, the more we need to interact with computers, the more we tend to demand well-designed software interfaces. Software developers play a crucial role in answering such demands. Designing better interfaces have quite a number of commercial merits as having been demonstrated by big companies such as Apple, IBM, Eastman Kodak, SAAB, Rank Xerox and Microsoft just to name but a few. The advantages of well-designed software include increased productivity, reduced human error, as well as making the software use enjoyable (Matera, Rizzo, and Carughi 2006, p143). Nonetheless, usability is sometimes ignored not because it is considered worthless, rather because it is considered very ex pensive, which is a misconception, according to experts. Software developers also sometimes ignore usability, which does not justify the cost of usability testing and evaluation. Ignoring usability in interface design has greater cost attachments, as having been demonstrated in past fatal accidents that has resulted due to the failures of interface to show vital information. One such accident occurred in 1987 when an American airline crashed during takeoff at Detroit killing 156 passengers on board (Matera, Rizzo, and Carughi 2006, p143). The accident, according to investigations, was caused pilot’s failure to recognize the wrong positions of flaps during the aircraft’s takeoff. A skilled interface designer would have proper knowledge of organize an interface in such a manner that vital information cannot be missed. This paper will explore the principles of usability and the methods used to evaluate software interfaces. Finally, the paper will evaluate an Amazon.com we bsite in line with the usability principles. Usability design principles Adebesin (2011) argues that the interactive systems ought to be designed in a manner that supports the user to achieve his or her objectives. To do this, the design team need multi-disciplinary, with practitioners possessing ergonomics, cognitive science, and computer skills among others. This ensures that the team understands physical capabilities, human problem solving, their working environment, and the entire interaction context. A number of design guidelines are used in the software interface development. The design guidelines range from general to application-specific rules. Hartson, Andre, and Williges (2003, p.146) classify the design rules according to their level of authority and generality. According to Hartson, Andre, and Williges, the authority of design rule spells out whether or not the rules are to be followed or not. The level of generality, on the other hand, directs developers in ascertaining whether a particular guideline can be widely applied in different design situations. There are three basic principles of usability identified by Matera, Rizzo, and Carughi (2006, p.145). The first principle of usability design principle, according to Matera, Rizzo, and Carughi (2006, p145), is the principle of unity. The principle of unity in interface design is crucial since ensures congruency in the use of the interface. The unity principle also allows software interfac

Social responsibility as an international student Essay

Social responsibility as an international student - Essay Example To establish a standard mode of behavior, I should strive to get acquainted with the foreign culture and way of life. The first step involves the inner evaluation of my individual values that affect the day-to-day decision-making processes. These values guide me to gain more knowledge about my personal standards, my universal principles, and those of the community as well. In addition to that, ethics require me to evaluate the choices that I make, by establishing the possible impact of these choices to individuals or surrounding. These choices should encompass both the long and short-term consequences. It is however important for me to desist from judging others. It is extremely unethical to cast aspersions based on personal attitude and cultural belief. Ethics therefore requires me to discern what is right from that, which is wrong. Similarly, social responsibility begins with inner commitment to perform what is proper, right and good for the individual and the society. On the other hand, social responsibility is a determinant of how the community views an individual. The basic social responsibility of any international student is to portray a caring attitude not only towards oneself, but also towards the society. In showing care, I should participate in charitable activities such as visiting the sick in hospitals as well as helping to sustain the lives of the destitute. In the institutional framework, I can participate in environmental preservation exercises that aim at improving the lifestyles of other students in the institution. Through a caring attitude, I begin to master the ethical issues that relate to the institutional frameworks. Social responsibility requires adequate sense of competence and control. A major challenge that international students encounter is the lack of minority control in the institution. Competence is an indicator of quality leadership and ethical concern about the need for equality. It must be

Human behavior Essay Example | Topics and Well Written Essays - 2000 words

Human behavior - Essay Example Thus individuals’ omissions either willfully or accidentally in their actions have contributed to devastating occurrences. Common place accidents such as leaving an iron box on, a dropped cigarette or an electric heater left too close to flammable material have been reported to be major cause of fire fatalities in private residences (Grosse and Malvern, 2004). Consequently, most cigarettes’ related fires begin as a result of the smoker’s carelessness. Similarly, electricity is another commonly reported cause of fire in residential places due to human errors. This has been explained by (Grosse and Malvern, 2004) as emanating from either blown fuses or over warming of hot plugs and sockets. Faulty electrical wiring with exposed naked wires in the wall due to poor workmanship has also been reported to result in short circuiting, consequently starting a fire. Moreover, numerous reports have variously faulted the habit of leaving appliances like lamps, ovens and even baby monitors unplugged for over 24 hours a day. Grosse and Malvern (2004) explain that these implements have occasionally shorted out starting a fire. In the same vein, leaving fireplaces and heating devices such as pots, burners, stoves and lighted candles unattended in rooms have frequently resulted in devastating consequences according to the views of Duncan (2005). Research findings have associated majority of these causes to particular rooms in private residences. Duncan (2005), Elaine (2000) and Grosse and Malvern (2004) have variously demonstrated that the kitchen is the number one cause of domestic fires since it contains numerous hazardous items like the frying pans that can cause fire easily. Furthermore, majority of the mentioned risky items are probably stored in the kitchen. Overloading extension cords in the bedroom with electrical devices such as electric blankets or warmers and heaters with no lab-approval have significantly increased fire risks in the bedroom

Tensile testing Lab Report Example | Topics and Well Written Essays - 500 words

Tensile testing - Lab Report Example Data from the test is either collected through a data acquisition system and subsequently plotted using appropriate software or plotted using an X-Y plotter. The data typically consists of the load applied to the specimen and the extension or the stress and strain (since the initial cross sectional area of the specimen and gauge length are constants both the load v extension and stress v strain graph have the same shape); a typical plot for a metallic material is shown in figure 2. Tensile specimens may have a variety of cross-sections, although rectangular or cylindrical ones tend to be more common, and may be in a machined or unmachined state. The geometry of a typical specimen is shown in Figure 3, where (note that the nomenclature may vary): The mechanical properties typically derived from a tensile test include the yield stress (or more commonly the offset proof stress), tensile strength (stress), elastic (or Young’s) modulus, percentage total extension at fracture and reduction in cross-sectional area. A more detailed explanation of the range of properties that may be determined from a test and the analysis involved may be found in BS EN ISO 6892-1:2009 and ASTM E8M. It is good practice to test to a standard such as these as they stipulate various parameters, such as the speed of testing (the rate at which the load is applied) and shape of the specimen, which may affect the results obtained, although some companies will have their own procedures that will ensure compatibility between tests within that company. Stress is usually indicated by the Greek letter ÏÆ' (sigma) or S and is the measure of the force per unit area. It has the units N.m-2 or Pa (Pascal) (megapascals, MPa, are more commonly used, these being 106 x N.m-2 (106 Pa) or N.mm-2, due to the magnitude of the values encountered). Strain is usually indicated by the Greek letter ÃŽ µ (epsilon) or e and is the amount a material

Reflections on the Field Trip Essay Example | Topics and Well Written Essays - 750 words

Reflections on the Field Trip - Essay Example A high population translates in high demand for essential goods and services, and that would be an inducement to invest even more. It also ensures that all the available resources are utilized maximally and to optimal levels so as to fully exploit the full potential of the place. Low population would translate to underutilization of resources and low returns on investment. Mass investments in an urban centre must be properly planned. In this respect, urban or town authorities must have a professional responsible for planning mass investments. One should never rely on a supposed role of market forces; neither should they expect any magic. The planning must be carried out in a proactive manner, and in consideration of all the prevailing factors. This ensures that these investments have proper locations within the town, and prevents tendency of investors to congest one part of an urban locality while ignoring others. Some of the common mass investments include bus rapid transit, light r ail and fixed guideway. Prior to launching these investments, sufficient time should be allocated for carrying out prefeasibility studies and ascertain if such investments are really necessary and would be profitable. The cost-effective aspects of these investments must also be considered during such studies. Other crucial factors include land use and availability of space, employment densities, and walkable neighborhood designs. Land use and availability of space are of immense importance. For instance, space would be required for bus stop.

