Ligeia as a Triumph Over Patriarchy Essay -- Ligeia Essays

Ligeia as a Triumph Over Patriarchy  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   From the time that "Ligeia" was written, critics have searched for meaning within Poe's story of a beautiful woman who died and returned in another's body. While all critics have moved in different directions, many have arguably found an allegorical meaning behind the tale. Because many literary theories depend on each other, contemporary critics tend not to limit themselves to any single theory. Many critics employ multiple theoretical perspectives at once so that a text can be best understood. Many critics have looked to Poe's relationship with women for understanding, combining biographical and feminist theory, while other critics use a variety of approaches, such as formalism and psychoanalysis, to develop their own understanding of what they believe to be an allegory. The collection of literary criticism surrounding "Ligeia" is insightful and comprehensive, and readers have the opportunity to examine interpretations from many different branches of literary theory. B y looking at how critics from five different fields of criticism approach "Ligeia," readers can see how contemporary critics can interpret from a variety of perspectives in order to acquire some deeper understanding of the work.    One of the most widely used applications of literary criticism is formalism or as it is often called, New Criticism. The formalist perspective treats each piece of literature as a self-sufficient work, placing all avenues for understanding in the text itself, ignoring the social and political contexts of the author and publication, the author's biography, and other works by the same author. Formalist critics believe that form and structure are essential to the effectiveness of th... ...Linda J. "'Ligeia': The Facts in the Case." Studies in Weird Fiction. 21 (1997): 10-16. Howard, Brad. "'The Conqueror Worm': Dramatizing Aesthetics in 'Ligeia'." Poe Studies. 21.2 (1988): 36-43. Johanyak, Debra. "Poesian Feminism: Triumph or Tragedy." College Language Association Journal. 39.1 (1995): 62-70. Jones, Daryl E. "Poe's Siren: Character and Meaning in 'Ligeia.'" Studies in Short Fiction. 20.1 (1983): 33-37. Kennedy, J. Gerald. "Poe, 'Ligeia,' and the Problem of Dying Women." New Essays on Poe's Major Tales. Ed. Kenneth Silverman. Cambridge: Cambridge UP, 1993. 113-129. McEntee, Grace. "Remembering Ligeia." Studies in American Fiction. 20.1 (1992): 75-83. Poe, Edgar Allan. "Ligeia." The Norton Anthology of American Literature. Shorter 4th ed. Ed. Baym, Nina, et al. New York: WW Norton & Company, 1995. 655-664.   

Sarah James in Mexico Case Study Analysis

This interesting case study was a terrific example of well-intentioned people doing everything correctly in terms of logistics, but failing to consider and plan for the human side of this very personal and unique interaction. As the text relates to us, Sarah James seemed on paper like a perfect representative for the inaugural term of the exchange program between Palm Lakes University (PLU) and the Instituto de Negocios Internationales (INI). Her initial performance in Mexico indicated that she was on track for success. She did well enough in her course work and in a screening process to be chosen for a business internship.Sarah’s success in Mexico was important to a number of stakeholders. Obviously, Sarah herself would benefit from her schooling and internship in Mexico; in addition to her degree, she would gain business experience and an opportunity to add references to her eventual business resume. For PLU, the exchange program offered a tremendous marketing opportunity in the ability to provide students of international management courses with international work experience. This would make the college more attractive to prospective students. Similar benefits would come to INI.Less obvious may be the potential impact to the community in which INI operates. Businesses would presumably profit from the work of student interns and might also use the internship program as a screening process for potential employees. Finally, the families which hosted the students would benefit from the stipend they would be paid, and less tangibly from the cross-cultural interaction. The text does not provide too much detail about the work experience, except for a brief reference that things ‘had gone well in her work environment.It is interesting to note that at work and in school, Sarah performed well. These are both environments in which one can be reasonably certain what is expected. Regardless of where we are working or learning, we have tasks which we are resp onsible to accomplish. It appears that Sarah’s trouble occurred exclusively in her interpersonal relations with her host family. In an article for her blog in The Huff Post: Education , author H Tavangar provides insight on an exchange experience which seems to have been very positive for all parties involved.She describes the benefits of opening her home, among them growth in global competence for her own children; confidence in ‘socializing, working, solving problems, and finding new ways to communicate with diverse colleagues and friends’ for the host and exchange families; and perhaps most importantly, ‘Adapting to living with someone raised by different parents can teach our kids much about their tolerance for different habits, and become better communicators and more cooperative, assertive, flexible, resilient, patient, grateful, compassionate and forgiving adults — which is important as a college roommate, spouse, or business partner. Early in her article, she makes an important point: ‘It’s never the right time. ’ While she is referring