Compare Contrast the Portrayal of War in Dulce Et...

Tennysons Charge of The Light Brigade and Owens Dulce Et Decorum Est both explore warfare. However they each have significant differences. Charge Of The Light Brigade was written in the 18th Century and is about the Crimean War. It explains, in a very majestic manner, that fighting in a war is something every soldier should be extremely proud of. Sacrifices have to be made and bravery is an absolute necessity. Tennyson ignores the darkness and slaughter of war by emphasising the courage and loyalty that the soldiers have for their country. They do not show fear, even when they are attacked with weapons much greater and deadlier than their own. Dulce Et Decorum Est was written in the 20th Century. It depicts war, in this case WW1, an†¦show more content†¦The author now begins to tell us of the awfulness of what happens to soldiers who die at war, ‘and watch the white eyes writhing in his face,/his hanging face, like a devils sick of sin. Readers are about to hear another vivid depiction of what goes on at war. Owen intensely expresses the appearance of the dead body in a way, which is grim and distressing. Even including that the devil, who is regarded as the most evil creature in the world, is sick of wars appalling aspects. More dramatic images follow, ‘obscene as cancer, bitter as the cud/of vile, incurable sores on innocent tongues. Owen knows he has to represent the traits of war in such a shocking style so people learn the true veracity war. After the series of emotionally frightening events, Owen brings his poem to an intellectual end. He forges a brotherly bond with us when he addresses us as ‘my friend, and then exemplifies how we betrayed him because we have told ‘with such high zest/to children ardent for some desperate glory/the old lie: Dulce Et Decorum Est, Pro Patria Mori. Pro Patria Mori translates into ‘to die for your country so we are know fully aware of what the Latin phrase means, and we also realise how contradi ctory it is to Wilfreds account of war. Wilfred explains through his poem that it is wrong for elders to create a false impression of war with such enthusiasm, to naà ¯ve children who will no doubt, be the ones to fight if there was another war. Throughout his account, OwenShow MoreRelated Comparison of Dulce et Decorum Est and Charge of the Light Brigade3627 Words   |  15 PagesComparison of Dulce et Decorum Est and Charge of the Light Brigade Compare and contrast the two poems Dulce et Decorum Est (Owen) with Charge of the Light Brigade (Tennyson), paying particular attention to the writers’ attitude to war. The attitudes of poets towards war have always been expressed vigorously in their poetry, each poet either condoning or condemning war, and mitigating their attitudes in whatever way possible. I aim to explore the change in the portrayal of war before andRead MoreDulce Et Decorum Est The Charge of the Light Brigade - Poem Comparing and Contrasting Essay1179 Words   |  5 PagesWar is a subject that often stirs upon many emotions with those directly or indirectly involved. It may bring tears, memories of suffering and loneliness, struggles, or victories. Such disturbance of peace has wounded and killed many souls. It is on the battlefield we see the most hideous side of human nature, for every soldiers only objective on the battlefield is to survive and win. Many people have opposing views about wars which may have been developed over time based on many factors such asRead MoreDulce Et Decorum Est The Charge Of The Light Brigade - Poem Comparing And Contrasting Essay1156 Words   |  5 PagesWar is a subject that often stirs upon many emotions with those directly or indirectly involved. It may bring tears, memories of suffering and loneliness, struggles, or victories. Su ch disturbance of peace has wounded and killed many souls. It is on the battlefield we see the most hideous side of human nature, for every soldiers only objective on the battlefield is to survive and win. Many people have opposing views about wars which may have been developed over time based on many factors such asRead MoreDulce Et Decorum Est2365 Words   |  10 Pagesâ€Å"Anyone, who truly wants to go to war, has never really been there before† Kosovar. This not so famous quote, tells about how blind people were to the horrors and tribulations of war due to a force we call propaganda. â€Å"Dulce et Decorum est pro patria mori† is a controversial phrase used to describe the benefits of going to war. It has different translations but it basically states â€Å"it is sweet and fitting to die for one’s country†, this is just one of the many techniques a nation could use to shadeRead More Compare and Contrast Rupert Brookes The Solider with Wilfred Owens Dulce1470 Words   |  6 PagesCompare and Contrast Rupert Brookes The Solider with Wilfred Owens Dulce et Decorum Est. Although The Soldier by Rupert Brooke and Dulce et Decorum Est by Wilfred Owen are concerned with the common theme of war, the two poems contrast two very different views of war. The Soldier gives a very positive view of war, whereas Owens portrayal is negative to the extreme. Rupert Brookes The Soldier is very patriotic as Brooke loves his country and is ready to die for it. This perhaps

Computer Literacy And The Technology Essay - 1999 Words

As the world changes to become a global village thorough technological innovations, computer literacy gets considered as a very important skill to possess. This is fueled by the fact that nearly every company has become more dependent on computers and other technology to boost its business efficiency. Computer literacy is thus an important for one to understand how computers work and operate and is defined as the knowledge and capability to use computers as well as other related technology in an efficient manner. It entails the familiarity to computers and the skill of their use. Most people around the world have access to computers and other devices that can connect to the internet. It is through these gadgets that people can connect with each other, share stories and photos, interact with clients and fellow company staff using the social networks. Therefore, social network sites provide crucial computer literacy activity, as more people who use the internet learn to negotiate inter faces, personal data and user agreements. By looking at the technological and social factors that influence computer literacy practices in online networks would provide a basis for understanding the impact such sites have on people and businesses. Social network sites are the web-based services allowing people to articulate other users with a mutual connection, create a profile within a bounded system as well as view and navigate the conversations made by other users of the network system.Show MoreRelatedComputer Literacy And Technology Education Essay1415 Words   |  6 PagesCOMPUTER LITERACY AND TECHNOLOGY EDUCATION Prepared for Jill Jaber Instructor Fox Valley Technical College Prepared by Andrew G Student Fox Valley Technical College December 9, 2013 â€Æ' December 9, 2013 Mrs. Jill Jaber Written Communication Instructor Fox Valley Technical College 1825 N. Bluemound Drive Appleton, WI 54912-2277 Dear Mrs. Jaber: The attached research paper, requested by Jill Jaber as required by the Written Communication curriculum at Fox Valley TechnicalRead MoreLeveraging Computer Technology for Literacy Instruction in the Classroom2385 Words   |  10 PagesComputer-Based Reading Programs for At-Risk Learners Children with disabilities face a variety of challenges when learning to read. Some students experience processing disorders, some have auditory or visual deficits, still others have gross or fine motor disabilities. Computer technology is adept at addressing all of these issues by the nature of its flexible and extensible application. As a relatively low-cost solution for providing specialized instruction, integrating computer technology isRead MoreThe Cost of Computer Literacy1209 Words   |  5 PagesWhat are the costs of computer literacy? Some people argue that there are no such costs, but I believe there are a few which may be relevant. Does computer literacy affect the way we communicate, and if so, is this necessarily a bad thing? What is our future, as computer literacy becomes a necessity? What are the personal, financial, and social costs, as computer literacy becomes a necessity?brbrAccording to Websters New World dictionary, literacy is defined as the ability to read a nd writeRead MoreThe Necessity Of Computer Literacy1039 Words   |  5 Pages2015 The Necessity of Computer Literacy The common image of schools is students sitting in a classroom and learning how to read, write, and do math. However, the reality is that the classroom needs to be rapidly changing. In the 21st century schools are changing their curriculum in order to teach students the skills they will need once they leave school. Computer literacy is a skill required for most jobs nowadays and there are many new jobs available in the field of computers, many of which pay wellRead More Are We Illiterate Essay1011 Words   |  5 PagesAre We Illiterate Literacy throughout history has been defined and redefined nearly as rapidly as new generations emerge. As we tread into the twenty first century, our generation moves to redefine literacy once again. However, unlike generations past, we are taking literacy and rapidly spanning it over new mediums that had been, until recently, unavailable. Advances in technology within the past twenty years have been so immense that the human race has literally packed up centuries of researchRead MoreThe Digital Literacy Training Program Essay1623 Words   |  7 PagesGoals and Objectives The module served as an introduction to basic computer skills. All students completing this course will be able to operate a computer, familiarize themselves with computer terms, usage and get acquainted with core areas of computer software. The students will have a better working knowledge in regards to the concepts and techniques of computer operations. Students will be better prepared to enter into the labor market and or be better prepared for today’s employment demandsRead MoreThe Digital Of Digital Literacy Essay1403 Words   |  6 PagesContext Digital literacy has been an ever steady presence in today’s society. It is time to bring digital literacy into mainstream America. It is no longer acceptable to wave aside the need for computer literacy; people more than ever need the ability to access information that can benefit them in an array of ways. In order for adults to have the ability to obtain valuable resources and services that they might be able to access, engage in critical thought involving everyday issues such as shoppingRead MoreInformation Literacy And Digital Literacy1473 Words   |  6 Pagesdigital literacy play vital roles in our society and are necessary tools for citizens to have in this growing information age. Information literacy is â€Å"the ability to recognize the extent and nature of an information need, then to locate, evaluate, and effectively use the needed information.† (â€Å"Information Literacy Definition†, n.d.) Digital literacy is â€Å"the ability to find, evaluate, utilize, share, and create content using information technologies and the Internet.† (â€Å"What is Digital Literacy?†, nRead MoreNew Media Literacies in the Classroom Essay1532 Words   |  7 Pagesfirst used, ‘literacy’ had a very traditional meaning: the ability to read and write (â€Å"Literacy,† 2011). Being literate was the norm, it was required for all and it distinguished race and class. However, as times change and culture emerges and grows, people acquire new knowledge, such as technology, that can very well be identified as literacy, or media literacy. As technology leads the 21st century, students are now expected to excel and master media literacy as well textual literacy (Jenkins, ClintonRead MoreEssay about Technology and Literacy1668 Words   |  7 PagesTechnology and Literacy According to Eric Havelock, â€Å"Greek literacy changed not only the means of communication, but also the shape of the Greek consciousness. The Greek story is self-contained, yet the crisis in the communication which it describes as taking place in antiquity acquires a larger dimension when measured against what appears to be a similar crisis in modernity† (17). In developing his conviction, Havelock focuses on the works of Homer and Hesiod: As written,

