Frankenstein and Blade Runner Essays

Frankenstein and Blade Runner Essays Frankenstein and Blade Runner Paper Frankenstein and Blade Runner Paper Essay Topic: Frankenstein Mary Shelley’s iconic novel, Frankenstein, and Ridley Scott’s cinematographic masterpiece, Blade Runner, are, on the surface, remarkably dissimilar, not solely in terms of medium, but in absolute contextual disparity. They are, of course, very much products of their time, affected and inspired by the conundrums and pessimistic predictions of their own cultural and societal contexts; condemnations of each respective composers predictions for humanity. It is interesting to note, therefore, that both texts are alike in their thematic complexity, however differently these timeless themes are expressed, and that the textual techniques of both only serve to heighten the inevitable character, plot and thematic comparisons which have inevitably occurred, as is to be expected of a film whole prophetic quality and social significance are timeless, and a novel which was to become an irrefutable literary classic. It is important to note that the world of Mary Shelley in 1818 bore a striking resemblance to that of Ridley Scott in the early 1980’s, and indeed, this is the underlying catalyst for the contemporary cultural significance of the texts. The 1800’s for example, was a time of Revolution and Industrialism; a time in which scientific advances by the likes of Erasmus Darwin and Andrew Crosse, as well as a general ascent of idealistic romanticism, had colossal influence upon not only society; but upon Shelley’s pathetic fallacy and sensory imagery-laden writing style. : One must recognise the stark analogy amidst such a time of scientific ambition and the 1980’s, a time when, similarly, rampant computerisation threatened to render the labour of man irrelevant, as scientific experimentation in genetic engineering and globalisation shook the very foundations of morality and ethical thought. Within Blade Runner too, irrefutably a condemnation of the future implications of such a time, Scott utilises establishing shots and neon, filtered lighting to intimidate; to illuminate a litany of Asian faces, whilst technology, and of course the replicants themselves, are created without second thought, and ultimately, with disastrous implications for those concerned; â€Å"Commerce is our goal here at Tyrell, more human than human is our motto. Rachel is an experiment, nothing less and nothing more. † Which, of course, brings to the fore the undeniable and universal thematic complexity of both Frankenstein and Blade Runner; the predominant catalyst for their newfound cultural significance. First and foremost is the theme upon which the texts are fundamentally built, that of emulating the divine, as well as its ramifications. Mary Shelley herself, in fact, states in the preface to her novel, â€Å"frightful must it be; for supremely frightful would be the effect of any human endeavor to mock the stupendous Creator of the world†, and indeed, Victor Frankenstein himself essentially serves as an analogy, almost a deterrent, of the unbridled scientific advances of Shelley’s time. Despite Frankenstein’s extreme intelligence, being â€Å"the envy of [his] peers† and the fact that he â€Å"became capable of bestowing animation upon lifeless matter†, his lack of compassion for his creation, â€Å"the miserable monster whom I had created†, in conjunction with his desired abandonment of it, â€Å"I sincerely hope, that all these employments are now at an end, that I am at length free†, has catastrophic consequences. Essentially, Shelley’s characterisation symbolises man as a fallible creature, one who will by no means possess the characteristics of God, despite the insurmountable increases in technological advancement which today are the norm.

cloning5 essays

cloning5 essays The rapid development of the technology for cloning has led to moral debates around the world on whether or not to ban creating human clones. With the advancement of clone technology two states, California and Michigan have already banned the cloning of humans. "Everybody who thought it would proceed slowly and could be stopped was wrong, said Lee Silver, a professor from the University of Princeton (McFarling 1) . . ." Without proper research on behalf of the politicians of California and Michigan, the premature ban should be reconsidered and appealed. Cloning could provide a way for infertile couples to produce children genetically similar to themselves, a method of creating spare organs for transplants, and a cure for genetic disease. Human cloning may provide numerous benefits to mankind and should not be banned. Cloning is the Creation of another person that is an exact copy of another person (Clarke 1); this leaves too much to the imagination and leads to misunderstanding of the methods scientists use in cloning. In more clear terms, cloning is the process in which DNA of a female egg is replaced with different DNA from another cell. This process is referred to as the Nuclear Transfer or Nuclear Substitution. DNA molecules are the strings of protein that hold genetic coding. In this operation, the nucleus, which is the part of the cell that contains the DNA, are carefully removed from an unfertilized female egg then replaced with the DNA from the cell of another person (Harris 4). The egg with the DNA from another person is then manipulated into believing it has been fertilized and is implanted into the womb of the mother just as is done in the process of vitro fertilization. Afterwards the fetus develops and is born after nine months, just like a natural baby (Dumesic 1). What this means is that the clone shares only the same DNA as the person from which it was cloned. It shares none of the same memories, knows none of the sam...

