Pros and Cons using oil

Pros and Cons of using oil I want to talk about advantages and disadvantages of using oil in our world, people can use it for different reasons. We use oil for cars, airplanes etc. In some countries it is very expensive but in other countries it is much more cheaper because today its harder to find that's why its more expensive and may not be much left. Oil is very useful. For example, we can use it as an ingredient for our meal but also it used to accelerate the cars and how we also know doctors use oil in many medical reasons.I think advantages of using oil is that people can use it for different reason. People use oil for military reasons too. There are a lot of ways using oil. A lot of people now travel with plane, they couldn't travel if there wasn't oil. In war oil is used more because soldiers need to drive planes and cars and attack another country. People use oil to heat their houses. People use oil to get energy from it. When country is rich of oil its economy should be ve ry good. Because other countries buy oil from them. In big wars such as WWW andWWW oil was the main thing that was needed to win the war. And the countries who started the war they wanted to capture the places where there is a lot of oil. Nowadays oil is very useful. In some places oil Is very expensive because they don't produce oil but they buy it from other countries and they sell it expensive. But some countries sell oil much more cheaper because they produce oil in their countries. Disadvantages of using oil are that it makes pollution and a lot of people die because of that. People have used oil for centuries but using it made pollution. Pole used fuel smokes to kill another people. Usually they used It In wars. Burning oil produce carbon dioxide and It causes global warming. Passing near a car that brings out smoke,one starts to caught because the carbon dioxide that Is released from the car Is going to ones kings and It can result with serious problems to ones health. And us ed OLL Is hard to recycle and a lot of factories produce carbon monoxide by giving it out to the air. People start to breath with this air. I think In our time Oil Is very useful because without OLL we can not survive.People can not use electronically devices or we can not move without cars or planes. We would need more time to go to some places without planes. But It would be better because there would not be pollution and people could live longer. In some places oil is very expensive because they don't produce oil but they buy it from other countries and they sell it expensive. But pollution. People used fuel smokes to kill another people. Usually they used it in wars. Burning oil produce carbon dioxide and it causes global warming.Passing near a car that brings out smoke,one starts to caught because the carbon dioxide that is released from the car is going to ones kings and it can result with serious problems to ones health. And used oil is hard to recycle and a lot of factories produce carbon monoxide by giving it out to the air. People start to breath with this air. I think in our time Oil is very useful because without oil we can not survive. People can not use time to go to some places without planes. But it would be better because there would

Mental Disorder and Mental Health Problems Essay

This unit aims to provide the learner with knowledge of the main forms of mental health problems according to the psychiatric classification system. Learners also consider the strengths and limitations of this model and look at alternative frameworks for understanding mental distress. The focus of the unit is on understanding the different ways in which mental health problems impact on the individual and others in their social network. It also considers the benefits of early intervention in promoting mental health and well-being. Credit Level 3 3 Assessment criteria The learner can: 1.1 Describe the main types of mental ill health according to the psychiatric (DSM/ICD) classification system: mood disorders, personality disorders, anxiety disorders, psychotic disorders, substance-related disorders, eating disorders, cognitive disorders 1.2 Explain the key strengths and limitations of the psychiatric classification system see more:psychiatric (dsm/icd) classification system 1.3 Explain two alternative frameworks for understanding mental distress 1.4 Explain how mental ill health may be indicated through an individual’s emotions, thinking and behaviour 2. Know the impact of mental ill health on individuals and others in their social network 2.1 Explain how individuals experience discrimination due to misinformation, assumptions and stereotypes about mental ill health 2.2 Explain how mental ill health may have an impact on the individual including: a. psychological and emotional b. practical and financial c. the impact of using services d. social exclusion e. positive impacts Learning outcomes The learner will: 1. Know the main forms of mental ill health 2.3 Explain how mental ill health may have an impact on those in the individual’s familial, social or work network including: a. psychological and emotional b. practical and financial c. the impact of using services d. social exclusion e. positive impacts 2.4 Explain the benefits of early intervention in promoting an individual’s mental health and well-being Notes for Guidance In learning outcome 1, assessment criterion 1, learners are asked to describe ‘the main types of mental ill health according to the psychiatric (DSM/ICD) classification system’. Learners should demonstrate knowledge of how types of mental health are categorised by their main signs and symptoms and how the system attempts to draw a line between mental health and mental disorder. Learners do not need to demonstrate detailed knowledge of each form of disorder within each category.

