Free Essays on Comedia Dell Arte

One of the most popular forms of drama from the Italian Renaissance is Commedia Dell’arte. This drama is said to be an outgrowth of the Italian farce. (Herrick, 211) This all began around the fifteenth century, but did not become popular until the end of the sixteenth and all of the seventeenth century. Commedia dell’arte means an improvised or unwritten drama. There was never a script or set lines. However, the actors were given detailed plot outlines, also called scenarios, of what they would perform. In the outline the characters would be named, and given relationships, and the situations would be outlined as well. This information was then dived into scene, acts, prologues and epilogues. (Bellinger) With that information the actors would put everything together and began to improvise. The dialogue had to flow smoothly along with the storyline of the play. This caused the actors to be very discipline and be professional in everything that they do. The finest of them marked their parts with uniqueness, newness and vividness, and gave value to pieces that were usually worthless. Most of the actions were improvise except for certain gestures that the character is known for doing these were called Lazzi. Lazzi usually was acrobatic feats, juggling, or wrestling. An example of this would be a servant being so disgusted with an order his master gave that he does a somersault. Commedia dealt with the subject matter of disgraceful love intrigues, clever tricks to get money, out witting a simpleton. The actors began to form groups and travel together as troupes. By traveling they were not only popular in Italy, but in most of Western Europe. Since it was the same actors traveling around they would tend to be the same character. The actors tend to play the same part and rarely played more than one character. (Smith, 4) He would be typecast as that character and play it until he retired or died. The most popular characters were the †Å"... Free Essays on Comedia Dell Arte Free Essays on Comedia Dell Arte One of the most popular forms of drama from the Italian Renaissance is Commedia Dell’arte. This drama is said to be an outgrowth of the Italian farce. (Herrick, 211) This all began around the fifteenth century, but did not become popular until the end of the sixteenth and all of the seventeenth century. Commedia dell’arte means an improvised or unwritten drama. There was never a script or set lines. However, the actors were given detailed plot outlines, also called scenarios, of what they would perform. In the outline the characters would be named, and given relationships, and the situations would be outlined as well. This information was then dived into scene, acts, prologues and epilogues. (Bellinger) With that information the actors would put everything together and began to improvise. The dialogue had to flow smoothly along with the storyline of the play. This caused the actors to be very discipline and be professional in everything that they do. The finest of them marked their parts with uniqueness, newness and vividness, and gave value to pieces that were usually worthless. Most of the actions were improvise except for certain gestures that the character is known for doing these were called Lazzi. Lazzi usually was acrobatic feats, juggling, or wrestling. An example of this would be a servant being so disgusted with an order his master gave that he does a somersault. Commedia dealt with the subject matter of disgraceful love intrigues, clever tricks to get money, out witting a simpleton. The actors began to form groups and travel together as troupes. By traveling they were not only popular in Italy, but in most of Western Europe. Since it was the same actors traveling around they would tend to be the same character. The actors tend to play the same part and rarely played more than one character. (Smith, 4) He would be typecast as that character and play it until he retired or died. The most popular characters were the †Å"...

Dutch Republic essays

Dutch Republic essays In 1650 the Dutch republic, a political union of seven provinces, was a formidable commercial, financial, and naval power. The wealthiest and most powerful province was Holland, dominated by the influential merchant elite of Amsterdam, the leading banking and trading center in Europe. For the Dutch Republic, the period from 1650 to the Peace of Utrecht (1713) was one of shifting alliances and a series of military conflicts with other European powers. There were many challenges to the security of the Dutch republic from 1650-1713. The Anglo-Dutch Wars with England from 1652-54, 1664-67 took a major toll on the security of the Dutch republic. These wars resulted from the first of the English Navigation Acts, which required that English goods be transported on English ships, which was a huge boost to the development of an English merchant marine. By this time, there was a great commercial rivalry between the English and the Dutch. According to Document 1, it is seen that many naval battles were fought along the coasts of both England and the Dutch republic. In these little wars, England was relatively successful. Shown in Document 3, the Dutch seized only 500 ships from the English, while the English siezed between 2,000 and 2,700 from the Dutch. By 1672, Louis XIV of France focused his attention on the Dutch, and started the third of the Dutch Wars, in which France overran the Netherlands. This war devestated the provinces , but in the Treaty of Nijmegen (1678-79), the Dutch obtained important concessions from France. According to Document 7, the Resolution of the Amsterdam City Council states, "Not only the French monarch, but other kings seem more and more to scheme how to ruin what remains of the trade and navigation of the Dutch republic...." Many countries in Europe knew the great wealth that the Dutch republic held, and they wanted to take control of that power for themselves. Once again, the Nether...

Business Communications Essay Example | Topics and Well Written Essays - 500 words

Business Communications - Essay Example Nonverbally, smiles, head nods, focused eye contact, and facial expressiveness work well (Knapp and Vangelisti 2004). It is possible to say that nonverbal communication is more important to American audience because of cultural and social diversity. All cultures and nations have different behavior patterns and communication patterns which influence their perception of the information and interpretation of the environment. Non-verbal communication can be interpreted differently by different cultural and religious groups (Gesteland, 1999). First, the vast majority of nonverbal behaviors is intuitive and is based on normative rules. Except for behaviors such as good manners or etiquette, little formal training is provided for nonverbal communication. For instance, eye contact may indicate a liking for the other person. It also serves as simultaneous communication because eye contact allows people to send and receive messages at the same time (Knapp and Vangelisti 2004). According to cultural traditions, Muslim women avoid direct eye contact while Europeans interpret this behavior as impolite and suspi cious. In Japan and China, status and power are shown by eye contact. In meetings, organizational members with the most power will be looked at more often.

Corporate Social Responsibility of IKEA company Essay

Corporate Social Responsibility of IKEA company - Essay Example 47). Consumption rate is expressed in terms of preference to the products and services and the way customers feel and perceive they can associate with the values of the organization or its cause. Pressure to be the best corporate citizen also emerges from the business consumers who buy the components as well as raw materials from the dealers and desire them to act in an ethically acceptable way and environmentally sound manner. This study analyses the case of IKEA’s corporate social responsibility initiatives, devotions and communications and relation to various stakeholders in the Soviet Union. IKEA as a company provides an amazingly rich case for analyzing CSR. IKEA is the biggest global firm dealing in furniture retail chains. The company has enjoyed the privilege of high profile marketing achievements. The retail turnover of the organization has risen up by about 400% in the past ten years (Porter and Kramer, 2006; p. 57). The business model of the firm is based on the concept of getting the control over tactical resources especially via logistical management of a network that consists of 1,500 dealers in 50 emerging and developing nations. The dealers assume the mediators and supply the materials straight to IKEA, which reduces the costs associated with retailers to enable the company to provide low cost furniture to the consumers. Nonetheless, the seeming elimination of the globe’s natural forest has led to a piling pressure on IKEA from various advocates of environment and its global outlook which has made it a spotlight of protesters of anti-globalization. Hence IKEA has included concerns of sustainability, in particular the CSR principles (Economist, 2005: p. 13). With approximately 298 retail stores in about 26 country outlets and 139, 000 employees across the globe, IKEA Group has continued to grow its services in wood sourcing, value chain sales to