Diagnostic Study of Chikan in Lucknow free essay sample

The rulers of Awadh, particularly the Mughals were very fond of art and cultural activities such as music, poetry, architecture and handicrafts. Besides being famous for its hot summers and a glorious past, Lucknow is also known the world over for its many fine Handicrafts. Some of the most popular names in this list are Chikankari, Hand Block Textile Printing, Zari Zardozi, Ivory or Bone Carving, Terracotta and many others that are practiced by various artisans of Lucknow. Chikankari is considered to be the most popular amongst these and is recognized worldwide. . 2 HISTORY AND TRADITION OF CHIKANKARI The art of Chikan embroidery in India is about 400 years old and it is believed that this is a Persian Craft, which came to India with Noorjahan, the queen of Jahangeer the Mughal Emperor.. At that time it was designed and practiced by her and other begams (wives) of Mughal Emperors. Chikankari flourished under the patronage of the rulers of Awadh. Later when the capital of Awadh shifted to Lucknow from Faizabad, in the year 1722, the knowledge of the craft came to Lucknow. It is informed that here the Mughals found the Hand Block Printing skills that made it easier for them to practice this embroidery, as earlier the tracing of design was very difficult. This availability of easy process of drawing of base design encouraged them to teach this fine embroidery-work to their Kaniz (servants), who in turn taught it to their other family members and gradually this embroidery become a part time earning source of many women of rural areas. The craft of Chikankari is quite distinctive and forms an integral part of life in Lucknow. The fine needlework adorned the garments made from gossamer silk fabrics and muslin for the ruling elite. The love and hard work of the artisans created delicate designs on fabrics that was reminiscent of sheer grace. 1 LUCKNOW CHIKANKARI CLUSTER They captured the beauty of intricate patterns of marble jaali and inlay work of the Mughal period monuments and developed this indigenous form of artistic embroidery called Chikan. The tradition of Chikankari has come down from families who served the ruling elite. The craftsmen with love and devotion worked on topi-palla or angarkha, for their masters, creating designs that were unmatched in beauty. With the decline in patronage, economic compulsions forced the men to look out for more lucrative employment and the craft passed on to the womenfolk of the community, as a source of subsidiary earning for the family. Gradually, it became the main source of earning for the family. In the beginning, the Mughals and Persians who settled in Awadh practiced patronized the craft but later on its touch and style were continued in Dhaka and Bengal, mainly Calcutta where Navab Wazid Ali Shah of Lucknow remain in captivity of British Rulers. Bengali work was mainly for the European market but no trace of it remains today; neither in Calcutta nor in Dhaka. In Lucknow, embroiderers used to work under the patronage of the local courts. When these declined in the mid nineteenth century Chikan-work changed from professional activity of men to a cottage industry for women. Today, it is mainly in the hands of rural Muslim women and is still a significant Industry in Lucknow. 1. 3 THE UNIQUENESS OF CHIKAN-CRAFT Due to the variety of stitching-styles involved in Chikankari, it is claimed to be one of its kind hand embroidery that is impossible to imitate in any other part of the world Chikan embroiders claim a repertoire of about thirty-two stitches, to which they give delightfully fanciful names: Double-Star Earring, Peacock Feather’s Eye. Some of the names in their local language are; Sidhual, Makra, Mandarzi, Bulbulchashm, Tajmahal, Phooljali, Phanda, Dhoom, Gol murri, Janjeera, Keel, Kangan, Bakhia, Dhania Patti, lambi Murri, Kapkapi, Karan Phool, Bijli, Ghaspatti, Rozan, Meharki, Kaj, Chameli, Chane ki Patti, Balda, Jora, Pachni, Tapchim Kauri, Hathkati Daraj of various types. Closer analysis reveals that many of these are different combinations of the same few basic stitches. 1. 4 PROCESS OF CHIKANKARI CHIKANKARI is an art, which results in the transformation of the plainest cotton and organdie into flowing yards of magic. The word â€Å"Chikan† steps from a Persian word derived from Chic, which referred to the jali work done on marble or wood. It is also famous as â€Å"shadow work† or â€Å"white embroidery work†, traditionally practiced in the city of Lucknow and its environs. Traditional Chikankari was embroidered on Muslin with a white thread. Gradually the work was started being done on other fabrics like Organdie, Malmal, Tanzeeb, Cotton and Silk. Presently all types of fabrics, namely Voil, Chiffon, Lenin, Rubia, Khadi, Handloom cloth, Terry Cotton, Polyester, Georgette, Terry voil etc are used in Chikan Embroidery. After partition the main markets of Topi Palla of Chikan Embroidery were not easily accessible because they became foreign markets for Indians. It forced the manufacturers to develop new products and they started producing Gents Kurta and after that Saris. FROM 1970 TO 1990 Some manufacturers started manufacturing Ladies Suits (with or without dupattas) and even Luncheon sets. But this period is also seen as the worst period of Chikan embroidery. Because of producing only lower value products, consumers started using the products as night wear. FROM 1990 TO 1999 This period can be referred to as the Golden Period of this cluster. New products, such as Suit lengths were developed and manufacturers started producing high value products. In this era new entrepreneurs with high ambitions entered the field and started manufacturing good quality products. Some reputed fashion designers also included Chikan Embroidery in their samples and catalogues which highlighted the Chikankari at national and international levels. FROM 1999 TO 2001 Introduction of work on Georgette has kept the manufacturers in business. An overall general business slump in the economy has been affecting this cluster also and a decline in turnover has been observed.

Klinefelter Essays - Biology Of Gender, Cytogenetics, Syndromes

Klinefelter Klinesfelters syndrome is a genetic endocrine disorder that affects about one in five hundred to one in one thousand live born males. It is the most common chromosomal variation found among humans(Klinefelter's Syndrome & Associates). Klinefelter's Syndrome is characterized by a lack of normal sexual development, infertility, and psychological adjustment problems (Wyndbrant, Ludman 317). In this chromosomal variation an extra "X" chromosome is present in the sex chromosome, the twenty-third chromosome. Klinefelter's Syndrome is also know as "XXY Syndrome." Klinefelter's Syndrome was named after H.F. Klinefelter, who studied these patients at Harvard. Klinefelter noted similar characteristics prevalent among the men and boys he studied. He noted that all patients were sterile. They had normal sexual function, yet they could not produce sperm to father children (Wynbrant, Ludman 318). Other characteristics included abnormal breast development, incomplete masculine build, and social and/or school learning difficulties (Murken 14). Klinefelter's Syndrome may remain unnoticed until puberty. At this time, incomplete masculinization or development of female characteristics (enlarged breats) brings them to medical attention. During puberty breast tissue among those afflicted develops and continues to grow, often leading to surgical removal of breast tissue (Klinefelter Syndrome & Associates). Most afflicted individuals tend to be tall, though not particulary atheletic or coordinated. Also, there is an increased risk of speech or language problems which can contribute to social and school learning problems (Murken 19). The psychological impact of Klinefelter's Sydrome is quite fascinating. Individuals may have less confidence in their maleness. They may appear more immature, shy, and dependent than other boys their age. Also, the may seem more passive and apathetic, lack intiative, and have fragile self-esteem (Wynbrant, Ludman 316). These symptoms appear to be caused by the hormonal imbalance. Klinefelters patients exhibit other similar psychological characteristics, such as, a preference for quiet games, hand tremors, concentration difficulty, frustration based outbursts, as well as, a lack of physical endurance (Klinefelters Syndrome & Associates). Klinefelter's Syndrome affectx the function of the testes and their ability to produce testosterone. Thus, it appears that the characteristics prevalent in Klinefelter's Syndrome are hormonal related. The extra chromosome does not cause Klinefelter's Sydrome, a lack of testosterone does. Early testosterone level monitoring is helpful. This hormonal imbalance is treated with depotestosterone, a synthetic form of testosterone. It is administered once a month. The results of the treatment can be seen in the progression of physical and sexual development, including pubic hair, increase in penis size, beard growth, deepening of voice, and an increase in muscle build and strength. Also, many of the psychological characteristics appear to be benefitted by the testosterone therapy (Klinefelters Syndrome & Associates). Benefits of testosterone therapy include a clarity of thought, more energy and a higher degree of endurance. Also, testosterone therapy appears to control hand tremors, give the individual greater self esteem, as well as, an easier time in school and work settings (Murken 35). Even with the testosterone therapy, Klinefelters patients remain infertile (Klinefelters Syndrome and Associates).

