...Case Study The case study of a 6 year old boy, who brought a gun to school and shot a first grade classmate, then was later found hiding in a corner, has brought multiple psychological issues to the forefront. According to the law a child under the age of 7 is not criminally responsible. The prefrontal cortex of the brain is the area where high-order cognition, planning, goal-directed behavior, impulse control and attention are centered. This portion of the brain is not considered mature until much later in life. The Limbic system of the brain controls and regulates emotion and contains three parts: the amygdala, the hippocampus, and the hypothalamus. According to researchers, the amygdala is the portion of the limbic system that registers emotions, especially fear (LoBiondo-Wood & Haber, 2010, p. 214). According to this fact, high levels of fear and stress negatively affect other areas of the limbic system including the hypothalamus, which is responsible for activating hormones that produce responses from other brain and body parts as well. An overproduction of hormones can cause permanent damage to learning and memory. Perseveration is a tendency to stick to one-thought or action. This, along with impulsiveness is believed to occur in children with still immature prefrontal cortex as well. This is evidenced by temper tantrums, and immature emotional responses to name a few. From a cognitive developmental standpoint, according to Jean Piaget, a 6 year-old is on the...
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...The Depravity of John Claggart Depravity is the general badness of character, wickedness of the mind and heart, and also has an absence of religious principles. A depraved individual is one who will do corrupt acts and practices to the good that surrounds them. John Claggart is a character in Herman Melville’s Billy Budd, Sailor, which is consumed with depravity. He is the evil of the story. The following paragraphs will present Claggart’s depravity. The evil nature of Claggart is depicted in the way he looks. The following paragraph is a detailed description of John Claggart the master-at-arms: “Claggart was a man about five-and-thirty, …a vague field for unfavorable surmise” (Melville 2445-2446). He is a handsome man just as Billy is, but his chin has a strangeness about it that Melville uses images of Tecumseh, and Oates to reference it to. Melville’s comparison of Claggart to these two men, who have questionable backgrounds, puts a negative shadow on Claggart’s nature, to separate the evil “handsome” sailor from the good “handsome” sailor. The skin color of Claggart is described as almost without color; the narrator states that he appears to have “something defective or abnormal” (Melville 2445) in his blood. This could be a way of presenting Claggart’s depravity by showing that he has so much evil inside him that it has consumed him and is now without skin color. Billy does not know evil so he appears tanned and healthy looking. Claggart tries to appear...
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...Define didactic, beseechingly, superstition, offend, lark, temperate, elegance, diligence, eminence, tedious, peerless, sewn, anesthesia, slander, meddle, gatling gun, waterloo, inestimable, precepts. Do this on separate paper. 3. What are the six items Twain provides as advice to youth? 4. Why is obeying the best policy, in Twain’s opinion? 5. What superstition do parents have according to Twain? 6. How does Twain instruct the youth to avoid violence? 7. Why is lying bad? 8. How is lying a great art? 9. What is Twain’s advice to youth about lying? 10. Twain provides an anecdote about firearms. Why is it funny or not? 11. Why shouldn’t youth handle firearms, according to Twain? 12. What is his advice about reading? 13. What is the result of building one’s character, according to Twain? 14. Is this article a good example of satire? chamber looked such a bright little place to me as the sun shone in between the gay blue chintz window curtains, showing papered walls and a carpeted floor, so unlike the bare planks and stained plaster of Lowood, that my spirits rose at the view. Externals have a great effect on the young: I thought that fairer era of life was beginning for me, --one that was to have its flowers and pleasures, as well as its thorns and toils. My faculties, roused by the change of scene, the new field offered to hope, seemed all astir. I cannot precisely define what they expected, but it was something pleasant: not perhaps that day...
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...On The Antipathy of Robert Frost Irving Rowe was correct in saying that Frost’s best work was “antipathetic to the notion that the universe is inherently good or delightful or hospitable to our needs” (Howe). This is abundantly clear in his poems “Out, Out-” and “Design”. These poems demonstrate the disdain and meaninglessness found in both nature and existence itself in their tone and the striking, harsh reality of their conclusions. Frost’s apathy, as contrasted to his “homey philosophy” and “wandering romanticism”, is jarring, and prompts interior reflection on the meaning of life and man’s relation to God (Howe). Both “Out, Out-” and “Design” are poems that use their tone to convey the cruelty of the universe. “Out, Out-” in particular...
