DeVany's statement Case Study Example | Topics and Well Written Essays - 500 words

DeVany's statement - Case Study Example The stock market crash of 1929 and the depression that followed led to a substantial contraction in takeover activity until the period during and following World War II. combinations. Articles 81 and 82 of the European Community Treaty prohibiting cartels and other "concerted practices" distorting competition along with prohibiting the willful acquisition or maintenance of monopoly power are similar to Sections 1 and 2 of the Sherman Act outlawing concerted action to restrain trade. Consider, for example, the proposed merger of General Electric and Honeywell International Inc., two U.S.-based corporations, which was blocked by the European Union in 2001 even though U.S. antitrust regulators had already approved the deal. Jack Welch, then CEO of General Electric, complained that "European regulators' demands exceeded anything I or our European advisers imagined and differed sharply from antitrust counterparts in the U.S. and Canada." an order designed to pressure broadcasters into getting DTV signals on the air--or, at least, to "remind licensees of the importance of their DTV construction efforts," the FCC has ordered a series of sanctions for broadcasters that miss their DTV deadlines without good excuses. The order matches the

Good Versus Evil Essay Example for Free

Good Versus Evil Essay Good versus Evil At first, it appears that the definitions of good and evil are straightforward. According to the New Oxford American Dictionary, good is defined as â€Å"that which is morally right; righteousness†; evil is defined as â€Å"profoundly immoral and malevolent. † For centuries there has been an argument among many philosophers on the belief of â€Å"good versus evil† and whether it really exists. Some argue that human beings are the perpetrators of evil. Others argue that the world is not a bad place and that evil and suffering is, in fact, necessary. Throughout the novel, Frankenstein by Mary Shelley, there is a clear struggle involving good and evil. The reader is introduced to the protagonist and narrator, Victor Frankenstein, at the beginning of the novel. Victor, a family oriented man, becomes very interested in the modern science world and later on believes that he has discovered the â€Å"secret of life. † With this discovery he goes on to create a monster, who remains without a name throughout the whole novel. At first glance it appears that the monster did everything in his power to prevent Victor from having the happy life that he longed for. Mary Shelley purposely chose Victor Frankenstein to be the narrator of this story. Readers only get the story from his point of view. Frankenstein plays on the emotions of the readers, therefore anything he is feeling, readers feel the same way. He is seen as this helpless man who has been through so much in such a short life, and all because he was being terrorized by this heinous creature. â€Å"I entered the room where the corpse lay, and was led up to the coffin The trial, the presence of the magistrate and witnesses, passed like a dream from my memory, when I saw the lifeless form of Henry Clerval stretched before me. I gasped for breath; and, throwing myself on the body I exclaimed, ‘Have my murderous machinations deprived you also, my dearest Henry, of life? Two I have already destroyed; other victims await their destiny: but you, Clerval, my friend, my benefactor’† (122). However, readers do get a glimpse in to how the monster feels and the struggles that he comes across. â€Å" She continued her course along the precipitous sides of the river, when suddenly her foot slipped; and she fell into the rapid stream. I rushed from my hiding place, and, with extreme labour from the force of the current, saved her, and dragged her to shore I was suddenly interrupted by the approach of a rustic On seeing me, he darted towards me, and, tearing the girl from my arms, hastened towards the deeper parts of the wood he aimed a gun, which he carried, at my body, and fired. I sunk to the ground, and my injurer, with increased swiftness, escaped into the wood† (95). Mary Shelley’s anecdote of a struggle between good versus evil makes the reader constantly redefine who is truly the good one, and who is evil. At the end of the novel, the reader discovers that it is really Victor Frankenstein that is the evil one. He manipulated the readers thoughts and feelings by leading them to believe that he was the good one, that he was being tormented by this evil beast. In reality, this is how the story really goes: Frankenstein was the creator of this â€Å"beast. † Frankenstein abandoned the beast and treated it as if it were too wretched to be loved. Frankenstein, knowing how the beast felt and what he was capable of, continued to ignore the monster’s requests for a companion. Frankenstein knew that the beast would take away all of his loved ones until he got what he wanted. Victor manipulated this monster in to doing his dirty work for him. Mary Shelley displays this battle between good and evil very well. Candide, written by Voltaire, is a satire which pokes fun at a number of Enlightenment philosophies. The protagonist, Candide, is a good-hearted but naive young man. His mentor, Pangloss, is described as a teacher of â€Å"metaphysico-theologo-cosmolonigology† who believes that this is â€Å"the best of all possible worlds. † This belief, which is argued by Leibniz, is the main reason why Voltaire is satirizing his play. Pangloss is an optimist, and believes that no matter what happens, this is the greatest life anyone can live because the good will always be the case. Voltaire mocks the idea that good prevails over evil because he believes that human beings perpetrate evil. He believes that evil does, in fact, exist and ignoring that existence is wrong and dangerous. Other philosophers such as Leibniz believe that the existence of any evil in the world would have to mean that God is either not good or not omnipotent, and that idea could not possibly be true. With this reasoning, philosophers such as Leibniz believe that since God is indeed perfect, then the world that he has created can be viewed as no less than perfect as well. All the â€Å"evil† or â€Å"bad† that people claim exists in the world is only because they do not understand what God’s ultimate plan is. Voltaire strongly disagrees with this idea, as it is evident in his novel. He does not accept the idea that a perfect God exists, maybe a God does not even exist. To prove his point, Voltaire uses a great deal of exaggeration; the biggest optimists in the world, Candide and Pangloss, go through a series of hardships and horrors. These woes do not serve any apparent purpose but to attack this belief that this is â€Å"the best of all possible worlds. † A perfect example is when Pangloss tells Candide that he is dying because of syphilis. In chapter four, Candide cries, â€Å"O sage Pangloss what a strange genealogy is this! Is not the devil the root of it? † Pangloss simply replies, â€Å"Not at all, it was a thing unavoidable, a necessary ingredient in the best of worlds; for if Columbus had not caught in an island in America this disease, which contaminates the source of generation, and frequently impedes propagation itself, and is evidently opposed to the great end of nature, we should have neither chocolate nor cochineal. † This part of the novel makes the reader laugh because chocolate is not the result of syphilis; they are in, no way, related. Voltaire then adds more intelligent and rational characters into the story, such as the old woman, who have more pessimistic views about how the world works. By the end of the novel, Pangloss finally admits that maybe this is not â€Å"the best of all possible worlds. † Shelley, Voltaire, and Leibniz all touched on the subject of good versus evil. Voltaire and Leibniz had opposing views on how the world really works. Maybe there is a bigger plan, but evil does exist and evil is created by all of us. Shelley definitely showed how humans can truly be evil. No matter what, there will always be a battle between good versus evil.

Ethics in Machiavellis The Prince Essay -- Machiavelli The Prince

Ethics in Machiavelli's The Prince Niccolo Machiavelli (1469-1527) was an Italian statesman and political philosopher. He was employed on diplomatic missions as defence secretary of the Florentine republic, and was tortured when the Medici returned to power in 1512. When he retired from public life he wrote his most famous work, The Prince (1532), which describes the means by which a leader may gain and maintain power. The Prince has had a long and chequered history and the number of controversies that it has generated is indeed surprising. Almost every ideology has tried to appropriate it for itself - as a result everyone from Clement VII to Mussolini has laid claim to it. Yet there were times when it was terribly unpopular. Its author was seen to be in league with the devil and the connection between 'Old Nick' and Niccolo Machiavelli was not seen as merely nominal. The Elizabethans conjured up the image of the 'murdering Machiavel' [1] and both the Protestants and the later Catholics held his book responsible for evil things. Any appraisal of the book therefore involved some ethical queasiness. Modern scholarship may have removed the stigma of devilry from Machiavelli, but it still seems uneasy as to his ethical position. Croce [2] and some of his admirers like Sheldon Wolin [3] and Federic Chabod [4] have pointed out the existence of an ethics-politics dichotomy in Machiavelli. Isaiah Berlin [5] postulates a system of morality outside the Christian ethical schema. Ernst Cassirer [6] calls him a cold technical mind implying that his attitude to politics would not necessarily involve ethics. And Macaulay [7] sees him as a man of his time going by the actual ethical positions of Quattrocento Italy. In the face of s... ...erlin, Isaiah. The Question of Machiavelli. New York Review, November 4, 1971. 6. Cassirer, Ernst. Implications of the New Theory of the State (from The Myth Of The State) 7. Macaulay, Thomas Babington. Machiavelli http://www.fordham.edu/halsall/mod/1850Macaulay-machiavelli.html 8. Berlin, Isaiah. Ibid. 9. Machiavelli. Il Principe Ch XVIII 'Yet as I have said before, not to diverge from the good if he can avoid it, but to know how to set about it if compelled.' Trans. Marriott. The Project Gutenberg Internet Edition. 10. Erasmus. The Education of a Prince, quoted in J. R. Hale, Renaissance Europe 1480-1520 p. 309 11. Hale p. 308 12. Macaulay. Ibid. 13. Whitfield, J. H. Big Words, Exact Meanings. 14. Aristotle. Nichomachean Ethics. [trans. Sir David Ross] 15. Machiavelli. Discourses on Livy Ch XXVII, Project Gutenberg Internet Edition