Marx in Soho Essay Example

Marx in Soho Essay Example Marx in Soho Essay Marx in Soho Essay Marx in Soho is written by Howard Zinn, a historian, about the life of Karl Marx. Zinn wrote the play to show a rare perspective of Marx as a husband and father to his wife and children (Welchel 2009). The play portrays Marx as defending the principles of communism. The play reminds the audience that capitalism without a conscience will always bring about a revolution. Communism is a system of political and economic organization in which property is owned by the members of the community and all share in the common resources and wealth acquired (Ebrey et. l. , 2005). It is a socioeconomic structure that promotes a society that has no class and state. Communism was also said to be the bloodiest form of regime since the people are ruled by fear. If they try to oppose the communist government, death awaits them. The government keeps the people in line by murdering those who dare question its leaders. The people were forced to work hard and they were intimidated to do so. Karl Marx was re garded as the father of communism. He criticized the dominant form of government during his time which was capitalism. Capitalism encourages competition among the people and gives rewards unequally. He argued that capitalist nations allowed the few wealthy people to amass a great fortune while the masses seemed to work harder with little reward for their efforts (Ebrey et. al. , 2005). The rich kept the resources for themselves, often denying the poor of an equal opportunity. In his Communist Manifesto, he spoke of a new social order that would eradicate the inequality of wealth among the people. He theorized that no one would possess anything more than the other. The rich would be forced to yield everything they had in excess to the poor. Poverty and starvation would no longer exist under this new social order. Karl Marx founded the ideal that after a revolutionary struggle, it would be a victory for the working class or the proletariat and a communist society could be established wherein everything produced by the people belongs to the whole community. Karl Marx and his ideologies of communism spread in the Soviet Union. One of the economic policies of Stalin is collectivisation. It is a bloody and violent battle between two cultural groups that are radically different from the other. Collectivisation was nothing more than just a campaign of destruction and violence with the objective of dominion over the peasants. Stalin imposed a tribute for the peasants to pay for the exported grains of the state, buy food for the Red army and the cities. Collectivisation involved the gathering of important resources such as labor and grains (Viola 1996). This also allowed the state to subject the peasants with their endless demands for political and administrative control. For the accomplishment of state goals, the state saw to it that the culture and freedom of the peasants will be eliminated. Acculturation was forced upon the peasants (Boobbyer 45). For the peasants, the imposition of collectivization as an economic policy was the end of their freedom and their world as they know it. The peasants tried to resist the policy and the repression that they felt. They spread a rumor throughout the countryside and invented an ideology of their own. This would help in weakening the legitimacy of the Communists. The peasants called the Soviet Union as the Antichrist (Viola 1996). The revolution of the peasants against collectivization was one of the most serious events in the history of the Soviet Union after the end of the Civil War in Russia. The resistance of the peasants has shown that they are separate and different from the state during collectivization. The peasants united and joined forces to defend themselves and their culture. They were a community that works for their survival. Their economy, culture and lifestyle were being threatened by the state. The women of the peasantry proved themselves to be capable of leading the revolution. This is the result of the effect that collectivization had on women. Their economic interests were being threatened especially their livestock and their backyard farm. It also affected the way they take care of the family and children. The peasants were united in their political goal during the implementation of collectivization. The solidarity born out of shared oppression and assault on the peasant economy became the foundation for the resistance. The Revolution in 1917 resulted in the reinforcement of the peasant culture. It also further strengthened the bond within the community. The peasants suffered tremendous losses during the civil war but it also brought the revitalization of their community. They were involved in a massive social leveling wherein the percentage of the poor decreased to 25% from a high percentage of 65% in the middle the 1920s (Viola 1996). Marx in Soho is an analysis of Karl Marx’s ideas and how they are relevant in today’s society. The play presents the ideals of communism with a brilliant touch by Howard Zinn. Communism is a big part of the history of society and letting the people of today learn what it is becomes an important learning experience. References Boobbyer, P. (2000) ‘The Stalin Era’, Routledge Ebrey, Patricia Buckley, Walthall, Anne and Palais, James. (2005) Pre-modern East Asia: to 1800: a cultural, social, and political history, Houghton Mifflin Viola, P. (1996) ‘Peasant Rebels Under Stalin: Collectivization and the Peasant’, Oxford University Press Welchel, E. (2009) ‘Reading, learning, teaching Howard Zinn’, Peter Lang

Holophrases in Language Acquisition

Holophrases in Language Acquisition A holophrase is a single word (such as OK) that is used to express a complete, meaningful thought. In studies of  language acquisition, the term holophrase refers more specifically to  an utterance produced by a child in which a single word expresses the type of meaning typically conveyed in adult speech by an entire sentence. Adjective: holophrastic. Rowe and Levine note that some holophrases are utterances that are more than one word, but are perceived by children as one word: I love you, thank you, Jingle Bells, there it is (A Concise Introduction to Linguistics, 2015). Holophrases in Language Acquisition [A]round six months children begin babbling and eventually imitating the linguistic sounds they hear in the immediate environment. . . . By the end of the first year, the first true words emerge (mama, dada, etc.). In the 1960s, the psycholinguist Martin Braine (1963, 1971) noticed that these single words gradually embodied the communicative functions of entire phrases: e.g. the childs word dada could mean Where is daddy? I want daddy, etc. according to situation. He called them holophrastic, or one-word, utterances. In situations of normal upbringing, holophrases reveal that a vast amount of neuro-physiological and conceptual development has taken place in the child by the end of the first year of life. During the holophrastic stage, in fact, children can name objects, express actions or the desire to carry out actions, and transmit emotional states rather effectively. (M. Danesi, Second Language Teaching. Springer, 2003) Many of childrens early  holophrases are  relatively idiosyncratic and their uses can change and evolve over time in a somewhat unstable manner. . . . In addition, however, some of childrens holophrases are a bit more conventional and stable. . . . In English, most beginning language learners acquire a number of so-called relational words such as more, gone, up, down, on, and off, presumably because adults use these words in salient ways to talk about salient events (Bloom, Tinker, and Margulis, 1993; McCune, 1992). Many of these words are verb particles in adult English, so the child at some point must learn to talk about the same events with phrasal verbs such as pick up, get down, put on, and take off. (Michael Tomasello,  Constructing a Language: A Usage-Based Theory of Language Acquisition. Harvard University Press, 2003) Problems and Qualifications The problem of the holophrase [is] that we have no clear evidence that the child intends more than he can express at the one-word stage. (J. De Villiers and P. De Villiers, Language Acquisition. Harvard University Press, 1979)The single word in conjunction with the gestures and facial expressions is the equivalent of the whole sentence. By this account, the single word is not a holophrase, but one element in a complex of communications that includes nonverbal actions. (M. Cole et al., The Development of Children. Macmillan, 2004) Holophrases in Adult Language Holophrases are  of course a significant factor in modern adult language, for example, in idioms. But by and large, these have historical compositional origins (including by and large). In any specific example, words came first, then the composition, then the holophrase . . .. (Jerry R. Hobbs, The Origin and Evolution of Language: A Plausible Strong-AI Account.)

International Marketing Essay Example | Topics and Well Written Essays - 2500 words - 9

International Marketing - Essay Example From the above mentioned statistics, it might be clearly avowed that the consciousness and kindness of the human beings for pet animals is increasing day by day and this is key reason behind rapid growth of the pet care industry. This rising trend of human characteristics towards pets has proved worthy for the organizations operating in the pet care industry and this factor acts as positive catalyst to the demand of product and services of the branded pet care companies and amplifying revenue to a considerable extent (Australian Companion Animal Council, 2010). The rationale of this essay is to compare and contrast the marketing environment of a branded food organization in United Kingdom and India. The company that has been selected for this study is Nestle Purina Pet Care Company which is a multination pet food brand having strong footprint in many countries around the world including United Kingdom and India. In order to do so, varied types of analytical tools are used such as PEST analysis and Porter five forces analysis. According to Australian Companion Animal Council, (2010), the number of pets has been increasing every year in an increasing rate. In United Kingdom, the number households or families having cats are 75% of the number of families having pet dog. In opposite to this scenario, maximum percentage of the Indian households who own pets, have pet dogs as compared to cats. Such type of trend might prove highly effective for Nestle Purina Pet-care Company. The above figure of indicates that the trend for pet dog ownership has increased in India that may prove effective for Nestle Purina Pet-care Company to enjoy increased demand of their pet food products. The industry of pet-care is increasing and so its contribution towards the gross domestic product of the nation may not be neglected. This is mainly for the increased attention of the human beings over the pet animals. So, as per the report of Australian Companion

Entrepreneurship 320 Movie Review Example | Topics and Well Written Essays - 250 words

Entrepreneurship 320 - Movie Review Example complete factory that was later named, â€Å"North Shore Soap Factory.† Market gaps were identified, and the products were designed to capture prospective consumers. A spa inspired boutique was established. Product differentiation was undertaken after more original recipes were established. The two founders of the North Shore Soap Factory attribute their success story to the following reasons; Richard Schmelzer realized a potential business empire from an idea generated by his wife Sheri and their kids. The idea relied on decorating shoes with rhinestones and clay charms. Sheri Schmelzer is a witness that entrepreneurial skills can sprout from creativity, timing, and patience. Rich took the business idea and created Jibbitz. The company specializes on producing accessories for Crocs shoes. He attributes the success to timing. His business was defined by the ability to capitalize on ideas no matter how small they appear. Entrepreneurial skills do not necessarily arise from strong business ideas, ideas as small as those of Rich’s wife and kids bear potential success. Jibbitz success story revolves around the spheres of capitalizing on potential business ideas and establishing the appropriate time to capture the existing market trends (Hutt p

A Role Of A Citizen Of Earth Essay Example for Free

A Role Of A Citizen Of Earth Essay â€Å"Let peace there be peace on earth and let it began with me†. Once there was an old man by he saw a lady picking up starfish and gently throwing it into the sea he asked â€Å"young lady why are you throwing starfish into sea?† she answered â€Å"the sun is up if I don’t throw them they will die† he asked† but lady don’t you realize that there are many miles of beach and thousands of star fish you cannot probably make a difference† The young lady bent down and threw another fish in sea then se politely said â€Å"It made a difference for that one†. Actually what is citizen? A citizen is one whose behavior is consistent with the canons of self-respect and social justice. So in today’s world does our behavior prove as the definition of citizen? No no-one can prove because a good citizen has genuine and love for his home land. Earth is our homeland but we are not genuine to it. There are many human activities which has harmed our mother earth. First human activity that damages the earth is deforestation. It destroys huge area environment and our planet.

