Liberal Arts And Conservative Arts Essay - 909 Words

Conclusion Josey Fowler HU 2651: Liberal Arts Core Seminar Dr. Brown Liberal arts prepare diligent students for success by providing them opportunities to learn about themselves and about others around them. The liberal arts shape students’ perspective making them become more diverse in how they view the world. It teaches students qualitative thought and quantitative thought and how those two types of thought come together to form conclusions and effective decisions. Not only does the liberal arts require students to think critically, but it also creates students who know how to write and speak efficiently. A student who know how to talk to people and knows how to explain their thought process will eventually become leaders and great citizens for society. The liberal arts create student who can think for themselves. With courses that encourage students to think, a liberal arts education generates students who will have unique perspectives and opinions on many subjects. The liberal arts prepare students to generate ideas that will continue to f acilitate discussions in and outside of school. Liberal arts prepare a student to think about their thought process. With quantitative information and qualitative information, students can learn how to express their thought process and any patterns that go along with the process. The liberal arts encourage students to collect information, analyze that information and then come up with conclusions or solutions forShow MoreRelatedThe Art Of Liberal Arts930 Words   |  4 PagesThe Art of Liberal Arts â€Å"I can’t go to a liberal-arts college. My parents are conservatives!† I told my eighth grade teacher. He laughed and then went on to explain what a liberal-arts college actually is. Like many others, I believed a common misperception about the liberal-arts. In â€Å"The New Liberal Arts† by Sanford J. Ungar, the writer explains wrong ideas about the liberal-arts to a college-based audience including students, professors, and administration. He explains the importance and relevanceRead MoreAnalysis Of The New Liberal Arts 1002 Words   |  5 Pagesof The New Liberal Arts Living in the Digital Age it is not uncommon to believe the STEM fields- science, technology, engineering, and mathematics- are far more superior degree choices than its outdated counterparts, the liberal arts. However, Sanford J. Ungar attempts to shed light on the highly scrutinized and critiqued liberal arts education by clearing up seven common misperceptions. In his essay, The New Liberal Arts, Ungar strings together counterarguments on why a liberal education stillRead MoreThe Influence Of Ideologies In The Formulation Of Social Policies1489 Words   |  6 Pagesclassifications given for ideologies. One of the most well-known classifications is the liberal-conservative-socialist view (Alcock, 2008). Liberalism is mostly characterized by values such as individualism and freedom, where everyone takes care and is responsible for themselves. The society is mainly built up on the principle is that one gets what one deserves with very little state or community intervention. Conserva tives tend to appreciate tradition and family values such that one’s own community or relativesRead MoreFeminism in Mona Lisa Smile Essay915 Words   |  4 Pagesboyfriend behind in Los Angeles, California, to teach at Wellesley College, a conservative womens private liberal arts college in Massachusetts, United States. Katherine Ann Watson tries to open her students minds to their freedom to do whatever they want with their lives. She encourages her students to believe in themselves, to study to become career professionals, and to improve their economic futures. She uses her art teachings as a vehicle to put across her opinion to the young women; that herRead MoreQuestions On Liberal Arts Education982 Words   |  4 Pageswishes to take part in a college or university education usually decides what degree he/she wants to pursue before high school graduation; in some cases a liberal-arts degree is chosen. Misconceptions and critical opinions lead many to not take an interest in a liberal-arts education. In the article, â€Å"7 Major Misperceptions About the Liberal Arts†, Sanford J Ungar states that, We cannot assign different socioeconomic groups to different levels or types of education† (pp.2). I agree, but I also believeRead MoreFilm Review Mona Lisa Smile Essay1042 Words   |  5 Pagesthe movie, Mona Lisa Smile directed by Mike Newell, a new art history professor at Wellesley College teaches her female students alternatives to their seemingly preordained futures as wives and mothers. In this paper we will examine womens roles in the 1950s through Mona Lisa Smile and compare this film to actual experiences of Wellesley collage graduates. In 1953, a time when womens roles were rigidly defined, free-spirited, art history professor Katherine Watson (Julia Roberts) beginsRead MoreReview of Zadie Smiths Novel On Beauty1222 