Final worksheet Essay Example | Topics and Well Written Essays - 250 words

Final worksheet - Essay Example The project will strive to touch on everything learnt throughout the term although it will focus more on the aspect of male gaze and how it is related to today’s media from my own perspective. It will be unique in the sense that it will focus on male gaze in today’s world unlike how we only discussed past history over the term. What steps are/will you take to complete the project? How will you record your steps? (We can only evaluate what you present to us. For example, you may work for weeks on the creation and analysis of a coed football game. However, if by the end of the term all you share is that you held the game, we don’t see the fullness of your commitment. Images, interviews, journaling, and post analysis are all good ways to document what you did.) Explain in detail all the process and procedure you are intending to complete to create, implement, and complete your research project. My major focus will be to create an art piece and to keep a journal of all my project activities, why I undertake the activities, and what they stand for, in order to document all the experiences during the project work. I will also focus on creating rough drafts and sketches to show how the piece of art changes during the entire experience. List which readings, lectures, and activities you have completed in class that are leading you to designing your final project the way you are currently thinking? Remember that a minimum of three readings must be cited. Other sources, lectures, activity examples and the like may also be referenced and are highly encouraged. The major reading learnt in class that my project will be based on is â€Å"Bergers Ways of seeing†, although I will also borrow a few ideas from â€Å"Horowitz† readings. The other reading that I plan to borrow some information is the reading titled â€Å"Gender and Art†, by Gill Perry, which we learnt in class in the beginning of the term. The readings will form the foundation of the

Post Employment Benefits Essay Example | Topics and Well Written Essays - 1750 words

Post Employment Benefits - Essay Example 2. We have been provided with what would be "amortized" this year (2007) towards Unrecognized Prior Service Costs, but we have not been provided with what is the actual amount pending towards UPSC. 3. We have been told that the employer's contribution would be 3% of payroll. But we do not know as to what are the company's expenses on salaries and wages. 4. We have no information regarding the number of employees involved in the scheme, their retirement dates, etc. All this information can influence the answer. So, where ever required, we have made suitable assumptions relating the above missing information. Answer 1: From the given information, if the company decides to go on with its existing (DBP) post employment benefits plan, from the information available, we can draw up an approximate pension worksheet, as follows: Items General Journal Entries Memo Record Annual Pension Expense Cash (Prepaid) / Accrued Cost Projected Benefit Obligation Plan Assets Unrecognized Prior Service Cost Balance, Dec. 31, 2006 810,000 Cr 340,000Dr (a) Unrecognized Prior Service Cost Balance, Jan. 1, 2007 --- (810,000+) Cr 340,000 Dr (b) Service Cost 88,000 Dr 88,000Cr (c) Interest Cost 81,000 Dr 81,000 Cr (d) Actual Return 34,000 Cr 34,000 Dr (e) Amortization of UPSC 21,000 Dr 21,000 Cr (f) Contributions X Cr X Dr Journal Entry for 2007 156,000 Dr X Cr (156,000 - X) Cr Balance, Dec. 31, 2007 0 (374,000 + X) Dr Note: In the above table, 1. Interest / Discount / Settlement Rate = 10% 2. Opening and closing balance of Unrecognized Prior Service Cost is unknown. (Shown as '') 3. Since the amount contributed by the employer...They do so by letting the company switch over from its existing 'defined benefits plan' to a 'defined contribution plan' to save costs. 3. The employees give up their claim on every other liability, like whatever is pending towards Unrecognized Prior service costs, what ever would be this years service cost, interest burden on what ever is pending towards 'Projected Benefits Obligation', etc. 5. Employer will contribute 3% of the payroll towards the 'retirement fund' or the 'plan assets' hence forth regardless of whatever has been accumulated in the fund, whether it is sufficient, insufficient or in excess. 6. AND hence forth, since the company moves on with a 'defined contribution plan', employer doesn't have any more liability other than payment of his annual contribution towards the fund and what ever post employment benefits are to be derived would be out of the balance in the 'fund' kept aside for that purpose. From the given information, if the company decides to go on with its existing (DBP) post employment benefits plan, from the information available, we can draw up an approximate pension worksheet, as follows: While, if the employer decides to switch over to a 'defined contribution plan' where the employer pays 3% of payroll as his contribution, the agreement being that the employees get to keep what is already in the defined benefit

