Freuds psuchosexual stages of development essays

Freuds psuchosexual stages of development essays Freud really did make some major contributions to the field of psychology. He was the first one to suggest that psychological problems might have their roots in how children were treated. Freud believed that most of our personality is formed by early childhood, much of it so early that we dont even have conscious memories. For example, people who were toilet-trained strictly and at an early age grow up to be intolerant of mess, disorder and anything that doesnt go by the rules of how things are supposed to be. In the summer of 1929, one of Freuds patients, Herman Kleirman, wrote a letter to him in order to be able to understand a dream he had. The symbolism and depiction of this dream represents the different stages of Freuds theory of development. The first thing the patient remembers is that he was in a very dark and uncomfortable space. Soon after, he fell down a tunnel and ended up in a lake. This is the suggestion of the moment of birth, when the baby is still inside the mother (the dark spot). The tunnel he talks about is the birth canal through which he will come out and see the light for the first time. Up to that moment, the baby has been in water for nine months. So, once he is outside (in the lake), he starts to take oxygen. This is why he felt that the lake was filled with more than water, which is air. Next, the patient grasped onto something to save himself in the dream. This is the representation of the beginning of the oral stage for the baby. Now, the mouth is his only connection with the world. Grabbing and sucking are two of the only things that the baby can do at this point. As Freud indicates in his theory, little kids have the desire to Freuds psychosexual stages of development 3 suck all the time. They grab the mothers nipple for milk, as the man grabbed and ate that thing in the dream to save his life. He tasted something bitter and acidic. This...