directly to the changed logistics in her home life which would be necessitated by hosting an exchange student, I feel she makes a broader point here about flexibility. As you read her article, it certainly seems that the experience which she, her family, and their exchange student (to whom she refers as ‘my new daughter’) was a resounding success. Several points struck me about Sarah as I read the case study. In the first paragraph of her email she says she enjoyed ‘practicing Spanish and hearing about (Mexican) culture and beliefs’.This was my first clue that here was a young woman not invested in cultural exchange but who saw the program as something exclusively for her benefit (and potential benefits she did not fully grasp, at that). Certainly it is true that using Spanish in a classroom is very different from conducting all your daily in teractions in the language; however, her very phraseology tells us that she saw her host family, fellow students and coworkers as people upon whom she could practice – conejillo de Indias, or guinea pigs.Her reference to ‘hearing’ about the culture and beliefs further tells us that she did make an effort prior to her trip, to truly learn about Mexico. A practical and a sensitive person would have studied Mexican history and culture in general and also those same subjects in terms of the specific state or region in which she would be living. The more disturbing impression, however, is that of her watching day to day life, but not participating in it, as though she were a visitor to some kind of cultural zoo.She seems to spend her time with her host family looking exclusively through her own cultural lens. This is particularly apparent in her complaints about the host family not being prepared for her vegetarian diet. The Mexican diet relies heavily on beef, on chi cken and on lard for preparing many dishes. Sarah makes no reference to having researched the commonality of vegetarianism where she would be staying; to having any advance preparations regarding it; or to offering to purchase and cook her own food to accommodate it.Far from considering the burden of additional work and expense for the host family, she seems to have simply expected them to provide for her needs, and not to have been appreciative of their efforts in that regard. It is interesting to note that she was not the only student to encounter this issue; that speaks to a failure in planning on the part of PLU. We are advised in the case study that the PLU asked only the most rudimentary questions of students chosen for the program, and that PLU had no knowledge of what preparations were made by INI with the host families.There are multiple additional indications that Sarah viewed her host home as something of a hotel which was lacking. With regard to a ride to the airport on the day of her departure, we are told the ‘host mother indicated several times’ she would provide transportation. If this subject was mentioned ‘several times’ the message may in fact have been that it was troublesome in terms of schedule, expense and/or inconvenience for the host mother. When the question arose of payment for the day of student’s departure, Sarah simply suggested the host family contact INI.Far from being concerned about whether than how the loss of a partial days’ stipend would impact the family, Sarah never gives a thought as to why the family brought it up to her in the first place. Mexico is collectivistic; that is, hierarchies (actual or perceived) are highly regarded and it is seen as taboo to try to work outside of them. In the situation described here, INI in general and Alberto Jiminez in particular may be viewed as authority figures. It might seem disloyal to Jiminez for the host family to complain (or even to be vi ewed as complaining, such as asking for the partial day stipend).They may also fear exclusion from future opportunities to host. If Sarah contacted INI to ask about the payment, the request would not be viewed as coming from the family. The final catastrophe of this experiment comes when Sarah mentions that she would be moving to her own apartment for future terms. She has no regard for how this would be perceived by either university; how it might impact the program as a whole; and how her decision might directly impact her host family. The stipend the host family earned during her stay most likely made up a significant portion of their income.Her unilateral decision to move out would adversely impact them not only in the short term (loss of stipend for her) but possibly also in the long term (if they were not offered the opportunity to host other students). Additionally, the potential negative impact to the program and the relationship between the universities is enormous. Sarah i s a product of her home culture in that she is clearly individualistic in all her views, freely sharing commentary on what she thinks should have been done to make her more comfortable.Her feedback seems to have been mainly a venue for complaint about how the program did not allow her to live her own lifestyle in the Mexican culture – completely missing the point of the program and not benefitting from the tremendous opportunity she was given. One wonders what, if anything, she truly learned about Mexico and its people. She was not open-minded and looked at the situation only from the perspective of her own benefit, learning opportunity, and convenience or inconvenience. She seems to have looked at the host family as hoteliers whose job was to provide her accommodations tailored to her liking.She completely disregards the fact that she was staying in – and disrupting – someone’s home. There is no evidence of consideration of how she could have been flexib le, helpful, better prepared, or