Words   |  5 Pagescomments on Howard Belseys referring to Monty Kipps as a self-hating psychotic (Smith 5). More than likely part of their resentment has to do with the fact that the two men are in the same field; they are both academics who are heavily interested in art history. Indeed Monty Kipps has published a book on Rembrandt which Howard Belsey feels is retrogressive, perverse, infuriatingly essentialist, but it was neither vulgar nor stupid (Smith 13). Belsey, on the other hand has been writing a book aboutRead MoreThe Liberal Views Of Justin Trudeau709 Words   |  3 Pagestoday. Economically conservative thinkers would be foolish to dismiss his economic prowess because of it. Right-wing citizens all over Canada are devastated by the news. Stephen Harper, who defended conservative value s and implemented them in Canada for a full decade, is no longer Prime Minister. Canada will not survive any economic crisis without a government who is willing to make the necessary â€Å"hard† economic decisions. Well, what if the population was informed that the liberals know how to manageRead MoreThe Opinion Of Charter Schools1687 Words   |  7 Pagesnews articles. One of the first two articles that I came across was from a well known conservative news source. The other was published in a prominent outlet for liberal news. I was amazed at the polar opposite views that the two sources had on the subject and decided to see if this dichotomy continued in other news outlets as well. I then looked up a ranking of various news sources as liberal or conservative. I visited websites with varying political views and read articles that they had composedRead MoreThe Politics Of The American Government898 Words   |  4 PagesThese concepts are Liberalism and Conservatism, and ea ch holds different premise of political power. Liberals demand academic freedom and oppose the government control of press, arts, and ideas. Conservatives demand material freedom and oppose the government control of trade, business, and wealth. Liberals believe that men’s intelligence can reach to the furthest place of the universe, while Conservatives believe men have freedom to go anywhere on Earth but their minds should be restricted to keep their

John Proctor An Honorable Man Free Essays

John is a man of strong moral beliefs, who is concerned only for the safety of his family and personal welfare. He does not care about the beliefs of any of the other people in the town and what his supervisor which is the Reverend, thinks either. After trying to avoid involvement in the witch trials he is later prosecuted for witchery and sentenced to hang. We will write a custom essay sample on John Proctor An Honorable Man or any similar topic only for you Order Now John tries to avoid any involvement in the Salem Witch trials. His reason for doing so is to protect his image because he is afraid he will be committed of adultery with Abigail Williams. Following these events he tries to save everyone’s lives by admitting to this adultery and ends up losing the trial along with his life. He did have a chance to live but instead of signing his name to keep his life, he wanted to die honorably with his friends not without a name, a soul, and with guilt. â€Å"John Proctors decision to die is reasonable and believable†. Reverend Parris, the Salem minister and Proctors immediate supervisor, says â€Å" there is either obedience or the church will burn like hell is burning.† John, on the other hand, â€Å"has come to regard his self as a king of fraud,† as long as he remains obedient to authority which he can’t respect. In other words he believes that he can’t be his true self when he has to follow the rules of lie and not by his morals. He thinks there is too much mention of hell in God’s church and about the dangers to the community to implicit in all this talk of witch craft. He is caught in a web of dilemmas involving not only his fate but his wife, his friends, and the entire Salem community. â€Å"John is the individual who must decide weather or not he will assert himself against an overbearing authoritarian government. † â€Å"His loyalty to his own but his rebellion against the church really involves none but is own welfare, and that in no profound way. Although all this goes on in the end the community of Salem lies on his decision on weather to lie dishonorably or die honorably. John Proctor is looked upon as a respectable farmer, and as a individualist, he may be but he is still respected. John does not respect the church especially when a reverend so corrupt is the superior. John Proctor is setup as the individual who is revolting form the restrictions of too much authority. He does not like â€Å"the smell of this authority. † Many men were believed to be tempted by the Devil to do his bidding and they were thought of to be the enemy. â€Å"In Salem, the enemy is at least partially represented by Proctor, who is acting as an individual and is breaking away from the established authority. † He is a threat to the community, and will be considered as being working with the Devil. The one looked upon as a threat, ultimately, the central figure of drama, but still seen as a Christian is seen to be John Proctor. That is why he needs to show the people of Salem that he really does not have an alliance with the devil and that he will die not as the enemy but as a friend. He must show them he is and was committed to the society before it started to become corrupt. John showing he will not live with shame, he will live without it or die. He does not want to be remembered like that, he wants to be remembered and looked upon as â€Å"John Proctor.