The Devine Comedy Essay -- essays research papers

This review is on The Divine Comedy, written by Dante Alighieri in 1306 - 21. The time period is in the 1300’s. Dante often used his knowledge of the present to predict future events. The book is divided into 3 sections: Inferno (hell), Purgatorio (purgatory), and Paradiso (heaven). Each one of these sections is divided into 33 cantos (except Inferno, which has 34 cantos), which are written in tercets (groups of 3 lines). The number 3 in Dante's time was significant because it was considered holy. Dante’s dead love Beatrice asks the Virgin Mary to help him see the error of his ways. Mary accepts and Dante is sent to hell for 3 days. Next he goes up Mount Purgatory on the other side of the world, then to Heaven in the sky. Dante is lost at the beginning of the story, so he needs guides to help him along. His first guide, through Hell and Purgatory, is Virgil. They encounter many sinners on the way. Dante learns to hate sin. His second guide is Beatrice, the woman he adored while she lived. His final guide is Saint Bernard, who takes him to see God. As the pilgrims entered Purgatory, an angel inscribed the letter "P" on Dante's forehead seven times, to represent the seven deadly sins (pride, envy, anger, sloth, avarice, gluttony, and lust). As Dante made his way through the seven areas reserved for those who committed each of these sins, the letters were erased one by one, and the climb became less difficult. Most obviously difficult for the illustrator is the fac...

Adn vs. Bsn Essay

The nursing profession continues to argue whether a nurse who holds a BSN is desirable to the Associates-Degree-prepared nurse. This has been a topic of debate since 1965, when the American Nurses Association published an opinion paper advocating for the baccalaureate degree to be the minimal standard for entry-level nurses. While some say that the level of education isn’t relevant once you orient a nurse to a certain setting, others disagree and assert that the baccalaureate degree prepared nurses demonstrate higher levels of skill in communication, delegation, assessment, teaching and supervision. Most agree, however, that each degree program provides a different level of preparation and competencies for the graduating nurse. The focus of ADN programs has been to prepare the nurse with considerable clinical experience and technical nursing skills needed to provide patient care at the bedside, while the BSN program concentrates on evidence-based practice, research, leadership skills and communication. An additional difference is the target client. Associate-degree graduates are prepared to meet the needs of the patient. The baccalaureate graduate’s scope is widened to include the family and interdisciplinary groups. According to a study done in 1988 by the Texas Higher Education Coordinating Board, nursing competencies across the spectrum of nursing education, â€Å"varied in complexity, depth, and breadth. †(Poster, 2006) Entry-level competencies were evaluated on three categories: provider of care, coordinator of care, and member of a profession. There was virtually no difference noted in the provider of care category other than the use of an evidence-based analytical approach by the baccalaureate-prepared nurse, as opposed to a critical thinking approach to decision making by the associate-degree-prepared nurse. In the category of coordinator of care, the major contrast was between how the advanced-degree-prepared the nurse to act as more of a facilitator of care between multiple factions of the healthcare team. As a member of a profession, the BSN nurse acted as a leader rather than in the participant role of the ADN nurse. Where the major differences occurred was in the â€Å"knowledge required for achievement of competency. †(Poster, 2006)The diploma prepared nurse bases her plan of care on the nursing diagnosis. The advanced-degree nurse’s basis for developing the plan of care uses â€Å"evidence-based and theoretical analysis of available data. †(Poster, 2006) An example of this difference might be in the care of patient who has a chronic condition, such as congestive heart failure. This patient undoubtedly is seen multiple times in the course of a year for symptoms pertaining to his health condition. Nurse A, with the associate’s degree, does a good job of taking care of the patient. She sees to it that he gets all of his medications in a timely fashion, and that he completes all of his scheduled tests; that his basic needs are met. Her plan of care would include all of the interventions to reflect such care. She would weigh him daily, make sure his meals followed the proper diet, and etc. Nurse B, with the BSN, also provides the afore-mentioned care. However, in addition, she may look at why this patient has frequently been admitted to her floor. She would perhaps investigate whether the same symptoms precipitated his decline and question the patient as to whether he is weighing himself daily, what types of food he is eating at home, and whether he has been taking his medications on a routine basis. She might find that he doesn’t have a scale at home, does not have access to his medications all of the time, or is simply non-compliant. Her plan of care may include a social worker and case management are more involved in his discharge planning to insure that the patient has the equipment and resources required to manage is illness at home. Nurse B might also collaborate with the patient to develop a plan he can agree to follow and provide a list of community resources that are available. Both Nurse A and Nurse B have seen to it that the patient got what he needed during his hospital visit. The healthcare industry is changing rapidly. The life expectancy of the average patient has extended due to the increase in technological advances and life-saving measures and requires that professional nurses have the ability to mange these complex patients. The baccalaureate-degree program provides an opportunity to build on the communication, problem-solving and decision-making skills taught in the ADN program to facilitate better patient care. Whether it be a an associate-degree-prepared nurse or one holding an advanced degree, one thing I am sure we can all agree upon is that better educated nurses will better serve the profession as a whole.

Needs of training

All organizations must manage four resources: money, equipment, information, and people. Investments in better equipment may speed up production or reduce waste. Investments in training and development of employees can make them more productive or more effective in their Jobs, directly contributing to the bottom line. The singular function of training is to produce change. It is the upgrading of a person's skill or the addition of a new skill, which in turn can bring about the desired change an agency is seeking.It is important to understand that training in and of tself cannot motivate a work force The purpose of training and management development programs is to improve employee capabilities and organizational capabilities. When the organization invests in improving the knowledge and skills of its employees, the investment is returned in the form of more productive and effective employees. Training and development programs may be focused on individual performance or team performanc e.The creation and implementation of training and management development programs should be based on training and management development needs identified by a training needs analysis so that the ime and money invested in training and management development is linked to the mission or core business of the organization Value and importance of Training According to Edwin B Flippo, â€Å"training is the act of increasing the knowledge and skills of an employee for doing a particular Job† From the above definition, it can be observed that training is the act of increasing the knowledge and skills of an employee.It imparts specific skills for specific purposes. It is mainly Job oriented. Training is needed to be given to both old and new employees throughout their tenure in the organization. ? to foster growth and development o provide opportunities for employees to accept greater challenges to aid employees in contributing to the achievement of department goals and the agency's mi ssion and vision to build employee self-confidence and commitment to produce a measurable change in performance to bring about the desired changes that can solve a variety of problems Types of Training Programmes Induction or Orientation Training: This training programme is meant to induct a new employee into the new social setting of this work setting.The new employee is introduced to his Job situations and informed about the rules, working conditions, rivileges and activities.Most of the information is likely to be embodied in a handbook which is distributed to an employee and in case of rank and file workers, the orientation may consist only of brief explanations by a member of Personnel department or the supervisor under whom the employee will work In order to maximize the effectiveness of training and development, organizations must constantly assess their employees' current training and development needs and identify training and development needs to prepare employees for thei r next have different needs and that these needs will change over time as these workers ontinue in their careers The different types of training programs can be broadly classified as Job Training: The purpose of Job training is to increase the knowledge of workers about the lobes within which they are concerned so that their efficiency and skill of performance are improved. In Job training workers learn correct methods of handling machines and equipments, avoiding accidents, removing bottlenecks,etc Promotional Training: Many companies have adopted a policy of filing some of the vacancies at higher levels by promoting existing employees.When existing employees are promoted in the Organization, they are required to shoulder new esponsibilities. For this, they require training so that they may not experience any difficulty to shoulder the responsibilities of the new position to which they have been promoted Refresher Training: At the time of initial appointment, employees are formally training for their Jobs, but with the passage of time, they may forget some of the methods which were taught to them or some of the methods or all of them may have become out dated because of technological development. Hence, refresher training is arranged for existing employees in order to enable them to revive and improve their knowledge.

How does a country recover from 40 years of destruction by an unchallenged tyrant