less offensive. While Sarah may be viewed as ‘flexible and cooperative’ in her own environment, she clearly feels her own lifestyle – her culture – is superior to that in which she was set down. With regard to preparation and training, several failures are evident. From a practical standpoint, the selection and preparation process for both students and host families is clearly lacking. Even the rudimentary information collected on the students (i. . , dietary restrictions) seemed not to have been shared with, or explained to, the host families. Far from the difficult situation this created in the case study, such a glaring omission could create a medical emergency for a visiting student. The two universities need to collaborate to develop a thorough selection and preparation program. For students, there should be a requirement for them to demonstrate an understanding of the day to day world in which they will be living â₠¬â€œ diet, cooking, shopping, transportation, family schedule, religious observations – and what they can and can not expect from their hosts.Most of all, the universities need to recognize that as young adults it may never occur to some of these students that they are not entitled to special treatment from a family on whom they are, after all, imposing. Part of the preparation process should be to orient them to the fact that they are moving into a home and sharing a family situation, rather than checking in to the Marriott. For host families, it would seem that very little information was provided to them about their student; in fact, the case study tells us that PLU had no knowledge what, if any, preparation was undertaken for the host families.In terms of selection, a simple survey on attitudes, beliefs, schedules, flexibility and requirements might help make more successful matches between families and students. Providing biographical information and allowing advance cor respondence between the parties would allow them some introduction prior to the program beginning. It might also be a terrific idea to allow the student to meet someone from the district where they would be staying, and the host family to meet someone from the United States, in an informal environment.A basic talk about day to day life may increase comfort levels and given stakeholders an opportunity to ask basic questions they may not wish to ask ‘authorities’. On an ongoing basis, compiling these questions and sharing the answers with each successive group of participants would go a long way. Equally important, if a student or family is not a good fit for the program, this would give them a way to recognize that before it is too late.After each term, the students and families should be surveyed as to what went well, what did not work, and what could have been done differently to make the program more successful. Once Sarah released her email, it was critical to the fu ture of the program that the situation she created be properly handled. Professor McGill would need to personally reach out to Albert Jiminez to offer apologies for Sarah’s lack of sensitivity. A discussion with the host family (especially the mother, who likely bore the brunt of the inconvenience of Sarah’s visit) should be held to ensure that their side of situation was understood. The input of the host family should be solicited; apologies offered to INI and to the family for the offense given; and a plan drawn up to make the program more successful going forward. Careful listening, planning, and agreement between the schools may be able to ease the tension Sarah unwittingly created. As the first student in an effort intended to promote international business major program and build the relationship between PLU and INI, Sarah was in a precarious position. She does not seem to have been prepared to truly learn about Mexico by living like her hosts and considering her impact on them.Beyond expressions of gratitude for the opportunity she was given Sarah’s contact should all have been with and through Professor McGill. Also, she need not have waited until her term was over. Opening the door to communication before a problem escalates will usually allow us to control how big a problem it becomes. Globalization requires companies to seek employees who understand how business is conducted globally. The program in which Sarah enrolled was intended to prepare her for an increasingly competitive international business world.She had the opportunity to become grounded in a culture and language foreign to her, but due to her own self-absorption, as well as failure to plan on the part of both universities, I believe she missed out on the potential benefits. ? References: Steers, R. M. ; Sanchez-Ruiz, C. J. ; Nardon, L. (2010) Management Across Cultures: Challenges and Strategies. New York, NY: Cambridge University Press Tavangar, H. A. (August 2, 20 11) 5 Lessons I Learned Hosting an Exchange Student Huff Post Education Retrieved from http://www. huffingtonpost. com/homa-sabet-tavangar/5-lessons-i-learned-hosti_b_916347. tml Andrews, W. A. (January 19, 2009) Sarah James in Mexico: Often Wrong But Never in Doubt. London, Ontario: Ivey Management Services Hollenbeck, G. P. , & McCall, M. W. 2003. Competence, not competencies: Making global executive development work. In W. Mobley & P. Dorfman (Eds. ), Advances in Global Leadership (Vol. 3). Oxford: JAI Press. Canisius College International Business Program Overview, http://www. canisius. edu/international-business/program/ HSBC Careers Page, Global Employee Programs, http://www. hsbcnet. com/hr/graduate-careers/business-areas/global-research. html

Stress Management for Children and Adults - Free Essay Example