My Grandmother Essay

Everybody has one important person in their lives. For me, the most influential person in my life is my grandmother. She is a traditional Chinese woman. When I was a child, my grandmother had been blind since I was not born, but she is nimbler than most people. My grandmother took care of me when I was a baby. Although my grandmother is dead, I still miss her, because she taught more experiences to me and these have changed many things in my mind. When I was a little girl, my parents went to another place for their work. Therefore, my grandmother took care of me at home. However, I thought that my parents did not love me because they were not like other parents who stayed at home. I felt my life was lost color. I always felt so bored and unhappy, because other children did not want to play with me, and I lost my parents’ love. Over some time, my character became lonely and shy. I thought that I would not have anymore changes in my life. However, my grandmother used something to change my thinking. One day, I was very unhappy and worrying about coming back home. When my grandmother knew that I was back, she cooked some dessert for me. But I did not want to eat anything. My grandmother was very worried about me and she asked me what happened. I told her that my teacher needed me to choose one story for speech in the classroom at next week. I was worrying about it because I was a shy girl and I did not believe that I could do it. After my grandmother understood the reasons, she laughed at me. I felt so uncomfortable. Therefore, I made a decision for this speech. But I always felt very angry about my grandmother’s behavior, and I did not want to talk with her. For a while, my grandmother did not laugh again. She said that this was a good chance for me and I must try to do it. I always did not want to talk about anything with her. Nevertheless, my grandmother still told one story to me. When she finished this story, she taught me who had the confidences and bravery to solve this problem. After this day, my grandmother requested me, who told one story to her in every night. Because of my grandmother’s training, I improved my speech and I became brave. So I was successful to tell this story to my classmates in the classroom. In this matter, I know that nothing is impossible. If I want to do anything, then I must be brave to do it. Because of my grandmother is teaching me, I changed shyness in my life and I was very happy for this change. I did not feel lonely again, because many children liked the story I told them, and then they wanted to play with me. My grandmother taught more experiences to me. Furthermore, she was a good grandmother because she knew that how to take care of me. For example, I felt very bad one morning. My grandmother touched my face, and then she said that I was sick and I needed to rest. I heard my grandmother because although my grandmother did not see anything, she knew more things. At the night, I still felt very bad and I was afraid about my disease. However, my grandmother comforted me. She took care of me. The next morning, I felt so good and strong. When I looked at my grandmother’s face, I was crying because I felt she was so tired to take care of me. However, my grandmother was so happy to comfort me and she said that she was fine. At now, I think that my grandmother is a great woman. Because of my grandmother is care. I know that many people need our help when they have trouble. I learned how to help those people from my grandmother. On the cold day, my friend and I came back home from school, we were very happy to talk with each other. Suddenly, my friend fell on the road and got hurt. She was crying. I did not know how to comfort her because her knee was bleeding. I looked for other people, but nobody came. I was very anxious and worried about her. At this time, I wanted to cry, but I knew that I could not cry because if I was crying, then my friend would be worrying about more things. Therefore, I tried to think of some ideas to help my friend. All at once, I remembered that my grandmother taught me how to cure her wound. I went to comfort my friend. At the same time, I immediately looked for one of medicinal herbs to cure her wound. In the end, I found the medicinal herbs to cure her wound, and then she did not cry. I was took my friend to go back her home. My friend and her mother said thanks for my help. When I came back home, I told to my grandmother about this. She was so happy to praise me. At this moment, although I felt very tired, I was glad to hear about it. After this time, I understood why my grandmother taught me to help other people. Therefore, I had been deciding to help much more people. My grandmother has many roles in my life. Sometimes my grandmother is like a best friend, she would share most interesting stories to me. Sometimes my grandmother is like a rigorous teacher. She passed much knowledge from her experiences to me, and she would request me who must change bad behavior. Sometimes my grandmother is like a chef. She could cook the most delicious food for me. According to my grandmother, I realize that my parents work in another place for our lives, and they love me very much. Therefore, I think that my grandmother is very important in my life. Furthermore, I believe that I do not forget her teaching forever, and I feel very happy to live with my grandmother

Advantages of mass media Essay

Mass media refers collectively to all the media technologies that are intended to reach a large audience via mass communication. There are various forms of mass media such as radio, television, movies, magazines, newspapers and the World Wide Web. Mass Media enjoys a very prominent role in our lives and thus, it is believed to influence our society. There are positive and negative effects of mass media on our society. This essay will discuss the advantages and disadvantages of mass media and state if the advantage or disadvantage outweighs the other. The first advantage of mass media is that it promotes democracy. Talk shows and debates that are conducted on the radio gives people chance to voice out their opinions and express their views of ideas about a particular issue. This use of radios makes it a â€Å"free market place of ideas† where people get informed of the multiple ideas that can be learned about a topic. Also this advantage of mass media allows arguments to be otherwise of the discussed perspective of an issue to voice out the contrasting feelings of people without the fear of being pointed to by the authorities if opinions are subjective. Moreover, free press keeps the government under constant monitoring and checks. It helps the general public to question issues that highlight policy failures, maladministration, scandals and corruptions and this makes mass media the voice of the disadvantaged. A long tradition of liberal theorists claimed that a free and independent press within a nation can play a vital rol e in the process of democratization by contributing towards the right of expression, thought and conscience, strengthening the responsiveness of government to all citizens and providing a pluralist platform of political expression for a multiplicity of groups. Thus, radio being an example shows the positive relationship between mass media and democracy. Read more: Advantages and Disadvantages of Mass Media Furthermore, mass media promotes health education. A way in which societies can grow is through good health and studies assert that media has a responsibility to help people live a healthy life. In Uganda, for instance, FM radios conducted programs where medical doctors were invited to a program  to talk about general or specific diseases, their causes, symptoms and how to avoid these diseases or where to seek treatment. Namely, Radio-Wa conducted a program, Meet The Doctor, on which a doctor from Lira Hospital appeared every Sunday from 5.00 pm and discussed popular medical issues, such as, current health problems of reproductive health diseases and sexually transmitted diseases, for about an hour. Through another research, it was found that radio listeners took active part in these kinds of programs and they were able to learn about many diseases that they were suffering from unknowingly. Majority of the listeners were able to cure their diseases. Thus, mass media assists people to keep informed about medical and health issues. In addition, mass media plays a very vital role in accounting for agricultural trade. Radio, one of the fastest forms of mass communication, has been used in communicating farm information to farmers for a long time and since then radio has been used as a mass communication for agricultural development. Rural communities need information on supply of input, early warning systems for drought and diseases, new technologies and market price and information about their competitors. Such information through mass media contributes to the expansion of agriculture. After looking at factor such as the continuing expansion of market oriented agriculture and the increasing complexity of input requirements, studies suggested that there is a need for a continues education of farmers and extensions and thus concluded that radios and television would be a good way to disseminate information to them. Another research showed that 58 % of the respondents regarded radio as the most effective channel fo r dissemination of agricultural information. Thus information about trade from mass media would likely result in benefiting the whole economy along side with the entrepreneurs of such trading businesses. On the other hand, mass media broadcasts negative information to teen agers, especially females, about sex related topics. Movies and televisions are two examples of sources from where teens absorb information about sex and sexuality. These sources give unrealistic images of the portrayed topics. A study shows that an average teen ager is exposed to approximately 14000  references of sex of which less than a percent of the references imply information about abstinence, birth control, pregnancy risks, and sexually transmitted diseases. In addition, mass media uses females as sex objects. In most music videos, females are approximately half the time dressed in clothes that expose their breast and rear ends. The sexual attractiveness of music videos and similar imaged mass media encourages teens as well as adults to expose themselves in public, inviting them to become victims of unethical crimes, such as, rape. Moreover, mass media depicts non realistic body images. This disadvantage of mass media depiction leads majority of the viewers toward unhealthy eating habits. Young people are getting encouraged by skinny models on the TV to lose weight and get their body into a sexy image. Researchers are claiming that males are becoming more insecure about their physical appearance as advertisements are painting images of idealistic well built muscular body. A study found that girls as young as eight years old are weight conscious and are on strict diets. Many other females smoke to keep their weight off and through research, it is found out that there is approximately 400% increase in eating disorder since 1970.Like females, boys also tend to smoking to lose weight. A survey by Teens Magazine reported that 27% of the females felt that media pressured them to have a perfect body and 69% of girls state that magazine models influence their thought of being slim and slender. Media’s role in po rtraying unrealistic images of body figures can lead to serious health problems and deadly diseases as attendants to media are evidently being influenced by the false images. In addition, mass media promotes gender and racial unfairness in a society. Women, through media, are treated in disrespectful manners and are referred by the use of unethical words, such as, â€Å"a whore† or â€Å"a slut†. These kinds of words can be heard over the radio and seen in movies and televisions, for instance, the use of the word â€Å"bitch† in reference to women can be seen in wrestling programs exposed young children to witness it without supervision. Advertisements also promote gender biasness as they mostly include women in a sexual way to sell product. A study on advertisements showed that males are only seen in 25% of the advertisements on scantily wears, for example,  underwear advertisements. The same study quoted that roughly 62% of white women were noticed in the same kind of advisements and the figure for black women was 53% only. Also, black women were mostly shown in animal prints and in predatory poses to highlight their powerlessness . Thus, mass media is openly bias towards the sexes and races of different kinds of people. Besides its other disadvantages, mass media is known to lead young children to aggressive violence. Media violence is harmful to kids because of their inability to differentiate between reality and fantasy. A study showed that by the age of 18, an average teen ager has viewed approximately 200000 acts of violence on television, ignoring other sources of mass media. These violent clips increase aggressiveness and anti social behavior in children and it also increases their thirst for violence in the real life. Hence children are traumatized by the violent images and as a result they end up committing violent acts themselves. In conclusion, it is clearly argued that mass media has both advantages and disadvantages. The issues that are discussed in this essay evidently suggest that the disadvantage of mass media outweighs the advantages yet some of the disadvantages of mass media can be avoided.