† John has two choices, to commit himself to one side or the other. The two choices were to either live with lies, guilt, no name, and no soul or die for his friends and in an honorable and justifiable way. As he his handed the blank paper and pen to sign away his life he looks at his friends faces and reads their expressions like a book and somehow he reads that why give yourself away to the devil as a lie when you can die for what you believe in and with the people you love. He has to choose, his choice was to die which was a choice to commit himself to his friends and die honorable, and as a honest man. He states that â€Å"I have three children,how may I teach them to walk like men in the world, and I sold my friends? † He says if he is dishonorable to his friends then this would be stuck on his back along with his family’s, so if he was to choose to lie his kids would not look up to their own father as a role model and he would not be remembered as a friend but as a foe. They would think of him as a liar and not faithful to his friends and family. So this is why he chooses to die so he leaves this world with him being remembered as honorable not dishonorable not only to his family but to his friends. â€Å"As a result of his involvement, John finds himself accused at being a witch. After being trialed and condemned to death, John refuses to confess and â€Å"give them the lie they want† because of his pride and stubbornness. † John even though he doesn’t want to die for such a pathetic reason, he is faced with the obstacle of being completely against the other condemned witches, and by his confession, becoming partly responsible for the deaths of his friends. His choice was to die which was a choice and attempt to commit himself to his friends and die an honorable and honest man which made his death true and justifiable. How to cite John Proctor An Honorable Man, Papers

Pharmacology The Calcium Channel Blocker

Question: Write an essay on Pharmacology. Answer: Verapamil is an organic compound that is also a calcium channel blocker. It is used as a drug for the treatment of hypertension, cardiac arrhythmia, and angina pectoris. Verapamil has been extensively used as a vasodilator and is easily absorbed by the body after oral administration. On administration of the drug, it undergoes the far-reaching epatic metabolism through portal circulation, leading to a low bioavailability. The chief metabolic pathway of Verapamil involves N-dealkylation and N-demethylation. CYP3A4 is mainly responsible N-demethylation for the Verapamil. Piperine is an alkaloid which inhibits the CYP3A4 in the metabolic pathways. In of the studies it was reported that Piperine was found to inhibit the cytochrome P450 isoenzyme CYP3A4. Thus, it can be said that certain natural bionhancers mostly extracted parts of the plant promotes the bioavailability or biological activities of certain drugs consumed which are therapeutically used. Therefore, the aim of the current re port is to examine the effect of Piperine on the bioavailability of Verapamil (Rezaee et al., 2014). Material and methodology: The following materials and equipment were used as supplied by the manufacturer. All chemicals and reagents used were of analytical grade and any other available grade. Equipment used: Electronic weighing balance, REMI centrifuge, HPLC Assembly, Cyclo Mixer, Digital pH meter, Syringe filter, Incubator, Aspirator, Melting point apparatus (Moghadamnia, 2014). Animal study All study was carried out in healthy Wistar rats weighing between 200-250gm. The animals were procured from the disease-free animal house, Institute of Pharmaceutical Sciences, KUK. Animals were housed (5 per cage) for two weeks for adaptation prior to starting the experiment. The dose of Verapamil was taken as 10 mg/kg, and a dose of Piperine was taken as 15 mg/kg (Feng et al., 2014). As discussed by Volak et al. (2013), each animal were anesthetized with Thiopental Sodium (50mg/kg i.p), and blood samples were collected retro-orbitally and throughout the experiment the body temperature was maintained at 37C in order to prevent hypothermic alteration in the blood circulation. Verapamil and Piperine were orally administered to the rats through gastric intubation on the day of the experiment. Blood samples (0.2 ml) were collected through retro-orbital at 0, 0.5, 1, 2, 4, 