Old Man Coyote Makes the World- Crow Story -American Indian Myths and Essay

Old Man Coyote Makes the World- Crow Story -American Indian Myths and Legends - Essay Example This channel of communication and mutual understanding was evident from the very beginning of the story where Old Man Coyote wanted someone to talk to rather than someone to rule over. In his discourse with the ducks, He sought their advice rather than impose his own will upon them. Additionally, Old Man Coyote is not the all knowing creator which is commonly presented in western mythos since he does not know if there is anything in the world other than water, he does not even know that ducks can stay underwater for a long period of time. The image of the creator matches the idea of a very powerful being, but the being is not all knowing. Moreover, Old Man Coyote is not very well acquainted with many different ideas of society and social existence which were taught to him by other creatures. For instance, he does not understand war or the need for was as a social conflict that allows certain problems to be settled once and for all or as a means to improve a person’s social standing. Cirape is the character which comes across as the individual which has the wisdom of a god but does not have the strength to put his thoughts into action. Finally, the relationship which the creator animal has with other animals brings about an image of a united family since the characters address each other as younger and elder brothers. The image of family is essential to the progress of the storyline since even characters that are not cooperative and act in hostility are not killed off or banished. The case of the Bear is a predominant one since his rebellion does not take him to hell; rather he is supposed to hibernate for the winter months while the other animals can stay awake. In conclusion, the creation story of the native American mythology is an interesting work since it does give significant insights into native American culture as well as the relationships that a society should have as a result of following that particular culture. Of course

Capital Budgeting Essay Example for Free

Capital Budgeting Essay Introduction The purpose of this paper is to analyze and interpret the answers of the Capital Budgeting Case. I will discuss my recommendation about which Corporation and investor should acquire based on the quantitative reasoning. I also will describe the relationship between the net present value and the internal rate of return for the two corporations that are analyzed. Capital Budgeting Case A company is planning in acquiring a new corporation and there are two options with the same cost of $250,000 but both with different 5-year projections of cash flows. The evaluation done to the two corporations (A and B) is based on the Net Present Value (NPV) and the Internal Rate of Return (IRR). The net present value represents the value the project or investment adds to the investor wealth. The NPV method of capital budgeting suggests that all projects that have positive NPV should be accepted because they would add value to the investment. On the other hand, the internal rate of return is defined as the discount rate that equates the present value of a projects cash inflows to its outflows. According to the internal rate of return method of capital budgeting, the investment should be accepted if their IRR is greater than the cost of capital. The results for Corporation â€Å"A† shows a NPV of $20,979.20 based on discount rate of 10%. And, we got an IRR of 13.05% which means that is the discount rate that makes the NPV equal or close to $0.00. On the other hand, the Corporation â€Å"B† with a discount rate of 11% got a NPV of $40,251.47 and an IRR of 16.94%. A positive NPV is considered a good project, and we want to choose the one with the highest NPV. Therefore, I would recommend acquiring the Company â€Å"B† because it has a higher NPV than the other company. Corporation B will be giving us a current value cash return of $40,251.47 above our 11% required rate of return during the next 5 years. And, if we recalculate the NPV using the IRR of 16.94% it will result on an NPV close to $0.00. The relationship between NPV and IRR is based on the discount rate used to bring up the cash flows to the present. For the case of Company â€Å"B†, with the discount rate of 11%, if we have a NPV of $0.00, our IRR will also be 11%. But, if our NPV is higher than $0.00, our IRR will be also higher than 11%. And, if we have a negative NPV, then our IRR will be less than 11%. In other words, the NPV and the IRR most of the time yield the same result of acceptance or rejection. Conclusion In conclusion, the best recommendation is to acquire Company B because it will give us higher current values during the first 5 years and higher returns of the investment.