Grammatical aspect Essay Example for Free

Grammatical aspect Essay When my students go through Jose Rizal’s expenses in Europe, they note that his biggest and most regular expenses were for the purchase of books and postage stamps. This is not surprising because we all know that he liked to read and study, and to write home a lot because he was homesick in Madrid. Students also note that he bought 1/10 of a lottery ticket every week. When I ask what he did with a ball of yarn, students reply that Rizal probably had a pet cat, and that he used the yarn to darn the holes in his socks or to tie up the maid for kinky sex. We see ourselves in historical records and I often allow the students to make their own crazy conclusions before drawing them back to the primary source and what it actually says. Other teachers will not allow silly comments in class but I do, hoping that new insight will sometimes be found in a side remark. Rizal’s letters are seldom read because we are so focused on his novels and poetry in a classroom. Yet it is in and through these letters that we see Rizal plain and gain insight into his works. It may be a trivial matter, but Rizal’s letters to family members are the most endearing. Remember 7-11: that Rizal was the seventh child of 11 born to Francisco Mercado and Teodora Alonso. He was the second of two boys in a home dominated, literally, by women. Rizal’s sisters were as prolific as their parents, so he was often told about new additions to the family. In a letter dated Nov. 23, 1883, Teodora Alonso related: â€Å"Now I’m going to mention to you, one by one, my new debts to the Lord. On June 6, 1882, Lucà ­a delivered a baby boy who was named Josà ©. On 15 Sept. 1882, Neneng gave birth to a boy who was named Alfredo. On 14 June 1883, Sisa gave birth to a girl who was given the name Marà ­a Consolacià ³n; on 3 Sept. 1883, Olimpia gave birth to a boy who was named Aristeo; on 24 Nov. 1883, Lucà ­a gave birth to a girl. On the 26[th] of this month, Neneng gave birth to a girl also. Both girls are not yet baptized but they will be on Sunday. Here many die of childbirth but they went through it safely.† One of thememorable characters of â€Å"Noli Me Tangere† is â€Å"Sisa† a name taken from the nickname of Rizal’s favorite sister Narcisa. On Feb. 27, 1886, she wrote: â€Å"I suppose you don’t know yet that I’m now the mother of six children. In this letter you will see the names of the three older ones written by themselves, and of the last ones, the older was Isabel, the deceased one, and the two, one girl and one boy, are called Consolacià ³n and Leoncio Là ³pez, who is as fat as a melon. The children of Sra. Neneng are three: They are called Alfredo, Adela, and Abelardo. Olimpia’s shortly will be three, like Sra. Neneng’s. The two who are not here are called Aristeo and Cesario; the older one called Aristeo, what a lively boy he is! His godfather is Sr. Paciano. He will be a useful boy when he gets older. At the age of two, he already knows a great deal. He is the only consolation of our parents, I tell you, because when you see this child, even if you are angry, you will be obliged to laugh, he is so funny.† One can only imagine what joy Rizal, homesick in Europe, got from letters. Neneng, for example, described Alfredo Porfirio or â€Å"Freding† in a letter dated Dec. 14, 1882, as having â€Å"a well-shaped body, †¦ stout, round-faced, having a sharp nose, small chin and eyes, flat head, bald on the left side. When we go to Manila, we shall have his picture and mine taken and will send them to you.† Lucia Herbosa, in a letter on Nov. 13, 1882, described a son born to her in that year that they named Jose: â€Å"I amuse myself with Josà ©Ã¢â‚¬â„¢s ear, which is like yours. I tell you that it is really like yours, but I pray that the likeness does not stop there, but that he may have your disposition, your goodness , and diligence in good works.† In July 1886 Lucia’s husband wrote Rizal about their daughter Delfina who was suffering from â€Å"a little inflammation of [her] eye, which is the cause of her absence from school. What a pity she did not become a boy! She is bright and very studious. Her mother is always telling her not to read because her inflammation might worsen, but she is so hardheaded.† Imagine a child insisting on reading! Delfina was to figure in Philippine history 12 years later, in 1898, when she assisted Marcela Agoncillo in Hong Kong in the sewing and embroidering of the first Philippine flag. Education was important for Rizal’s nephews and nieces. His brother Paciano, on July 18, 1886, requested him: â€Å"Furnish me with information of the best schools there. We have many nephews, most of them promising. It is a pity that these ones should fall into the hands of teachers who teach unwillingly and do so only for show. It is true that they inculcate in children very sane principles, such as fear and humility, the first being the beginning of wisdom and the second of apostolic and civic virtue, but it is also true that fear and humility lead to dullness.† It is not enough to see Rizal as a doting uncle; one should also appreciate that the Rizal family put a premium on the education of their little ones. It was no better way of investing in the future, for children were the bella esperanza de la patria mia (the fair hope of the motherland). Posted by Nomerson R. Abedoza at 3:31 am THE DEATH OF JOSE RIZAL: Ambeth Ocampo’s Version Editor’s note: The following is the article written by today’s most famous Filipino historian Ambeth R. Ocampo on Jose Rizal’s death. Simply entitled, â€Å"The Death of Jose Rizal,† this historical piece by the current head of the National Historical Institute (of the Philippines) could be deemed refreshing and controversial, as it offers several unpopular and unorthodox accounts of what (presumably) transpired on the day of Rizal’s execution. For one thing, it virtually proclaims that Rizal refused to kiss the crucifix before he was executed, thereby negating the claim of other historians (like Zaide) that the national hero even asked for this Catholic sacramental. Happy reading! THE OBSERVANT WILL NOTICE metal footprints on the pavement running from Fort Santiago to the Luneta in seafront Manila. They resemble dancing patterns, but actually trace the last steps of Jose Rizal as he walked from his prison cell to the site of his execution on December 30, 1896. The Rizal Centennial Commission claims that the footprints are based on Rizal’s actual shoe size. When people ask why the steps are so small, the quick reply is: â€Å"If you are walking to your death, would you hurry?† The slow walk to Bagumbayan field (as Rizal Park or the Luneta was once called) began at 6:30 a.m. on a cool, clear morning. Rizal was dressed in a black coat and trousers and a white shirt and waistcoat. He was tied elbow to elbow, but held up his head in a chistera or bowler hat. A bugler signaled his passage, while the roll of drums muffled in black cloth gave cadence to his gait. From Fort Santiago he took a right turn, and walked along the Paseo Maria Cristina (now Bonifacio Drive), which gave him a view lifting the darkness over Manila Bay on the right, and a last glimpse of Intramuros, shadowed by the missing sun, on his left. He walked between two Jesuits, Father Estanislao March and Father Jose Villaclara. They too were in black – the trademark black hats, tunics, and heavy coats that made the young Rizal and his Ateneo schoolmates refer to them aspaniki (bats, or colloquially perhaps, batmen). Behind Rizal walked the brother of his former bodyguard, Lieutenant Luis Taviel de Andrade, who had vainly defended him in a farce masquerading as a trial. The streets were lined with people who wanted to see the condemned man, since Rizal was many things to different people: â€Å"leader of the revolution,† physician, novelist, poet, sculptor, heretic, subversive. Rizal was a person one could not be neutral about. Like him or hate him, he was a celebrity. Although he was walking to his death, eyewitnesses desc ribe Rizal as serene – a bit pale, not because of fear of his fate, but because he had not had any breakfast. All he had been given were three hard-boiled eggs, which he took to a corner of his prison cell, saying, â€Å"This is for the rats; let them have a fiesta, too.† Then he left his cell. Rizal is said to have nodded left and right to acknowledge familiar faces in crowd. From time to time he smiled, and is said to have made a few jokes, and laughed at these himself because the Jesuits flanking him remained somber. Others noticed his eyes dart quickly from left to right, and some believed that members of his family or the Katipuneros would make a last-ditch effort to save him from death. Was Rizal waiting for help that never came? And perhaps for an opportunity to spurn that help? Had he expected to see his family by the roadside? We will never know more than the fact that he was walking to his destiny. In the clear morning Rizal could probably see as far as Suson g Dalaga, and appreciate the silhouette of a naked woman on the mountain range across from Manila Bay. â€Å"What a beautiful morning!† he said, â€Å"On mornings like this I used to take walks here with my sweetheart.† Before reaching Bagumbayan, he glanced at Intramuros, sighed, and seeing the spires of the church of San Ignacio, said: â€Å"Is that the Ateneo? I spent many happy years there.† The Jesuits’ response is not recorded. Someone had the foresight to take a photograph of the execution. The scene looked like a box, lined, three or four people deep, on three sides. The empty fourth side faced the bay, and the executioners’ line of fire. Eight Filipino soldiers armed with Remingtons formed the firing squad. Behind them stood the drummers and another line of Spanish soldiers with Mausers, ready to shoot the Filipinos if they refused to shoot, or purposely missed their target. When everyone was in place, there was a slight delay because Rizal refused the customary blindfold, and asked to face the firing squad. The Spanish captain who had guided Rizal to the site insisted that he be shot in the back as ordered, because he was a traitor to Spain. Rizal declared that he had never been a traitor to the country of his birth or to Spain. After some coaxing, Rizal finally turned his back, but again refused the blindfold, and furthermore refused to kneel. After all this haggling he made one last request: that the executioners spare his head, and shoot him in the back towards the heart. When the captain agreed, Rizal clasped the hand of Lieutenant Taviel de Andrade and t hanked him once more for the vain effort of defending him before the military court that sentenced him to death. Meanwhile, a curious Spanish military doctor felt Rizal’s pulse, and was surprised to find it regular and normal. The Jesuits were the last to leave the condemned man. They raised the crucifix to his face and lips, but he turned his head away and silently prepared to meet death. The captain raised his saber in the air, ordered his men to get ready, and barked the order: â€Å"Preparen!