Hinduism Characteristics Essay

The following nine facts, though not exhaustive, offer a simple summary of Hindu spirituality or about Hinduism. 1 Hindus believe in a one, all-pervasive Supreme Being who is both immanent and transcendent, both Creator and Unmanifest Reality. 2 Hindus believe in the divinity of the four Vedas, the world’s most ancient scripture, and venerate the Agamas as equally revealed. These primordial hymns are God’s word and the bedrock of Sanatana Dharma, the eternal religion. 3 Hindus believe that the universe undergoes endless cycles of creation, preservation and dissolution. 4 Hindus believe in karma, the law of cause and effect by which each individual creates his own destiny by his thoughts, words and deeds. 5 Hindus believe that the soul reincarnates, evolving through many births until all karmas have been resolved, and moksha, liberation from the cycle of rebirth, is attained. Not a single soul will be deprived of this destiny. 6 Hindus believe that divine beings exist in unseen worlds and that temple worship, rituals, sacraments and personal devotionals create a communion with these devas (divine beings) and God. 7 Hindus believe that an enlightened master, or satguru, is essential to know the Transcendent Absolute, as are personal discipline, good conduct, purification, pilgrimage, self-inquiry, meditation and surrender in God. 8 Hindus believe that all life is sacred, to be loved and revered, and therefore practice ahimsa, noninjury, in thought, word and deed. 9 Hindus believe that no religion teaches the only way to salvation above all others, but that all genuine paths are facets of God’s Light, deserving tolerance and understanding. GOD AND LORDS IN HINDUISM God is a one being, yet we understand Him in three perfections: Absolute Reality, Pure Consciousness and Primal Soul. As Absolute Reality, God is unmanifest, unchanging and transcendent, the Self God, timeless, formless and spaceless. As Pure Consciousness, God is the manifest primal substance, pure divine love and light flowing through all form, existing everywhere in time and space as infinite intelligence and power. God is all and in all, great beyond our conception, a sacred mystery that can be known in direct communion. Hindus believe in one Supreme Being. In the Hindu pantheon there are said to be three hundred and thirty-three million Lords(divine beings). The plurality of Lords are perceived as divine creations of that one Being. So, Hinduism has one supreme God, but it has an extensive hierarchy of Lords. Hinduism views existence as composed of three worlds. The First World is the physical universe; the Second World is the subtle astral or mental plane of existence in which the devas, angels and spirits live; and the Third World is the spiritual universe of the Mahadevas, â€Å"great shining beings,† our Hindu Lords. Hinduism is the harmonious working together of these three worlds. Hinduism is a family of four main denominations – Saivism, Shaktism, Vaishnavism, Smartism – under a divine hierarchy of Mahadevas. These intelligent beings have evolved through eons of time and are able to help mankind without themselves having to live in a physical body. These great Mahadevas, with their multitudes of angelic devas, live and work constantly and tirelessly for the people of our religion, protecting and guiding them, opening new doors and closing unused ones. TEMPLE WORSHIP IN HINDUISM It is in the Hindu temple that the three worlds meet and devotees invoke the Lords of our religion. The temple is built as a palace in which these Lords live. It is the home of the God and Lords, a sacred place unlike every other place on the earth. The Hindu must associate himself with these divine beings in a very sensitive way when he approaches the temple. Though the devotee rarely has the psychic vision of the Deity, he is aware of the God’s divine presence. As he approaches the sanctum sanctorum, the Hindu is fully aware that an intelligent being, greater and more evolved than himself, is there. This Lord is intently aware of him, safeguarding him, fully knowing his inmost thought, fully capable of coping with any situation the devotee may mentally lay at his Holy Feet. It is important that we approach the Deity in this way – conscious and confident that our needs are known in the inner spiritual worlds. The physical representation of the God, be it a stone or metal image other sacred form, simply marks the place that the Lord will manifest in or hover over in his etheric body. It can be conceived as an antenna to receive the divine rays of the Lord or as the material body in or through which the Lord manifests in this First World. When we perform puja, a religious ritual, we are attracting the attention of the devas and Mahadevas in the inner worlds. That is the purpose of a puja; it is a form of communication. To enhance this communication we establish an altar in the temple or in the home. This becomes charged or magnetized through our devotional thoughts and feelings which radiate out and affect the surrounding environment. You can feel the presence of these divine beings, and this radiation from them is known as shakti. It is a communication more real than the communication of language that you experience each day. Finally, it must be clearly understood that God and the Lords are not a psychological product of the Hindu religious mind. They are far older than the universe and are the fountainheads of its galactic energies, shining stars and sunlit planets. They are loving overseers and custodians of the cosmos, earth and mankind. The Hindu cosmological terrain envelopes all of humanity. HINDU HOLY BOOK The Veda is the Hindu holy book. The four books of the Vedas—Rig, Yajur, Sama and Atharva—include over 100,000 verses. The knowledge imparted by the Vedas ranges from earthy devotion to high philosophy. Their words and wisdom permeate Hindu thought, ritual and meditation. The Vedas are the ultimate scriptural authority for Hindus. Their oldest portions are said by some to date back as far as 6,000 bce, orally transmitted for most of history and written down in Sanskrit in the last few millennia, making them the world’s longest and most ancient scripture. The Vedas open a rare window into ancient Indian society, proclaiming life’s sacredness and the way to oneness with God. For untold centuries unto today, the Vedas have remained the sustaining force and authoritative doctrine, guiding followers in ways of worship, duty and enlightenment. The Vedas are the meditative and philosophical focus for millions of monks and a billion seekers. Their stanzas are chanted from memory by priests and laymen daily as liturgy in temple worship and domestic ritual. All Hindus wholeheartedly accept the Vedas, yet each draws selectively, interprets freely and amplifies abundantly. Over time, this tolerant allegiance has woven the varied tapestry of Indian Hindu Dharma. Each of the four Vedas has four sections: Samhitas (hymn collections), Brahmanas (priestly manuals), Aranyakas (forest treatises) and Upanishads (enlightened discourses). The Samhitas and Brahmanas affirm that God is immanent and transcendent and prescribe ritual worship, mantra and devotional hymns to establish communication with the spiritual worlds. The hymns are invocations to the One Divine and to the Divinities of nature, such as the Sun, the Rain, the Wind, the Fire and the Dawn— as well as prayers for matrimony, progeny, prosperity, concord, protection, domestic rites and more. The Aranyakas and Upanishads outline the soul’s evolutionary journey, provide yogic philosophical training and propound realization of man’s oneness with God as the destiny of all souls. Today, the Vedas are published in Sanskrit, English, French, German and other languages. But it is the popular, metaphysical Upanishads that have been most amply and ably translated. KARMA AND REINCARNATION IN HINDUISM Karma Karma literally means â€Å"deed or act,† but more broadly describes the principle of cause and effect. Simply stated, karma is the law of action and reaction which governs consciousness. In physics-the study of energy and matter-Sir Isaac Newton postulated that for every action there is an equal and opposite reaction. Push against a wall. Its material is molecularly pushing back with a force exactly equal to yours. In metaphysics, karma is the law that states that every mental, emotional and physical act, no matter how insignificant, is projected out into the psychic mind substance and eventually returns to the individual with equal impact. The akashic memory in our higher chakras faithfully records the soul’s impressions during its series of earthly lives, and in the astral/mental worlds in-between earth existences. Ancient yogis, in psychically studying the time line of cause/effect, assigned three categories to karma. The first is sanchita, the sum total of past karma yet to be resolved. The second category is prarabdha, that portion of sanchita karma being experienced in the present life. Kriyamana, the third type, is karma you are presently creating. However, it must be understood that your past negative karma can be altered into a smoother, easier state through the loving, heart-chakra nature, through dharma and sadhana. That is the key of karmic wisdom. Live religiously well and you will create positive karma for the future and soften negative karma of the past. Truths and Myths About Karma Karma operates not only individually, but also in ever-enlarging circles of group karma where we participate in the sum karma of multiple souls. This includes family, community, nation, race and religion, even planetary group karma. So if we, individually or collectively, unconditionally love and give, we will be loved and given to. The individuals or groups who act soulfully or maliciously toward us are the vehicle of our own karmic creation. The people who manifest your karma are also living through past karma and simultaneously creating future karma. For example, if their karmic pattern did not include miserliness, they would not be involved in your karma of selfishness. Another person may express some generosity toward you, fulfilling the gifting karma of your past experience. Imagine how intricately interconnected all the cycles of karma are for our planet’s life forms. Reincarnation The soul functions with complete continuity in its astral/mental bodies. It is with these sensitive vehicles that we experience dream or â€Å"astral† worlds during sleep every night. The astral world is equally as solid and beautiful, as varied and comprehensive as the earth dimension-if not much more so. Spiritual growth, psychic development, guidance in matters of governance and commerce, artistic cultivation, inventions and discoveries of medicine, science and technology all continue by astral people who are â€Å"in-between† earthly lives. Many of the Veda hymns entreat the assistance of devas: advanced astral or mental people. Yet, also in the grey, lower regions of this vast, invisible dimension exist astral people whose present pursuits are base, selfish, even sadistic. Where the person goes in the astral plane at sleep or death is dependent upon his earthly pursuits and the quality of his mind. Because certain seed karmas can only be resolved in earth consciousness and because the soul’s initial realizations of Absolute Reality are only achieved in a physical body, our soul joyously enters another biological body. At the right time, it is reborn into a flesh body that will best fulfill its karmic pattern. In this process, the current astral body-which is a duplicate of the last physical form-is sluffed off as a lifeless shell that in due course disintegrates, and a new astral body develops as the new physical body grows. This entering into another body is called reincarnation: â€Å"re-occupying the flesh.† During our thousands of earth lives, a remarkable variety of life patterns are experienced. We exist as male and female, often switching back and forth from life to life as the nature becomes more harmonized into a person exhibiting both feminine nurturing and masculine intrepidness. We come to earth as princesses and presidents, as paupers and pirates, as tribals and scientists, as murderers and healers, as atheists and, ultimately, God-Realized sages. We take bodies of every race and live the many religions, faiths and philosophies as the soul gains more knowledge and evolutionary experience. Therefore, the Hindu knows that the belief in a single life on earth, followed by eternal joy or pain is utterly wrong and causes great anxiety, confusion and fear. Hindus know that all souls reincarnate, take one body and then another, evolving through experience over long periods of time. Like the caterpillar’s metamorphosis into the butterfly, death doesn’t end our existence but frees us to pursue an even greater development. Dharma Dharma yields Heaven’s honor and Earth’s wealth. What is there then that is more fruitful for a man? There is nothing more rewarding than dharma, nor anything more ruinous than its neglect. When God created the universe, He endowed it with order, with the laws to govern creation. Dharma is God’s divine law prevailing on every level of existence, from the sustaining cosmic order to religious and moral laws which bind us in harmony with that order. Related to the soul, dharma is the mode of conduct most conducive to spiritual advancement, the right and righteous path. It is piety and ethical practice, duty and ob ligation. When we follow dharma, we are in conformity with the Truth that inheres and instructs the universe, and we naturally abide in closeness to God. Adharma is opposition to divine law. Dharma is to the individual what its normal development is to a seed–the orderly fulfillment of an inherent nature and destiny. SIGNIFICANCE OF HINDUISM Hinduism is unique among the world’s religions. I boldly proclaim it the oldest religion in the world. To begin with, it is mankind’s oldest spiritual declaration, the very fountainhead of faith on the planet. Hinduism’s venerable age has seasoned it to maturity. It is the only religion, to my knowledge, which is not founded in a single historic event or prophet, but which itself proceeds recorded history. Hinduism has been called the â€Å"cradle of spirituality,† and the â€Å"mother of all religions,† partially because it has influenced virtually every major religion and partly because it can absorb all other religions, honor and embraces their scriptures, their saints, and their philosophy. This is possible because Hinduism looks compassionately on all genuine spiritual effort and knows unmistakably that all souls are evolving toward union with the Divine, and all are destined, without exception, to achieve spiritual enlightenment and liberation in this or a future life. Please visit, if you wish to seek further

Theology Term Paper Example | Topics and Well Written Essays - 2500 words

Theology - Term Paper Example It involves celebrating Gods revelation to humanity through Christ. The Second Advent is characterized by scriptural references with themes majorly inclined to being accountable during his second coming. Judgment of sin and hope of everlasting life is given preeminence in the Second Advent. Advent has deep-rooted focus in the past and the coming future. It is characterized by great symbolism that refers to spiritual journey of individuals and utmost the congregation. The congregation celebrating the advent should be encouraged to do so with hope, anticipation and a spirit of longingnes.They should yearn for deliverance from temptations and evils of the universe. The advent service should start by deliverance to resemble the Israelites who wept out to God to deliver them from bondage in Egypt. The cry of the faithful should rest in the fact that, there is still future hope for deliverance despite being part of a world full of sin and exploitation. The hope by the faithful fills them w ith anticipation that in the near future; a Just King will come whose rule will be marked by righteousness. Themes on anticipation that signifies a new dawn with the royalty of the anointed are to be included in the service. The introduction part of the advent service begins with a song. The song must be relevant to the season and introduce the theme. Songs related to the scriptural readings of the day should be encouraged. ... At this stage, reconciliation is encouraged among the Faithfulls, which signifies that the Christ who is to be born is a prince of peace, and he will bring peace on earth. In the liturgy of the scripture or the word as it is sometimes known, one or even more verses from the scripture are read. The reading can come from the book of psalms. Duration of silence would be observed accompanied by reading from the bible to allow the word to be well understood by the congregation. Preferably in the case of one reading, a verse from the gospels should be read. In liturgy of reconciliation, the minister opens a reconciliatory statement then the congregation joins in. The congregation confesses their sins and prays for those who have wronged them. Musical instruments and the tunes they play should match with the theme of the season. Musical instruments play a great role as they focus thoughts of the congregation on the main theme of the day. A prayer of thanks giving should conclude the Advent service. The prayer gives gratitude to God for His constant love and redemption. The priest concludes the service by blessing the congregation. Words of Gods constant love, care, and protection dominate the blessings. The priest then ends the service by releasing the gathering. He proclaims Gods peace on the congregation. In Barth’s shoes, the advent session service would be a period of fasting and repentance of sins. The service would derive its concept from that of Lent season. When fasting, the congregation is expected to anticipate for good things in future when Christ comes. This should happen even though the return of the Messiah in both Judaism and the Old Testament shows no connection with the aspect of remembering sins. On the contrary, it was marked by