6, 8, 12, 24 h after the oral administration of verapamil (Feng et al., 2014). Figure- 1: Pictorial representation of retro-orbital method HPLC The plasma concentrations of verapamil were determined by HPLC assay described as follows. Perfusate samples were thawed at room temperature, centrifuged at 4000 rpm for 5min and supernatants were subjected to HPLC analysis. Though HPLC the mixture which needs to be separated and also analyzed were introduced in a small proportion into a stream of mobile phase through the use of a column. The mobile phase of used here was acetonitrile and the stationary phase was Kromasil KR 100-5C8 column. Pharmacokinetic analysis - As discussed by Kesarwani Gupta (2013), each animals were anaesthetized with Thiopental Sodium (50mg/kg i.p), and blood samples were collected retro-orbitally. During the experiment, the body temperature was maintained at 370.5C to prevent hypothermic alteration of blood circulation. Verapamil and Piperine was orally administered to the rats through gastric intubation on the day of experiment. Blood samples (approximately 0.2 ml) were collected through retro-orbital at 0, 0.5, 1, 2, 4, 6, 8, 12, 24 h after the oral administration of verapamil (Adams et al., 2014). Statistical analysis: Statistical analysis was conducted using one-way ANOVA followed by a posteriori testing with the Dunnett correction. Differences were considered significant at the level of P Result: All the means were presented with their standard deviation. The pharmacokinetic parameters on comparing with one-way ANOVA showed the significant statistical result. The mean plasma concentration-time profiles of verapamil pretreated with Piperin were characterized in Wistar rats. The use of Peperin enhanced the bioavailability of Verapamil (Singh et al., 2013).. Discussion: According to Kesarwani Gupta (2013), the active efflux and the intestinal metabolism of the drug absorbed have been recognized as a key determinant of the bioavailability of various drugs. It was observed that CYP3A4 was available as a major phase 1 drug metabolizing enzyme in the rats. This was present in a high level in the small intestine which is the primary site of the orally absorbed drug Verapamil. The intestinal phase I metabolism and also the active efflux of Verapamil was recognized as the main determinant of the bioavailability of several other drugs. The current study evaluated, the influence of Piperine, which is a natural enhancer, increases theCmaxand AUC of verapamil increased approximately two times in the rabbits pretreated with Piperin, as compared to Verapamil alone (Wang et al., 2013). Conclusion: Verapamil has been extensively used as a vasodilator and is easily absorbed by the body after oral administration. On administration of the drug, it undergoes the far-reaching epatic metabolism through portal circulation, leading to a low bioavailability. Piperine is an alkaloid which inhibits the CYP3A4 in the metabolic pathways. On the basis of the study conducted it can be concluded that Piperine has a positive effect on the bioavailability of the orally administered drug Verapamil. References: Adams, K. N., Szumowski, J. D., Ramakrishnan, L. (2014). Verapamil, and its metabolite norverapamil, inhibit macrophage-induced, bacterial efflux pump-mediated tolerance to multiple anti-tubercular drugs.Journal of Infectious Diseases, jiu095. Feng, X., Liu, Y., Wang, X., Di, X. (2014). Effects of piperine on the intestinal permeability and pharmacokinetics of linarin in rats.Molecules,19(5), 5624-5633. Kesarwani, K., Gupta, R. (2013). Bioavailability enhancers of herbal origin: An overview.Asian pacific journal of tropical biomedicine,3(4), 253-266. Pany, S., Pal, A., Sahu, P. K. (2016). POTENTIAL NEUROPROTECTIVE EFFECT OF PIPERINE IN PILOCARPINE INDUCED TEMPORAL LOBE EPILEPSY.Indo American Journal of Pharmaceutical Research,6(2), 4369-4375. Rezaee, M. M., Kazemi, S., Kazemi, M. T., Gharooee, S., Yazdani, E., Gharooee, H., ... Moghadamnia, A. A. (2014). The effect of piperine on midazolam plasma concentration in healthy volunteers, a research on the CYP3A-involving metabolism.DARU Journal of Pharmaceutical Sciences,22(1), 1. Singh, D. V., Godbole, M. M., Misra, K. (2013). A plausible explanation for enhanced bioavailability of P-gp substrates in presence of piperine: simulation for next generation of P-gp inhibitors.Journal of molecular modeling,19(1), 227-238. Volak, L. P., Hanley, M. J., Masse, G., Hazarika, S., Harmatz, J. S., Badmaev, V., ... Court, M. H. (2013). Effect of a herbal extract containing curcumin and piperine on midazolam, flurbiprofen and paracetamol (acetaminophen) pharmacokinetics in healthy volunteers.British journal of clinical pharmacology,75(2), 450-462. Wang, Y. M., Lin, W., Chai, S. C., Wu, J., Ong, S. S., Schuetz, E. G., Chen, T. (2013). Piperine activates human pregnane X receptor to induce the expression of cytochrome P450 3A4 and multidrug resistance protein 1.Toxicology and applied pharmacology,272(1), 96-107.