USS Oregon (BB-3) in the Spanish-American War

USS Oregon (BB-3) in the Spanish-American War In 1889, Secretary of the Navy Benjamin F. Tracy proposed a large 15-year building program consisting of 35 battleships and 167 other vessels. This plan had been devised by a policy board that Tracy convened on July 16 which sought to build upon the shift to armored cruisers and battleships that had begun with USS Maine (ACR-1) and USS Texas (1892). Of the battleships, Tracy wished ten to be long-range and capable of 17 knots with a steaming radius of 6,200 miles. These would serve as a deterrent to enemy action and be capable of attacking targets abroad. The remainder were to be of coastal defense designs with a speed of 10 knots and a range of 3,100 miles. With shallower drafts and more limited range, the board intended for these vessels to operate in North American waters and the Caribbean. Design Concerned that the program signaled the end of American isolationism and the embracing of imperialism, the US Congress declined to move forward with Tracys plan in its entirety. Despite this early setback, Tracy continued to lobby and in 1890 funding was allocated   for the building of three 8,100-ton coastal battleships, a cruiser, and torpedo boat. The initial designs for the coastal battleships called for a main battery of four 13 guns and a secondary battery of rapid-fire 5 guns. When the Bureau of Ordnance proved unable to produce the 5 guns, they were replaced with a mixture of 8 and 6 weapons. For protection, the initial plans called for the vessels to possess a 17 thick armor belt and 4 of deck armor. As the the design evolved, the main belt was thickened to 18 and consisted of Harvey armor. This was a type of steel armor in which the front surfaces of the plates were case hardened. Propulsion for the ships came from two vertical inverted triple expansion reciprocating steam engines generating around 9,000 hp and turning two propellers. Power for these engines was provided by four double-ended Scotch boilers and the vessels could achieve a top speed around 15 knots. Construction Authorized on June 30, 1890, the three ships of the Indiana-class, USS Indiana (BB-1), USS Massachusetts (BB-2), and USS Oregon (BB-3), represented the US Navys first modern battleships. The first two ships were assigned to William Cramp Sons in Philadelphia and the yard offered to build the third. This was declined as Congress required that the third be built on the West Coast. As a result, construction of Oregon, excluding guns and armor, was assigned to Union Iron Works in San Francisco. Laid down on November 19, 1891, work moved forward and two years later the hull was ready to enter the war. Launched on October 26, 1893, Oregon slid down the ways with Miss Daisy Ainsworth, daughter of Oregon steamboat magnate John C. Ainsworth, serving as sponsor. An additional three years were required to finish Oregon due to delays in producing the armor plate for the vessels defenses. Finally completed, the battleship commenced its sea trials in May 1896. During testing, Oregon achieved a top speed of 16.8 knots which exceeded its design requirements and made it slightly faster than its sisters. USS Oregon (BB-3) - Overview: Nation: United StatesType: BattleshipShipyard: Union Iron WorksLaid Down: November 19, 1891Launched: October 26, 1893Commissioned: July 15, 1896Fate: Scrapped in 1956 Specifications Displacement: 10,453 tonsLength: 351 ft., 2 in.Beam: 69 ft., 3 in.Draft: 27 ft.Propulsion: 2 x vertical inverted triple expansion reciprocating steam engines, 4 x double ended Scotch boilers, 2 x propellersSpeed: 15 knotsRange: 5,600 miles at 15 knotsComplement: 473 men Armament Guns 4 Ãâ€" 13 guns (2Ãâ€"2)8 Ãâ€" 8 guns (4Ãâ€"2)4 Ãâ€" 6 guns removed 190812 Ãâ€" 3 guns added 191020 Ãâ€" 6-pounders Early Career: Commissioned on July 15, 1896, with Captain Henry L. Howison in command, Oregon commenced fitting out for duty on the Pacific Station. The first battleship on the West Coast, it commenced routine peacetime operations. During this period, Oregon, like Indiana and Massachusetts, suffered from stability problems due to the fact that the vessels main turrets were not centrally balanced. To correct this issue, Oregon entered dry dock in late 1897 to have bilge keels installed. As workers completed this project, word arrived of the loss of USS Maine in Havana harbor. Departing dry dock on February 16, 1898, Oregon steamed for San Francisco to load ammunition. With relations between Spain and the United States quickly deteriorating, Captain Charles E. Clark received orders on March 12 instructing him to bring the battleship to the East Coast to reinforce the North Atlantic Squadron. Racing to the Atlantic: Putting to sea on March 19, Oregon began the 16,000-mile voyage by steaming south to Callao, Peru. Reaching the city on April 4, Clark paused to re-coal before pressing on to the Straits of Magellan. Encountering severe weather, Oregon moved through the narrow waters and joined the gunboat USS Marietta at Punta Arenas. The two ships then sailed for Rio de Janeiro, Brazil. Arriving on April 30, they learned that the Spanish-American War had begun. Continuing north, Oregon made a brief stop at Salvador, Brazil before taking on coal at Barbados. On May 24, the battleship anchored off Jupiter Inlet, FL having completed its journey from San Francisco in sixty-six days. Though the voyage captured the imagination of the American public, it demonstrated the need for the construction of the Panama Canal. Moving to Key West, Oregon joined Rear Admiral William T. Sampsons North Atlantic Squadron. Spanish-American War: Days after Oregon arrived, Sampson received word from Commodore Winfield S. Schley that the Admiral Pascual Cerveras Spanish fleet was in port at Santiago de Cuba. Departing Key West, the squadron reinforced Schley on June 1 and the combined force commenced a blockade of the harbor. Later that month, American troops under Major General William Shafter landed near Santiago at Daiquirà ­ and Siboney. Following the American victory at San Juan Hill on July 1, Cerveras fleet came under threat from American guns overlooking the harbor. Planning a breakout, he sortied with his ships two days later. Racing from the port, Cervera initiated the running Battle of Santiago de Cuba. Playing a key role in the fighting, Oregon ran down and destroyed the modern cruiser Cristobal Colon. With the fall of Santiago, Oregon steamed to New York for a refit. Later Service: With the completion of this work, Oregon departed for the Pacific with Captain Albert Barker in command. Re-circling South America, the battleship received orders to support American forces during the Philippine Insurrection. Arriving in Manila in March 1899, Oregon remained in the archipelago for eleven months. Leaving the Philippines, the ship operated in Japanese waters before putting into Hong Kong in May. On June 23, Oregon sailed for Taku, China to aid in suppressing the Boxer Rebellion. Five days after leaving Hong Kong, the ship struck a rock in the Changshan Islands. Sustaining heavy damage, Oregon was refloated and entered dry dock at Kure, Japan for repairs. On August 29, the ship steamed for Shanghai where it remained until May 5, 1901. With the end of operations in China, Oregon re-crossed the Pacific and entered Puget Sound Navy Yard for an overhaul. In the yard for over a year, Oregon underwent major repairs before sailing for San Francisco on September 13, 1902. Returning to China in March 1903, the battleship spent the next three years in the Far East protecting American interests. Ordered home in 1906, Oregon arrived at Puget Sound for modernization. Decommissioned on April 27, work soon commenced. Out of commission for five years, Oregon was reactivated on August 29, 1911 and assigned to the Pacific reserve fleet. Though modernized, the battleships small size and relative lack of firepower still rendered it obsolete. Placed in active service that October, Oregon spent the next three years operating on the West Coast. Passing in and out of reserve status, the battleship took part in the 1915 Panama-Pacific International Exposition in San Francisco and the 1916 Rose Festival in Portland, OR. World War II Scrapping: In April 1917, with the United States entry into World War I, Oregon was re-commissioned and commenced operations on the West Coast. In 1918, the battleship escorted transports west during the Siberian Intervention. Returning to Bremerton, WA, Oregon was decommissioned on June 12, 1919. In 1921, a movement began to preserve the ship as museum in Oregon. This came to fruition in June 1925 after Oregon was disarmed as part of the Washington Naval Treaty. Moored at Portland, the battleship served as a museum and memorial. Redesignated IX-22 on February 17, 1941, Oregons fate changed the following year. With American forces fighting World War II it was determined that the ships scrap value was vital to the war effort. As a result, Oregon was sold on December 7, 1942 and taken to Kalima, WA for scrapping. Work progressed on dismantling Oregon during 1943. As the scrapping moved forward, the US Navy requested that it be halted after it reached the main deck and the interior cleared out. Reclaiming the empty hull, the US Navy intended to use it as a storage hulk or breakwater during the 1944 reconquest of Guam. In July 1944, Oregons hull was loaded with ammunition and explosives and towed to the Marianas. It remained at Guam until November 14-15, 1948, when it broke loose during a typhoon. Located following the storm, it was returned to Guam where it stayed until being sold for scrap in March 1956.