image analysis on photographers Essays

image analysis on photographers Essays image analysis on photographers Essay image analysis on photographers Essay Image Analysis William Klein (1955) ,Broadway and 103rd Street, New York Available at: amicortina. com/fotpuntvistaingles/kleine. htm [Accessed 5 November 2012] DescriptionWilliam Kleins collection NEW YORK marks an important time in the history of photography during the latter half of the 20th century. The photograph Broadway and 103rd Street, New York (1955) captures New York street life during the time period, with the morbid image of a youth walking the streets of the city while playing with a revolver. The boys face is full of anger and rage, which therefore seems to be a reflection of the environment he is in. He points the revolver at the photographer but that doesnt bother the photographer and he still shoots the picture without 1 second thought. He used a wide-angle lense, which provided him with enough depth to him, probably his younger brother looks up at him with respect and admiration. The medium of the photograph is a black and white picture, which looks like it is cropped out of a larger picture. Born in 1928, William Klein belonged to a very poor Jewish Family who had immigrated from their country and started to live in New York, in an Irish neighborhood leading to him feeling estranged at school and on the streets. He was a bright pupil who had a liking at a very young age of the arts and humanities. He studied Sociology and later was also part of the US army for 2 years. In 1948, Klein went to study briefly in Paris and eventually began living there. When he returned to New York in 1954 for a visit, he decided that he wanted to photograph New York in a new way and wanted to keep a photographic diary. It was during this time that some of Kleins most famous work was created. The picture shown above is also from that time. New York in the 1950s suffered from a big racial divide. It was the era Just before the civil rights movement and it was a time of turmoil for people in the city. There was a downturn in the industry and commerce sectors, which lead to fewer opportunities for good Jobs in the future. Youngsters became cynical and were aware of the cultural, ethnic, class barriers. Therefore in Kleins photographs we see how he represents a ore explicit, vulgar perspective of the city. People struggles through all odds and the dismal mood of the city lowered the emotional prospect of the future. l was a make believe ethnographer- treating New Yorkers like an explorer would treat Zulus- searching for the rawest snapshot, the zero degree of photography. (William Klein, 1956, p. 120) Klein is known for his extensive use of wide-angle lense. In the early 50s Klein was introduced into the photography world, with a collection of books about cosmopolitan cities such as New York, Moscow, Rome and Tokyo. His black-and-white hotography catches the onlookers attention, as the atmosphere within the work is full of actuality, therefore enabling us to undergo and understand the environment of living in the 50s. His work mostly compromises of raw, gritty, black and white pictures and depicts the vigor and movement of the time with little or no regard for old-style work. As William Klein says in The Guardian: Somebody turned one of the panels when I was shooting on a already abstract shape was a beautiful blur. That blur was a revelation. I thought, heres a way of talking about life. Through photography, you can really talk about what you see around you. Thats what Ive been doing ever since. (Klein, April 2012) When Klein returned to New York he worked for 10 years as a fashion photographer for Vogue. He shot models in the busy streets of New York. It was a first insight into his style of iconoclastic pictures full of blur, and grainy high contrast. He used long-focus and flash and mostly liked to crop and blur his images, to create a feeling that you are a part of the action. Kliens work has a lot of resemblance with another famous hotographer from New York, Diane Arbus. Like Klien she photographs the inhabitants of the city in which she lives and seeks out those who live at the edge of society. Her work emphasizes on the abnormality of a place and is a reflection of ones daily life. The picture below is one of her best-know images shot in 1962, and is of a boy holding a grenade in his hand in Central Park. Similar to Klien she takes pictures of what she sees and doesnt think twice. They both took pictures that were strange and incomprehensibly troubling. Diane Arbus herself never described her work as normal. She would photograph things she did and said because that seemed more interesting to her similar to Klien. They never followed the moral code of photography. William Klein was never interested in photographs 3 that Just tell a story. Like Diane, he also preferred taking pictures that were uncommon and out of the box. Diane Arbus (1962), Boy with Toy Grenade in Central Park Available at: feralpost. comnp=443 [Accessed 10 November 2012] Despite the obvious similarities between the photographers, upon further analysis a few differences begin to emerge. William Klein took pictures of fashion and objects relating to fashion as well as governmental issues that pertained to society. He covered all aspects of his surroundings but on the other hand Diane Arbus only chose to take photographs of one specific topic. There is a definite difference between the mood and tone that the pictures convey by both the photographers. William Kleins pictures seemed more planned and there was a sense of humor behind some of the images he took. They were a lot more comical compared to those of Diane Arbus. SHE-RGILL, ISHE BAFPR NOVEMBER 19, The photograph is a bit shocking and denotes youth and revolt and the lack of color adds depth to the picture. There is a sense of sarcastic rage, which is displayed by the older boy who is holding the revolver. In my opinion, Klein seemed to have a keen interest in the contrast between the boys, both visually and in character. The boy holding the revolver seems particularly aggressive whereas the younger boy, most probably his brother looks nervous and weak. I feel the gritty effect adds to the seriousness of the picture. It seems to me as though they were a mirror image of Kliens personality. As a photographer, Klein seemed to have a reserved and deep attitude towards life but at the same time was in your face, similar to the boy with the gun in the picture. It is believed that Klein himself gave the boy the gun and directed him and told him to do what he wants. Therefore the image, which at first appears to be an impulsive picture of a boy playing, is in actuality a partially directed photograph. As a viewer looking at it now, it totally eliminates the element of intensity from the picture. l WAS AN OUTSIDER, FOLLOWING MY INSTINCTS. (William Klein, 2012)

Hypothesis testing homework solutions Essays - Summary Statistics

Hypothesis testing homework solutions Essays - Summary Statistics Hypothesis testing homework solutions Setting up and interpreting results of a hypothesis test ACT-1. Practice with p-values Use the density tool to practice finding p-values. I. Set the mean to 35, the standard deviation to 12.5, and the sample size to 100. What is the probability of finding a value: a. less than 33 .055 b. greater than 37.1 .039 c. less than 32.8 or greater than 36.9 .039+.065=.104 II. Change the sample size to 250. Now that the sample size is greater, find the following probabilities and compare them with those found in the first question: a. less than 33 .006 b. greater than 37.1 .004 c. less than 32.8 or greater than 36.9 .003+.008=.011 Larger samples taken from the same population have a much smaller chance to have a mean value far from the population mean. Increasing the sample size by a factor of 2.5 decreased the likelihood of these rare events by a factor of 10. III. Keeping the sample size at 250 and the mean at 35, try changing the standard deviation to 11 (a difference of only 1.5 from the previous standard deviation) and compare these results with the results you obtained in the second question. a. less than 33 .034 b. greater than 37.1 .029 c. less than 32.8 or greater than 36.9 .023+.042=.065 A relatively small, about 10% decrease in the standard deviation had a huge effect increasing (by a factor of 6) the chances for certain sample mean values to come up that are far form the population mean.. IV. Set the mean to 34, the standard deviation to 12.5, and the sample size to 100. Find the following probabilities and compare them with the ones you found in the first question. a. less than 33 .21 b. greater than 37.1 .007 c. less than 32.8 or greater than 36.9 .167+.01=.177 33 is much closer (almost 1.25 closer which would be a full standard deviation closer) to the mean now so chances for a sample mean to be 33 increased dramatically. On the other and 37.1is a full standard deviation further than where it was when the mean was 35. therefore fewer samples show this value. In part c) the lower value got closer the higher value mover further form the mean so it evens out to about the same chance overall as in the corresponding part in I. Write a brief summary of what you observed when certain values were changed. MRA-1. Population Mean Hypotheses Each of the following paragraphs calls for a statistical test about a population mean m. State the null hypothesis H0 and the alternative hypothesis Ha in each case. (a)The diameter of a spindle in a small motor is supposed to be 5 mm. If the spindle is either too small or too large, the motor will not work properly. The manufacturer measures the diameter in a sample of motors to determine whether the mean diameter has moved away from the target. H0: =5 Ha: 5 (b)Census Bureau data show that the mean household income in the area served by a shopping mall is $42,500 per year. A market research firm questions shoppers at the mall. The researchers suspect the mean household income of mall shoppers is higher than that of the general population. H0: =42,500$ Ha: >42,500$ The examinations in a large accounting class are scaled after grading so that the mean score is 50. The professor thinks that one teaching assistant is a poor teacher and suspects that his students have a lower mean score than the class as a whole. The TA's students this semester can be considered a sample from the population of all students in the course, so the professor compares their mean score with 50. H0: =50 Ha: 50 MRA-4. Explaining Ethnocentrism A social psychologist reports that in our sample, "ethnocentrism was significantly higher (p= 0.05) among church attenders than among nonattenders." Explain what this means in language understandable to someone who knows no statistics. Do not use the word "significance" in your answer. Researchers found that the percentage of ethnocentrics was higher among church attenders compared with the same percentage for non-attenders. In fact the evidence for that was so extreme that if there was no difference between the percentage of ethnocentrics between attenders and non-attenders we would see

10 Great Biology Activities and Lessons

10 Great Biology Activities and Lessons Biology activities and lessons allow students to investigate and learn about biology through hands-on experience. Below is a list of 10 great biology activities and lessons for K-12 teachers and students. K-8 Activities and Lessons 1. Cells This is a diagram of an animal cell. colematt/iStock/Getty Images Plus   The Cell as a System: This activity enables students to explore the components of a cell and how they work together as a system. Objectives: Students will identify major cell components; know structures and functions of components; understand how the parts of a cell interact together. Resources:Cell Anatomy - Discover the differences between prokaryotic and eukaryotic cells. Cell Organelles - Learn about the types of organelles and their function within cells. 15 Differences Between Animal and Plant Cells - Identify 15 ways in which animal cells and plant cells differ from one another. 2. Mitosis The Cell Cycle. By Kelvinsong (Own work) [ CC0], via Wikimedia Commons Mitosis and Cell Division: This lesson introduces students to the process of cell mitosis. Objectives: Students will understand the processes of cell reproduction and chromosome replication. Resources: Mitosis - This stage-by-stage guide to mitosis describes the major events that occur in each mitotic stage. Mitosis Glossary - This glossary lists commonly used mitosis terms. Mitosis Quiz - This quiz is designed to test your knowledge of the mitotic process. 3. Meiosis Lily Anther Microsporocyte in Telophase II of Meiosis. Ed Reschke/Photolibrary/Getty Images Meiosis and Gamete Production: This activity helps students explore meiosis and sex cell production. Objectives: Students will describe the steps in meiosis and understand the difference between mitosis and meiosis. Resources:Stages of Meiosis - This illustrated guide describes each stage of meiosis. 7 Differences Between Mitosis and Meiosis - Discover 7 differences between the division processes of mitosis and meiosis. 4. Owl Pellet Dissection This image shows small animal bones found in an owl pellet.   Dave King/Dorling Kindersley/Getty Images Plus Dissecting Owl Pellets: This activity allows students to explore owl eating habits and digestion through dissecting owl pellets. Objectives: Students learn how to examine, gather, and interpret data through owl pellet dissections. Resources:Online Dissections - These virtual dissection resources allow you to experience actual dissections without all of the mess. 5. Photosynthesis A young boy studies photosynthesis and is using a microscope. Andrew Rich/Getty Images Photosynthesis and How Plants Make Food: This lesson explores photosynthesis and how plants use light to make food. Objectives: Students will discover how plants make food, transport water, and the importance of plants to the environment. Resources:The Magic of Photosynthesis - Discover how plants turn sunlight into energy. Plant Chloroplasts - Find out how chloroplasts make photosynthesis possible. Photosynthesis Quiz - Test your knowledge of photosynthesis by taking this quiz. 8-12 Activities and Lessons 1. Mendelian Genetics Drosophila melanogaster (fruit fly, vinegar fly).   Sinhyu/iStock/Getty Images Plus Using Drosophila to Teach Genetics: This activity is designed to help students apply basic genetics concepts to a living organism. Objective: Students learn how to use the fruit fly, Drosophila melanogaster, to apply knowledge of heredity and Mendelian genetics. Resources:Mendelian Genetics - Explore how traits are passed from parents to offspring. Genetic Dominance Patterns - Examine the differences among complete dominance, incomplete dominance, and co-dominance relationships. Polygenic Inheritance - Discover the types of traits that are determined by multiple genes. 2. Extracting DNA DNA (deoxyribonucleic acid) molecule, illustration.   KTSDESIGN/Science Photo Library/Getty Images Extracting DNA: This activity is designed to help students learn about the structure and function of DNA through DNA extraction. Objectives: Students understand relationships between DNA, chromosomes, and genes. They understand how to extract DNA from living sources. Resources: DNA From a Banana - Try this simple experiment that demonstrates how to extract DNA from a banana. Make a DNA Model Using Candy - Discover a sweet and fun way to make a DNA model using candy. 3. The Ecology of Your Skin Staphylococcus epidermidis bacteria are part of the normal flora found in the body and on the skin.   Janice Haney Carr/ CDC Bacteria That Live on the Skin: In this activity, students discover the diverse organisms that live on the human body. Objectives: Students examine the relationship between humans and skin bacteria. Resources:Bacteria That Live on Your Skin - Discover 5 types of bacteria that live on your skin. Microbe Ecosystems of the Body - The human microbiome includes bacteria, viruses, fungi, and even mites. A Guide to Different Types of Pathogens - Learn about six types of pathogens that can make you sick. Top 5 Reasons to Wash Your Hands - Washing and drying your hands properly is a simple and effective way to prevent the spread of disease. 4. The Heart Human heart cross section showing blood circulation through the heart. jack0m/DigitalVision Vectors/Getty Images Heart to Heart: This lesson helps students explore heart function, structure, and blood pumping activity. Objectives: Students explore the anatomy of the heart and blood circulation. Resources:Heart Anatomy - This guide provides and overview of the function and anatomy of the heart. Circulatory System - Learn about the pulmonary and systemic paths of blood circulation. 5. Cellular Respiration Cellular Respiration. Purestock/Getty Images ATP Please!: This lesson helps students explore the role of mitochondria in ATP production during aerobic cellular respiration. Objectives: Students will be able to identify the steps of ATP production and the function of cell mitochondria. Resources: Cellular Respiration - Discover how cells harvest the energy from the foods we eat. Glycolysis - This is the first step of cellular respiration where glucose is split into two molecules for the production of ATP. Citric Acid Cycle - Also known as the Krebs Cycle, this is the second step of cellular respiration. Electron Transport Chain - The majority of ATP production occurs in this final stage of cellular respiration. Mitochondria - These cell organelles are the sites of aerobic cellular respiration. Biology Experiments For information on science experiments and lab resources, see: Biology Science Project Ideas - Discover  great ideas for biology related science projects.Biology Lab Safety Rules - Follow these tips to learn how to stay safe in biology lab.