† This was followed by the order to aim the rifles: â€Å"Apunten!† In the split second before the saber was brought down with the order to fir – â€Å"Fuego!† – Rizal shouted the last two words of the crucified Christ: â€Å"Consummatum est!† (It is done). The shots rang out, the bullets hit their mark, and Rizal executed that carefully choreographed twist that he had practiced years before, which made him fall faced up on the ground. People held their breath as soldiers came up to the corpse and gave Rizal the tiro de gracia, one last merciful shot in the head at close range to make sure he was really dead. A small dog, the military mascot, ran around the corpse whining, and the crowd moved in for a closer look, but were kept at bay by the soldiers who stood in the first row of spectators. After a short silence, someone shouted: â€Å"Long live Spain! Death to the traitor!† The crowd did not respond. An officer approached the person who had shouted, and berated him. To fill in the gap, the military band played theMarcha de Cadiz. It was 7:03 a.m. The show was over. â€Å"The Death of Jose Rizal: Ambeth Ocampo’s Posted by Nomerson R. Abedoza at 3:22 AM Looking Back Fighting over champagne By Ambeth R. Ocampo Philippine Daily Inquirer 11:01 pm | Thursday, May 23rd, 2013 Marcelo H. del Pilar once quoted Jose Rizal as saying, â€Å"Where there are two Filipinos unity is not possible.† We will never know if Rizal was misquoted, but that line should encourage us to do some soul-searching. It is more relevant to us today than another famous line put in Rizal’s mouth about the necessity of looking to the past to achieve one’s goals: â€Å"Ang hindi marunong lumingon sa pinagdaanan, di makararating sa paroroonan.† Rizal never said this; he actually wrote something better, in 1879, as an epigraph to his play â€Å"Council of the Gods.† It goes: â€Å"Con el recuerdo del pasado entro en el porvenir (I enter the future remembering the past).† If our textbooks carried better quotes to live by, the world would be better off. People who think Rizal would have become a good president of the Philippines should think twice. He may have had a high IQ but he lacked EQ. He was respected but was not as well-liked as Plaridel (D el Pilar). If Rizal went into politics today, he would not even be elected barangay captain because he was too serious. He would not sing or dance Gangnam style to woo voters. He would neither cheat nor buy votes. And if Rizal were elected at all, he would surely end up being shot in Bagumbayan all over again! This anecdote narrated by Plaridel to Deodato Arellano in March 1891 is one reason Rizal did not get elected leader of the expatriates in Madrid: â€Å"It is a tradition in the [Filipino] colony to have a fraternal dinner on the night of the 31st of December. In the morning of that day the question of serving champagne was brought up in our lodgings, all the more since the boys had taken a great deal of trouble preparing speeches. A thousand ways were discussed to make champagne available that night, and at lunch time there was a great deal of chaffing about it among ourselves, but I kept my mouth shut, and without saying a word was planning to pay for the champagne myself; I wanted to give them a surprise. No sooner said than done; after lunch I went to Bayo’s house to get hold of some money for the night’s champagne. From Bayo’s house I went, at about three o’clock in the afternoon, to the house of Doà ±a Justa Jugo where we had been invited to tea on the birthday of her son. While I was there Rizal arrived and called me aside to tell me: ‘Before coming here I passed by your house and I saw a resolution being prepared asking you to pay for the coffee tonight.’ ‘Agreed,’ I answered. Imagine, how could I not agree when I had been ready to pay for something more expensive! â€Å"Came the night and the young people, in high spirits as usual, signed a paper which they would not let me read: when we were sitting down to dinner, a resolution, very wittily drafted by Lete, and signed by twenty-five guests (we were all in all thirty-one, I believe) was read out, asking me to pay for the coffee, Cunanan for the cigars, and Rizal and Dominador Gomez (who had not yet arrived) for the champagne. â€Å"I expressed my agreement and so did Cunanan. But Rizal had the good or bad taste to protest and argue. I tried to head off his protest by suggesting that the champagne be paid [for] by Modesto Reyes and Mariano Abella, who had agreed to do so, in addition to those already named; but perhaps because Rizal did not hear me, we being far apart, I at the head of the table and he at the extreme left, with the authors of the resolution at the extreme right, my suggestion for reinforcements was not taken up and, on Rizal’s initiative, he began at the left end of the table to collect one peseta per person to pay for the champagne. In the midst of the hubbub someone approached me and whispered: ‘Mr. Editor, the resolution is withdrawn but we are grateful for your kindness with regard to the coffee; we expected nothing less from your generosity.’ â€Å"I understood the bitterness that Rizal’s protest had aroused. The latter, who was oblivious to it, continued gay and witty while I worried about a quarrel breaking out. The collection of one peseta was paid from the left end to the center, but from there to the right end nobody wanted to contribute. â€Å"Witticisms, very ingenious and wounding, began to be directed against Rizal from the right end, but I took advantage of the fact that Rizal did not seem to realize the point of the jokes and stood up to approach those at the right end and asked them confidentially not to spoil such a brotherly gathering. They all listened to me and there were no more jokes for the rest of the dinner. â€Å"Came the time for the toasts. Dr. Rosario started them off and he was so eloquent in the periodic sentence in which he bewailed the lack of diligence of some in their studies that he drew tremendous applause, but at the end of the clapping Rizal was heard saying: ‘We should be sorry for it, not applaud it.’ This caused some sour looks but it passed.† (Translated from the original Spanish by Leon Ma. Guerrero) It is unfortunate we only have Plaridel’s account of Rizal’s surly behavior. All we know is that the election between them was cooked up shortly afterward, resulting in Rizal’s election after repeated balloting. But Rizal walked out, thus giving the leadership to Plaridel by default. In a letter to Plaridel in October 1891, Rizal referred to this episode with bitterness: â€Å"A glass of champagne has dissolved the idol made of clay. If it was really clay, what does it matter if it is gone?† * * * Comments are welcome at [emailprotected] Read more: http://opinion.inquirer.net/53205/fighting-over-champagne#ixzz2beA8vc4j Follow us: @inquirerdotnet on Twitter | inquirerdotnet on Facebook Looking Back ‘Rizal and me’ By Ambeth R. Ocampo Philippine Daily Inquirer 10:26 pm | Thursday, June 20th, 2013 (Concluded from Wednesday) Why should students endure boring textbook biographies of Rizal when he practically left an autobiography scattered in the 25 volumes of his compiled writing? Here, Rizal and me discuss his mother. JOSE RIZAL (JR): Without her, what would have been my education and my fate? Next to God, a mother is everything to a man. AMBETH R. OCAMPO (ARO): I agree. JR: She taught me how to read, she taught me how to stammer the humble prayers that I addressed fervently to God, and now that I’m a young man, oh, where is the simplicity, the innocence, of my early days? ARO: What else? JR: My mother is called Mrs. Teodora Alonso de Quintos, of the family of Mr. Josà © Florentino [of Ilocos], granddaughter, if I remember correctly. ARO: I think Florentino was her cousin. Perhaps your literary gifts were inherited from Leona Florentino of Vigan who is one of the few women remembered in our early Philippine literary history. Thus, you are also related to her son Isabelo de los Reyes. Let’s not get distracted, please continue. JR: My mother was a woman of more than average education. She was conversant with literature and spoke better Spanish than me. She corrected my verses and gave me good advice in rhetoric. She was a mathematician and read many books. Her father [Lorenzo Alberto Alonso], a deputy in the Cortes representing the Philippines, was her teacher. Her brother [Jose Alberto] was educated in Europe and spoke German, English, Spanish and French. He was also knighted with the Order of Isabel la Catolica. ARO: Was it your mother who taught you to read? JR: My first remembrance concerning letters goes back to my earliest age. I must be very small yet because when they polished the floor of our house with banana leaves, I would still fall, slipping on the shiny surface, as did little skilled skaters on ice. It was still difficult for me to climb up a chair. I went down the staircase step by step, holding on to every baluster, and in our house, as in the whole town, petroleum was unknown. Neither had I seen until that time any quinque lamp, nor had any carriage ever passed through the streets of my town that I believed to be the height of joy and animation. One night, when everybody else at home was already asleep, when the lights in the globes had already been put out by blowing them off by means of a curved tin tube that seemed to me the most exquisite and wonderful toy in the world, I don’t know why my mother and I remained watching beside the only light that in all Philippine houses burned all night long, and that went out precisely at dawn, waking the people with its cheerful hissing. My mother then was still young. After a bath her hair, which she let down to dry, dragged half a handbreadth on the floor, by which reason she knotted its end. ARO: Wow! I have seen 19th-century paintings and photographs depicting Filipino women whose hair reached the floor. My mother once had hair that measured over four feet. As a sign of her freedom from her parents, the first thing she did upon marriage was to cut that marvelous Rapunzel-like hair. Next, she turned my father’s favorite shirt into a basahan (rag). Sorry, please continue. JR: My mother taught me to read in Amigo de los Nià ±os (The Children’s Friend), an old book [by the Abbot Sabatier translated from the original French to Spanish] that [at the time] had become quite rare. It had lost its cover and one of my sisters cleverly covered it again by pasting a thick blue paper, the remnant of the wrapper of a bolt of cloth, on its back. That night my mother was annoyed listening to me read poorly. I didn’t understand Spanish and couldn’t add expression to the phrases. She took the book from me. After scolding me for drawing rude pictures on its pages, she began to read, asking me to follow her example. My mother, when her sight was not yet impaired, read very well. She could recite and write poetry. How many times during Christmas vacation afterward, she corrected my poems, making very apt observations. I listened to he r full of childish admiration. I marveled at the ease with which she read sonorous phrases from the same pages that cost me so much effort to read and that I deciphered haltingly. Perhaps my ears soon got tired of hearing sounds that meant nothing to me. Perhaps due to my natural distraction, I lacked attention to the reading and watched more closely the cheerful flame around which some small moths fluttered with playful and uneven flight. Perhaps I yawned, and my mother noticed I had lost interest. She stopped reading and said to me: â€Å"Now I’m going to read to you a very pretty story. Listen.