The Sneetches Sample Essay Example For Students

The Sneetches Sample Essay Dr. Seuss is good known for his entertaining childrens books that demonstrated ethical motives refering serious subjects. In 1961 he wrote â€Å"The Sneetches† to pass on the serious subject of racism. He uses present existent universe existent clip subjects that may be hard to to the full hold on. but Seuss uses silly animals and state of affairss but in a realistic manner to do such subjects easier to associate with. He demonstrates the morality within such state of affairss and subjects. In â€Å"The Sneetches† Dr. Seuss uses sarcasm. allusion. and fable to pass on the serious subject of segregation that exists within the Sneetch society. We will write a custom essay on The Sneetches Sample specifically for you for only $16.38 $13.9/page Order now In the narrative â€Å"The Sneetches† Dr. Seuss uses sarcasm to pass on the subject of racism in a humourous manner in order to learn a moral and to do the subject easier to link with. Seuss instantly makes the differentiation between the Sneetches. â€Å"Now. he star-belly Sneetches had abdomens with stars. The plain-belly Sneetches had none upon thars. † By doing this differentiation Seuss demonstrates the difference within the Sneetch society. There is clear grounds showing the racial segregation – â€Å"When the star-belly Sneetches had frankfurter joints they neer invited the plain-belly Sneetches. † – Which goes to demo that there is segregation between the Sneetches. The star-belly Sneetches continue to pass on prejudiced statements such as. â€Å"We are the best sort of Sneetch on the beaches. † and. â€Å"We are still the best Sneetches and they are the worst. † The star-bellied Sneetches continue to segregate the plain-belly Sneetches – â€Å"You merely could play if your abdomens had stars. † and. â€Å"They kept them away. They neer let them come near. † – which continues to convey segregation within the Sneetch society. The fact that Seuss uses amusing images to stand for worlds and makes the pathetic subject of racism easier to associate to. shows that Seuss does in fact usage sarcasm in â€Å"The Sneetches. † Allusion is a connexion to a larger thought frequently related to human behaviour. In â€Å"The Sneetches† Seuss does show allusion. In the illustrations. Seuss draws amusing looking birds that are used to stand for human existences. The Sneetch society is used to stand for human society. As worlds we tend to segregate into upper. lower. and in-between categories. This narrative was written during the clip when racism was most present. There is clear segregation between the Sneetches – â€Å"We’ll have nil to make with the plain-belly kind. † – there is clear segregation into â€Å"classes† . As worlds during the clip of the Civil Rights Movement. segregation was outstanding and in the Sneetch society it is merely as outstanding. We all want to be equal. we want to make whatever it takes to be equal. The plain-belly Sneetches wanted to be equal. â€Å"You want stars like a star-belly Sneetch? My friends. you can hold them for three dollars e ach! † The desire to hold equality is a human behaviour and Seuss demonstrates it in the Sneetch society. When Seuss introduces racial tenseness he introduces human behaviour into the narrative. Seuss uses fable to show the morality within the racial tenseness. In order to happen equality the Sneetches attempt to make whatever it takes to go a portion of the â€Å"upper class† Sneetch society. Mcbean comes and tries to take advantage of the Sneetches state of affairs – â€Å"Just pay me your money and hop right on board. â€Å" – but in the terminal he made the Sneetches come together as a society. As he departed he says â€Å"They will neer larn. No. You can’t Teach a Sneetch. † but he was incorrect you can learn a Sneetch. In the terminal. – â€Å"The Sneetches got truly rather smart on that twenty-four hours. The twenty-four hours that they decided that Sneetches are Sneetches. † – the Sneetches found their equality. The Sneetches faced segregation- â€Å"We are the best Sneetch on the beaches. † -and ended up in a atrocious muss to maintain the segregation- â€Å"Through the machines they raced unit of amm unition and approximately once more. † but in the terminal the Sneetches realized that equality is non a bad thing. Seuss demonstrates the absurdness of the Sneetches behaviour and human behaviour. .u345e4e1b0adc5af033656d95d685f023 , .u345e4e1b0adc5af033656d95d685f023 .postImageUrl , .u345e4e1b0adc5af033656d95d685f023 .centered-text-area { min-height: 80px; position: relative; } .u345e4e1b0adc5af033656d95d685f023 , .u345e4e1b0adc5af033656d95d685f023:hover , .u345e4e1b0adc5af033656d95d685f023:visited , .u345e4e1b0adc5af033656d95d685f023:active { border:0!important; } .u345e4e1b0adc5af033656d95d685f023 .clearfix:after { content: ""; display: table; clear: both; } .u345e4e1b0adc5af033656d95d685f023 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u345e4e1b0adc5af033656d95d685f023:active , .u345e4e1b0adc5af033656d95d685f023:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u345e4e1b0adc5af033656d95d685f023 .centered-text-area { width: 100%; position: relative ; } .u345e4e1b0adc5af033656d95d685f023 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u345e4e1b0adc5af033656d95d685f023 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u345e4e1b0adc5af033656d95d685f023 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u345e4e1b0adc5af033656d95d685f023:hover .ctaButton { background-color: #34495E!important; } .u345e4e1b0adc5af033656d95d685f023 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u345e4e1b0adc5af033656d95d685f023 .u345e4e1b0adc5af033656d95d685f023-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u345e4e1b0adc5af033656d95d685f023:after { content: ""; display: block; clear: both; } READ: Animal Cruelty And Family Violence EssayDr. Seuss wrote â€Å"The Sneetches† with purpose to pass on the absurdity of racism. He uses sarcasm to do this topic easier to understand and associate to. He uses allusion to show our human behaviour and out human errors. and fable to demo the lesson within the errors we make and that there is hope within state of affairss no affair how hopeless they seem. Seuss was ill-famed for composing based on current existent universe existent clip state of affairss and was frowned upon because of his manner of communicating.