Immigration and Nationality Law Essay Example | Topics and Well Written Essays - 2000 words

Immigration and Nationality Law - Essay Example e is a possible occurrence that a person may be treated in a way, in their country of origin, that would be classed as a breach of the HRA in the UK; this breach would be imputed back to the UK through its act of deportation, therefore causing a breach in the HRA. These persons are not technically asylum seekers as they are making a claim under the Refugee Convention; therefore this adds additional, albeit limited protections, to persons in fear of abuse. So for the purposes of this discussion they will be defined as asylum seekers. Persons who are looking for a safe place to enjoy their life and freedoms and in some cases obtain their basic needs, i.e., food, water, education†¦ The HRA does not protect a right to basic necessities. This essay begins by focusing on founding human rights principles and the central question that will be discussed is; whether the legal framework of human rights, through the Human Rights Act 1998 (HRA) and the European Convention of Human Rights (EC HR), uphold the principles that these pieces of law were founded upon. This is a similar reaction in other European countries and the most prevalent are the Roma Gypsies and Eastern Europeans; the following discussion will consider this case study to show that immigration law can and has been used to assert racist policies by classing them as economic migrants rather than asylum seekers, which means their financial status will exclude them and the persecution does not meet the standard posed by the European Court of Human Rights (ECtHR). Natural rights are the basis for the international human rights of today, however the theory of modern human rights is slightly different as it is no longer purely concerns democratic government, but aims to ensure that gross human rights violations in the world as a whole will be held accountable and hopefully eliminated. Dworkin describes human rights as trumps1 that indicate a powerful set of principles individuals can rely on to protect them from

Legal, Ethical, or Moral Research Paper Example | Topics and Well Written Essays - 500 words

Legal, Ethical, or Moral - Research Paper Example Jimenez deportation and the suit against the hospital by Montejo are guided by legal rules and regulations, and the validity of the deportation was determined to be illegal regarding court jurisdiction in deciding the deportation. The lack of moral guidelines and the presence of legal rules on the deportation make the case a legal issue. The decision denying Martin Memorial immunity on false imprisonment was decided on legal regulation pertaining to seeking vindication of a private right when the court lacks jurisdiction over the matter. However, moral issues are also inherent in the case owing to the decision by the hospital to deport Jimenez knowing well that he will have no hospital care in Guatemala, risking his life in the process, and giving his 72-year-old mother the responsibility of a caregiver (Sontag, August 3, 2008). Dr. Bradley’s case is more of a moral issue than a legal issue because of the extent of trust to which the doctor was bestowed on by the parents to the affected children. Dr. Bradley acted unethically and irresponsibly in the case betraying the parent’s trust for the care of their children, falling short of ethical and professional requirement, and lacking the respect that an elder ought to have when caring for children. It is a moral issue because of the negligence of the hospital allowed the vice to continue for over 11 years despite an earlier case of abuse reported by a nurse. Abusing and molesting children under his care or the delivery of paediatric treatment patient by an adult also makes the issue a moral issue because of the position of adults to care for children in the community and not harm them. It is a legal issue owing to the 471 counts of molestation facing the doctor in the case but all this cases and many more portray the moral and ethical failure in his practice making it more of a moral/ethical issue. Savage-Morrell case is a moral issue owing to the many moral issues that are intertwined