Change managment Literature review Example | Topics and Well Written Essays - 2500 words

Change managment - Literature review Example The rapid development of science and technology, changes in life styles and life philosophies of people, changes in the consumer psychologies and buying behaviors etc made change inevitable in organizational world. Management of changes in the organizational world is difficult because of various reasons. Employees often resist changes because of their preconceived perception that any changes taking place in the organizational world are intended for maximizing the profits of the organization through increasing the workloads of the employees. Competitors often raise stiff competition which forces an organization to think of changing its normal procedures, policies and business philosophies to stay or survive in the market. In any case, change is avoidable in organizational world and the success and the failures of an organization depend on the ability of the organization in implementing or managing the changes positively. Change management has typically been defined as a process involv ing unfreezing, moving, and refreezing values, practices, and procedures within organizations. Unfreezing refers to the creation of a perceived discrepancy between the existing and ideal state of an organization that generates a desire for change and lowers people’s resistance to change. ... This paper analyses available literatures to get more insights about organization learning, organizational effectiveness and the role of change management.   The need of change management to an organization â€Å"The journey of Change Management starts with a Request for Change†(Doherty, 2006, p.5). It could be from external sources like customers or internal sources like the employees. Customers may often demand improvement in services they received from the organization Same way employees may also complain about the increased work load or lack of work-life balancing they are facing. These things can force the organization to implement changes in its functioning. Other conditions that facilitate organizational change are; â€Å"A dramatic crisis, Leadership turnover, Stage of life-cycle, Age of the organization, Size of organization, Strength of current culture etc† (Approaches to Change Management, n. d, p.1). It is not necessary that the market conditions always re main stable. Market can fluctuate any time depending on the economic and political changes happening across the world. Such fluctuations can result in dramatic crisis in organizational world as we witnessed recently because of global recession. It is difficult for an organization to stick with same policies even on crisis situations. Many organizations reduced their manpower and asked the remaining employees to work more in order to cut the expenses and to escape from the recent recession. Changes are often implemented in an organization because of the changes in leadership also. It is not necessary that the leadership styles of one person are similar to that of other people.

Personal tv history assignment Essay Example | Topics and Well Written Essays - 1000 words

Personal tv history assignment - Essay Example Further, viewing television is not only an individual act of one’s choice, but often it is a result of adjustment, negotiation, compromises and imitation of others in the child’s environment.† Although my TV viewing was not overly restricted by other members of the family (usually they took over the TV at night until they finally broke down and bought me my own TV when I was still in grade school), the choices I made in programming and the amount of time I spent with the TV were definitely influenced by external influences. In reflecting on my own TV watching experience, I remember only turning on the set when I was bored and couldn’t find anything else to do, but I also remember being bored often, that we, as a family, never did anything interesting. My mother indicates I would have rather watched TV than do anything else, even watching TV when we went to visit friends and relatives. This is a huge difference in perspectives that still manifested in me watching TV all the time. My mother saw it as a prime source of entertainment while I perceived TV to be little more than a time-filler between one event and the next. This begins to indicate an incredible failure to communicate between myself and my mother that is further demonstrated in our difference in viewing preferences. My mother has indicated that when she did watch TV, it was usually news programs or ‘prime time’ television, typically things like the sit-coms I liked to watch. However, she also indicates that it was a very rare occasion when she’d sit down and watch a program with me. This comes closer to coinciding with my memory, in which my parents chose to purchase a small TV for me rather than attempt to negotiate television watching time or selection of programs. Because this was my television, there was no compromising with my younger

The Key Drivers for Business Continuity Management Essay

The Key Drivers for Business Continuity Management - Essay Example 'Business Continuity can be seen as a bridge between Risk management and Emergency Planning; it utilizes the risk identification and management processes of formal risk management and the crisis management capabilities of emergency planning'. (Myers, 2006) This note is given by Myers (2006), and though it cannot be called one of the BCM definitions, but it gives better understanding of the terms and the area of its application. Thus Business Continuity management is aimed to work in both daily and emergency situations; according to the abovementioned citation, it becomes evident, that BCM should both work for the prevention of the critical situations (its primary aim) and for the minimization of the negative consequences for the events which have already taken place. This two-fold role is revealed no matter in which company BCM is implemented. It is difficult to implement BCM notions into the company's performance, but it is even more difficult to make BCM a part of the company's cor porate culture. Many UK organizations at present fail to implement effective plan of prevention critical incidents, which interrupt and may threaten their business activity. Disaster planning and risk management, as well as managing company's benefits is the area which is rarely addressed by the modern businesses. The principal question, which the companies ask, is 'why implement BCM notions How it will positively influence company's performance Are the minimized risks comparable to the costs involved In order to understand how important BCM is for the modern companies, it is interesting to look into the 2006 BCM survey which gives the principal lacks (problems) faced by the companies and thus give the reader basic understanding of... As the report highlights  business continuity Management, or BCM, as it is more commonly known, is a business organization-driven activity that is concerned with developing the organization's ability to continue providing critical services (or business processes) in the event of an interruption.From this paper it is clear that Business Continuity management is aimed to work in both daily and emergency situations; according to the abovementioned citation, it becomes evident, that BCM should both work for the prevention of the critical situations (its primary aim) and for the minimization of the negative consequences for the events which have already taken place. This two-fold role is revealed no matter in which company BCM is implemented. It is difficult to implement BCM notions into the company's performance, but it is even more difficult to make BCM a part of the company's corporate culture.  Many UK organizations at present fail to implement effective plan of prevention critica l incidents, which interrupt and may threaten their business activity. Disaster planning and risk management, as well as managing company's benefits is the area which is rarely addressed by the modern businesses.  The present economy can be characterized as being digital networked economy, which actually has no clear boundaries and thus is more vulnerable to various undesirable invasions (either computer and Internet viruses, or financial frauds).

Winston Churchills War Leadership Essay Example | Topics and Well Written Essays - 2500 words

Winston Churchills War Leadership - Essay Example Having worked as the first leader in Britain, Churchill took part in the development of British intelligent system between 1918 and 1921. Churchill admired intelligence at an early age because, at the age of twenty, he appreciated the intelligence he used when the guerrillas from Cuba fought the Spanish. He also worked for the British imperial army at the in the forces in South Africa and Sudan. As an intelligent consumer, Churchill was enthusiastic, had individual confidence, assertive, had a lot of emotional firmness, he was friendly and very honest (Dubrin, Dalglish & Miller, 2006, p.67). Therefore, it is the information from intelligent reports that guided his victory. It is important to note that Larders who use consumer intelligence are in a position to understand and control their emotions, and for individuals who work with them. There are traits that can be used to describe effective leaders like Churchill. He can be said to have enthusiasm, individual confidence, assertiveness, sociability, sense of wit, emotional firmness, friendliness, high acceptance to obstruction and honesty (Dubrin et al, 2006, p.67). Therefore using these traits he was in a position to work with different professional advisors. He was responsible for several posts during his career, and he was consummate of all public servants (Best, 2005, p. 45). He took part in the civil war at Cuba, Egypt, India, and Sudan, which was the major influence of the First World War (Best, 2005, p. 45). His experience of survival behind enemy lines added to his repertoire of expertise this motivated his passion for intelligence and how he believed the use of intelligence was military operations. However, Churchill also made several mistakes despite having intelligence (Dubrin, Dalglish & Miller, 2006, p.67). He was also able to learn from his own mistakes this gave him an experience that no any other leader ever had (Dubrin, Dalglish & Miller, 2006, p.67). Therefore, as an intelligent consumer, he also made mistakes but was ready to learn from his own mistakes.