Information About Strategic Teaching, Strategic Learning and Thinking Skills Essay Example for Free

Information About Strategic Teaching, Strategic Learning and Thinking Skills Essay Teachers, whether brand new to the classroom, or veterans of many years of service, are always looking for ways to make what they do more effective and more efficient. That even goes for students in teacher preparation programs, as well it should. Efficiency is a measure of what is obtained (results) in relation to what was expended (resources). Effectiveness is a bit more elusive. To be sure, effectiveness in anything, including teaching, can be difficult to describe and to measure. The following is a discussion about some fundamental principles that may lead to actual improvement of instruction. Please read on. In order to use any instructional technique effectively, anyone who teaches must, of necessity, understand the fundamental principles and assumptions upon which the specific technique is based. There is certainly no shortage of descriptions or labels for activities that may be classified as pertaining to instruction. From the ever-popular lecture method to complex student-teacher, student-student interactions, instruction encompasses a broad range of teacher behaviors. At one end (the lecture method) the teacher is an imparter of information, and the students are the intended recipients of the information the teacher imparts. At the other end of the range of teacher behaviors are methods in which teachers interact with students in vastly more complex ways. Most researchers and experts in the field are in agreement that the most permanent and meaningful learning takes place at this end of the range. Strategic teaching, and, concomitantly, strategic learning are techniques in which significant student-teacher interaction and resultant learning and thinking are at the high end of the scale. To learn strategic teaching techniques, and to foster the ability of students to engage in strategic learning, it is important to define some terms. In fact, one of the principles of strategic teaching is to define terms. Below are terms that are relevant to this process. Strategic teaching describes instructional processes that focus directly on fostering student thinking, but goes well beyond that. Strategic teaching and strategic learning are inexorably linked. A strategic teacher has an understanding of the variables of instruction and is aware of the cognitive requirements of learning. In such an awareness, comes a sense of timing and a style of management. The strategic teacher is one who: 1. s a thinker and decision maker; 2. possesses a rich knowledge base; 3. is a modeler and a mediator of instruction. Variables of instruction refer to those factors that strategic teachers consider in order to develop instruction. These variables, as the name implies, change, and therefore the teacher must be aware of the nature of change as well as the actual variables themselves. These variables are: 1. characteristics of the learner; 2. material to be learned (curriculum content); 3. the criterial task (the goals and outcomes the teacher and learner designate); 4. earning strategies (goal directed activities in which learners engage). In teaching content at the elementary, middle, or secondary level, the strategic teacher helps guide instruction by focusing on learning strategies that foster thinking skills in relation to the content. In connecting new information to what a student already knows, learning becomes more meaningful, and not simply retained for test-taking purposes. There are numerous strategies that teachers can develop that accomplish this purpose. To give one information is not difficult, but to help one be able to develop the tools to both know what information is relevant and the means to acquire it, is perhaps the most important function of any social studies teacher. There are numerous techniques for engaging students in thinking about content. Besides thinking skills, there are such practical matters as how best to present a lesson on weather, teaching map and globe skills, helping students work together in groups, how to question effectively, and how to answer student questions. The first and foremost criterion is that the teacher thoroughly know the content, the second criterion is that the teacher have a set of rules for classroom management that are understood and implemented, and the third criterion is that the teacher have the resourcefulness and knowledge to rehearse unfamiliar techniques, and more importantly, have the capacity to adjust any lesson plan to maintain academic focus. Many of these tasks are learned on-the-job. Nothing you can learn in any course is more valuable than learning what to do when you dont know what to do. When you can do that, you are well on your way to becoming a great teacher. Strategic Learning Strategic learning is, in effect, a highly probable outcome of effective strategic teaching. Reduced to its essentials, strategic learning is learning in which students construct their own meanings, and in the process, become aware of their own thinking. The link between teaching, thinking, and learning is critical. As a teacher, if you are not causing your students to think about what you are presenting, discussing, demonstrating, mediating, guiding, or directing, then you are not doing an effective job. You must be more than a dispenser of information. You must create conditions and an environment that encourages thinking, deepens and broadens it, and which causes students to become aware of how they think. The process of thinking about how we think is referred to as metacognition. In helping students create knowledge, it is useful to think of knowledge as occupying space that can be thought of as a pyramid. At the bottom of the pyramid is declarative knowledge, or knowledge of what is. Declarative knowledge is akin to awareness. One step up on the pyramid is procedural knowledge, or knowledge of how something works, or functions. At the top of the pyramid is conditional knowledge, or knowledge of when or why a particular procedure will work. Conditional knowledge is closely related to the predictive function of knowledge. When students develop a broad and deep system of conditional knowledge, they are able to predict more accurately, solve problems more efficiently, and in a sense, are more free because they can identify and articulate more options from which to choose. Strategic learning is a valuable system to help your students develop conditional knowledge. Content Connections The creation of knowledge is, in the most practical and profound sense, a primary and direct result of learning. As teachers, we must strive to assist our students to develop intellectual tools by which they can create knowledge. Any knowledge, once created, becomes a part of a larger system that enhances learning and is capable of integrating and accommodating new information with greater efficiency and reliability. Each person creates knowledge in similar, yet uniquely distinct ways. Connecting information provided or described by others in novel and personal ways is a key to learning and developing knowledge. The more one knows, the more one can know. The idea of content links or connections is not exactly new, but offers some unique opportunities to chart your own course, learn, and add to your knowledge system. Enter the idea of Constructivism. Constructivism is a philosophy as well as a psychology of education. Constructivism is about how knowledge is created.