The Catholic church did not help the Jewish people during the Essay

The Catholic church did not help the Jewish people during the Holocaust - Essay Example It has been estimated that during the Holocaust approximately nine million Jews occupied Europe but almost two thirds lost their lives through Holocaust. Pope Pius XII was the catholic Pope during the time of the Holocaust1. Various controversies surrounded the position of the Pope in advocating against the Holocaust. The Pope took a more neutral position; he only made statements that condemned the injustices done against humanity, without coming boldly to condemn the Nazis for the massacre. The Pope failed in his authority and demonstrated that the Catholic Church had no firm position on the Holocaust. The Catholic Church’s main representative to the modern age is the Pope, During the Holocaust; Pope Pius XII was besieged to help the Jews to no avail. The Jews were constantly killed throughout every collaborating country in Europe. The Pope has continued to hold a supreme authority and was seen to influence political situations. Around 1941, the Cardinal of Vienna, Cardinal Theodor Innitzer took time to speak with the Pope on the issue of Jews that were deported from Spain to Germany where they were killed. In addition, there was pressure from a delegation from the United States to have the Pope condemn the killings2. However, the Pope took a very undefined position and was not bold and vocal in condemning the attacks. The argument by the Pope was that condemnation of the atrocities would have negative implications on the catholic faithfuls in Germany. This reason made the Pope to take a more neutral position. When a Ukrainian citizen, Andrej Septyckyj wrote to the Pope poi nting out to the ruthless nature of the German government, surprisingly the Pope replied with a verse from the Bible asking Andrej to bear adversity with patience3. There were opportunities for the voice of the church leaders to be heard but the neutrality aspect made the Pope and his cardinals to remain mum. Around 1940,

Social Networking Research Paper Example | Topics and Well Written Essays - 1000 words

Social Networking - Research Paper Example For instance, about 75% of teenagers in the United States of America visit the Internet daily and social networking forms the biggest part of what they do (Boyd and Ellison ). Social networking sites are widely used by most people to build and maintain relationships; personal or business, and to express their personal ideas and interests concerning the world. Changes in Social Networking Social networks are social structures comprising of persons or organizations that are connected by a single or more different types of interdependency, for instance friendship, common interest, relationships or kinship (Boyd and Ellison). The networks allow people to create public or partial public profiles within a given system, articulate a list of different user that they share connection with and view and traverse the list of connections created by themselves and other users within the system. Social networking sites are very unique in that, apart from allowing users to meet strangers, they also allow them to articulate and make their social networks visible. They provide individuals with an opportunity to maintain their relationships with old friends and to meet new ones as well. The first recognizable social networking site was SixDegrees.com which was started in 1997 (Boyd and Ellison 13). It allowed people to create profiles, list friends they had and in the early 1998s it allowed them to surf their list of friends. These features also existed in some dating and community sites. For instance, AIM and ICQ buddy lists supported lists of friends but the friends were not visible to others. Classmate.com was also another social network which provided people with the opportunity to affiliate with their institutions and surf the networks of other people who were also affiliated to the same institution. However, until recently, it did not provide them with the opportunity to create profiles or list friends (Boyd and Ellison, 13). SixDegree became the first to incorporate these features and promoted itself as a tool to assist people in connecting with others and send messages to them. However, in 2000, SixDegree was incapable of becoming a sustainable business hence failed and its services were closed (Boyd and Ellison, 14). Although by this time the number of people using the Internet was huge, most of them lacked extended networks of friends who were online. They complained that there was nothing much to do after accepting a friend request and most of them were not interested in meeting strangers. From 1997 to 2001, most community tools started to support different types of combinations of profiles and publicly articulated friends. For instance, AsianAvenue and MiGente allowed people to make personal, dating and business profiles in which they could identify friends without seeking permission for the connections (Boyd and Ellison 15). Most of these social network sites were mainly developed for business and dating. For instance, Ryze.com was created in 2 001 to assist people leverage their business networks while Match.com was a profitable dating site (Boyd and Ellison, 16). However, with the creation of Friendster, MySpace and Facebook, the purpose of social networking sites took a new dimension. Social networking sites are today used for business, passing information, education, making friends and dating among others applications. While the Internet has made the world become a global village,

Leadership Issues in Ethical Perspective Assignment

Leadership Issues in Ethical Perspective - Assignment Example Different cultures around the world instill various adaptations of those values to the youth as they mature. Some societies place a higher emphasis on certain values than other cultures do (Barnes, 2007). The process of learning wrong from right remains the same through the application of rewards and consequences being associated to the choice. Advancements in travel have allowed people from different cultures around the world to converge and share ideas and values. Many businesses have entered the global market and experienced a plethora of value variations that international competition brings to the organizations. The contrast of prioritized values differs with each culture’s traditions. Exposure to another culture’s values may influence an individual’s beliefs and values and create the need for change or evolution of current opinions and ideals (Barnes, 2007). Learning in Action The idea of learning in action allow for the opportunity to take a look at person al values and decide how those values might fit into different scenarios. The first thing was to find out how personal values were perceived and the quality of each value. This was accomplished by taking a Pre-Self-Evaluation survey to determine strengths and weaknesses. A Post-Self-Evaluation allowed for comparisons between the perception at the beginning of the project and then again at the end. It was noted that some of the value areas had changed. Interviews were the next step in learning about ethical values and social responsibility. The themes that emerged once the analysis was complete allowed for different variations of attitudes and opinions to surface. A priority list of personal values was created with the pre and post evaluations. This list allowed for the comparison between the beginning of the project and the end results. The collection of articles dealing with ethical behavior in business allowed for even more analysis and comparisons to be accomplished. Pre and Post Self-Evaluation Survey When the learning in action assignment was given, the recorded answers for a Pre-Self-Evaluation Survey were carefully considered. Recording the answers for the magnitude of understanding and application of each ethical value would be important later on as the comparisons with a Post-Self-Evaluation could be implemented. The comparison of the two evaluations showed considerable differences as knowledge and practice was incorporated into the project. Some values remained the same and those were ones that could be continually worked on to show improvement in the future. Interviews When setting up the interviews, asking permission to record a person’s answers seem socially responsible. All participants agreed that as long as the answers remained anonymous, each person approved the inclusion of their answers in the final report. Three questions were asked, so during the analysis of the responses, all the answers for question one were combined and the same patter was maintained for questions two and three (see Appendix 5). Twenty individuals were asked to participate in the interview process. Five of them were close friends, five were classmates, five were professors, and five were co-workers. The themes, which emerged from question one were to watch others, follow one’

Discovery and Meaningful Learning Essay Example | Topics and Well Written Essays - 1000 words

Discovery and Meaningful Learning - Essay Example The sessions of discovery learning incorporate three key ideas including problem solving, learner management, integrating and connecting (Harari & Legge, 2000, p. 20). Problem solving motivates learners to come up with solutions by generalizing knowledge and pull information together. Learner management allows participants, in small teams, or alone to learn at their own pace in their own ways. Integrating and connecting encourage new knowledge integration into the existing knowledge base of the learner, which helps in connecting to the real world. Meaningful Learning According to Harari and Legge (2000), meaningful learning means that learned knowledge, for instance, a fact becomes fully understood by a person and the person knows how the fact relates to the stored facts in the brain. It is expedient to contrast meaningful learning and rote learning, which is much less desirable, for us to understand the concept. Rote learning involves memorizing something with no full understanding, and one does not know how the relationship between the new information and the stored knowledge. For instance, let us say we learn five facts in a course during a term or a semester through rote learning. The five facts learned have a relationship in real life, but they are stored in memory as separate items. The brain stores the facts as distinct unrelated information that can be recalled individually when a student learns them through rote learning. When the student recalls one of the five facts, he, or she does not recall the other four facts at that moment. This means that when the student thinks of fact A, the thought does not lead him/her to think of fact B-E. We can illustrate this as follows. The facts learned seem to have no relationship between them at all, yet close examination reveals a relationship of the facts. Meaningful learning contrasts with rote learning in that what a student learns, even if they are different facts in a course, he/she can relate as the facts ha ve a relational manner in the storage memory. The brain stores the facts together since they have relationship (Harari & Legge, 2000, p. 37). When the student recalls one of the facts, he or she will also recall the other facts at the same time, or a short time afterwards. This means that recalling fact E, triggers the memory for the other facts, B and D, which in turn leads to the recalling of fact A and C. We refer to this phenomenon as spread of activation. This is what entails meaningful learning. A student who learns by meaningful learning can solve problems in an easier way than the one who learns by rote learning. Thus, we find the value of meaningful learning; a way of learning that relates facts helping one to solve problems related rather than treating problems differently, which have a relationship. The figure below shows how meaningful learning happens. Discovery learning makes sure that the brains of the learners become engaged during all learning times. Thus, this lear ning method, although it accelerates the process of education, it leads to higher retention levels than traditional approaches of learning. There are certain benefits of discovery learning including condensed training

Consumer Behaviour in the Sandwich market Assignment

Consumer Behaviour in the Sandwich market - Assignment Example A marketer's job is to figure out what needs and wants the consumer has, and what motivates the consumer to purchase. Motivation is the drive that initiates all our consumption behaviors, and consumers have multiple motives, or goals. Some of these are overt, like a physiological thirst that motivates a consumer to purchase a soft drink or the need to purchase a new suit for an interview. Bucklin, R.E. and C. Sismeiro (2003). Most consumption activities are the result of several motives operating at the same time. Researchers specially trained in uncovering motives often use qualitative research techniques in which consumers are encouraged to reveal their thoughts (cognitions) and feelings (affect) through probing dialogue. The consumer information-processing approach aids in understanding consumptive behavior by focusing on the sequence of mental activities that people use in interpreting and integrating their environment. Katz, M.L. (1984) The sequence begins with human perception of external stimuli. Perception is the process of sensing, selecting, and interpreting stimuli in one's environment. We begin to perceive an external stimulus as it comes into contact with one of our sensory receptors-eyes, ears, nose, mouth, or skin. Perception of external stimuli influences our behavior even without our conscious knowledge that it is doing so. Bulow, J., J. Geanakoplos and P. Klemperer, (1985) Marketers and retailers understand this, and they create products and stores specifically designed to influence our behavior. For example Fast-food chains in the UK paint their walls in "hot" colors, like red, to speed up customer turnover. Marks and Spencer Plc pioneer of the prepacked sandwich market in the UK, kicking off its offering in 1981 with a range of six simple flavors including egg and cress and prawn mayonnaise. M&S steers entering customers directly into the produce section, where they can smell and touch the food, stimulating hunger. In 2005, the range of sandwiches, wraps and baguettes runs to around 80 varieties including