Sample details Pages: 2 Words: 742 Downloads: 2 Date added: 2019/08/02 Category Health Essay Level High school Tags: Stress Essay Did you like this example? Children and adults experience stress alike. Unlike adults, however, children may not know exactly what is happening to them when stress takes over. During the holidays, Jessie may notice that she feels different than normal; depending on Jessies age, she may be able to vocalize that she is feeling stressed. Don’t waste time! Our writers will create an original "Stress Management for Children and Adults" essay for you Create order When asked to describe her feelings, Jessie may be able to explain symptoms of distress, such as shortness of breath or rapid breathing, fatigue, agitation, anxiety, etc. This distress may carry over to the classroom, where lack of motivation or concentration to complete tasks is apparent (if she is even able to make it to school). Whether or not Jessie understands what is happening to her, her lack of education and/or practice with stress management strategies is inhibiting her from successfully managing stress that comes during the holidays. It is crucial to educate Jessie (and the rest of the class) to listen to her body and be in tune with what she is feeling. Before getting into teaching Jessie how to manage her stress, I would want to provide her with the ability to understand why stress exists, what stressors she typically encounters, and what strategies she can use to conquer her stress. Starting from the beginning, I would inform Jessie that stress is a feeling of powerful emotions that can cause us to react to a situation. There is good stress (eustress) and there is bad stress (distress). The good stress helps us accomplish tasks, such as scoring a goal in soccer. The bad stress brings on negative emotions and can keep us from accomplishing tasks, like standing up for ourselves when someone is being unkind. I would also state that there is something called a stressor, which is an event that can cause stress. I may ask Jessie to think of the first two examples I gave (eustress and distress) and tell me what the stressors were in each of those scenarios. I then may ask her to think of some stressors that may have occurred in her life. Posing some possible examples to help her along, I may bring up particular holidays, situations that have arisen in class, and scenarios she might encounter outside of school. From there, we could begin to discuss what emotions these s tressors bring, and why she thinks those stressors cause her stress. After teaching Jessie about stress and how to identify her typical stressors, I would naturally progress to teaching her strategies that she can implement when the feelings of stress creep up. Some easy to learn strategies include: belly breathing to promote relaxation, aerobic exercise to reduce the stress, self-talk, setting short and long-term goals for activities (to promote better time management so events dont accumulate), to name just a few. I would make sure to share with Jessie that life will always pose stressors, and because we cant outrun them, it is our job to find appropriate ways to manage themone at a time. Teaching and practicing all of the different strategies together in class would allow Jessie to become comfortable with their use, and would allow her to choose the strategy that best works for her. My main goal for Jessie is to give her the tools she needs to recognize her feelings of stress, what events are causing that stress, and how she can manage her emotions effectively on her own. Stress management is a holistic process, and it will take time for her to master an understanding of her emotions and the application of strategies to manage those emotions. To support her in her process, I would have her maintain a personal journal to write in daily regarding any stress or events that arise. Additionally, I think we could work on anchor charts that could be posted for Jessie as helpful reminders around the classroom. As an example, one poster could represent The Circle of Control, and would have aspects of life that cannot be controlled listed in the outer circle, while the inner circle would have aspects of life that can be controlled. Another poster would be a list of strategies weve discussed that are beneficial for stress management, that way they can always be referencede ven in her toughest moments when the emotions overcome her. The idea is to support Jessie in conquering stress, and through practice and implementation, she will be on her way to mastering a lifelong skill that many adults even struggle to manage.

Industry Analysis For Kraft Heinz Crystal Light Essay

Industry Analysis for Kraft Heinz Crystal Light By: Jenna Senn, Carly Schlager, Ellie Fiskio, Kevin Rosser, and Colin Barsella Table of Contents Company and Brand History†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 Segmentation, Targeting, and Positioning†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 SWOT Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.6 Environmental Scanning/Market Summary Consumer and Social Factors†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦...9 Economic Factors†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...10 Technological Factors†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....11 Competition†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...............11 Other Factors†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.11 V. Works Cited†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...12 Company And Brand History of Kraft Heinz/Crystal Light Crystal Light is a brand of flavored powdered drink mix. It is a low-calorie beverage mix that is used to change the flavor of the water. It is sweetened with a combination of aspartame, acesulfame potassium, sucralose, and or sugar. Crystal Light is a brand within the Kraft Heinz company. Crystal Light was originally launched in 2004 with their single-serve â€Å"On the Go† packets. They were for flavoring one beverage and taking it wherever you wanted to go. Eventually, in 2009, it was redesigned and became available in multi-serve packages, for flavoring larger drinks. Then, in 2010, Kraft came out with a new design for Crystal Light called Pure Fitness. 