The New Blue :: essays research papers

About IBM: The Big Blue IBM's history dates back decades before the development of electronic computers – Big Blue was officially born in 1911 as the Computing-Tabulating-Recording Company, a conglomeration of other companies that started in the 1880s. Since then, the company has been instrumental in the development of mainframes, calculators, personal computers, networking, software, and several scientific breakthroughs. Four IBM researchers have won Nobel prizes. In 1990, IBM had its most profitable year ever. By 1993, the computer industry had changed so rapidly the company was on its way to losing $16 billion and IBM was on a watch list for extinction – victimized by its own lumbering size, an insular corporate culture, and the PC era IBM had itself helped invent. Since that time, IBM has made major changes in its business activities, shifting its focus significantly away from components and hardware and towards software and services. In 1993, Lou Gerstner was brought in to run IBM. He moved the company's focus to services, and re-established IBM as the biggest computer consulting and services company in the world. However, nearly after a decade, Big Blue was still losing money on PCs, a market it helped launch. Gerstner was succeeded by Samuel J. Palmisano in 2002. The New Blue under the Leadership of Palmisano The style of Sam Palmisano may be understated compared to his predecessor, Louis Gerstner. But the strategy moves the 52 year old has made since he became the chairman and chief executive of IBM less than two years ago have been bold, even risky. If successful, his strategy promises to redefine not only IBM, but also what it means to be a computer company. IBM is no longer content to be merely a supplier of hardware and software, and seeks to become more a side-by-side partner with businesses - helping them improve their marketing, planning, procurement and customer service. The aim is to create a very deep connection between IBM and its customers, and at that level it is a very powerful strategy. But it's making IBM more like a service business with technology thrown in than a technology business. To pursue this strategy, Palmisano needed to add expertise in business consulting and software. In 2002 the largest purchases came when he acquired PricewaterhouseCoopers Consulting for $3.5 billion and Rational Software for $2.1 billion. More fundamental changes have come in 2003, and some are just now falling into place.