Transformational leadership Assignment Example | Topics and Well Written Essays - 2500 words

Transformational leadership - Assignment Example Transformational leadership can be defined as in two different contextual values; theoretical value and the application value. In the theoretical value, transformational leadership can be defined through a formal qualification and circumstances that surround the situation at hand. It his qualification there is a fanatic grounding in the subject matter in order to get an in-depth look at the potential effect and implications especial when it comes to matters of ethics and moral department. In the application model definition, the definition of the theory is done and based on the application of the leadership skill on a particular endeavor or task. Having to site the various ways that transformational leadership can be defined a basic description of it can be given as leadership with enhanced motivation and performance amongst the following of a leader that has been done through various mechanisms. The leadership involves the connection with the following, being role models, challengin g the following to develop creativity and inspiring the following in order for them to share in the dream of the leader. Literature review One of the many famous scholars who have defined transformational leadership is James Macgregor Burns. Burns described transformational leadership as not just a set of behavior and characters but he described it as a continuous process where the leader exhibit high level of integrity morality and motivation aspects in their leadership. In his description of transformational leadership burns described that transformational leaders offer directional purpose to their subjects that not only transcend in the short term achievements by to more long-term and intrinsic need for their subject. He also added that transformational leaders tend to raise the standards trough appealing to the higher level of ideas, morals, and values as compared to other forms of leadership This definition by Burns was highly influenced by Maslow’s theory of needs. It i s on this theory that it is noted that different human being has different ranges of need and different extents that the individual intends to fulfill them. This theory of needs also acknowledges that different individual’s at different level have different efficiency level and motivation at work. This highly affects the satisfaction of needs. Transformational leaders as per Burns fall in the higher levels of the theory of needs: self-esteem and self-actualization levels. Components of Transformational Leadership Transformational leadership has over the years evolved from components of other of preceding methods of leadership. Some of these theories include the behavior theories, charismatic theory situational theory, and transactional theory. These three theories form the four basic components of transformational leadership. The three components can be described as follows Charismatic influence This can be defined as the level or degree to which any particular leader exhibit ing transformational leadership behaves or carries himself or herself.

Problem Solving Essay Example for Free

Problem Solving Essay In my efforts to solve a problem I have often begun by identifying the one issue that affects me and focus on the individual tasks that led to the problem attempting to use logical and critical thinking. I have hit upon the realization that this focus works well with simpler problems that need immediate clarification but it has proven appropriate that problems that are more difficult and require a more long-term and elaborate answer requires the use of a Systems Thinking approach. My failure to seek broad, long-term solutions has me stamping out grass fires while my house burns down. I have adopted Daniel Aronson ideas on systems thinking to aid in keeping â€Å"the big picture† when developing solutions. Critical and creative thinking processes are required when solving problems using systems thinking but I see the concentration shift from breaking down and examining individual tasks to studying how various system tasks shape both that system and the other systems in which it interacts. When using systems thinking, essential in arriving to an amicable and effective end state are the realizations that must be shared by the solution seekers. To which all players must realize that their roles affect other stakeholders and the desired outcome. Each seeker should study how past solutions have added to a problem and therefore any steps to correct a current problem should be evaluated for negative results and creation of other problems. Crucial too is the required realization that the desired end outcome is affected by outside influences which may not be obvious, controllable or correctable. Regarding the Army’s seven step problem solving process I make the following contribution and observations based on my â€Å"tacit† experience acquired during my career and specifically in completing capstone courses on decision making and development of thinking skills. 1. Identify the problem. This is where I find that people have to be hit in the face before they acknowledge a problem exists. In most instances awareness of a problem exists but is met with apathy unless someone is significantly impacted. But once ownership is taken a great idea is to concisely define the problem and state your desired outcome. Only then can I begin to look for solutions. If I don’t know where I am are going how will I know when I get there? 2. Gather information. Paraphrasing Confucius and Donald Rumsfeld’s thought on the unknown, finding out what I don’t know and then searching for someone who does is always my first choice. I then use that shared knowledge and direction to ensure I am considering the right information and possibly additional differing views of the problem on my path to a solution. 3. Develop Criteria In my development of tests to judge a solution I like to ensure every solution can be judged in using the same standard. I believe â€Å"there is more than one way to skin a cat,† so I want each solution to be fairly judged against the same criteria and not against other solutions. Having several solutions gives me flexibility in later steps. I have often used Substance, Relevance, Timeliness, Simplicity, and gotten good results. 4. Generate Solutions. During this step I have used a variety of methods to come up with solutions. Using established methods and techniques helps to capture and hopefully solidify ideas. Fishbone, Flow Chart, Cause and effect, are a few of many available. I use these same techniques later in step 6. I think at this point whatever method you may select the main goal is to get ideas flowing. My preferred method is brainstorming, by trying different and sometimes combinations of techniques I have found what works best for me. Also important in this step is establishing an open and non-judgmental environment where no solution team member holds back any idea no matter how â€Å"out there† it may seem. That idea might be the one that leads to an innovative answer. 5. Analyze possible solutions. Though each step is working off the ones that come before it I find this step to be the most dependent on the effort and results of all the previous steps. The old axiom â€Å"trash in – trash out† becomes apparent if I half-stepped through the proceeding steps. If I have spent the proper time and effort on steps 1-4 I discovered this one is the easiest to complete. 6. Compare Possible Solutions. In this step I go back to the techniques I mentioned in step 4. My preference is to use a Cause and Effect matrix that helps me to develop action alternatives and the outcome results of each solution. I also revert to my â€Å"go-to† test criteria and determine which solution best meets the exact or multiple criterion I feel are the most important to the particular situation. 7. Make and implement solutions. During the make phase of this step, frequently my role is as one who played a major role in completing the previous phases and is now presenting a plan for verdict and usually I am advocating an individual alternative. In this phase it is imperative for me to communicate and advise decision makers with confidence. If I am tentative in my recommendations buy in and implementation may not happen. After decision my â€Å"implement† role includes facilitating and coordinating the intent of the plan. Lastly it strikes me that even though I know thinking and decision making skills are keys to success I am always amazed that most want to pick the lock.

Tragedy and Revenge in Aristotle and Shakespeare’s Masterpiece Essay Example for Free