MacBeth and Feminist Theory

MacBeth and Feminist Theory Free Online Research Papers In MacBeth, we see a dramatization of man versus woman. It is, in fact, easy to view MacBeth as the victim of women; Lady MacBeth’s towering ambition, as well as the victim of the witches’ bad intentions. In support of this, Sigmund Freud suggested, as cited in Dr. Caroline Cakebread’s essay, â€Å"MacBeth and Feminism,† that Lady MacBeth’s singular raison d’etre is to overcome â€Å"the scruples of her ambitious yet tender-minded husband†¦ She is ready to sacrifice even her womanliness to her murderous intention†¦Ã¢â‚¬  However, the feminist point of view seems to dismiss the notion of Macbeth as the victim of these multiple feminist plots, reminding us that it was he, MacBeth who killed Duncan, and Lady MacBeth who was left to sort out the mess. This male v. female power struggle is further intensified when viewed through the feminist lens, owing to the fact, described by Janet Adelman, that â€Å"In the figures of MacBeth, Lady MacBeth, and the witches, the play gives us images of a masculinity and femininity that are terribly disturbed.† (92). A feminist theory approach might have one interpret â€Å"Fair is foul, and foul is fair† as a clarion to the sexual ambiguity in the text. As Marilyn French points out re: the witches, â€Å"They are female, but have beards,† in itself pointing to the gender ambiguity in the play. (91). French goes on to suggest deeper issues with regard to gender roles in a male dominated society when she notes of women, â€Å"They are aggressive and authoritative, but seem to have power only to create petty mischief.† This all seems to suggest that the witches represent members of a society, (read here: women) characterized as having no true power, and with a penchant for wrongdoing. Lady MacBeth’s wish to shed her sexual identity, as seen through the â€Å"unsex me here† line, stamps an even greater importance on the notion that traditional male qualities alone are of any worth and may equate to the realization of any real power. This is demonstrated early on in the play, as we witness MacBeth’s being accorded various praise and rewards for his manly deeds on the battlefield (â€Å"brandished steel†¦ bloody execution†¦ and fixed his head upon our battlements.† (Act 1, scene 2, 16-23). It is no wonder, then, that Lady Macbeth is willing, if not eager to lose her femininity in favor of political power. The imagery she invokes in order to make this point clear: â€Å"I have given suck†¦ dashed the brains out†¦Ã¢â‚¬  (1.7.54-58) crosses a boundary line in the male/female topography. It suggests that while MacBeth and his male friends have, presumably, on the battlefields, committed all manner of horror (homicide, genocide), that Lady MacBeth’s matricide speech paints her as the most evil of all, ultimately suggesting woman to be more evil than man. In the end, women are removed from any position of power in the tale. Ladies MacBeth and MacDuff are both dead. Even MacDuff, the last man standing, is a man not â€Å"of woman born (4.9.94). In this way, a feminist reading of MacBeth might net the idea that true tragedy here has to do with the treatment by men of women, and more specifically, man’s mistreatment of woman. MacBeth and Psychoanalytical Theory For Sigmund Freud, one’s actions are motivated by unconscious desires. The identification of these unconscious desires, or, repressed emotional states, can help one discover her motivations. Lady Macbeth, according to Isador Coriat, is â€Å"but a victim of a pathological mental dissociation†¦ and is due to the emotional shocks of her past experiences. Lady Macbeth’s is a typical case of hysteria; her ambition is merely a sublimation of a repressed sexual impulse, the desire for a child based upon the memory of a child long since dead.† (86) The notion that one of literature’s most famous villains can now be viewed as a victim is supported by this approach. (This might make for an interesting staging in, oh, let’s say Vienna or Los Angeles, but for me, eliminating the idea of her criminality, seems a bit problematic in that there can be no descent into â€Å"madness† if one begins there, but that’s just me all over. Back to the business at hand, then†¦ According to Karin Thomson, in her essay on MacBeth entitled â€Å"Psychoanalitical Criticism,† MacBeth expresses his fear and horror after Duncan’s murder, but Lady MacBeth represses her feelings as witnessed in the line â€Å"These deeds must not be thought† (2.2.30). She also supposes that Shakespeare himself understands and gives nod to the â€Å"damage caused by repressed emotion,† as witnessed when Malcolm says to MacDuff â€Å"Give sorrow words: the grief that does not speak whispers the o’er fraught heart and bids it break.