Four Problems Bahamian Farmers Face

Farming in The Bahamas has many problems. List and explain FOUR problems the farmers face in The Bahamas. Give suggestions to help the farmers solve these problems Four problems farmers in The Bahamas face First: The problem that most farmers face today is the lack of Farming in knowledge the general public has about modern procedures. Modern farming procedures have less impact on the environment than methods widely used early in the 20th century.Soil erosion inhibitors, soil carbon monitoring, and water conservation and collection have all improved over time. Second: They looked down upon by locals  costs of product (seeds fertilizer etc. ) weather, availability of water, cost of equipment-purchase repair maintain, cost of labor, labor laws, length of time between commitment and maturity of any crop, organic vs. norganic fertilization, bugs As a result of the sheer number of people working the land, the country is under  severe agricultural stress, suffering from a loss of soil fertility and a high degree of erosion. Third: Farmers have trouble growing crops and commonly experience reduced yields – as a result, malnutrition. Abrupt seasonal weather changes, including floods, early frosts and winter blizzards, cause various problems for farmers, including loss of crops and stock. Farming is carried out on small plots throughout most of the islands.Only about 1% of the land area is cultivated. The nature of the terrain limits the scope of farming, which is mainly a household industry. The main crops are vegetable onions  okra and  tomatoes, the last two raised mainly for export. Fourth: They are  lack of fertile soil  so that’s a problem for them to plant good and healthy crops and it’s hard for them to make money and that’s going to be a HUGE problem for them and their country as well. My suggestion to farmers in the Bahamas