Tragedy and Revenge in Aristotle and Shakespeare’s Masterpiece Essay I. Introduction Tragedy is a play dealing with serious events, in which the leading character suffers because of his actions. It ends unhappily, usually with the hero’s death. Although no exact, detailed definition of tragedy has been agreed upon by critics, the term is commonly used to describe nonmusical dramatic works, not operas. The issues in tragedy are significant, and the characters and action are basically realistic. Tragedy thus differs from melodrama, which may be sad or horrible but is unrealistic and superficial. It is also to be distinguished from tragicomedy, in which elements of both tragedy and comedy are combined, and which ends happily. (See â€Å"Aristotle and Tragedy†).   Thesis Statement: This paper scrutinizes the two plays which are Hamlet and Oedipus the King. II. Discussion A. Hamlet and the Aspect of Revenge and How It Transcends Every Genre Hamlet best exemplifies the genre of Elizabethan revenge. A center of many arguments is the apparent delay of Hamlet’s revenge. Critical discussion of this supposed procrastination has a long history. Goethe thought Hamlet too sensitive, Coleridge and A.W. von Schlegel too intelligent to be capable of action. The early 20th century English critic A.C. Bradley saw him as restrained by melancholia, the 19th century German scholar Herman Ulrici by moral scruples; the Freudians viewed him as too complex-ridden to kill his uncle (See â€Å"Hamlet†). This aspect of Hamlet’s behavior is seen either as a flaw or a virtue. The story contains four sons of murdered fathers (Hamlet, Laertes, Fortinbras, and Pyrrhus), but Hamlet differs from the three’s pursuit for revenge. He even goes as far as feigning insanity in order to conceal his real agitation and divert attention from his task of revenge. The subject of revenge, which is one of the focal themes of the play, transcends every genre, for there is a Hamlet in every one of us. As Hamlet in the story suffers pain and grief as a result of the circumstances surrounding his father’s death, the usurping of the throne and by the betrayal he felt from his mother’s remarriage to his father’s brother, Hamlet is then filled with the dilemma of whether to take revenge against the wrongdoer. Suffering and grief as a consequence of injustice and oppression is as old as man’s history (Rowse, 1984).Even during the course of the play, Hamlet’s torment alienates him from all those around him, even though he has a close friend to confide with. Such inner turmoil is only expressed in his soliloquies but unknown to those around him. Certainly, the depth of suffering is known only the most by the one who suffers. How people variously react to such agonies is showcased in the play’s story. Most often, it is the common desire to act as the three other young men (Laertes, Fortinbras, and Pyrrhus) did pursue their task of vengeance with ruthless single-mindedness. However, Hamlet’s situation is far more complicated. This shows that indeed, vengeance is far from simple. While it seeks to retaliate by inflicting pain for pain, Shakespeare’s Hamlet shows the peril of vengeance. All those who sought revenge died. Hamlet’s loved ones (such as Ophelia), those whom he could have sought solace and comfort, and himself also died. They became victims of Hamlet’s reckless rage as a result of his deflected and unfulfilled desire for retaliation. Revenge therefore, sinks both the offender and the avenger, pulling down along with it the innocent. It is a bearer of destruction. While most revenge plays justifies the avenger by emphasizing him or her as a victim, Hamlet’s character hangs a question above it. At the very core of revenge is bitterness, and is like a ‘rotten apple that spoils the whole bunch’. It has destroyed everything that’s good in Hamlet and made him much more evil than his stepfather. The danger of retaliation is to do greater harm than what was received. No one overcomes evil, with evil (See â€Å"Hamlet†). Before bitterness could do its harm, it is best thrown out. Truly, Shakespeare’s Hamlet speaks to every individual in every genre, since ALL of us must pass through a time of making that choice: â€Å"TO BE (bitter) OR NOT TO BE (bitter)? That indeed is a question we all must face (Rowse, 1984). B. Oedipus, the struggles and revenge The play Oedipus the King, also known as Oedipus Rex is a play written by Sophocles with Oedipus as the main character.   Oedipus is considered a tragic hero since despite his noble birth; he is unable to overcome the obstacles he has encountered in his life and about his past. There are certain characteristics in a story which leads a character to be identified as a ‘tragic hero’. A tragic hero must be of high social stature who commits a fatal mistake and in Oedipus’ case of poor judgment. Oedipus fits the description, being born of nobility with King Laius and Queen Jacosta as his biological parents, ruler of Thebes. His poor judgment is made obvious when in searching for Laius’ murderer, Oedipus stubbornly paid no attention to blind prophet Tiresias’ forewarnings not to continue in the investigation. And although Tiresias was blind and old, king Oedipus accused the prophet instead, of being the murderer. A tragic hero is set as an example for the viewers of the tragic consequences when a man of lofty position falls because of his own misdeeds, although the tragic hero realizes his mistakes and learn from it. Typically, a person of great stature is regarded with admiration and respect by the people and those around him. If, in the course of time, such person is eaten by a desire to continuously receive such admiration, he or she suffers the malady of grandiosity (See â€Å"Oedipus the King†). In this situation, the person is narcissistic, which means the person thinks highly of his or her own personal qualities as being superior than that of others such as physical looks, intelligence, talents or abilities, and achievements. Depression plagues the person if such a need is not met. Oedipus’ position of loftiness crumbles upon the Herdsman’s revelation of the king’s parenthood. Oedipus words upon knowing the truth expresses a pessimistic perspective of his life and future. Secondly, a tragic hero’s fate is undeserved. In Oedipus case, certain circumstances in his life are outside his control. It began when it was known through a prophecy that it was destined that king Laius will be killed by his own son. Queen Jacosta tried to prevent such a tragic fate from occurring by trying to end Oedipus life, who was still a child at this time. However, unknown to them, the child was given to a shepherd and still ended up raised in kingly stature as a child of king Polybus, ruler of Corinth. But even in Corinth, a prophecy was spoken to him of the tragic fate that awaits him. Seeking to escape the prophecy, Oedipus travels to the land of his birth, Thebes wherein he unknowingly fulfills what has been predicted of his destiny. Oedipus, as a tragic hero, does not fully deserve his fate since he partly bore the consequences of his parent’s mistakes and actions. Right before his birth, when the king and queen sought the advice of the Delphi Oracle, they were already forewarned not to bear children. Obviously, the advice was not heeded and the oracle was only remembered by king Laius when the child was born. A mistake was followed by another mistake, when the parents rejected the child and Oedipus was denied of his parent’s love and care (See â€Å"Oedipus the King†). Although he was of nobility, such circumstances somehow had set the wheels that led to his tragic end. Initially robbed of his kingly stature by birth, ‘fate’ restored it to him. Upon ascending the throne, his stature began to blind Oedipus of the real state of his inner self. Instead of the pain within himself and his tragic past, Oedipus is self-deceived; he covers the pain and inner suffering brought by the past by focusing only on external beauty. Since he was already blinded by his own self, he did not heed wise counsel. This time, Oedipus’ own foolishness led to his own downfall.   His own narcissistic characteristic caused his poor judgment: if he did not see himself as having superior opinion than others, he would not have killed king Laius nor have accused Tiresias a liar. His own pride has already blinded him that prevented him of acknowledging the truth. However, Oedipus later saw the folly of his own actions and gained knowledge that life is more than just a result of fate (See â€Å"Oedipus the King†). III. Conclusion Each character of the Oedipus the King and the Hamlet show outstanding representation of different individuals on how they may react in times of difficulties. These play give us better understanding that half of this world struggles a lot in order to live and may do anything in order survive. As the saying goes â€Å"survival of the fittest.† During the great depression, many people are crying out because of starvation. During this time, the economy was shaky and the prices were all going up. Many individuals, especially the commoners, have the hardship in how to cope up this circumstance In conclusion, the play tells us the reality of life. That life is full of struggle and everyone should do his part to overcome it. Oedipus the King and Hamlet are two different plays however showed reality about life. If we scrutinize the Oedipus, we can say that it is somewhat fictional however it sometimes happens in the rarest occasions unlike with Hamlet, this scenario is happening in day to day life and serves as an evidence that life is full of struggle and others do not know how to play it skillfully that is why they go insane and unfulfilled.

Cultural Changes That Influenced 20th Century Aesthetics Cultural Studies Essay

Cultural Changes That Influenced 20th Century Aesthetics Cultural Studies Essay Among the social and cultural highlights of Twentieth Century should be noted the loss of optimism, a confidence that since eighteenth centurys Enlightenment relied on the values of reason and progress. At the same time, a cultural relativism extends, by which Western man no longer sees himself as having a superior culture. A third transformation factor is the emergence of mass culture, a product of mass media and of the progressive availability of leisure time. This historical context led to a new artistic sensibility. European culture began exploring novel ways, looking for more modern forms of expression appropriate to the times. Because of the profound crisis that took place at the time, the ideas and society changed, and myriad of artistic trends were developed. You could no longer speak of an era, a movement or a tendency to guide the entire artistic production, but of a multiplicity of styles that increased over time. The loss of optimism and confidence in the values of reason and progress was due to the release that society experienced from traditional values, which began at the academy, and like every human release it had its origins as a liberation of thought whose leader was Nietzsche who denounced rationalism and ethnocentrism as unfit values of a society in decline. This shift meant the development of art as a search to find its own essence and authenticity in opposition to the established canons. Art refrained from representing experiences and the objects of experience as it was used before, especially during the Romanticism in a way that used to create human-like or more precisely Western-like representations, the new art desisted of such expressions and thus it became sort of dehumanized. Art looked for a lost authenticity of its own and it succeed, it became like itself. During this period art ceases to be affected by the values of Romanticism, beginning to base its work according to the Nietzchean thought of art as a representation of truth: a theory rooted in a return to the ancient Greek conception of tragic insight as Nietzsche conceived it, a theory of a performative art that would deliver a Dionysian interpretation of the world and would reveal the autogenerative fountain of existence and return art to the role it possessed in German idealist philosophy -the role of providing a doorway onto ontological truth there are now artistic accomplishments that follow the route which Nietzsche would have laid out had he composed a purely aesthetics volume in the last years of his life. (Ulfers Cohen, 2000) Popular concepts like progress or rationalist visions rooted in common sense came to be regarded as naive by critics and artists who came towards a creation in itself artistic, the new art is an artistic art (Ortega y Gasset, 1968), which means that instead of representing human experiences as we come to find them, art will make representations of the genuine traits that follow from an effort for catching what really happens, thus art becomes like itself. Because this selfness of art has been solely understood and contemplated by scholars, critics, artists and a few followers, art has vanished from the domain of common people, becoming exclusive. With minimal art, conceptual art, ephemeral art, the anti-art, a dematerialization of art is spoken about, an aesthetic of transparency, of disappearance and disincarnating, but in reality it is the aesthetic that has materialized everywhere under operational form. Thats why, moreover, that art has been forced to be minimal, to interpret its own demise. (Baudrillard, 1993) According to the study of Baudrillard the current state of things is after the orgy, where everything has been released, but then has left a void, which is needed to keep the excesses of simulations of dreams, situations, images, illusions and fantasies. Characterizing the current state of things, I would say that this is the post-orgy. The orgy is the explosive moment of modernity, that of liberation in all areas. Political liberation, sexual liberation, liberation of productive forces, liberation of destructive forces, and liberation of women, of children, of the unconscious impulses, liberation of art. (Baudrillard, 1993) This release refers originally to the liberation of thought as we saw how the philosophical thinking made critics and artists to carry forward their creation according to an ideal of authenticity, that is, according to their freedom. Once ethnocentrism was revealed as a fallacy of nineteenth centurys Rationalism, the artists saw that their way of seeing things, the way of the society to which they belonged, was no longer the only canon to perform, emerging the other side in the perception of creators, as unconscious, as indigenous, as woman and as folly. The emergence of mass culture from the media allowed the liberation of art to become massive in its operation, which generated a trivialization of art that reversed the initial impetus for transparency and authenticity to an emptiness of content and an evaluation of art that is not through the critics, but mainly by the market, whether it is a pastiche, if its a neo from any movement, if it says or doesnt say nothing, if whoever creates it or if its just nothing, the only thing that matters is that the market pays for it. At this point it is appropriate to distinguish and to warn of a critique of art that refers to what is not art, as if it was art. By mid-century art began to be valued for the amateur and profane production of dilettante items, artistic according to the propaganda, crossed in its creation by the neoliberal system and so devoid of meaning. So art in itself remains outside of this mass production, it only operates in part due to its own value set in the game, which so ciety learned to appreciate and which is owned for the trade. A recent example of art that remains in its original focus by matching its creation to what is really happening the massification of the artistic operation- are the paintings of Andy Warhol synthesizing popular images as expressions of beauty and authenticity. The progressive availability of leisure time generated by the process of industrialization and the subsequent massification of society helped to ensure a space and time for the individual creation while transforming the leisure time to an experience that was decimated by alienated labor, with no broad access to the insights and knowledge that was being generated in the academy and in the circles of artists and critics, the mass man, the proletarian man only knew about art and took it for his action and enjoyment without having an accurate impression of it, and without really caring for it, he wanted to use it for the same purposes of the market to which he was submitted, namely that art was used and held in ordinary products that entertained the desire for consumerism and the emotionality of the current common man. It would be very different if the leisure time had been exercised as a Dionysian experience. The avant-garde artists who transformed art towards the end of the XIX century have carried out the reassembly of the heroic and tragic nature of the ancient Greek creators. It sounds as if the emergence of mass culture made this release of the arts accessible to all, but rather the case is that the value placed by the market on the production of art has generated a production of works that lack of critical review since it merely responds to the purist measures of the economic system. In modern, Western societies, according to Bourdieu, the field of culture likewise operates according to a disguised logic of deferred interest. The market of symbolic goods assigns cultural value to those works, and those authors, that defer immediate returns: high art is differentiated from low culture with the formers apparent distance from or denial of temporal rewards. In The Rules of Art (1992), Bourdieus most sustained examination of literature, he shows how the novelist Gustave Flaubert, among other late nineteenth-century writers, sought to constitute a literary field whose autonomy was defined by its rupture with the economic order (121). With the triumph of moder nism, literature (and art) would no longer be subject either to financial patronage or to the emerging mass market. (Beasley-Murray, 2004). Accordingly, art disappears from the common domain, and this disappearance reaches its antithetical expression in the work of Warhol, as referring to the alternative destination in which the masses of humanity would reach the learning and enthusiasm for works of art without that their approach has been crossed by the created urgencies and obligations of a business or economic system, therefore a mass production of artworks by a genuine and autonomous view, generating a collective exaltation and inspiration, so as to the mood of the avant-garde. The cultural changes that occurred towards the end of the nineteenth century have a thoughtful, academic, philosophical and traditional source. The thoughts generated from that source have a countercultural nature as they opposed to the established values. The criterion of truth and authenticity became a basis for the work of artists and critics. The masses turned out to be excluded from the proper creation or contemplation of artworks, which became distinctive of a circle of artists and critics. Valuation of art by the market so as to achieve its operation and claim its ownership, but without achieving a valid operation, as a result: a mere consumption, abandonment, and indifference. Relevance of art and artists in that they initially focus on that hint of inspiration rejection of the biased way to artistic creation provided by modern thinking, and that this momentum of genuineness can turn on the same common process that overlooks art at present, so that to achieve its representa tion.