† ARO: Ah, the famous story of the gamu-gamo known by all Filipino children. Prewar â€Å"Philippine Readers† carried illustrations by National Artist Fernando Amorsolo, one of you and your mother reading. Who else told you stories when you were a boy? JR: We would go to the azotea or to some window where the moon could be seen, then my aya would tell us stories, someti mes sad and at other times happy, in which skeletons and buried treasure, and trees blooming with diamonds, were mingled in confusion, all born of an Oriental imagination. Sometimes she told us that men lived on the moon, or that the markings we could see on the moon were nothing else but a woman forever weaving. The publication of â€Å"Rizal and me† is forthcoming. * * * Comments are welcome at [emailprotected] The Auxiliary Verb Recognize an auxiliary verb when you see one. Every sentence must have a verb. To depict doable activities, writers use action verbs. To describe conditions, writers choose linking verbs. Sometimes an action or condition occurs just once—bang!—and its over. Nate stubbed his toe. He is miserable with pain. Other times, the activity or condition continues over a long stretch of time, happens predictably, or occurs in relationship to other events. In these instances, a single-word verb like stubbed or iscannot accurately describe what happened, so writers use multipart verb phrases to communicate what they mean. As many as four words can comprise a verb phrase. A main or base verb indicates the type of action or condition, and auxiliary—or helping—verbs convey the other nuances that writers want to express. Read these three examples: Sherylee smacked her lips as raspberry jelly dripped from the donut onto her white shirt. Sherylee is always dripping something. Since Sherylee is such a klutz, she should have been eating a cake donut, which would not have stained her shirt. In the first sentence, smacked and dripped, single-word verbs, describe the quick actions of both Sherylee and the raspberry jelly. Since Sherylee has a pattern of messiness, is dripping communicates the frequency of her clumsiness. The auxiliary verbs that comprise should have been eating and would have stained express not only time relationships but also evaluation of Sherylees actions. Below are the auxiliary verbs. You can conjugate be, do, and have; the modal auxiliaries, however, never change form. Be| Do| Have| am is are was were being been| does do did| has have had having| Modal Auxiliaries [Never Change Form]| can, could, may, might, must, ought to, shall, should, will, would| Understand the dual nature of be, do, and have. Be, do, and have are both stand-alone verbs and auxiliary verbs. When these verbs are auxiliary, you will find them teamed with other verbs to complete the verb phrase. Compare these sentences: Freddy is envious of Beatrice’s steaming bowl of squid eyeball stew. Is = linking verb. Freddy is studying Beatrice’s steaming bowl of squid eyeball stew with envy in his eyes. Is = auxiliary verb; studying = present participle completing the verb phrase. We did our homework for Mrs. Long. Did = action verb. We’re not slackers! We did prepare our homework for Mrs. Long. Did = auxiliary verb; prepare = main verb completing the verb phrase. Selena has twelve orange goldfish in her aquarium. Has = action verb. Selena has bought a catfish to help keep the tank clean. Has = auxiliary verb; bought = past participle completing the verb phrase. Form progressive tenses with the auxiliary verb be. All progressive tenses use a form of be. Present progressive follows this pattern: am, is, or are + present participle Use the present progressive tense to convey an action or condition happening right now or frequently. I am baking chocolate-broccoli muffins today. Am = auxiliary verb; baking = present participle completing the verb phrase. Alex is sitting at the kitchen table, anticipating his first bite. Is = auxiliary verb; sitting = present participle completing the verb phrase. Alex must wait a while longer because the muffins are cooling by the window. Are = auxiliary verb; cooling = present participle completing the verb phrase. Impatient Alex is always waiting to taste whatever I cook. Is = auxiliary verb; waiting = present participle completing the verb phrase. Past progressive follows this pattern: was or were + present participle Use the past progressive tense to show either 1) an action or condition that continued in the past or 2) an action or condition interrupted by another. Naomi was hoping for an A in her organic chemistry class. Was = auxiliary verb; hoping = present participle completing the verb phrase. Unfortunately, Naomis lab reports were missing the nutritional data on chocolate-broccoli muffins. Were = auxiliary verb; missing = present participle completing the verb phrase. While Naomi was obsessing about her grade, Jason shared the data that she needed. Was = auxiliary verb; obsessing = present participle completing the verb phrase. Future progressive looks like this: will + be + present participle Use the future progressive tense to indicate an action that will continue in the future. I will be growing broccoli in the backyard this spring. Will, be = auxiliary verbs; growing = present participle completing the verb phrase. Soon, Alex will be eating organic chocolate-broccoli muffins! Will, be = auxiliary verbs; eating = present participle completing the verb phrase. Form passive voice with be. You can make any transitive verb—an action verb that can take a direct object—passive with the auxiliary verb be. Active voice looks like this: subject + verb + direct object. Here are some samples: We licked our lips. Frank devoured a bacon double cheeseburger. Everyone envied his enjoyment. Passive voice makes these changes: direct object as subject + form of be + past participle + by + subject as object of the preposition. Now read these revisions: Our lips were licked by us. The double bacon cheeseburger was being devoured by Frank. His enjoyment was envied by everyone. Notice how wordy and clunky passive voice is! Now you know why English teachers tell you to avoid it! Form perfect tenses with have. All perfect tenses use a form of have. Present perfect follows this pattern: has or have + past participle Use the present perfect tense to convey an action or condition that began in the past but continues [or is finished] in the present. Marge has bought earplugs to drown out her husbands snoring. Has = auxiliary verb; bought = past participle completing the verb phrase. The earplugs have saved Marges marriage to George. Have = auxiliary verb; saved = past participle completing the verb phrase. Past perfect follows this pattern: had + past participle Use the past perfect tense to show that one action in the past occurred before another. Because Marge had purchased the earplugs, she no longer fantasized about smothering George with a pillow. Had = auxiliary verb; purchased = past participle completing the verb phrase. Future perfect follows this pattern: will + have + past participle Use the future perfect tense to indicate that an action will be finished in the future. This Sunday, Marge will have gotten an entire week of uninterrupted sleep. Will, have = auxiliary verbs; gotten = past participle completing the verb phrase. Form emphatic tenses with do. When you use a form of do as an auxiliary verb, you form the emphatic tense. This tense is useful for asking questions or emphasizing an action. The patterns look like these: form of do + main verb form of do + subject + main verb ? I did not eat your leftover pizza! Did = auxiliary verb; eat = main verb completing the verb phrase. Do you always accuse the first person you see? Do = auxiliary verb; accuse = main verb completing the verb phrase. Doesnt the evidence point to Samuel, who still has a bit of black olive stuck to his front tooth? Does = auxiliary verb; point = main verb completing the verb phrase. Understand the job of modal auxiliary verbs. Modal auxiliary verbs never change form. You cannot add an ed, ing, or s ending to these words.Can, could, may, might, must, ought to, shall, should, will, and would have only one form. You can use modal auxiliary verbs in these patterns: modal + main verb modal + be + present participle modal + have + past participle With modal auxiliaries, you can indicate necessity or obligation: To lose her orange glow, Yvonne should eat fewer carrots. John must remember his wifes birthday this year. If Cecilia wants a nice lawn, she ought to be raking the leaves. Or you can show possibility: Fred might share his calculus homework if you offer him a slice of pizza. Ann could have run the half marathon if she had started to train four months ago. Modal auxiliaries also show willingness or ability: Nicole will babysit your pet iguana for a reasonable fee. Jason can pass chemistry this semester if he stops spending his study time at the arcade. Your answers were:| 1. I will have the soup| Main Verb Auxiliary Verb| 2. Police are investigating the incident| Main Verb Auxiliary Verb| 3. It is very peaceful here| Main Verb Auxiliary Verb| 4. Where does your brother work?| Main Verb Auxiliary Verb| 5. They have decided to advertise your job| Main Verb Auxiliary Verb| 6. He does his homework on the way to school| Main Verb Auxiliary Verb| ReviewAuxiliary verbs always occur with a main verb, but main verbs can occur alone. So the main verbs in this exercise are in (1), (3), and (6). In (1), the main verb have has the modal auxiliary will before it. In (3), the main verb isoccurs without any auxiliary it is a simple present tense verb, third person singular. In (6), does is a main verb, without any auxiliary.The other highlighted verbs are auxiliaries. In (2), the progressive auxiliary are comes before the main verbinvestigating.In (4), does is the present tense form, third person singular, of the dummy auxiliary do. Here it is used to form a question, and the main verb is work.In (5), have is the perfective auxiliary, and the main verb is decided.This exercise shows that the verbs be, have, and do can be both auxiliaries and main verbs. It is easy to distinguish between the two uses if you apply a replacement test. For example, in He does his homework we can replace the main verb does with other main verbs:He does his homework ~He writes/scribbles/loses his homeworkBut this does not work if the verb were replacing is an auxiliary:Where does your brother work? ~*Wherewrites/scribbles/loses your brother workNow try the same test with the following pair:Main Verb: I will have the soup Auxiliary Verb: They have decided to advertise|