Response Essay Example | Topics and Well Written Essays - 750 words - 7

Response - Essay Example And it may not contain any worthy information of meaning. Moreover, many citizens complain about graffiti and ask the government to clean the streets, which takes pretty much money. But on the other hand, graffiti is a positive phenomenon. According to Kiai, it is â€Å"a legitimate and powerful form of social, economic and political protest†. The information from graffiti often appears to be more trustworthy than media news. The author points out the question, why we should ban this form of expression and at the same time put up with legitimate forms of protest, such as billboards, banners and slogans. In my opinion, graffiti as not vandalism. It may even require more talent than some works of modern art. Possible solution offered by Kiai is to invest money into painting lessons, rather than waste them on constant cleaning of the walls. This will improve the quality of graffiti. I believe it is a proper decision. The idea of this article is to show the role of rap music in contemporary Arab world. It is interesting to observe the transformation of rap. Being initially an American style, mainly perceived as brutal and cruel music, rap has evolved into something much bigger. According to Fernandes, it plays â€Å"a critical role in articulating citizen discontent over poverty, rising food prices, blackouts, unemployment, police repression and political corruption†. Rap performers tell about significant problems in their songs, accusing government and presidents openly. Rap music accumulates national consciousness and helps people to protest against illegitimate government and dictatorial regime. I have never thought about rap music in such a way before, but now I think, it is an effective way to bring about considerable changes. The subject of discussion in this article is also hip-hop music. It somehow corresponds to the previous article, describing the relationship between rap and government.

Winston Churchills War Leadership Essay Example | Topics and Well Written Essays - 2500 words

Winston Churchills War Leadership - Essay Example Having worked as the first leader in Britain, Churchill took part in the development of British intelligent system between 1918 and 1921. Churchill admired intelligence at an early age because, at the age of twenty, he appreciated the intelligence he used when the guerrillas from Cuba fought the Spanish. He also worked for the British imperial army at the in the forces in South Africa and Sudan. As an intelligent consumer, Churchill was enthusiastic, had individual confidence, assertive, had a lot of emotional firmness, he was friendly and very honest (Dubrin, Dalglish & Miller, 2006, p.67). Therefore, it is the information from intelligent reports that guided his victory. It is important to note that Larders who use consumer intelligence are in a position to understand and control their emotions, and for individuals who work with them. There are traits that can be used to describe effective leaders like Churchill. He can be said to have enthusiasm, individual confidence, assertiveness, sociability, sense of wit, emotional firmness, friendliness, high acceptance to obstruction and honesty (Dubrin et al, 2006, p.67). Therefore using these traits he was in a position to work with different professional advisors. He was responsible for several posts during his career, and he was consummate of all public servants (Best, 2005, p. 45). He took part in the civil war at Cuba, Egypt, India, and Sudan, which was the major influence of the First World War (Best, 2005, p. 45). His experience of survival behind enemy lines added to his repertoire of expertise this motivated his passion for intelligence and how he believed the use of intelligence was military operations. However, Churchill also made several mistakes despite having intelligence (Dubrin, Dalglish & Miller, 2006, p.67). He was also able to learn from his own mistakes this gave him an experience that no any other leader ever had (Dubrin, Dalglish & Miller, 2006, p.67). Therefore, as an intelligent consumer, he also made mistakes but was ready to learn from his own mistakes.

Buffer Overflow & Rootkits Assignment Example | Topics and Well Written Essays - 250 words

Buffer Overflow & Rootkits - Assignment Example Another reason is the failure of individuals to update their existing protections that render them non-functional. Someone can design a program that can detect a rootkit. A rootkit describes stealthy software that makes it hard to detect the existence of certain programs in a computer. Therefore, to detect one, someone needs to use an alternative and trusted operating system. Designing programs constituting such operating systems would make it possible to detect rootkits. Other ways include signature scanning, difference scanning, behavioural-based methods and memory dump analysis. The behavioural-based approach depends on the fact that rootkits behave in a way different from other programmes (Pleeger, 2012). In signature scanning, an antivirus will detect any stealthy measures that a rootkit might adopt to unload itself or prevent its detection. The difference-based scanning method compares trusted original data from the computer with defective data returning from the API (Application programming interface), a programme building tool. Memory dumping involves dumping of virtual memory, which can then be forensically analysed to capture an active rootkit with a tool called a debugger. It prevents the rootkit from taking any measures to hide itself. However, the overall detection of a rootkit depends on its

Constituents of breast milk Essay Example for Free

Constituents of breast milk Essay Cholesterol enhances myelinization of nervous tissue Choline Memory enhancement Docsohexanoic acid necessary for growth and development of the brain and retina, also for myelinization of nervous tissue Enzymes such as lipases Helps in digestion of fats Glutathione peroxidase, alkaline phosphatase, xanthine oxidase important in prevention of infection Inositol enhances synthesis of surfactant in immature lung tissue Lactoferrin binds iron and transports it efficiently into the baby; prevents iron from being used by gut bacteria. Lactoferrin (above), lysozyme, secretory immunoglobulin A line intestinal surface, prevent bacterial attachment and infection Nucleotides building blocks of DNA, RNA, and energy storage compounds; enhance formation of immunity to infection Poly- and oligo-saccharides block bacterial binding to intestinal surfaces Proteins There are receptor proteins and binding protein, bind calcium and zinc for absorption by the baby; supply amino acids to the baby White blood cells Help protect infant from bacteria and foreign body invasion. Transmit maternal immunity to infants immune system Taurine important for bile acid function Formula Milk Main ingredients Lactose, Nonfat Milk, Palm Oil Or Palm Olein, Whey Protein Concentrate, High Oleic (Safflower Or Sunflower) Oil, Coconut Oil, Soybean Oil Less than 2% Mortierella alpina oil, crypthecodinium cohnii oil, adenosine-5-monophosphate, cytidine-5-monophosphate, disodium guanosine-5-monophosphate, disodium inosine-5- monophosphate, disodium uridine-5-monophosphate, mixed tocopherol concentrate, monoglycerides, soy lecithin, taurine. Vitamins. Ascorbic acid, ascorbyl palmitate, beta carotene, biotin, calcium pantothenate, choline chloride, cyanocobalamin, folic acid, inositol, niacinamide, pyridoxine hydrochloride, riboflavin, thiamine hydrochloride, vitamin a palmitate, vitamin d (cholecalciferol), vitamin e (dl-alpha tocopheryl acetate), vitamin k (phytonadione). Minerals Calcium chloride, calcium hydroxide, cupric sulfate, ferrous sulfate, magnesium chloride, manganese sulfate, potassium bicarbonate, potassium hydroxide, potassium iodide, potassium phosphate, sodium citrate, sodium selenite, zinc sulfate. Nutrition profile of DHA Formula milk. Diluted: Each 5 fl. oz. (150 mL) contains 100 Calories Nutrients Unit Per 100 Calories PROTEIN g 2. 2 FAT g 5. 3 CARBOHYDRATE g 10. 6 WATER g 134 LINOLEIC ACID mg 500 DHA ARA Levels DHA mg 19 ARA mg 34 Vitamins VITAMIN A IU 300 VITAMIN D IU 60 VITAMIN E IU 1. 4 VITAMIN K mcg 8. 3 THIAMINE (vitamin B1) mcg 100 RIBOFLAVIN (vitamin B2) mcg 150 VITAMIN B6 mcg 62. 5 VITAMIN B12 mcg 0. 2 NIACIN mcg 750 FOLIC ACID (folacin) mcg 7. 5 PANTOTHENIC ACID mcg 315 BIOTIN mcg 2. 2 VITAMIN C (ascorbic acid) mg 8. 5 CHOLINE mg 15 INOSITOL mg 4. 1 Minerals CALCIUM mg 63 PHOSPHORUS mg 42 MAGNESIUM mg 7 IRON mg 1. 8 ZINC mg 0. 8 MANGANESE mcg 7. 5 COPPER mcg 70 IODINE mcg 9 SELENIUM mcg 2. 1 SODIUM mg 22 POTASSIUM mg 83 CHLORIDE mg 56 Human milk v. Formula milk Several studies have shown that human milk is much more nutritious and healthy for infants as compared to any man made formulas. Boyd (et al, 2006) also found that breast milk from donors reduces the risk of necrotising enterocolitis. In another study the fat globule size in the mother’s milk colostrums is adequate and large for better absorption as compared to formula milk and adult human milk (Michalski et al 2005). COMPARISON OF HUMAN MILK AND FORMULA. NUTRIENT FACTOR BREAST MILK CONTAINS FORMULA CONTAINS COMMENT Fats †¢ Rich in brain-building omega 3s, namely DHA and AA -Automatically adjusts to infants needs; levels decline as baby gets older -Rich in cholesterol -Nearly completely absorbed -Contains fat-digesting enzyme, lipase -No DHA -Doesnt adjust to infants needs -No cholesterol -Not completely absorbed -No lipase Fat is the most important nutrient in breastmilk; the absence of cholesterol and DHA, vital nutrients for growing brains and bodies, may predispose a child to adult heart and central nervous system diseases. Leftover, unabsorbed fat accounts for unpleasant smelling stools in formula-fed babies. Protein -Soft, easily-digestible whey -More completely absorbed; higher in the milk of mothers who deliver preterm -Lactoferrin for intestinal health -Lysozyme, an antimicrobial -Rich in brain-and-body- building protein components -Rich in growth factors -Contains sleep-inducing proteins -Harder-to-digest casein curds -Not completely absorbed, more waste, harder on kidneys -No lactoferrin, or only a trace -No lysozyme -Deficient or low in some brain-and body-building proteins -Deficient in growth factors. -Does not contain as many sleep-inducing proteins. Infants arent allergic to human milk protein. Carbohdrates -Rich in lactose -Rich in oligosaccharides, which promote intestinal health -No lactose in some formulas -Deficient in oligosaccharides Lactose is considered an important carbohydrate for brain development. Studies show the level of lactose in the milk of a species correlates with the size of the brain of that species. Immune Boosters -Rich in living white blood cells, millions per feeding -Rich in immunoglobulins -No live white blood cells-or any other cells. Dead food has less immunological benefit. -Few immunoglobulins and most are the wrong kind When mother is exposed to a germ, she makes antibodies to that germ and gives these antibodies to her infant via her milk. Vitamins and Minerals -Better absorbed, especially iron, zinc, and calcium -Iron is 50 to 75 percent absorbed. -Contains more selenium (an antioxidant) -Not absorbed as well -Iron is 5 to 10 percent absorbed -Contains less selenium (an antioxidant) Vitamins and minerals in breast milk enjoy a higher bioavailability-that is, a greater percentage is absorbed. To compensate, more is added to formula, which makes it harder to digest. Enzymes and Hormones -Rich in digestive enzymes, such as lipase and amylase -Rich in many hormones: thyroid, prolactin, oxytocin, and more than fifteen others -Varies with mothers diet -Processing kills digestive enzymes -Processing kills hormones, which are not human to begin with -Always tastes the same Digestive enzymes promote intestinal health. Hormones contribute to the overall biochemical balance and well- being of baby. By taking on the flavor of mothers diet, breastmilk shapes the tastes of the child to family foods. Cost -Around $600 a year in extra food for mother -Around $1,200 a year -Up to $2,500 a year for hypoallergenic formulas -Cost for bottles and other supplies -Lost income when baby is ill Retrieved from http://www. askdrsears. com/html/2/T021600. asp. References Brisbanes times (2007). Retrieved from http://www. brisbanetimes. com. au/news/parenting/formula-milk-v-mothers-milk/2007/07/09/1183833390756. html Formula Milk, Medline (2007) Retrieved from http://www. nlm. nih. gov/medlineplus/ency/article/002447. htm#top Van Voorhees, B. W.(2006). Breast feeding, Medline Retrieved from http://www. nlm. nih. gov/medlineplus/ency/article/002450. htm Nature’s Ones. (2006) Retrieved from http://www. naturesone. com/dairy-ingredients. php Catherine A Boyd, Maria A Quigley, Peter Brocklehurst (2006) Donor breast milk versus infant formula for preterm infants: systematic review and meta-analysis. Archives of Disease in Childhood Fetal and Neonatal Edition 2007;92:F169-F175. Retrieved from http://fn. bmj. com/cgi/content/full/92/3/F169? rss=1 M. C. Michalski1, V. Briard1, F. Michel1, F. Tasson2 and P. Poulain2 (2005) Size Distribution of Fat Globules in Human Colostrum, Breast Milk, and Infant Formula. J. Dairy Sci. 88:1927-1940. Retrieved from http://jds. fass. org/cgi/content/full/88/6/1927 Wight NE. Donor human milk for preterm infants. J Perinatol 2001;21:249–54. [CrossRef][Medline] Henderson G, Anthony MY, McGuire W. Formula milk versus term human milk for feeding preterm or low birth weight infants (Cochrane Review). In: Cochrane Library, Issue 3. Chichester, UK: John Wiley Sons, 2004. Henderson G, Anthony MY, McGuire W. Formula milk versus preterm human milk for feeding preterm or low birth weight infants (Cochrane Review). In: Cochrane Library, Issue 3. Chichester, UK: John Wiley Sons, 2004. de Silva A, Jones PW, Spencer SA. Does human milk reduce infection rates in preterm infants? A systematic review. Arch Dis Child Fetal Neonatol Ed 2004;89:F509–13. [CrossRef] McGuire W, Anthony MY. Donor human milk versus formula for preventing necrotising enterocolitis in preterm infants: a systematic review. Arch Dis Child Fetal Neonatol Ed 2003;88:F11–14. [CrossRef].