Audience as Market vs Audience as Public Essay Example for Free

Audience as Market vs Audience as Public Essay The relevance of ratings is very crucial, for it is what determines the most looked after programs that give a hint of satisfaction from the audiences as consumers. It is a measure of response that helps producers and managers determine what type of programs are appropriate for a certain time of the day. It also tells something about the audience, generally, their age and program preference. The audience-as-market view was manifested through the many advertisements that can be found on the commercials or air-time allotted in-between television programs. (Ang, 1991, pp. 28) Most of the television programs were an also profit-making program that generates money from the emotions and satisfaction of the public domain. In a more traditional sense, wherein broadcasting is used as a means of transmitting information, the audiences are viewed as a public. In a broad sense it portrays public service through broadcasting. Those who take broadcasting in the traditional sense believe that they have a responsibility to provide information to the public domain or to their audiences. (Ang, 1991, pp. 29) Impact of Globalization There had been several changes in the broadcasting industry due to the innovations in technology and the advent of globalization. The new ways of delivering audio-visual information via satellite have tremendously increase the audience choice and made access to different programs a lot more cheaper (McQuail, 1997, pp. 9). An instance that shows the advent of globalization can be reflected on the different interactive programs use to generate funds and advertisements. In public service broadcasting, the latest innovations have made it easier to get and present information and news. By being interactive, it had been able to solicit questions and opinions from the audience that further create a more informed viewers. Conclusion Broadcasting is a money-making industry that was promoted by a capitalist institution. Although there were views that it is ought to be used and contextualize to serve the public, nevertheless, this view would only be a part of a larger cultural-market scheme. It is important to analyze the institutional framework that fueled the broadcasting industry in able for one to determine how analyze the audience. Due to the fact that it is the institutional framework which determines who are the audiences and how they are supposed to response and be address. Bibliography Ang, I. 1991Desperately Seeking the Audience, Routledge, London/New York, , pp. 26-32 McQuail, D. 1997Audience Analysis, Sage, Thousand Oaks, California, , pp. 1-11. Moores, S. 2000. Media And Everyday Life In Modern Society. Edinburgh University Press. Edinburgh. pp. 5-23 Schirato, T. and Yell, S. 1996`Communication and Culture`, Communication and Cultural Literacy: An introduction, Allen and Unwin, St Leonards, Sydney, , pp. 1-21 Schlesinger, P. Do Institutions Matter For Public Servic Broadcasting? University of Stirling, Scotland. Retrieved on August 12, 2007. Retrieved from www. ofcom. org. uk/consult/condocs/psb2/psb2/psbwp/wp2schles. pdf Thompson, J. 1997, `Mass Communication and Mass Culture` in O`Sullivan, Tim and Jewkes, Yvonne (eds), The Media Studies Reader, Edward Arnold Ltd, London, pp. 28-41 Williams, R. 1997`Mass and Masses` in O`Sullivan, Tim and Jewkes, Yvonne (Eds), The Media Studies Reader, Edward Arnold ltd, , pp. 18-27