Macbeth :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  At the beginning Shakespeare presents Macbeth as a sort of hero. He is presented as a great warrior and loyal servant of the king, Duncan. However, as we progress through the play we see another side of Macbeth. This is the side of evil all powered by his unstoppable lust for power and greatness. We see this lust for power become stronger and stronger until he leaves the whole of Scotland in a terrible state.   Ã‚  Ã‚  Ã‚  Ã‚  The play starts with the witches talking about Macbeth and what a great warrior he is. In Shakespeare’s time witches were thought of as evil and the fact that they were talking about Macbeth made the audience make the connection between Macbeth and evil. The witches also give the audience the setting of the play and the story so far. They tell the audience about the battle in which Macbeth is fighting and that they will meet Macbeth on his return.   Ã‚  Ã‚  Ã‚  Ã‚  When the king hears of Macbeth’s heroics in battle he is very pleased and refers to him as â€Å"valiant cousin, worthy gentleman.† The king also presents Macbeth with the title of the Thane of Cawdor. This just adds to Macbeths already great status and shows him to be even more of a hero. This is backed up again by the sergeant who refers to him as â€Å"brave Macbeth† and â€Å"Valour’s minion.† Ross also admires his bravery by referring to him as â€Å"Bellona’s bridegroom.†   Ã‚  Ã‚  Ã‚  Ã‚  The first time we see Macbeth is when he arrives on the heath where the witches are settled. Even before Macbeth appeared for the first time we had quite a clear picture of him. The first words Macbeth speaks, â€Å"So fair and foul a day I ne’er have seen† mirror the first words we hear from the witches. When Macbeth meets the witches they seem to know a lot about him and start implanting the idea of becoming king in his mind. Macbeth is taken aback by the witches and their prophecies which suggests that Macbeth has thought about it before and is frightened that his secret has been uncovered.   Ã‚  Ã‚  Ã‚  Ã‚  When the messengers arrive with the news that Macbeth has earned the title of Thane of Cawdor this acts as a catalyst in his lust for power and quest to become king. The contrast between Macbeth and Banquos attitude towards the prophecies shows how Macbeth has great ambitions and is starting to think about killing the king.