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...The Vanishing Love -----Book report of Martin Eden * The Introduction of Marin Eden Martin Eden, semiautobiographical novel by Jack London, published in 1909. The title character, Martin Eden, becomes a writer, hoping to acquire the respectability sought by his society-girl sweetheart, Ruth Morse. She spurns him, however, when his writing is rejected by several magazines and when he is falsely accused of being a socialist. Interestingly, Ruth tries to win him back after he achieves fame, but Eden realizes her love for him but not for the fame and fortune is false. Financially successful and robbed of connection to his own class, aware that his quest for bourgeois respectability was hollow, and devastated by the suicide of his mentor, Eden travels to the South Seas, where he jumps from the ship and drowns. So, the whole story is ended up with Martin’s suicide. The reason why I said that Martin Eden is another Jack London, or the book is a semiautobiographical novel, is that when Jack London wrote Martin Eden at age 33, he had already achieved international acclaim with The Call of the Wild, The Sea-Wolf and White Fang. However, London quickly became disillusioned with his fame and set sail through the South Pacific on a self-designed ketch called the Snark. On the grueling two-year voyage—as he struggled with tiredness and bowel diseases—he wrote Martin Eden, filling its pages with his frustrations, adolescent gang fights and struggles for artistic recognition. The character...
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...From Literature to Film Film adaptation is transferring the written work, such as novel, short story comic books and etc., into a film as a whole. The most common form being used to make a film adaptation is the novel. According to George, “between 1994 and 2013, 58% of the top grossing films in the world were adaptations. (Bluestone, George)” According to Linda Cahir, there are three types of adaptations. The first one is “literal”, “which reproduces the plot and all its attending details as closely as possible to the letter of the book. (Linda, Cahir, p16) The second one is traditional, which maintains the overall traits of the book (its plots, settings, and stylistic convention) but revamps particular details in those particular ways that the filmmakers see as necessary and fitting. The third one is radical, which reshapes the book in extreme and revolutionary ways both as a means of interpreting the literature and of making the film a more fully independent work. (Linda Cahir, p17) Traditional adaptation and radical adaptation are considered to be the top two types of film adaptations to discuss since traditional adaptation and radical adaptation are mostly seen in films. In order to examine the effectiveness of both traditional adaptation and radical adaptation in films, Pride and Prejudice (both novel and film), Heart of Darkness (novella) and the film adaptation of this novella Apocalypse Now are going to be discussed here. According to Linda Cahir, “Traditional adaptation...
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...Emily Delaney Research Paper Sociology Sociological Imagination Bauman states that sociology is “first and foremost, a way of thinking about the human world” (Bauman 1990, p. 8). And all the material for sociological discoveries is made from the ordinary human experiences. “Anything sociology talks about was already there in our lives” (Bauman 1990, p.10). Bauman proves the impossibility to study sociological miracles with complete fairness, as a sociologist at first, part of this ordinary human world. And he also emphasizes the fact that “sociological discourse” is “wide open”. Bauman believes that thinking sociologically would make us more “sensitive” to our lives and the lives of other people to help us understand the different aspects of human experiences in happiness, sadness, desire, disappointments, misery etc. This essay is an attempt to understand what thinking sociologically really is by reviewing Zigmunt Bauman’s book “Thinking sociologically” which was first published in 1990. The sociological imagination is the concept of being able to “think ourselves away” from the familiar routines of our daily lives in order to look at them anew. Mills defined sociological imagination as “the vivid awareness of the relationship between experience and the wider society” (Crossman 1991, p.1). I am going to summarize the first couple chapters of the book to further see the qualities of a human’s everyday life experience. Hopefully this will create an interest...