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MyManagementLab Access a host of interactive learning aids to help strengthen your understanding of the chapter concepts at www.mymanagementlab.com cott Nicholson sits alone in his parents’ house in suburban BostonRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 Pagesto Statistics and Data Analysis This page intentionally left blank Introduction to Statistics and Data Analysis Third Edition Roxy Peck California Polytechnic State University, San Luis Obispo Chris Olsen George Washington High School, Cedar Rapids, IA Jay Devore California Polytechnic State University, San Luis Obispo Australia †¢ Brazil †¢ Canada †¢ Mexico †¢ Singapore †¢ Spain †¢ United Kingdom †¢ United States Introduction to Statistics and Data Analysis, Third Edition Roxy Peck

Causes And Consequences Of Marine Organisms - 1422 Words

INTRODUCTION Anthropogenic CO2 release into the atmosphere has led to increasing temperatures in the atmosphere and in the ocean (CITA). Greater amounts of CO2 is causing the oceans to become more acidic (Caldeira Wickett, 2003; Ross et al., 2011). Oceans capacity to absorb CO2 from the atmosphere is making them become more acidic (Caldeira Wickett, 2003; Portner, 2008) Oceans’ average surface temperature are predicted to rise up to 1.5 C by 2050 and 3 C by 2100 (Donelson et al., 2011; PONER MAS CITAS), simultaneously oceans’ surface pH will decrease from a level of 8.1–8.2 by 0.3–0.5 units by 2100 (pH 7.6–7.9) and 0.7–0.77 units by 2300 (pH 7.33–7.5) (Caldeira Wickett, 2003; Donelson et al., 2011). These variations in the†¦show more content†¦Elevated temperatures aggravate oxygen limitation by leading to a higher demand of it from species and by reducing its solubility causing fish with larger individuals to be more thermally sensitive to oceans’ warming (Neuheimer et al., 2011; Pà ¶rtner, 2008; Pà ¶rtner Knust, 2006; Rodnick et al., 2004). In addition eggs and larvae of some fish species have been observed to have narrower thermal windows. In larvae this is due to their small body size, higher metabolic rate, and lower energy reserves (Pà ¶rtner Farrel, 2008; Rijnsdorp et al., 2009). If all size groups are affected within a population, abundance, recruitment success and productivity can be negatively affected (Neuheimer et al., 2011; Pà ¶rtner Knust, 2006). Some species have the capacity to acclimate to changes in temperatures. Acclimation is the organisms’ capacity to modify phenotypical traits that alter their physiology, behaviour or morphology to fit the environmental conditions (Donelson et al., 2011). According to Agilleta (2009, in Donelson et al., 2011) there are two types of acclimation, reversible and developmental. Reversible acclimation refers to the controlled responses to daily or seasonal environmental fluctuations; while developmental acclimation involves the permanent

Olaudah Equiano a Narrator of Persuasion Free Essays

In The Interesting Narrative of the Life of Olaudah Equiano, Olaudah Equiano skillfully represents the equal capabilities of nobility and intelligence from the African people forced into slavery. While his writing is steeped with a high acumen and earnestness, there is also a lingering sense of withholding that comes forth to the modern reader. Between the time of Equiano’s tribulations and the time he penned his narrative, it was not the belief of the majority of Americans and Europeans that such slavery was wrong or evil–obvious by its long-standing practice. We will write a custom essay sample on Olaudah Equiano: a Narrator of Persuasion or any similar topic only for you Order Now While our society today is much more privy to the certain horrors that occurred during the era of slavery, the people of this time were not so enlightened or understanding. This narrative was ever so delicate in order to make the readers accept the imminent need for emancipation of slaves. While his subject matter is a necessary base to his argument of equality for slaves, the true means of persuasion come from his tone and understanding of how exactly to address the white readership at the time of publication. His narrative is painstakingly tactful in the execution of such a tale during such a time. Equiano administers small doses of his hardships, tempered with his lightened, distanced recall, as well as his accounted fondness of the kind few he met throughout his journeys. By this systematic manner of narration, this piece works harder at being a persuasive work rather than a blunt historical account. The first thing to consider when reading this narrative is the calmness that constantly prevails in Equiano’s tone. He keeps a rather composed demeanor in relation to the tumultuous events he describes. For example, when he explains the process of the buying market, he writes: â€Å"On a signal given (as the beat of a drum), the buyers rush at once into the yard where the slaves are confined, and make choice of the parcel they like best. † (1231). Instead of giving in completely with the emotional charge such a scene would produce, he removes himself to continue an unruffled tone. He sets the scene with this sentence before further developing the horrors in order to ease the reader into it. The use of the word â€Å"parcel† within this analogy puts him at a