Effects of the Soviet on the Cuban Missile Crisis

Effects of the Soviet on the Cuban Missile Crisis The Cuban Missile Crisis:Â  Was it the Fault of the Soviets? Introduction The required brevity of this essay precludes the possibility of giving any kind of narrative of the events of the Cuban Missile Crisis; however we will begin with a brief analysis of the origins of the crisis before proceeding to analyse who was to blame and eventually concluding that there were faults on both sides, although more on Kennedy’s than Khrushchev’s. President Kennedy had come to office in 1960 under the generally held, but entirely inaccurate belief that America had far fewer missiles than the Soviets.[1] Almost immediately upon election he committed the US to a massive increase in the US’ nuclear missile arsenal. Even when it was admitted that the US in fact had far more missiles than the Soviet Union, the building program did not slow down (Kahan Long, 1972, 565). Giglio has argued that the crisis arose out of a personal vendetta of the Kennedy’s against Castro himself (Giglio, 1991, 190). It is long established that the CIA were engaged in attempts to assassinate Castro.[2] Robert Kennedy even held responsible for these operations for a time (Chang Kornbluh, 1992, 20-23). The American trade embargo on Cuba and the growing belief that an invasion was imminent led the Soviet Union to threaten war if any such event should occur (Giglio, 1991, 190). We can say, with hindsight, that direct invasion was unlikely given the disastrous Bay of Pigs incident, however this was certainly not clear to the Soviets at the time. Bohlen and Thompson have noted that the Russians had never before placed nuclear weapons outside of their territory and that placing them in Cuba could have been seen by the Americans as a direct threat to their national security. The Russians now had a first strike capability on America’s very doorstep with the ability to strike anywhere at will. This was a threat that Kennedy simply could not ignore (Beschloss, 1991 424). From the Soviets perspective, they may have seen the positioning of missiles in Cuba as a way of balancing the strategic superiority the US had over them in such weapons. Who was to blame? John and Robert Kennedy, Nikita Khrushchev, Adlai Stevenson, Kenneth Keating and Dean Acheson all played significant roles in creating or exacerbating the crisis. It is beyond doubt that Khrushchev had made the critical decision to place missiles in Cuba; but Kennedy’s campaign to overthrow Castro had helped convince the Russian Premier that they were needed to act as a deterrent to American invasion. Keating and other Republicans had forced Kennedy to promise the American electorate that he would resist any attempts to put missiles on Cube, compelling Kennedy to action in October 62. Even Stevenson, whose ideas and policies throughout the crisis were generally sound, had contributed by laying the foundation in 61 for the Cubans to be ejected from the OAS (White, 1996, 232). External and Internal factors were no doubt in operation during the build up to the crisis. External factors were certainly of vital importance. Khrushchev almost certainly believed that placing missiles in Cuba would close the strategic gap that he knew to exist; it would also help appease the Chinese and provide a bargaining chip in negotiations with the west (White, 1996, 233). Kennedy’s policy in Cuba was not new. It was underpinned by the standard assumptions of American Cold War policy: monolithism, the domino effect and the lessons of the 1930’s Garthoff, 1989 43ff). Kennedy felt that Castro was Khrushchev’s puppet, and far to close for comfort. He also believed that this extension of Soviet influence was unacceptable and could lead, in a domino like fashion, to a whole series of communist revolutions in Latin America. The evident failure of appeasement towards Hitler in the 1930’s demonstrated that a touch stance was required. The internal factors that contributed to the crisis have generally been considered of lesser importance by historians; in particular, on the American side, Kennedy’s relationship with the liberals in his government. If JFK had been more receptive, he would probably have rejected the Bay of Pigs proposals. He also likely would not have organised such a concerted campaign against Castro in 1961 and 62. A more liberal Cuban policy would not have increased Khrushchev’s fears over the likelihood of invasion, making deployment of missiles far less likely. Accepting Stevenson’s proposal to offer the Soviets a negotiated settlement at the same time as the blockade was announced could have brought about a quicker and safer resolution to the crisis (White, 1996, 234). Kennedy’s relationship with Republicans was also significant. In order to prevent accusations of weakness, he had told the American public that the Soviet build up in Cuba did not represent a significant threat because they had not included missiles. In 1962 when that situation changed, Kennedy had little choice but to respond swiftly. It also ensured that Kennedy’s response could not be one of toleration (White, 1996, 235). During Kennedy’s campaign for the Presidency in 1960 he had criticised Eisenhower for his failure to prevent the rise of Castro and had pledged to remove him from power if elected (Dinerstein, 1976, 21ff). Khrushchev’s belief that, after the Bay of Pigs, Kennedy would again try to fulfil his election promise and attempt to remove Castro, this time directly using American military power, was one of the key factors behind Khrushchev’s decision to install warheads on Cuba. It can be argued, therefore, that there was a clear causal link between the 1960 re-election campaign and the missile crisis, with the former helping to bring about the Bay of Pigs, which in turn helped convince Khrushchev of the need to protect Cuba and thus install missiles (White, 1996, 235). Kennedy also believed in the connection between public opinion and policy, this also helped define the approach towards Castro’s Cuba. One of the lessons to be learned from Britain’s appeasement of Hitler in the late 1930’s was that the public can, at times, exert an unhealthy influence over the pursuit of the national interest. In the case of 1930’s Britain, various pressure groups acted to prevent an increase in military spending. Kennedy, with these lessons in mind, was drawn towards secret operations that would not trigger a public debate. Domestic concerns were also of paramount importance to Khrushchev and certainly contributed to his decision to deploy missiles on Cuba. The Soviet Premiere evidently felt that Russian nuclear weapons in the Caribbean would allow his to justifiably make the argument to the rest of the Soviet ruling class that they significantly improved the Soviet strategic position and that it would therefore be safe to resume the program of cutting troop numbers in order that funds could be diverted away from military spending and towards the civilian economy, which even then was not in a good condition. Installing missiles in Cuba would allow Khrushchev to adopt a strategy of brinkmanship with Kennedy. Kennedy’s public assertion of nuclear superiority (however true) had seriously undermined Khrushchev’s position in the autumn of 1961. Brinkmanship was essentially a way of achieving foreign policy goals without the application of any actual resources: Khrushchev could, therefore, essen tially concentrate on domestic rather than defence needs with his limited resources. Kennedy and Khrushchev were jointly responsible for the crisis. Khrushchev’s decision to install missiles on Cuba was an un-necessary risk. He could have secured the Cuban dictators position, and appeased the Chinese at the same time, be moving troops and conventional arms to the island; although this would have detracted from his domestic agenda. Faced with the prospect of a military clash with the Soviet Union it is highly likely that Kennedy would have abandoned any plans to again attach Cuba (White, 1996, 236). Kennedy was equally culpable for the crisis. Before Khrushchev ever ordered missiles to Cuba, Kennedy had ordered the CIA sponsored invasion, ordered various assassination attempts on Castro, installed a tight embargo on trade to and from the island, approved working towards Cuba’s removal from the OAS and approved large scale military operations in the region (Nash, 1997, 117ff). That Kennedy appeared not to realise that these actions would annoy the Soviets seems, to say the least, naive. He also failed to realise, or perhaps did not care, that his massive increases in defence spending coupled with public proclamations of superiority would trouble the Russians. Although Kennedy and Khrushchev shared, to varying degrees, the responsibility for causing the crisis, they also much share the credit for defusing it. They managed to avoid clashes on the high seas, and in a letter sent to Kennedy on October 26th, Khrushchev showed that he was willing to be the first to make concessions in order to secure a peaceful resolution. Kennedy on the other hand was able to astutely and effectively respond to the two conflicting letters send by Khrushchev on the 26th and 27th of October (White, 1996, 238). All too often Kennedy’s Cuban policies have been prone to oversimplification, much like assessments of his Presidency in general. His record on Cuba was neither excellent in a way that his supporters claim, nor poor as per his detractors Kennedy’s pre crisis approach to Castro was misguided; he also tinkered with but never fully engaged with as examination of America’s cold war position (White, 1996, 238). Conclusion Khrushchev’s decision in 1962 to install nuclear weapons on Cuba was almost certainly not required to fulfil his various foreign, domestic and defence policy objectives. His belief that American military intelligence would fail to detect the missiles on Cuba before they were fully operational was foolish and mistaken. Most importantly of all, Khrushchev should have realised that the new American administration would never tolerate Soviet missiles on Cuba, able to deliver a first strike capability to the Soviet Union. The decision made confrontation inevitable. Kennedy on the other hand was far more culpable. His approach to Castro before the crisis was misguided to say the least. The assassination attempts code named project Mongoose, his aborted invasion, trade embargo etc. as noted above all smack of bullying and of a deep seated hatred. He repeatedly implemented policies towards Cuba that were unnecessarily hostile. His belief that a communist Cuba would lead to the spread of communism throughout the Latin American world smacks of paranoia. He failed to take advantage of opportunities before the crisis arose to improve relations with Havana and Moscow and he failed to listen to his liberal advisors like Stevenson. As with most international problems throughout history, the fault does not lay with just one side. The leaders of both nations have to take some of the blame but it seems evident that Khrushchev was largely acting in response to American aggression and was the first to offer a negotiated peace that would allow the situation to be defused. Kennedy should also be praised in the final analysis for allowing the Soviets to save face by negotiating away the American Jupiter missiles in Turkey (Nash, 1997, 150-176). The crisis need never have arisen in the first place, but it appears largely to be America acting and the Soviets reacting. Bibliography M. P. Beschloss, Kennedy V. Khrushchev: The Crisis Years (Boston 1991) L. Chang P. Kornbluh, The Cuban Missile Crisis: A National Security Archive Documents Reader (New York 1992) H. S. Dinerstein, The Making of a Missile Crisis: October 1962 (London 1976) R. L. Garthoff, Reflections on the Cuban Missile Crisis (Washington D. C. 1989) J. N. Giglio, The Presidency of John F. Kennedy (Kansas 1991). R. Helsman, The Cuban Missile Crisis: Struggle Over Policy (London 1996) J. H. Kahan A. K. Long, The Cuban Missile Crisis: A Study of its Strategic Context, Political Science Quarterly, 87 (1972) P. Nash, The Other Missiles of October (London 1997) S. M. Stern, Averting ‘The Final Failure’: John F. Kennedy and the Secret Cuban Missile Crisis Meetings (Stanford, California, 2003) M. J. White, The Cuban Missile Crisis (London 1996) 1 Footnotes [1] The US in fact had 17 times more warheads than the Soviet Union, (Giglio, 1991, 192.) [2] The so called operation Mongoose.

Sir Gawain and the Green Knight Passage Explication (928 -1207) :: Sir Gawain and the Green Knight Essays

Sir Gawain and the Green Knight Passage Explication (928 -1207) Sir Gawain and the Green Knight was written in the fourteenth century by an anonymous contemporary of Geoffrey Chaucer. It is a tale of bravery, adventure, and coming of age. This is the ballad of Sir Gawain, one of King Arthur's knights, who is challenged to seek the green knight whose head he chopped off during the Arthur's Christmas dinner. The Modern English translation by Marie Boroff (1967) makes the poem easier to read and understand. The passage that is explicated is between lines 298 and 1207 in the Modern English translation. In the passage, Gawain, after feasting with the host, finally gets to meet the lady of the Bercilak. He is also introduced to Morgan le Faye, Arthur's evil half-sister, who is disguised as an older woman. Sir Bercilak, the host of the castle tells Gawain that he knows the location of the green chapel, and has Gawain play a game with. All throughout the passage different clues are given that the aforementioned castle has unusual abnormalities, but Gawai n choses not to ponder about their significance. If Gawain thought about unusual things that were happening in the castle, he could have avoided his future ebarrasment and cut on the neck. In the beginning of the passsage Gawain finally gets to meet the lady of Bercilak, in the chapel on Christmas day. The entrance of the lady is very ceremonial; she is led in by an older, less attractive woman, Morgan le Faye, who Gawain failks to recognize. The text describes the clothes that the lady wears and contasts her beauty with the ugliness of her companion. But unlike to look upon, those ladies were, for if the one was fresh, the other was faded: bedecked in bright red was the body of one; flesh hung in folds on the face of the other; on one a high headdress, hung all in pearls; her bright throat and bosom fair to behold, fresh as the first snow fallen upon hills; a wimple the other one wore rounded her throat; her swart chin well swaddled swathed all in white; her forehead enfolded in flounces of silk that fraimed a fair fillet, of fashion ornate, and nothing bare beneath save the black brows, the two eyes and the nose, the naked lips, and they unsightly to see, and sorrily bleared. A beldame, by God, she may well be deemed of pride! (Norton 178)