A Reaction Paper on the Article on Studies in the Area of Brain Research

The article, â€Å"Studies in the area of brain research, reported from Tel-Aviv University.   (2008,  November). Health & Medicine Week,1224.   Retrieved December 2, 2008, from Research Library  database.(Document ID:  1584699101), is a case study that aims to present an argument to question or disprove Charles Darwin’s Theory of Evolution which, according to the research conducted,   Darwin recognized that the conditions of life play a role in the generation of hereditary variations as well as in their selection.The problem being investigated and is currently subjected to a crisis is Darwin's Theory of Evolution by natural Selection.Due to several tremendous advances made in molecular biology, biochemistry and genetics over the past fifty years (Darwin's Theory of Evolution, n.d.), the main argument of the recent study conducted by the Tel-Aviv University, Israel is that â€Å"it is clear that a notion of hereditary variation that is based solely on randomly va rying genes that are unaffected by developmental conditions is an inadequate basis for evolutionary theories† and that â€Å"such a view not only fails to provide satisfying explanations of many evolutionary phenomena, it also makes assumptions that are not consistent with the data that are emerging from disciplines ranging from molecular biology to cultural studies.†The data collection method used for this article, written and reported by the Tel-Aviv University in 2008 to question Darwin’s theory of evolution, is mainly research on the results of several studies conducted in the various disciplines abovementioned and the study that they conducted,   Evolution in Four Dimensions (2005), wherein they identified the four types of inheritance namely (genetic, epigenetic, behavioral, and symbol-based) which can provide variations on which natural selection will act, to further solidify their argument.The conclusion of the article, Studies in the area of brain rese arch reported from Tel-Aviv University.  (2008,  November). Health & Medicine Week,1224.   Retrieved December 2, 2008, from Research Library  database. (Document ID:  1584699101), is that the premise, notion andbasis of several theories of evolution that has arisen throughout the years from Darwin’s theory of evolution by natural selection is an inadequate basis for the evolutionary theories. Due to the fact that to understand the evolution of human behavior, it is important to clearly understand the four dimensions of heredity the study reached a conclusion that â€Å"the genome is far more responsive to the environment that previously thought and that not all transmissible variation is underlain by genetic differences†.They also have found out that â€Å"a better insight into evolutionary processes will result from recognizing that transmitted variations that are not based on DNA differences have played a role.†ReferencesARTICLEStudies in the area of brain research reported from Tel-Aviv University.  (2008,  November). Health & Medicine Week,1224.   Retrieved December 2, 2008, from Research Library  database. (Document ID:  1584699101).WEB PAGENo Author (n.d.). Darwin’s Theory of Evolution – A Theory in Crisis. Retrieved December 5, 2008, from http://www.darwins-theory-of-evolution.com/