Triple X Syndrome

Tracie Emmerich Professor Debbie Seale Biology 101 TR, 8:30-11:30 am 3/6/2012 Triple X Syndrome Triple X Syndrome is a sex chromosome abnormality in which there are three X chromosomes instead of the usual two found in most females. Triple X Syndrome is also known as Trisomy X, Triplo X Syndrome, and XXX Syndrome. The first published report of a woman with a karyotype with a 47, XXX was by Patricia A. Jacobs in 1959 at a hospital in Scotland. Most people have 46 chromosomes, occurring in 23 pairs. These chromosomes contain genes, which carry instructions that determine everything from your height to your eye color.One of these chromosome pairs determines your sex. You receive one sex chromosome from your mother and another from your father. Your mother can give you only an X chromosome, but your father can pass on an X or a Y chromosome. If you receive an X chromosome from your father, the XX pair makes you genetically a female. Females with Triple X syndrome have a third X chromosom e. Triple X syndrome usually results from an error in the formation of a mother's egg cell or a father's sperm cell. Sometimes, triple X syndrome occurs as a result of an error early in the embryo's development.Although this condition is genetic, it's typically not inherited. Instead, what usually happens is that either the mother's egg cell or the father's sperm cell has not formed correctly, resulting in an extra X chromosome. This random error in egg or sperm cell division is called nondisjunction. Nondisjunction is a random event and is not caused by anything either of the baby’s parents did or by any medications they may have taken. When the cause is a malformed egg cell or sperm cell, as is usually the case, all the body's cells have the extra chromosome.In the mosaic form, only some of the body's cells have the third X chromosome. Because only some cells contain the extra X chromosome, females with the mosaic form of triple X syndrome may have less severe symptoms. Tri ple X Syndrome occurs in about 1 out of every 1,000 girls born in the United States. It is estimated that between five and ten girls are born with the condition each day. As far as it is known, the syndrome is equally common in all racial and ethnic groups. The only known risk factor is the mother’s age.Women who are 35 years old or older when they become pregnant are at an increased risk of having a daughter with Triple X Syndrome. Because of the lyonization, (the process by which or the condition in which all X chromosomes of the cells in excess of one are inactivated on a random basis )inactivation and formation of a Barr body, in all female cells, only one X chromosome is active at any time. Thus, Triple X syndrome most often causes no unusual physical features or medical problems. If symptoms do appear, they may include: 1. Tall stature: Taller than other girls and women in the family 2.Small head (microcephaly) Microcephaly is a medical condition in which the circumfere nce of the head is smaller than normal because the brain has not developed properly or has stopped growing. Microcephaly can be present at birth or it may develop in the first few years of life. 3. Slightly lower weight at birth 4. Epicanthal folds: An epicanthal fold is skin of the upper eyelid — from the nose to the inner side of the eyebrow — that covers the inner corner (canthus) of the eye 5. Delayed development of certain motor skills, speech and language 6.Although rarely exhibiting severe mental impairments, Triple X Syndrome females have an increased risk of learning disabilities such as dyslexia, delayed speech, deficient language skills and delayed development of motor skills. It is possible that learning disabilities and/or delayed development could eventually lead to a variety of other issues, including academic problems, stress, and poor socialization skills that cause social isolation. 7. Weak muscle tone and delayed motor skills: poor coordination, awkw ardness 8. Menstrual irregularities 9. Increased rick of depression 10. Less assertive and quieter than most girls 1. Intelligence (IQ) may be slightly lower than that of other girls and women in the family although mental retardation is unusual. 10-15 points below siblings. Other possible, though much rarer, complications that may occur include: 1. Premature ovarian failure or ovary abnormalities. When the ovaries stop working before the expected age of menopause, there's a decline in the production of certain hormones and eggs are no longer released by the ovaries each month. This can cause infertility. Additionally, girls and women with triple X syndrome may have malformed ovaries. 2. Seizures.Girls and women with triple X syndrome may develop a seizure disorder. 3. Kidney abnormalities. Females born with triple X syndrome may also have abnormally developed kidneys or may have only one kidney. â€Å"There are even rare cases when a female with Triple X syndrome is affected by ch anges such as behavioral problems, midfacial hypoplasia, wide-set eyes, amenorrhea, posteriorly rotated ears, small head, long head, small lower jaw, expressionless face, prominent forehead, enamel hypoplasia, widely spaced nipples, small hands, small feet, kyphosis, lordosis, reduced muscle tone, and mental retardation. There are seldom any observable physical anomalies in Triple X females, other than being taller than average. Most women with Triple X have normal sexual development. Some experience an early onset of menstruation. Triple X women are rarely diagnosed, apart from pre-natal testing methods, unless they undergo amniocentesis and blood tests for medical reasons later in life. Most medical professionals do not regard the condition as a disability.However, if mild delays are present, such status can be sought by parents for early intervention treatment The chromosome change that causes triple X syndrome cannot be repaired, so the syndrome itself has no cure. Also because it is thought to be caused by a by a spontaneous genetic mutation rather than an inherited genetic defect, there is no way to prevent it. However, given the treatable nature of most symptoms and how frequently no symptoms appear at all, it's quite possible to lead a full and normal life despite having this syndrome.Because people with triple X syndrome may be more susceptible to stress, it's important to make sure a female with Triple X Syndrome has a supportive environment as well. Psychological counseling may help, both by teaching their families useful methods of demonstrating love and encouragement, and by discouraging behaviors that they might not realize are negative. According to a Danish researcher who started one of the first Triple X Syndrome support groups in the world, â€Å"If the conditions are good, stable, and stimulating†¦. learning problems rarely have any serious consequences.However, most Triple X girls need remedial teaching at school at one time or anothe r, and it is important they get this help if and when they need it. † The prognosis for girls with this syndrome is generally good. They are not at increased risks of other diseases as far as it is known and have a normal life expectancy. They are less likely to complete college than other girls, but almost all can finish high school with speech therapy or other additional help. While a few may have some social difficulties,. most are able to join the work force, marry, and start families in adult life.