A Closed Family In Anne Tylers Dinner At The Homesick Restaraunt Essay

A Closed Family: Growth Through Suffering   Ã‚  Ã‚  Ã‚  Ã‚  The novel Dinner at the Homesick Restaurant is one of Tyler’s more complex because it involves not only the growth of the mother, Pearl Tull, but each of her children as well. Pearl must except her faults in raising her children, and her children must all face their own loneliness, jealousy, or imperfection. It is in doing this that they find connections to their family. They find growth through suffering.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Cody Tull, the oldest child and the one most damaged by the failure of his parents’ marriage he becomes an aggressive, quarrelsome efficiency expert.†(Voelker 126) He feels that it his fault that Beck, the father, left. Especially when they bring up the arrow incident. Cody never really feels like a family as he expresses: â€Å"You think were a family†¦when in particles, torn apart, torn all over the place?†(Tyler 294). He never recovers from his father leaving.   Ã‚  Ã‚  Ã‚  Ã‚  The optimism of Ezra is never noticed by the family. He never let his past affect his life and very little bothered him. The family does not notice his optimism because Cody resented it, Jenny ignored it and Pearl misunderstood it. His optimism is shown when Cody is reflecting on their childhood, about how bad it was and how their mother was a â€Å"shrieking witch†. Ezra responds, â€Å"She wasn’t always angry. Really she was angry very seldom, only a few times widely spaced, that happ...

Cloning :: essays research papers fc

This article, â€Å"Cloning Noah’s Ark,† is about the cloning of endangered species to prevent some animals from disappearing from the planet.   Ã‚  Ã‚  Ã‚  Ã‚  The three authors of this article were Robert P. Lanza, Betsy L. Dresser and Philip Damiani. According to Scientific American, they all share an interest in reproductive biology and animals. Lanza, the vice president of medical and scientific development at Advanced Cell Technology (ACT) in Worcester, Massachusetts, founded the South Meadow Pond and Wildlife Association in Worcester County. Dresser is senior vice president for research at the Audubon Institute and director of the Audubon Institute Center for Research of Endangered Species and the Freeport-McMoRan Audubon Species Survival Center. Damiani, a research scientist at ACT, is also a member of the International Embryo Transfer Society’s committee on cryopreservation. II. Explain the major concepts and points made.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Research done, results, his/her conclusions III. Your Summation   Ã‚  Ã‚  Ã‚  Ã‚  From this article, I learned a number of different things. I learned how the actual cloning process occurs. I also became aware of many different Endangered Species and other animals that have already become extinct. I also learned that a clone could have been born from an animal other than their own species. For example, a regular house cat gave birth to a cloned tiger. I learned that cloning is very difficult and a long process.....   Ã‚  Ã‚  Ã‚  Ã‚  I feel that the cloning of Endangered Species could be a excellent idea. Human beings have carelessly killed off many innocent living creatures on this planet by hunting them and by creating pollution that end their lives. If the we could prevent the extinction of healthy, harmless animals, we should do it. Cloning is a way to prevent the extinction

Models of Writing

Writing can be an intimidating task.   Many people of all ages will admit to avoiding and even fearing the writing process.   For some reason, the task seems daunting, so methods have been adapted to help ease the process for those that struggle. The five step writing process is typically composed of some derivation of the following steps:   prewriting, planning, drafting, revising, and proofreading.   These steps are widely taught in classrooms from the elementary school level through post graduate work.   The depth of each level is the thing that differs as writers grow and mature. Similar essay: Principles of Good Writing by L.A. Hill Summary The prewriting phase involves the production of ideas and even strategies for later writing of the essay.   This can include using one of many types of graphic organizers such as bubble charts or outlining techniques.   It can also be less organized like brainstorming lists or even random thoughts.   The prewriting phase is a time to explore all facets of an idea without judging or commitment.   During this phase, the writer will find a topic and create his questions for research.   In conducting his research, whether it be formal or informal, he will discover the answers to his questions. Thus the next sequential stage of writing is the planning stage.   Here the writer accumulates all of the information necessary and begins to sort it into categories.   This coincides with the text’s second step of finding and evaluating information from various sources.   Here the writer is still gather information without being certain exactly which he will use. These first two steps correlate with McQuinn and Roach’s first step in their writing process which is the idea step.   According to their website, â€Å"ideas are the heart of the message, the content of the piece, the main theme, together with the details (documented support, elaboration, anecdotes, images) that enrich and develop that theme by building understanding or holding a reader's attention.†Ã‚   Here the writer comes up with the central focus of his work and gather information to support it.   This information may be anecdotal, research-oriented, observed or simply created.   The ideas are important to the process because they allow for wide-ranging creativity from the writer. The third step in the general writing process is drafting.   The text suggests taking notes from the sources and making a formal outline.   It is at this point that the final decisions are made as to what information should be included.   It is important to note that a draft is not a final copy.   Many students of writing make that mistake.   The drafts are sometimes a type of trial and error routine.   Several drafts may be necessary before the writer becomes satisfied with the content of the essay. This stage correlates with the organization stage of McQuinn and Roach.   They note that organization is the â€Å"internal structure† of a piece which includes is central message and the flow of ideas seamlessly from one to another.   This particular process offers that a well-organized piece of writing will begin with a strong opening and conclude with a powerful conclusion, with many developed and stimulating ideas in between.   Of course the writer will have had to already choose his content in order to accomplish this type of structure in his writing. After the drafting stage, the writer must undertake the process of revising.   The revision stage is one that involves many steps.   The paper must be examined for its content, its logical progression, its flow of ideas, its choice of words, phrasing, and overall impact.   The revising stage is much like the drafting stage because each revision is simply a new draft.   Until the revision stage is complete, the drafting stage is not. McQuinn and Roach’s fourth and fifth area are called word choice and sentence fluency.   These two ideas are key to the revision process.   Word choice has to do with, as the name suggests, the careful choosing of the most perfect words to express meaning.   Sentence fluency is the smoothness and fluidity with which the sentences in the writing roll seamlessly from one to another. According to McQuinn and Roach, â€Å"word choice is the use of rich, colorful, precise language that moves and enlightens the reader. It is the love of language, a passion for words, combined with a skill in choosing words that creates just the right mood, impression, or image in the heart and mind of the reader.†Ã‚   To accomplish this is to really wrestle with words until the most perfect choices are made.   Likewise, sentence fluency focuses on the sounds of the sentences.   This forces the writer to consider sound devices such as rhyme, alliteration, creative phrasing, sentence structure, complexity and length.   The sentences will read, in some cases, like music. Finally, the writer has achieved a focused, organized and creatively crafted piece.   He has one more step to complete.   This step is the revision step.   This step demands that the writer proofread his paper to ensure that the conventions of the English language are followed.   This gives the writer and the writing legitimacy.   The reader recognizes that his writing will be more powerful if it is also correct in its use of punctuation, usage, spelling and other such conventions.   While proofreading may be less creative than the stylistic drafting of the piece, it is nevertheless a vital step in the whole of the writing process. While most process driven models of writing end here, the McQuinn and Roach model includes another area.   This area is that of voice.   They note that voice is the heart and soul of a piece, the magic, the wit. It is the writer's unique and personal expression emerging through words. Voice is the presence of the writer on the page. When the writer's passion for the topic and concern for the audience are strong, the text dances with life and energy, and the reader feels a strong and intimate connection to both the writing and the writer. Voice is a more abstract tenet of writing, one that is harder to explain and harder yet to produce. Voice pervades all writing, but not all voice is unique or engaging or even literate.   Many writers take years to produce a recognizable voice.   Some students never learn it.   However, voice is the quality that separates adequate and good writing from great and enlightened writing, yet it is the most elusive quality of all. The process described in the text and the process designed by McQuinn and Roach have many structural similarities.   They both depend on good ideas, organization, drafting, revising and proofreading.   However, the McQuinn and Roach model go beyond this to demand an element of uniqueness, of style, from the writers.   This style is very difficult to teach.   For this reason, it is much more difficult to use. A student of writing would find the text much easier to follow.   The steps are well-defining, and a student who carefully follows them will produce a good piece of writing.   The steps are easy to repeat and practice, and they can be applied to many situations. However, a student who has mastered this type of writing and desire another level to his work will find McQuinn and Roach an excellent step in this direction.   While the tutorial on their website cannot guarantee that one will become a stylist, it gives a mature writer more dimensions with which to experiment in his writing.   Word choice, sentence fluency and voice are all components of this dimension.   Merely good writing can exist without them, but great writing can only emerge with them.   Thus, the user-friendliness of these two models will depend on the level of adequacy that the writer has achieved. References McQuinn, C. & Roach, M.   The Writing Process. WORDSMITH A GUIDE to College Writing 3RD EDITON   