Journey Theme in Whitman’s O Captain! My Captain! and Tennyson’s Crossi

Journey Theme in Whitman’s O Captain! My Captain! and Tennyson’s Crossing the Bar A man’s journey at sea has always been romanticized as an individualistic struggle against the backdrop of the cruel elements of nature. Paradoxically, though, within that same journey, the sea possesses an innate sense of timelessness that can become a man’s quest for God. In â€Å"O Captain! My Captain!† Walt Whitman describes the narrator’s sense of aimlessness at sea after his beloved Captain dies. In Lord Alfred Tennyson’s â€Å"Crossing the Bar,† the speaker is beckoned by the sea and its soundlessness even though he senses foredoom there. And so, although both Whitman and Tennyson employ a voyage at sea as the predominant image and metaphor within similar structural frameworks, they do differ in how they represent the journey and depict the tone of the poem. In â€Å"O Captain! My Captain!† uses the ship, the voyage at sea, and the Captain, within the poem to describe the mood of the United States in the immediate aftermath of the Civil War. The â€Å"fearful† voyage at sea, then, is an appropriate metaphor for the arduous Civil War, which has finally ended, but ironically, the Captain of the ship, Abraham Lincoln, has fallen dead (Line 2). Whitman uses extensive imagery to describe the North, awaiting the ship to dock, â€Å"exulting,† and â€Å"their eager faces turning† (Whitman, Lines 3, 12). But at the same time, there are underlying burdens of grief that the war brings. Whitman describes the postwar era with a pervading irony within the poem; although â€Å"the prize we sought is won,† the true reality of the situation reflects a phyrric victory (Line 2). The narrator’s â€Å"mournful tread† on the deck of the ship becomes symbolic for the United States, as the Sout... ...orates the death of the Captain, Tennyson discusses crossing into the realm of the afterlife with a stoic calmness, which ultimately leads a solitary death. However, both poets seem to realize their own mortality and that death is an indestructible force. While Tennyson’s everyday narrator treats â€Å"crossing the bar† as another symbolic stage of the human existence, the beloved Captain is ironically unable to defeat it despite what horrors he may have overcome at sea. Death, then, transcends the social divide; no one, from the common man of Tennyson’s poem to a brave, revered Captain, who has survived the perils at sea, can conquer it. Works Cited Tennyson, Alfred Lord. Alfred Lord Tennyson: Selected Poems. New York: Penguin Books , 1992. Whitman, Walt. Leaves of Grass. 1892 ed. New York: Bantam Books, 1983. PID 0062 1 Marlow Engl. 12 Sect. 37