† (4.3.208-210). For her part, Lady Macbeth reveals her true self only in unconscious states - in her sleep/while sleepwalking. According to the psychoanalytical approach, Lady MacBeth’s sleeping/somnambulistic personality must be her true one, as the unconscious is, by design, uncensored. Haunted by the deeds to which she has attached herself while awake, and tormented by her guilt by that which â€Å"cannot be undone,† her escape has only one route - death. Adelman, Janet. Born of Woman: Fantasies of Maternal Power in MacBeth. New Casebooks: Macbeth. London: Macmillan, 1992. Chomsky, Noam. The Responsibility of the Intellectuals. American Power and the New Mandarins. Harmondsworth: Penguin, 1969. 256-90. Rpt. In The Chomsky Reader. Ed James Peck. New York: Pantheon, 1987. 59-82 Coriat, Isador. The Hysteria of Lady Macbeth. 1912. Shakespearean Criticism. Ed. Laurie Harris, and Mark Scott. Vol. 3. Detroit: Gale Research Incorporated, 1986. 219-223. French, Marilyn. Shakespeare’s Division of Experience. London: Abacus, 1981 Orwell, George. Lear, Tolstoy and the Fool. Collected Essays. London: Secher and Warburg, 1961. 415-34 Research Papers on MacBeth and Feminist Theory19 Century Society: A Deeply Divided EraHip-Hop is ArtInfluences of Socio-Economic Status of Married MalesResearch Process Part OneCanaanite Influence on the Early Israelite ReligionMind TravelAnalysis Of A Cosmetics AdvertisementHonest Iagos Truth through DeceptionThe Fifth HorsemanWhere Wild and West Meet

How to Use Conjunctions in Italian

How to Use Conjunctions in Italian Italian conjunctions serve as connector words, bringing words, phrases, and clauses together, like one big, happy family. They’re handy because they make expressing yourself a whole lot easier, and they save you time. For example, the phrase: devo andare a Parigi e a Londra per lavoro is the result of two phrases: Devo andare a Parigi per lavoro. - I have to go to Paris for work.Devo andare a Londra per lavoro. - I have to go to London for work. Which, joined by means of the conjunction â€Å"e - and†, becomes: Devo andare a Parigi per lavoro e devo andare a Londra per lavoro. - I have to go to Paris for work, and I have to go to London for work. But, really, what’s easier to say is: Devo andare a Parigi e a Londra per lavoro. - I have to go to Paris and to London for work. Types of Italian Conjunctions There can be two types: coordinating conjunctions (congiunzioni coordinative), or conjunctions that combine two independent clauses, and subordinating conjunctions (congiunzioni subordinative) or conjunctions that combine a dependent clause with an independent one. Congiunzioni coordinative: Join clauses or parts of syntactically equivalent clauses A coordinating conjunction is, for example, the â€Å"e - and in the preceding sentence: devo andare a Parigie a Londra per lavoro, where the elements brought together by the conjunction (a Parigi e a Londra) are equivalent from a syntactic point of view. In practice, coordination means to combine two syntactically homogeneous terms: Two attributes of the same noun (una strada lunga e diritta - a long and straight street)Two subjects of the same verb (Sergio e Claudio scrivono - Sergio and Claudio write)Two verbs with the same subject (Sergio legge e scrive - Sergio reads and writes)Two subordinate clauses of the same principal (verrà ² domani, se ci siete e non disturbo - I’ll come tomorrow, if you all are there and I’m not disturbing) Congiunzioni subordinative: Combine one dependent clause with another (known as the principal or independent clause), and therefore modifies, completes, or clarifies the meaning Examples of subordinating conjunctions are: Perchà © - BecauseQuando - WhenSe - If Esempi: Non esco perchà © piove. - I’m not going out because it’s raining.Non esco quando piove. - I don’t go out when it rains.Non esco se piove. - I’m not going out if it rains. Here the main clause â€Å"non esco† is on a different level with respect to the subordinates perchà © / quando / se piove: the