The Impact of Wach Tv Children

Title: -The Impact of watchingTelevision for Children The Case of Children watching Television in Ethiopia Chapter One 1. Introduction 1. 1 Back Ground Television (TV) has its good side. It can be entertaining and educational, and can open up new worlds for kids, giving them a chance to travel the globe, learn about different cultures, and gain exposure to ideas they may never encounter in their own community. Shows with a prosaically message can have a positive effect on kids' behavior; programs with positive role models can influence viewers to make positive lifestyle changes.However, the reverse can also be true:   Kids are likely to learn things from TV that parents don't want them to learn. TV can affect kids' health, behavior and family life in negative ways. Whether good or bad, television has found its way into the lives of people all over the world and it an important part of life for many. Some consider it to be a great invention while others say that it harms people and society. Here is a summary of those thoughts. Television is often the main or only source of information about current events and biased or inadequate reporting can deliver inaccurate or misleading information and opinion.Ethiopian Television was established in 1964 with assistance from the British firm, Thomson. It was created to highlight the Organization of African Unity (OAU) meeting that took place in Addis Ababa that same year. Color television broadcast began in 1982 in commemoration of the founding of Workers' Party of Ethiopia (WPE). The current structure and goals of ETV were established 1987 with Proclamation This research may see general and specific area of in Addis Ababa, children see television that its impact.The television and channel clients are increasing every day around the city so, we need to the advantage and disadvantages in the children see tv. 1. 2 Statement of the Problem In recent years, TV, video and DVD programs have come on the market—and now ev en a cable channel for children. We don't know yet what effect TV-viewing by children may have on their development. We do know that time spent watching TV replaces time spent interacting with caregivers and other children. Social interaction is critical to a child's healthy affected.A great deal is known about children and television, because there have been thousands of studies on the subject. Research has studied how TV affects kids' sleep, weight, grades, behavior, and more. Spending time watching TV can take time away from healthy activities like active play outside with friends, eating dinner together as a family, or reading. TV time also takes away from participating in sports, music, art or other activities that require practice to become skillful. Children can be exposed to programming that is not appropriate for their age.Adult themes of sex and violence are far too easily accessed and they destroy the innocence of children. Adults frequently spend many hours each day watc hing television to the detriment of work or family life. 1. 3 Objectives This research goal to show the impact of watching TV children among the cultural, society and school life in Addis Ababa. To show the problem and recommend the way of protecting and minimizing the problem through awareness of the research. How big a presence is TV in kids' lives? * TV viewing among kids is at an eight-year high.On average, children ages 2-5 spend 32 hours a week in front of a TV—watching television, DVDs, DVR and videos, and using a game console. Kids ages 6-11 spend about 28 hours a week in front of the TV. The vast majority of this viewing (97%) is of live TV [1]. * 71% of 8- to 18-year-olds have a TV in their bedroom [1a]; 54% have a DVD/VCR player, 37% have cable/satellite TV, and 20% have premium channels [2]. * Media technology now offers more ways to access TV content, such as on the Internet, cell phones and iPods.This has led to an increase in time spent viewing TV, even as TV-s et viewing has declined. 41% of TV-viewing is now online, time-shifted, DVD or mobile [2a]. * In about two-thirds of households, the TV is â€Å"usually† on during meals [3]. * In 53% of households of 7th- to 12th-graders, there are no rules about TV watching [4]. * In 51% of households, the TV is on â€Å"most† of the time [5]. * Kids with a TV in their bedroom spend an average of almost 1. 5 hours more per day watching TV than kids without a TV in the bedroom. * Many parents encourage their toddlers to watch television. Find out more about TV in the lives of children ages zero to six. * Find out more about media in the lives of 8- to 18-year olds. As you can see, if your child is typical, TV is playing a very big role in their life. Here are some key research findings to keep in mind as you decide what kind of role you want TV to play in your family: * TV viewing is probably replacing activities in your child' s life that you would rather have them do (things like pl aying with friends [6] , being physically active, getting fresh air, reading, playing imaginatively, doing homework [7], doing chores). Kids who spend more time watching TV (both with and without parents and siblings present) spend less time interacting with family members. [8] * Excessive TV viewing can contribute to poor grades [8a], sleep problems, behavior problems, obesity, and risky behavior. * Most children’s programming does not teach what parents say they want their children to learn; many shows are filled with stereotypes, violent solutions to problems, and mean behavior. * Advertisers target kids, and on average, children see tens of thousands of TV commercials each year [9]. This includes many ads for unhealthy snack foods and drinks.Children and youth see, on average, about 2,000 beer and wine ads on TV each year [10]. * Kids see favorite characters smoking, drinking, and involved in sexual situations and other risky behaviors in the shows and movies they watch o n TV. * More on how television viewing affects children. * For more detailed information on these and other issues, read on. Does TV affect children's brain development? With television programs—and even a cable channel—designed and marketed specifically for babies, whether kids under two years of age should be watching becomes an important question.While we are learning more all the time about early brain development, we do not yet have a clear idea how television may affect it. Some studies link early TV viewing with later attention problems, such as ADHD. However, other experts disagree with these results. One study found that TV viewing before age three slightly hurt several measures of later cognitive development, but that between ages three and five it slightly helped reading scores [11]. The American Academy of Pediatrics takes a â€Å"better-safe-than-sorry† stance on TV for young children [12]. It may be tempting to put your infant or toddler in front o f the television, especially to watch shows created just for children under age two. But the American Academy of Pediatrics says: Don't do it! These early years are crucial in a child's development. The Academy is concerned about the impact of television programming intended for children younger than age two and how it could affect your child's development. Pediatricians strongly oppose targeted programming, especially when it's used to market toys, games, dolls, unhealthy food and other products to toddlers.Any positive effect of television on infants and toddlers is still open to question, but the benefits of parent-child interactions are proven. Under age two, talking, singing, reading, listening to music or playing are far more important to a child's development than any TV show. † In addition, TV can discourage and replace reading. Reading requires much more thinking than television, and we know that reading fosters young people's healthy brain development. Kids from fami lies that have the TV on a lot spend less time reading and being read to, and are less likely to be able to read [13].What about TV and aggressive or violent behavior? Literally thousands of studies since the 1950s have asked whether there is a link between exposure to media violence and violent behavior. All but 18 have answered, â€Å"Yes. †Ã‚  Ã‚   The evidence from the research is overwhelming. According to the AAP, â€Å"Extensive research evidence indicates that media violence can contribute to aggressive behavior, desensitization to violence, nightmares, and fear of being harmed. † [14]   Watching violent shows is also linked with having less empathy toward others [14a]. An average American child will see 200,000 violent acts and 16,000 murders on TV by age 18 [15]. * Two-thirds of all programming contains violence [16]. * Programs designed for children more often contain violence than adult TV [17]. * Most violent acts go unpunished on TV and are often accomp anied by humor. The consequences of human suffering and loss are rarely depicted. * Many shows glamorize violence. TV often promotes violent acts as a fun and effective way to get what you want, without consequences [18]. Even in G-rated, animated movies and DVDs, violence is