Ticket To…Tadcaster

The textual topic I chose was documentary; I made a documentary about a local band called the tickets which was made to target people who are interested in MOD music and the MOD scene, I feel this as been achieved because I have shown my documentary to people who fit this criteria and they commended it as an accurate view of scooter rallies are were interested in the band and seeing them again. As the documentary was aimed at a specific audience, the main ideology had to be linked to the ideology of the target audience (MOD). This ideology is the lifestyle that comes with the music and the accomplishment watching a band ultimately succeed in this style of playing. However my documentary was shot to make the progression from practise to gigging look like a struggle; this was done by mediating the footage. But I think that people watching will feel empathy towards the band, willing for them to succeed, as most people, not just MODS, like to see an underdog come out on top this gives a wider audience for my documentary. Therefore I believe I made the right decision showing my documentary on channel four in the T4 slot on a Sunday morning. As the demographic audience is aged 16-30 and can relate to the band as they are the same ages. I have chosen a televised viewing rather than a cinema viewing for the simple reason that they are more popular judging by the regular scheduling of documentaries and higher viewing figures. I have used diegetic dialogue from the band in the argument sequences in conjunction with non diegetic narration from me to convey an informative style; this narration is a way of directly communicating with the audience to keep them posted of what was going on visually at the time, as most shots were in the same setting. My camera angle during the practise and argument scenes could have been made better by using different angles and editing them all together, instead most of the time you can't see one member of the band even when they are speaking. I used an hand held video camera to shoot the documentary this makes the quality of my documentary poor as at times the camera is quite jerky which diverts the attention from what is happening on screen. If I were to make the documentary again I would use a tripod to keep the camera still. The footage of the band in the small practise room to a huge room full of people represents what I wanted to show in how far they have come to play a successful gig. The clean cut look of the band and also the mise-en-scene of the room they are playing in connotates the look and attitude of MODS which is to be dressed smart and have a no nonsense attitude. Any footage that didn't represent this I edited out. I wanted to make my documentary a form of docu- soap. Recent docu-soaps such as Airport show the same struggle and resolution as mine does. I wanted to make the characters personalities strong and make them fully aware of the camera, to the extent that they â€Å"play up to it†. The audience identification with, and response to, characters is strong just like that of televised docu- soaps. In my opinion the only element in my documentary not consistent to that of a real docu- soap is that there isn't a multitude of characters with different stories all interwoven, this would have been difficult to do as the point of my documentary was to show one story from a certain group of people. At the end of my documentary it fades out with a still frame of the bands faces smiling with a song played over the top this makes people want to know what will happen to the band after they had pulled off such a big gig, I wanted people to ask questions like Will they do any more? What will happen to them now? After talking to people who had watched it these questions were asked. I decided to show fans smiling at the end of my documentary as this shows the enjoyment they've got from watching the band with the song that the band have played â€Å"Can't explain† with lyrics saying â€Å"got a feeling inside can't explain† I believe it fits with the images on screen and will hopefully make the audience smile too. My documentary follows the story of a bands run up to a big gig in a nearly chronological sequence, at the beginning it shows them playing the gig then it flashes back to practicing from then on it is perfectly chronological, I don't think I should have done this as straight away you know that the band make it to the gig and are doing well. I should have maybe showed them doing a smaller gig and made the point of how big the next gig was and the huge jump they had to undertake. I believe I made characters that engage and interest the audience as they are all big personalities that have presence on screen. Also I had a non- character narrator who acts as the storyteller and providing links between the sequences. Although not shown in the documentary I would have liked to have created the documentary under the name Talkback TV as the programs they have made suit the target audience such as musical programs such as Never Mind The Buzzcocks and Bo Selecta, both programs are primarily watched by 16-30 year olds. Also Talkback TV has made a string of documentaries for channel 4 on which my documentary would be shown; they make documentaries that are catered for minority interests and tastes as instructed to do so by law as they have a Public Service charter, as such this documentary about a local band would fit the criteria. Using this institution would also ensure the money needed to professionally film and edit, a large budget isn't needed as big name stars are non existent and not needed in a documentary. The bands ideology is the same ass that of the audience, have a laugh and enjoying themselves whilst still maintaining quality and seriousness but most of all doing it for themselves. The bands ideology fits in well with the ideology of channel 4; the channel on which the documentary would feature. The Public Service charter means that the documentary would be shown to people of minority interests, such as that of a MOD. More specifically the programme would be best scheduled during the T4 slot on a Sunday morning as to target the audience more specifically. With the reputation of music channels such as MTV rising bands are becoming more popular and so in turn documentaries such as â€Å"Making the Band† are too spurring more people on to create their own band. My documentary was made to inspire people of the same age of the band showing the audience the highs and the lows and what was needed to create their own band aspiring to be like The Tickets; this I believe is a new trend within teenage boys and my documentary meets this trend.

Character Analysis: Mephistopheles

In Goethe’s Faust, Mephistopheles is presented as a servant of the Devil. His chief function is to search for corrupt men and collect their souls. Mephistopheles’ appearance to Faust signifies that Faust’s soul is in danger of damnation. Some scholars claimed that Mephistopheles, although a servant of Satan, is not entirely evil. In the third part of the play, Mephistopheles even warned Faustus not to sell his soul t Lucifer. There are indications that he even advised Faust to seek and reenter God’s favor by foregoing his unwarranted desires. In post-classical literary criticism, Mephistopheles is even depicted as a protector of souls in danger of damnation – a fallen angel who retained some good. Some scholars argued that Mephistopheles is the material manifestation of Faust’s bad conscience. He is perceived to be an angel who permitted Faust to act on endless possibilities. This limitless freedom is synonymous to a life free from God. Indeed, according to some scholars, Mephistopheles represents this limitless freedom. However, it should be noted that Mephistopheles is not merely a symbolic representation of evil. In the play, he is portrayed as a fallen angel – a servant of Satan who collects the soul of damned individuals. The traditional definition of evil is, however, retained in Mephistopheles’ character. The first scene of the play is somehow imitated from one of the most popular stories in the Bible, the story of Job. Faust is a humble teacher and doctor to the poor. He is the proof that there are still men who are truly dedicated to God. Mephistopheles approaches God and mocks Faust for his endless search for understanding. He tells God that such character is a weakness – that it is impossible to fully understand the cosmos. God allows Mephistopheles to ‘tempt’ Faust. Mephistopheles is overtly happy, presumably because he knew that he could easily sway Faust away from God. In his study table, Faust reads some commentaries on the Bible and philosophical tracts. He is deeply sad because after studying so many tracts and books, he still cannot understand the mysteries of the universe. At some point in time, he considers committing suicide. It is Easter Morning. Faust reads the first chapter of the Gospel of John. Mephistopheles then suddenly appeared disguised as a scholar. The two men talk and after which, Faust convinces him to return. . Mephistopheles then appears to Faust, this time in his true form. He offers Faust all the wonders of the world in exchange for his soul. Faust immediately agrees (believing that the soul is not immortal) on the condition that he must experience the greatest pleasure that can be possibly attained. Mephistopheles agrees. A blood pact is then signed. Note the overt traditionalism of the first chapter of the play. Contrary to post-modernist criticism of the play, Mephistopheles is depicted not only as the agent of Satan but also as the bearer of true evil. His proud stature as a fallen angel is a proof that he is fully capable of swaying men away from God. Indeed, Mephistopheles is not only Faust’s bad conscience; he is an incarnate of evil – a creature whose existence is independent from that of either Faust or his conscience.