latter add a determinant (causal, temporal, conditional), and act like a complement to the main clause. What is clear, then, is the similarity between the subordinating conjunctions and the prepositions: the causal clause perchà © piove, introduced by the conjunction perchà ©, is equivalent to a complement of cause per la pioggia, introduced by the preposition per. Forms of Italian Conjunctions With respect to their linguistic form, conjunctions are divided into: Semplici (simple), if they are formed by a single word such as: E - AndO - OrAnche - AlsoMa - ButCome - Like, asChe - ThatNà © - Neither, nor, or Composte (compound), if they are formed by two or more words joined together such as: Eppure (e pure) - YetOppure (o pure) - YetNeanche (ne anche) - NeitherSebbene (se bene) - Although, even thoughAllorchà © (allora che) - When, as soon asNondimeno (non di meno) - Nevertheless, regardlessPerchà © (per chà ©) - BecausePercià ² (per cià ²) - Therefore, for this reason, soPoichà © (poi chà ©) - Since Locuzioni congiuntive (subjunctive idioms), if they are comprised of multiple words written separately, such as: Per il fatto che - For the fact thatDi modo che - So thatPer la qual cosa - For whichAnche se - Even ifDal momento che - From the moment thatOgni volta che - Each time that

First Fundamental Theorem of Welfare Economics Essay

First Fundamental Theorem of Welfare Economics - Essay Example The third condition for competitive equilibrium is that the allocation maximizes the profit of each firm at the given price system. A simple proof of the theorem is shown in the following notation. Proof of the first fundamental theorem of welfare economics Let [(x0i), (y0j), (Ð ¤)] be a competitive equilibrium, and under the condition of non-satiation, for each: i, ui(x) = ui (x0i)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ eqn. 1 implies Ð ¤ (x) ? Ð ¤ (x0i). Instead, if we denote this as: ui(x) = ui (x0i), and Ð ¤ (x) ui(x)= ui (x0i), 1, 2, †¦Ã¢â‚¬ ¦ Since Ð ¤ is continuous, this condition implies that, for a big n, Ð ¤ (xn) ui (x0i), implies that Ð ¤ (xn)>Ð ¤ (x0i). Therefore, the contradiction implies that eqn. 1 is true. Using this contradiction, we can suppose that the initial allocation [(x0i), (y0j), (Ð ¤)] is not Pareto optimal, which implies that there is another allocation of resources [(x’i), (y’j)] such that ui(x’i) > ui (x0i). this condition holds for all i with strict inequality for some i. Employing the second condition in the definition of competitive equilibrium, gives that for some instances of i, ui(x’i) > ui (x0i) gives the implication that Ð ¤ (x’i)> Ð ¤ (x0i). From eqn. 1 and the linearity of Ð ¤, it can be seen that k?i, where ui(x’k) > uk (x0k), ?k Ð ¤(x’k) k Ð ¤(x0i). For l?k, where ul(x’l)> ul(x0l), ?l Ð ¤(x)> ?l Ð ¤(x0i). Finding the sum of the equations across all i; , which contradicts the third condition of competitive equilibrium. 2. The theorem proved above is mathematically true; however, some drawbacks are associated with it, for example, when public goods and externalities are introduced. This is because the theorem assumes that in the economy, there are no public goods or externalities (Jehle and Reny, 2001). This means that the theorem will not hold in an exchange economy where an individual’s utility depends on another individual’s consumption as well a s the original individual’s consumption. Also, the theorem does not hold if the production possibility set of one firm in an exchange economy depends on the production set of another firm in the same economy. The presence of externalities and public good sin the market will cause market failure iof they are not corrected, since there are no markets for these goods. 3. The above proposition can be proved by the following example, where externalities and public goods are introduced into an economy. In this case, an externality is used to mean the situation where the actions of an individual or firm affects the actions of another individual or firm other than through the effect on prices (Jehle and Reny, 2001). For example, one production firm could be increasing the costs of production for another firm by the production of smoke, which forces the other firm to increase costs. One factory could be producing electronic gadgets, a process which requires the emission of smoke. The factory could be located upwind, meaning that the smoke emitted harm another