Life Of Omar Bin Al Khatab

Life Of Omar Bin Al Khatab History is the manifestation of mans will; it changes its course when an ordinary man shows immensely strong will power and thats how an ordinary man becomes a legend. Omar Bin Al-Khatab was one such character. He seems to have changed the course of history with his own will. Omar is regarded as most important figures in history of Islam and the true architect of Islamic Empire. Historical accounts prove him to be one of the greatest conquerors, a wise and just ruler and a man known for his simple lifestyle and love of God. Omar become the second Muslim ruler after death of Muhammad and ruled for 10 years. He was a leading adviser to the Islamic prophet Muhammad Omar was a great admirer and companion of the Prophet Mohammed. Omar converted to Islam after 6 years of Mohammeds first revelation and spent 18 years accompanying the Prophet. He succeeded the first caliph Abu Bakr on 23 rd of august 634 as the second caliph and changed the historical edifice of Islamic history. Rising from the rank of a shepherd and a petty merchant he became the true architecture of the Islamic civilization. (Wikipedia, 2011) Early life His mothers name was Hantammah and fathers name was Khattab ibn Nufayl, from the tribe of  Banu Makhzum. Omar was born to a middle class family and when he was a child his father put him to the task of grazing camels. His father was a tough taskmaster, and Omar often recalled how his father beaten him up mercilessly whenever there was a mistake on his part. It seems that Omar grew up as a typical Arab boy -a tall young man with a robust physique and impressive persona. It is believed that among the Quraish of those days only 17 people were able to read and write and Omar was one of them. He was very intelligent and had a towering personality, intellectually and physically as well. He was a good public speaker. By all available accounts he seemed to be an average Arab youth .At the same time he was gifted with self-respect, a broad-mind and a strong sense of justice. He appeared to be a man of strong convictions, a good friend, and a bad enemy. He was always ready to stand up against the oppressor and advocate the cause of the weak. Later in his youth he took up the traditional profession of a trader. As a trader, he travelled extensively to Syria, Iraq, and Yemen, Rome and Persia and other places as well. He was a good trader; he made good money and developed a good geopolitical understanding of the region as well while travelling. (Islamic Point) Omar converted to Islam in 616, before that he was the fiercest opponent of Islam. Interestingly, he resolved to kill Prophet Mohammed to finish Islam completely .He believed that the advent of new faith of Islam will break the unity of Quraish. Omar was the most adamant and very cruel in persecuting Muslims. Converting to Islam In the year 616 Umar got converted to Islam. Once he read the verses of Quran, he was so impressed by the divinity of the verses he accepted Islam on that very same day in front of the prophet and his companions. Omars conversion gave confidence to the Muslims and they felt powered. It was seen as the victory of Islam, Muslims didnt offer prayers at al-harem mosque until Omar accepted Islam (Abdullah bin Masoud, n.d.). Because of all this the Prophet himself gave him the title of Al-Farooq, one who distinguishes true from falsehood. Now Islam was gaining popularity; in 622 A.D. because of the increasing popularity of Islam in Medina, Mohammed ordered his followers to migrate to Medina. Omar also went to Medina. Muslims lived peacefully in Medina for approximately a year before Quraish army attacked Medina .Omar played key role in the battles between Quraish and Muslims. (Encyclopedia) Caliphate He succeeded the first caliph Abu Bakr in 634A.D. and played a key role in shaping the history of Islam. Under him the Islamic Empire was expanded at a rate that could only be compared to the great Roman Empire. His ruling abilities, administrative skills and his intelligently coordinated attacks against the Persian Empire resulting in the conquest of the Persian Empire, established him as a great military and political leader of the era. But it was not very easy for him to get things under control as he was not a popular figure because of his strictness and autocratic nature. Abu Bakrs companions initially discouraged the idea of caliphate of Omar but Abu Bakr had other plans and he assured his high ranking companions that once Omar becomes caliph he would be a changed man. Omar was very clear and did conveyed that he will be soft with them who followed the rules and would be harsh and rude with those who wont follow the same. He wanted the well being of the poor and underprivileged; because of his populist policies he rapidly gained popularity.   (Encyclopedia) Political and civil administration Umars government was a unitary government; Caliph had the supreme political authority. His empire was divided into autonomous and provinces. Provinces were divided into districts. There were 100 districts in the territory of Umar. The Wali (Provincial governors) were the administrator of these provinces, which were recruited by Umar. These were the officers position at the provincial level was which were appointed by Omaror the provincial governors: Katib (Chief Secretary), Sahib-ul-Kharaj, (Revenue Collector), Sahib-ul-Ahdath, (Police chief), Sahib-Bait-ul-Mal (Treasury Officer) and Qadi (Chief Judge). In some of the districts there were separate military officers. The Commander of the army in most of the places remained the same and that was the Governor (Wali). Whenever the appointed anyone they used to do that all in writing. Nothing was without paperwork. When they were trying to appoint or appointed Wali the instrument of instructions was made to the regulating conduct of Governors. (Wikipedia, 2010) Military expansion Omar was one of the greatest administrators of his era. Omar believed in consolidating his power and political influence. With the proper guidance of Umar, Islamic took a vast change and grew big time as a very fast rate. He introduced several administrative reforms; he made a  Shura (consultative) council and sought advice from them on matters of state affairs. He divided the huge Islamic empire in different provinces and appointed a governor who was answerable to caliph. The Governors were supposed to help in administration and whosoever used their office to get rich was severely punished. As a Caliph, Omar was ready to accept and adopt what was good in other civilizations as well. Wherever possible, he tried to learn from others and adopted the advanced techniques and administrative practices of the conquered people as well. For example, when Persia was conquered, Windmills were in extensive use in Persia, Omar ordered the construction of windmills in several Arab provinces, including Medina. For the first time military was organized professionally and made a state department. Finance, accounting, taxation and treasury departments were created for the first time in the Islamic Empire. Police, prisons and postal units were established. (Islamic Point) Reforms Agriculture was promoted during his caliphate. Irrigation system was reformed; old canals were excavated and new ones built. Large areas of land were brought under cultivation. Roads were built and were regularly patrolled. A traveler could move with safety on the roads of the huge Islamic Empire. When Omar became the Caliph of Islam, most of the countries economy was based on slavery. Omar was the one who raised his voice against slavery. He took specific measure to eliminate slavery as far as possible. The huge territories of Islamic Empire West Asia and North Africa were transformed into a free trade zone. Business brought prosperity. Omar understood the importance of education; education was encouraged and teachers were paid well. The study of Quran,  Hadith, language and literature and calligraphy received patronage from the Empire. Omar was himself a poet and an impressive orator. He constructed Over 4,000 mosques during his Caliphate. Technology and new administrative practices such as the construction of windmills, formation of accounting department were encouraged. In the empire new roads were laid out and old ones were repaired. Omar organized a population census in the Empire following the example of the china. Islamic dominions  extended progressively during the caliphate of Umar, almost 4000 mosques were constructed. He provided lights to the mosques  and superior  cloth  to cover the Kaaba. It happened in the year 638 that Arabia fell into drought which was also been then followed by a famine. To make this change and to make it better Umar tried many things out of which one was hosting dinner every night. It was about more than hundred thousand people who used to come for the dinner every night. Conditions began to improve in early 639. When famine ended then Umar went to see and guide the people. Not only he guided but also gave good amount, rations and also exempted them from tax (zakat)  for that year and the year following it. Omer went for hajj in Mecca when he was assassinated. He was assassinated in response to the Muslim conquest of Persia, by a Persian in 644. Assassination of Umar was been assigned by Abu Lulu. The history of Omar shows and explains many things. He was a man with great powers of mind. He was very rigid in making justice and with inflexible integrity.