Mexican American Essay Example

Mexican American Essay Example Mexican American Essay Mexican American Essay The Mexican America Racial and Ethnic Relations The Mexican American experience has been one of adversity, and endurance. The plight of these native people has been ignored, and many times erased from the American conscience. They have struggled for acknowledgement, fought for equality and have gone to battle for respect. This population has been victimized, and driven to the ground by the powerful grip of American society. Efforts were repeatedly made to shape Mexicans into what others perceived them to be. The language they should speak, the things they should learn, and the way they should live, were decisions they were unable to control. This lack of power allowed the U. S. to take advantage of Mexican rights, labor and land. In addition, this produced a loss of Mexican identity and culture. Several thousand agricultural workers migrated to the U. S. in the early twentieth century. The majority of these persons were Mexicans that found work on farms, where white owners welcomed their cheap labor. Growers minimized local opposition to Mexican immigration by promising that the Mexicans would return to Mexico, following picking season. This broken promise enabled the growth of systematic oppression toward incoming Mexicans. By migrating to the U. S. , they hoped to find more prosperous means of living. The Bracero Program was implemented as a tool for Mexicans to migrate and work in the U. S. The Bracero Program offered a dramatic solution for Mexicans to work through visas in the U. S. This program offered thousands of workers the opportunity to work on farms, and get paid. Unfortunately, it had its failings. Basically the program was a way for the American employers to exploit Mexican workers, and pay them very small wages. Race became the main justification for discrimination and subordination of Mexicans. On a social side; class, race, and gender are the means by which people are set apart. Mexican identities became lumped together, and were referred to as the bottom of the barrel, in the Anglo American eyes. This culture is viewed as a rejection of assimilation. In current debates over the increasing unemployment rates, Americans seek to use Mexicans as scapegoats. This is often due to the number of Mexicans that migrated to the U. S. , and are willing to preform manual labor for minimal payment. These Mexicans have been exploited by imperialism and globalization. It is this exploitation that brings about migration and changes to their culture and identity. In the United States, we live in a society that proclaims equality, free of discrimination, opportunity, liberty and freedom to all its citizens. However, that is only a facade. Reality is the gentrified urban areas, neglect and ignorance of the presence of racial and gender inequalities that saturate society. Social stratification impeded racial relations in the U. S. far more than any other racial differences. Minorities experience the majority of wealth in the hands of the white population. Whites refer to government programs for minorities as a handout, or minorities being lazy. For many decades people have been using race as a way to classify humans into different social categories. Unfortunately, Mexicans have been placed in the underclass category. This is due to their financial income, occupations, and legal right to be in the U. S. Regrettable, Mexican Americans are viewed as inferior, and seem to be at the bottom of the social hierarchy.