How does a country recover from 40 years of destruction by an unchallenged tyrant The author of the article, Dirk Vandewalle, is a professor at Dartmouth College. The article, ‘After Gaddafi: How does a country recover from 40 years of destruction by an unchallenged tyrant?’ analyzes the events going on in Libya after Colonel Gaddafi. The article first appeared in The Daily Beast on February 27.Advertising We will write a custom article sample on How does a country recover from 40 years of destruction by an unchallenged tyrant? specifically for you for only $16.05 $11/page Learn More Vandewalle borrows much of his reasoning from his previous works on ‘A History of Modern Libya’. The book discussed the life of Libyans and state of affairs in Libya under Gaddafi. The article evaluates available political solutions that can be applied in restructuring Libyan institutions in the modern world. The article offers insight to Libyan elites as regards to leadership. The paper links Gaddafi’s dictatorship with the w orst revolution experienced in the world. The article talks about the rise and fall of Gaddafi, who was a self-styled dictator. The essay observes that Gaddafi took over power through bloodless coup and went ahead to eliminate all forms of opposition to his regime. The fallen leader became aggressive after being inspired by Libya’s hero referred to as Omar al-Mukhtar, who was a Cyrenaican tribal chief. Italians assassinated the hero in 1931, something that did not auger well with Gaddafi. Gaddafi developed a negative attitude towards the West leading to a deadly attack in 1986, when Americans bombed parts of his kingdom. The West disliked Gaddafi because of his proposal of uniting the African continent and the Arab world. After taking over power in 1969, Gaddafi was faced with one big problem of uniting a state divided on tribal lines. He adopted a policy that would see off his opponents. He embarked on torture as one way of scaring political activists in the state. Indeed, m any people lost their lives, forcing others to fly out of the country. Political dissidents were further hunted in foreign lands, and were being referred to as dogs. Some normalcy and constancy was witnessed after 1992, when Gaddafi agreed to engage the West in oil trade.Advertising Looking for article on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More The collapsing oil market was quickly reinstated and some political freedoms were granted to Libyans. However, Gaddafi never allowed active political. The article posits that Gaddafi’s son, Saif al-Islam, tried to urge his father to open up and allow some criticism, which he succeeded. Saif became the darling of the West because he was against his father’s style of rule and life style. The article ends by asserting that Libyans never wanted to be told anything related to Gaddafi’s regime after the uprising. This means that they were fed up w ith dictatorship and autocratic rule. Unfortunately, even Saif could not do anything to salvage his besieged father, because people could not listen to him anymore. In fact, he was likened to his father implying that he was in danger too. The paper discusses some of the important issues as regards to Gaddafi’s leadership and the position of Libya in the international system. The main point discussed is Gaddafi’s leadership style, which was disregarded by many people in the state. The leader was intolerant to criticism implying that no opposition was to be launched against his regime (Vandewalle, 2011). It is not surprising that when the uprising kicked off, he perceived demonstrators as mad individuals trying to fulfill their selfish interests. He went ahead to order the military to intervene. He wanted to silence the opposition completely but Western powers thwarted his plans. Another important point discussed in the article is Libya’s foreign policy during Gad dafi’s regime. Libya had been left in the cold for many years, leading to economic hardships and social sufferings. Oil was no longer sold to the Western countries because of economic sanctions imposed on Gaddafi’s regime.Advertising We will write a custom article sample on How does a country recover from 40 years of destruction by an unchallenged tyrant? specifically for you for only $16.05 $11/page Learn More The paper is resourceful because it offers some chronological account to the rise and fall of Gaddafi. The paper explains to the reader clearly why Gaddafi failed and how he gained governmental power and authority. However, the writer’s findings are misplaced because he argues that Libya needs to choose the model it wishes to employ in restructuring government. Presently, Libya does not have any political and economic freedom because the West dictates everything. The writer does not consider external influence that is too powerfu l. Conversely, the article does not consider the interests of various Western powers such as France, USA, Britain and Russia that are all staged in Libya for selfish interests. The writer is misled by the notion that each state is independent and sovereign. This is usually not the case since the more powerful states impose ideas on the less influential states in the international system. It can be concluded that the material provides readers with enough historical data as regards to the rise and fall of Gaddafi. It also gives readers important information on the way forward for Libyans. However, the article cannot be relied on for critical analysis of events taking place in Libya. The uprisings are being caused by one major factor, which is oil. The Western powers want oil from the Middle East states and the only way of accessing it is through overthrowing uncooperative leaders like Gaddafi. Reference Vandewalle, D. (2011). After Gaddafi: How does a country recover from 40 years of destruction by an unchallenged tyrant? The Daily Beast. Retrieved from https://www.thedailybeast.com/Advertising Looking for article on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More

Definition and Examples of Broadening in English

Definition and Examples of Broadening in English Broadening is a type of semantic change by which the meaning of a word becomes broader or more inclusive than its earlier meaning. Also known as semantic broadening, generalization, expansion, or extension. The opposite process is called semantic narrowing, with a word taking on a more restricted meaning than it had before. As Victoria Fromkin points out, When the meaning of a word becomes broader, it means everything it used to mean and more (An Introduction to Language, 2013). Examples and Observations Broadening of meaning . . . occurs when a word with a specific or limited meaning is widened. The broadening process is technically called generalization. An example of generalization is the word business, which originally meant the state of being busy, careworn, or anxious, and was broadened to encompass all kinds of work or occupations.(Sol Steinmetz, Semantic Antics: How and Why Words Change Meaning. Random House, 2008)Cool: Sometimes the use of existing words can become broader. For example, the slang word cool was originally part of the professional jargon of jazz musicians and referred to a specific artistic style of jazz (a use that was itself an extension). With the passage of time, the word has come to be applied to almost anything conceivable, not just music; and it no longer refers just to a certain genre or style, but is a general term indicating approval of the thing in question.(Adrian Akmajian, Richard Demers, Ann Farmer, and Robert Harnish, Linguistics: An Introductio n to Language and Communication. The MIT Press, 2001) Dog and Bird: Quite a number of words have undergone semantic broadening in the history of English. The modern English word dog, for example, derives from the earlier form dogge, which was originally a particularly powerful breed of dog that originated in England. The word bird derives from the earlier word bridde, which originally referred only to young birds while still in the nest, but it has now been semantically broadened to refer to any birds at all.(Terry Crowley and Claire Bowern, An Introduction to Historical Linguistics, 4th ed. Oxford University Press, 2010)Thing, Companion, Broadcast, and Pudding: The word thing is a classic example of such broadening. In Old English and Old Norse, this word meant a public assembly. In present-day Icelandic, a language with similar Germanic roots to English, it still does. In Modern English, however, it has now been extended so much that it simply means an entity of any kind. The word companion provides another example. It used to mean so meone who eats bread with you (see Italian con  with plus pain  bread); now it means someone who is with you. The word broadcast, which only a couple of centuries ago meant to sow seeds, has now, in this technological age, been extended to include the spreading of information on television and radio. Pudding, which today is usually sweet and eaten for dessert, comes from the French word boudin, meaning a sausage made with animal intestines, a meaning retained in English black pudding.(Andrew Radford,  et al.,  Linguistics: An Introduction, 2nd ed. Cambridge University Press, 2009) You Guys and Sell-by Date: A recent generalization or  semantic broadening  has taken place in the phrase you guys in AmE, which is no  longer restricted to men and can refer to mixed company, or even women only. Sell-by date also shows an extended meaning (metaphor) in Kennedy kept Hoover on past his sell-by date.(Stephan Gramley and Kurt-Michael Ptzold,A Survey of Modern English, 2nd ed. Routledge, 2004)Religious Terms: - Extension or Generalization. A lexeme widens its meaning. Numerous examples of this process have occurred in the religious field, where office, doctrine, novice, and many other terms have taken on a more general, secular meaning.(David Crystal, The Cambridge Encyclopedia of the English Language. Cambridge University Press, 2003)- An example of broadening of meaning is the change from holy day as a religious feast to the very general break from work called a holiday.(George Yule, The Study of Language, 3rd ed. Cambridge University Press, 2006)Semantic Shift a nd Semantic Broadening: Semantic shift represents an extension of a words meaning with the loss of its earlier meaning (e.g. pineapple no longer means fir cone in standard English).  Semantic broadening  is such extension without the loss of the original meaning. For example,  tea in most English Creoles  refers not only to the infusion made from various leaves, but also to any hot drink.(John Holm,  An Introduction to Pidgins and Creoles. Cambridge University Press, 2000) Bleaching and Grammaticalization: Thing used to refer to an assembly or council, but in time came to refer to anything. In modern English slang, the same development has been affecting the word shit, whose basic meaning feces has broadened to become synonymous with thing or stuff in some contexts (Dont touch my shit; Ive got a lot of shit to take care of this weekend). If a words meaning becomes so vague that one is hard-pressed to ascribe any specific meaning to it anymore, it is said to have undergone bleaching. Thing and shit above are both good examples. When a words meaning is broadened so that it loses its status as a full-content lexeme and becomes either a function word or an affix, it is said to undergo grammaticalization.(Benjamin W. Forston IV, An Approach to Semantic Change. The Handbook of Historical Linguistics, ed. by Brian D. Joseph and Richard D. Janda. Wiley-Blackwell, 2003)

Commercial Rental Market in Midwestern City Research Paper

Commercial Rental Market in Midwestern City - Research Paper Example Per square foot annual rental cost = 43.12 + 7.47 * Occupancy - 3.9 * Wiring1 - 0.9 * Distance to City Center - 0.76 * Distance to Airport + 0.53 * Number of Elevator - 0.35 * Length of Lease - 0.11 * Years to last Renovations + 0.09 * Building Age. For a 3 year lease of 50,000 sqft of newly renovated and wired space that is one mile away from city center and fifteen miles away from the nearest airport, with 75% occupancy, three elevators, four years since last renovations in a ten year old building, the predicted per square foot annual cost of rent is $34, and predicted total annual cost of rent is $1,701,712. An office that is ten miles away from the airport its per square foot rent is valued on the real estate market at $33, while an office that is twenty miles away from the airport is valued at $26, with a discount value of 70% per mile. Similarly, the presence of office wiring is valued at $34.5, while no office wiring at $30.6, with a discount value of 10%. An office with 0.75 occupancy is valued at $29.8 per square foot, while an office with 0.97 occupancy is valued at $31.5. Potential savings are best made by increasing the distan

Compare and contrast the use of shapes and color in the works of Essay

Compare and contrast the use of shapes and color in the works of Antoni Gaudi and Friedensreich Hundertwasser - Essay Example Hundertwassers structures are not focused around bones like Gaudis. The greater part of his structures looks current. He utilizes a combo of unexpected shapes and squares of shadow to make his structures emerge from different structures. This picture demonstrates within one of his structures. There are numerous diverse shades inside, which do not go together however look great in the way they are masterminded. Two of the most noted, imaginative and regarded specialists of the twentieth century, Antoni Gaudi and Friedensreich Hundertwasser, made works that will always live in the archives of aesthetic legend. While Hundertwasser speaks to a later school of Austrian craft, and worked primarily in Vienna, Gaudi, expert of the incredible, colored a prior scene in Barcelona, Spain with legendary construction modeling that right up until today has not been copied. While the works of both artists speak to blasts of color and structure, most who perspective, those, without cautious examination and assessment, might not see their reasonable likenesses fit as a fiddle and utilization of shade. They do exist. The aim of the essay is to show similarities and differences between the masterpieces of two architects from different countries and different period. The similarities is the cause to find more differences and versus. Waiting lines for entry into the artist’s most famous structure, La Sagrada Familia are always long. Tourists come to observe its amazing mix of shapes and influencesthat startle and bring tears to the eyes of many. Gaudi never finished La Sagrada Familia before his death in 1926 after being struck by a tram car. The Eye on Spain website states that the work is now a UNESCO World Heritage Site; ongoing work on the cathedral led by architect Jordi Bonet i Armengol is using modern computer design technology to finish the work. For Gaudi, a man ahead of his time, Barcelona was his palette upon which he designed and created his