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...Shakespeare's Attitude Toward Women in "Othello" A quick summary of the play can be found here. Shakespeare was always wary of women and careful to give them respect, which is obvious when reading Othello. The society of Othello is strongly dominated by men who are the political and military leaders of their homeland. These men are expected to stay loyal to their reputations and to uphold the strong sense of character that earned them their positions in the first place. Women on the other hand, are thought of as weak second-class citizens or even defective males, who are in place for nothing more than to serve their men. The captivating thing about Othello is Shakespeare’s upheaval of these expectations, demonstrating his malaise over the way gender relationships were so often represented. The monstrous actions and subsequent downfall of the men in Othello show how no one is above being corrupted and how men are not nearly as powerful as they seem. The resolve of the female characters demonstrates their capacities to do much more than simply serve. Furthermore, by the end of the play, I believe the men of Othello are not the ones who represent strength; instead, this title goes to the women. From the way the play begins, women seem like nothing more than affectionate wives and pawns in Iago’s evil scheme. Emilia claims, “I nothing, but to please his fantasy,” (Norton Ed., 2157) referring to Iago, as she snatches up Desdemona’s handkerchief in order...
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...talk” (Diary 4: 216)–so Woolf declared in her diary during her one and only journey around Ireland in May 1934. For her descriptions of the landscape and the people she met (mainly the Anglo-Irish gentry) are as ambivalent as her now infamous reading of James Joyce’s Ulysses. But Woolf’s response to Ireland, and more particularly to Irish writing is only part of the story. As a contemporary, how was Woolf read in Ireland, if she was read at all, and what, if any, impact has she had on Irish writing? For the contemplation of “Virginia Woolf in Ireland,” both as a traveler and a reader of Irish culture, politics and literature, and as someone to be read through her various publications, provokes a proliferation of research possibilities about both writer and country. In this essay I wish to sketch out a preliminary map of these possibilities, showing some of the potentially complex and intriguing routes that require further exploration, in relation to Woolf studies, in particular the European Reception of Woolf, and in relation to Ireland and its own literary history. So the paper is divided into three sections: briefly, Virginia Woolf literally in Ireland, reading Virginia Woolf in Ireland from the 1920s on, and three Irish women reading Woolf–Elizabeth Bowen, Mary Lavin and Edna O’Brien.1 Woolf’s interest in Ireland before and after her visit there is evident from her diaries, letters and fiction. Her concern and knowledge about Irish affairs2 emerges most forcefully in the novel...
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...abaft (adv.) on or toward the rear of a ship The passengers moved abaft of the ship so as to escape the fire in the front of the ship. abandon (v.; n) to leave behind; to give something up; freedom; enthusiasm; impetuosity After failing for several years, he abandoned his dream of starting a grocery business. Lucy embarked on her new adventure with abandon. abase (v.) to degrade; humiliate; disgrace The mother’s public reprimand abased the girl. The insecure father, after failing to achieve his own life-long goals, abased his children whenever they failed. abbreviate (v.) to shorten; compress; diminish His vacation to Japan was abbreviated when he acquired an illness treatable only in the United States. abdicate (v.) to reject, renounce, or abandon Due to his poor payment record, it may be necessary to abdicate our relationship with the client. aberrant (adj.) abnormal; straying from the normal or usual path The aberrant flight pattern of the airplane alarmed the air traffic controllers. His aberrant behavior led his friends to worry the divorce had taken its toll. abeyance (n.) a state of temporary suspension or inactivity Since the power failure, the town has been in abeyance. abhor (v.) to hate By the way her jaw tensed when he walked in, it is easy to see that she abhors him. The dog abhorred cats, chasing and growling at them whenever he had the opportunity. abject (adj.) of the worst or lowest degree ...
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...FACTORS AFFECTING EMPLOYEES TURNOVER IN LOCAL AUTHOURITES IN KENYA A Research Project Proposal Submitted in Partial Fulfillment of the Requirements for the Award of Diploma in Business Management (Business Management Option) of the Kenya Institute of Management FEB 2013 DECLARATION Declaration by Student This Research Project is my original work and has not been presented to any other institution. No part of this research should be reproduced in any form or by any means without the consent of the author or that of the Kenya Institute of Management. STUDENT RACHAEL MUTHONI SIGN --------------------- DATE ------------------------ Declaration by the Supervisor This research project has been submitted for examination with my approval as supervisor for the Kenya Institute of Management (KIM) SUPERVISOR WAGURA WPA SIGN ------------------------- DATE ----------------- Declaration by Management For and on behave of The Kenya Institute of Management (Nanyuki Branch) BRANCH EXECUTIVE OFFICER Evans Mathenge SIGN ----------------------------- DATE -------------------- DEDICATION I dedicate this project to my husband and my children for giving me support and encouragement throughout my studies. I also thank my God for giving me strength and guidance. ACKNOWLEDGEMENTS Amgrateful to my supervisor mr.Wagura W.P.A who spared a lot of his time in guiding on data collection and compiling...