common—often as a way for the good characters to solve their problems. Every single U. S. animated feature film produced between 1937  and 1999 contained violence, and the amount of violence with intent to injure has increased over the years [19]. * Even â€Å"good guys† beating up â€Å"bad guys† gives a message that violence is normal and okay. Many children will try to be like their â€Å"good guy† heroes in their play. * Children imitate the violence they see on TV.Children under age eight cannot tell the difference between reality and fantasy, making them more vulnerable to learning from and adopting as reality the violence they see on TV [20]. * Repeated exposure to TV violen ce makes children less sensitive toward its effects on victims and the human suffering it causes. * A University of Michigan researcher demonstrated that watching violent media can affect willingness to help others in need [20a]. Read about the study here: Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Viewing TV violence reduces inhibitions and leads to more aggressive behavior. * Watching television violence can have long-term effects:   * A 15-year-long study by University of Michigan researchers found that the link between childhood TV-violence viewing and aggressive and violent behavior persists into adulthood [21]. * A 17-year-long study found that teenaged boys who grew up watching more TV each day are more likely to commit acts of violence than those who watched less [22]. * Even having the TV on in the home is linked to more aggressive behavior in 3-year-olds.This was regardless of the type of programming and regardless of whether the child wa s actually watching the TV [23]. What parents can do: * According to the American Academy of Pediatrics, media education can help kids become less susceptible to the bad effects of watching violent TV. Some studies have shown that kids who received media education had less violent behavior after watching violent programs. Teach your kids to be media savvy. Find out more about media literacy. * Watch with your kids, so if the programming turns violent, you can discuss what happened to put it in a context you want your kids to learn. Know what your kids are watching. Decide what programs are appropriate for their age and personality, and stick to your rules. * To minimize peer pressure to watch violent shows, you may want to talk to the parents of your child's friends and agree to similar rules. * Visit YourChild:   Managing Television:   Tips for Your Family for more ideas. For more on TV violence and kids: * Key Facts: TV Violence—a report from the Kaiser Family Foundatio n. * A 1993 summary of some of the research on TV violence and behavior. * Television Violence:   Content, Context, and Consequences. The National Television Violence Study (NTVS). * Television Violence:   A Review of the Effects on Children of Different Ages—a 1995 70-page report and review of the literature. * Violence in the Media–Psychologists Help Protect Children from Harmful Effects: Decades of psychological research confirms that media violence can increase aggression. * Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others—This study by a University of Michigan researcher demonstrates that watching violent media can affect willingness to help others in need. Joint Statement on the Impact of Entertainment Violence on Children:   Congressional Public Health Summit—a statement of the American Academy of Pediatrics, American. Academy of Child & Adolescent Psychiatry, American Psychological Association, American Medical Asso ciation, American Academy of Family Physicians, American Psychiatric Association. Can TV scare or traumatize kids? Children can come to view the world as a mean and scary place when they take violence and other disturbing themes on TV to be accurate in real life. Symptoms of being frightened or upset by TV stories can include bad dreams, anxious feelings, being afraid of being alone, withdrawing from friends, and missing school. * Fears caused by TV can cause sleep problems in children [24]. * Scary-looking things like grotesque monsters especially frighten children aged two to seven. Telling them that the images aren't real does not help because kids under age eight can't always tell the difference between fantasy and reality. * Many children exposed to scary movies regret that they watched because of the intensity of their fright reactions. Children ages 8-12 years who view violence are often frightened that they may be a victim of violence or a natural disaster. * Violent threats shown on TV can cause school-aged kids (8-12) to feel fright and worry. When the threat is shown as news it creates stronger fears than when it is shown as fictional [25]. How does watching television affect performance in school? * TV viewing may replace activities that we know help with school performance, such as reading, doing homework, pursuing hobbies, and getting enough sleep. * One research study found that TV's effects on education were long term.The study found that watching TV as a child affected educational achievement at age 26. Watching more TV in childhood increased chances of dropping out of school and decreased chances of getting a college degree, even after controlling for confounding factors [26]. * Watching TV at age four was one factor found to be associated with bullying in grade school [27]. Can TV influence children's attitudes toward themselves and others? Let's take a look at what kids see on TV, and how it can affect their beliefs about race and gender: * Children learn to accept the stereotypes represented on television.After all, they see them over and over. * When non-whites are shown on TV, they tend to be stereotyped. * A review of the research on gender bias shows that the gender-biased and gender-stereotyped behaviors and attitudes that kids see on television do affect how they see male and female roles in our society. * Television and movies do not often show Asians or Asian Americans, and when they do, they fail to show the diversity in Asian American culture [28]. * Thin women are disproportionately represented on TV.The heavier a female character, the more negative comments were made about her [29]. * In 1990's commercials, white men more often were depicted as strong, while white women were shown as sex objects. African American men more often were portrayed as aggressive and African American women, as inconsequential [30]. * Ads for household items, like cleaning products, usually feature women [31]. * G-rated movies ar e commonly viewed by younger children—often over and over on DVD, and perceived by parents as safe for little kids.However, in these movies, whether live action or animated, males are shown more than females, by three to one, they are not often shown in relationships, and do not solve problems peacefully [32]. * In G-movies, characters of color are under-represented, and are usually shown as sidekicks, comic relief, or bad guys. Male characters of color are more aggressive and isolated [33]. * Music videos over-represent black males as aggressors, and white females as victims, compared to actual demographic data [34]. To learn more, visit the Center for Media Literacy's page on Stereotyping and Representation How are children portrayed on TV? A study by a group called Children NOW of how children are shown on local TV news, found that [35]: * Almost half of all stories about children focus on crime (45%). * Children account for over a quarter of the U. S. population but only 10% of all local news stories. * African American children account for more than half of all stories (61%) involving children of color, followed by Latino children (32%).Asian Pacific American and Native American children are virtually invisible on local news. * African American boys are more likely than any other group to be portrayed as perpetrators of crime and violence whereas Caucasian girls are most likely to be shown as victims. Can TV affect my child's health? Yes, TV is a public health issue in several different ways. First of all, kids get lots of information about health from TV, much of it from ads. Ads do not generally give true or balanced information about healthy lifestyles and food choices.The majority of children who watch health-related commercials believe what the ads say. Second, watching lots of television can lead to childhood obesity and overweight. Finally, TV can promote risky behavior, such as trying dangerous stunts, substance use and abuse, and irrespons ible sexual behavior. Children who watch more TV are more likely to be overweight * University of Michigan researchers found that just being awake and in the room with the TV on more than two hours a day was a risk factor for being overweight at ages three and four-and-a-half. [34]   * The effects can carry on into adult weight problems.Weekend TV viewing in early childhood affects body mass index (BMI), or overweight in adulthood. [35] * University of Michigan researchers and their colleagues who investigated whether diet, physical activity, sedentary behavior or television viewing predicted body mass index (BMI) among 