How is shopping on the internet different from and similar to shopping Essay

How is shopping on the internet different from and similar to shopping in stores - Essay Example Many stores as well as online shops provide the customers with a guarantee for the product for a certain period of time, during which the product can be replaced if it turns out to be inefficient or faulty. Store shopping is quicker and more convenient than the online shopping. The customer can go to the market any time, purchase the item and bring it along back to the home at the same time (â€Å"Traditional Vs. Online†). This way, the customer is able to save all the time that would otherwise have been consumed in shipping. Store shopping is also more convenient than the online shopping in terms of replacement. If the product purchased is damaged, the customer can quickly go and have it replaced without having to wait for several days in the case of online shopping. Online shopping is safer as compared to the store shopping. Items purchased online are insured and the companies take responsibility for full replacement in case of any damage caused to the item on its way to the customer. On the other hand, when a customer purchases an item from the store, he brings it home at his/her own discretion. The item may be robbed or stolen once it has been taken out from the store. Online shopping is also safer than the store shopping because the customer is not exposed to the risk of accidents on the roads. Online shopping proves more cost effective as compared to the store shopping. When a customer stays at home, he/she only shops the item he/she needs. When he/she goes to a store to buy a thing, there are a lot of attractions that encourage the customer to spend money on. A customer hardly ever returns without taking a light meal at the nearby restaurant or a cupcake shop that comes in the way. Concluding, online shopping and the store shopping resemble and differ from each other in a number of ways. While the two are the same in terms of the method of payment, the range of items and the responsibility for their

The Brick Tower †a Speech by Justin Hudson Essay Example for Free

The Brick Tower — a Speech by Justin Hudson Essay Ladies and gentlemen, family, faculty and my fellow classmates of the class of 2010, before I begin I would like to thank those teachers who chose this modest speech among the outstanding collection of speeches written by my highly competent peers. I would also like to thank all the people who have expressed their support for me and their anticipation for this speech. To be told â€Å"You are the best person in the grade to give this speech†, or some variation of that statement, more than once is truly humbling, and you all are either the most polite people I know, or the kindest people I know. It is a great honor to give this address, and I promise I do not take it lightly. I have chosen every word quite carefully because I am fully aware of the responsibility you all have bestowed upon me. Today, I stand before you as a personification of conflictedness. I find myself on this podium experiencing numerous warring emotions, and I am certain many of you here empathize with me on that point. Firstly, and perhaps most obviously, I am filled with a great sense of happiness and accomplishment. My peers and I have put much effort for the last six years—a third of our lives thus far—into being able to stand here today and say that we’ve earned the right to stand here. It was by no means easy, and there were many times when I thought I would not reach this finish line. But those struggles have only made this moment sweeter. The people who are on this stage survived four years of Latin, or 8th grade swim class, or English with Ms. D’Amico, or BC Calculus, or the 25% rule, and I think all of us can take some pride in that. Yet, my ambivalence on this day stems from the very fact that this ceremony is the end of an arduous journey. While I am ready to continue my academic endeavors, knowing that Hunter has thoroughly prepared me for them, I am also filled with a deep sense of anxiety and sadness. Hunter has been my second home for the last six years, and it has bordered on becoming my first home. Between my time diligently taking notes in the classroom, playing Chinese Poker in the hallway, taking a nap in the G. O. office, frantically rehearsing for a cultural show or theater production in the auditorium, cheering for an undefeated basketball team in the gymnasium, or simply sitting outside on the senior steps, istening to a boom box and enjoying nice weather in the courtyard, Hunter has truly become a sanctuary for me. My life has revolved around the fourstory brick building that stands on East 94th Street and Park Avenue, and Hunter’s intimate class size means that I have become as connected to the people of this school as I have to the building itself. It may sound disingenuous to say that I will miss each and every one of you, but all of you in some small way have shaped me into the person I am today, so I thank you all for that. Of course, the comfort that I have attained at Hunter makes this departure a rather anxious one, but with anxiety comes excitement, and the end of this journey signifies the start of a brand new one. As I leave behind the warmth that I have experienced at Hunter to enter a vastly new and quite frightening terrain, I can only help but think back to the last time I was in this situation, as a fresh-faced, wide-eyed twelve-year old entering the foreboding, windowless Brick Prison for the first time. Every aspect of my life since that point has been overwhelmingly positive, so all my fears about what lies ahead are slightly tamed by the idea that I will at least come close to experiencing in my future what I have already experienced at Hunter. However, ladies and gentlemen, more than happiness, relief, fear or sadness, I feel a very strong emotion that I cannot ignore today. More than anything else, today I feel guilty. I feel guilty because I don’t deserve any of this. And neither do any of you. We received an outstanding education at no charge based solely on our performance on a test we took when we were eleven year olds, or four year olds. We received superior teachers and additional resources based on our status as â€Å"gifted†, while kids who naturally needed those resources much more than us wallowed in the mire of a broken system. And now, we stand on the precipice of our lives, in control of our lives, based purely and simply on luck and circumstance. If you truly believe that the demographics of Hunter represent the distribution of intelligence in this city, then you must believe that the Upper West Side, Bayside and Flushing are intrinsically more intelligent than the South Bronx, Bedford-Stuyvesant and Washington Heights, and I refuse to accept that. It is certainly not Hunter’s fault that socioeconomic factors inhibit the educational opportunities of some children from birth, and in some ways I forgive colleges and universities that are forced to review eighteen year-olds, the end results of a broken system. But, we are talking about eleven year-olds. Four year-olds. We are deciding children’s fates before they even had a chance. We are playing God, and we are losing. Kids are losing the opportunity to go to college or obtain a career, because no one taught them long division or colors. Hunter is perpetuating a system in which children, who contain unbridled and untapped intellect and creativity, are discarded like refuse. And we have the audacity to say they deserved it, because we’re smarter than them. As students, we throw around empty platitudes like â€Å"deserve† and â€Å"earn†, most likely because it makes us feel better about ourselves. However, it simply isn’t the case. I know for a fact that I did not work as hard as I possibly could have, and I think the same is true for everyone on this stage. Nevertheless, people who work much harder than we ever could imagine will never have the opportunities that lie in front of us. I apologize if this is not the speech you wanted to hear, but you will have the rest of your lives to celebrate your accomplishments. I apologize if I have not inspired you, or uplifted you, but we have failed to inspire and uplift an entire generation of children. That being said, let me make it very clear that I am not giving anyone here a moral lecture, for I am as complicit in the system we are a part of as anyone else in this room. If anything, I only make these remarks to further emphasize how much Hunter has meant to me, because I am acutely aware of where I would be now without it. As recipients of fortune, we more than anyone else should be able to understand and respect what our high school experience has meant to us, and has done for us. My guilt ultimately stems from my awareness of the academic, social, emotional and psychological tools that Hunter has blessed us with. Therefore, I believe the best way to assuage this guilt is to use those fortuitous tools to not only better myself, but also improve the society that surrounds us outside these oh, so narrow walls. I do not know the capacity in which I will be able to make this world a better and more just place, but I strongly believe that education is the most effective means of creating social improvement, which is precisely why this is a battle we cannot concede. My experiences at Hunter have left me with one final emotion; the last sentiment I will share with you today is hope. I hope that I will use the tools that Hunter has given me as a means to provide opportunities to others, not out of a sense of paternalistic philanthropy, but out of a sense of duty to give to other people what Hunter has given to me. I also hope that you all will do the same, in whatever way you see fit. Even more so, I hope that in the near future, education itself will not be a privilege for the few in this world. I hope that a quality education will not be a privilege for the few in this country. I hope that the Hunter community will descend from its ivory tower made of brick, and distribute its tools evenly to the mass of humanity that is the City of New York. I hope that, despite its problems, Hunter can prove to be the rule, and not the exception, to what can exist as a school. Finally, I hope from the bottom of my heart that omeday a class speaker can stand on this podium and look into an audience of his closest and dearest friends whom he never would have met without Hunter and whom he’ll never forget, an audience of faculty members he has a deep respect and admiration for, an audience of family members who have supported him throughout his entire life without asking for anything in return. I hope this child can stand on this very stage, look at the most important people in his life, and feel happy, sad, relieved, scared, accomplished or whatever his heart desires, without feeling guilty about a damn thing. Thank you for your time.