Wedding Speech for a Maid of Honor or Best Woman :: Wedding Toasts Roasts Speeches

Wedding Speech for a Maid of Honor or Best Woman Before I start I would like to say that Madonna you look absolutely stunning, Erik, well you just look stunned. For those of you know don’t know me my name is Rhonda and for those of you who do, I’ll have the usual, just put the bottle next to my purse. When Madonna first asked me to be her bridesmaid I felt delighted but as the big day approached I was informed that I would be doing a speech and a toast. Being the shy and retiring type I was trying to think of ways of getting out of it, but have any of you tried saying no to Madonna. Then I thought what could I talk about, like all self respecting 30 something year old, I did research and came up with some sayings that I would like to share with you, Now Some say that marriage begins when you sink into his arms and ends up with your arms in his sink. Others would say that when a man holds a woman’s hand before marriage, its love, after marriage it is self-defence. And They say that before marriage a man will lay awake thinking about something you said, after marriage he’ll fall asleep before you have finished saying it. Now, I’m sure that there are some of you out there that can relate to that. Before I finish, I would like to offer my own advice for a happy and successful marriage, now just because I’m not married or never have been it doesn’t mean to say I am now not an expert on it. Erik, Whenever you’re wrong, admit it, whenever you right, shut up. The best way to remember an anniversary is to forget it just once. Set the ground rules first and then do everything Madonna says. Road maps are a good thing. Never forget the two most important saying, you’re right dear and okay buy it. Never be afraid that Madonna will leave you, she has spent years training you and she won’t give that up lightly.

Scarlet Letter Essay -- essays research papers

Power of Sin   Ã‚  Ã‚  Ã‚  Ã‚   In â€Å"The Scarlet Letter† Nathaniel Hawthorne presents three main characters that commit evil and sinful acts, where each act is at a different degree of sinfulness. These three sinners (in the eyes of the Puritan community) are: the beautiful Hester Prynne, the esteemed Reverend Dimmesdale, and the cold-hearted doctor Roger Chillingworth. Hawthorn believes that evil is the nature of man but that there are different magnitudes of evil- some choose to fight it, like Hester, and some choose to give in, like Chillingworth.   Ã‚  Ã‚  Ã‚  Ã‚  Hester Prynn, a strong willed and brave women, in respect to the two additional people, has committed the least amount of sin in the novel. However, in the eyes of the Puritan community, she has committed one of the worst possible sins that can be imagined: adultery. Though, in their eyes, she is horrendously corrupt, it is not her fault in fact; Hester is the victim of her husband, Roger Chillingworth’s stupidity by sending her to New England by herself, while he remained in Europe. She is also a victim of fate- when Chillingworth is captured by the Indians when he arrives in North America, Hester has no way of knowing if he is alive or dead. But in fact, she still goes against the strict Puritan rules, and breaks commandment seven, which was often punished by death.   Ã‚  Ã‚  Ã‚  Ã‚  Arthur Dimmesdale, a strong pillar of the community, and a very devoted Puritan, goes a lit...

Workplace Violence and How to Prevent it Essay -- Workplace Health and

Workplace Violence and How to Prevent it The Workplace is considered a second home for many people because a work shift may range 8 to 12 hours daily. Based on that fact alone it is important to feel safe, comfortable and content in the workplace. Despite the differences in the public and private sector the mission, goals and objectives of any organization can be similar. For example, productivity, cost effectiveness, efficiency, profit or goods/services and the safety within the establishment is equally important. Unfortunately, the challenges that face management are increasing rapidly and during the past 2 decades "Violence in the Workplace" has become an increased fear among employers and employees. Violence in the Workplace can be defined as" (1) any problem related to the workplace or away from the workplace if it relates to the job" http://www.state.il.us/isp/viowkplc/vwpp1.htm. Violent incidents that may occur on site and violence that occurs away from the job but is job related. Types of job related violence away f rom the job may include telephone harassment, stalking and confrontations. Violence in the workplace has intensified from idle threats to homicides and the majority of assailants are reportedly domestic partners, strangers, customers or clients and employees. "Homicide was the third leading cause of occupational death from 1980 to 1985, accounting for 13 percent of all workplace deaths" (2) http://www.nsi.org/Tips/workdeth.txt. More recent data indicates that the statistics and fear is increasing and the level of safety is decreasing. The National Institute for Occupational Safety and Health (NIOSH), reports "nearly 7000 workers were victims of homicide in the workplace during the period of 1980 to 1989... ...ace". accessed October 17, 1999 available from http://www.workviolence.com ;Internet. Marianne Minor. "Preventing Workplace Violence; Positive Management Strategies". Crisp Publications, Park, Menlo, California, 1995, pg.20. Occupational Safety and Health Administration (OSHA). "Workplace Violence" available from http://www.osha-slc.gov/SLTC/workplaceviolence/index.html accessed November 19, 1999 Internet. Occupational Safety and Health Administration (OSHA). "Workplace Violence" available from http://osha.gov/oshinf/priorities/violence.html accessed on November 21, 1999; Internet. Robertson, Dirk. "Violence in your Workplace; How to Cope". Souvenir Press, London, 1993, pg. 19. Tyler, Mary P. "A Manager's Guide: Traumatic Incidents at the Workplace. U. S. Office of Personnel Management (OPM) 1993.