distance from the situation which further enables a calmer tone. Calm–yet the comparison of the slaves to â€Å"parcels† is still gripping by its reduction of people to mere idea of a package or item nonetheless. By extracting himself and explaining from a removed point of view, he can relate the events in an easier manner for the edification of the reader. As he continues with the explanation of the buyers market, he renders an almost clinical tone in order to suppress an all too emotional or frenzied retelling. He later states, â€Å"In this manner, without scruple, are relations and friends separated, most of them never to see each other again. † (1231). For such a terrifying thing, he remains short and to the point. Equiano does not over indulge in describing these events he experienced, but delivers them in a balance of composure for the palpability of the reader. While his tone enables the reader to take in his story without being overwhelmed with the harshness of his tale, he also continually addresses the reader personally, which imbues a deeper connection between author and reader. Equiano spends a deal relaying background information as to his own personal roots and heritage in order to impart a further sense of himself to the reader. Immediately after doing so, he states, â€Å"I hope the reader will not think I have trespassed on his patience in introducing myself to him, with some account of the manners and customs of my country. † (1222). He takes great care in endearing himself to the reader in order to enhance their reception of him, especially as he is in the delicate position of being a representation of the slave population as well. In his efforts of persuasion, his image is of the utmost importance to his cause, therefore such declarations are helpful. Within such small statements he delivers and air of compassion and conscientiousness towards the reader. He later addresses the reader once again when he finally receives the document expressing his freedom: â€Å"As the form of my manumission has something peculiar in it, and expresses the absolute power and dominion one man claims over his fellow, I shall beg leave to present it before my readers at full length. † (1238). Here he shows the reader how earnestly he wishes them to know all that he has to share. This direct dialect towards the readers invites them to be a participant of his narrative by actively considering their thoughts and feelings. Equiano is very astute in making these requests to the reader because it fosters a feeling of connection to the material and a relation to the author. The more he succeeds in fortifying the bond between author and reader, the more he succeeds in ultimately persuading them to see how important it is that others like himself be free from such painful events. The most clever action Equiano employs in his narrative is his told exclusion. As he lays out the horrors he suffered during his passage across seas– stench, sickness, starvation, abuse, deaths–the vision becomes very terrifying and depressing. Today, it is known that these instances are only superficial to the true extent of the horrors on these slave ships, but such matters were far too delicate to publish at the time, and many people would most likely have rejected such a story as a fallacy. Equiano writes, â€Å"In this manner we continued to undergo more hardships than I can now relate, hardships which are inseparable from this accursed trade. † (1230). While it seems like a simple statement, it works on the minds of the readers in a way that is fulfilling to Equiano’s objective. He leaves out the greater hardships, yes, but he lets the reader know that he did, and warns them that they were ultimately worse than they could handle. Much like in a movie when a scene cuts from something scandalizing, the implication is enough to stir the viewer. Equiano employs this same device in his narrative. After telling in detail the more superficial horrors, he delivers an image to the reader that is enough to offset them without turning them away, but they still do not fully understand at this point. Insinuating there is far more instills an uncomfortable nagging within the reader as to what exactly Equiano is leaving out. Equiano also assuages the reader by including white individuals of heroic character that he encountered. The element of race is of course very strong within such a text. Here, an emancipated African is addressing a large white readership about his struggles against his white oppressors–nothing short of sensitive. By showing his lack of bias towards race, but appreciation for character, he develops an sense of neutrality that is inviting for the readers. The reader’s first encounter with a very upright white character is Richard Baker. In Equiano’s description of him, he writes, â€Å"He was a native of America, had received an excellent education, and was the most amiable temper. † (1233). These are all characteristics that many readers would perhaps use in their own descriptions most likely, making him a relatable figure. His dynamic changes when Equiano later describes their relationship: â€Å"Soon after I went on board, he showed me a great deal of partiality and attention, and in return I grew extremely fond of him. We at length became inseparable; and, for the space of two years, he was of very great use to me, and was my constant companion. † The relationship of these two men was not just of distant appreciation, but he says they were companions. He portrays to the reader an honest, mutually rewarding friendship between a white man and a black man. This was not exactly a conventional friendship of the time, and he goes to describe their interactions with one another, between education, and the trials they