Rutherfords Gold Foil Experiment :: essays research papers

Rutherford's Gold Foil Experiment Rutherford started his scientific career with much success in local schools leading to a scholarship to Nelson College. After achieving more academic honors at Nelson College, Rutherford moved on to Cambridge University's Cavendish laboratory. There he was lead by his mentor J.J. Thomson convinced him to study radiation. By 1889 Rutherford was ready to earn a living and sought a job. With Thomson's recommendation McGill University in Montreal accepted him as a professor of chemistry. Upon performing many experiments and finding new discoveries at McGill university, Rutherford was rewarded the nobel prize for chemistry. In 1907 he succeded Arthur Schuster at the University of Manchester. He began persuing alpha particles in 1908. With the help of Geiger he found the number of alpha particles emitted per second by a gram of radium. He was also able to confirm that alpha particles cause a faint but discrete flash when striking luminescent zinc sulfide screen. These great accomplishments are all overshadowed by Rutherford's famous Gold Foil experiment which revolutionized the atomic model. This experiment was Rutherford's most notable achievement. It not only disproved Thomson's atomic model but also paved the way for such discoveries as the atomic bomb and nuclear power. The atomic model he concluded after the findings of his Gold Foil experiment have yet to be disproven. The following paragraphs will explain the significance of the Gold Foil Experiment as well as how the experiment contradicted Thomson's atomis model. Rutherford began his experiment with the philosophy of trying "any dam fool experiment" on the chance it might work.1 With this in mind he set out to disprove the current atomic model. In 1909 he and his partner, Geiger, decided Ernest Marsden, a student of the University of Manchester, was ready for a real research project.2 This experiment's apparatus consisted of Polonium in a lead box emitting alpha particles towards a gold foil. The foil was surrounded by a luminescent zinc sulfide screen to detect where the alpha particles went after contacting the gold atoms. Because of Thomson's atomic model this experiment did not seem worthwhile for it predicted all the alpha particles would go straight through the foil. Despite however unlikely it may have seemed for the alpha particles to bounce off the gold atoms, they did. Leaving Rutherford to say, "It was almost as incredible as if you fired a fifteen-inch shell at a piece of tissue paper and it came back and hit you." Soon he came up with a new atomic model based on the results of this experiment. Nevertheless his findings and the new atomic model was mainly ignored by the scientific community at the

Personal Quality Essay

When there seems the world is all against one, when it seems efforts are not yielding as expected and there is rather no companion to encourage and carry on with a task at hand, a residual doggedness and resilience becomes the most important personal tools necessary to fuel the battle to success. My standard is beyond meeting average, average is rather a stepping stone to my destiny; it is no point to rest laurel and celebrate. We live in a competitive world, as such; it becomes a persona to keep fit with the survival strategy to achieve remarkable impact amidst brilliant minds. Determination is the backbone or central to the passion sustaining my resilience and doggedness when involve in a task. I have got the lots to ensure a living beyond mediocrity. In my understanding, I see no one ever oozing his way out of mediocrity like a lazy slug. Everyone I know who models a high level of excellence has won the battle of the mind and taken the right captivating thoughts. However, with risks, the individuals have chosen to fill the role of an active pen flowing with ink rather than a passive blotter that only sits and soaks what others do; they have decided to get personally involved with life rather than sitting back, frowning and watching life dwindling to a trickle and ultimately stagnating. The power of their mind expounds the basis for determination leading to the evident doggedness and resilience on the path of success. Secondly I cherish team spirit. This is one of the leading qualities of a real-time organization or researching team in institution. A contributing skill requires excellent team spirit at work without lackadaisical attitude to one’s assigned role in a cooperative academic work. The difficulty I have faced when i arrived in this country was language understanding but my intellectual curiosity and personal talent have helped me overcome that barrier tremendously. My personal achievement helped me to discover a sense of individuality and to envision the contributions I might make it to UC Universities. Furthermore, the difficulty i faced when my father was diagnosed with cancer was equally developing after all. Unfortunately i had to work and go to school at the same time that was when my GPA had dropped a bit. But this accomplishment had me persistent to work harder in school and also had me mentally tougher to face the unpredictable challenges in school and life. Now I know that life is not constant and doesn’t stay in one situation for ever. With the excellent involvement in Hospital voluntary groups for two years, I have realized now that I have to take more responsibility in life in order for me to achieve my goal. I have always dreamt of being a doctor and there I strongly believe nothing can stop me from achieving this goal. This has been my life long dream. These experiences in life have helped me grow, learn and emerged my high level of maturity.