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...400 Must-Have Words for the TOEFL® This page intentionally left blank. 400 Must-Have Words for the TOEFL® LYNN STAFFORD-YILMAZ LAWRENCE J. ZWIER MCGRAW-HILL New York Chicago San Francisco • Lisbon London • Madrid • Mexico City • Milan • New Delhi San Juan • Seoul • Singapore • Sydney • Toronto • • Copyright © 2005 by The McGraw-Hill Companies, Inc. All rights reserved. Manufactured in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. 0-07-146707-6 The material in this eBook also appears in the print version of this title: 0-07-144328-2. All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. For more information, please contact George Hoare, Special Sales, at george_hoare@mcgraw-hill.com or (212) 904-4069. TERMS OF USE This is a copyrighted work and The McGraw-Hill Companies, Inc. (“McGraw-Hill”)...
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...NEED MORE TOEFL MATERIALS?? Go Here: http://www.yosite.ru 400 Must-Have Words for the TOEFL® This page intentionally left blank. 400 Must-Have Words for the TOEFL® LYNN STAFFORD-YILMAZ LAWRENCE J. ZWIER MCGRAW-HILL New York Chicago San Francisco • Lisbon London • Madrid • Mexico City • Milan • New Delhi San Juan • Seoul • Singapore • Sydney • Toronto • • Copyright © 2005 by The McGraw-Hill Companies, Inc. All rights reserved. Manufactured in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. 0-07-146707-6 The material in this eBook also appears in the print version of this title: 0-07-144328-2. All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. For more information, please contact George Hoare, Special Sales, at george_hoare@mcgraw-hill.com or (212)...
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...Parables in Society What is a parable? A parable is a short story or a brief tale that is told to illustrate a religious, moral, or philosophical idea. About one third of Jesus Christ’s recorded teachings are in the form of parables. Jesus frequently used parables as a means of illustrating profound, divine truths. Stories such as these are easily remembered, the characters are bold, and the symbolism is rich in meaning. Parables were a common form of teaching in Judaism. Before a certain point in His ministry, Jesus had employed many graphic analogies using common things that would be familiar to everyone (salt, bread, sheep, etc.) and their meaning was fairly clear in the context of His teaching. Jesus told many parables during his ministry that really spoke to the people that he was ministering to and also gave them something to think about as well. I want to know something though; have you ever thought about the parables Jesus told and the fact that they could be true for us today in our society? Have you ever thought about how these parables can be examples of homelessness, inclusion, missionaries, and many other things in our society and how we can learn a lot from these parables? The parables that Jesus told were not just for those whom he personally taught. His parables are part of his gospel and are therefore for all peoples throughout all nations and throughout all time. When he said, “Go into all the world and preach the gospel to the whole creation” (Mark 16:15)...
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...Modernistic Views of the Nanjing Atrocity Introduction “Japanese people do not say something appropriate. When Iris Chang published her book ‘The Rape of Nanjing’ in 1997, an American ambassador gave explanation that Japanese is deeply repentant for accepting that they killed hundreds of thousands Chinese people. Did the Japanese representative really mean to take all criticisms without anything to say? Not only the representative of Japan but also we, the Japanese people, have a problem about explaining historical facts in foreign language especially in English. There are the facts, which are not yet lifting the veil in Japanese historical records. We should provide and send those in English translation.” Hiromichi Moteki, the Deputy Chairman for Society for the Dissemination of Historical Fact, has given a speech of the Nanjing Massacre history that it should be reexamined and proved there is no evidence that Japanese Imperial army killed 300,000 Nanjing people. Not only Moteki is trying to broaden the historical facts, but also many Japanese historical researchers delve into the matter. Even though Nazi Germany, where there were dreadful massacres during World War II and Millions of people were approached unwilling dead by hunger, heavy laboring, poison gas, human experimentations by soldiers and doctors, they are reexamining own responsibilities and investigates the atrocities without regard for any limitation. Unlike Germany under the Nazi political power, Nanjing incident...
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