3- to 7-year-old children, found that physical activity and TV viewing are most associated with overweight risk. TV was a bigger factor than diet. Inactivity and TV became stronger predictors as the children aged [36]. * Children who watch TV are more likely to be inactive and tend to snack while watching TV. Many TV ads encourage unhealthy eating habits. Two-third s of the 20,000 TV ads an average child sees each year are for food and most are for high-sugar foods. After-school TV ads target children with ads for unhealthy foods and beverages, like fast food and sugary drinks [37, 38]. * All television shows, even educational non-commercial shows, replace physical activity in your child's life. * While watching TV, the metabolic rate seems to go even lower than during rest [39]. This means that a person would burn fewer calories while watching TV than when just sitting quietly, doing nothing. The food and beverage industry targets children with their television marketing, which may include commercials, product placement, and character licensing. Most of the products pushed on kids are high in total calories, sugars, salt, and fat, and low in nutrients [40]. * Children watching Spanish-language TV after school and in the evening see lots of ads for food and drink. Much of it targets kids and most of the ads are for unhealthy foods like sugared drinks and fast food. This advertising may play a role in the high risk of overweight in Latino kids [40a]. Results from recent studies have reported success in reducing excess weight gain in preadolescents by restricting TV viewing [41]. Childhood TV habits are a risk factor for many adult health problems * One study looked at adults at age 26, and how much TV they had watched as children. Researchers found that â€Å"17% of overweight, 15% of raised serum cholesterol, 17% of smoking, and 15% of poor fitness can be attributed to watching television for more than 2 hours a day during childhood and adolescence. †Ã‚   This was after controlling for confounding variables [42]. Children may attempt to mimic stunts seen on TV Injuries are the leading cause of death in children, and watching unsafe behavior on TV may increase children's risk-taking behavior. * Kids have been injured trying to repeat dangerous stunts they have seen on television shows. * Many kids watch TV sporting events. Researchers surveyed TV sports event ads to assess what kids might be seeing. Almost half of all commercial breaks during sporting events contained at least one ad that showed unsafe behavior or violence [43]. Watching TV can cause sleep problems * Television viewing is associated with altered sleep patterns and sleep disorders among children and adolescents. Regular sleep schedules are an important part of healthy sleep. A recent study found that infants and toddlers who watch TV have more irregular sleep schedules. More research is needed to find out whether the TV viewing is the cause [44]. * Those sleep disturbances may persist. Teens who watched three or more hours of TV per day had higher risk of sleep problems by early adulthood [45]. * Find out more in this research brief from the Kaiser Family Foundation: Children’s Media Use and Sleep Problems: Issues and Unanswered Questions. TV viewing may promote alcohol use The presence of alcohol on TV runs the gamut f rom drinking or talking about drinking on prime-time shows, to beer ads, to logos displayed at sporting events. * Many studies have shown that alcoholic drinks are the most common beverage portrayed on TV, and that they are almost never shown in a negative light. * Recent studies have shown that exposure to drinking in movies increases the likelihood that viewers themselves will have positive thoughts about drinking [45a]. * Alcohol has damaging effects on young people’s developing brains—and the damage can be permanent.TV ads are a major factor in normalizing alcohol use in the minds of children, adolescents and college students [46]. * Ads for alcohol portray people as being happier, sexier, and more successful when they drink. Alcohol advertising, including TV ads, contributes to an increase in drinking among youth [47]. * Television ads for alcohol, such as â€Å"alcopop,† which combine the sweet taste of soda pop in a liquor-branded malt beverage, may targe t youth, especially girls and Hispanic and African American kids [47a]. The Center on Alcohol Marketing and Youth (CAMY) at Georgetown University found that in 2003, the top 15 prime time programs most popular with teens all had alcohol ads [48]. * Alcohol is increasingly advertised during programs that young people are more likely to watch than people of legal drinking age [49]. Kids who watch TV are more likely to smoke * Even though tobacco ads are banned on TV, young people still see people smoking on programs and movies shown on television. The tobacco industry uses product placement in films.Smoking in movies increased throughout the 1990s [50] . * Internal tobacco industry documents show that the tobacco industry purposefully markets their product to youth. The industry uses subtle strategies like logos at sporting events, product placement, and celebrities smoking to get around the ban on TV advertising for their products [51] . * Kids who watch more TV start smoking at an e arlier age. The relationship between television viewing and age of starting smoking was stronger than that of peer smoking, parental smoking, and gender [52]. Recent research has shown that exposure to smoking in movie characters increases the likelihood that viewers will associate themselves with smoking [52a]. * Find out more about kids and tobacco. Kids get lots of information about sexuality from television * Most parents don't talk to their kids about sex and relationships, birth control and sexually transmitted diseases (STDs). Most schools do not offer complete sex education programs. So kids get much of their information about sex from TV. * Kids are probably not learning what their parents would like them to learn about sex from TV. * Sexual content is a real presence on TV.Soap operas, music videos, prime time shows and advertisements all contain lots of sexual content, but usually nothing about contraception or safer sex. * The number of sex scenes on TV has nearly double d since 1998, with 70% of the top 20 most-watched shows by teens including sexual content [53]. Fifteen percent of scenes with sexual intercourse depict characters that have just met having sex. Of the shows with sexual content, an average of five scenes per hour involves sex. * Watching sex on TV increases the chances a teen will have sex, and may cause teens to start having sex at younger ages.Even viewing shows with characters talking about sex increases the likelihood of sexual initiation [54]. (Read more about this study. ) * Watching sexual content on TV is linked to becoming pregnant or being responsible for a pregnancy. Researchers found that even after controlling for other risk factors, the chance of teen pregnancy went up with more exposure to sex on television [55]. * On the flip side, TV has the potential to both educate teens, and foster discussion with parents. Watch with your kids, and use the sexual content on TV as a jumping-off point to talk with your teen about s ex, responsible behavior and safety. To find out more, read: * The American Academy of Pediatrics' (AAP) Parent Page on Sex, the Media and Your Child * The AAP' s policy statement on Sexuality, Contraception and the Media How can I find out more about kids and TV? Here are some websites with helpful information: * The Smart Parent's Guide to Kid's TV—from the AAP. * Guia para Ver la Television en Familia, a Spanish publication from the Educational Resources Information Center (ERIC). * Guidelines for Rating Children’s Television, a guideline from PBS Ready To Learn. * Pautas para la evaluacion de los programas de television para ninos, the above guideline, in Spanish. Special issues for young children (2-11 years) and Special issues for teens address some developmental issues. * Talking with kids about the news—10 tips for parents. * The Federal Communication Commission's (FCC) page on children's educational TV. Visit these related topics on YourChild: * Managin g Television: Tips for Your Family * Media and Media Literacy * Video Games * The Internet * Obesity * Sleep Problems * Reading What are some organizations that work on issues around kids and TV? * The Center for Media Literacy believes in empowerment through education—that kids need to learn how to think critically about TV and other media. Media Awareness Network is a Canadian group with a wealth of information for parents. * The Center for Screentime Awareness sponsors National TV Turn-Off Week each year. Future TV Turn-Off Weeks are in Spring and Fall: April 19-25, 2010 & September 19-25, 2010. TV-Turnoff Week is supported by over 70 national organizations including the American Medical Association, American Academy of Pediatrics, National Education Association, and President's Council on Physical Fitness and Sports. References Written and compiled by Kyla Boyse, RN. Reviewed by Brad Bushman, PhD