Education and the Subjective Quality of Life* Essay

Journal of Health and Social Behavior 1997, Vol. 38 (September):275-297 We examine whether education influences subjective quality of life. If it does, what are the mechanisms by which education affects well-being? We propose that educa- tion improves well-being because it increases access to nonalienated paid work and economic resources that increase the sense of control over life, as well as access to stable social relationships, especially marriage, that increase social support. We examine the relationship between education and a variety of indicators of subjective quality of life-depression, anxiety, anger, aches and pains, malaise, and dissatis- faction. Using two representative national samples collected in 1990 and 1995, we find that the well educated have lower levels of emotional distress (including depres- sion, anxiety, and anger) and physical distress (including aches and pains and malaise), but they do not have lower levels of dissatisfaction. Education reduces dis- tress largely by way of paid work, nonalienated work, and economic resources, which are associated with high personal control; but the extent to which it reduces distress by way of marriage and social support is much more modest. We contrast distress and dissatisfaction as indicators of the subjective quality of life. Does education matter to subjective quality of life? If it does, what are the mechanisms by which education affects well-being? We pro- pose that education is valuable to individual well-being because it provides access to the two primary determinants of well-being: non- *We are indebted to the National Institute on Aging for the grant (ROI AG12393) to John Mirowsky and Catherine Ross that supported the Aging, Status, and the Sense of Control (ASOC) data collection and analysis. We are indebted to the National Science Foundation for the grant (SES- 8916154) to Catherine Ross that supported the Work, Family, and Well-Being (WFW) data collec- tion. Sampling, pretesting, and interviewing for both surveys were conducted by the Survey Research Laboratory of the University of Illinois. We thank John Mirowsky for his statistical help, Barbara Reskin for her help with the comparison process theory of satisfaction, and JHSB reviewers for their suggestions. Address correspondence to: Catherine Ross, Department of Sociology, 300 Bricker Hall, 190 North Oval Mall, The Ohio State University, Columbus, OH 43210-1353; e-mail: ross. 131 @osu. edu. alienated paid work and supportive relation- ships. Compared to the poorly educated, we expect that well-educated persons have access to nonalienated paid work that increases the sense of personal control. Well-being comes, first, from nonalienated work in which people exert control over the labor process (Kohn 1976; Marx ([1884] 1964). Work that gives people the freedom from routinization, monot- ony, and external control on the one hand, and a chance to use their skills, develop as a per- son, and learn new things on the other, theo- retically increases subjective well-being, in part by increasing perceived control. Com- pared to the poorly educated, we also expect that well-educated individuals have access to stable social relationships, especially mar- riage, that increase social support. Well-being comes, second, from primary group ties and social bonds that increase supportive relation- ships with others, especially the personal secu- rity of marriage, and the sense of having other people to talk to and turn to in times of need (Durkheim 1951; Litwak and Messeri 1989). We propose that, through these processes, 275 276 JOURNAL OF HEALTH AND SOCIAL BEHAVIOR education improves the subjective quality of life, measured as psychological well-being and distress. We extend core economic and sociological perspectives on the meaning of education to individual well-being. We argue that educa- tion’s value extends beyond jobs, earnings, prestige, and power to people’s psychological well-being. According to human capital and status attainment theories, employers need workers who can read, write, do basic math, communicate, negotiate, solve problems, look things up, figure things out, and develop ideas; this human capital is acquired in school, and these skills, knowledge, and abilities help a person get a good job (Blau and Duncan 1967; Becker 1964; Hyman, Wright, and Reed 1975; Sewell and Hauser 1975; Spaeth 1976; Treiman and Terrell 1975). The same skills and abilities shaped by schooling, we argue, improve individual well-being through their effects on objective life conditions and social psychological resources. THE LINKS BETWEEN EDUCATION AND DISTRESS The negative association between education and psychological distress is well documented (Glenn and Weaver 1981; Kessler 1982; Lennon and Rosenfield 1992; Link, Lennon, and Dohrenwend 1993; Mirowsky and Ross 1989, 1995; Pearlin et al. 1981; Ross and Huber 1985; Ross and Mirowsky 1989), but the mechanisms by which education affects well-being are not. Education is rarely the focus of investigation in the sociological study of stress (Pearlin 1989). Instead, it is usually a control variable in research whose focus is on something else. This means that research has not identified the mechanisms by which edu- cation affects psychological well-being. Furthermore, when subjective well-being is measured as satisfaction, researchers find little positive effect of education. This raises the question of whether education’s effect is uni- formly positive. Well-educated persons are not more satisfied with their jobs than the poorly educated (Andrisani 1978; Gordon and Arvey 1975; Glenn and Weaver 1982; Quinn, Staines, and McCullough 1974; Ross and Reskin 1992), and they are not more satisfied with life in general (Pascarella and Terenzini 1991). Some argue that if education does not increase job satisfaction, or satisfaction over- all, maybe it has little real value to the subjec- tive quality of life, since a principal motivation for attaining a high level of formal education in the United States is access to satisfying work (Berg 1971; Quinn and Mandilovitch 1977). We examine the relationship between edu- cation and a variety of indicators of subjective quality of life. We distinguish distress- depression, anxiety, anger, aches and pains, and malaise-from dissatisfaction. Theo- retically, distress results from deprivation, whereas dissatisfaction results from depriva- tion relative to one’s expectations (Mirowsky and Ross 1989). We propose that education improves the subjective quality of life, mea- sured as psychological well-being and distress -measures not confounded by high expecta- tions among the advantaged. If education cor- relates positively with subjective well-being, what explains the association? We focus on two pathways by which education might affect individual well-being: (1) work and economic conditions, which increase personal control and (2) marriage and family conditions, which increase social support. Often educational attainment is used simply as an indicator of socioeconomic status. However, education, income, and work indi- cate different underlying concepts, so we keep the three aspects separate. Schooling indicates the accumulated knowledge, skills, values, and behaviors learned at school, in addition to being a credential that structures employment opportunities. Income and economic hardship indicate economic well-being. Work is pro- ductive activity (paid or not). Further, educa- tion, employment, and economic resources are not on the same causal level. Education is the key to one’s position in the stratification sys- tem; it shapes the likelihood of being em- ployed, the qualities of the job a person can get, and income. Combining variables from different causal levels obscures processes. If education affects psychological well-being, is its effect direct, or is it indirect by way of work or economic resources? Work and Economic Conditions Paid Work. Well-educated people are more likely to be employed and are more likely to be employed full-time (vs. part-time) than are those EDUCATION AND THE SUBJECTIVE QUALITY OF LIFE 277 with little education (U. S. Department of Education 1992). Employment, especially full- time employment, in turn, is associated with higher levels of psychological and physical well-being (Gore and Mangione 1983; Lennon and Rosenfield 1992; Pearlin et al. 1981; Ross and Bird 1994; Verbrugge 1983). Although physical and mental health affect an individual’s likelihood of being employed, the positive asso- ciation between well-being and employment is not simply due to the selection of healthy people into the work force (Kessler, House, and Turner 1987; Ross and Mirowsky 1995). Nonalienated Work. We expect that educa- tion gives people access to nonalienated work that involves a variety of tasks, nonroutine work, and the chance for continued learning and development, which decreases distress. In nonalienated work, workers control the labor process; they have the chance to use their skills in the design and implementation of the work. Nonroutine work gives people the free- dom to use thought and independent judgment in doing different things in different ways rather than doing the same thing in the same way in a process designed and controlled by others. Skilled work gives people the chance to learn new things and develop as a person through work. Together, creative, nonroutine, independent work that gives a person control over the labor process, and work that is intrin- sic to a person’s development not external to it, are the essence of nonalienated labor. Kohn and colleagues find that control over the work process, rather than ownership of the means of production or control over the labor of others, is most important to psychological functioning (Kohn 1976; Kohn and Schooler 1982; Kohn et al. 1990). We expect that the work done by well- educated people is less alienated than that done by the poorly educated, and that this work decreases distress. However, the evi- dence as to whether work characteristics explain some of the effect of education on psy- chological well-being is mixed. Lennon (1994) finds that the effect of education on depression is explained when work condi- tions-autonomy, time pressure, responsibili- ty, interruptions, physical effort, and routine- are added. Link and colleagues (1993) find that education’s impact on psychological well- being works largely through giving individu- als access to jobs involving direction, control, and planning. However, others find that the effect of education on distress remains unchanged with adjustment for job control and other occupational characteristics (Kessler 1982; Lennon and Rosenfield 1992). Economic Resources. Low levels of educa- tion increase economic hardship. Individuals with low levels of education have lower incomes than those with high levels of educa- tion (Sewell and Hauser 1975), in part because they are less likely to be employed, and if employed, more likely to hold low-level jobs. Low levels of education further deprive people of the problem-solving resources needed to cope with the stresses of economic hardship. Ross and Huber (1985) find a synergistic effect on economic hardship of low education and low income, each making the effect of the other worse. Hardship increases psychological distress; the chronic strain of struggling to pay the bills and to feed and clothe the children takes its toll, often in feelings of depression and malaise (Pearlin et al. 1981; Ross and Huber 1985). Marriage and Family Composition Marital Status. Evidence that education is positively associated with marriage is some- what mixed and indirect. The well educated are less likely to divorce, probably due to the fact that they marry later and do so under more favorable economic conditions (Glick 1984; Houseknecht and Spanier 1980). Education is negatively associated with widowhood, too, since men and women choose partners with similar levels of education (Kalmijn 1991; Qian and Preston 1993), and well-educated people live longer than those with lower levels of education (Rogot, Sorlie, and Johnson 1992). Although education is negatively asso- ciated with marital dissolution, either through divorce or widowhood, it is also negatively associated with marrying in the first place, especially for some groups. Education decreases the probability of ever marrying among Whites, while highly educated Blacks are more likely to marry than Blacks with lower levels of education (Bennett, Bloom, and Craig 1989). Women with high levels of education are more likely to postpone mar- riage, not to remarry after divorce, and never marry in the first place than are women with lower levels of education; and women who fail to marry in young adulthood attain a higher 278 JOURNAL OF HEALTH AND SOCIAL BEHAVIOR level of education than those who do marry (McLanahan and Casper 1994). All told, how- ever, well-educated women and men are more likely to be currently married than those with- out high school degrees (Qian and Preston 1993). Overall, married people and those who live with partners are healthier and happier than those who are single, divorced, or widowed (Waite 1995). Married people have higher lev- els of physical and psychological well-being than do unmarried people (Gove, Hughes, and Style 1983; Ross, Mirowsky, and Goldsteen 1990; Ross 1995). If marriage has any nega- tive effects on well-being, it may be due to child care responsibilities, which fall dispro- portionately on women. People with children at home do not have higher levels of psycho- logical well-being than nonparents (Gore and Mangione 1983; Kessler and McRae 1982; McLanahan and Adams 1987). In many instances, parents-especially mothers-are more psychologically distressed than non- parents (Gove and Geerken 1977; Pearlin 1975). Most of the stress of children in the home is due to economic strains, excessive child care responsibilities, and difficulties arranging child care while parents are at work (Ross and Huber 1985; Ross and Mirowsky 1988). Since children often accompany mar- riage, the effect of marriage on well-being may not be uniformly positive. However, the well educated may get the benefits of mar- riage, without the stress associated with chil- dren, since well-educated women have fewer children than poorly educated women. Women with high levels of education are more likely to remain childless, to postpone having chil- dren, and to have fewer children than are those with lower levels of education (Bloom and Trussel 1984; Rindfuss, Morgan, and Swice- good 1984; Veevers 1979). Since men and women tend to choose partners with similar levels of education (Kalmijn 1991; Qian and Preston 1993), well-educated men have fewer children, too. Social-Psychological Resources Sense of Control. Belief in personal control is a learned, generalized expectation that out- comes are contingent on one’s own choices and actions (Mirowsky and Ross 1989; Rotter 1966). The sense of powerlessness, the oppo- site, is the belief that one’s actions do not affect outcomes. It is the main form of subjec- tive alienation (Seeman 1959, 1983). Education correlates positively with the sense of control, and the sense of personal control mediates a large part of the negative associa- tion between education and distress (Mirow- sky and Ross 1989; Ross and Mirowsky 1989). The well educated have higher person- al control than the poorly educated, even adjusting for employment, job autonomy, earnings, minority status, age, marital status, sex, and household work (Bird and Ross 1993; Ross and Mirowsky 1992). People with high levels of personal control have low levels of psychological distress (Aneshensel 1992; Gecas 1989; Mirowsky and Ross 1986; Pearlin et al. 1981; Wheaton 1980, 1983), and perceived control over both good and bad outcomes correlates negatively with depression (Krause and Stryker 1984; Mirowsky and Ross 1990). High personal con- trol helps people cope actively and flexibly, to avoid problems and to prepare for those that cannot be avoided (Mirowsky and Ross 1989; Turner and Noh 1983; Wheaton 1983). In con- trast, the sense of powerlessness is demoraliz- ing in itself and interferes with active problem- solving. Social Support. Social support is the com- mitment, caring, advice, and aid provided in personal relationships, the sense of being cared for and loved, esteemed and valued as a person, and part of a network of communica- tion and obligation (Kaplan, Robbins, and Martin 1983). Little research has examined the social determinants of support. Education may provide social support by giving people access to multiple roles with independent social net- works which boost the potential for supportive relationships (Walker, Wasserman, and Wellman 1993). Education may also help peo- ple maintain supportive relationships with oth- ers directly by way of increased flexibility in dealing with problems, the ability to negotiate and compromise, and to see more than one side of an issue; and indirectly by reducing stressors of unemployment, poverty, and eco- nomic hardship which strain interpersonal relationships (Atkinson, Liem, and Liem 1986; Gore 1978). Ross and Mirowsky (1989) find that the well educated have higher levels of support than the poorly educated, but few other studies have examined the association between education and social support. EDUCATION AND THE SUBJECTIVE QUALITY OF LIFE 279 Low levels of social support, especially emotional support, are associated with psycho- logical distress, including depression and anx- iety, and poor health (Gerstel, Riessman, and Rosenfield 1985; House, Landis, and Um- berson 1988; Kessler and McLeod 1985). Social support reduces distress directly and it interacts with stressful life events and situa- tions, buffering their negative effect (Wheaton 1983). Summary of Proposed Mechanisms by Which Education Affects Distress We propose that education gives people access to nonalienated paid work and eco- nomic resources that increase the sense of personal control, and that education gives peo- ple access to stable social relationships, espe- cially marriage, that increase social support. Through these processes, we hypothesize, education affects subjective quality of life. SAMPLES We use two representative national samples. With these we will replicate regression analy- ses in order to strengthen confidence in our results, distinguish robust findings from sample-specific ones, and comprehensively measure distress and dissatisfaction in two years. The first is the Aging, Status, and the Sense of Control (ASOC) survey. It is a 1995 telephone survey of a national probability sample of U. S. households. Respondents were selected using a prescreened random-digit dialing method that increases the rate of con- tacting eligible numbers (or decreases the rate of contacting business and nonworking num- bers) and decreases standard errors compared to the standard Mitofsky-Waksberg method while producing a sample with the same demographic profile (Lund and Wright 1994; Waksberg 1978). The ASOC survey has two subsamples, designed to produce an 80 percent oversample of persons age 60 and older. The survey was limited to English-speaking adults. The main sample draws from all households; the oversample draws only from households with one or more seniors. In the main sample, the adult (18 or older) with the most recent birthday was selected as respondent.