A Guide to French Reflexive Pronouns

A Guide to French Reflexive Pronouns Reflexive pronouns are a special kind of French pronoun which can only be used with pronominal verbs. These verbs need a reflexive pronoun in addition to a subject pronoun because the subject(s) performing the action of the verb are the same as the object(s) being acted upon. These are the French reflexive pronouns:  Ã‚  Ã‚  me / m  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  me, myself  Ã‚  Ã‚  te / t / toi  Ã‚  Ã‚  you, yourself  Ã‚  Ã‚  se / s  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  him(self), her(self), it(self), them(selves)  Ã‚  Ã‚  nous  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  us, ourselves  Ã‚  Ã‚  vous  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, yourself, yourselvesMe, te, and se change to m, t, and s, respectively, in front of a vowel or mute H. Te changes to toi in the imperative.Like object pronouns, reflexive pronouns are placed directly in front of the verb in nearly all tenses and moods:* Nous nous parlons. Were talking to each other.Ils ne shabillent pas. They arent getting dressed. *In the imperative, the reflexive pronoun is attached to the end of the verb with a hyphen. Là ¨ve-toi  !  Get up!Aidons-nous. Lets help each other Reflexive pronouns always have to agree with their subjects, in all tenses and moods - including the infinitive and the present participle. Je me là ¨verai.   I will get up.Nous nous sommes couchà ©s. We went to bed.Vas-tu te raser  ?  Are you going to shave?En me levant, jai vu... While getting up, I saw... Be careful not to mix up the third person singular reflexive pronoun se with the direct object le. Se - French Reflexive Pronoun Se, the third person singular and plural reflexive pronoun, is one of the most often misused  French pronouns.  It can only be used in two kinds of constructions:1.  With a  pronominal verb: Elle  se  lave. Shes washing up (shes washing  herself).Ils  se  sont  habillà ©s. They got dressed (they dressed  themselves).Elles  se  parlent. Theyre talking to each other. 2.  In a  passive impersonal construction: Cela  ne  se  dit pas.  That isnt said.Lalcool  ne  se  vend pas  ici. Alcohol isnt sold here. French learners sometimes get confused about whether to use  se  or the direct object  le. They are not interchangeable - compare the following: Elle  se  rase.  - Shes shaving (herself).   Se  is the reflexive pronounElle le  rase.  - Shes shaving it (e.g., the cat).  Le  is the direct objectIl  se  lave.  - Hes washing (himself).  Se  is the  reflexive pronounIl le  lave.  - Hes washing it (e.g., the dog or the knife).  Le  is the direct objectSe  lave-t-il le  visage  ?  - Oui, il  se  le  lave.  - Is he washing his face? Yes, hes washing it.  Se  and  le  work together Note that  se  may be the direct or  indirect object  of a French sentence. Ils  se  voient.  - They see each other.  Se  means each other and is a direct object.Il  se  lave  le visage.  - Hes washing his face. (Literally, Hes washing the face of himself)  Se  means of himself and is an indirect object. (  Visage  is the direct object)

Mobile Business Technologies Essay Example | Topics and Well Written Essays - 2000 words

Mobile Business Technologies - Essay Example According to the report findings  many new applications are getting invented like iOS, Android and Blackberry applications to name a few. iOS was the name given by Apple to the operating system that runs and supports all the touch screen mobile devices like iPads, iPhones and iPods.As the discussion stresses  in recent times there has been a dominating trend in all industries among their core products that has compelled the firm’s to move towards other services. Traditionally the manufacturers used to view their services as a mean to enhance value of the good that clearly differentiate between their products and the products offered by their competitors. But now companies have to think about something different. The concept of â€Å"bundles† and â€Å"extended product† emerged from customer’s need and new selling approaches. According to Vandermerwe and Rada, â€Å"Bundles† refer to the combination of products, service, support and knowledge. Ac cording to Jansson and Thoben, ‘extended product’ refers to the core product surrounded by set of intangible services and tangible products. Kotler has suggested five types of ‘service mix’ like tangible goods, intangible goods, hybrid good, major services accompanied by minor products and services and pure services with hybrid offering. The companies are now showing interest in offering hybrid products or services rather than just offering tangible goods and services (Brax, 2005). Nestle is the world’s leading brand in health and nutrition. â€Å"Good Food, Good Life† is the main mission of Nestle. In order to achieve this mission the company provides the consumers with wide ranges of food and beverages that caters to taste and nutrition and are meant for every occasion (Nestle, 2013). The business principle of Nestle has developed for over a period of 140 years and forms the basis of the company’s culture. Nestle was created with a vi sion of providing long term benefits to the shareholders by not only complying to the legal requirements of the company but also ensures that the activities are sustainable and creates value for the society (Nestle's Corporate Business Principles, 2013). Nestle in the year 2010 launched its new application named Corporate App for iPads and iPhones that was heavily backed by technology (Nestle, 2013). This new application was meant for investors and media to make them access latest press releases, reports, presentations and weekly updates on buy-back of shares whether online or offline. This application gained an overwhelming response from all over the world. Since its launch people