Ironic Symbolism in The Lottery Essays

Ironic Symbolism in The Lottery Essays Ironic Symbolism in The Lottery Paper Ironic Symbolism in The Lottery Paper Throughout the story of The Lottery, symbolisms are apparent. Shirley Jackson sets the scene of the story as bright and magnificently beautiful in the beginning, but as the story continues that scene is destroyed and replaced by what some would consider quite disturbing. The Lottery takes the road less traveled in route to its disturbing nature. Symbolisms provided by Shirley Jackson provide her audience with the knowledge to make sense of the ironic chaos abound. Three symbolisms stand prevalent above all other in, The Lottery; the three-legged stool, the black box, and the lottery itself. The three-legged stool that is mentioned in Shirley’s story happens to display important symbolism for her story. The three legs of the stool seemingly represent the Holy Trinity (God the Father, God the Son, and the Holy Spirt). As a representation of life, forgiveness, and hope the stool (Holy Trinity) is used to support the black box when a random drawing was in process. The Stool’s employment of supporting the black box in The Lottery represents the manipulative involvement of people in religion to support collective violence. There also lies irony in the symbolism. It is ironic that the stool represents the Holy Trinity and yet it supports the black box which symbolizes death, evil, fear, and mystery. The placement of the stool as the centerpiece of the square room highlights the mystery of the box and also the symbolism of the three-legged stool. The black box that sets atop the three-legged stool has two major symbolic qualities being its shape (box) and its color (black). Black, the color of the box represents death, evil, fear, and mystery. The random drawing from the black box constructs fear and mystery in the people anticipating the drawing. Evil soon ensues to turn people who once had high morals into bigots. And the random drawing selection process is capped off by death whom presents itself through a thorough stoning of the â€Å"lu

The Jungle Questions for Study and Discussion

The Jungle Questions for Study and Discussion The Jungle is one of the greatest (and most controversial) works by   Upton Sinclair.. Dedicated to the Workingmen of America, the novel detailed the unhealthy conditions of the meatpacking industry and eventually led President Theodore Roosevelt to pursue  new federal legislations.   Here are a few questions for study and discussion to think about before and after reading this work. What is important about the title: The Jungle?What are the conflicts in The Jungle? What types of conflict (physical, moral, intellectual, or emotional) did you notice in this novel?How does Upton Sinclair reveal character in The Jungle?What are some themes in the novel? How do they relate to the plot and characters?What are some symbols in The Jungle? How do they relate to the plot and characters?Is Jurgis Rudkus consistent in her actions? Is he a fully developed character? How? Why?Do you find the characters likable? Are the characters persons you would want to meet?Does the novel end the way you expected? How? Why?What is the central/primary purpose of the novel? Is the purpose important or meaningful?Why is the novel usually considered a work of protest literature?How essential is the setting to the story? Could the story have taken place anywhere else?What is the role of women in the text? How are mothers represented? What about single/independent women?Would you recommend this novel  to a friend?

Research proposal Dissertation Example | Topics and Well Written Essays - 1500 words - 1