How Human Influence Heredity In Mice Essay

Selective breeding is the process of breeding plants and animals for particular traits. Typically, strains that are selectively bred are domesticated, and the breeding is sometimes done by a professional breeder. Breaded animals are known as breeds, while breaded plants are known as varieties, cultigens, or cultivars. The cross of animal’s results in what is called a cross breed, and crossbred plants are called hybrids. A genetically modified organism (GMO) or genetically engineered organism (GEO) is an organism whose genetic material has been altered using genetic engineering techniques. These techniques, generally known as recombinant DNA technology, use DNA molecules from different sources, which are combined into one molecule to create a new set of genes. This DNA is then transferred into an organism, giving it modified or novel genes. The difference between selective breeding and genetically modified organisms is with selective breeding the animals are bred for certain re asons for their fur or eye color also they do it naturally with a professional breeder. But when you have genetically modified organisms they use technology to breed the animals or plants. From the reports I researched I have found out that mice originated in India and Southeast Asia. Many theories explain that Mice appeared on the earth 65 million years ago when dinosaurs still existed. The common ancestor to mice and humans was an inconspicuous rodent-like mammal that scurried along the surface of the earth. It had to be inconspicuous because the earth was ruled by enormous dinosaurs, many of whom would have eaten any small mammal that could be caught. It has been predicted that the existence of mice resulted in the formation of a thick cloud of dust that, lead to a scenario like a nuclear winter with the disappearance of all green life, and with that, all large animals that depended either directly on plants for survival or indirectly on the animals that ate the plants would die. At least a small number of our rodent-like ancestors were able to survive these long sunless winter‘s because of their small size which allowed them to get by eating seeds alone. When the sun finally returned, the seeds scattered on the ground sprung to life and the world became an extremely fertile place. In the absence of competition from the dinosaurs, the mice were able to become the dominant large animal group, and they created numerous species. Since there are such a wide variety of mice they use them for all sorts of things. Mice are sometimes breaded as laboratory mice so that they can be used for experiments. They use mice and not dogs to test out medicine for humans because like I stated earlier the similarities of mice and humans are so close that when you test the medicine on the mouse you know that if you tested the medicine on a human that they would have the same reaction. That’s why 65 million years ago the genes from a mouse mixed with genes from a human and created a rodent like mammal to roam the earth. Outdoor mice provide an essential food source for owls, hawks and other predatory birds and animals. They may also be important consumers of weeds and insects. Indoor mice are not beneficial indoors, but if there are cockroaches or other insects in infected buildings, mice are probably eating them. Eliminating mice may result in a rise in the building’s visible population of insect pests.The only disadvantages of mice are that the indoor mice are usually intruders to a family’s garage or dark closet. This results in the poisoning or planning of mice traps that will kill the mice instantly. Some environmental concerns of selective breeding mice are the breeding could cause genetic problems which would make it easier for mice to get sick. With every type of selective breeding (which consists of linebreeding, outcrossing, and inbreeding) there are always safety concerns. If you breed them wrong the mother or the baby could die or get a genetic disease which could stop them from hearing, seeing, or walking. Selective breeding appears to violate mice’s rights, because selective breeding involves manipulating mice for human’s ends as if the animals were nothing more than human property, rather than treating the animals as being value in themselves. Mice are worth more than a failed laboratory experiment in a dark dungeon they are magnificent creatures that deserve sunlight, food, water, shelter, and most importantly love.

Alice Walker Research Paper Example

Alice Walker Research Paper Example Alice Walker Paper Alice Walker Paper Journal 4 The Flowers Alice Walkers, â€Å"The Flowers†, is a short story about a young girl Myop. One day, Myop is happy and carefree as she skips around her familys cabin playing with the animals. On this day she decides to explore the woods as she had done many times with her mother in late autumn while gathering nuts. Myop then leaves the safety and peacefulness of her familys cabin to search for new and wonderful flowers. The flowers represent innocence, life, and the beauty of life. This summer morning she makes her own path and finds herself about a mile from home in unfamiliar surroundings. The cove she had come upon was gloomy, damp and had a mysterious silence. This description of the cave is very effective because it provides a picture for the reader to visualize, and makes the later events all the more shocking. In her quest to recapture the happiness of the morning, and find her way back to her cabin, she stumbles onto the remains of a man who had clearly been killed in a lynching. She sees the brittleness of his death when she discovered his large white teeth, all of them cracked or broken showing that he might have been beaten before his murder. She then looks up at a tree and sees the rotted remains of a noose. The dead man represents death, and shows that even though he was once a big, strong man, this had no bearing on preventing his own death. Myop laid down her flowers was a sign of releasing her youthfulness, as she was forced to face one of the most violent forms of racism. The end of her childhood innocence was recognized in the last sentence of the story with the statement And the summer was over.