Faith, Friends and Wordsmithery: A Discussion of Vocation :: Essays Papers

Faith, Friends and Wordsmithery: A Discussion of Vocation In professing English literature, pastoring a congregation, and writing poetry, C.S. Lewis, Heidi Neumark, and Kathleen Norris are linked in their search to more fully perceive the face of God in their living and writing. Their spiritual autobiographies account for an evolution in their understandings of vocation and faith, each beholding something akin to what Lewis calls â€Å"Joy,† a fleeting desire for something beyond us and this world, often awakened in the written word. Be it writing of the diversity of a South Bronx church in Breathing Space, discerning the meaning of astonishing beauty in English literature detailed in Surprised by Joy, or in poetic reflections of ascetic landscape in Dakota, these authors share how their vocations as wordsmiths link with their identity as Christians. From early childhood, Lewis was drawn to imaginary worlds of â€Å"dressed animals† and â€Å"knights in armor† (Surprised by Joy 13). His literary fascination with that beyond what sight alone conceives, to that which stimulates the soul, followed him throughout his life. It is no surprise that he accepted a fellowship at Magdalen in 1925, and went on to teach English literature, Philosophy (â€Å"very badly†) and the Greats, given his extensive liaison with the tangible and abstract in literature, as well as his brilliant expertise in several literary canons (215). Within such a world, Lewis embraced an enduring source of â€Å"Joy,† elusive and yet persistent, throughout the political chaos of his own life and his dogged rejection of anything resembling the â€Å"Christian myth† (215). Through the written word, Lewis found an understanding of a higher source of living more readily than he’d ever experienced in church or in conversation with various religious spokespeople. Throughout his wretched and then blessed years of schooling, Lewis was haunted by â€Å"the Idea of Autumn,† enfleshed through fleeting experiences with â€Å"Joy† in poetry. Finding â€Å"an unsatisfied desire which is itself more desirable than any other satisfaction† reading great Nordic works, Lewis was â€Å"uplifted into huge regions of northern sky† desiring â€Å"something never to be described† and then finding himself â€Å"at the very same moment already falling out of that desire and wishing† he was back in it (17). This â€Å"central story† of his life, this passion for Joy, came to take on many forms as Lewis the boy grew into Lewis the English scholar, and then into Lewis, a Christian. Even after his ultimate conversion to Chri stianity, the â€Å"old stab† of Joy came â€Å"as often and as sharply† as â€Å"at any time† in his life while reading and writing (238).

Biooo

Joaquin B. Agony, Glacial S. Beanie (14 August 2014) (21 August 2014) l. Introduction Microscopes and the field of Science are two inseparable things. Almost all Sciences are associated with the use of a microscope, a device use to view objects which are not visible to the naked eye. The term microscope came from the Greek term â€Å"Micros† which means â€Å"small† and â€Å"Spoken† which means â€Å"to examine† (Vocabulary. Com, 2014).Today, microscopes are of great importance especially on the field of Biological Science. One of its major use is to determine the sizes of microorganisms which are of great importance in understanding certain biological phenomena. Getting the actual size of microscopic objects such as microorganisms using calibrated eyepiece micrometer is termed micrometer (Echoic, et. Al. , 2000). It is important for investigators across a number of disciplines. A biologist, for example, needs to know the exact size of two organisms to pr ovide an intelligent comparison (I. E.Almoner). The intent of this activity is to create an awareness in proper handling techniques ND correct use of a microscope to students pursuing courses in the field of Biological Sciences. This activity is also intended to teach students microscope calibration techniques. II. Materials and Methods To able to obtain the exact measurement of a specimen, the ocular micrometer should be calibrated first. By doing so, the calibration constant (C) is obtained. To get the calibration constant, a stage micrometer, an ocular micrometer and a microscope is used.The ocular micrometer was placed inside the ocular lens of the microscope and the stage micrometer on the stage. The field was adjusted so that a line in the ocular micrometer is superimposing a line in the stage micrometer. Once this was set, the number of divisions in both micrometers from the first superimposing lines to the next line that superimposed was counted. The number of divisions in t he stage micrometer was divided by the divisions in the ocular micrometer. The quotient was multiplied by pm.The product obtained was the calibration constant. The calibration constant was determined in each of the objective lenses of the microscope. Once the ocular micrometer was calibrated, the pessimism were viewed and measured. The correct measurement was obtained by counting the ocular micrometer divisions occupied by the specimen and multiplying it by the calibration constant of the objective lens used. The deviation between the measurement should only appear on the decimal places of the figure. Ill. Results and Discussion Table 1. Calibration Constant Under Different Microscope Objective Lenses Table 1. 0 shows the summary for the computed calibration constant under the high power objective (HOP) and the the low power objective (LOOP). Under the HOP, the umber of divisions in the ocular micrometer between the two superimposing lines is four while on the stage micrometer it is five. Dividing five by four, the value 1. 25 is obtained. This is not yet the calibration constant. The value 1. 25 should be multiplied by pm to get the C.

Background Checks: Give People a Second Chance

On every application for employment, there is always a section that asks about whether or not a person has ever had an felony charges against them, and to explain what they were if so. Despite the fact that employers are not â€Å"supposed† to discriminate against a candidate based on something like felony charges, there is no real way to qualify whether or not such discriminatory practices were exhibited in the candidate selection process. I would think it stands to reason that most employers will take one look at that box checked â€Å"yes† and move that application to the â€Å"no† pile.And this is only one question. Nowadays, most professional and corporate employers will conduct background checks on job candidates. This can be a problem for a person who has made mistakes in their life but has changed their behaviors and is looking for honest employment, and this is why the practice of running full background checks is basically set up to continually punish t hose who have made mistakes in the past. According to Privacy Rights Clearinghouse, many â€Å"negative† records are expunged from employer background checks after 7 years under the Fair Credit Reporting Act (FCRA).This includes arrests over 7 years ago, criminal records compiled by law enforcement agencies, and bankruptcies over 10 years old. However, much of this is public record, and though a standard background check might not yield this information, there are plenty of private information brokers on the web that will track it down, and this information is often not verified by the broker (such as charges being dropped against a person who was arrested—the broker might report only the arrest). As Crane notes in â€Å"The ABCs of Pre-Employment Background Checks†: â€Å"Unfortunately, there is a lot of inaccurate information out there.Just like the mistakes that may pop up on your credit report, bad data can turn up in the course of a background check. And t his wrong information can cost you a job. † Not only is there a stunning lack of privacy in this age of electronics, there is also no guarantee that the information being reported is accurate, which causes immediate problems for the individual applying for the job. Also, despite the fact that, for example, arrests made over 7 years ago are not supposed to be reported in a background check, there is nothing stopping the employer from asking, â€Å"Have you ever been arrested?†, a question which acts as a double-edged sword for someone who had been arrested several years before. In the cases of individuals who might have something in their past that they’re not proud of, information that can cost them their fair opportunity for employment is readily available to potential employers, even if it the FCRA specifically rules against it. Because of these Internet-based information brokers, there is no guarantee that information that shouldn’t be reported isn†™t still getting into the hands of the employer, and this is information that creates an inherent bias against the candidate in the employer’s mind.Information about long-ago prior arrests, fiscal irresponsibility in the form of previous bankruptcies, and criminal records which are not part of the public domain are easily acquired in a background check, and potential employers use this information as a major strike against the candidate. There is plenty of other information that is legitimately acquired in the course of a background check that can be detrimental to the perceived character of the person applying for the job.Information such as driving records, credit reports, interviews with neighbors and former employers, medical records, court records, and drug test records (just to name a few) are all standard-practice as part of an employer background check. Checking the box that authorizes an employer to conduct a background check opens a door into a person’s pas t in ways they might not have initially considered and affecting their chances at employment in ways they might not even conceive.It is understandable that in the wake of 9/11 and as a result of a recent surge in lawsuits due to negligent hiring practices (in which an employee caused harm to others), employers are practicing greater caution in their hiring practices. But by going as full-throttle as they are with the extensive amount of information being made available to them, they are essentially weeding out candidates who are talented, qualified, and educated but who have a spot on their records which leads to automatic disqualification of consideration by potential employers.People deserve to have a second chance in life, especially when they have taken all of the steps necessary to better themselves. It is grossly unjust that a prior arrest or criminal charge, especially one that isn’t even supposed to be part of a standard background check, would follow a person for the rest of their working lives, making it impossible for them to work in a professional field (especially when the rules as set by the FCRA are moot in cases involving government positions or positions that pay $75,000 per year or more).Let’s say a person, Joe Doe, has an old petty larceny charge, which many states consider a misdemeanor, but then loses a potential job offer because of it. The system is set up to continually punish those who have made mistakes in their past. In the above example of the felony charge check box (and a â€Å"felony† can be as simple as extorting $2,000 or being caught urinating in public), there is no way to avoid checking â€Å"yes† when the proceeding background check will show all of the related information, and act as an automatic disqualification for a person’s employment.When background checks are so pervasive and INVASIVE, what other options or opportunities does a person have left? This is why the system needs to be ch anged, and tighter restrictions need to be placed on what information is made available to the public. No record older than 7 years—criminal, felony, bankruptcy, or otherwise—should be made available for anyone to see.Only in the cases of serious potential endangerment (such as the higher-level sex offenders) should records older than 7 years be made public; otherwise people are being continually punished for old mistakes that they have more than rectified by paying their dues (either with community service, probation, monetary repayment, etc. ). It isn’t just that a person shouldn’t lose an opportunity due to long-ago mistakes; the reality is that employers WILL and DO discriminate based on that.In order for people to have the second chance they deserve, the restrictions on background checks and public records need to be tightened, to protect people who are trying to rehabilitate themselves. Otherwise, there is no rehabilitation to be had because the cha nce is never really given. References Crane, Amy B. â€Å"The ABCs of Pre-Employment Background Checks. † Online. Available: www. bankrate. com Fair Credit Reporting Act. Online. Available: www. ftc. gov Privacy Rights Clearinghouse. Online. Available: www. privacyrights. org