The Hunters: Phantom Chapter 3

The bright morning sun shone on the long, winding drive that led to the garage behind the boardinghouse. Puffs of white cloud scudded across the light blue sky. It was such a peaceful scene that it was almost impossible to believe that anything bad had ever happened in this place. The last time I was here, thought Stefan, putting on his sunglasses, it was a wasteland. When the kitsune had held sway in Fel ‘s Church, it had been a war zone. Children against parents, teenage girls mutilating themselves, the town half-destroyed. Blood on the streets, pain and suffering everywhere. Behind him, the front door opened. Stefan turned quickly to see Mrs. Flowers coming out of the house. The old woman wore a long black dress, and her eyes were shielded by a straw hat covered with artificial flowers. She looked tired and worn, but her smile was as gentle as always. â€Å"Stefan,† she said. â€Å"The world is here this morning, the way it should be.† Mrs. Flowers stepped closer and gazed up into his face, her sharp blue eyes warm with sympathy. She looked as if she were about to ask him something, but at the last minute seemed to change her mind and instead said, â€Å"Meredith cal ed, and Matt, too. It seems that, against al the odds, everyone has survived unscathed.† She hesitated, and then squeezed his arm. â€Å"Almost everyone.† Something twisted painful y in Stefan's chest. He didn't want to talk about Damon. He couldn't, not yet. Instead, he bowed his head. â€Å"We owe you a great debt, Mrs. Flowers,† he said, choosing his words with care. â€Å"We never could have defeated the kitsune without you – you were the one who held them at bay and defended the town for so long. None of us wil ever forget that.† Mrs. Flowers's smile deepened, an unexpected dimple flickering in one cheek. â€Å"Thank you, Stefan,† she said with equal formality. â€Å"There is no one I would have rather fought alongside than you and the others.† She sighed and patted his shoulder. â€Å"Although I must be getting old at last; I feel the need to spend most of today dozing in a chair in the garden. Fighting evil takes more out of me than it used to.† Stefan offered his arm to assist her down the porch steps, and she smiled at him once more. â€Å"Tel Elena that I'l make those tea biscuits she likes whenever she's ready to leave her family and come visit,† she said, then turned toward her rose garden. Elena and her family. Stefan imagined his love, her silky blond hair tumbling about her shoulders, little Margaret in her lap. Elena had another shot at a real human life now, which was worth everything. It had been Stefan's fault that Elena lost her first life – he knew that with a hard certainty that gnawed at his insides. He had brought Katherine to Fel ‘s Church, and Katherine had destroyed Elena. This time he would make sure Elena was protected. With one last glance at Mrs. Flowers in her garden, he squared his shoulders and walked into the woods. Birds sang at the sun-dappled edges of the forest, but Stefan was headed much deeper in, where ancient oaks grew and the underbrush was thick. Where no one would see him, where he could hunt. Stopping in a smal clearing several miles in, Stefan took off his sunglasses and listened. From nearby came the soft crackle of something moving beneath a bush. He concentrated, reaching out with his mind. It was a rabbit, its heart beating rapidly, looking for its own morning meal. Stefan focused his mind on it. Come to me, he thought, gently and persuasively. He sensed the rabbit stiffen for a moment; then it hopped slowly out from under a bush, its eyes glassy. It came toward him docilely and, with an extra mental nudge from Stefan, stopped at his feet. Stefan scooped it up and turned it over to reach the tender throat, where its pulse fluttered. With a silent apology to the animal, Stefan gave himself over to his hunger, al owing his fangs to click into place. He tore into the rabbit's throat, drinking the blood slowly, trying not to wince at the taste. While the kitsune had threatened Fel ‘s Church, Elena, Bonnie, Meredith, and Matt had insisted he feed on them, knowing human blood would keep him as strong as possible for the fight. Their blood had been almost otherworldly: Meredith's fiery and strong; Matt's pure and wholesome; Bonnie's sweet as dessert; Elena's heady and invigorating. Despite the foul taste of the rabbit in his mouth, his canines prickled with remembered hunger. But now he wouldn't drink human blood, he told himself firmly. He couldn't keep crossing that line, even if they were wil ing. Not unless his friends' saf ety was at risk. The change from human to animal blood would be painful; he remembered that from when he had first stopped drinking human blood – aching teeth, nausea, irritability, the feeling that he was starving even when his stomach was ful – but it was the only option. When the rabbit's heartbeat stopped altogether, Stefan gently disengaged. He held the limp body in his hands for a moment, then set it on the ground and covered it with leaves. Thank you, little one, he thought. He was stil hungry, but he had already taken one life this morning. Damon would have laughed. Stefan could almost hear him. Noble Stefan, he would scoff, his black eyes narrowing in half-affectionate disdain. You're missing all the best parts of being a vampire while you wrestle with your conscience, you fool. As if summoned by his thoughts, a crow cawed overhead. For a moment, Stefan ful y expected the bird to plummet to earth and transform into his brother. When it didn't, Stefan gave a short half laugh at his own stupidity and was surprised when it sounded almost like a sob. Damon was never coming back. His brother was gone. They'd had centuries of bitterness between them and had only just started to repair their relationship, joining together to fight the evil that always seemed drawn to Fel ‘s Church and to shield Elena from it. But Damon was dead, and now Stefan was the only one left to protect Elena and their friends. A latent worm of fear squirmed in his chest. There was so much that could go wrong. Humans were so vulnerable, and now that Elena had no special powers, she was as vulnerable as any of them. The thought sent him reeling, and immediately he took off, running straight toward Elena's house on the other side of the woods. Elena was his responsibility now. And he would never let anything hurt her again. The upstairs landing was almost the same as Elena remembered it: shining dark wood with an Oriental carpet runner, a few little tables with knickknacks and photographs, a couch near the big picture window overlooking the front drive. But halfway to the stairs, Elena paused, glimpsing something new. Among the silver-framed photos on one of the smal tables was a picture of herself and Meredith and Bonnie, faces close together, grinning widely in caps and gowns and proudly brandishing diplomas. Elena picked it up, holding it close. She had graduated from high school. It felt odd to see this other Elena, as she couldn't help thinking of her, her blond hair pul ed back in an elegant French twist, creamy skin flushed with excitement, smiling with her best friends, and not remember a thing about it. And she looked so carefree, this Elena, so ful of joy and hope and expectations for the future. This Elena knew nothing of the horror of the Dark Dimension or the havoc the kitsune had caused. This Elena was happy. Glancing quickly among the photos, Elena located a few more she hadn't seen before. Apparently this other Elena had been queen of the Snow Bal , though Elena remembered Caroline had won that crown after Elena's de ath. In this picture, however, Queen Elena was resplendent in pale violet silk, surrounded by her court: Bonnie fluffy and adorable in shiny blue taffeta; Meredith sophisticated in black; auburn-haired Caroline looking aggrieved in a tight silver dress that left very little to the imagination; and Sue Carson, pretty in pale pink, smiling straight into the camera, very much alive. Tears stung Elena's eyes once more. They had saved her. Elena and Meredith and Bonnie and Matt and Stefan had saved Sue Carson. Then Elena's gaze landed on another photograph, this one of Aunt Judith in a long, lacy wedding dress, Robert standing proudly beside her in a morning suit. With them was the other Elena, clearly the maid of honor, in a dress the color of green leaves, holding a bouquet of pink roses. Beside her stood Margaret, shining blond head ducked shyly, grasping Elena's dress with one hand. She was wearing a ful -skirted white flower girl's dress tied with a wide green sash, and she clutched a basket of roses in her other hand. Elena's hands shook a little as she put this picture down. It looked as if a good time had been had by al . What a pity she hadn't actual y been there. Downstairs, a glass clinked against the table, and she heard Aunt Judith laugh. Putting aside al the strangeness of this new past she'd have to learn, Elena hurried down the stairs, ready to greet her future. In the dining room, Aunt Judith poured orange juice from a blue jug while Robert spooned batter onto the waffle iron. Margaret was kneeling behind her chair, narrating an intense conversation between her stuffed rabbit and a toy tiger. A great surge of joy fil ed Elena's chest, and she grabbed Aunt Judith in a tight hug and spun her around. Orange juice spil ed across the floor in a wide arc. â€Å"Elena!† scolded Aunt Judith, half laughing. â€Å"What's the matter with you?† â€Å"Nothing! I just I love you, Aunt Judith,† Elena said, hugging her tighter. â€Å"I real y do.† â€Å"Oh,† said Aunt Judith, her eyes soft. â€Å"Oh, Elena, I love you, too.† â€Å"And what a beautiful day,† Elena said, pirouetting away. â€Å"A wonderful day to be alive.† She dropped a kiss on Margaret's blond head. Aunt Judith reached for the paper towels. Robert cleared his throat. â€Å"Are we to take it that you've forgiven us for grounding you last weekend?† Oh. Elena tried to figure out how to respond, but after she'd been living on her own for months, the whole concept of being grounded by Aunt Judith and Robert seemed ridiculous. Stil , she widened her eyes and put on an appropriately contrite expression. â€Å"I'm truly sorry, Aunt Judith and Robert. It won't happen again.† Whatever it is. Robert's shoulders relaxed. â€Å"We'l say no more about it, then,† he said with obvious relief. He slid a hot waffle onto her plate and handed her the syrup. â€Å"Do you have anything fun planned for today?† â€Å"Stefan is picking me up after breakfast,† Elena said, then paused. The last time she had talked to Aunt Judith, after the disastrous Founder's Day pageant, Aunt Judith and Robert had been seriously anti-Stefan. They, like most of the town, had suspected him of being responsible for Mr. Tanner's death. But apparently they had no problem with Stefan in this world, because Robert simply nodded. And, she reminded herself, if the Guardians had done what she asked, Mr. Tanner was alive, so they couldn't have suspected Stefan of kil ing him†¦ Oh, it was al so confusing! She went on: â€Å"We're going to hang out in town, maybe catch up with Meredith and the others.† She couldn't wait to see the town back to its old, safe self and to be with Stefan when, for once, they weren't battling some horrible evil but could just be a normal couple. Aunt Judith grinned. â€Å"So, just another lazy day, hmm? I'm glad you're having a nice summer before you go off to col ege, Elena. You worked so hard al last year.† â€Å"Mmm,† said Elena vaguely, cutting into her waffle. She hoped the Guardians had gotten her into Dalcrest, a smal col ege a couple hours away, as she'd requested. â€Å"Come on up, Meggie,† Robert said, buttering the little girl's waffle. Margaret scrambled up onto her chair, and Elena smiled at the obvious affection on Robert's face. Margaret was clearly his darling little girl. Catching Elena's eye, Margaret growled and thrust the toy tiger across the table toward her. Elena jumped. The little girl snarled, and her face was momentarily transformed into something savage. â€Å"He wants to eat you with his big teeth,† Margaret said, her little-girl voice hoarse. â€Å"He's coming to get you.† â€Å"Margaret!† Aunt Judith scolded as Elena shuddered. Margaret's briefly feral look reminded her of the kitsune, of the girls they had driven mad. But then Margaret gave her a huge grin and made the tiger nuzzle Elena's arm. The doorbel rang. Elena crammed the last bite of waffle into her mouth. â€Å"That's Stefan,† she mumbled around it. â€Å"See you later.† She wiped her lips and checked her hair in the mirror before opening the door. And there was Stefan, as handsome as ever. Elegant Roman features, high cheekbones, a classical straight nose, and sensual y curving mouth. He held his sunglasses loosely in one hand, and his leaf green eyes caught hers with a gaze of pure love. Elena broke into a wide, involuntary smile. Oh, Stefan, she thought to him, I love you, I love you. It's so wonderful to be home. I can't stop missing Damon and wishing we could have done something differently and saved him – and I wouldn't want to stop thinking of him – but I can't help being happy, too. Wait. She felt like someone had slammed on the brakes and she'd been thrown against a seat belt. Though Elena was sending the words, and a huge wave of affection and love with them, toward Stefan, there was no response, no return of emotions. It was as if there were an invisible wal between her and Stefan, blocking her thoughts from reaching him. â€Å"Elena?† Stefan said aloud, his smile faltering. Oh. She hadn't realized. She hadn't even thought about this. When the Guardians took her powers, they must have taken everything. Including her telepathic connection to Stefan. It had lingered†¦ She was sure she had stil heard him, and reached his mind, after she had lost her connection to Bonnie. But now it was gone completely. Leaning forward, she grasped his shirt, pul ed him to her, and kissed him fiercely. Oh, thank God, she thought, as she felt the familiar, comforting sense of their minds entwining. Stefan's lips curled into a smile beneath hers. I thought I'd lost you, she thought, that I wouldn't be able to reach you like this anymore, either. Unlike with the telepathic connection they'd shared, she knew the thoughts weren't reaching Stefan as words but as images and emotions. From him, she felt a wordless, steady stream of unfailing love. A throat was cleared pointedly behind them. Elena reluctantly released Stefan and turned to see Aunt Judith watching them. Stefan straightened with an embarrassed blush, the slightest look of apprehension in his eyes. Elena grinned. She loved that he'd been through hel – literal y – but was stil scared to upset Elena's aunt. She put her hand on his arm, trying to send a message that Aunt Judith now accepted their relationship, but Aunt Judith's warm smile and greeting said it for her. â€Å"Hel o, Stefan. You'l be back by six, won't you, Elena?† Aunt Judith asked. â€Å"Robert's got a late meeting, so I thought you, Margaret, and I could go out for a girls' night together.† She looked hopeful yet hesitant, like someone knocking on a door that might be slammed in her face. Elena's stomach knotted with guilt. Have I been avoiding Aunt Judith this summer? She could imagine that, if she hadn't died, she might have been eager to move on with her life and chafed at the family that wanted to keep her home and safe. But this Elena knew better – knew how lucky she was to have Aunt Judith and Robert. And it seemed that this Elena had a lot of making up to do. â€Å"Sounds like fun!† she said cheerful y, pasting a bright smile on her face. â€Å"Can I invite Bonnie and Meredith? They'd love a girls' night.† And it would be nice, she thought, to have friends around who were as clueless about what had been going on in this version of Fel ‘s Church as she was. â€Å"Wonderful,† Aunt Judith said, looking happier and more relaxed. â€Å"Have a good time, kids.† As Elena headed out the door, Margaret ran out of the kitchen. â€Å"Elena!† she said, wrapping her arms tightly around Elena's waist. Elena bent and kissed the top of her head. â€Å"I'l catch you later, bunny rabbit,† she said. Margaret motioned for Elena and Stefan to kneel down, then put her lips right next to their ears. â€Å"Don't forget to come back this time,† she whispered before retreating inside. For a moment, Elena just knelt there, frozen. Stefan squeezed her hand, pul ing her up, and even without their telepathic connection, she knew they were having the same thought. As they headed away from the house, Stefan took her by the shoulders. His green eyes gazed into hers, and he bent forward to brush a light kiss upon her lips. â€Å"Margaret's a little girl,† he said firmly. â€Å"It could just be that she doesn't want her big sister to leave. Maybe she's worried about you going off to col ege.† â€Å"Maybe,† Elena murmured as Stefan wrapped his arms around her. She inhaled his green, woodsy scent and felt her breathing slow and the knot in her stomach loosen. â€Å"And if not,† she said slowly, â€Å"we'l work it out. We always do. But right now I want to see what the Guardians gave us.†