Understanding Shakespeares Seven Ages of Man

Understanding Shakespeares Seven Ages of Man The poem The Seven Ages of Man is a part of the play As You Like It, where Jacques makes a dramatic speech in the presence of the Duke in Act II, Scene VII. Through the voice of Jacques, Shakespeare sends out a profound message about life and our role in it. Shakespeares Seven Ages of Man All the worlds a stage,And all the men and women merely players,They have their exits and entrances,And one man in his time plays many parts,His acts being seven ages. At first the infant,Mewling and puking in the nurses arms.Then, the whining schoolboy with his satchelAnd shining morning face, creeping like snailUnwillingly  to school. And then the lover,Sighing like furnace, with a woeful balladMade to his mistress eyebrow. Then a soldier,Full of strange oaths, and bearded like the pard,Jealous in honour, sudden, and quick in quarrel,Seeking the bubble reputationEven in the cannons mouth. And then the justiceIn fair round belly, with good capon lind,With eyes severe, and beard of formal cut,Full of wise saws, and modern instances,And so he plays his part. The sixth age shiftsInto the lean and slipperd pantaloon,With spectacles on nose, and pouch on side,His youthful hose well savd, a world too wide,For his shrunk shank, and his big manly voice,Turning again towards childish trebl e, pipesAnd whistles in his sound. Last scene of all,That ends this strange eventful history,Is second childishness and mere oblivion,Sans teeth, sans eyes, sans taste, sans everything. In this drama of life, each one of us plays seven distinct roles. This, the author says, is the Seven Ages of Man. These seven roles begin at birth and end with death. Stage 1: Infancy Birthmarks the entry of man in the first stage of life. An infant in the caretakers arms is just a helpless child learning to survive. Babies communicate with us through their cries. Having been nourished in the womb of the mother, the baby learns to accept breast milk as its first food. Vomiting is common among all babies. Once a baby is breastfed, you need to burp the baby. In the process, babies throw up some milk. Since babies do nothing most of the day, other than crying and spitting up after feeding, Shakespeare says that the first stage of life is marked by these two activities. Babies have been perceived as cute since the beginning of time. They feed and spit up, and between these two activities, they also cry. A lot. Young parents know the drill even before they become parents. While babies continue to be puking and mewling little adorable beings, the difference between then and now is that raising babies is a concerted effort between the parents. Stage 2: Schoolboy At this stage of life, the child is introduced to the world of discipline, order, and routine. The carefree days of infancy are over, and schooling brings about a regimen in the life of a child. Naturally, the child takes to whining and complaining about the forced routine. The concept of schooling has seen a great change since the time of Shakespeare. In Shakespeares time, school was a forced practice usually overseen by the church. Depending on the status of the parents, a child went to either a grammar school or a monastic school. School  began at sunrise and lasted the whole day. Punishments were common, and often harsh.   Modern schools are quite unlike their ancient counterparts. While some kids still whine and complain about going to school, many actually love school because of the play while you learn approach to schooling. Modern day schools have taken a holistic approach to education. Children are taught through role plays, visual presentations, demonstrations, and games. Homeschooling is another option that most parents prefer to formal schooling. Also, with the abundance of online resources, modern education has extended the boundaries of learning. Stage 3:  Teenager Teenagers in the medieval times were accustomed to social etiquettes of wooing a lady. The teenager during Shakespeares time pined for his lover, wrote elaborate verses of love ballads, and mooned over his object of desire. Romeo and Juliet  is an icon of romance during the period of Shakespeares. Love was sensual, deep, romantic, and full of grace and beauty. Compare this love to the teen love of today. The modern age teen is technically savvy, well-informed, and romantically astute. They dont express their love in amorous love letters. Who does that in the age of texting and social media? Relationships are not as elaborate, or romantic as they were for the medieval teenager. The youth of today is far more individual-centric and independent than those in Shakespeares time. Back in those days, relationships were nurtured towards matrimony. Nowadays, marriage is not necessarily the goal of every romantic affiliation, there is more sexual expression and less adherence to social structures such as monogamy. However, despite all these differences, the teenager of today is as angsty as the teenager of the medieval time. They have to deal with unrequited love, heartbreak, and depression just as those in ancient times. Stage 4: Youth The next stage Shakespeare talks about in the poem is that of a young soldier. In old England, young men were trained for combat. The young soldier developed an attitude of brash courage, raw passion mixed with the impetuous temper that is characterized by unwarranted rebellion. The youth of today have the same zeal and energy for rebellion. They are far more expressive, vocal, and assertive about their rights. Though the youth of today would not necessarily be enlisted for service in the army, they have enough avenues to form social groups to fight for a political or social cause. With social media platforms and the global reach of mass media, the young can reach their voice to the far corners of the world. A widespread reaction is almost instantaneous because of the global reach and effectiveness of propaganda.   Stage 5: Middle Age The middle age has hardly changed over the centuries. Middle age is the time when men and women settle down, and kids, family, and career take precedence over personal indulgences. Age brings wisdom and a sense of peaceful acceptance of realities of life. Idealistic values get pushed behind, while practical considerations become important. While the middle-aged man (and woman) of today have more options to further personal or professional interests, perhaps the medieval middle-aged man had fewer such options, and, not surprisingly, even less so the medieval woman. Stage 6: Old Age In medieval times, life expectancy hovered around 40, and a man of 50 would consider himself lucky to be alive. Depending on the social or economic class of the person, old age could be harsh or at best, ambivalent. Though the old were respected for their wisdom and experience, most old people suffered due to neglect and degeneration of physical and mental faculties. Those who were oriented towards religious pursuits fared better than the household man. Today, life is alive and vibrant for a 40-year-old. Many senior aged people (starting in their 70s) in the modern era are still actively involved in social activities, secondary occupations, or hobbies. Also, there are good retirement plans and financial devices available to make old age comfortable. It is not so uncommon for a healthy and young-at-heart senior citizen to go on a trip around the world, enjoy gardening or golf, or even continue to work or pursue higher education if they so desire. Stage 7: Extreme Old Age What Shakespeare talks about in this stage of man is an extreme form of aging, where the person is no longer able to perform basic tasks such as bathing, eating, and going to the toilet. Physical frailty and incapacity no longer allow them the freedom to live unassisted. During Shakespeares time, it was quite okay to treat old people as senile. In fact, in the Elizabethan era, where slavery and discrimination against women were highly prevalent, ageism  was hardly considered a problem. Old people were treated as little children, and as Shakespeare describes this stage as a second childhood, it was socially acceptable to treat the old with disdain. Todays modern society is more humane and sensitive to seniors. Though ageism still exists and is prevalent in many spheres, with growing awareness, seniors sans teeth, sans eyes, and sans taste still live with the dignity that ought to be afforded to the elderly.

Peer Review primary research paper Example | Topics and Well Written Essays - 2500 words

Peer Review primary - Research Paper Example Yes. The article’s goal according to Aazam et al 2010 is to indicate how one can cope up with life after undergoing a surgical operation due to various diseases. Through the support of nurses, the patients are educated on how to manage the situation. The treatments of the disease include surgery, chemotherapy and radiotherapy which cause a lot of pain to the patient and worries. Yes a qualitative methodology is appropriate. Aazam et al 2010 indicates various techniques that are qualitative in nature that can be applied by the patients as well as nurses to address the disease. The article focus was to indicate how a patient can continue with life after undergoing surgical operation, according to this article, the problem is quality of life in ostomy patients incase one is diagnosed and treatment starts for instance in case the doctor decides to do a biopsy which may work or not. This is a weakness since if biopsy does not work then pain and bleeding may occur increasingly and the only remaining thing is to start chemotherapy and radiotherapy which again may work or not which is given a number of day so that the doctor can diagnose and see whether things are okay. According to Aazam et al 2010, qualitative methodology is the right methodology for addressing the research goal since at long last is to survive through the entire period with a colostomy, urostomi es and ileostomies maintaining good relationship with the stoma nurse. Yes. Aazam et al 2010, article research design was appropriate to address the aims of the research. Aazam and others adopted various ideas from experts in order to address his aims. Additionally, the article included ideas from published nursing articles in order to provide adequate information that is reliable and resourceful for nurses. According to the article, during the entire period of pain and worries, one may have a major or a minor surgery but major surgery is mostly done and this

Women in 20th century America Essay Example | Topics and Well Written Essays - 250 words

Women in 20th century America - Essay Example Hence, the number of working women has increased since the last quarter of the 20th century. Women in 20th century America were more dedicated towards their families than they are today. In the colonial times, women would help their husbands with agricultural work, knit, sew etc. Also it was part of the mother’s job to make sure that she would effectively pass on all of her skills to her daughters so that she would in turn make a good wife/ mother. As time progressed, and the industrial revolution took place, changes occurred gradually. There were changes in methods of work, transportation etc. Consumer goods were now readily available which meant that the things that the women were required to do before were no longer required. This meant that there was more time for family. There was also a rise in perception of the people towards education and its importance. Unmarried females from the middle class got jobs and worked. More women were going for higher education. In the time of the World War II, more women got employment, whether they were married or not. In the later years, the rise in feminism in the 1960’s led women to organize for equal rights. In the 1960’s to 1970’s era there were much more women employed as ever before.