Macbeth Film Comparison Essay

Compare and contrast the opening scenes of Polanski’s 1971 film version of ‘Macbeth’ with Geoffrey Wright’s 2007 adaptation. Roman Polanski’s and Geoffrey Wright’s adaptations of Shakespeare’s Macbeth are filmed in different styles despite being based on the same play. This may be to suit a different audience or convey a different message to one another. Roman Polanski’s 1971 reproduction opens on a wide angle shot of a beach with a sunrise coming up over the horizon. This creates a feeling of morning, and that this is just the start of a storyline. After this, three old, weathered women appear and dig a hole in the sand- allowing a mysterious atmosphere to develop, which leaves the audience wanting to know more. The witches then bury a dagger encased in a severed hand and a hangman’s noose. These items allow the audience to ponder upon the connection of the items. The witches then say their goodbyes and wander off along the beach, the only sound being the squeaking of their cart used to haul the ritual items in. This shot is quite simple, but it creates a feeling of anticipation. Geoffrey Wright’s 2007 adaptation opens in a more 21st century blockbuster style, with attractive young schoolgirls playing the part of the witches who vandalise a graveyard by gouging out the eyes of statues of angels and spraying the eyes of the statues with red spray paint. This is quite an aggressive scene to start with, and sets the pace for the rest of the film. Compared to Polanski’s version, this introduction offers a more up-beat feel, instead of the more sombre style of the 1971 film. The camera then pans round to a close-up of Macbeth’s face whose attention is drawn to the young schoolgirls as they wander past him. He then looks at his wife who is kneeling over their dead son’s grave crying. Again, another close-up, but this time of Lady Macbeth’s face which at this point is not particularly attractive. This could show Macbeth’s desire for a prettier woman in the schoolgirls, and reality- the less attractive sight of his wife; but in the end, no-one knows what he is thinking, just that he is not comforting his wife. Here, the atmosphere is quite tense- lots of things are happening at one time which makes you feel like you are there, in Macbeth’s hectic, confused mind. In relation to Polanski’s film, this film is less mysterious and makes you expect fewer twists because there have been not many so far. The title graphics in Polanski’s film are set in a Roman style font, Seriffed and coloured black. The aged font emphasizes the fact that the film is very traditional. This style of writing is often used in newspaper articles. The 2007 adaptation uses a much more modern, contemporary sans-serif font. The text is coloured red- a recurring theme in this film. In the 1971 version, a wide angle shot of the beach is the start of the film. This wide angle shot is used throughout the first scene to depict the bleak landscape that the film is set in. The wide shot could also be showing us the â€Å"bigger picture†- that there are many little thing that make up the plot of Macbeth, and this is just one little thing on a wide, open beach. Geoffrey Wright’s film does not include many wide- angle shots in the first few scenes. This is most probably because of the action-packed nature of the film. Therefore the camera follows the action intensely- for example following the witches around the graveyard. This gives the audience an adrenalin rush- especially in the action scenes where the audience can perceive themselves to be taking part in the violence. In both films however, close-up shots of the faces of the main characters are shown. In Polanski’s film this is to show mainly emotion- the creepy expressions of the witches, and Macbeth’s blank expression when shown in a close-up. When Macbeth is first shown, invaders are being hung in the background- but Macbeth retains his blank facial expression- suggesting that he has no feelings for those being hung. Geoffrey Wright’s film shows close-ups of the faces of the witches defacing the statues at the graveyards. These shots show the determination that the witches show by their facial expressions to destroy all that has to do with God and heaven in the graveyard. The close-ups of Lady Macbeth’s face show her weakness in her love for her dead child. Polanski’s film uses very weak morning light as a setting for the beach scene. This gives a dull, grey, washed out look to the beach. The beach seems quite uncomfortable, as it is daybreak and there is almost no light and the open beach makes you feel cold inside creating an atmosphere that hints to you that something bad is about to happen. Similarly, the 2007 version seems to be shot in the day, but there is very little light as the graveyard is overcast. Despite this, the graveyard feels more comfortable due to the auburn hair of the witches which seem to emit warmth and light- allowing the audience to feel more relaxed and enjoy the action scene that follows. Polanski’s film opens with the witches burying strange items that all link to death and suffering- a dagger, a noose and a severed hand. Blood (possibly a symbol of murder) is then poured over the items. The witches then spit on either side of themselves, possibly to bind themselves to the witchcraft they are taking part in. the weather at that time is bleak ,and a thunderstorm is brewing- possibly suggesting a little cheaply hat something bad is about to happen. At that point, after the title sequence, the king gallops onto the beach to the sound of trumpets- symbolic of royalty and fame. In Geoffrey Wright’s adaptation, a recurring theme of red is used from the start of the film. This colour represents blood, murder, death, danger, and the underworld. For example, the witches hair is Auburn, suggesting that they pose a mild danger to Macbeth. Also, â€Å"The Cawdor†- the bar which is used as a drugs den, has red wallpaper- suggesting that it is part of the underworld. The witches vandalise a graveyard at the start of the film, showing their hatred towards God and heaven. They gouge out the eyes of the angels- possibly making them blind to what is about to happen. Red spray paint is forcefully sprayed in the eyes of the statues, also making them oblivious to the witchcraft about to take place. Crosses are also defaced- possibly a reference to Macbeth’s worries about his afterlife. After the vandalism, the girls quieten down, possibly showing an ounce of respect seen as though the place they just demolished is a graveyard. Macbeth is dressed in casual attire, but in black, as in the introduction, he is supposed to be mourning his son’s death. Macbeth’s wife also lays down white roses- symbols of love and innocence- ironic as in the end, nobody seems to be innocent! Later on, as Macbeth and his gang chase a drug dealer from the underworld (with the prevailing colour of red), yellow street lights and buildings are shown- this separated the real world from the underworld. This shows the audience that Macbeth’s actions are not within the realms of what a â€Å"normal† person would do, and that in order to carry on with his normal life; he must keep his actions inside the underworld. Music is an important part in setting the scene for a film, and in Roman Polanski’s film, a droning, repetitive, chaos-inducing tune is used which shows the kookiness of the witches. When Macbeth is shown, a drum beat, not dissimilar to that of an army march beat is used. This shows how Macbeth is a soldier and will fight for his king. The King has music played on a trumpet- vey regal and flattering, this shows his position clearly as a monarch. The music played for the different characters is mostly to show who they are in terms of status; and the music is used instead of a lengthy introduction, allowing the audience to apply stereotypes to the different characters via the music and paint a picture in their minds about the character, but on a deeper level than shown on screen. While the title graphics are showing, fighting sounds are played- simulating the sounds of a battlefield. Plus with swords clanging and maces clashing, the audience are allowed to recreate their own battle in their minds without the help of visual hints. The 2007 version uses similarly annoying, grating noises for the witches- but this time using hissing sounds- possibly a link to the devil posing as a snake in the Bible story of Adam and Eve, where the snake fools Eve into eating the Apple, who then fools Adam into also eating the apple- an uncanny resemblance to the tragedy of Macbeth. Instead of showing a blank screen while showing the title credits, Wright preferred to show a gung-ho showdown between Macbeth’s gang and an Asian gang. Here, the music is loud and upbeat in contrast to the hissing beforehand- just like the 1971 version. Possibly in an attempt to entice the audience of the 21st century, Wright uses very violent scenes- such as depicting men being shot with submachine guns by Macbeth. Again- this may have been done to excite the audience; and instead of letting the audience make up the fight in their minds, a graphical representation has been put on a plate for them. This was not done in 1971 due to the social taboos against showing excessively violent scenes in films- a theme that runs right through the 2007 version as nowadays, these types of scenes are generally being seen as more and more acceptable; despite many believing that suggesting is much more powerful than stating- as could be the case in Wright’s version. Roman Polanski’s film shows witches dressed in ragged clothes, unwashed and with no shoes. This allows the audience to see immediately that these women are strange, and not very wealthy. The king on the other hand is shown to wear a fine suit of armour, with a polished helmet- showing his social importance and wealth. Macbeth lies in the middle of the two extremes- not exuberantly poor like the witches- as he wears chainmail and shoes; but not very wealthy and important- as he has no banner or shiny helmet. This simplistic method of categorising people shows the simplistic way in which Polanski is trying to depict the characters and show the audience how Macbeth is lodged between the two extremes of wealth and social status. When Macbeth meets up with his gang for the action sequence, all of his gang are dressed casually in dark clothes. All except the gang’s Consigliere (the Kings son) – who is dressed in a smart black suit with a red tie- again, with reference to the recurring theme of red, this time showing him as royalty, and as having a higher social status than the other gang members. Hair is an important part of first impressions- in Polanski’s film, Macbeth’s hair is not shown in the introduction, and is hidden by a chainmail hood. This could hint at Macbeth being sheltered from evil and guarded due to his hood acting as a â€Å"safety blanket†. The King wears a crown- a symbol of true royalty, and his hair is uncovered- possibly showing that he is weak. Geoffrey Wright’s adaptation also depicts the King as being weaker than the other characters when his hair colour is looked at. The King is shown as having very fair, blonde hair- again being a symbol of innocence and weakness. The witches in Polanski’s film have different hairstyles- two have hoods- like Macbeth’s but made of cloth, and one has dirty, unwashed brown hair. This array of hairstyles allows the audience to realise that the witches are individuals, and are not all identical in the way they behave. On the other hand, the 2007 version shows all of the witches having the same hairstyle and colour- that being red- with connotations to blood and death. This also is trying to show the audience that they are quite aggressive and possibly have links to the devil. Roman Polanski’s film depicts Macbeth with 1970’s style censoring- no explicitly violent or sexual scenes; but traditional â€Å"hints† at what is happening. Wrights’ version is essentially a film from a totally different time period- showing excessive violence to â€Å"help† the modern audience understand what is going on. I think that despite the sometimes cheesy details of the film, Polanski has created a classic that really entices the audience and makes them wonder what is going on when subtle hints are dropped directing the viewer on the right direction in terms of their mental picture of the scene. The 2007 version shows how complacent modern-day audiences have become with violence and nudity in films. I think that this is mostly down to the filmmakers wanting to make the film more exciting- in some ways they have, as the action scenes in the film can be quite gripping. But as a teenager, I think that more needs to be done in order to let my imagination get to work and try to think of what is really happening, and what is the film trying to tell me beyond the gratuitous violence.