Philosophy – Design Argument (with Plan)

(b) The world appears designed, so God exists. Discuss. (30 marks) Plan: * DO NOT GO INTO ONE ABOUT GOD’S EXISTENCE!!! * Purpose and design appears to exist in nature * Mathematical formulas in nature * Gases in atmosphere * Evolution * If we were made in the image of god, then why are we such a new species and how come we didn’t exist from the beginning of time * Furthermore, why are we the only known humans on this planet and why if god was the creator has he made it so we are not suited for other planets?Let us assume that it is true to say that there is a clear existence of purpose and design in nature, the question is whether or not the existence of purpose and design implies the existence of God. The design that is apparent in the world can certainly be shown not to be the work of God, or at least God as an omnipotent (he can do anything), omniscient (he knows everything), omnipresent (He is everywhere) being. It seems that everything around us is some small cog i n a large piece of clockwork that has been intricately designed for all aspects of the planet to coincide and work with each other.The main strengths of the teleological argument are that the conditions of the world are so perfect for us to live in that it must have been designed. Evidence is everywhere. One can use the William Paley's watchmaker theory in support. Which states that: if you're walking along the beach and find a watch you don't assume it’s there by accident. You know someone must have made it due to how intricate the interior and it showing evidence of design; this is the same with the world.One of the most obvious forms of design is the Fibonacci sequence which appears in nature repeatedly; the mathematical pattern can be seen in snail shells and petals of a plant. It seems like this formula was the template for the production of nature, it surely cannot be coincidence that it appears in so many different aspects? Yet maybe it is man that has just made this t heory up and is in fact finding patterns where they do not exist, it does seem likely due to man’s attempt at rationalising everything. Hersh/Davies illustration of mathematizing the world; insert here) This is just like the Parable of the Gardener an idea where two people go on holiday and leave their garden. When they come back one of them thinks the garden has gotten overgrown and has been neglected, whereas the other sees evidence that a gardener must have been tending to it. It is an example of how people can look at the same evidence yet come to different conclusions. The parable of the gardener shows how two people can view the same thing but interpret it in completely different ways.This can be seen by contrasting the way a theist views the world and the way an evolutionary scientist views the world. The theist sees evidence of design, whereas the scientist sees evidence of evolution. It has long been demonstrated how natural selection can simulate the appearance of d esign; in short, you do not require a designer, design can be the result of a process. If we consider products such as an iPhone, we notice that the product has evolved technologically over time. Yet it most certainly had a designer.Therefore, we can see that evolution is not necessarily at odds with creation. It could be the case that the world was designed, by a designer, but has been â€Å"upgrading† through a process of evolution and natural selection ever since. The problem with this view for the theist is that the theist wants to assert that God is omni-omni-omni, and therefore would have got it right first time and would not have created an imperfect world that needs to improve itself through evolution. Yet for the agnostics this is a difficult point to comprehend as there is no proof of a god or designer.Yet as far back as the 13th century Thomas Aquinas argued that articles of faith can't be scientifically proven and that it's a mistake to try. It seems that the argu ment of the existence of god is the creation of man himself. There are some serious discrepancies between the bible and version of events known to all and the empirical evidence. According to biblical sources, man was made in god’s image on the sixth day of creation. Yet science and empirically backed sources make it clear that the existence of the human race is relatively new and was certainly not ‘formed’ at the time of the earth’s creation.The theists can argue that the bible is not meant to be taken literally, but that God still created the world, only not in six days in the way described in the biblical story. Furthermore, if humans are the ‘divine’ race then surely their existence would be found on other planets, which currently there is no evidence of whatsoever. Michael Behe came up with the Irreducible Complexity, an argument designed to counter evolution. He argues that there are things in the world (such as bacterial flagellum and t he human eye) that are so complex, they couldn’t have just arisen by chance: they must have been designed for the purpose they fulfil.Yet, the human eye is not, actually, that well designed. It is back to front for one thing! So perhaps arguments such as these are not well supported when the subject in favour is greatly flawed. Perhaps then, the Fibonacci sequence is a mere act of chance that has been evolved through natural selection as the best form of survival. However, this is too vague and does not quite explain how such a complex form of maths just ‘evolved’ repeatedly within nature.Again this is a clear indication of design and must prove that there has been planning within the planet, and on a larger scale within the universe. After all, there are solar systems which survive due to the most fragile balance of gravity, these could easily have not worked and it is of such small chances that it has. Hume often compared the universe to a vegetable, something that grows of its own accord if the environment is right; there have been examples of ‘failed’ planets just as there are sometimes failed crops.This leads onto the delicate mix of gases within earth’s atmosphere that sustain life. If any one of these gases was to change its ratio, the consequences would be catastrophic, causing the likely extinction of life within the planet. Many marvel at the slim chances that our planet is the way it is, yet they seem to forget that there have been periods of millions of years where there has been no such life due to the mix of gases being wrong, or temperatures being too extreme.However, having said this there must be design. Perhaps not in the universe as we know so little about it, but at least within the planet. It is not necessarily true that the designer is perfect, as of course there are flaws yet the sheer detail of every item in nature is so intricate that it makes one question its design and if something had a role i n creating it. Conclusion: there was a designer, but that designer was not (an omni-omni-omni) God

Discuss what Lady Macbeth’s persuasive language in 1.7 reveals to the audience about her character Essay

Discuss what Lady Macbeth’s persuasive language in 1.7 reveals to the audience about her character & relationship with her husband In Shakespeare’s Macbeth, he portrays Lady Macbeth as a strong female character whom is equal to Macbeth and sometimes even stronger than Macbeth which was unusual for the time as at the time, men were considered to be above women as they believed in the divine order of the universe which stated that men came before woman and that women should only be there to serve men and obey their husband and their father and not question their husband’s decision. In Scene 1.7, Shakespeare uses Lady Macbeth’s language and sexual parts to persuade her husband into killing Duncan so that she can become Queen. She even goes as far as question Macbeth’s manhood. One of the quotes which supports my point is ,†We fail? But screw your courage to the sticking-place, and we’ll not fail.† which Lady Macbeth said to Macbeth after he questioned him and not obeying him. She used a rhetorical question which is seen in the above quote to scould him as would a child which is going against all of the things that a wife should be at that time and she is talking to him like a child when she tells him to get his courage up and reassures him that they will not fail which is all influenced by the rhetorical question. She also questions his manhood in the quote,†When durst do it, then you were a man,† by scolding him and saying that he is not a man now as he didn’t dare to do it and this has made him more feminine which is a great insult to give someone in Shakespearean times, which proves my point that Lady Macbeth does not want to give up and she f ft ff people into doing whatever she wants him to do. I believe that this quote is one of the strongest quotes which proves my opening point. Another quote which I believe proves my opening point is,†What beast was’t then, that made you break this enterprise to me? When you durst do i t, then you were a man.† This states that Lady Macbeth is hurt as Macbeth broke a promise to her. She uses repetition in the quote and she repeats the word ‘you’ which you could infer as making an accusation against Macbeth or you could infer that she is honestly hurt by Macbeth as she expresses hurt by her use of language in this quote. In this quote she also uses a rhetorical question which you could infer that she is so hurt and angry, she does not want him to answer the question and she ends with a very strong insult which a â€Å"loving† wife would never make to her husband, especially in the Shakespearean times. She further evaluates the importance of a promise to her in the quote, â€Å"know how tender tis’ to love the babe that milks me. I would, while it was smiling at my face, have plucked my nipple from his boneless gums and dashed the brains out, had I sworn as you have done this.† This quote proves that Lady Macbeth would do anything if it would uphold her promise even if it would mean killing her own child to uphold a promise. This quote also shows how truly hurt Lady Macbeth is and how angry and how fearful she is and her dertermination to get what she wants. This is quite masculine of her but I will cover more on that after this. A quote which shows how devious and courageous Lady Macbeth is, â€Å"Who dares receive it other , as we shall make our griefs and clamour roar upon his death?† This quote proves that Lady Macbeth is doing whatever she can to get what she wants. She uses persuasive language such as ‘dares’ which is a very strong word as it involves taking a risk and a risk which could ultimately stab you in the back. This quote also shows Lady Macbeth putting on a false face and pretending to grief and mourn for the King’s loss however in actual fact, it was her which set up the King to be killed. This shows that Lady Macbeth will be decisive and manipulate whoever she wants to get what she desires. A quote which I have mentioned before but I want to go more into detail is, â€Å"know how tender tis’ to love the babe that milks me. I would, while it was smiling at my face, have plucked my nipple from his boneless gums and dashed the brains out, had I sworn as you ha ve done this.† I strongly believe that this is the quote which really well establishes Lady Macbeth is a brutal and a character which will do anything to get what she most desires and not to care about anything or anyone else, just to get on top. This quote portrays Lady Macbeth as a mother which is a role which you need to care only about the baby and nurture the baby and bring it up as your own. This quote mentions that Lady Macbeth knows what it is like to breastfeed a baby but the play has not mentioned anything about Lady Macbeth and a baby, but I will get to that in further detail in my conclusion. This quote also mentions her killing the baby in the most brutal way: when it is it’s most vulnerable. During a breastfeeding. This shows that Lady Macbeth will do anything to keep a promise and you could infer that because of her incredibly detailed description, that she has done this before. One more quote which I believe solidifies my first point is, â€Å"And live a coward in thine own esteem, letting â€Å"I dare not† wait upon â€Å"I would† like the poor cat i’th’ adage? † This quote shows that Lady Macbeth is angry and full of adrenaline which really provokes her use of language in this quote by calling her husband a coward for backing out of his commitment and letting him live in the shame of not doing his deed which also interrupts the divine order and being a good wife in the Shakespearean times. She defies all this when she does not listen to her husband and takes on the role of the husband in the relationship in this quote and in this whole scene. In conclusion, I believe that Lady Macbeth is full of anger, grief and betrayal as she confronts Macbeth in this scene by saying that he is not a man and by calling him a coward and informing or reminding him of what she would do if she promised him. She would even go as far as killing her own child if that is what she has promised which means that she has built up a lot of trust in this relationship and she does not want to lose it now. By saying she knows how it feels to love a baby who she has breastfeed could imply that she and Macbeth had a baby and it died or it got murdered. If it got murdered or it got killed because of a promise she made, which she has proven is the most important thing to her, probably fuels her anger and hurt in this scene which makes this scene make so much sense that it is my final implied conclusion. The reason that I have inferred is that Lady Macbeth is so passionate and angry in this scene is because she had a baby and it died because of a promise she made which is why she made such an important and a significant reference to this is because this happened to her and she does not want it to happen again.