faced aboard the ship where they would cling to each other when in fear. Richard Baker is not portrayed as one who elevated himself above Equiano, but treated him like an equal. His characterization is one to be admired by readers. When Richard dies, he continues his description of him while relating the sadness of his loss: â€Å". . . I lost at once a kind interpreter, an agreeable companion, and a faithful friend; who, at the age of fifteen, discovered a mind superior to prejudice; and who was not ashamed to notice, to associate with, and to be the friend and instructor of . . . a slave! † (1233). In this statement, he shows the reader a tie between his nature and his morals; he was a noble person who did not accept belittling or segregating blacks into a category outside his own humanity. Richard Baker is a very important character to the objective of Equiano because he serves as a template for the readers to aspire to. Another important white character is Robert King, the one who allows Equiano to finally purchase his freedom. With Robert, it is not as much his character that is the focus, but his very vital action which draws admiration. When Equiano finally brings Robert the forty pounds sterling for his freedom, he writes â€Å"My master then said he would not be worse than his promise; and, taking the money, told me to go to the Secretary at the Register Office, and get my manumission drawn up. These words of my master were like a voice from heaven to me. † (1237). This is a very indispensable part of Equiano’s story because it is the very apex on which his struggling as one who is owned is overturned. Robert gains nobility in securing a way for Equiano to gain such freedom. Through Robert King’s actions, the reader can see how monumental giving a slave their freedom can be. Equiano persevered through a great deal to accomplish this masterful narrative. What comes forth is a work of cunning that is highly thoughtful in its persuasiveness. As can be seen, he is very systematic in his way of pulling the readers into his narrative. He allows the reader to wade into his heartbreaking story by guiding them with a calm tone, then endears himself by establishing a personal dialect. The usual author to reader relationship is brought to a human to human level. Equiano’s shrewdness in knowing what should be shared and what to leave as implications for the reader to administer their own imagination to. By this discernment he delivers a novel that works accordingly with the sensitivity of the time. He delivers relatable characters to the white readership that establish not only a further way to connect to the story, but also an example of conduct and treatment white people should extend to the black people and slaves. While the story is important to showing the readers how horrible the forced life and trading of slaves is, it is his technique and devices of narrating that deliver this from a story of tribulation to a motivator for change. How to cite Olaudah Equiano: a Narrator of Persuasion, Papers

A Dolls House Henrik Ibsen (1828

A Dolls House Henrik Ibsen (1828-1906) Essay A Dolls House Henrik Ibsen (1828-1906)A Dolls HouseHenrik Ibsen (1828-1906)Main CharactersTorvald Helmer He is a lawyer who hasbeen promoted to manager in the bank. Nora She is Torvalds wife who is treatedlike a child by Torvalds but leaves in the end because of it. Krogstad He is the man Nora borrowedmoney from to pay for the trip to Italy. Dr. Rank He is an admirer of Nora whohas spinal TB and announces his death at the end of the play. Minor CharactersChristine Linde She is an old friendof Nora who comes to Nora and asks her to ask her husband for a job. The children Nora plays with her childrenand treats them like dolls. SettingHelmers Apartment The entire play takesplace at the apartmentTorvalds study a door leads from thestage into an imaginary room which is Torvalds study where some off-stageaction takes place. Ballroom This is where Nora danced theTarantella. PlotThe story starts on Christmas eve. Nora makes preparation for Christmas. While she eats macaroons, Dr. Rank and Mrs. Linde enters. Rank goes to speak with Torvald whileLinde speaks with Nora. Linde explains that her husband has diedand that she needs to find a job. Nora agrees to ask her husbandto give Linde a job at the bank. Nora tells her about borrowing moneyto pay for the trip to Italy for her and her husband. She explainsthat Torvald doesnt know that she paid for it. Rank leaves the studyand begins to speak with Nora and Linde. He complains about the moralcorruption in society. Krogstad arrives and goes to the study totalk to Torvald about keeping his job. A few minutes later, he leavesand Rank comments that Krogstad is one of the most morally corrupt peoplein the world. Rank and Linde leaves and Krogstad reenters. He tells Nora to ask her husband to keep Krogstad, or else he will revealNoras crime of forgery. Krogstad leaves and when Torvald reenters,Nora asks him not to fire Krogstad. Torvald says that he must firehim because of his dishonesty and because he gave Krogstads job to Linde. Torvald returns to his study. The Nurse, Anne-Marie, enters and givesNora her ball gown. Anne-Marie explains that she had to leave herchildren to take the job taking care of Nora. Anne-Marie leaves. Linde returns and begins to help Nora with stitching up her dress. They talk for a while about Dr. Rank. Torvald enters and Linde leavesto the nursery. Nora asks Torvald again not to fire Krogstad andTorvald refuses. He gives Krogstads pink slip to the maid to bemailed to Krogstad. Torvald leaves to his study. Rank entersand tells Nora about his worsening illness. They talk and flirt fora while. Rank tells Nora that he loves her. Nora said thatshe never loved