Research proposal - Dissertation Example A growing and more substantial body of research and studies provide evidence of conflict between intrinsic motivation (a person’s own motivation for undertaking a task) and extrinsic motivation (external and conditionally imposed motivation for undertaking a task) (Benabou & Tirole, 2003; Holmstrom & Milgrom, 1991; Kreps 1997). In response to the diverse range of motivational studies a number of motivational theories have emerged that endeavor to account for the various findings. Such theories include those that focus either on incentives, expectancies or goals, and those that seek explanation of how employees respond to different types of incentives provided. The objective of this study is to take an investigative approach to research the various motivational theories and how they are being implemented within the workplace. A study will then be undertaken in order to determineundertaking a study that will focus on employee perceptions of the motivational incentive systems ope rating within their company, and how they impact on their performance and effort. ... research literature in relation to motivational systems and theories used within the workplace, and has the potential to provide suggestions for future incentive systems that take both intrinsic and extrinsic motivational factors into account and foster best opportunities and maximum efficiency and effectiveness of personnel. Literature review Motivational theorists consider that for each and every thing we do (behavior and actions) there is a fundamental reason or cause. They also believe that appreciation of the causes will enable prediction and thus allow for influence on those behaviors or actions (Franken, 2002). Motivational research today focuses mainly on the determination of what spurs motivation - what stimulus is required to increase motivation - and takes both intrinsic and extrinsic motivation into consideration. Intrinsic motivation according to Oudeyer & Kaplon (2007) is best understood when contrasted with extrinsic motivation, which relates to any activity that is un dertaken because of some of kind of reward or discrete outcome. Intrinsic motivation by contrastive definition refers to activities that are undertaken solely for pleasure with no price or value imposed on it (Ryan & Deci, 2000). An important distinction however, is that intrinsic and extrinsic do not mean the same as internal and external and are not synonyms. Internal motivations receive internal rewards, whereas external motivation receives external rewards; intrinsic motivation and extrinsic motivation however is not determined by where the reward comes from but on the type of reward that is given (Oudeyer & Kaplon, 2007). The theory of incentives has traditionally assumed that concrete and/or intangible rewards such as money, power or investments (Hoy & Miskel, 1991) that are given

Visual Arts Experimental Drawing Research Paper

Visual Arts Experimental Drawing - Research Paper Example Just as the artist for the tapestry is unknown, there is also confusion on who actually commissioned the tapestry. This art piece is not just known for its significance in the history of art but is also admired by historians around the world since it depicts the events that led to the Norman conquest of England that ended in the Battle of Hasting. The fifty scenes depicted in the tapestry illuminate historians on the different events that transpired during one of the most important battles in English history. As each piece within the tapestry depicts one scene separately, the element of continuity is created within the piece through the use of borders that improve as the art piece progresses. The medium used by the artists developing the Tapestry is colored woolen yarn that is embroidered on the tabby-woven linen. The artists have used the technique of stem stitch and outline stitch throughout the tapestry. The color theme that the tapestry depends on is terra cotta, olive green, blu e, dull gold with touches of black to accentuate the entire piece (Musset, 14-16). Below are three scenes from the Bayeux Tapestry, properly labeled and chronologically placed: Brothers in Arm, Scene 1 Long Live the King, Scene 1 Battle of Hasting, Scene 1 Egyptian Tomb Painting Just as the Egyptian architecture has been famous around the world, Egyptian tomb paintings have also been source of inspiration for artists around the world. The Egyptian tomb paintings are not done by one artists but rather a group of craftsmen. The painting on the tomb walls depicted ordinary scenes such as hunting, fishing etc. Along with the everyday scenes, scenes of the deceased’s life were also painted, depicting his major achievements in life. The purpose of the Egyptian tomb paintings was to prevent evil from taking over the dead man’s spirit. In this regard, the paintings served as a biography of the deceased so that he may remember what he was in his life and would not be tempted to join the evil forces (David, 66). Egyptian tomb paintings are quite unlike any other painting since they employ the technique of relief to create a three dimensional element. Through the technique of relief, the artists carved on the walls of the tomb to give the painting an effect of sculpture. Two kinds of relief were used: raised relief, whereby the figures were raised from the background; and sunken relief whereby the figures were sunken from the background. Even though, the relief ensured that the painting took a three dimensional element, the artists relied strictly on painting two dimensional figures. Within these figures, the head were also shown in profile while the body was frontal. Egyptian tomb painting was also famous for their use of vivid colors. The colors within the Egyptian tomb painting were quite defined, meaning that certain colors were attributed to certain features of the face. For example, the hair was always black and the skin always yellow. Certain pieces of Egyptian tomb painting are as under: ‘Sennedjem and Ti harvesting papyrus’ from the Ramesside Period located in tomb of Sennutem Menena Tomb: Harvesting Scene #2 ca. 1342 Egyptian tomb painting from Beni-Hasan (about 1900 B.C.) Miriam Cahn Miriam Cahn is a Swiss artist who studied graphic design in Paris and Basel, a city where she was born. Miriam was a Jewish and a feminist, a fact that is apparent from many of her paintings. Most of Cahn’