Consider the theme of loneliness in the novel, Of Mice and Men Essay

n â€Å"Of Mice and Men†, John Stienbeck explores the theme of loneliness, set in the farmland of 1930’s California, where Stienbeck grew up. Stienbeck worked as a farm hand on his fathers land and so the countryside described at the beginning of the book, and a ranch itself would have been very familiar to Stienbeck. Characters described in the novel are lonely for different reasons depending on their social status. Age, Race and Sex are some of the reasons for characters loneliness, Stienbeck uses the novel to make these aware in society. George and Lennie are the main characters in the book; they are migrant workers, who are men that travel the countryside harvesting wheat for the farms and doing any other jobs they can find. The â€Å"Wall Street Crash† caused jobs to be scarce, during the 1930’s, when there was very unemployment in the United States. Agencies were set to send farm workers to where they were needed: â€Å"You remember about us goin’ into Murray and Ready’s, and they give us work cards†. They earned $2.50 or $3.00 a day, plus food and very basic accommodation. These sorts of people lived very lonely lives, as they migrated they had to pick up their roots and move on, on their own and so this what makes them lonely also it was much easer to get work for one-person rather than two or more. George and Lennie are total opposites. George is decribed as â€Å"small and quick, dark of face with restless eyes and sharp, strong fetures.† Lennie on the other hand is † a huge man, shapeless of face, with large, pale eyes with wide, sloping sholders†. Stienbeck decribes Georges personality as careful and protective while Lennie seems to be rather stupid with a child’s mind. He’s very forgetful and likes to pet nice things with his finger’s â€Å"sof’ things†. George likes to be in charge of himself, and this is why he appreciates the time out under the stars where he can relax with his friend Lennie. Lennie however, enjoyes being with George and so the time under the stars is appreciated, but only because he’s with George. George and Lennie share share an special relationship like father and son where George helps Lennie with everything and looks after him. This is shown when George is talking to Slim about Weed: â€Å"We sat in an irrigation ditch â€Å". This shows how George takes risks to save Lennie. George sometimes gives the impression that he would rather have nothing to do with Lennie but it is clear that George actually depends on Lennie’s friendship, being with someone gives him something to live for unstead of just being a migrant worker: â€Å"I got you to look after me, and you got me to look after you†, Lennie loves George because George looks after him, George being the only person who looks after him, George shows Lennie how to do things and gets food for them. George is in control as he does almost everything for Lennie: â€Å"I got three cans of beans in my bindle†. George and Lennie travel togeather although this is not usual and this is why they are not lonel y. Steinbeck introduces Candy, the old ranch hand into the novel as a â€Å"tall, stoop-shouldered old man†. Candy is kept on the farm as a janitor, he has one hand after he got the other one caught in a machine. He is not much use for anything and he knows this. Candy fears when he is to old to do anything that he will just get ‘canned’, which is why he buys into the friendship with George and Lennie. The only thing that motivates Candy is his old dog â€Å"gray of muzzle and with pale, blind old eyes†, which unfortunately is killed after Carlson decides not to put up with the smell and Candy is ganged up on to get rid of him; â€Å"If you want me to, I’ll put the old devil out of his misery right now†. The ‘American Dream’ is shared by George and Lennie who dream of the â€Å"little house and a couple of acres†. For American society as a whole, the dream ended with the Wall Street Crash of 1929. Cinema is the last American dream for many. Curley’s wife is one: â€Å"Could have been in the movies, an’ had nice clothes†. Steinbeck describes Crooks with a â€Å"lean face lined with deep black wrinkles, and he had thin , pale-tightened lips†. Crooks lives in â€Å"a little shed that leaned off the wall of the barn†. Crooks reserves the only right he has, â€Å"You got no right to come in my room†. However, when Lennie goes into Crooks’ room he relaxes and enjoys the company. Crooks’ job is a â€Å"Stable buck†, which means he tends the horses. He is the only black man in the novel and the other characters’ attitude towards him, shows the position of blacks in America at the time. Steinbeck describes Crooks’ past as a peaceful one. Crooks mentions this to Lennie: â€Å"The white kids came to play† â€Å"I went to play with them†. This shows that racism did not really affect him as he did not understand but his â€Å"ol’ man didn’t like that†. This shows how racism would affect his whole life. The scene in his shed, where it all appears that he is finally accepted for who he is, the reality comes back when Curley’s wife says, â€Å"listen Nigger† â€Å"I could get you strung up†. Because Crooks is black, he is forced to spend his time reading books: â€Å"Books ain’t no good† â€Å"A guy goes nuts if he ain’t got nobody†. Curley’s wife is the only woman on the ranch; she cannot escape from the sexual image that the men have of her. She, therefore, uses this image as a means of getting noticed. She has â€Å"full, rouged lips and wide-spaced eyes, heavily made up. When George and Lennie first meet Curley’s wife George describes her as â€Å"jail bait†. Steinbeck makes the reader feel the same way as the workers when it comes to discrimanating. The reader is made to feel that Curley’s wife is a â€Å"tart†. Workers at the ranch have this impression: â€Å"I think Curleys married †¦a tart†. However, the workers are frightened to talk to her. Curley is known as a boxer and the workers know if they get involved with his wife, Curley will beat them up. The hasty marriage of Curley and his wife proves to be a failed attempt, on her part, to escape her own lonliness. From what we hear Curley’s wife married to spite her mother. However she discovers that her husband is not what she expects, â€Å"I don’t like Curley. He ain’t a nice fella†. It would appear at first that she likes Curley, as she wanders arround looking for him but it soon becomes clear that she is just looking for someone to share her feelings with. Curley’s wife describes her life on the ranch to Lennie as if it is no good: â€Å"I coulda made somethin’ of myself† . She uses her sexual image as a woman to get the mens’ attention just so she can talk to them. However, this does not usually work as most of the men are often to scared to talk to her. Although Curley’s wife looks and acts like a†tart† she is just craving attention and this is the only way she knows how to get it. At the end of the novel, her lonliness causes her to converse with Lennie in the barn where the irony is that when she finally gets someone to talk to, it leads to her death! Curley’s wife is the victim of sexism, she is lonely because she has no one to talk to as people are afraid to talk to her. Lennie suffers from discrimination because of his learning disability. The fact that they are both unequal brings them together in the barn. Lennie is there to bury his puppy and Curley’s wife is there to have a conversation. However in the end, Lennie’s disability causes her death: â€Å"don’t you go yellin† â€Å"he shook her and her body flopped like a fish†. The incident in the barn affects George, Lennie and Candy’s relation because Lennie has finally gone too far. When George knows he has to kill Lennie, then the dream dies with Lennie leaving George and Candy lonely. â€Å"Guys like us, that work on ranches, are the loneliest guys in the world.† In conclusion Stienbeck makes aware a serious problem leading to loneliness in 1930’s California through his novel â€Å"Of Mice and Men†.