Rank and only had fun with him. Rank leaves to thestudy and Krogstad enters. He is angry about his dismissal and leavesa letter to Torvald explaining Noras entire crime in the letter box. Nora is frightened. Nora tells Linde about the matter and Linde assuresher that she will talk to Krogstad and set things straight. Lindeleaves after Krogstad and Rank and Torvald enter from the study. They help Nora practice the tarantella. After practice, Rank andTorvald exists. Linde enters and tells Nora that Krogstad left town,but she left a note for him. Nora tells her that shes waiting fora miracle to happen. That night, during the dance, Linde talks toKrogstad in Helmers apartment. She explains to him that she lefthim for money, but that she still loves him. They get back togetherand Krogstad decides to forget about the whole matter of Noras borrowingmoney. However, Linde asks Krogstad not to ask for his letter backsince she thinks Torvald needs to know of it. Both leave and Torvaldand Nora enter from the dance. Torvald checks his letter box andfinds some letters and two Business cards from Dr. Rank with black crosseson them. Nora explains that they mean that Rank is announcing hisdeath. After the bad news, Torvald enters his study and Nora preparesto leave. However, before she can get out the door, she is stoppedby Torvald who read Krogstads letter. He is angry and disavow s hislove for Nora. The maid comes with a letter. Torvald read theletter which is from Krogstad. It says that he forgives Nora of hercrime and will not reveal it. Torvald burns the letter along withthe IOU that came with it. He is happy and tells Nora that everythingwill return to normal. Nora changes and returns to talk with Helmer. .u7280bbcb3aa5204f25b87edcfab5d1d2 , .u7280bbcb3aa5204f25b87edcfab5d1d2 .postImageUrl , .u7280bbcb3aa5204f25b87edcfab5d1d2 .centered-text-area { min-height: 80px; position: relative; } .u7280bbcb3aa5204f25b87edcfab5d1d2 , .u7280bbcb3aa5204f25b87edcfab5d1d2:hover , .u7280bbcb3aa5204f25b87edcfab5d1d2:visited , .u7280bbcb3aa5204f25b87edcfab5d1d2:active { border:0!important; } .u7280bbcb3aa5204f25b87edcfab5d1d2 .clearfix:after { content: ""; display: table; clear: both; } .u7280bbcb3aa5204f25b87edcfab5d1d2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7280bbcb3aa5204f25b87edcfab5d1d2:active , .u7280bbcb3aa5204f25b87edcfab5d1d2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7280bbcb3aa5204f25b87edcfab5d1d2 .centered-text-area { width: 100%; position: relative ; } .u7280bbcb3aa5204f25b87edcfab5d1d2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7280bbcb3aa5204f25b87edcfab5d1d2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7280bbcb3aa5204f25b87edcfab5d1d2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7280bbcb3aa5204f25b87edcfab5d1d2:hover .ctaButton { background-color: #34495E!important; } .u7280bbcb3aa5204f25b87edcfab5d1d2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7280bbcb3aa5204f25b87edcfab5d1d2 .u7280bbcb3aa5204f25b87edcfab5d1d2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7280bbcb3aa5204f25b87edcfab5d1d2:after { content: ""; display: block; clear: both; } READ: Theoretical Perspectives Of HRM For Ryanair Commerce EssayShe tells him that they dont understand each other and she leaves him. Symbolsblack hat and black cross symbolizesdeathFisher girl costume symbolizes Noraspretending to enjoy her life. Italy symbolizes the good false imageof Noras life. Norway symbolizes reality. Doll House symbolizes the tendency ofthe characters to play roles. Toys symbolizes the act of pushing theroles onto Noras children. Macaroons symbolizes Noras deceit toher husband. Tarantella symbolizes Noras agitationat her struggle with Krogstad and with her husband. Christmas tree symbolizes the mood ofthe play. Stockings symbolizes Noras attitudetrying to please men and her flirting with Rank. Letter box and letter symbolizes a trapfor Nora and the cause of her demise. embroidery symbolizes the stereotypespressed on woman. ring symbolizes the marriage, and theend of it. skylark symbolizes the way that Torvaldtreats Nora like a child. StyleIbsen writes typical of the ways that thecharacters might talk in relation to their position and their relationshipwith each other. For example, the way that Torvald speaks with Norashows that he condescends to her and that Nora enjoys it. Krogstadspeaks sternly but softens up when Linde tell him she still loves him. Dominant PhilosophyA person cant be happy when falling intothe mold of someone else. To be happy, one must be oneself and knowoneself. Since all of Noras life, she followed right behind herfather and her husband, she did not know herself and had to leave to learn. QuotesHELMER: My little songbird mustntdroop her wings. Whats this? Is little squirrel sulking?Torvald asks this to Nora after she returned from shopping at the startof the play. NORA: Ive the most extraordinarylonging to say: ?Bloody hell!' Nora says this to Rank and Lindeexpressing her desire to rebel against her husband. RANK: Oh, a lawyer fellow calledKrogstad you wouldnt know him. Hes crippled all right; morallytwisted. But even he started of by announcing, as thought it werea matter of enormous importance, that he had to live. Rank tellsthis to Nora and Linde expressing his philosophy about morally corruptpeople corrupting society using Krogstad as an example. NORA: Never see him again. Never. Never. Never. Never see the children again. Them too. Never. never. Oh the icy black water! Oh that bottomless that -! Oh, if only it were all over! Nowhes got it hes reading it. Oh, no, no! Not yet! Goodbye,Torvald! Goodbye, my darlings. Nora says this to herself whenTorvald had left to his study to read the mail. She prepares to leaveand possibly commit suicide.